RCHS 2024-2025 Student Handbook

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Introduction

The faculty and staff of Richland Collegiate High School (RCHS) and Dallas College welcome you and commend you for taking the initiative to get a head start on your future.

Our unique academic program design provides a rich and rigorous academic experience that will serve to accelerate your educational goals and self-discovery. Through careful guidance and planning, the college and high school intend that you, as an RCHS student, will graduate, depending on your academic readiness upon initial enrollment, scheduling, and any needed summer enrollment, concurrently with a Foundation High School Program, with endorsement, performance acknowledgements, and an Associate’s Degree. RCHS staff is here to support you as you set and reach your goals in a college environment. We are committed to excellence through teaching, learning, and community building. A challenging educational experience awaits you at RCHS, where dedicated faculty, innovative programs, functional campus design, and the beauty of nature combine to create an exciting learning environment.

The Student Handbook is designed to align with law, board-adopted policy, and the Code of Student Conduct, a board-adopted document intended to promote school safety and an atmosphere for learning. The Student Handbook is not meant to be a complete statement of all policies, procedures, or rules in any given circumstance. In case of conflicts between board policy (including the Code of Student Conduct) and any Student Handbook provision, the district will follow board policy and the Code of Student Conduct. Therefore, parents and students should become familiar with the Richland Collegiate High School Code of Student Conduct. To review the Code of Conduct, visit the district’s website.

State law requires that the Code of Conduct be made available for review at each campus. The district reserves the right to modify the Student Handbook at any time. Notice of revisions will be provided as is reasonably practical. Although the Student Handbook may refer to rights established through law or district policy, it does not create additional rights for parents and students. It does not, nor is it intended to, represent a contract between any parent or student and the district.

Dallas College is accredited by the Southern Association of Colleges and Schools Commission on Colleges. This handbook contains regulations and procedures in existence at the time of publication. Dallas College and RCHS reserve the right to make changes at any time to reflect current Board policies, administrative regulations and procedures, and applicable state and federal regulations. Educational opportunities are offered according to approved charter application.

Educational opportunities are offered by Dallas College without regard to race, color, age, national origin, religion, sex, disability, or sexual orientation.

It is the policy of Richland Collegiate High School not to discriminate on the basis of race, color, national origin, gender or handicap in its vocational programs, services or activities as required by Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Educational Amendments of 1972; and Section 503 and 504 of the Rehabilitation Act of 1973, as amended. Richland Collegiate High School will take steps to ensure that lack of English language skills will not be a barrier to admission and participation in all educational programs and services.

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Section I – RCHS Curricular Approach

Educational Philosophy

The educational philosophy of Richland Collegiate High School rests upon the maxim that a successful education program addresses the whole student – a transformational approach designed to enlighten a student's mind while enriching that student's spirit through multiple learning experiences attuned to each student's skills and abilities, to best use those abilities, and to develop each student's intellectual, emotional, and social foundation. The mission of Dallas College is to “transform lives and communities through higher education.” It is the starting point for our work together to serve our students, community, and employers. RCHS supports this mission by transforming the educational experience to increase high school and college completion and to enhance career readiness.

RCHS students join in this experience as full-time college students with complete access to the services the college offers all students. These services range from a comprehensive Learning Commons offering tutoring and study skills workshops to core academic programs focused on special topics that respond to students' particular interests, such as intramural athletics, music ensembles, and an array of student clubs and activities. In addition, RCHS students are immersed in the special experience of transitioning from a more traditional high school or home school setting to a robust college environment. Extra support services are designed specifically to ease this transition for students, and assist in recognizing their individual needs while developing suitable educational plans with each student and parent.

The pedagogical foundation of RCHS is summarized by Luce and Thompson in Do What Works (2004) – “The way to improve the academic and economic prospects of our high school students, then, is clear: we need to make sure that each student experiences a rigorous high school curriculum.” Based on findings from a study conducted for the US Department of Education, they conclude: “Students’ high school course load is more determinative of whether the students will complete college with a bachelor's degree than the students' test scores, class rank, or grade point average.” RCHS offers a rigorous curriculum that allows students to accumulate college credits before they have completed high school. Whether an RCHS student decides to earn a high school diploma and an Associate’s Degree from Dallas College simultaneously, or instead elects to finish high school before transferring to a four-year institution with two years of college credits, every RCHS student will have experienced a rigorous academic course load upon graduation.

RCHS’s pedagogy reflects the purpose of the Dallas College core curriculum, which is predicated on the judgment that a series of intellectual competencies – reading, writing, speaking, listening, critical thinking, and computer literacy – are essential to the learning process in any discipline. Regardless of students' experiences in exercising these competencies, they need further instruction and practice to meet college standards and to succeed in both their major fields of academic study and their chosen careers. The goal of the core curriculum is to foster multiple perspectives while informing and delivering content.

RCHS students will work toward completing the Dallas College core curriculum to earn their high school graduation credits while focusing on the following objectives:

1. Critical Thinking Skills (CT) - creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information
2. Communication Skills (COM) - effective development, interpretation and expression of ideas through written, oral and visual communication
3. Empirical and Quantitative Skills (EQS) - manipulation and analysis of numerical data or observable facts resulting in informed conclusions
4. Teamwork (TW) - ability to consider different points of view and to work effectively with others to support a shared purpose or goal
5. Social Responsibility (SR) - intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities
6. Personal Responsibility (PR) - ability to connect choices, actions and consequences to ethical decision-making

Nondiscrimination

No person shall, on the grounds of race, color, or national origin, be excluded from participation, be denied the benefits of, or be subjected to discrimination under any Dallas College program or activity. 42 U.S.C. §2000d.

Qualified disabled persons may not, on the basis of disability, be denied admission or be subjected to discrimination in admission or recruitment by the Dallas College 34 C.F.R. §104.42(a).

Nondiscrimination in Career & Technical Education Programs

Richland Collegiate High School (RCHS) offers career and technical education programs in one or more of 16 career clusters recognized by the Office of Vocational and Adult Education and the National Association for State Directors of Career Technical Education Consortium. Admission to these programs is based on RCHS admission standards for enrollment into the RCHS program and Dallas College course prerequisites apply.

It is the policy of RCHS not to discriminate on the basis of race, color, national origin, sex or handicap in its vocational programs, services or activities 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.

It is the policy of RCHS not to discriminate 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.

RCHS will take steps to assure that lack of English language skills will not be a barrier to admission and participation in all educational and vocational programs. For information about your rights or grievance procedures, contact the Title IX coordinator at the appropriate campus. Please call 214-379-1558 or email the Deputy Title IX Coordinator.

Students may also call Felicia Walker Beverly Gaither with RCHS at 214-890-9801 972-761-6889 or email at BGaither@DallasCollege.edu.

Nondiscrimination of Religion

As a public high school, RCHS will remain neutral in matters of religion. Per Texas Education Code §25.901 the school will protect the rights of free expression of any religious group, but may not promote the interests or teaching of any religious faith, although Dallas College provides courses in comparative religions and cultures in its college curriculum. Students shall be excused from classes for the purpose of observing a religious Holy Day(s). Per Texas Law, as public-school students, RCHS students have an absolute right to individually, voluntarily, and silently pray or meditate in school in a manner that does not disrupt the instructional or other activities of the school.

RCHS Educational Innovations

Richland Collegiate High School incorporates educational innovations that, considered as a whole, distinguish it from any other charter high school in Texas or elsewhere in the United States.

Earning Dual Credits

Each RCHS student will collaborate with a Success Coach to ensure that the selected courses are appropriate for the student’s academic skill level and chosen career pathways. In determining which courses to select, the Success Coach will first review the student’s academic records and college entrance assessment results. This process is critical to ensure that each RCHS student completes the necessary requirements for high school graduation while working toward an Associate Degree or transferrable college credits.

In addition to earning a high school diploma, RCHS students work to complete the Dallas College core curriculum. This curriculum adheres to state requirements that every public higher education institution offer a core curriculum of 42 credit hours that meets the aforementioned goals. When a student successfully finishes an institution's core curriculum with at least a 2.0 College GPA, that recognition is transferable to any other public Texas higher education institution. This means that a student who completes the core curriculum at Dallas College can transfer to any other public Texas university without being required to take any of that institution's core courses.

RCHS students will enter as 11th grade students and must have successfully completed courses required for both 9th and 10th grades. In the 11th and 12th grades, RCHS students will take courses in mathematics, science, social studies, English, and foreign language to complete their high

school graduation requirements. As available, these students may also take electives in engineering, visual, performance, digital arts or in courses they need to help them prepare for their career goals or to meet curriculum requirements at their anticipated transfer university.

**The Dallas College Core Curriculum is outlined in the handbook.

Service Learning

In Service Learning, students learn and develop through thoughtfully organized service experiences that meet real community needs. Service Learning integrates classroom instruction with volunteer service in the community to enhance the students’ learning experience. Students engage in the following activities through Service Learning:

• Learn and develop through thoughtfully organized service experiences
• Connect service experiences with knowledge gained in the classroom
• Complete service projects either individually or in small groups
• Reflect on service experiences
• Share gained knowledge with classmates and instructors
• Fulfill a minimum of 15 hours of Service Learning each semester

RCHS students are required to complete and document a minimum of 30 hours of service learning each academic year (15 hours per semester). By or before graduation, all RCHS students are expected to complete 60 or more hours of service learning. All service learning must be connected to their classroom instruction and/or their future career goal.

Capstone Exhibition

RCHS students complete a “Capstone”, as part of the RCHS innovative high school program. This multi-year long project demonstrates a student's proficiency in the academic components of the RCHS education and in applying the intellectual skills necessary for success in college. The capstone is distinguished by the student's academic independence in generating a topic, related to building sustainable local and/or world community, that involves the college and RCHS community and making a public presentation that meets RCHS’s standards of assessment.

The capstone must reflect one or more of these academic disciplines - English, mathematics, science, engineering, social studies, fine arts, and/or technology, and must connect with one of the Richland Core Competencies. Students will write a well-developed research paper and develop either a research action plan or an original product with a supporting paper. Each student must develop a question or hypothesis worthy of in-depth research, interpret the research to draw reasonable conclusions, and support those conclusions with varied and well-documented evidence. The research paper will manifest scholarly research and demonstrate proficiency in research writing.

Students wishing to develop an original product must demonstrate their research through an outcome such as a robotic piece of equipment, original computer software, a video documentary, or a comprehensive laboratory report of a scientific experiment. The accompanying paper should address the historical tradition of the discipline or craft demonstrated in the product and detail how that tradition influenced the student's original work. Additionally, all capstones must include a section on sustainable community and answer the question “How will the research improve our local, national, or world community?” The capstone culminates with a public presentation open to students, faculty, and community at which the student presents findings and responds to questions.

Students should identify one or more content experts outside the high school and college to work with him/her and participate in evaluating the final product and presentation. Public Exhibitions are held during the weeks before high school graduation as the culmination of each senior’s experience at Richland Collegiate High School. Senior Exhibitions satisfy all requirements of the Dallas College Core Curriculum capstone expectations.

Additional Learning Activities

State law requires Texas charter schools to provide at least 75,600 operational minutes or 180 days of instruction each academic year unless waived by the Texas Education Agency. Additionally, RCHS students may be required to participate in study skills and success classes in January. RCHS students who fail classes in Fall Term will be required to attend January study skills classes. January study skills classes are held prior to the spring semester.

Unique Accomplishments

The educational innovations discussed above will result in a high school/collegiate experience for students not available at any other educational institution in Texas. Graduates will have earned their high school diplomas while accumulating approximately 60 or more college credits that transfer to any public university in Texas with a GPA of 2.0 or higher. They have a myriad of experiences to prepare them for ongoing academic success and satisfying careers – collaboration and teamwork, leadership, public service, research, synthesis and application of knowledge, and hard work to achieve a goal.

Section II – Dallas College Context

Dallas College Expectations

As simultaneous Dallas College students, RCHS students are also responsible for behavior consistent with the college code of conduct and mission.

Mission

The Mission of Dallas College is to transform lives and communities through higher education.

Purposes

Overall purposes:

• To ensure Dallas County is vibrant, growing and economically viable for current and future generations.
• To provide a teaching and learning environment that exceeds learner expectations and meets the needs of our community and employers.

The Dallas College Board of Trustees’ Strategic Priorities continue to guide the work of the college in its mission to transform lives and communities through higher education and achieving 60x30TX. Strategic priorities can be found on the Dallas College webpage.

Section III – General RCHS Information, Regulations, & Student/Parent Expectations

General School Information

Accountability

RCHS abides by and participates fully with all accountability measures and standards set forth by state (Texas Education Agency & Texas Higher Education Coordinating Board) and federal governing bodies as well as the Southern Association of Colleges and Schools.

Highly Qualified Instructional Staff

All RCHS credit courses are taught by highly qualified Dallas College instructors. Dallas College instructional staff must meet the credentialing standards established by the Southern Association of Colleges and Schools Commission on Colleges and the Texas Higher Education Coordinating Board prior to teaching courses for the college or RCHS.

Hours of Operation

The RCHS school day is 8 a.m to 4 p.m. Monday through Thursday. Depending on the students’ academic scheduling needs, students may be scheduled for classes prior to the start time or may exceed the school’s end time; however, advisor Success Coach approval is required. Students are expected to arrive to all classes on time. Tardiness is not acceptable and will be reported as unexcused absences. Students are expected to be on campus during school hours, even when not in class.

Visitors

Parents are welcome to visit RCHS; however, all visitors must first report to the school office in Crockett Hall, room C165. Visitors are required to sign the visitor’s log at the front desk and provide picture identification. RCHS staff will assist visitors and ensure that all visits are consistent with college regulations designed to minimize disruption to the educational learning process.

Emergency School Closing Information

In the event of weather or other conditions that make it necessary to close the school, students and parents will be notified through announcements made on local television stations, local radio stations, and the College website. RCHS adheres to Dallas College closing decisions. If there is no notice of changes or delays, then classes are in session and offices are open as usual.

Students may also sign-up for alerts via text, voicemail, or email. You can opt-in on the Dallas College Alerts Signup page.

Change of Address Notification

When students move or relocate to a new address, the student is required to notify the school and bring proof of residency within three school days. Parents need to provide new contact information such as new phone numbers and/or email addresses to the RCHS office as changes occur. **Utility bills or lease agreements may serve as proof of residency.

Homeless Students

Students who are experiencing homelessness have the right to attend school in their school of origin or in the school in the attendance area where the family or youth is currently residing. School of origin is defined as the school in which the child/youth was enrolled when they became homeless or the school in which the child/youth was last enrolled. The campus a child attends is determined by which campus can serve the best interests of the child. In Texas, a student experiencing homelessness may enroll in any district they choose, regardless of the location of their residence, school of origin, or attendance zone campus.

You can find more information on school district responsibilities associated with homeless students on the TEA Homeless Issues FAQ page and on the Texas Homeless Education Office website.

Contact: Nina Dom
Phone: 972-284-5526

Texas Success Initiative Assessment (TSIA2) Requirements

Courses taken by RCHS students are certified Dallas College courses. RCHS students are integrated into Dallas College courses according to the students’ academic needs and/or graduation plans. RCHS students must demonstrate readiness or eligibility for college courses.

 

Laptop and Computer User Responsibilities

RCHS provides laptops to students to help facilitate future ready learning. Use of the RCHS laptop is required and a user agreement must be on file signed by both parent/guardian and student. Personal laptops or electronic devices may not be used for curriculum purposes or brought on campus unless prior approval has been granted. Lost or stolen laptops must be replaced and students are responsible for the full replacement cost. Laptops must be returned before the end of school and before participation in graduation ceremonies.

