Dr. Barbara Stroble - Summerville High School - Website

102 Green Wave Boulevard 

Summerville, South Carolina 29483-2457 

Phone: (843) 873-2901 

FAX: (843) 873-4053 

www.dorchester2.k12.sc.us 

Mr. Joseph R. Pye 

Superintendent 

Dr. Barbara Stroble 

Deputy Superintendent

Dorchester School District Two 

Board of Trustees 

Bufort “Bo” Blanton 

Chairman 

100 Blanton Lane 

Summerville, SC 29483 

843-873-8454 

Frances Townsend 

Vice Chairman 

304 Marion Avenue 


843-87-1341 

Mr. Joseph Pye 

Superintendent 

Dr. Barbara Stroble 

Deputy Superintendent 

Harry Blake, Jr. 

100 Barrington Court 


843-871-6173 

Barbara Crosby 

218 Moon Dance Lane 


Gail Hughes 

204 Chuker Drive 


843-327-1898 

Charles Stoudenmire 

309 West Carolina Avenue 


843-871-9611 

Lisa Tupper 

126 Tupper Lane 

Summerville, SC 29483

The purpose of this handbook is to provide 

students and their parents with information about 

Dorchester School District Two’s instructional 

programs, curriculum standards, and student services. 

It also includes a brief overview of certain laws, 

policies, rules, regulations and practices that affect 

students. 

This parent-student handbook is not intended to 

replace the actual policies, rules, regulations and 

practices established by the Dorchester School 

District Two Board of Trustees, the Superintendent, 

or school administration. If a policy, rule, regulation 

or practice is abbreviated or in error, the contents of 

the district’s official policy manual shall always take 

precedence. Hard copies of the official policy manual 

are available for review in the district office and in 

the main office at each school. 

The Dorchester School District Two Board of 

Trustees, the Superintendent, and the school 

administration reserve the right to develop and revise 

policies, rules, and regulations, as they deem 

appropriate. Students and their parents will be 

notified of changes that affect them through district 

schools. 

This parent-student handbook supercedes all 

previous handbooks, pamphlets, statements, or other 

representations (either written or oral) regarding the 

district’s expectations of students in terms of conduct 

and behavior.

T A B L E O F C O N T E N T S 

District Fact Sheet 2 

Directory of Schools and Sites 3 

Who Should I Call? 4 

Points of Pride 5 

Philosophy 6 

Performance Goals 7-8 

STUDENT SERVICES 9 

• Safety and Security / Building Program/Transportation 10 

• Transportation / Food Service Program 11 

• School Health Program 12-13 

• Student Insurance 14 

COMMUNITY PROGRAMS 15 

• School & Community Opportunities for Involvement 16 

• Family Literacy Programs 17 

• Adult Education 18 

LEARNING SERVICES 19 

• Academic Assistance Plans 20 

• Testing in Dorchester School District 21-22 

• Special Programs/ Guidance/ Counseling Program/ Best Options Program 23-26 

• Special Education Programs/Homebound Services 27 

• Character Education 28 

• Media Programs 29 

• What Parents & Students Need to Know about Curriculum Standards 30 

INSTRUCTIONAL & CURRICULUM PATHS 31-39 

HIGH SCHOOL INFORMATION 

• Grading Scale & Class Rank 40 

• Graduation Requirements 41 

• SAT & ACT Success 42 

• SAT and ACT Test Dates 43-44 

• Scholarship/Tuition 45 

• Student/Parent Rights and Responsibilities 46-60 

Policies and Procedures 61-87 

Student Sexual Harassment Policy 88-89 

Sexual Harassment Formal Complaint Form 90 

Instruction Resources and Materials (PPRA) 91-95 

Use of Paging Devices/Cell Phones in Schools ............................................................................................... 96-97 

Student Records…………………………………………………………………………………… 98-105 

Denial of Release of Student Information/Inclusion in Media Coverage Form …………………………………106 

Verification Form (Sign and Return to School)----------------------------------------------------------------------------107 

Notice to the Public-------------------------------------------------------------------------------------------------108 

1

D ORCHESTER SCHOOL DISTRICT TWO 

D ISTRICT F ACT S HEET 

Student Enrollment (2008-2009): 

Employees: 

21,437– ninth largest in South Carolina 

2,900 certified and support personnel* 

Monthly Payroll: $8,877,056 

2007-2008 General Fund Budget: $132,359,587 

2007-2008 General Fund per Pupil 

Expenditure: $6,399.00 

Schools: 

11 elementary schools 

6 middle schools 

3 high schools 

1 alternative program (grades 6-12) 

1 adult/community education program (pre-kindergarten – adult) 

Average pupil: teacher ratio: 4K: 20.2 Grades: 2-3: 20.1 

Kindergarten: 24.2 Grades: 4-5: 20.1 

First Grade: 18.1 Grades: 6-12: 25.1 

Transportation: 

Food Service: 

Community Involvement: 

Student Statistics: 

122 buses, 391 routes 

12,000 students transported daily 

10,700 miles driven per day 

Every school provides students breakfast and lunch 

An average of 12,000 meals served daily 

37% of students receive free or reduced lunch price 

More than 600 business partnerships 

Over 3,500 volunteers 

Active PTA units at all schools – most with 100% membership 

Approximately 70% of high school graduates enroll in post 

secondary education programs (4-yr. college or university, 

2-yr. junior college or 2-yr. technical programs). 

Average SAT scores for 2007-2008: 1004 

(state average 985; national average, 1017). 

Average ACT scores for 2007-2008: 21.7 

(state average 19.9; national average, 21.1). 

Graduates in 2009 were offered $16,856,302 in scholarships 

*Dorchester School District Two is the second largest employer (Robert Bosch Corporation – largest) in Dorchester County. 

