Student Rights & Responsibilities Handbook
This handbook outlines the rights and responsibilities of students and the standards for student conduct in Redmond School District. It also provides information about the District and its services. Students and parents or guardians are encouraged to read this handbook carefully and retain it for future reference. A detailed listing of the Board of Director’s policies and procedures can be found at the District’s web site.Individual schools in the District have the authority to adopt and implement school rules to assist them in implementing the policies established in this handbook and School Board policies. Each school has a student handbook that outlines more specific information about the rules and expectations for students in the building. Students and families are encouraged to become familiar with their home school’s handbook.
The Board of Directors has instituted policies that ensure the fair treatment of students, families and the general public. The superintendent is responsible for following the governance policies of the Board of Directors.
For questions or for more information, please contact the Redmond School District Office at 541-923-5437.
Elementary Reading Instruction and Intervention
The Redmond School District is committed to ensuring that each child makes significant academic progress. To do this, we focus on providing high quality reading instruction for all students and continuously review information that tells us how each child is progressing. Teacher teams in your school use this process to provide multiple tiers or levels of instructional support based on student need. This is called a multi-tiered system of support (MTSS).
Multi-Tiered Systems of Support ensure students are on track for healthy reading outcomes (MTSS also includes math and behavior).
- Two to three times per year (September, January, May) screening assessments are administered to each student.
- For students whose screening assessment results show they may not be at grade level yet, further diagnostic assessments are administered to determine instructional focus.
- Classroom and small group daily reading instruction is designed to meet students’ specific needs.
- Frequent progress checks throughout the school year determine which students need additional targeted instruction and are also used to monitor students’ growth.
Strategies for Increasing a Child’s Rate of Learning: When screening results indicate that a student would benefit from supplemental instruction, that additional support may include:
- Small group instruction by the classroom teacher or specialized reading team
- Changes in curriculum and or instructional strategies
- Increases in time and intensity of instructional interventions
- Extra practice opportunities throughout the school day
- Individualized intervention plan for students who continue to experience difficulty
- Parent and family support
Parent/Family Participation: Parents and family members are essential to children’s success in school.
- Results from regular reading screenings will tell you whether your child makes sufficient progress or if he/she shows continued difficulty.
- In order to design effective interventions, you may be asked to share information about anything you think might affect your child’s learning (ex. If your child has missed a lot of school, experienced trauma, or is having problems with friends at school).
- We encourage your support and partnership.
If your child continues to show limited progress, you may be asked to give your consent for an evaluation. The purpose of an evaluation is to help determine what your child’s educational needs are and to consider whether he or she might have a learning disability.
Who to contact:
Please contact your school’s Principal for more specific information on MTSS, reading assessment, instruction and intervention, and/or if you would like to discuss your child’s reading progress.