The computer networking resources provided by Dallas College and/or RCHS should be used in an effective, efficient, ethical, and legal manner. Users are expected to adhere to the following conditions:

1. Respect the intended purpose of computing resources:
1. Use only for instructional, research, and administrative purposes.
2. Do not use accounts for any form of commercial activity.
3. Do not “talk” to other users on the network unless the intent is instructional (pertaining to your project) and prearranged.
4. Do not use the electronic communication facilities (for example pine, mail, or talk) to send fraudulent, harassing, or intimidating messages.
2. Respect the privacy of other users:
1. Do not use any other person’s account.
2. Do not intentionally seek information on, obtain copies of, or modify any files, tapes, passwords, data, or programs belonging to other users unless specifically authorized to do so.
3. Keep your password secret and change it regularly.
3. Respect the system integrity and resources:
1. Do not develop or execute programs that could harass other users, infiltrate systems, damage or alter software components, or use any services for unauthorized purposes.
2. Avoid excessive use of resources, for example, computers, printers, graphic devices, networks and processor time.
3. Share resources in an equitable manner, and respect the people responsible for overseeing the lab and/or those responsible for administering the network.
4. Follow established policies and procedures.

Children’s Internet Protection Act

RCHS is committed to the safety and security of students in an online environment and the protection against obscene and harmful content. To ensure student safety, RCHS has installed a filtering solution to prevent access to certain sites that may contain material that is inappropriate or of non-educational value, including gaming sites. RCHS 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.).

Dismissal for Repeated Inappropriate Behaviors

RCHS students, when enrolling in the RCHS program, choose to attend college classes taught by college professors and attended by tuition-paying college students. As a result, mature and appropriate behaviors are expected at all times while students are on the Richland Campus or at school sponsored activities and events. Student misbehaviors will be addressed by the RCHS administrative staff with appropriate disciplinary consequences that support student reflection and correction.

Repeated student misbehaviors will result in the student, accompanied by their parents, being summoned to a disciplinary conference conducted by the Student Behavior Coordinator or designee who will collect data and information about student performance, attendance, and misbehaviors in order to determine the student’s eligibility to continue in the RCHS program. Prior to the final determination, the student will be afforded an opportunity to present their information at the discipline conference. **Severe student misbehaviors, as outlined in the Student Code of Conduct or removal of a student from class by a professor may result in immediate dismissal of the student from the RCHS program. Students may also be subject to disciplinary consequences from the college for violations of the Dallas College Code of Conduct.

College Grievances

Students may dispute a grade or make a college-level complaint by following Dallas College procedures.

Textbooks

RCHS provides required learning materials such as textbooks, Ebooks and access codes to RCHS students for approved RCHS dual credit courses during the RCHS academic school terms. Students are responsible for physical textbooks and must return them at the end of each term in good condition. Lost textbooks must be replaced at student cost. Students who severely damage or lose textbooks must either replace the books or reimburse the Dallas College business office for the replacement cost of the books. Students must purchase, at their own expense, textbooks for classes when taken outside of those required for high school graduation.

**Dallas College “blocks” will be placed on students who do not return RCHS equipment or textbooks in good condition.

Richland Collegiate High School will not pay for courses or textbooks in the following situations:

1. Repeating a course required for high school graduation, a core curriculum course, or an associate degree course that has already been successfully completed with a passing grade.
2. Taking courses that are beyond the requirements for high school graduation, for core curriculum completion, for an associate degree, or for an emphasis degree, including courses taken outside the academic school calendar and beyond the regular school day hours (evening and weekend courses).

Transportation and Vehicles

RCHS does not provide transportation. However, students are eligible for free monthly DART bus passes. You may call DART at 214-979-1111 or visit the website for DART bus routes and schedule information.

Student vehicles parked on Richland property are under the jurisdiction of the school. The school reserves the right to search any vehicle for reasonable cause. Students have full responsibility for their vehicles and are held responsible for any prohibited objects or substances, such as alcohol, drugs, drug paraphernalia, weapons, or weapon paraphernalia found in their car and are subject to disciplinary action, as well as referral for criminal prosecution.

In accordance with campus safety protocols, students are required to adhere to all traffic laws while on campus premises or attending school-sponsored events. Failure to comply with these regulations may result in disciplinary actions. Reckless driving or any violations of traffic rules pose a risk to the safety of our community and will be treated with utmost seriousness. Let's ensure our campus remains a safe and welcoming environment for all by respecting these guidelines.

Dress and Grooming

RCHS reserves the right to prohibit any clothing or grooming style that the administration determines to be reasonably expected to pose a health or safety hazard or to cause a material and substantial disruption of, distraction from, or interference with school operations. The principal has the final decision regarding appropriateness of attire and grooming.

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.

All RCHS students are expected to take pride in their grooming and hygiene. Student dress should exhibit self-discipline, prevent disruption, avoid safety hazards, and demonstrate self- respect. All students are expected to exemplify appropriate dress and grooming standards in a manner which conveys an appropriate image for the student and the school.

Repeated or severe offenses may result in more serious disciplinary action in accordance with the Student Code of Conduct.

Student ID

Students are required to visibly display their official RCHS student ID at all times while on campus. Students must present their Dallas College/RCHS Student ID for all class meetings, attendance, admittance to events, and as official documentation for all material distributions such as textbooks and technology distributions. Students will be issued one free ID for the two years of enrollment. Replacement ID’s are subject to the price issued by the college and students are responsible for the payment.

Field Trips

Educational field trips may occur during the school year. Cultural and educational programs appropriate to the curricula determine the purpose and choice of field trips. Information and release forms will be sent home prior to the planned trip and must be returned to the school at least ten days before a scheduled trip. Students who do not return signed release forms may not participate. Students must follow the specified dress code for all field trips. The student must notify the RCHS attendance office of all college field trips ten days in advance of the trip date. RCHS will review and approve the trip, as appropriate. If a trip is not approved, RCHS will notify the student of the decision and reason for the decision. Students must seek approval from the RCHS principal before attending any field trip outside of an RCHS sponsored event.

Student Center

Designated areas serve as RCHS student centers and are available to all other college students, employees, and official guests as well. These areas, as well as other areas of the college, may be used by RCHS students when not in class. These areas have wireless networking for laptop computer use. It is imperative that RCHS students remain mindful of their surroundings by refraining from loud or disruptive behavior or noises. Rudeness and profanity are not acceptable. Students are to be respectful of the rights, feelings, and possessions of others including all school property and its cleanliness.

Food and Drink

Breakfast and/or lunch is available and may be purchased in the cafeteria. Vending machines for soft drinks are also available. Each student is responsible for cleaning up after themselves in order to keep the Richland campus looking beautiful. RCHS has an open-campus policy during lunch times, and Dallas College and RCHS are not liable or responsible for students when they are off-campus. Students are expected to return to campus on time for their next class. It is preferred that RCHS students stay on campus during lunch and extended breaks.

Cellular Phones, Electronic Devices & Other Technology

Students must keep cellular phones and other technology turned off and put away in all classrooms. Use of electronic devices is strictly prohibited during class instruction. Professors reserve the right to allow cell phone or technology use at their sole discretion. Professors may confiscate phones, laptops, and other technology during class if they deem them distractors. Confiscated electronic devices must be picked up from the RCHS office by parents/guardians; students may not pick up confiscated electronic devices. Additionally, RCHS staff may take disciplinary action toward students who use electronic devices during instructional periods.

The use of cell phones or any device capable of capturing images is strictly prohibited in locker rooms or restroom areas while at school or at a school-related or school-sponsored event.
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, 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.

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.

**The school is not responsible for lost or stolen devices. Theft or lost items should be reported to the campus police.

Email

Students must use their Dallas College student email account as well as check their Brightspace and eConnect accounts and student notices daily. Students are responsible for responding to email communications. Since students are not in the traditional high school environment, email and Brightspace serve as the primary source of communication between the high school and its students. Students waive their “right to privacy” on all Dallas College and RCHS computers since they are school property. Students may not install any software on school computers. All students are governed by the Dallas College computer use policy.

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. RCHS will notify parents of the potential consequences of truant behavior at the beginning of each school year.

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.

The RCHS Attendance Office is located in Red River room RR1233. The attendance phone number is 972-761-6778. The RCHS Attendance Office is open from 8 a.m. until 5 p.m., Monday-Friday. The RCHS Attendance Office will place signage on the Attendance Office door if the hours of operation vary from the norm.

Official Attendance-Taking Time:

RCHS must submit attendance of its students to The Texas Education Agency (TEA) at a specific time each day. The district will take official attendance every day at 10:30 a.m.

Definitions

Absence – Any time class instruction is missed due to the student not being physically present for instruction or failure to sign in for canceled classes.

Tardy – For official attendance accounting and Foundation School Program purposes, “tardies” do not exist.

RCHS students are expected to report to all classes on time and remain for the entire period of scheduled instruction. Students will be assigned disciplinary consequences due to missing class without proper documentation. RCHS students are expected to follow and adhere to the attendance policies set forth by individual faculty in each course as well as the Texas Compulsory Attendance Laws.

Students are required to attend each school day, from 8:00am-5:00pm, for the entire period the program of instruction is provided. RCHS tracks and reports any violations of the attendance law to local truancy courts.

If a student is absent for any reason, the student/parent must notify the school as soon as possible at 972-761-6778 or via email at RCHSAttendance@DallasCollege.edu.

Compulsory Attendance

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.

When a student age 6-18 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 their duty to monitor the student’s attendance and require the student to attend school
• Request a conference between school administrators and the parent
• 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:
Jonathan Asberry
Attendance Coordinator
JAsberry@DallasCollege.edu
972-238-6318

For any questions about student absences, parents should contact the facilitator or any other campus administrator.

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 10 or more unexcused absences within a six-month period in the same school year.

If a student age 12-18 incurs 10 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.

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.

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.

Types of Absences

Compulsory Attendance — Exemptions

State law allows exemptions to the compulsory attendance requirements for the following activities and events:

• 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
• For students in the conservatorship of the state:
  • An activity required under a court-ordered service plan
  • 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.

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.

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. The student will be required to provide documentation of the visit to the driver’s license office for each absence.

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 principal has approved the student’s absence
• Documentation for college visits must be on letterhead from the institution and must be submitted in person to the Attendance Office

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 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.

The district will allow a student to be absent for up to two days per school year to serve as:

• An early voting clerk, the student notifies their instructors, and the student receives approval from the principal prior to the absences

The district will allow students to be absent for the purpose of sounding “Taps” at a military honors funeral for a deceased veteran.

Additional information can be found in the TEA Student Attendance Accounting Handbook (SAAH).

 

Late Arrival or Leaving Early

If a student arrives to school late or leaves school early, the student must sign in and/or out at the Attendance Office; if a student leaves due to illness, the absence will only be excused when the student leaves through the Richland Campus Health Center.

 

Documentation After Absence

The student must submit the signed RCHS absence note form within three school days upon returning to school.

Students are limited to three parent notes per semester. The following examples are not valid excuses and will not be excused for compulsory attendance: family vacations, oversleeping, personal/family emergency without further explanation of the situation, or notes without detailed reasons stated.

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

Within three school days of returning to school, a student who is absent for more than three 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.

Submitting Documentation

Any absence documentation may be submitted in person to the RCHS Attendance Office (Red River room RR1233), via email to RCHSAttendance@dcccd.edu, or faxed to the Attendance Office at 972- 238-6318.

Attendance Correction Process

Students must be proactive in alerting the attendance office of possible marking errors regarding attendance. The steps listed below are to be followed if the student believes an error was made to their attendance. The Attendance Correction Form must be submitted for each course and date in question.

1. Students should check their attendance weekly to review for any mistakes.
2. If an error is identified, the student must complete an Attendance Correction Form within one week of the absence. Once completed, they will return it to the attendance office along with any supporting documentation.
3. The attendance coordinator will review the form and documentation, and email the professor to verify the student's presence, absence, or excused absence on the date in question.
4. Upon receipt of professor's response, if a correction is warranted, the attendance coordinator will update the official attendance record accordingly.
5. If the professor confirms no correction is needed, the absence will remain as unexcused, and no further appeals regarding attendance for that date will be considered.
6. Students will be notified of the final determination.

Cancelled Classes

Students must report to the attendance office in Red River room RR1233 with a picture ID in the event of a cancelled class before the end of the scheduled class time. Students are expected to report to the attendance office within 30 minutes of the cancelled class. In the event a student is notified before the start of class, they should report to the attendance office at the beginning of the period. Students who do not report to the attendance office when their class is cancelled, and before the end of the scheduled class time, will be reported as an unexcused absence.

 

Online Learning and Attendance

In the event online learning is required to complete scheduled courses, students will be required to be virtually present through the use of Microsoft Teams or any other means as prescribed by the RCHS administration and supported by Dallas College IT assistance. Students will “check- in” and “Check-out” through the use of Microsoft Teams and demonstrate their participation in accordance with course syllabi and RCHS attendance policies.

 

Messages

The school makes every effort to relay important messages from parents to students. Students cannot be called to the RCHS office for messages during the school day except in cases of family emergency. Parents may choose to use student e-mail as a form of communication.

Release of Students from School

For permission to leave school early, the parent must notify RCHS attendance. Students will not be released to any individuals except their parents and/or guardians. Parents or guardians may provide written authorization for an individual to provide transportation for their child; however, this document must be presented to the school in advance. Parents and guardians must present picture identification to the RCHS Attendance Office prior to the release of any RCHS student. The student must sign-out through the RCHS Attendance Office prior to leaving campus.

Academic Advising and Guidance

Success Coaches

RCHS Success Coaches serve as student advocates. The Success Coaches' primary responsibility is to provide support services directly to students by assisting all students to plan and work toward their selected graduation program, providing individual and group advising related to student’s needs, and providing support to students indirectly by consulting with staff and parents. Success Coaches also serve as the liaison for communication between faculty members and parents. Any concerns with a course or faculty member must be reported to the appropriate RCHS Success Coaches.

Every year, RCHS Success Coaches provide information to students and parents on the following topics:

• Importance of higher education.
• Information on careers.
• The advantages of completing the State Foundation high school program, or Foundation Plan with endorsements.
• Coursework designed to prepare students for higher education.
• Financial aid availability and requirements.
• Instruction on how to apply for federal financial aid.
• Information concerning the financial aid center operated by the Texas Higher Education Coordinating Board under Texas Education Code Section 61.0776.

Required Course Sequence

RCHS follows the Texas Board of Education approved graduation plans and aligns all college courses with approved high school courses. All RCHS students are required to not only meet but exceed the state recommendations for graduation. As a result, each student is expected to take math, science, social studies, and English courses each school year. All transcribed dual credit course verification requests by universities, colleges, and/or other institutions of higher education shall include all courses completed regardless of a student’s graduation plan.

RCHS includes a series of required college support courses as part of its unique program design. These courses are scheduled every semester to support the RCHS personal graduation plans for each student.

RCHS students are scheduled into high school graduation required courses and electives during the regular school calendar days in which funding is generated. Therefore, all student Personal Graduation Plans outline the required courses during the following semesters: Fall Term and Spring Term. Summer Terms are not included in the regular school calendar. If students elect to change graduation plans during the academic year, the changes will not take effect until the beginning of the following academic semester. The school shall send written notice to the student’s parents regarding the change. If students fail courses during the academic year, they may recover the failed courses by selecting one of the following recovery options:

1. RCHS Credit Recovery Program – no cost to students or parents, a recovery program that is managed by the RCHS Response to Intervention This option provides high school credit recovery and the final grade is transcribed on the RCHS high school transcript. No college credit is awarded.
2. Dallas College Dual Credit Classes – students/parents may select Summer Term courses and pay for the tuition and textbook costs for each Final grades for dual credit courses are transcribed on the Dallas College transcript. High school credit is not awarded for summer. High school credit may only be transcribed on the RCHS high school transcript if the course was pre-approved by the student’s RCHS Success Coach due to a failed grade and is required for high school graduation and it is necessary for the student to take the course outside of the regular RCHS academic calendar.
3. Correspondence Courses – students/parents pay for textbooks and correspondence courses through Texas Tech University or The University of Texas (high school programs). Final grades are provided by the issuing institution and once received by RCHS advising staff, are posted to the RCHS high school transcript for high school only credit. Correspondence Courses must be pre-approved by the student’s RCHS Success Coach.