2

D I R E C T O R Y O F S C H O O L S A N D S I T E S 

DEPARTMENT / SITE ADDRESS PHONE FAX ADMINISTRATOR 

Administrative Offices 

102 Green Wave Blvd. 

873-2901 873-4053 Joseph R. Pye, Superintendent 

www.dorchester2.k12.sc.us 


Adult Education 

1325-A Boone Hill Road 

873-3890 821-3978 Julie Kornahrens, Director 

www.dorchester2.k12.sc.us/adulted Summerville, SC 29483 

Attendance 

1325-F Boone Hill Road 

832-7880 832-7036 Lessie Penn, Supervisor 


TRUANCY HOTLINE 

832-5530 

Family Learning Center 

801 John McKissick Way 


832-5541 Susan Gaston, Family Literacy / Early 

Childhood 

ESOL/Parenting 

212 Joyce Lane 

873-2901 Dr. Camilla Lovell, Title Coordinator 


Fine Arts Program 

805 South Main Street 

832-5532 486-0570 Larry Barnfield 


Gifted Program 

805 South Main Street 

821-3960 486-0570 Donna Clark, Coordinator 


Facilities & Maintenance 

800 West 5 th North Street 

871-2710 821-3990 James Worthy, Director of Facilities 


Special Services 

1325-C Boone Hill Road 


875-4161 821-3976 Dr. Toni Cappelletti, Director Pupil 

Personnel Services 

Technology 

1325-E Boone Hill Road 

832-7895 832-7897 Frank Johnson, Director 


Transportation 

1325-B Boone Hill Road 


873-6196 821-3993 Randy Strickland, Director 

SCHOOL ADDRESS PHONE FAX GRADE PRINCIPAL 

Alston Middle School 

www.dorchester2.k12.sc.us/ams 

Ashley Ridge High School 

.http://www.arhs.ddtwo.org 

Beech Hill Elementary School 

www.dorchester2.k12.sc.us/bhes 

DuBose Middle School 

www.dorchester2.k12.sc.us/dms 

Eagle Nest Elementary 

www.dorchester2.k12.sc.us/enes 

Flowertown Elementary School 

www.dorchester2.k12.sc.us/fes 

Fort Dorchester Elementary School 

www.dorchester2.k12.sc.us/fdes 

Fort Dorchester High School 

www.dorchester2.k12.sc.us/fdhs 

Givhans Alternative Program 

www.dorchester2.k12.sc.us/givhans 

Gregg Middle School 

www.dorchester2.k12.sc.us/gms 

Knightsville Elementary School 

www.dorchester2.k12.sc.us/kes 

Newington Elementary School 

www.dorchester2.k12.sc.us/nes 

Oakbrook Elementary School 

www.dorchester2.k12.sc.us/oes 

Oakbrook Middle School 

www.dorchester2.k12.sc.us/oms 

River Oaks Middle School 

www.dorchester2.k12.sc.us/roms 

Rollings Middle School 

of the Arts rollingsmiddle.com 

Spann Elementary School 

www.dorchester2.k12.sc.us/spann 

Summerville Elementary School 

www.dorchester2.k12.sc.us/ses 

Summerville High School 

www.dorchester2.k12.sc.us/shs 

William M. Reeves, Jr Elementary 

www.dorchester2.k12.sc.us/res 

Windsor Hill Elementary School 

www.dorchester2.k12.sc.us/whes 

500 Bryan Street 


9800 Delemar Highway 


1001 Beech Hill Road 


1005 DuBose School Road 


8640 River Oaks Drive 

N. Charleston, SC 29420 

20 King Charles Circle 


5201 Old Glory Lane 


8500 Patriot Blvd. 


273 Highway 61 

Ridgeville, SC 29472 

500 Green Wave Blvd. 


847 Orangeburg Road 


10 King Charles Circle 


306 Old Fort Drive 

Ladson, SC 29456 

286 Old Fort Drive 

Ladson, SC 29456 

8642 River Oaks Drive 


815 S. Main Street 




835 S. Main Street 


1101 Boone Hill Road 


1003 DuBose School Road 


8600 William Moultrie Dr. 


873-3890 821-3978 6-8 Sam Clark 

695-4900 821-4906 9-10 Karen Radcliffe 

821-3970 821-3979 K-5 René Harris 

875-7012 821-3995 6-8 Kenneth Farrell 

695-2460 695-2465 K-5 Karen Spillane 

871-7400 821-3980 K-5 Donna Goodwin 

832-5550 832-5553 K-5 Carol Farris 

760-4450 760-4852 9-12 E. James Atkinson 

832-5559 821-3944 6-12 Joyce Dearing 

871-3150 821-3992 6-8 Lori Phillips 

873-4851 821-3983 K-5 Anita Ruff 

871-3230 821-3981 K-5 Camilla Groome 

821-1165 821-3984 K-5 Monica O’Dea 

873-9750 821-3931 6-8 Garland Crump 

695-2470 695-2475 6-8 Dr. Kathy 

Sobolewski 

873-3610 821-3985 6-8 Elena Furnari 

873-3050 821-3987 K-5 Wanda Carroll- 

Williams 

873-2372 821-3988 K-5 Lori Dibble 

873-6460 821-3989 9-12 Roger Edwards 

695-2450 695-2455 K-5 Laura Blanchard 

760-9820 760-4469 K-5 Mary Davies

W HO S HOULD I C ALL? 

PROGRAM 

CONTACT PERSON 

4K Child Development Program Susan Gaston – 873-2901 

Academic Assistance Plans & Director of Federal/State Programs Mike Windham – 873-2901 

Adult Education Julie Kornahrens – 873-7372 

Athletics FDHS: Steve LaPrad – 760-4455 

SHS: John McKissick – 873-4350 

ARHS: Bobby Behr—695-4900 

Attendance Lessie Penn – 832-7880 

Business/Community Partnerships Public Information Office – 873-2901 

Secretary to the Board of Trustees Jennifer Causey – 873-2901 

Public Information Officer Pat Raynor – 873-2901 

Custodial Services Dr. Ray Bahadori – 873-2901 

Drug Prevention Mike Turner – 873-2901 

Elementary Education Dr. Glenn Huggins – 873-2901 

Secondary Director/High/Middle/Career Ed Tech Mike Casey – 873-2901 

Assistant Director of Elementary Education Dr. Peggy Franklin – 873-2901 

Discipline Hearing Tina Bohannon – 873-2901 

Employment Opportunities Personnel – 873-2901 

ESOL/Parenting 

Dr. Camilla Lovell—873-2901 

Extended Day Coordinator Kathy Bishop – 821-3999 

Family Literacy/Early Childhood Susan Gaston – 832-5541 

Chief Financial Officer Allyson Duke – 873-2901 

Food Services Dr. Ray Bahadori – 873-2901 

Gifted Education Donna Clark – 821-3960 

Guidance Programs Sheila Lenz – 875-4161 

Health Services Dr. Toni Cappelletti – 875-4161 

High School Education Dr. Barbara Stroble 873-2901 

Home Schooling Dr. Glenn Huggins – 873-2901 

Homebound Instruction (Medical) Dr. Toni Cappelletti – 875-4161 

Insurance/Student Evelyn Lotito - 873-2901 

Legal Matters Superintendent’s Office – 873-2901 

Middle /High Curriculum Coordinator Kelly Purvis – 873-2901 

Parent Involvement Contact Pat Raynor – 873-2901 

Personnel Services Linda Huffman – 873-2901 

School Board Policies Superintendent Office – 873-2901 

School Safety Mike Turner– 873-2901 

School Improvement Council Pat Raynor -873-2901 

School-to-Work/Career Education Janice Jolly – 873-2901 

Staff Development Coordinator K.C. Del Corro – 873-2901 

State Report Card & AYP Debi Gilliam 873-2901 

Student Personnel Services Dr. Toni Cappelletti – 875-4161 

Student Transfers Superintendent’s Office – 873-2901 

Students with Disabilities Dr. Toni Cappelletti – 875-4161 

Substitute Teacher Training Sally Walker or Renee Rivers – 873-7372 

Teacher Evaluation Becky Sutusky – 873-2901 

Technology Frank Johnson – 832-7895 

Testing Kenneth Wilson– 873-2901 

Textbooks Mike Casey – 873-2901 

Transportation Randy Strickland – 873-6196 

Volunteers Public Information Office – 873-2901 

4

Points of Pride 

Dorchester District Two is one of few districts in the state and nation to receive accreditation as a quality school system by the Southern 

Association of Colleges and Schools. 

More than 3,500 District Two volunteers logged volunteer hours totaling more than $1,000,000 in value during 2008-2009. 

 

 

More than 550 business partnerships assist schools with programs including mentoring, tutoring, school projects, and donations. 

Alston Middle School, Fort Dorchester Elementary School, and Spann Elementary School have been recognized for the second time as State 

Department of Education 2009 Red Carpet Schools in recognition of their family-friendly environment. There are ten district schools that 

have received this honor, six for the second time. 

District Two received a four-year Arts in Education Model Development and Dissemination grant totaling $900,000 from the U.S. 

Department of Education for the Dorchester Arts Project. 

Dina Ledford, teacher at Ashley Ridge High, was named 2008 Outstanding Earth Science Teacher for S.C. 

Elizabeth Crotty, teacher at Summerville Elementary, was named 2008-09 State Elementary Teacher of the Year by the Veterans of Foreign 

Wars. 

Melvin Backman, Jr., Fort Dorchester High Senior, and James Mwaura, Summerville High Senior, were among 22 South Carolina students 

named 2009 National Achievement Scholarship Winners. 

Fort Dorchester High athletic trainer Jimmie Rogers was inducted into the South Carolina State University Athletic Hall of Fame. 

Doc Davis, football coach at Ashley Ridge High, was inducted into the S.C. Athletic Coaches Association Hall of Fame. 

Teachers at five district schools received 15 EIA grants from the State Department of Education totaling $41,700. 

Eight schools received 2008-09 Distinguished Arts Program grants from the State Department of Education totaling $159,029. 

The district average composite SAT score of 1004 surpassed the state average. District ACT average score of 21.7 surpassed the state and 

national average and ranked 5 th out of 85 districts in the state. 

District Two volunteers Philip Schaffner and Susan Murray were selected as 2008 State Board of Education Volunteers of the Year. 

Newington Elementary School, Rollings Middle School of the Arts, and Summerville High School have been certified as National Parent 

Involvement Schools of Excellence by National PTA. 

Summerville High School is the home of the 2008-2009 AAAA State Cheerleading champions. 

The 2009 graduating classes from both high schools were offered a total of $16,856,302 in scholarships. 

There were 398 sophomores, juniors and seniors from district high schools recognized at the 15 th Annual Academic Awards Celebration. 

Students received medals commemorating their achievement of maintaining an academic average of 90 or above. 

Oakbrook Middle teacher Dianne Popdan was named the 2008 SC Middle School Business Teacher of the Year. 

Fifteen teachers earned National Board Certification in 2008 bringing the total number of board certified teachers in district schools to 149. 

Rollings Middle School of the Arts received the 2008-09 Palmetto Gold Award, and Fort Dorchester High and Summerville High received the 

Palmetto Silver Award from the State Department of Education and the Education Oversight Committee for high levels of student academic 

achievement for 2007-2008. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Thirty-three 7 th graders have been named Junior Scholars by the Duke University Talent Identification Program from 143 students who 

qualified to participate in the program. 

Fort Dorchester High’s Air Force JROTC was designated a 2008-09 Distinguished Unit with Merit. 

Summerville High Naval JROTC was named a 2008-09 Distinguished Unit with Academic Honors. 

Newington Elementary Principal Cammy Groome was named 2009 State Elementary School Principal of the Year by the SC Association of 

School Administrators. 

Summerville High senior Jacob Stauch was named a 2009 National Merit Scholarship winner. 

The American Heart Association named District Two the #1 school district in the state for the highest percentage of student participation in 

Jump Rope for Heart and Hoops for Heart. Students raised $130,905.29. 

Early Childhood Interventionist Susan Gaston received the 2009 Rhonda Corley Friend of Children Award and Windsor Hill Elementary 

Early Childhood teacher Carrie Simpson received the Outstanding Member Award from the South Carolina Early Childhood Association. 

Rollings Middle School of the Arts Guidance Counselor Suzan Familia was named 2009 Middle School Guidance Counselor of the Year by 

the Tri-county Counselors Association. 

The Adult and Community Education Program received the following state awards from the State Department of Education: Palmetto 

Performers, Palmetto Trendsetters, Palmetto Masters, Palmetto Achievers, Palmetto Pride, Career Readiness, and Palmetto Pace-Setters for 

2008. 

District Fine Arts Coordinator Larry Barnfield received the prestigious 2008 Thomas A. Hatfield Lifetime Achievement Award for his lifelong 

commitment to promoting art education. 

Summerville High Science teacher Dr. Sarah Hudson received the 2009 Daniel J. Anton Outstanding High School Chemistry Teacher Award 

presented by the S.C. Chemical Society. 

Three school administrators were selected as charter members of the state Education Leadership Fellows Program. 

The September 22 nd issue of Newsweek highlighted the district’s innovative use of interactive white boards in district classrooms. 

District Two received a four-year 21 st Century Community Learning Center Grant totaling $494,962 that will fund after school programs at 

two district middle schools. 

Gayna McNeish, guidance counselor at Alston Middle, was named the Career and Technology Education Barbara James Counselor of the 

Year by the State Department of Education CTE Department. 

Fort Dorchester High’s Patriot Singers placed 1 st in Division IV Mixed Chorus, and received the Champion Award for the highest score of a 

mixed chorus in any division. 

Summerville High’s Eleganza Choir won their division at the Heritage Festivals Inauguration Music Festival in Washington, D.C. 

Rollings Middle School of the Arts was selected by the State Department of Education to share their student achievement success story in the 

Palmetto Gold and Silver Awards Showcase. 

Beech Hill Elementary received a $200,000 Safe Routes to School federal grant. 

5

D ORCHESTER S CHOOL D ISTRICT T WO 

P HILOSOPHY 

BELIEFS AND VALUE STATEMENTS 

We believe that the needs of students will 

direct every action of the employees of 

Dorchester School District Two. 

We believe that teaching/instruction will 

reflect standards-based education and best 

national practices. 

We believe that students should have no 

barriers preventing them from reaching their 

fullest potential. Barriers would include, but 

are not limited to the failure of using 

flexible/fluid performance grouping and/or 

differentiated instruction. 

PURPOSE / MISSION STATEMENT 

Our mission is to meet the needs of all 

students by establishing standards of 

learning that all students are expected to 

achieve. 

VISION STATEMENT 

All children will be engaged in the learning 

process and challenged to meet their highest 

potential. 

GOAL STATEMENTS 

Each teacher will use standards-based 

instruction and assessment daily. 

Each student will improve his/her academic 

performance. 

EXPECTATIONS 

Dorchester School District Two employees 

are charged with the responsibility of 

ensuring that all students realize their 

potential. 

All students will be given the opportunity to 

learn at their developmental - instructional level 

with the assistance of flexible and or fluid 

performance grouping and differentiated 

instruction. Leveling is not an acceptable form 

of grouping. 

Retention has benefits under certain 

circumstances, but it will be used as the last 

resort and only after other interventions have 

been implemented. 

Diagnostic assessment will be used for 

scheduling/placement purposes. 

All students will meet or exceed the grade 

level standards in all areas (which have 

standards,) by the end of 3 rd grade and 

thereafter. 

Appropriate scheduling will occur to 

provide opportunities for all students. 

Students will be provided equitable 

instructional time in science and social 

studies necessary to meet state standards and 

assessments. 

In the elementary/middle grades, emphasis 

will be placed on literacy as a focal point 

since it is the base content for all other 

learning. 

Students will receive hands-on instruction. 

Teachers will be involved in the planning 

process, and lesson plans will reflect S.C. 

standards. 

Classrooms will be visited to ascertain if 

standards are taught, leveling is not 

occurring and instruction is differentiated. 

Every aspect of the school environment will 

be examined and, if necessary, changed in 

order to meet the needs of students. This 

6

P ERFORMANCE G OALS 

EARLY READING 

100% of students will attain a text reading 

level (including accurate retelling) of “3 or 

above” by the end of kindergarten by 

2013-2014. 



above” by the end of first grade by 2013-2014. 



above” by the end of second grade by 

2013-2014. 

ITBS 

The mean scores of students in grade 2 will 

increase or remain stable in Reading 

Comprehension, Math Concepts, and Math 

Problem Solving when compared nationally. 

(ITBS) 

ELEMENTARY & MIDDLE SCHOOL 

(PASS) 

The percentage of students in grades 3 – 8 who 

score “Met/Exceeds” in English Language 

Arts will increase to 100% by 

2013-2014. 


score “Met/Exceeds” in Mathematics will 

increase to 100% by 2013-2014. 


score “Met Exemplary” in Science will 

increase to 100% by 2013-2014. 


score “Met/Exceeds” in Social Studies will 

increase to 100% by 2013-2014. 


score “Not Met” in English Language Arts 

will decrease to 0% by 

2013-2014. 


score “Not Met” on PASS in mathematics will 

decrease to 0% by 

2013-2014. 


score “Not Met” in science will decrease to 

0% by 2013-2014. 


score “Not Met” in social studies will decrease 

to 0% by 2013-2014. 

MIDDLE SCHOOL 

100% of students will meet state standards in 

the following “Gateway” courses by 2013- 

2014: Algebra 1 and English 1. 

HIGH SCHOOL STANDARDS 

100% of the students will meet state standards 

in the following “Gateway” courses by 2013- 

2014: Algebra 1/Math Tech 2, English 1, 

Physical Science and US History/Constitution. 

The percentage of students taking the HSAP 

(High School Assessment Program) test who 

score “Level 3” or “Level 4” in the areas of 

Mathematics and ELA will increase to 100% 

by 2013-2014. 

By 2013-2014, 100% of original ninth grade 

students will earn standard high school 

diplomas within four years or less (i.e., on 

time). 

The percentage of students with disabilities 

who earn a state diploma will increase to 

100% by 2013-2014. (The percentage will be 

calculated from those students with disabilities 

who are eligible for a state diploma.) 

7

PERFORMANCE GOALS-CONTINUED 

ATTENDANCE 

PERFORMANCE 

GOALS RMANCE 

GOAL 

Continued… 

COLLEGE BOUND 

The average SAT composite score will 

increase each year. 

The average ACT composite score will 

increase each year. 

The percentage of seniors eligible for LIFE 

Scholarships as defined by the South Carolina 

Commission on Higher Education for fouryear 

institutions will increase each year. 

The number of students who successfully 

complete (earn college credit) an Advanced 

Placement or International Baccalaureate 

course will increase each year (duplicated 

count). 

Conti ADULT EDUCATION 

The percentage of students enrolled in the 

district’s Adult Education Program who earn a 

high school credential (high school diploma or 

GED) will increase each year. 

The attendance rate for students and teachers 

will be at least 96% each year. 

EXPULSION 

The number of students expelled will decrease 

each year. 

PARENT INVOLVEMENT 

The number of unduplicated students whose 

parents participate in conferencing as defined 

by the state report card will be at least 98% by 

2013-2014. 

SAFE SCHOOLS 

By the year 2013-2014, at least 95% of 

teachers, students, and parents surveyed will 

indicate satisfaction with their school’s social 

and physical environment. 