**Credit recovery courses cannot result in a transcribed grade of higher than a 70.

If students feel that they are not able to successfully complete their college classes due to the rigor of the RCHS dual credit program, they must meet with a Success Coach. The Response to Intervention (RtI) team, along with the parent and student, will meet to discuss other options on an individual student need basis.

Scheduling Policies

RCHS requires student attendance during each term that is part of the RCHS academic calendar. Schedules are created by the RCHS success team to meet TEA funding standards.

1. Must be scheduled in classes from Monday through Thursday, no Friday classes unless approved by an RCHS Success Coach and courses must be at the Richland Campus.
2. Classes must be between the hours of 8:00 AM – 4:00 PM. Note: some classes may go past 4:00 PM.
3. Minimum of 240 class minutes per day (at least 4 hours per day).
4. Must be in a class during the certification time of 10:30 AM every day (certification class time required by the Texas Education Agency-TEA).
5. Scheduled in 5 core classes listed on the Personal Graduation Plan.
6. Minimum 10-minute break between classes.
7. All students must have a break (25-30 mins) on or before 5 hours of class.
8. Required Support classes:
   
   1. Senior Support Classes: Senior Capstone, Senior Capstone Lab, and College Transition.

To remain in the RCHS program, students must maintain enrollment in a minimum of five core academic classes and the required RCHS high school support courses each Fall and Spring Term. Students who elect to take more than five core courses must have approval from a parent or guardian and their Success Coach. Additionally, students who want to take more than 17 college credit hours in a Fall or Spring Term must seek approval from their Success Coach.

Dallas College Required Core Curriculum

The core of learning in college is a set of courses that will provide you with the knowledge, skills and educational experiences you need to succeed in higher education. Those courses - called the Core Curriculum - lead to an associate degree here at Dallas College and transfer to four-year colleges and universities. Core courses are guaranteed to transfer to Texas public colleges and universities.

*Get specific information on the Core Curriculum, read answers to frequently asked questions about the Core or learn about the history of the Core selected by Dallas College.

Dropping Courses

RCHS students are enrolled in college courses that meet the TEA required Texas Essential Knowledge and Skills for high school credit classes, thus both high school and college credits are earned for most classes. Although RCHS students are considered college students in many aspects, they are enrolled in a Texas Public Charter High School program and therefore fall under all TEA mandated policies and regulations. Some of the privileges that college students have such as dropping classes are not extended to RCHS students due to the structure of the high school program requirements. RCHS students are not permitted to drop courses. To remain in the RCHS program, RCHS students are required to attend classes and take a minimum of five core classes each Fall and Spring Term.

Schedule Change Requests

Students are scheduled according to their Personal Graduation Plans each student creates with their Success Coach. Each Personal Graduation Plan (PGP) must be signed by both the student and at least one parent or guardian and is kept in the students’ academic cumulative folder. Although RCHS Success Coaches schedule courses each semester based on a student’s filed PGP, students and/or parents may see a need to request a schedule change.

Schedule changes are granted for the following reasons: student needs to repeat a class due to failing the course, another course is required for graduation purposes, and/or there is a change in degree plan or diploma plan. Students must contact their Success Coach for any schedule changes during the specified time frame. Schedule change requests are reviewed by each student's Success Coach and are granted based on the merit of each request and the availability of classes. Unanticipated schedule changes may occur prior to or during the start of each term due to the college cancelling classes, and/or the need to repeat failed classes. In such situations, RCHS Success Coaches make the necessary schedule changes based on each student’s graduation plan (Personal Graduation Plan) and shall notify the student’s parent/legal guardian of such changes in writing.

College and University Admissions

For two school years following their graduation, a district student who graduates 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 one of the following::

• Completes the Recommended or Distinguished Level of Achievement under the foundation HS program.
  or
• Satisfies the ACT College Readiness Benchmarks or earns a minimum score of 480 on the Evidenced- Based Reading and Writing (EBRW) test and a minimum score of 530 on the mathematics test (No combined score) if the SAT was administered on or after March 5th, 2016.

Senate Bill 175, passed by the 81st Texas Legislature, allows The University of Texas at Austin to limit automatic admission to 75 percent 75%) of the University’s enrollment capacity designated for first-time resident undergraduate students.

The University of Texas has determined that it will automatically admit all eligible summer/fall 2024 and spring 2025 freshman applicants who rank within the top six percent (6%) of their high school graduating classes, with remaining spaces to be filled through holistic review. This remains unchanged since the last school year.

Parental Involvement and Responsibilities

Due to the uniqueness of the high school setting, a strong partnership between home and school is essential to the educational success of RCHS students. Partnerships thrive on effective communication, understanding, and involvement between the school and home. RCHS parents are expected to actively support their student by creating an academic calendar monitoring the academic calendar, eCampus grades, student/parent portals, student planners and grade point sheets for each semester. Additionally, parents are expected to attend PGP Planning Meetings each year with their student and Academic Advisor Success Coach. Working together, parents, students, and Success Coaches Success Coaches create and update PGP’s yearly that will guide the student towards completion of their academic goals – graduation, core completion, college/university acceptance, and/or an Associate’s Degree.

Communication between home and school is a high priority at RCHS. This partnership is key to student academic and social success. Parents are supported through the RCHS Parent Association. We encourage you to join the RCHS Parent Association which provides important parent training and information every month. Parents are welcome to attend meetings regardless of their membership status.

**The principal and high school staff serve as the communication path with Richland faculty. All questions and concerns must go directly to the appropriate high school Success Coach.

Grading Policy

Semester Grades

Students will adhere to each instructor’s grading policies (refer to each instructor’s syllabus). It is important that care is also given to each faculty’s attendance policy. Final grades are given at the end of each semester. Final grade reports will be mailed once all grades have been reported to the RCHS office and will be accessible online through eConnect.

RCHS abides by the Texas Education Agency policy in which credit is awarded for grades that are 70 points or higher. Any course grade below 70 will not receive credit and the course must be repeated and passed (70 or higher) if required for high school graduation. Additionally, grades that are higher than 100 points will be transcribed as 100; grades may not exceed 100 points.

Award of Credit policy states students who are able to successfully complete only one semester of a two-semester course can be awarded credit proportionately for Richland Collegiate High School.

Summer Grades

RCHS transcribes grades for classes taken during the regular RCHS academic calendar that are taken during regular school hours. Classes taken during summer or evening classes will not be transcribed onto the RCHS high school transcript, except in the case of high school graduation courses that must be taken outside of the regular school calendar. If a student fails a course needed for graduation, they must seek Success Coach approval to take the course(s) during summer terms. The Success Coach will notify the RCHS PEIMS Data Analyst that the grades need to be transcribed for graduation purposes. A maximum grade of 70 will be transcribed for successful completion of recovered course work regardless of maximum score earned for credit recovery classes.

Credit Recovery Grades

RCHS offers credit recovery for the four core subjects – mathematics, science, social studies, and English language arts. Students who wish to earn credit recovery must seek approval from their Success Coach in order to be scheduled into the credit recovery classes.

A numeric grade will be provided by the credit recovery teacher of record or the RCHS Response to Intervention Coordinator for each recovered course. Grades are based on assessment scores and student effort on work assigned through credit recovery courses. Recovered course grades will be added to the RCHS transcript and will be averaged with all prior course grade attempts for GPA and class rank purposes. A maximum grade of 70 will be transcribed for successful completion of recovered course work regardless of maximum score earned for credit recovery classes. Credit Recovery courses must be completed by the agreed upon due date set by the Success Coach.

Progress Notification

Students are issued progress reports approximately every 9 weeks during the Fall and Spring semesters. The progress report process ensures that parents and students are kept abreast of current academic performance. RCHS Success Coaches work continuously with students and faculty to monitor academic progress throughout each semester. All communication concerning progress reporting must be directed to the Success Coaches. Progress notices will be mailed out twice each long semester by request only. Students and Parents have access to progress grades through the Ascender Student and Parent Portals.

 

RCHS Class Rank & GPA (high school transcript)

The class size that RCHS uses in calculating class rank will be determined each semester on the final day of the Fall and Spring terms for RCHS. Once the class size is determined for the Fall semester, it will not change until the end of the Spring semester.

Grades from the following courses regardless of when taken, shall be used in calculating the Uniform Grade-Point Average: Courses including electives in Texas Administrative Code (TAC) 74.63(b), sections (1) – (6), and sections (8) - (11); all College Board Advanced Placement (AP) and International Baccalaureate (IB) courses in all disciplines; high school career and technology courses aligned with university programs of study; and dual credit courses. No grade points shall be awarded for courses that do not result in credit awarded (any grades below 70). Failing grades will be calculated into class rank/GPA for zero points and will be averaged with each attempt until credit is awarded for the course. Courses graded with no numeric grade will not be calculated in GPA.

Students transferring to the RCHS program with home schooled or non-accredited transfer credits may gain state credit by following district policy regarding the Awarding of Credit. Local credits from prior schools will not be transcribed onto the RCHS transcript and will not count in the high school GPA or RCHS class rank.

High school credits earned during the junior high school years (7-8 grades) may also factor into class rank if the sending school district identifies such credits on the student’s Academic Achievement Record. Only courses identified as high school credit will factor in the class rank calculation.

The RCHS class rank and GPA academic calculation is based on a four-point scale with the exception of identified courses of greatest rigor (refer to course weights below). Rank in class is computed by totaling the weighted rank points of eligible courses earned in grades 9-12 and dividing by the number of courses. Students entering RCHS with previously earned credits will be granted an official class rank at the end of the Fall semester of their junior year (after all grades have been posted and averaged). Courses taken in the summer for state credit, as well as approved correspondence courses shall count toward rank in class. However, duplicate credits will not count towards class rank or GPA; only the original credit may be used in calculations once credit has been awarded for any given course. It is the responsibility of the student and parent to contact prior school district personnel to ensure the accuracy of the student transcript. If duplicate credit issues exist, it is the responsibility of the student and parent to resolve the issue and obtain a correct transcript. The transcript should then be submitted to the RCHS office.

A student may improve their class rank by increasing their GPA and enrolling in heavier weighted courses (refer to course weights below):

Course Weights

*Most rigorous and heaviest weighted courses are based on prerequisites. Consult with an RCHS advisor for clarity.

To determine high school GPA and class rank, a student’s semester grade for a state accredited course is computed based on the appropriate course weight scale. All earned points are added together then divided by the total number of courses. The students are then ranked from highest GPA points to lowest. Students who are ranked in the top 10% of their grade level will be ranked on the RCHS transcripts; students who are not in the top 10% will not have their rank entered on the RCHS transcript.

Class rank is calculated at the end of each semester. The first calculation takes place at the end of the Fall semester of the junior year. The second calculation takes place at the end of the Spring semester of the junior year. During a student’s senior year, rank in class is calculated at the end of the Fall semester.

Due to graduation deadlines, final Rank in Class will be computed at the conclusion of the Spring semester - immediately following the posting of all Spring semester grades. RCHS administrators will determine an appropriate date to officially announce the school’s top 10% graduates, as well as valedictorian and salutatorian recipients.

Valedictorian/Salutatorian/Top 10%

To be eligible for Valedictorian or Salutatorian status, and Top 10%, students must complete the requirements of the Foundation Plan with Endorsements. Students with the highest rank will be awarded valedictorian and salutatorian.

Dallas College Grade Point Average (GPA) - Dallas College Transcripts

Grade Point Average (GPA)

In preparation for college transition, all RCHS students will earn a Grade Point Average (GPA) used by Dallas College and universities nationwide.

Your GPA is calculated by your grade point value:

• A = 4 points per credit hour
• B = 3 points per credit hour
• C = 2 points per credit hour
• D = 1 point per credit hour
• F/WF = 0 points per credit hour

To calculate your GPA:

1. Multiple hours attempted by the grade value earned for each class.
2. Total your number of grade points.
3. Divide total points by total of all your attempted hours.
4. That’s your GPA.

37 points divided by 12 credit hours = 3.0 GPA

All Dallas College credit courses are eligible for computation in the college transcript GPA. This GPA is recalculated each semester by Dallas College and can be accessed by eConnect. This GPA is not equivalent to the RCHS transcript GPA.

To qualify for financial aid after you graduate, you must meet all three criteria after qualifying:

1. 2.0 Cumulative (overall) GPA
2. Must complete 67% of all attempted credit hours
3. Credit hours that do not exceed 150% of the minimum number of hours required to complete your program of study

Transcripts

A student may obtain a high school transcript request form online or from the RCHS office. The form must be completed and include one of the following:

University/College Address or “For pick-up” written across the address section. If student indicates “for pick- up”, transcripts may be collected from the RCHS office approximately 48 hours after submitting a completed request form. Note that transcripts are not considered “official” unless mailed by RCHS staff to the receiving school or university. College transcripts are free of charge to all RCHS students and can be requested through Greenlight.

 

Curriculum Modifications

College credit is not granted to students who require curriculum modifications. High school credit only is granted for classes in which curriculum modifications are required.

Student Records

The Family Educational Rights and Privacy Act (FERPA) affords parents and students over 18 years of age ("eligible students") certain rights with respect to the student's education records. A student’s school records are confidential and are protected from unauthorized inspection or use. A cumulative record is maintained for each student from the time the student enters RCHS until the student withdraws or graduates. By law, both parents, whether married, separated, or divorced, and students have access to the record of a student who is under 18 or a dependent for tax purposes. A parent whose rights have been legally terminated will be denied access to the records if the school is given a copy of the court order terminating these rights.

RCHS is custodian of all records for currently enrolled students at the assigned school. RCHS is also custodian of all records for students who have withdrawn or graduated. Records may be reviewed during regular school hours upon completion of the written request form. The records custodian or registrar will respond to reasonable requests for explanation and interpretation of the records. Parents of a minor or of a student who is a dependent for tax purposes, the student (if 18 or older), and “school officials with legitimate educational interests” are the only persons who have general access to a student’s records.

The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a Federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education.

FERPA gives parents certain rights with respect to their children's education records. These rights transfer to the student when he or she reaches the age of 18 or attends a school beyond the high school level. Students to whom the rights have transferred are "eligible students."

• Parents or eligible students have the right to inspect and review the student's education records maintained by the school. Schools are not required to provide copies of records unless, for reasons such as great distance, it is impossible for parents or eligible students to review the records. Schools may charge a fee for copies.
• Parents or eligible students have the right to request that a school correct records which they believe to be inaccurate or misleading. If the school decides not to amend the record, the parent or eligible student then has the right to a formal hearing. After the hearing, if the school still decides not to amend the record, the parent or eligible student has the right to place a statement with the record setting forth his or her view about the contested information.
• Generally, schools must have written permission from the parent or eligible student in order to release any information from a student's education record. However, FERPA allows schools to disclose those records, without consent, to the following parties or under the following conditions (34 CFR § 99.31):
  • School officials with legitimate educational interest;
  • Other schools to which a student is transferring;
  • Specified officials for audit or evaluation purposes;
  • Appropriate parties in connection with financial aid to a student;
  • Organizations conducting certain studies for or on behalf of the school;
  • Accrediting organizations;
  • To comply with a judicial order or lawfully issued subpoena;
  • Appropriate officials in cases of health and safety emergencies; and
  • State and local authorities, within a juvenile justice system, pursuant to specific State law.