ADEQUATE YEARLY PROGRESS 

(AYP) 

The percentage of AYP objectives (including 

subgroup performance rate, subgroup test 

participation rate, attendance rate, and 

graduation rate) met will increase each year or 

will be 100%. 

HIGHLY QUALIFIED 

100% of teachers who teach core academic 

subjects will be highly qualified. 100% of 

paraprofessionals will meet highly qualified 

standards. 

8

STUDENT 

SERVICES 

‣ S AFETY AND S ECURITY 

‣ T RANSPORTATION 

‣ B UILDING P ROGRAM 

‣ FOOD SERVICE PROGRAM 

‣ SCHOOL HEALTH PROGRAM 

‣ S TUDENT I NSURANCE 

9

S AFETY AND S ECURITY 

The safety and security of students, staff and schools is a top priority for Dorchester School District Two. In an effort 

to ensure a safe learning environment for students, the school district has made the following provisions. 

• Guidelines for collaborating with emergency 

SCHOOL DISCIPLINE PLAN 

officials 

• Identification of members of the crisis 

management team and their roles and 

responsibilities, and 

• Steps for communicating effectively with 

emergency officials, media, school staff, 

students and parents. 

Each school has a discipline plan that is 

aligned with Dorchester School District Two 

Board of Trustees policies and regulations. 

Individual school plans are available in the 

school handbook. Ask the principal at your 

school for a copy. Each student is also 

provided a Dorchester School District Two 

Handbook which includes the 

student’s/parent’s rights and responsibilities. 

SAFETY MANAGEMENT PLAN 

These safety plans are in place at each 

school and in the district office. In order to 

be prepared to respond efficiently and 

effectively in the event 

that a crisis does occur, each plan includes: 

Safety plans are received and updated by the 

school administration each year. 

SCHOOL RESOURCE OFFICERS 

Officers of local law enforcement agencies 

are available at each high school and middle 

school to assist students, parents, teachers, 

and administrators with daily activities. 

These officers are also available to assist 

with emergencies or crises that require law 

enforcement. 

B UILDING P ROGRAM 

MAINTENANCE AND CONSTRUCTION 

Students are reminded to avoid areas of 

construction or maintenance at their 

school. 

T RANSPORTATION 

The safety and security of children is of utmost importance to the Transportation Department of Dorchester School District Two. 

Students must ride the bus to which they are assigned. Also, they must get on and off the bus at their assigned bus stop. Any 

parent/guardian requesting an exception to this rule must put their request in writing to their child’s principal at least one day 

before the requested change. This request must be signed by the principal and approved by the Office of Transportation to ensure 

space available on the re-assigned bus. 

10

QUESTIONS AND CONCERNS 

If you have questions or concerns about bus routes, 

pick-up times, or other safety issues, please call the 

Transportation Office of Dorchester School District 

Two at (843) 873-6196. 

IMPORTANT INFORMATION 

Each four-year-old and five-year-old wears a bus 

tag giving their name, their school, and the address 

of their bus stop. 

Students living more than one and one-half miles 

from their school will be provided with bus 

transportation. 

Students who live within one and one-half miles 

will be provided bus transportation if they would 

have hazardous walking conditions. 

Bus stops are spaced at least two-tenths of a mile 

apart. 

Students should arrive at their bus stop about ten 

minutes early. 

F OOD S ERVICE P ROGRAM 

Good nutrition goes hand-in-hand with education. Dorchester School District Two takes pride in our School Food 

Service program. Our Food Service Department is self-supporting and receives NO monies from the district. We depend 

upon the money we receive from our breakfast/lunches to operate our program. 

BREAKFAST AND LUNCH PRICES 

Elementary and Middle Schools 

Breakfast: Regular $.85, Reduced $.30 

Lunch: Regular $1.40, Reduced $.40 

High Schools 

Breakfast: Regular $.85, Reduced $.30 

Lunch: Regular $1.50, Reduced $.40 

LUNCH CARD 

Each student (paid, reduced, or free) is 

required to have a lunch card with his/her ID 

number when eating school meals. 

PAYMENT PLAN OPTIONS 

There are several payment plan options 

available, including online payments, when 

purchasing meals at school. Prepayments are 

encouraged and can be made daily, weekly, 

monthly, by semester, or yearly. 

REDUCED PRICE & FREE MEALS 

Reduced price and free meals are available to 

those who qualify through the USDA meal 

application process. Contact the school office 

or the District Food Service Office for more 

information or an application. This 

application may be made at any time during 

the school year. If your child received free 

or reduced meals during the prior year, you 

must complete a new application. 

CHARGING (Credit) 

There will be NO charging for middle school 

and high school students. Also, there will be 

NO charging for adults. In special 

circumstances, elementary students are 

allowed to charge up to three (3) meals during 

the school year. Parents are notified by either 

letter or telephone after each charge and 

reminded of the limit. South Carolina State 

Law does not require the district to provide 

a meal without proper payment. 

MEAL COMPONENTS 

Five required food components must be 

offered daily: meat/meat alternate, fruit, 

vegetable, bread/bread alternative, and milk. 

Within these five components, several choices 

of items are available. Each student has the 

opportunity to choose only the items that 

he/she wants to eat. However, a selection of at 

least three of the five components must be 

taken for the school to receive federal 

reimbursement for each meal. 

ALA CARTE ITEMS 

Ala Carte items are additional food items that 

are sold at individual prices as an addition to 

or alternative to the meal. This includes food 

items such as specialty sandwiches, pizza, 

chips, ice cream and beverages such as fruit 

drinks, plain and flavored water. These items 

are available at all middle and high schools 

and at some elementary schools. 

11

SCHOOL HEALTH PROGRAM 

The main objective of the Dorchester County School District Two Health Program is to assist each student in achieving 

and maintaining optimal health so that maximal physical, social, emotional, and academic growth can occur. 

SCHOOL NURSES 

Each school has a registered nurse on the school site. 

The school nurse is available for: 

• Monitoring, evaluating, and treating physical or 

medical conditions of students. 

• Monitoring prescribed medications administered to 

students. * 

• Referring severe health problems to parents for 

further diagnosis and remedy. 

• Conducting age appropriate screenings for vision, 

hearing, scoliosis, and blood pressure as 

recommended by DHEC guidelines. 

• Teaching children about proper health care 

including nutrition, exercise, and general health. 

• Communicating with parents about the health of 

their children. 

• Maintaining accurate and current immunization 

documentation in compliance with state law. 

*MEDICATIONS 

PARENTS MUST REGISTER ALL PRESCRIPTION 

AND OVER-THE-COUNTER MEDICATIONS WITH 

THE SCHOOL NURSE 

STUDENTS MAY NOT TRANSPORT 

MEDICATIONS ON THE SCHOOL BUS 

IMMUNIZATIONS REQUIRED FOR SCHOOL 

ADMITTANCE 2009-2010 

Pursuant to Regulation 61-8, the South Carolina 

Department of Health and Environmental Control has 

declared the following schedule of required 

vaccinations, screenings, and immunizations necessary 

for a child to be admitted to any public, private, or 

parochial schools, grades kindergarten through twelve 

(5K-12). All required immunizations must be 

documented on a single South Carolina certificate of 

Immunization form, DHEC 1148. 

MINIMUM REQUIREMENTS 

• Four (4) doses* of any combination of DTP, 

DT, DTP-Hib, DTaP, Td or Tdap vaccine with 

at least one (1) dose received on or after the 

fourth birthday. 

* This immunization requirement applies only to 

students entering five-year-old kindergarten, first, 

second, third, fourth, and fifth grades in school 

year 2009-2010. 

If the fourth dose of DTaP, DTP, or DT is 

administered before the fourth birthday, a fifth 

dose is required at 4-6 years of age. The fifth 

dose is not required if the fourth dose was given 

on or after the fourth birthday. The minimum 

interval between DTaP dose #3 and #4 or #4 and 

#5 is six months. 

• Three (3) doses** of any combination of oral 

or inactivated Polio vaccine with at least one 

(1) dose received on or after the fourth 

birthday. 

** If four polio doses are administered after 6 

weeks of age and are all separated by at least 4 

weeks, a fifth dose is not needed., even if the 

fourth dose was administered before 4 years of 

age. 

• Two (2) doses of Rubeola (Measles) vaccine 

with both doses received on or after the first 

birthday and separated by at least one month. 

• One (1) dose of Rubella (German Measles) 

vaccine received on or after the first birthday. 

• One (1) dose of Mumps vaccine received on or 

after the first birthday. 

• Three (3) doses of Hepatitis B vaccine. 

• One (1) dose of Varicella vaccine received on or after 

the first birthday or positive history of disease for all 

children admitted to kindergarten, first, second, third, 

fourth, fifth, sixth, seventh, eighth and ninth grades. 

12

SCHOOL HEALTH PROGRAM - CONTINUED 

MEDICATION AT SCHOOL 

Dorchester District Two requires that the 

parents of all students who need medication 

during school hours must adhere to the 

following guidelines: 

1. Parent/legal guardian must complete and 

submit a Dorchester School District Two 

Medication Permission Form. This form now 

requires both the signatures of the physician 

and the parent/legal guardian. Official forms 

are available at your school’s office. 

2. Parent/legal guardian must bring the 

medication in the current prescription bottle 

properly labeled by a registered pharmacist as 

prescribed by law. 

3. Medication must be brought in by the parent 

or responsible adult, NOT THE STUDENT. 

4. Parents are reminded that aspirin, cough 

medicine, vitamins, cough drops and other 

over-the-counter products will not be given at 

school without a written prescription from a 

doctor stating the medication, dosage, and 

specific time(s) to be given at school. 

5. All medicine not registered with the school 

nurse will be in direct violation of district 

policy and dealt with accordingly. 

6. Parents are also reminded that school 

personnel will dispose of medication not 

claimed at the end of the school year. 

7. All medication will be handled in accordance 

with the above guidelines through the school 

nurse or principal’s designee. 

STUDENT HEALTH SERVICES 

Our school system recognizes that good 

physical health goes hand in hand with good 

academic performance. Health problems may 

prevent a child from achieving his/her fullest 

potential. Unfortunately, many such 

difficulties go undetected for years. Trained 

professionals from the district’s Special 

Services Division will be available to conduct 

age appropriate screening tests for vision, 

hearing, blood pressure problems, dental 

problems, scoliosis and speech, as well as 

contagious diseases (such as head lice*, 

chicken pox, impetigo, etc.). Should such 

screening detect a problem, parents will be 

notified for further follow-up. 

*According to Dorchester District Two Policy JLCC: 

If a teacher suspects a child of having head lice or nits, 

he/she will notify the school nurse or principal’s 

designee. If the student has an active infestation or 

nits, school personnel will notify the parent/legal 

guardians by telephone or in writing. Students should 

be picked up by parent/guardians as soon as possible. 

READMISSION TO SCHOOL 

The district prohibits a student who is sent 

home with head lice or nits from returning to 

school until he/she meets the following 

conditions: 

• The student shows evidence of treatment as 

determined by the school 

• The student passes a physical screening by the 

school nurse or principal’s designee that shows 

• The absence of head lice and/or nits. 

At no time will a student be allowed to return to 

school without proof of treatment and a 

screening. 

HEALTH INFORMATION 

Students having chronic illnesses or conditions that 

may affect them while at school should make sure that 

the nurse, guidance counselor, physical education 

teacher if necessary, and attendance secretary are 

aware of this condition. Parents are required to 

leave an emergency number where someone can be 

reached if necessary. 

A medical health information card should be filled out 

on each child by the parent and updated as necessary 

during the school year. They are kept in the nurse’s 

office. 

INDIVIDUAL HEALTH PLANS (IHPS) 

Individual health care plans are also called individual 

health plans of IHPs. School nurses who are registered 

nurses write IHPs to guide how a student’s health care 

needs will be met while at school. The nurse works 

with the student, the student’s parents or legal 

guardians, the student’s health care provider, and other 

school staff to write the plan. IHPs are written for 

students who have special health care needs that must 

be met by school staff during the school day. IHPs are 

also written for students who have been approved by 

the school district to self-medicate or self-monitor. To 

learn more about IHPs, talk with your child’s school 

nurse or Director of Pupil Personnel Services. 

13

S TUDENT I NSURANCE 

Dorchester County Schools will make available student accident insurance for all students 

and twenty-four hour protection at a nominal fee to the student. Medical charges in excess of 

benefits paid are the responsibility of the insured. 

ACCIDENT INSURANCE 

I. SCHOOL PROTECTION PLAN 

Dorchester School District Two offers, 

for a fee, excess insurance to the 

students’ for injuries occurring on school 

property during school hours. Coverage 

is also offered while attending, 

participating in and traveling to and from 

school-sponsored/supervised activities 

on or off the school premises during the 

school year. 

II. State Plan: 

Partners for Healthy Children 

Did you know that thousands of children 

in South Carolina do not have health 

insurance because their parents or 

caregivers do not know that they are 

eligible to join “Partners for Healthy 

Children”? Children living in a family of 

four, earning as much as $2,300 a 

month, may qualify for this free health 

insurance program. Your children may 

still qualify even if you earn more than 

$2,300, or if you have childcare costs. 

Please complete the application in your 

student’s registration packet and mail to: South 

Carolina Partners for Healthy Children, 

Post Office Box 100101, Columbia, SC 

29202-3101. 

III. 24-HOUR PROTECTION PLAN 

For a fee, the student can purchase 

twenty-four hour protection with 

increased benefits. 

ALL ATHLETIC INSURANCE PLAN 

Dorchester School District Two provides 

limited-benefit Athletic Insurance Plan. 

This plan covers all athletes, including 

cheerleaders, involved in sports that are 

approved by the South Carolina High 

School League. There are limitations on 

the benefits provided. It is important to 

note that the student athletic insurance 

plan does not pay 100% of all charges. 

SCHOOL BUS INSURANCE 

All state-owned school buses carry 

insurance as defined by the Code of 

Laws of South Carolina Section 59-67- 

710. Any school-age student who is 

injured while riding a public school bus 

or is injured while en route to or from a 

school bus stop may be due certain 

medical benefits. In the event of an 

accident, the student, parent or guardian 

should contact one of the following: 

local school principal, area bus 

supervisor, or the Transportation Office. 

14

COMMUNITY 

PROGRAMS 

‣ S CHOOL & C OMMUNITY 

O PPORTUNITIES FOR I NVOLVEMENT 

‣ F AMILY L ITERACY P ROGRAMS 

‣ A DULT E DUCATION 

15

SCHOOL & COMMUNITY OPPORTUNITIES 

FOR INVOLVEMENT 

SERVICE LEARNING 

Service learning is a teaching/learning method 

that meaningful community service 

experiences with academic learning, personal 

growth, civic responsibility, and preparation 

for the world of work. During the 2007-2008 

school year, over 10,000 students participated 

in service learning in their schools and 

communities. 

SCHOOL IMPROVEMENT COUNCIL (SIC) 

The School Improvement Council serves as an 

advisory committee to a school’s principal. 

Each council must be composed of at least two 

parents (elected by the parents of students in 

the school), two teachers (elected by the 

school faculty), two students (in grades 9-12, 

elected by the students), and other 

representatives of the community appointed by 

the principal. Councils serve the schools by: 

• Assisting in preparation of the strategic 

plans and annual updates, 

• Assisting in development and monitoring 

of school improvement and innovation, 

• Developing an annual report to parents 

and constituents of the school, 

• Providing advice on school incentive 

awards, and assistance to the principals as 

requested or any other duties prescribed 

by the Dorchester District Two Board of 

Trustees. 

Talk to the principal at your child’s school for 

more information about the School 

Improvement Council. 

SCHOOL VOLUNTEERS 

Creating enduring partnerships with schools 

provides opportunities for increasing student 

learning. There are many roles for volunteers 

in the schools. You can make a difference for 

your child or others by serving as a volunteer. 

Volunteers are needed to serve as mentors, 

read with children, tutor them in all subject 

areas, chaperone activities, present 

information on careers and hobbies, and many 

other roles. Call your child’s school for more 

information about becoming a school 

volunteer. 

16 

MENTORING 

Being a learning partner for a child involves 

the time and commitment of a caring adult. A 

mentor is a good listener, nonjudgmental 

friend, a role model, an advocate, a motivator, 

a resource, a guide, and a helper. The mentor 

may choose to be a lunch buddy, homework 

helper, academic tutor, reading friend, pen pal 

or e-mail pal. 