Schools may disclose, without consent, "directory" information such as a student's name, address, telephone number, date and place of birth, honors and awards, dates of attendance, photograph, degrees, grade level, and participation in officially recognized activities and sports. However, parents may request that the school not disclose directory information. This must be done via a written letter to the principal.

A parent’s or student’s right of access to copies of student records does not extend to all records. Materials that are not considered educational records pertaining to former students after they are no longer students at the campus, and records maintained by school law enforcement officials for purposes other than school discipline do not have to be made available to the parents or student. Certain officials from various governmental agencies may have limited access to the student’s records. RCHS forwards appropriate records on request and without prior parental consent to a school in which a student seeks or intends to enroll. Parental consent is required to release the records to anyone else. When the student reaches 18 years of age, only the student has the right to consent to release of records. A student over 18 years of age and parents of minor students may inspect the student’s records and request a correction if the records are inaccurate, misleading, or otherwise in violation of the student’s privacy or other rights. If RCHS refuses the request to amend the records, the requester has 30 school days to exercise the right to place a statement commenting on the information in the student’s record. Although improperly recorded grades may be challenged, parents and the student are not allowed to contest a student’s grade in a course through this process.

Parents may be denied copies of a student’s records (1) after the student reaches age 18 and is no longer a dependent for tax purposes; (2) when the student is attending an institution of post- secondary education; (3) if the parent fails to follow proper procedures and pay the copying charge; or (4) when the school is given a copy of a court order terminating the parental rights. If the student qualifies for free or reduced-price meals and the parents are unable to view the records during regular school hours, upon written request of the parent, one copy of the record will be provided at no charge.

Certain information about students is considered directory information and will be released to anyone who follows the procedures for requesting the information unless the parent or guardian objects to the release of the directory information about the student. The school has designated the following information as directory information: a student's name, photograph, degrees, honors and awards, received dates of attendance, grade level, participation in officially recognized activities and sports.

Posting of Student Work

Central to the RCHS educational process, group or individual projects are used for student learning approaches and evaluation of learning outcomes. These projects may be displayed within the classroom or around the school. In accordance with FERPA, RCHS will not compromise the personal rights of or embarrass any student. However, you are giving RCHS permission to display your student’s work when signing the receipt of this handbook, unless a written request stating your objection is submitted to the school.

Withdrawals

When it becomes necessary for a student to withdraw from school, the student should report to his/her assigned Success Coach. To withdraw a student under age 18 from school, the parent or guardian must submit a written request to the success coach specifying the reasons for withdrawa; and the final day the student will be in attendance. Withdrawal forms are available from the RCHS main office.

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.

Picture identification is required from the parent(s)/guardian(s) or student who is 18 years of age or older at the time of withdrawal from the RCHS program.

* Students must return all RCHS property at the time of withdrawal. Failure to do so will result in a block being placed on the student’s college record.

Students who are of compulsory attendance age, not attending school, and have not submitted withdrawal paperwork will be withdrawn from RCHS, under the following circumstances:

1. School has received documentation of student’s enrollment at another school,
2. Committed to an institution,
3. Deceased,
4. Graduated/completed GED or high school equivalency,
5. A student who is at least 19 years old and voluntarily enrolled in school when they accumulate more than five unexcused absences in a semester,
6. Whereabouts unknown

Graduation Program

Graduation

A student must earn at least 22 credits to complete the Foundation High School Program and 26 credits for the Foundation Plan with Endorsements. In accordance with Texas Education Agency, to be eligible to receive a high school diploma, a student must demonstrate satisfactory performance as determined by the State Board of Education (SBOE) on the assessments required for graduation as specified in the Texas Education Code (TEC), § 39.025. A student may not receive a high school diploma until the student has performed satisfactorily on the secondary exit- level assessment instruments for English language arts, mathematics, social studies, and science. Students who are scheduled to complete all graduation requirements and have passed all portions of the End of Course Exams (EOC) may participate in the graduation ceremony. Students who completed all coursework required for graduation and passed all portions of the exit-level test shall receive a diploma. A student enrolled in college preparatory math or English courses who is able to demonstrate college-ready performance on the TSI assessment administered at the end of those courses may be exempted from the applicable Algebra I or English I and II EOC Exams. A student who has failed the EOC assessment graduation requirements for no more than two courses may receive a Texas high school diploma if the student has qualified to graduate by means of an individual graduation committee (IGC). A student may not graduate under an IGC if the student did not take each required EOC assessment or a commissioner-approved substitute assessment for each course for which there is an EOC assessment. It is our hope that RCHS students will graduate from high school with an Associate’s Degree; however, this may require students to take additional course work, possibly during summer sessions.

Senate Bill 1888, 87th Texas Legislature, Regular Session, 2021, established the Texas First Early High School Completion Program to allow public high school students who demonstrate early readiness for college to graduate early from high school. The purpose of this program is to promote efficiency in the state public education system and incentivize the enrollment of high performing students at eligible institutions within the state of Texas.

Texas First Program

Students who graduate early and earn a Texas First Diploma receive a scholarship at participating institutions. The Texas First Diploma does not guarantee automatic admission for students. Students who graduate early with a Texas First Diploma may apply to any college or university they choose. However, the scholarship will apply only at the Texas public institution of higher education where they have been admitted. The scholarship offer will expire at the end of the first academic year following a student’s graduation, so students are encouraged to attend college directly after high school.

Student Eligibility

Eligible students must demonstrate college readiness in academics and attitude. Eligibility requirements include the following:

• Texas residency
• FAFSA or TASFA completion
• At least 22 high school credits
• Final GPA equivalent to 3.0 or higher on a 4.0 scale
• Overall score in at least the 80th percentile on one or more of the following assessments: ACT, SAT, PSAT/NMSQT, TSIA/TSIA2, or GED; or, alternatively, a GPA in the top 10 percent of the student’s class
• Completion of the STAAR EOC exams in English I or II, Algebra I, and Biology, or completion of eligible substitute assessments
• Demonstration of mastery in each subject area of English/Language Arts, Mathematics, Science, Social Studies, and a language other than English

For more information, visit the Texas Higher Education Coordinating Board website.

Learner Services

Student Programs and Services

The Richland Campus Office of Student Life (OSL) Office of Student Life and Engagement hosts programs and activities to enhance student’s educational experience. These activities are part of the "college experience" at Dallas College. Programs may include extra and co-curricular activities, leadership conferences, retreats, volunteer opportunities, or other enrichment programs. RCHS students are encouraged to participate in Richland Campus activities/organizations.

The Office of Student Life and Engagement is located in El Paso Hall, room E040. Phone: 972-238-6130.

Academic Testing Center

The assessment and testing center offers a variety of testing services to RCHS students such as:

• Academic testing (instructors’ tests, make-up exams, ),
• TSI and placement testing,
• COMPASS testing for Bilingual English Language Learners (ELL)

• Standardized testing such as: CLEP, THEA, ,
• Psychometric testing (assessment of personality, vocational interests, aptitude, etc.); students must be referred by a counselor or faculty member and
• Testing

Location: Lavaca Hall, Room L126
Phone: 972-238-6226

Career Services

The college provides career planning and job placement services free of charge. These services include: job search skills, establishing employment contacts, completing applications, resume and cover letter writing, and interviewing skills. Other services such as career testing and career guidance are available to assist with selecting college majors and career choices.

Location: El Paso Hall, room E090

English Learners (EL) Support Services

The EL pull-out program at Richland Collegiate High School is an English acquisition program that serves students identified as an English learner through instruction in English language arts and reading, provided by an ESL teacher, certified in accordance with Texas Education Code 29.061(c). The goal of our EL program is to enable English learners to become competent and attain full proficiency in listening, speaking, reading, and writing in the English language through the integrated use of second language acquisition methods in order to participate equitably in school.

RCHS has a Language Proficiency Assessment Committee (LPAC) that meets throughout the year to ensure that LEP students are assessed, monitored, and making academic progress. All TEA and federal regulations for LEP students are provided by assigned RCHS staff who are trained by Region 10.

 

School Supplies

All students are responsible for supplying their own classroom school supplies. Supplies include but are not limited to: pencils, pens, paper, notebooks, erasers, scantrons, highlighters, and art supplies. Students are encouraged to keep their supplies in a backpack since the Richland Campus does not have any student lockers.

The The Learning Commons

Library

The Dallas College Library has an abundance of resources and tools for your use! Librarians are available to help you locate and evaluate resources, assist you with citations, and organize your research.

Tutoring

The Learning Commons is proud to offer tutoring services designed to help students succeed! Tutoring is free to all eligible students at Dallas College.

Our tutors will help clarify points from lectures, labs, discussions or assigned readings, and act as facilitators for student learning, but will not write papers, do homework, or complete student assignments.

1. Walk-in and in-person tutoring sessions happen at all campus locations (one-on-one, larger groups - single course or multiple courses).
2. Appointments (while not necessary) are also available at all campus locations (one-on-one, larger groups - single course or multiple courses). Appointments can be made for in-person meetings by using Navigate.
3. Live online tutoring is available via eCampus. Learn more about online tutoring.

Academic Testing

Academic testing is for students who are currently taking a credit class and need to take an exam issued by their instructor.

Computer Labs

These computer labs are available as “open labs” for general student use.

Location: Lavaca Hall, Room L100

Phone: 972-238-6226

Hours of Operation: In-person hours are M-R 8 a.m.-8 p.m., F 8 a.m.-5 p.m., Saturday 9 a.m.-2 p.m. Sunday closed. Summer Terms and Mini-Mesters: M-F 8 a.m.-5 p.m., closed Saturday and Sunday.

 

The Student Success Center

The Student Success Center offers targeted tutoring and academic support specifically for RCHS students. Services provided by the Student Success Center are coordinated through RTI to provide students with personalized tutoring services for success in their core classes. These personalized tutorial services are provided through our partnership with Tutor.com. Tutor.com provides 24/7immediate real-time tutoring, help with understanding homework assignments, paper drop-off for suggestions, and more. These services are provided for all core courses at no cost to students.

Location: Red River room RR1231

Health Services

Emergency Medical Treatment

Parents must complete an emergency care form each year that includes a place for parental consent for school officials to obtain medical treatment for the student. Other information that may be required in case of an emergency should be provided and updated by parents as necessary. In case of serious accident or serious illness of a student at school, the student’s parent shall be called immediately to take charge of the student. If the parent cannot be reached, the specific instructions of the parent for taking a student to specified facilities for emergency care shall be followed unless deemed inappropriate by the ambulance attendant. In this instance, the attendant shall transport the student to the nearest medical facility having services appropriate to the student’s needs. School authorities shall not call any private physician unless the parent of the student concerned has submitted a signed form on which they have requested that a certain physician be called in an emergency in which the parents cannot be reached immediately.

FERPA & HIPAA Notice

The Family Educational Rights and Privacy Act (FERPA) affords parents and students over 18 years of age ("eligible students") certain rights with respect to the student's educational records. A student’s school records are confidential and are protected from unauthorized inspection or use. A cumulative record is maintained for each student from the time the student enters RCHS, until the student withdraws or graduates. By law, both parents, whether married, separated, or divorced, and students have access to the record of a student who is under 18 or a dependent for tax purposes. A parent whose rights have been legally terminated will be denied access to the records if the school is given a copy of the court order terminating these rights. RCHS adheres to the federal regulations under the Health Insurance Portability and Accountability Act (HIPAA).

Immunizations

RCHS will require proof of immunizations prior to enrollment; all immunizations must be current. The immunizations required are: Tdap (diphtheria, tetanus, pertussis), polio, MMR (measles (rubeola), mumps, rubella), Hepatitis A and B, varicella, and Meningococcal (meningitis). The school can provide information on age appropriate doses or on an acceptable physician- validated history of illness required by the Texas Department of Health. Proof of immunization with the student’s full name and date of birth must come from a licensed physician or public health clinic with a signature or rubber-stamp validation. Per Texas Education Code 38.001, if a student should not be immunized for medical reasons, the student or parent must present an affidavit or certificate signed by a U.S. licensed physician that states that, in the doctor’s opinion, the immunization required would be harmful to the health and well-being of the student or any member of the student’s family or household.

This certificate or affidavit must be renewed per state requirements unless the physician specifies a life - long contraindication. Except as provided by state law [38.001(c)], a student who is not fully immunized and has not begun the required immunizations may not attend school.

Illness

A student who becomes ill while in school must first check-in and be approved for release to go home by the Richland Campus Health Center. The school will call the Parent/Guardian to discuss whether the student should be sent home. Failure to get an approved release from the Health Center prior to leaving campus will result in an unexcused absence and possible disciplinary action. No student under age 18 will be released to anyone except his/her Parent/Legal Guardian.

Parents may communicate to the RCHS attendance clerk or principal any other authorized individual(s) who may pick up a student. A picture ID will be requested by a Health Center staff before the student will be released. The Parent/Legal Guardian must give permission for an ill student to drive himself/herself home.

Medications

Parents should deliver medications directly to the Health Center located in room T110 in Thunderduck Hall. All medications must be brought to the office in the original container. All medications shall have a label including student name, drug name, directions concerning dosage and schedule of administration. No herbal or dietary supplements will be administered through the Health Center. Additionally, parents should notify the Health Center if their child has been prescribed an inhaler for asthma or an Epi -pen for severe allergy by a doctor.

The principal will designate a nurse consultant or other designee to administer medication as outlined in the prescription. A log of medication administered will be maintained by the nurse consultant or designee of all medications administered. If there are any questions about a medication, the nurse consultant or designee may call to get clarification from the student’s doctor. It will be the student’s responsibility to remember to go to the office for medication. Medications will not be given to students to take home. Instead, parents must pick up medications to take home. Appropriate school officials and faculty will be notified of medical requirements for each student as necessary. It will be the student’s responsibility to remember to go to the office for medication.

Hearing and Vision Screenings

RCHS will routinely screen students for hearing and vision as outlined by the Texas Department of Health and Human Services. We do not send out notifications prior to such screenings, as they are required by law. If you feel your child requires a screening please notify the principal in writing.

Communicable Diseases

Parents of student with a communicable or contagious disease are asked to telephone the school so that other students who have been exposed to the disease can be alerted. A student who has certain diseases is not allowed to come to school while the disease is contagious.

These diseases include but are not limited to any disease causing a fever of 100.4 degrees or greater, chicken pox, Type A hepatitis, influenza, measles, mumps, pink eye, strep throat, and gastroenteritis (stomach virus). The student remains contagious when fever is elevated to 100.4F and above. The major criterion for exclusion from attendance is the condition’s probability to spread from person to person.

Diabetes

The parent of a student with diabetes who seeks care for the student's diabetes while the student is at school shall submit to the Health Center at the Richland Campus. Contact Health Services by phone at 972-238-6315 for instructions to submit a copy of the student's diabetes management and treatment plan upon enrollment or as soon as assistance is sought. The parent must develop in conjunction with the physician responsible for the student's diabetes treatment a diabetes management and treatment plan which:

1. Identifies the health care services the student may receive at school;
2. Evaluates the student's ability to manage and level of understanding of the student's diabetes; and
3. Is signed by the student's parent or guardian and the physician responsible for the student's diabetes

In accordance with the student's individualized health plan, RCHS shall permit the student to attend to the management and care of the student's diabetes, which may include:

• Performing blood glucose level checks;
• Administering insulin through the insulin delivery system the student uses;
• Treating hypoglycemia and hyperglycemia;
• Possessing on the student's person at any time any supplies or equipment necessary to monitor and care for the student's diabetes; and
• Otherwise attending to the management and care of the student's diabetes in the classroom, in any area of the school or school grounds, or at any school- related

Section 504 and Special Education Services

If a student is experiencing learning difficulties, his or her parent may contact the individual(s) listed below to learn about the school’s overall general education referral or screening system for support services. This system links student to a variety of support options, including making a referral for a special education evaluation or for a Section 504 evaluation to determine if the student needs specific aids, accommodations, or services. A parent may request an evaluation for special education or Section 504 services at any time.