PARTNERS IN EDUCATION 

All 21 schools in the district as well as several 

school programs and school PTAs have one or 

more business or community partners. Many 

businesses have entered into partnerships with 

more than one school and most offer to assist 

with any school and program when and where 

needed and when and where possible. These 

multiple partnerships include more than 500 

relationships with almost 400 businesses and 

individuals. Since partnerships are planned 

and developed according to the needs and 

priorities of the individual school and partner 

organizations, each partnership differs and 

activities vary. Information about partnership 

programs and activities is available from the 

Partners in Education School Liaison at your 

local school OR Tina Lake , Dorchester 

School District Two, 102 Green Wave 

Boulevard, Summerville, SC 29483-2457 

(Phone: 843-873-2901; 

FAX: 843-832-5539; 

e-mail: tlake@dorchester2.k12.sc.us 

AMERICA READS/COUNTS TUTORS 

This is a national campaign calling all 

Americans – parents, educators, libraries, 

universities, religious institutions, the media, 

senior citizens, business leaders, and 

community and national groups – to help every 

child learn to read and do math well. College 

work-study students also play a vital role in this 

initiative.

P ARENTING AND F AMILY L ITERACY P ROGRAMS 

HOME VISITATION 

Dorchester District Two offers two nationally 

recognized Home Visitation Programs that 

operate concurrent with the school year. 

PARENTS AS TEACHERS 

Parents are their children’s first and most 

influential teachers. This belief is the essence 

of Parents As Teachers (PAT), a voluntary 

program to support and assist parents in this 

important role at a crucial stage of their child’s 

development- prenatal to age three. 

PAT provides research-based information on 

how children grow and develop and how 

parents can foster learning during these 

formative years. 

On a voluntary basis, Parents As Teachers 

offers families: 

• Regularly scheduled home visits by our 

certified parent educators who provide timely 

information on each child’s development and 

respond to parents’ questions and concerns. 

• Group meetings with other parents to share 

experiences, gain new insights and establish 

support networks. 

• Developmental screenings, available at parent 

request to identify potential delays that may 

interfere with later school success. 

• Referrals to community agencies for other 

needed services that are beyond the scope of 

district and program. 

PARENT CHILD HOME PROGRAM 

This program for financially eligible families 

serves two and three year old children. The 

focus of this program emphasizes parent-child 

verbal interaction to develop early childhood 

skills and social-emotional development. The 

Parent Educator will visit your home bringing 

educational materials and books that your 

child gets to keep. While working with you 

and your child, she will model verbal 

interaction, play for a purpose and learning 

through reading, conversation and play. There 

is no cost to qualified participants for this 

program. 

FAMILY RESOURCE CENTERS 

Family Resource Centers are located at each 

elementary school and are maintained by our 

Parent Educators. They can assist families by 

providing the following services: 

• Home Visitation Programs that 

provide parents with individualized 

instructions, demonstrations, and 

learning activities that are age 

appropriate to assist in their child’s 

development. 

• Developmental screenings that may 

provide early detection of potential 

learning problems. 

• A Lending Library of educational 

toys, books, and reading materials for 

parent and child. 

• Referrals to Summerville Adult 

Learning Center for ESL support, 

education, training and career 

enhancement skills. 

• Working with local service agencies 

to provide assistance to parents in 

need of additional services and 

resources. 

ADDITIONAL FAMILY LITERACY SERVICES 

• Pre-school clubs at each elementary 

school providing parents and children 

an interactive literacy time with free 

take home materials to extend the 

story provided 

• ESL Outreach 

• Pregnant and parenting teen support 

• Literacy workshops for parents of 4k 

to support their child’s development 

• Distribution of parenting literature 

• WEE READ parenting and literacy 

class offered for parents using the 

Summerville Adult Learning Center’s 

Childcare Center or Windsor Hill 

Elementary School’s Parent Center 

while furthering their education. 

FOR MORE INFORMATION 

District Two Family Learning Center 

Susan Gaston, Family Literacy Coordinator 



PHONE: 843-832-5541 

FAX: 843-821-4729 

Email: sgaston@dorchester2.k12.sc.us 

17

A DULT E DUCATION 

Adult education is open to any qualified person 18 years of age or older who has left the elementary or 

secondary school, or when the school board has assigned a student of less than 18 years of age who is not 

officially in membership in a regular school. Students will have the option of earning a high school 

diploma or passing the official GED test. 

APPLICATION AND FEES 

Fees for diploma completion courses range 

from $50.00 - $85.00 depending on type of 

credit. GED classes cost $85.00 per 

semester. There is an additional $5.00 

testing fee for the pre-test. 

GRADUATION REQUIREMENTS 

To acquire a South Carolina high school 

diploma, 24 credits must be earned as well 

as passing scores on all areas of the state 

mandated exit exam. Additionally, a 

semester in residence requirements must be 

met. 

HIGH SCHOOL EQUIVALENCY EXAM 

(GED) PROGRAM 

For an individual to be admitted to 

Dorchester School District Two Adult 

Education Program, he/she must meet the 

requirements of the South Carolina Board of 

Education: 

1. Be a legal resident of South Carolina or 

a former resident whose most recent 

elementary or secondary school 

attendance was in South Carolina. 

2. Be at least 17 years of age and not 

enrolled in high school. Persons 17 or 

18 shall submit a letter from the 

principal of the last school attended or 

the district superintendent having 

jurisdiction over the said school. The 

letter shall verify the candidate’s date of 

birth and the last date of attendance at 

the school. 

Upon receipt of the letter stating the 

person’s date of birth and the last date of 

attendance in school, Adult and Community 

Education may enroll the student in a GED 

preparation program. 

Each student’s academic plan will be 

designed according to the student’s test 

score, regardless of the grade the student 

completed in high school. 

18

LEARNING 

SERVICES 

A CADEMIC A SSISTANCE P LAN 

1998 SC Education Accountability Act 

Sample Academic Assistance Plan 

T ESTING P ROGRAMS 

S PECIAL P ROGRAMS 

Gifted & Talented / Advanced Academic Programs 

Transition 

Student Study Team 

Middle & High School Alternative Program 

Graduation Enhancement Program 

SAT Preparation Course 

International Baccalaureate / Advanced Placement 

Guidance & Counseling 

Special Education 

Character Education 

Media Programs 

Additional Programs 

19

ACADEMIC ASSISTANCE PLANS 

An Academic Assistance Plan is an opportunity to form a partnership that leads to increased student learning. At the personalized 

learning conference, teachers, parents, and students analyze strengths and needs in relation to the curriculum standards and develop 

a plan. This plan identifies specific curriculum standards, academic recommendations, available school services to supplement 

classroom instruction, and helpful suggestions that may lead to student academic success. 

PARENT AND STUDENT STRATEGIES FOR 

ACADEMIC ASSISTANCE PLANS 

• Subscribe to magazines appropriate for your child’s 

age/interest 

• Make regular trips to the local library. 

• Provide a variety of reading materials at home. 

• Model good reading habits by making sure your child 

sees you reading. 

• Make sure your child reads something every day for at 

least twenty minutes. Ask him/her to tell you about 

what he/she read. 

• Ask your child to talk about or demonstrate what 

he/she is learning at school on a regular basis. 

• Ask to see assignments and talk about these with your 

child. 

• Listen while your child reads aloud either his own 

writing or the work of other authors. (This is a 

reading strategy as well as a self-editing strategy when 

reading what he/she has written.) 

• Write notes to your children and have them write 

notes back to you. 

• Encourage your child to write letters or e-mail friends 

and family members regularly. 

• Encourage your child to keep a diary about things of 

interest. 

MATHEMATICS 

• Take your child to the grocery store. Have him/her 

estimate your bill as you shop. 

• Practice fractions by having your child double or halve 

of recipes. 

• When measuring, ask your child to help. 

• Ask your child to figure sales prices/discounts when 

shopping. 

• Have your child teach you how to use a 

calculator/computer. 

• When purchasing products such as fertilizer, flooring, 

or paint, help your child figure square footage and 

amounts needed. 

OTHER HELPFUL TIPS 

• Modify home routines such as reducing the amount of 

time spent watching TV, playing video games, etc. 

• Establish a regular routine for study. 

• Communicate with the teacher to monitor your child’s 

work. 

A LL C HILDREN C AN L EARN 

‣ All children do not learn at the same rate or in the same way. 

‣ Academic Assistance Plans and Conferences help to ensure 

that all children succeed. 

‣ Parents and students should take an active role. Attend all 

Personalized Learning Conferences together and work with the 

teacher to schedule the conference at a convenient time for all. 

‣ Have an open conversation with the teacher about your child’s 

strengths and areas needing improvement. 

‣ Talk about things you will do at home to increase learning. 

Add those to the plan and make a commitment to doing them. 

‣ Attend all follow-up conferences. 

20

TESTING IN DORCHESTER SCHOOL DISTRICT TWO 2009-2010 

Assessment is one of the major components of Standards-Based Education. Assessment is used to design instruction and personalize 

learning for each child. District Two provides ample opportunities for assessment via required testing by the state, required testing by 

the district, and optional testing by school and by classroom teachers. Below are listed the standardized/required tests your children 

will be taking for the school year 2008-2009. These listings do not include testing for specialty groups of students. 

BSAP 

CogAT 

DRA 

ELDA 

GATE 

HSAP 

ITBS 

LEP 

MAP 

NAEP 

PASS 

PLAN 

PSAT 

SC-ALT 

STAR 

STANDARDIZED/REQUIRED TESTING 

• ITBS (achievement testing required by state in grade 2) 

• CogAT (ability testing required by state in grade 2) 

• Ability testing required by state in grades 3 through 8 

upon recommendations 

• Project STAR testing for GATE identification as 

required by state 

• State-required ELDA to LEP students 

• State-required NAEP to selected schools, to 

selected grades 

• State-required PASS or SC-ALT tests in grades 3 – 

8 in mathematics, ELA, science, and/or social 

studies 

• State-required HSAP (replacement for BSAP) or 

SC-ALT to all students in their second year after 

enrollment in the ninth grade 

• State-required End-of-Course tests in Algebra 1 / 

Math for the Technologies 2, English I, Physical 

Science and US History/Constitution 

• District-required MAP Testing 

• District-required Early Literacy Assessment 

• District-required EXPLORE in grade 8 

• District-required PLAN to all 10 th graders 

• District-required PSAT to all 11 th graders 

• District-required WorkKeys to all 12 th graders 

• District-required DRA testing grades K-3 

Basic Skills Assessment Test Program 

Cognitive Abilities Test 

Developmental Reading Assessment 

English Language Development Assessment 

Gifted and Talented Education 

High School Assessment Program 

Iowa Tests of Basic Skills 

Limited English Proficient 

Measures of Academic Progress 

National Assessment of Educational Progress 

Palmetto Assessment of State Standards 

Preliminary Test for American College Test (ACT) 

Preliminary Test for Scholastic Aptitude Test (SAT) 

South Carolina Alternate Assessment 

Student Task Assessments and Rubrics 

TEACHER INSTRUCTIONAL TOOLS / ASSESSMENTS 

Measures of Academic Progress (MAP) are state-aligned 

computerized adaptive tests that accurately reflect the 

instructional level of each student and measure growth over 

time. Test items dynamically adjust to a student’s performance 

level, and as a 

result, test scores are more accurate. The assessment 

adapts to the student’s ability, accurately measuring 

what a child knows and needs to learn. In addition, 

MAP tests measure academic growth over time, 

independent of grade level or age. Most importantly, 

the results educators receive have practical application 

to teaching and learning. 

Teachers use these classroom resources to: 

• define flexible groups for instruction 

• guide differentiated instruction 

• link test results to skills and concepts 

included in state standards 

• evaluate appropriate reading materials 

• facilitate goal-setting and student learning 

plans 

. 

WHAT’S ALL THE TALK ABOUT PASS? 

(REPLACEMENT FOR PACT) 

What is the purpose of the PASS test? 

In accordance with Act 282 (passed by the State 

Legislature in June 2008), the South Carolina 

Department of Education is developing a new 

statewide assessment program for students in 

grades three through eight. The new program, 

known as the Palmetto Assessment of State 

Standards (PASS), will be aligned to the state 

academic standards and will include tests in 

writing, English language arts (reading and 

research), mathematics, science, and social studies. 

The PASS test results will be used for school and 

school district accountability purposes beginning 

with the 2008-2009 school year. The assessment 

results will also be used for federal accountability 

(No Child Left Behind). 

When will the PASS tests be administered? 

The PASS tests will be administered for the first time 

in spring 2009. The writing test will be administered 

over two days in March and the remainder of the tests 

in May. 

Which subjects and grade levels will be tested? 

All students in grades three through eight will take the 

. PASS writing, ELA, and mathematics tests. All 

students in grades 4 and 7 will take both the science 

and social studies tests. Students in grades 3,5,6, and 

8 will take either the science or the social studies test. 

What types of items will be on the PASS tests? 

The PASS writing test for each grade level will 

include multiple-choice items and one extendedresponse 

item. All other PASS tests will contain 

multiple-choice items only. 

(continued) 

21

TESTING - CONTINUED 

TESTING 

2009-2010 

GOAL 

Continued… 

HOW ARE THE SCORES REPORTED ON PASS? 

How and when will the PASS test results be 

reported? The PASS tests are being designed to 

provide standard-level results for each subject, 

e.g., number and operations, algebra, geometry, 

measurement, and data analysis and probability 

for mathematics. Standard setting for the PASS 

tests will take place during the summer of 2009. 

Therefore, spring 2009 test results will not be 

available until fall 2009. In 2010 and thereafter, 

PASS tests will be available by June 16. 

For each PASS test, overall performance levels 

will be reported: 

Exceeds – The student exceeds performance in 

meeting the grade level standard. 

Met – The student met the grade level standard. 

Not Met – The student did not meet the grade 

level standard. 

WHEN WILL I RECEIVE MY CHILD’S PASS 

SCORES? 

Your child’s school will send home the scores 

in the fall. 

AS A PARENT, WHAT CAN I DO TO HELP MY CHILD 

ON THE PASS AND OTHER TESTS? 

• Read to your child and let your child see you 

reading. 

• Make sure your child attends school regularly. 

• Talk often with your child’s teacher either in 

person or by telephone. 

• Monitor your child’s homework and progress 

at school. 

• Become more involved in school activities 

such as parent/teacher organizations. 

• Make sure your child gets plenty of rest and a 

well-balanced diet every day. 

• Provide a quiet comfortable place for studying 

at home. 

• Encourage your child to take challenging 

courses. 

• Let your child know that you believe doing his 

or her best in school is important. 

March 16 Writing, Day 1 

(Extended repose) 

March 17 Writing Day 2 

(Multiple-choice) 

March 18 – 23 Make-up tests 

May 11 

May 12 

May 13 

May 14 

May 17 –21 

PASS DATES ARE 

MARCH 16 – 23 and 

May 11 -21, 2010 

PASS 

DATES 

ELA 

Mathematics 

Science or Social Studies 

Social Studies 

Make-up Tests 

22

S PECIAL 

P ROGRAMS 

GIFTED & TALENTED EDUCATION (GATE) 

Dorchester School District Two strives to meet the educational needs of all its students. In doing so, our school district has 

designed a gifted and talented program (GATE) to meet the academic needs and unique characteristics of gifted learners. The 

GATE program’s goal is to develop and encourage within each student: a desire for excellence, an awareness and confidence 

of individual talents and abilities, a sense of individual responsibility to their school and to our changing society, and a love 

of learning. 

GATE Program Description 

In accordance with the regulations stated in the South Carolina Department of Education’s Best Practices manual, services 

for gifted students are implemented through the special class model beginning in the third grade. In Dorchester Two’s 

elementary schools beginning in the 2008-2009 academic year, third and fourth grade students who participate in the GATE 

program will receive differentiated instruction with content enrichment in math (nonverbal) and English/Language Arts 

(verbal). 

• Elementary 

Grades 3 and 4 

Grade 5 

• Middle 

Grades 6 and 7 

Grade 8 

Content-based: GATE Math & English/Language Arts 

*content/curriculum enrichment 


**classes are accelerated by one year 



Science & Social Studies 


Content-based: Honors/CP Algebra I & Honors/CP English I 


Science & Social Studies 


• High School 

Offers selected honors courses. See high school course guides for more information. 

GATE Curriculum 

Dorchester Two’s GATE program is designed to stimulate and challenge the academically gifted and talented learner through 

a differentiated teaching approach by incorporating the state curriculum standards and state gifted curriculum goals through 

the enrichment and acceleration of content. Our mission is to maximize and foster the learning potential of gifted and 

talented students through a specialized curriculum that is responsive to individual learning strengths and styles. Caine and 

Caine (1991) state that “intelligence is fluid, not fixed; thus, it is important to provide students with rich learning 

experiences.” With this concept in mind, Dorchester Two’s GATE curriculum offers opportunities for critical and creative 

thinking while creating a learning atmosphere that encourages and promotes intellectual growth, inquiry, and problem 

solving. 