Contact Dr. Leslie Coburn at 214-890-3801 or email at LCoburn@DallasCollege.edu.

Section 504 Referrals

Public elementary and secondary schools must employ procedural safeguards regarding the identification, evaluation, or educational placement of persons who, because of disability, need or are believed to need special instruction or related services. Districts and Charter schools must also implement a system of procedural safeguards that includes parental rights to written notice of decisions, an opportunity to examine relevant student records, to request an impartial hearing with an opportunity for parental participation and representation by counsel, and a review procedure.

Contact Dr. Leslie Coburn at 214-890-3801 or email at LCoburn@DallasCollege.edu.

Additional Information:

The following websites provide information and resources for students with disabilities and their families.

• Legal Framework for the Child-Centered Special Education Process
• Partners Resource Network
• Special Education Information Center
• Texas Project First

Special Education Referrals:

If a parent makes a written request for an initial evaluation for special education services to the RCHS Coordinator of Student Services or an administrative employee of the school district or open enrollment charter school, the district or charter school must respond no later than 15 school days after receiving the request. At that time, the district or charter school must give the parent a prior written notice of whether it agrees to or refuses to evaluate the student, along with a copy of the Notice of Procedural Safeguards. If the school district or charter school agrees to evaluate the student, it must also give the parent the opportunity to give written consent for the evaluation. Please note that a request for a special education evaluation may be made verbally and does not need to be in writing. However, a verbal request does not require the charter school to respond within the 15-day timeline. Charter schools must still comply with all federal prior written notice and procedural safeguard requirements and the requirements for identifying, locating and evaluating children who are suspected of being a child with a disability and in need of special education.

If the charter school 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 to evaluate the student. 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 a district or charter school 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 30th 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 or charter school must give the parent a copy of the evaluation report at no cost.

Additional information regarding special education is available from the district or charter school in a companion document titled Parent’s Guide to the Admission, Review, and Dismissal Process.

Contact Person for Special Education Referrals:

The designated person to contact regarding options for a student experiencing learning difficulties or regarding a referral for evaluation for special education services is:

Dr. Leslie Coburn at 214-890-3801 or email at lcoburn@dallascollege.edu

Accessibility Services

Dallas College and RCHS shall consider all federal laws pertaining to individuals with disabilities when assessing and advising such students. The Accessibility Services Office (ASO) on each Dallas College campus identifies and provides, on an individual basis, appropriate accommodations for assessment of students with disabilities. The ASO also determines, in conjunction with campus TSIA coordinators, when a student with a learning disability has completed remediation requirements to the satisfaction of the institution and “met” TSI standards. Such determination is based on, among other factors, appropriate and sufficient documentation of a student’s disability.

* Students with disabilities are required to register with the Accessibility Services Office in order to make use of their services and to receive accommodations. In addition, students must inform their RCHS Academic Advisor of any disabilities so that the student, parents, and Academic Advisor may connect with the RCHS Student Support Coordinator prior to the start of classes.

Accessibility Services Office (ASO)

The ASO offers a variety of support services for students with disabilities. Services are coordinated to fit the individual needs of the student. They may include sign language interpreting, computer-aided real-time translation (CART), note-taking services, tutoring referrals, use of assistive technology, loan of specialized equipment, and testing accommodations.

Special testing arrangements, and extensive information and referral services are also available.

Students requesting services are responsible for providing current educational or psychological/medical documentation from a qualified professional verifying the disability and the need for services. It must state the student’s diagnosis and its impact on the student’s academic performance. New students are encouraged to contact the ASO at least one month prior to registration.

Students with disabilities attending the college have a right to appeal decisions concerning physical and academic accommodations by submitting a written petition to the designated Americans with Disabilities Act (ADA) Compliance Officer of the college. For additional information visit the website.

Location: Thunderduck Hall, room T12
Phone: 972-238-6180

Disability Accommodation vs. Special Education Entitlement

A college’s responsibilities to students with disabilities differ from a public high school’s responsibilities under special education law. Students who have been served under the Individuals with Disabilities Education Act while in elementary or secondary school often have some misconceptions about a college’s responsibilities to persons with disabilities and the range of services a post-secondary institution is required to provide. Although colleges do have a legal responsibility under Section 504 of the Rehabilitation Act of 1973 (“Section 504”) and the Americans with Disabilities Act (ADA) to make their programs and services accessible to persons with disabilities, the broad mandated responsibilities that elementary and secondary schools incur under the IDEA do not apply to colleges.

The IDEA is an “entitlement” law intended to guarantee persons with disabilities a free and appropriate primary and secondary education that allows for achievement. Within this educational framework, funding is mandated to identify children with significant problems and provide them with services that will facilitate successful learning. Aggressive measures, including the substantial alteration of academic course requirements, are often used to assure the success of students in special education programs. In contrast, Section 504 and the ADA are “non-discriminatory” statutes that are based on a civil rights model. They are not entitlement laws. They do not guarantee successful learning or mandate the creation of special programs for persons with disabilities. Instead, Section 504 and the ADA guarantee that the presence of a disability cannot be used as the basis for denying an otherwise qualified student equal access to the same programs, services, and facilities available to others. Simply stated, the goal of Section 504 and the ADA is to remove barriers and to guarantee reasonable accommodations so that persons with disabilities have an opportunity to participate at the level received by the average person.

Since RCHS enrolls students in Dallas College courses, RCHS must follow all Dallas College disability service policies and students must go through the Richland Campus ASO to receive disability services in the college classes.

Dyslexia

Students enrolling at RCHS shall be assessed for dyslexia and related disorders at appropriate times (TEC §38.003 (a)). The appropriate time depends upon multiple factors including the student’s reading performance, reading difficulties, poor response to supplemental, scientifically-based reading instruction, teachers’ input, and parents’ input. RCHS must refer and evaluate all students suspected of having Dyslexia and will follow procedures for conducting a full individual and initial evaluation.

A student is considered to have a disability under Section 504 if the condition substantially limits the student’s learning. Students with additional factors that complicate their dyslexia may require additional support or referral to special education.

Parents or adult students have the right to request an evaluation if dyslexia is suspected. More information can be found in the Texas Dyslexia Handbook.

Special Education Overview

RCHS provides a Special Education program as outlined by both Federal and State law. RCHS does not discriminate based on individual disabilities. We provide services to all students regardless of specific disability who meet our admission criteria. We provide a continuum of placements based on individualized decision-making through the Admission, Review, and Dismissal (ARD) process. Upon admissions, parents and/or students are required to notify RCHS administration and/or Success Coach in writing that they qualify for Special Education Services. The parent or student is requested to provide the RCHS Manager of Special Populations with a copy of their current Full and Individual Evaluation and Individualized Education Plan. RCHS Manager of Special Populations will take reasonable steps to promptly obtain the student’s IEP and supporting documents from the student’s previous school.

For students who have an IEP in place in a previous school district and enroll for the fall semester during the summer, RCHS will either implement the IEP from the previous school district in full on the first day of class, or will convene an ARD committee meeting during the summer to revise the student’s IEP for implementation during the first day of class. If a student transfers within the school year, a transfer meeting will be held to consult with parents and ensure the student is provided a free appropriate education including services comparable to those described in the IEP from the student’s previous school. Within 30 school days of the transfer meeting the ARD committee will meet to develop, adopt and implement a new IEP. Additional ARDs may be necessary from time to time to address programming and planning for students served in Special Education. A full outline of all Policies and Procedures related to Special Education at RCHS is available on the Legal Framework website and by request. RCHS maintains a staff of individuals available to assist with issues pertaining to Special Education. Parents and students who have questions related to Special Education should notify the RCHS Manager of Special Populations or the Assistant Director of Student Services/Success Coach.

** Board policy states that College credit is not granted to students who require curriculum modifications. High school credit only is granted for classes in which curriculum modifications are required.

Special Education Referrals/Student Support Team

The Student Support Team meets regularly to address concerns about students and identify appropriate academic and behavioral interventions to support student success in the regular education class room through the RTI process. However, students suspected of having a disability should be referred for a full and individual evaluation. RCHS has an obligation and requirement under federal law (34 CFR 300.111 Child Find) to see that evaluations of students suspected of having a disability are not delayed or denied because of using RTI strategies.

If a student is experiencing educational related difficulties, the parent or adult student must contact the campus administrator, the Manager of Special Populations, or the student’s Success Coach in writing to express their concern. At any time, a parent or adult student is entitled to request an evaluation for special education services. The student will then be referred to the Student Support Team, the school’s overall general education pre-referral committee.

RCHS staff will obtain informed consent from the student’s parent or adult student prior to any testing. If a parent refuses to consent to services, RCHS shall not provide special education or related services to the student. Parental revocation of consent for services is not retroactive, meaning it does not negate an action that occurred after the initial consent was given and before the consent was revoked.

RCHS Multi-Tiered Systems of Support

Multi-Tiered Systems of Support (MTSS) encompasses supports for the whole child, and takes into account academics, behavior, and social/emotional supports. RCHS believes in developing the whole student. We also believe that all students deserve to be supported while learning.

 

Behavior Support

RCHS students are immersed in the special experience of transitioning from a more traditional high school setting to a robust college environment. This transition, at times, requires extra support as students learn to modify their behavior and adapt to new learning environments and new learning expectations. If RCHS students are determined to have a need for a behavior support due to notification, for example, from professors, staff, RCHS Administration, or the Dallas College police department, the RCHS system of support would begin with a student conference, parent call or conference, and an intervention aimed at guiding the student toward more accepted academic behaviors conducive to a higher education learning environment.

Should those supports be determined to be ineffective, RCHS administration would continue the process of disciplinary consequences and/or the implementation of a Behavior Intervention Plan. Supports may include assignment to the Student Success Center during non-scheduled class time, Monday – Friday, to reflect on the behavior that was deemed unacceptable and to focus on all academic requirements such as studying, note taking, and preparation for class.

The campus behavior coordinator and other school administrators as appropriate shall report crimes as required by law and shall call local law enforcement when an administrator suspects that a crime has been committed on campus.

Students and parents can contact Beverly Gaither, the Student Behavior Coordinator, at 972-761-6889 or email at BGaither@DallasCollege.edu.

Academic Support

Academic support at RCHS brings together a series of interconnected support personnel and services. The student has access to all the same college resources as any other Dallas College student. In addition to these services, RCHS students have access to their Sr. Academic Advisor, RCHS student services, Response to Intervention Services, and targeted tutoring. These academic supports work in conjunction with the other systems of support and at times, work simultaneously. For example, if a student is assigned to an Attendance intervention in the tutoring center, the student’s Success Coach would be made aware, as well as the RtI coordinator. Both would serve to aid the student in corrective academic supports such as time management, scheduling, and student identified targeted tutoring to encourage the student to engage in positive corrective behaviors as well as helping the student focus on positive academic supports.

Students and parents may contact the RTI Coordinator via email at SLeonard-Foots@DallasCollege.edu.

Social, Emotional, and Mental Health Supports

RCHS understands that developing minds also need support. RCHS employs a full-time school counselor and all RCHS students have access to Counseling and Psychological Services through the Student Care Network at Dallas College for social and emotional support. Activities are planned throughout the year for students to come together, interact with each other, and to create positive social interactions that are supportive of all students. RCHS promotes and encourages students to interact with each other and to invest themselves in campus organizations and clubs to further their academic growth through meaningful positive relationships and interactions.

Students and parents may contact the RCHS Counselor via email at NDom@DallasCollege.edu.

RCHS Student Code of Conduct

The Student Code of Conduct has been adopted by the Richland Collegiate High School Board of Trustees. It provides information to parents and students regarding standards of conduct, consequences of misconduct, and procedures for administering discipline. This code remains in effect during summer school and at all school-related events and activities outside the school year until the board adopts an updated version for the next school year.

Student Responsibilities

The purpose of policies concerning student conduct and discipline are to provide guidelines for the educational environment of the college. RCHS shall foster a collegiate atmosphere which breeds honor, self-discipline, integrity, and regard for the rights of others. This environment views students in a holistic manner, encouraging and inviting them to learn and grow independently. Such an environment presupposes both rights and responsibilities. Free inquiry and expression are essential parts of this freedom to learn, to grow, and to develop. However, this environment also demands appropriate opportunities and conditions in the classroom, on the campus, and in the larger community. Students must exercise these freedoms with responsibility.

Each student is expected to respect the rights of other students and campus faculty/staff. Students must exercise their rights responsibly within the established school policies and expectations. Students who violate campus rules and policies shall be subject to disciplinary actions that may result in removal from the school.

The Code of Conduct identifies a broad range of behaviors that disrupt learning and are not acceptable at RCHS. The behaviors listed below are some of the infractions that will not be tolerated at RCHS and that are violations of the Dallas College and RCHS Code of Conduct.

1. Intentionally causing physical harm to any person on college premises or at college- sponsored activities, or intentionally or recklessly causing reasonable apprehension of such harm or
2. Use, possession, display or storage of any weapon on college premises or at college- sponsored activities in violation of law and/or College District policy or
3. Intentionally initiating or causing to be initiated any false report, warning, or threat of fire, explosion, or other emergency on college premises or at college-sponsored
4. Intentionally interfering with normal college or college-sponsored activities, including but not limited to, studying, teaching, research, college administration, or fire, security, or emergency
5. Knowingly violating the terms of any disciplinary sanction imposed in accordance with College District policies, regulations, and
6. Unauthorized distribution or possession for purposes of distribution of any controlled substance or illegal drug on college premises or at college-sponsored
7. Intentionally or maliciously furnishing false information to the
8. Sexual Misconduct” as defined in FFDA(LOCAL). In the event of an allegation of sexual misconduct, the SCA will coordinate with the campus Title IX coordinator and the appropriate College District departments to apply the investigative, disciplinary, and disposition procedures governing sexual misconduct. A violation of the College District’s Sexual Misconduct Policy is a violation of the Student Code of Conduct. [See FFDA series]
9. Bullying, harassment, conduct or expression (verbal or written) that threatens or endangers the health or safety of any person is prohibited under the RCHS/District Code of Conduct. Bullying includes “Cyberbullying.” A copy of the district’s bullying policy is available in the principal’s office, Executive Director’s office, and is included at the end of this handbook as an appendix.
10. “Cyber-bullying” means 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
11. 11. Instances of Bullying or Cyber-Bullying may be reported anonymously through the college.
12. Membership in or solicitation of another person to become a member of a “Public school fraternity, sorority, secret society, or gang.” Public school fraternity, sorority, secret society, or gang.” means an organization composed wholly or in part of students of public secondary schools that seeks to perpetuate itself by taking in additional members from the students enrolled in school on the basis of the decision of its membership rather than on the free choice of a student in the school who is qualified by the rules of the school to fill the special aims of the organization. The term does not include an agency for public welfare, or other similar educational organizations sponsored by state or national education authorities.
13. Forgery, unauthorized alteration, or unauthorized use of any document or instrument of identification.
14. Unauthorized use of computer hardware or software.
15. Scholastic dishonestly shall constitute a violation of these rules and regulations and is punishable as prescribed by Board policies. Scholastic dishonesty shall include, but not be limited to, cheating on a test, plagiarism, and collusion.
16. "Cheating on a test" shall include:
1. All forms of academic dishonesty, including but not limited to facilitating academic dishonesty.
2. Copying from another student's test paper.
3. Using test materials not authorized by the person administering the test.
4. Collaborating with or seeking aid from another student during a test without permission from the test administrator.
5. Knowingly using, buying, selling, stealing, or soliciting, in whole or in part, the contents of an unadministered test.
6. The unauthorized transporting or removal, in whole or in part, of the contents of the unadministered test.
7. Substituting for another student, or permitting another student to substitute for one's self, to take a test.
8. Bribing another person to obtain an unadministered test or information about an unadministered test.
17. "Plagiarism" shall be defined as the appropriating, buying, receiving as a gift, or obtaining by any means another's work and the unacknowledged submission or incorporation of it in one's own written work.
18. “Fabrication,” which shall be defined as the construction and/or addition of data, observations, or characterizations that never occurred in the gathering of data or running of experiments.
19. “Falsification,” which shall be defined as the changing or omission of results and data to support claims, hypotheses, or other data. Falsification may also include the manipulation of research instrumentation, materials, or processes.
20. “Sabotage,” which shall be defined as disrupting or destroying another person’s work so that person cannot complete the academic activity.
21. "Collusion" shall be defined as the unauthorized collaboration with another person in preparing written work for fulfillment of course requirements.
22. No student may drop a course if an allegation of scholastic dishonesty is pending in the course or if the student has received a failing grade in the course based upon scholastic dishonesty.
23. Intentionally and substantially interfering with the freedom of expression of others on college premises or at college-sponsored activities.
24. Theft of property or of services on college premises or at college-sponsored activities; having possession of stolen property on college premises or at college-sponsored activities.
25. Intentionally destroying or damaging college property or property of others on college premises or at college-sponsored activities.
26. Failure to comply with the direction of college officials, including campus police/security/safety officers, acting in performance of their duties.
27. Violation of published college regulations or policies. Such regulations or policies may include those relating to entry and use of college facilities, use of vehicles and media equipment, campus demonstrations, misuse of identification cards, and smoking.
28. Unauthorized presence on or use of college premises.
29. Nonpayment or failure to pay any debt owed to the college with intent to defraud.
30. Use possession, distribution, manufacture, possession for purposes of distribution, or sale of any controlled substance or illegal drug on District property or premises or at District-sponsored activities, or being under the influence of controlled substances or illegal drugs or alcohol, except as expressly permitted by federal or state law or District policy or regulations, on District property or premises or at District-sponsored activities.

The policies and administrative procedures concerning student conduct apply to actions of students during school hours, before and after school while on or within 300 feet of school property, at all school- sponsored events/activities, field trips, sporting events, assemblies, and evening school-related activities. RCHS shall respond to any complaint of sexual misconduct, including conduct alleged to have occurred during breaks, leaves of absence, or periods of dismissal whether on or off District property or premises. The disciplinary process is available as an option so long as the individual alleged to have engaged in sexual misconduct is a student or employee of the District.

When determining student disciplinary actions, the RCHS staff will consider the following:

1. Self-defense
2. Intent or lack of intent at the time of the incident
3. The student’s disciplinary history

All students, parents and school personnel should understand that, in addition to taking disciplinary actions at the school level, administrators will report all illegal acts to the appropriate authorities.

General Principles and Guidelines

These rules of conduct and discipline are established to maintain good order and discipline in the school and to encourage responsible behavior on the part of all students. The objective of the Student Code of Conduct (the “Code of Conduct”) is to change errant behavior and to help the student develop critical thinking skills and employ good decision-making processes. The staff and administration of the school have the responsibility to enforce the standards and policies of this Code of Conduct. Full cooperation of the students and parents/guardians is expected.

This Code of Conduct has been adopted by the Board of Trustees and provides information to parents and students regarding expectations for behavior, consequences for misconduct, and procedures for administering discipline.

In accordance with state law, the Code of Conduct will be posted on the RCHS website and available for download and/or will be available for review at the Principal’s office. Parents will be notified of any violation that may result in a student being suspended or expelled from RCHS. Students are expected to conduct themselves in an appropriate and respectful manner at all times. Any behavior that is detrimental to the learning environment of the student or other students and/or staff members will not be tolerated. A student whose behavior shows disrespect toward others, including interference with another’s access to public education and to a safe environment, will be subject to disciplinary action.

Authority and Jurisdiction

School rules and the district’s authority to administer discipline apply whenever the interest of the district is involved, on or off school grounds, in conjunction with or independent of classes and school-sponsored activities.

RCHS and Dallas College have jurisdiction and disciplinary authority over a student in the following circumstances:

1. During the regular school day;
2. For any Offense of Level III or IV committed while on the Richland Campus/Dallas College property or while attending a school-sponsored or school-related activity of RCHS or another school in Texas;
3. For any Offense of Level III or IV committed away from the Richland Campus/Dallas College property or utilized facility and not at a school-sponsored or school-related event, if the misconduct creates a substantial disruption to the educational environment, in the reasonable discretion of RCHS;
4. While the student is in transit to or from school or to or from school-related activities or events;
5. While the student is traveling on district transportation;
6. During lunch periods in which a student is allowed to leave campus;
7. At any school-related activity, regardless of time or location;
8. For any school-related misconduct, regardless of time or location
9. When retaliation against a school employee, board member, or volunteer occurs or is threatened, regardless of time or location;
10. When a student engages in cyberbullying, as defined by Education Code 37.0832;
11. When criminal mischief is committed on or off school property or at a school-related event;
12. For certain offenses committed within 300 feet of school property as measured from any point on the school’s real property boundary line;
13. For certain offenses committed while on school property or while attending a school-sponsored or school-related activity of another district in Texas;
14. When the student commits a felony, as provided by Education Code 37.006 or 37.0081; and
15. When the student is required to register as a sex offender

Note: In addition to disciplinary consequences, misdemeanor and felony offenses committed on campus may be reported to an appropriate law enforcement agency.

Note: Any reference to school, property or facility includes any premises where RCHS/Dallas College conducts any business, whether owned, leased, rented or donated.

Expected Standards of Student Conduct

Each student is expected to behave in a responsible manner by:

1. Demonstrating courtesy and respect for others;
2. Behave in a responsible manner;
3. Exercise self-discipline;
4. Attending all classes, regularly and on time;
5. Preparing for each class by taking the appropriate materials and assignments to class;
6. Being well-groomed and dressing appropriately as defined by the school’s dress code and at principal’s
7. Obeying all campus, classroom and extracurricular rules, as well as appropriate verbal directives given by any RCHS/Dallas College employee or any other designated person;
8. Respecting the rights and privileges of other students, school staff, and other adults on campus or at school-related activities on or off
9. Respecting the property of others, including school property and facilities;
10. Cooperating or assisting the school staff in maintaining safety, order, and discipline;
11. Adhering to the Code of

Campus, Classroom, and Assembly Rules

In addition to rules in this Code of Conduct, Campus Principals may impose additional campus rules, and teachers and extracurricular sponsors may impose and communicate such additional campus rules, classroom rules, where such rules are not inconsistent with this Code. A student’s conduct in assemblies and other out-of-classroom activity must comply with rules applicable to those of the classroom.

Extracurricular Standards

Sponsors may develop and communicate written extracurricular expected standards of behavior for induction in and continued participation in that activity. Such standards may be higher than those of the Code of Conduct. These standards must be communicated to the students involved in that extracurricular activity and must be approved by the Campus Principal. Students who violate communicated extracurricular standards of behavior may be subject to disciplinary action under the Code of Conduct and, in addition, denied the opportunity to participate in extracurricular activities.

Discipline Management Techniques

Discipline shall be designed to improve conduct and encourage students to be responsible members of the school community. Disciplinary action shall draw on the professional judgment of teachers and administrators and on a range of discipline management techniques. Discipline shall be based on the seriousness of the offense, the student’s age and grade level, the frequency of misbehavior, the student’s attitude, the effect of the misconduct on the school environment, and statutory requirements.

The following discipline management techniques may be used—alone or in combination—for misbehavior violating the Code of Conduct or campus/classroom rules:

1. Assignment to Student Success Center (SSC) during breaks, time not scheduled in class between the hours of 8 a.m. and 4 p.m., after school, and on
2. Assignment of school duties, other than class tasks, such as cleaning desks and campus beautification
3. Behavioral contracts or an expectation plan
4. Cooling off or timeout
5. Counseling by teachers, counselors, or administrators
6. Restriction, during the school day in the Administrative offices of RCHS
7. Expulsion, as specified in the Code of Conduct
8. Grade reductions for academic violations such as cheating, copying, allowing others to copy work, or plagiarism
9. In-school suspension (ISS), as specified in the Code of Conduct Out of school suspension (OSS)
10. Parent-administrator conferences Parent-teacher conferences Phone calls to parents/guardians
11. Referral to an outside agency and/or legal authority for criminal prosecution, in addition to disciplinary measures imposed by RCHS/Dallas College.
12. Rewards or demerits
13. School probation, which may include a warning letter or statement from RCHS administrators that future conduct may result in discipline in accordance with the Code of Conduct
14. Seating changes in the classroom
15. Sending the student to the RCHS Administrative office or other assigned areas, or another short-term removal from the classroom
16. Confiscation of items that disrupt the educational process Verbal or oral correction
17. Withdrawal of privileges, such as participation in extracurricular activities and eligibility for seeking and holding honorary offices
18. Reflective essay using character traits Restorative Discipline
19. Any other discipline management technique that is deemed appropriate by RCHS administration.

Role of RCHS Staff

The Principal or designee is authorized to enforce discipline and to investigate any allegation of misconduct. The Principal may question any witnesses in addition to the offending student and may ask for written statements that may include time, date, circumstances, observations, and signature.

The Principal may assign all the above disciplinary consequences and is authorized to supervise the SSC, cleaning desks, campus beautification efforts, or other relevant duties as assigned. Additionally, the AP may assign ISS and/or OSS for up to five (5) days.The principal shall notify a student's parent if the student is taken into custody by law enforcement officer under the disciplinary provisions of the Education Code.

The Executive Director has the authority to implement the Code of Conduct, up to and including the suspension of a student from campus.

A good-faith effort shall be made to provide written notice of the disciplinary action to the student, on the day the action was taken, for delivery to the student’s parent. If the parent has not been reached by telephone or in person by 5:00 p.m. of the first business day after the day the disciplinary action was taken, the Principal shall send written notification by U.S. Mail. 

THE EXECUTIVE DIRECTOR has the authority to implement the Code of Conduct, up to and including the suspension of a student from campus. The Executive Director may also assign any of the disciplinary consequences described above and may recommend a student for expulsion.

Code of Conduct Violations

Level I Offenses

The following Level I behaviors are prohibited at all school and school-related activities:

1. Scuffling (pushing, shoving, hitting, kicking or something akin thereto) – student on student
2. Cheating or copying the work of another
3. Defacing or damaging school property, including textbooks, lockers, furniture, and other equipment, with graffiti or by other means
4. Disobeying conduct rules regarding school transportation or personal transportation of student drivers to and from school and/or school-related activities
5. Engaging in any misbehavior that gives school officials reasonable cause to believe that such conduct will substantially disrupt the school program or incite violence
6. Engaging in disruptive actions or demonstrations that substantially disrupt or materially interfere with school activities, including but not limited to food fights
7. Engaging in threatening behavior toward another student or school employee on or off school property
8. Engaging in verbal or written exchanges that threaten the safety of another student, a school employee, or school property
9. False accusation of conduct that would constitute a misdemeanor or felony
10. Gambling
11. Discharging a fire extinguisher without a valid or reasonable reason
12. Public displays of affection (PDA) These displays could be defined as kissing, embracing, and/or other forms of physical
13. Using a cellular telephone or other telecommunications device during school instructional time
14. Possessing mace or pepper spray
15. Possessing or using a laser pointer for other than an approved use
16. Possessing or using any articles not generally considered to be weapons, including school supplies, when the Campus Principal or designee determines that a danger exists
17. Possessing published or electronic material that is designed to promote or encourage illegal behavior or that could threaten school safety; using e-mail or Internet sites at school to encourage illegal behavior or threaten school safety
18. Possession of stolen property
19. Repeated tardiness
20. Repeatedly violating campus or classroom standards of behavior
21. Skipping/ditching/cutting a class
22. Possessing or using matches or a lighter
23. Stealing from students, staff, or the school
24. Using profanity or obscene gestures at students or staff
25. Violating computer use policies, rules, or agreements signed by the student, and/or agreements signed by the student’s parent
26. Violating dress and grooming standards as communicated in the Student/Parent Handbook
27. Violating the RCHS/Dallas College medication policy

Disciplinary Consequences for Level I Offenses (not in order of progressive disciplinary measures):

• Detention
• Application of one or more Discipline Management Techniques After School Discipline (ASD)
• Grade reductions for academic dishonesty
• In School Suspension (ISS)
• Restorative Discipline
• Removal from the classroom
• Counselor referral
• Restitution/restoration, if applicable
• School-assessed and school-administered probation
• Temporary confiscation of items that are prohibited or that disrupt the educational process
• Verbal correction
• Withdrawal of privileges, such as participation in extracurricular activities and eligibility for seeking and holding honorary offices, and/or membership in school-sponsored clubs or organizations

Level II Offenses

The following Level II behaviors are prohibited at all school and school-related activities, and at other times and locations as described below:

1. Insubordination, or failing to comply with directives given by school personnel
2. Engaging in conduct that contains the elements of the offense of breach of computer security under Section 33.02, Penal Code, if the conduct involves accessing a computer, computer network, or computer system owned by or operated on behalf of RCHS/Dallas College; and the student knowingly
   1. alters, damages, or deletes RCHS/Dallas College property or information or
   2. commits a breach of any other computer, computer network, or computer system
3. Possessing or selling a weapons replica (look-alike weapon)
4. Throwing objects that can cause bodily injury or property damage Making false accusations or hoaxes regarding school safety Burglary of a motor vehicle
5. Making false accusations or hoaxes regarding school safety
6. Burglary of a motor vehicle
7. Damaging or vandalizing property owned by others
8. Deliberate destruction or tampering with school computer data or networks
9. False alarm, false statement or report
10. Fighting
11. Using the Internet or other electronic communications to threaten students or employees, or cause disruption to the school program or to promote/encourage illegal behavior that could threaten school safety
12. Publishing on an internet website, including a social media platform, repeated electronic communications in a manner reasonably likely to cause emotional distress, abuse, or torment to another person, unless the communications are made in connection with a matter of public concern, as defined by law
13. Issuing a false fire alarm
14. Falsifying records, passes, or other school-related documents
15. Possessing, smoking, or using tobacco products, including E-Cigarettes or vapes or vapors and any component, part, or accessory for an e-cigarette device
16. Leaving school grounds or school-sponsored events without permission
17. Persistent Level I offenses

Disciplinary Consequences for Level II Offenses (not in order of progressive disciplinary measures):

• Detention
• Application of one or more Discipline Management Techniques
• After School Discipline (ASD)
• In School Suspension (ISS)
• Out of School Suspension (OSS)
• Restorative Discipline
• Counselor referral
• Removal from the classroom and/or placement in another classroom
• Restitution/restoration, if applicable
• Friday School
• School-assessed and school-administered probation
• Temporary confiscation of items that are prohibited or that disrupt the educational process
• Verbal correction
• Withdrawal of privileges, such as participation in extracurricular activities and eligibility for seeking and holding honorary offices, and/or membership in school-sponsored clubs or organizations

Level III Offenses

The following Level III behaviors are prohibited at all school and school-related activities, and at other times and locations as described below:

1. Abusing a prescription drug, giving a prescription drug to another student, or possessing or being under the influence of another person’s prescription drug on school property or at a school-related event
2. Any of the following offenses, no matter when or where the offense takes place:
   1. Conduct involving a public school that contains the elements of the offense of false alarm or report under Section 42.06, Penal Code, or terroristic threat under Section 22.07, Penal Code
   2. Engaging in conduct punishable as a felony
   3. Engaging in conduct that contains the elements of the offense of assault under Section 22.01(a)(1), Penal Code
   4. Selling, giving, or delivering to another person or possessing or using or being under the influence of (1) marijuana or a controlled substance, as defined by Chapter 481, Health and Safety Code, or by 21 U.S.C. Section 801 et seq. or (2) a dangerous drug, as defined by Chapter 483, Health and Safety Code
   5. Selling, giving, or delivering to another person an alcoholic beverage, as defined by Section 1.04, Alcoholic Beverage Code; committing a serious act or offense while under the influence of alcohol; or possessing, using, or being under the influence of an alcoholic beverage
   6. Engaging in conduct that contains the elements of an offense relating to an abusable volatile chemical under Sections 485.031 through 485.034, Health and Safety Code
   7. Engaging in conduct that contains the elements of the offense of public lewdness under Section 21.07, Penal Code, or indecent exposure under Section 21.08, Penal Code
   8. Engaging in conduct that contains the elements of the offense of deadly conduct under section 22.05, Penal Code
3. Engaging in conduct that contains the elements of an offense under Section 22.01(a)(1), Penal Code, against a public school employee or a volunteer as defined by Education Code Section 22.053, in retaliation for or as a result of the person’s employment or association with a public school, without regard to whether the conduct occurs on or off of school property or while attending a school-sponsored or school-related activity on or off of school property
4. Being a member of, pledging to become a member of, joining, or soliciting another person to join, or pledge to become a member of a public-school fraternity, sorority, or gang; or engaging in any gang activity
5. Hazing, meaning any intentional, knowing, or reckless act, occurring on or off RCHS/DCCCD Dallas College property, by one person alone or acting with others, directed against a student, that endangers the mental or physical health or safety of a student for the purpose of pledging, being initiated into, affiliating with, holding office in, or maintaining membership in an organization. Hazing includes but is not limited to:
   1. any type of physical brutality, such as whipping, beating, striking, branding, electronic shocking, placing of a harmful substance on the body, or similar activity;
   2. any type of physical activity, such as sleep deprivation, exposure to the elements, confinement in a small space, calisthenics, or other activity that subjects the student to an unreasonable risk of harm or that adversely affects the mental or physical health or safety of the student;
   3. any activity involving consumption of a food, liquid, alcoholic beverage, liquor, drug, or other substance that subjects the student to an unreasonable risk of harm or that adversely affects the mental or physical health or safety of the student;
   4. any activity that intimidates or threatens the student with ostracism, that subjects the student to extreme mental stress, shame, or humiliation, that adversely affects the mental health or dignity of the student or discourages the student from entering or remaining registered in an educational institution, or that may reasonably be expected to cause a student to leave the organization or the institution rather than submit to acts described in this subdivision; and
   5. any activity that induces, causes, or requires the student to perform a duty or task that involves a violation of the Penal Code
6. Bullying or cyberbully that occurs on or is delivered to school property or to the site of a school-sponsored or school-related activity
7. Bullying or cyberbullying that occurs off school property or outside of a school sponsored event or school related activity if the cyberbullying: interferes with a student’s educational opportunities; or substantially disrupts the orderly operation of a classroom, school, or school sponsored activity
8. Creation of or involvement with a hit list, meaning a list of people targeted to be harmed using a firearm; as defined by Section 46.01(3), Penal Code; a knife, as defined by Section 46.01(7), Penal Code; or any other object to be used with intent to cause bodily harm
9. Engaging in conduct that constitutes dating violence, including the intentional use of physical, sexual, verbal, or emotional abuse to harm, threaten, intimidate, or control another person with whom the student has or has had a dating relationship
10. Engaging in conduct that constitutes sexual harassment, or sexual assault, whether the conduct is by word, gesture, or any other sexual conduct, including requests for sexual favors directed toward another student or an RCHS/Dallas College employee
11. Engaging in harassment motivated by race, color, religion, national origin, disability, gender, or age and directed toward another
12. Engaging in inappropriate verbal, physical, or sexual contact directed toward another student or a school employee
13. Recording, sending or posting electronic messages, pictures or video that are obscene, sexual in nature, threatening, harassing, damaging to another’s reputation, promotes violence, or illegal
14. Voyeurism, on or within 300 feet of the school property or while on the property or at a school-related activity, if the victim is a child under the age of 14 TEC 37.006 (a)(2)(A)
15. Harassment - making obscene, intimidating, or threatening telephone calls or other electronic communications from a temporary or disposable telephone number provided by an internet application or other technological mean, threatening to cause harm or bodily injury to another student, engaging in sexually intimidating conduct, causing physical damage to the property of another student, subjecting another student to physical confinement or restraint, or maliciously taking any action that substantially harms another student's physical or emotional health or safety
16. Failure to register as a sex offender when legally obligated to so
17. Retaliation against any school employee or volunteer at any time or place
18. Setting or attempting to set fire on school property (not arson)
19. Targeting another individual for bodily harm
20. Possessing pornographic material
21. Forgery of school documents at school or otherwise
22. Falsification of official documentation
23. Forcing an individual to act through the use of force or threat of force or committing extortion, coercion, or blackmail (obtaining money or another object of value from an unwilling person)
24. Committing or assisting in a robbery or theft even if it does not constitute a felony
25. Vandalism of or conduct constituting criminal mischief with respect to school facilities or property
26. Engaging in conduct punishable as a Level III offense when the conduct occurs off school property and not at a school-sponsored or school-related event, and the conduct creates a substantial disruption to the educational environment in the reasonable judgment of RCHS
27. Repeated Level I and Level II offenses
28. Serious academic dishonesty

Disciplinary Consequences for Level III Offenses (not in order of progressive disciplinary measures):

1. Any applicable Level I Disciplinary Consequence
2. Any applicable Level II Disciplinary Consequence
3. OSS for up to five days, except that the Executive Director or the their designee may continue the aforementioned suspension during an expulsion process, if deemed reasonable by the Executive Director or the Executive Director’s Designee
4. Discretionary Expulsion

Level IV Offenses

The following Level IV behaviors are prohibited at all school and school-related activities, and at other times and locations as described below:

1. Conduct containing the elements of the offense of unlawfully carrying weapons under Section 46.02, Penal Code, or elements of an offense relating to prohibited weapons under Section 46.05, Penal Code
2. Aggravated assault under Section 22.02, Penal Code, sexual assault under Section 22.011, Penal Code, or aggravated sexual assault under Section 22.021, Penal Code
3. Arson under Section 28.02, Penal Code
4. Murder under Section 19.02, Penal Code, capital murder under Section 19.03, Penal Code, or criminal attempt, under Section 15.01, Penal Code, to commit murder or capital murder
5. Indecency with a child under Section 21.11, Penal Code
6. Aggravated kidnapping under Section 20.04, Penal Code
7. Aggravated robbery under Section 29.03, Penal Code
8. Manslaughter under Section 19.04, Penal Code
9. Criminally negligent homicide under Section 19.05, Penal Code
10. Continuous sexual abuse of young child or children or disabled individual or conviction of or placement on deferred adjudication for sexual assault or aggravated sexual assault against another student on the same campus under Section 21.02, Penal Code
11. Engaging in bullying, cyberbullying, or harassment that encourages a student to commit or attempt to commit suicide
12. Possession, use, transfer or exhibition of any firearm, location-restricted knife, club, or any other prohibited weapon or harmful object
13. Students shall not possess or use:
    1. Fireworks of any kind, smoke or stink bombs, or any other pyrotechnic device;
    2. A razor, box cutter, chain, or any other object used in a way that threatens or inflicts bodily injury to another person;
    3. A “look-alike” weapon that is intended to be used as a weapon or could reasonably be perceived as a weapon;
    4. An air gun or BB gun;
    5. Ammunition;
    6. A hand instrument designed to cut or stab another by being thrown;
    7. Any firearm muffler or firearm silencer, defined as any device for silencing, muffling, or diminishing the report of a portable firearm
14. Sells, gives, or delivers to another person or possesses, uses, or is under the influence of marijuana, a controlled substance, or a dangerous drug in an amount not constituting a felony offense. A student with a valid prescription for low-THC cannabis as authorized by Chapter 487 of the Health and Safety Code does not violate this provision. Selling, giving, or delivering to another person or possessing or using or being under the influence of (1) marijuana or a controlled substance, as defined by Chapter 481, Health and Safety Code, or by 21 U.S.C. Section 801 et seq. or (2) a dangerous drug, as defined by Chapter 483, Health and Safety Code, if the conduct is punishable as a felony
15. Drug related misconduct [TEC 3.006 (a)(2)(C)], on a school property or at a school related activity
16. Selling, giving, or delivering to another person an alcoholic beverage, as defined by Section 1.04, Alcoholic Beverage Code; committing a serious act or offense while under the influence of alcohol; or possessing, using, or being under the influence of an alcoholic beverage, if the conduct is punishable as a felony
17. Criminal mischief, not punishable as a felony. OR
18. Any criminal mischief, including a felony.
19. Assault (no bodily injury) with threat of imminent bodily injury.
20. Assault by offensive or provocative physical contact.
21. Engages in conduct relating to a false alarm or report (including a bomb threat) or a terroristic threat involving a public school
22. Behaves in a manner that contains the elements of an offense relating to abusable volatile chemicals.

Disciplinary Consequences for Level IV Offenses:

Mandatory Expulsion Recommendation and Hearing (unless waived by parent)

CONFERENCES, HEARINGS, AND APPEALS

Questions from parents regarding disciplinary measures should be addressed to the high school teacher, (parents cannot contact college faculty), or the campus administrator, as appropriate. All students are entitled to conferences, hearings, and/or appeals of disciplinary matters as provided by state and federal law, and by school policy.

PROCESS FOR SUSPENSIONS LASTING UP TO FIVE DAYS

In addition to the above list of Code of Conduct violations the Campus Principal (or acting Principal) has the authority to suspend a student for a period of up to five school days (except that the student may be suspended for up to ten school days, with no more than five consecutive days being out of school, if student will be recommended for expulsion). The student shall be given verbal notice of the reason for the action. Students may be suspended for any of the following reasons:

1. The need to further investigate an incident or allegation;
2. A recommendation to expel the student; or
3. An emergency constituting endangerment to health or safety.

While suspended, students are not allowed to be on the Richland Campus or any Dallas College campus, including at after school activities. The suspended days will be counted as unexcused absences. Students may receive credit for work missed during the period of suspension if the student makes up work missed during the period of suspension within the same number of days the student was absent in high school only courses. Students are expected to make up all assignments missed during the suspension and the student’s grade will be based on the academic performance and merit of the students work without regard to the reason of the student’s absence due to suspension. College courses are not subject to the same exceptions for missing or made up work. College courses will be subject to professor discretion and college policy regarding missed classes regardless of the reason.

Notwithstanding the aforementioned, the RCHS Executive Director or the RCHS Executive Director’s Designee may continue the aforementioned suspension(s) during an expulsion process, if deemed reasonable by the Executive Director or the Executive Director’s Designee.

Prerequisites to Suspension

Prior to suspending a student, the Campus Principal or designee must hold an informal conference with the student to:

1. Notify the student of the accusations against them;
2. Allow the student to present their account of the incident and
3. Determine whether the student’s conduct warrants suspension

Notification to Parents/Guardians

If the Campus Principal or designee determines the student’s conduct warrants suspension, the Campus Principal or designee will notify the student’s parents that the student has been suspended before the student is sent home. At this time, the Campus Principal or designee will also notify the student’s parents of the period of suspension, the grounds for suspension, and the time and place for a post-suspension conference with the Campus Administration.

PROCESS FOR OSS OVER FIVE DAYS AND EXPULSION

When the Campus Principal determines that a student’s conduct warrants suspension for more than five days, or expulsion, the Campus Principal (or acting Principal) shall make a recommendation for disciplinary action to the Executive Director.

Prior to taking any long-term disciplinary action, the Campus Principal or designee will provide the student’s parent(s) with written notice of:

1. The Principal’s recommendation for the long-term disciplinary action
2. The specific violation of the Student Code of Conduct, and
3. The reasons for the recommended long-term disciplinary action.

EMERGENCY PLACEMENT

If the Campus Principal reasonably believes that a student’s behavior is so unruly, disruptive, or abusive that it seriously interferes with a teacher’s ability to communicate effectively with students in a class, with the ability of a student’s classmates to learn, or with the operation of RCHS/Dallas College or a school-sponsored activity, the Campus Principal may order immediate removal of the student. The Campus Principal may impose immediate suspension if they reasonably believe such action is necessary to protect persons or property from imminent harm. At the time of such an emergency removal, the student will be given verbal notice of the reason for the action and appropriate hearings will be scheduled within a reasonable time after the emergency removal.

LEVEL I EXPULSION HEARING

Administration shall designate a Hearing Officer to conduct a Level I Expulsion Hearing. The Hearing Officer shall provide the student’s parent(s) with written notice of the Hearing, including the date (within five school days of the recommended disciplinary action), time, and location of the Hearing, and shall further state that, at the Hearing, the student:

1. may be present;
2. shall have an opportunity to present evidence;
3. shall be apprised and informed of the school’s evidence and witnesses;
4. may be accompanied by his or her parent(s) or other adult, who can provide guidance to the parent or student, and who is not an employee of RCHS or Dallas College; and
5. may be represented by an attorney

RCHS shall inform the student and the student’s parent(s) of the time and place of the Hearing and shall hold the Hearing regardless of whether the student, the student’s parents or another adult representing the student attends. After the Hearing, the Hearing Officer has 48 hours to issue their written decision.

The decision shall specify:

1. The length of the suspension or expulsion, if any;
2. When the expulsion is not permanent, the procedures for re-admittance to the school at the end of the expulsion period; and
3. The right to appeal the Hearing Officer’s decision to Level II

The notice shall also state that failure to request such an appeal within 7 calendar days constitutes a waiver of further rights in the matter. Disciplinary consequences will not be deferred pending the outcome of a Level I Expulsion Hearing.

LEVEL II EXPULSION HEARING

The request to appeal the Level I decision may be provided by handwritten or typed form to the RCHS Executive Director within 10 school days of the Level 1 Expulsion Hearing to: Richland Collegiate High School, Attn: Executive Director, 12800 Abrams Road, Dallas, TX 75243. Upon receipt of the request, Administration has seven days to schedule and conduct a Level II Expulsion Hearing. Administration will provide written notice of the hearing date, time and location to the student and student’s parents. At the Level II Hearing the student:

1. may be present;
2. shall have an opportunity to present evidence;
3. shall be apprised and informed of the school’s evidence and witnesses;
4. may be accompanied by his or her parent(s) or other adult who can provide guidance to the parent or student and who is not an employee of RCHS or Dallas College; and
5. may be represented by an attorney

The RCHS Executive Director will hear the testimony and review the evidence to decide to grant or deny the appeal and will provide their decision to the student and/or guardian within 48 hours after the hearing.

Disciplinary consequences will not be deferred pending the outcome of an appeal of an expulsion to the RCHS Executive Director.

The decision shall specify:

1. The length of the suspension or expulsion, if any;
2. When the expulsion is not permanent, the procedures for re-admittance to the school; and
3. The right to appeal the Hearing Officer’s decision to Level III
4. The notice shall also state that failure to request such an appeal within 7 calendar days constitutes a waiver of further rights in the matter.

LEVEL III – BOARD OF TRUSTEES

The student or their parent(s) may appeal the long-term suspension or expulsion decision to the Board of Directors in writing within 48 hours of notification of the decision. If such an appeal is made, a quorum of the Board will consider the appeal at a regular or specially- called meeting in closed session as allowed by the Texas Open Meetings Act. The quorum of the Board will review the record of the expulsion hearing and may also hear a statement from the student or parent (or representative) and from the school administration. The Board will notify the student and his or her parent (or representative) of its decision within five calendar days of the hearing. The decision of the Board is final and may not be appealed.

Disciplinary consequences will not be deferred pending the outcome of an appeal of an expulsion to the Board.

READMISSION AFTER WITHDRAWAL OR EXPULSION

A student who has withdrawn pending a recommended expulsion or who has been expelled from RCHS may re-apply for admission and potentially gain re-enrollment subject to meeting each of the following criteria:

1. The student must have been enrolled in another public school during the term of the expulsion from RCHS
2. The student must re-apply for admission to RCHS and follow the same application process as all other
3. A vacancy must exist in the requested grade level and campus or, if the requested grade level is oversubscribed such that an admissions lottery is conducted, the student is selected for admission through the lottery process or otherwise on the
4. The student must submit a petition for readmission to the RCHS Executive Director. This request must be in writing, and must include copies of the student’s complete discipline records from the public school(s) attended during the term of the expulsion from

During the Executive Director’s consideration of the petition, the student and his or her parents may make a statement to support the request for re-admission. The student may also submit documentation consisting of recommendations from his or her current teacher(s), commentary from any counselor or school administrator with whom the student may have consulted having personal knowledge of the student and their education experience and conduct, and any other documentation pertinent to the application. The Superintendent may also consider comments from the Principal, Success Coach, Assistant Principal for the requested campus of enrollment, or any other Administrator.

Campus Police

When a student’s actions consist of a violation of law, he or she may be issued a citation for the violation. Examples of violations include but are not limited to fighting, smoking, possession of drugs, possession of drug paraphernalia, public intoxication, etc. The school will involve law enforcement related to any issue that is deemed by administration to require their intervention and/or assistance. We will assist them as outlined by law in any and all investigations and inquires. If it is illegal outside of the school, it is illegal inside the school. Any aforementioned violations may result in removal from the school.

Student Searches

District officials may conduct searches of students, their belongings, and their vehicles in accordance with state and federal law and district policy. Searches of students shall be conducted in a reasonable and nondiscriminatory manner. RCHS reserves the right to use drug dogs, metal detectors, and conduct searches of students at random to ensure campus safety and to maintain effectiveness of the school. Other searches may be conducted if school officials have reasonable cause. Students shall be free from unreasonable searches and seizures by school officials. School officials may search a student’s outer clothing, pockets, or property by establishing reasonable cause or securing the student’s voluntary consent.

The district has the right to search a vehicle driven to school by a student and parked on school property whenever there is reasonable suspicion to believe it contains articles or materials prohibited by the district.

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.

Video Surveillance

This facility employs video surveillance equipment for security purposes. This equipment may or may not be monitored or recorded at any time.

MISTREATMENT OF CHILDREN, DISCRIMINATION, HARASSMENT, AND RETALIATION

The district believes that all students learn best in an environment free from sexual misconduct, including relationship/dating violence, sexual assault and sexual harassment; trafficking; maltreatment; discrimination; harassment; and retaliation and that their welfare is best served when they are free from this prohibited conduct while attending school. Students are expected to treat other students and district employees with courtesy and respect, to avoid behaviors known to be offensive, and to stop those behaviors when asked or told to stop.

Relationship/Dating Violence

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. Dating violence also occurs when a person commits these acts against a person in a marriage or dating relationship with the individual who is or was once in a marriage or dating relationship with the person committing the offense. This type of conduct is considered harassment if the conduct is so severe, persistent, or pervasive that it affects the 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 current dating partner; attempts to isolate the student from friends and family; stalking; or encouraging others to engage in these behaviors.

Sexual Harassment and Gender-Related Harassment

In compliance with the requirements of Title IX, RCHS does not discriminate on the basis of sex in its educational programs or activities. Sexual harassment of a student, including harassment committed by another student, includes unwelcome sexual advances; requests for sexual favors; or sexually motivated physical, verbal, or nonverbal conduct when the conduct is so severe, persistent, or pervasive that it:

• Affects the student’s ability to participate in or benefit from an educational program or activity, or creates an intimidating, threatening, hostile, or offensive educational environment;
• Has the purpose or effect of substantially or unreasonably interfering with the student’s academic performance; or
• Otherwise adversely affects the student’s educational opportunities.

Examples of sexual harassment of a student may include sexual advances; touching intimate body parts or coercing physical contact that is sexual in nature; jokes or conversations of a sexual nature; and other sexually motivated conduct, communications, or contact.

RCHS also does not tolerate sexual harassment of a student by school employees. Romantic or inappropriate social relationships between students and school employees are prohibited. Any sexual relationship between a student and a school employee is always prohibited, even if consensual.

Sexual harassment of a student by a school employee includes both welcome and unwelcome sexual advances; requests for sexual favors; sexually motivated physical, verbal, or nonverbal conduct; or other conduct or communication of a sexual nature when:

• A school employee causes the student to believe that the student must submit to the conduct in order to participate in a school program or activity, or that the employee will make an educational decision based on whether or not the student submits to the conduct; or
• The conduct is so severe, persistent, or pervasive that it:
  • Affects the student’s ability to participate in or benefit from an educational program or activity, or otherwise adversely affects the student’s educational opportunities; or
  • Creates an intimidating, threatening, hostile, or abusive educational environment.

Gender-based harassment includes harassment based on a student’s gender, expression by the student of stereotypical characteristics associated with the student’s gender, or the student’s failure to conform to stereotypical behavior related to gender.

Examples of gender-based harassment directed against a student, regardless of the student’s or the harasser’s actual or perceived sexual orientation or gender identity, may include, but not be 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.

Child Abuse

The school provides training to its teachers and students in preventing and addressing incidents of sexual abuse and other maltreatment of children, including knowledge of likely warning signs indicating that a child may be a victim of sexual abuse or maltreatment. Assistance, interventions and counseling options are also available.

 

What is Sexual Abuse of a Child?

The Texas Family Code defines “sexual abuse” as any sexual conduct harmful to a child’s mental, emotional, or physical welfare as well as, in certain circumstances, failure to make a reasonable effort to prevent sexual conduct harmful to a child.

What is Other Maltreatment of a Child?

Under State law, “other maltreatment” of a child includes “abuse” or “neglect,” as defined by Texas Family Code sections 261.001 and 261.401.

Likely Warning Signs of Sexual Abuse or Other Maltreatment

Psychological and behavioral signs of possible sexual abuse or other maltreatment may include:

• Nightmares, sleep problems, extreme fears without an obvious explanation.
• Sudden or unexplained personality changes; becoming withdrawn, angry, moody, clingy, “checking out” or showing significant changes in eating habits.
• Depression or irritability.
• An older child behaving like a young child, for example, bedwetting or thumb sucking. Developing fear of certain places or resisting being alone with an adult or young person for unknown reasons.
• Resistance to routine bathing, toileting, or removing clothes, even in appropriate situations. Play, writing, drawings, or dreams of sexual or frightening images. Refusal to talk about a secret he or she has with an adult or older child.
• Leaving clues that seem likely to provoke a discussion about sexual issues. Using new or adult words for body parts.
• Engaging in adult-like sexual activities with toys, objects or other children.
• Developing special relationships with older friends that may include unexplained money, gifts, or privileges. Intentionally harming him or herself, for example, drug/alcohol use, cutting, burning, running away, and sexual promiscuity.
• Thinking of self or body as repulsive, dirty, or bad. Becoming increasingly secretive about Internet or telephone use.

Physical symptoms of possible sexual abuse or other maltreatment include:

• Stomachaches or illness, often with no identifiable reason
• Difficulty in walking or sitting
• Stained or bloody underwear
• Genital or rectal pain, itching, swelling, redness, or discharge. Bruises or other injuries in the genital or rectal area
• Unexplained soreness, pain or bruises around mouth, sexually transmitted disease, or pregnancy

Any one sign does not necessarily mean that a child has been sexually abused or maltreated, but the presence of several signs is the time you should begin asking questions and seeking help. Often signs first emerge at other times of stress, such as during a divorce, death of a family member or pet, problems at school or with friends, or other traumatic or anxiety- inducing events

Reporting and Obligations

The school’s administration shall cooperate with law enforcement investigations of child abuse, including investigations by the Texas Department of Protective and Family Services. School officials may not refuse to permit an investigator to interview a student who is alleged to be a victim of abuse or neglect at school. School officials may not require the investigator to permit school personnel to be present during an interview conducted at school.

Investigations at school may be conducted by authorized law enforcement or state agencies without prior notification or consent of the student’s parent, if necessary.

Any person who has cause to believe that a child’s physical or mental health or welfare has been adversely affected by abuse or neglect by any person has a responsibility, under state law, to immediately report the suspected abuse or neglect as required by law. Reports may be made by contacting one of the following:

• Texas Abuse Hotline: 1-800-252-5400 or, in non-emergency situations only; the Texas Abuse Hotline
• Your local police department; or
• Call 911 for emergency situations.

Any professional who has cause to believe that a child has been or may be abused or neglected shall make a report as required by law. The report must be made within 48 hours after the professional first suspects abuse or neglect. A “professional” is a person who is licensed or certified by the state or who is an employee of a facility licensed, certified, or operated by the state, including RCHS, and who, in the normal course of official duties or duties for which a license or certification is required, has direct contact with children. The term includes teachers, nurses, doctors, day-care employees, and juvenile detention or correctional officers.

A report of alleged or suspected abuse or neglect and the identity of the person making the report is confidential and not subject to release under Government Code Chapter 552 (Public Information Act). Such information may be disclosed only for purposes consistent with federal or state law or under rules adopted by an investigating agency.

RCHS has established a plan for addressing child sexual abuse and other maltreatment of children (the “Plan”). The Plan is addressed in this section of the Handbook.

Methods for Increasing Awareness Regarding Sexual Abuse or Other Maltreatment of Children

For Staff: RCHS annually trains staff in all content areas addressed in the Plan. Training is provided by campus staff, administrative staff, or outside agencies as determined by the campus administration.

For Students: School counseling staff will address issues to increase awareness regarding sexual abuse and other maltreatment of children and anti-victimization programs with age appropriate conversation and materials no less than once per school year.

For Parents: Parents must be aware of warning signs indicating that their child may have been or is being sexually abused or otherwise maltreated. A child who has experienced sexual abuse or other maltreatment should be encouraged to seek out a trusted adult. Be aware as a parent or other trusted adult that evidence of sexual abuse or other maltreatment may be more indirect than disclosures or signs of physical abuse. It is important to remain calm and comforting if your child, or another child, confides in you. Reassure the child that he or she did the right thing in coming to you.

The fact that the abuser is a parent or other family member does not remove your obligation to protect the child. Parents who permit their child to remain in a situation where he or she may be injured or abused may also be subject to prosecution for child abuse. And, if you are frightened for your own safety or that of your child, you should call 911 or 1-800-252-5400.

Also remember that parents are legally responsible for the care of their children and must provide their children with safe and adequate food, clothing, shelter, protection, medical care and supervision, or arrange for someone else to provide these things. Failure to do so may be considered neglect.

The Principal or designee will provide information regarding counseling options available in your area for you and your child if your child is a victim of sexual abuse or other maltreatment. The DFPS also provides early abuse intervention through counseling programs. Services available in your county can be accessed at the Texas Department of Family and Protective Services website.

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
• KidsHealth, For Parents, Child Abuse
• Office of the Texas Governor’s Child Sex Trafficking Team
• Human Trafficking of School-aged Children
• Child Sexual Abuse: A Parental Guide from the Texas Association Against Sexual Assault
• National Center of Safe Supportive Learning Environments: Human Trafficking in America's Schools

These websites are also helpful:

• Texas Education Agency – Prevention of Child Abuse Overview
• Sexual Abuse Prevention Programs
• DFPS – How to Report Child Abuse or Neglect
• Texas Association for the Protection of Children
• Texas Council on Family Violence – Abuse Prevention Links

Discrimination

Discrimination is defined as any conduct directed at a student on the basis of race, color, religion, gender, national origin, 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 the 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.

In addition to dating violence as described above, two other types of prohibited harassment are described below. 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 not be limited to, touching private body parts or coercing physical contact that is sexual in nature; sexual advances; 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 not reasonably construed as sexual in nature, such as comforting a child with a hug or taking the child’s hand. However, romantic and other inappropriate social relationships, as well as all sexual relationships, between students and district employees are prohibited, even if consensual.

Gender-based harassment includes harassment based on a student’s gender, expression by the student of stereotypical characteristics associated with the student’s gender, or the student’s failure to conform to stereotypical behavior related to gender. Examples of gender-based harassment directed against a student, regardless of the student’s or the harasser’s actual or perceived sexual orientation or gender identity, may include, but not be 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 of discrimination or harassment, including dating violence, is prohibited. Retaliation against a person who is participating in an investigation of alleged discrimination or harassment is also prohibited. A person who makes a false claim or 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 they have experienced dating violence, discrimination, harassment, or retaliation should immediately report the problem to RCHS administration and complete the Dallas College Sexual Misconduct Report. Upon receiving a report of prohibited conduct defined by policy FFH the district district policy, Dallas College will determine whether the allegations, if proven, would constitute prohibited conduct.

If not, the district will refer to policy FLB to determine if the allegations, if proven, would constitute bullying, as defined by law and that policy. After an investigation, the district will promptly notify the parents 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 parents of the student alleged to have experienced the prohibited conduct when the allegations, if proven, would constitute a violation of Dallas College policy.

Investigation of Report

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 to comply with law. Allegations of prohibited conduct, which includes sexual misconduct, including dating violence, sexual assault and sexual harassment; discrimination; harassment; and retaliation, will be promptly investigated. 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 the investigation at the conclusion of the agency’s investigation. During the course of 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 that is the subject of the complaint 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.

Freedom from Bullying Policy

Texas Education Code (TEC) §37.0832 identifies 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:

• 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 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
• 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.

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. A report may be made orally or in writing. Instances of Bullying or Cyber-Bullying may be reported anonymously through the college CARE Team Referral.

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 on or before the third business day after the date the incident is reported.

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.

The administration may transfer a student found to have engaged in bullying to another class at the campus.

The parent of a student who has been determined to be a victim of bullying may request that the student be transferred to another class.

Richland Collegiate High School’s Texas Election Code Policy

The high school principal or the principal's designee shall serve as a deputy registrar for Dallas County. The high school deputy registrar will distribute registration application forms to and receive registration applications submitted to the deputy in person from students and employees of the school only. At the beginning of each fall and spring semester, the high school deputy registrar shall distribute an officially prescribed registration application form to each student who is or will be 18 years of age or older during that year, subject to rules prescribed by the secretary of state.

Each application form distributed under this section will be accompanied by a notice informing the student or employee that the application may be submitted in person or by mail to the voter registrar of the county in which the applicant resides or in person to a high school deputy registrar or volunteer deputy registrar for delivery to the voter registrar of the county in which the applicant resides. The high school will contact each student the month prior to the student’s eighteenth birthday to encourage students to complete the application. The high school deputy registrar will review each application for completeness out of the applicant's presence. A deputy may deliver a group of applications to the registrar by mail in an envelope or package, and, for the purpose of determining compliance with the delivery deadline, an application delivered by mail is considered to be delivered at the time of its receipt by the registrar.

Notice of Complaint /Formal Grievance

To file a formal complaint, please complete this form and submit it to the appropriate campus administrator within the time established in the Board approved Student/Parent Handbook. All complaints will be heard in accordance with the aforementioned policies or any exceptions outlined therein.

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