Identification of Gifted & Talented Students 

The selection process begins in September and is a multi-step process: 

• Screening and Referral 

• Assessment of Eligibility 

• Placement of “State Identified” Students 

23

ELIGIBILITY CRITERIA FOR GIFTED AND TALENTED PLACEMENT 

Dimension A – Reasoning Abilities 

Two-year old scores are accepted in this dimension. 

Gifted Services for 1 st and 2 nd Grade students are not statefunded. 

These services are not available in Dorchester 

District Two. 

Dimension B – Achievement 

Only the most recent PACT scores may be considered. 

Only the most recent nationally norm-referenced 

achievement test may be used. 

Only the MAP scores from the fall administration may be 

used. (If a student enters the district after fall MAP testing, 

then the first administration after their arrival may be used.) 

Nationally norm-referenced individual or group aptitude test: 

>93 rd national age percentile on verbal/linguistic, 

quantitative/mathematical, non-verbal, and/or a 

composite score. 

NOTE: Students may be eligible for placement on the basis of 

their aptitude scores alone. These students fall into two 

categories, according to grade level of placement (R43-220, 

Section II.B.5.c.): 

• For placement in grades 3-12, students with a 

composite score > 96 th national age percentile 

Nationally norm-referenced achievement test: 

>94 th national percentile on approved subtests (reading 

comprehension* and/or mathematical concepts and 

problem solving*) *if unavailable, use total reading 

and/or total math. 

OR 

South Carolina statewide assessment instrument 

(SC PACT): 

Advanced status score on approved subtests: 

Reading and/or Math 

Dimension C – Academic Performance 

(A student must first qualify in either Dimension A or B 

(above) to be eligible for this dimension.) 

Students in grades two or four meeting the criteria in 

Dimension A or B but not both take Performance Tasks. 

Students in grades three or five meeting the criteria in 

Dimension A or B but not both take Performance Tasks 

ONLY if they did not take them in grades two and four 

respectively. 

Students may take Performance Tasks once at the primary 

level (2 and 3) and once at the intermediate level (4 and 5). 

For placement in grades 3 – 5, verbal or non-verbal 

performance tasks (administered in March of each year): 

(These tests are managed by the State Department of 

Education Off ice of Assessment) 

2 ND Grade: 16 or higher (20 Max) Verbal and/or 

16 or higher (20 Max) Non-Verbal 

3 RD Grade: 18 or higher (20 Max) Verbal and/or 


4 TH Grade: 16 or higher (20 Max) Verbal and/or 


5 TH Grade: 18 or higher (20 Max) Verbal and/or 


For placement in grades 7-12, end of year averages in the four 

content disciplines of reading, math, science, and social studies 

• Greater than or equal to a 3.75 GPA 

(on a 4 point scale) 

Students who meet the eligibility criteria in at least two out of three dimensions are eligible for gifted and talented 

services. Aptitude test results alone can qualify a student for placement. (See Dimension A above.) No single criterion, 

however, can eliminate students from consideration for placement [R43-220,Section II.B.7.c.(4)]. 

24

Career Assessments 

S PECIAL P ROGRAMS - CONTINUED 

SCOIS: The South Carolina Occupational Information System (SCOIS) is used in grades 6 th through 12 th . It is a computer-based system 

of up-to-date career, educational, and occupational information. Students may complete interest inventories and explore more than 1,700 

occupations. The college search feature includes all two- and four-year colleges and universities in the United States. Other features 

include a course planner and a scholarship search. Students are also encouraged to use SCOIS at home using the www.scois.net website. 

Please see your Guidance Counselor for a login and password for your school. 

8 th grade- EXPLORE: In the eighth grade, all students participate in the EXPLORE assessment during the month of September. This 

assessment measures student achievement in four academic areas: English, mathematics, reading and science reasoning. In addition, 

students complete a comprehensive career interest inventory. EXPLORE results, along with other information in the student’s record, are 

utilized to guide students, with assistance from their parents, as they begin developing their IGP in the eighth-grade planning conference. 

Ninth-graders are encouraged to refer to their EXPLORE results as they further develop and refine their four-year plan. EXPLORE scores 

also predict scores on PLAN, a 10 th grade assessment, which in turn, predicts scores on ACT. Therefore, students have early access to 

specific information related to their strengths and weaknesses in the four academic areas measured by ACT as well as an indicator of 

expected performance on the ACT itself. 

9 th Grade – Career Discovery: Ninth-grade students have the opportunity to review the EXPLORE results and hear speakers from their 

chosen career cluster. Freshmen will also receive instruction through Career Choices as they choose courses with their career majors. 

They also have the opportunity to identify careers using SCOIS and KUDER. The assessments will allow students to identify a career from 

an interest inventory and explore numerous careers. Counselors spend time with students in classroom guidance, small group guidance, 

and individual guidance and counseling through Individual Graduation Plans with parents. The IGP conferences will be scheduled each 

year of high school. 

10 th Grade – PLAN: This instrument measures student achievement in four academic areas: English, reading, mathematics, and science 

reasoning. PLAN also includes a career interest inventory. The career component lists career clusters that are aligned with all high school 

courses. Results of the PLAN give both students and teachers information about knowledge they have in academic areas and knowledge 

they lack but need to know. 

11 th Grade – PSAT: The Preliminary Scholastic Aptitude Test/National Merit Scholarship Qualifying Test (PSAT, NMSQT) introduces 

students to the organization and question type found on the Scholastic Aptitude Test (SAT). Students gain test test-taking skills and can 

use their PSAT results to predict their scores on the SAT. The junior year scores are also used in selecting semifinalists for the national 

merit Scholarship awards. 

12 th Grade - WORK KEYS: Work Keys Foundational and Personal Skills assessments provide reliable, relevant information about 

workplace skill levels. All seniors will take the Work Keys assessment. 

12 th Grade – Armed Services Vocational Aptitude Battery (ASVAB) or ASSET (TTC’s Placement Test): All seniors will have the 

opportunity to participate in one of these assessments. The ASVAB is available through the high schools and local military recruiter. 

Although students who plan to enter the military are required to take the ASVAB, information gained from this career assessment is 

beneficial to any student. 

ASSET is the placement test offered by Trident Technical College. The ASSET test includes an essay, a reading comprehension section 

and a mathematics section. 

Middle and High School Young Adult Alternative Programs 

Adult Education - The Board of Trustees and Administration for Dorchester School District Two are committed to ensuring that every 

young person in the community receives the best possible education. The Young Adult Program through Adult Education is an alternative 

for those who have left school. Students qualify for program entry based on the following criteria: 1) have, at ages 17-19, dropped out 

from the regular day program; 2) have failed a minimum of two grades, is over age, and is referred by the principal only during the 

summer for fall enrollment. 

Middle School/Early High School Component - This program is comprised of middle and high school students (primarily middle school 

students who have failed a minimum of two grades, who are over age, and who are referred by the principal of their home school during the 

summer or have been invited to attend at Givhans by the Hearing Officer during the school year in lieu of expulsion. Middle school 

students (only) beginning the school year in this component are attempting to complete 2 years in 1 in order to assist them in getting back 

on track academically. Students (middle and high school) enrolling “in lieu of expulsion” are attempting to salvage their current school 

year so that they will not fall academically behind. 

Evening High School – This program is designed to provide an alternative educational delivery for students between the ages of 16-20 

who have repeated 9 th or 10 th grade(s) two or more times or who are experiencing major challenges in their lives while trying to attend the 

traditional day program. The program is computer-based with teacher support and is individualized. Students have the opportunity to be 

awarded a South Carolina high school diploma. See your principal or guidance counselor for more details. 

25

GUIDANCE AND COUNSELING PROGRAMS 

Guidance Departments in Dorchester School District Two schools have a district-wide comprehensive developmental guidance and 

counseling program based on The South Carolina Comprehensive Developmental Guidance and Counseling Program Model, which was 

revised in 2008. The Dorchester School District Two Comprehensive Developmental Guidance and Counseling Program is an essential 

component of each school’s instructional program, which provides all students the opportunity for optimum development. Counselors in 

the district’s schools work with students, parents, teachers, administrators and the community to provide major components of a 

comprehensive individual and small group counseling, classroom presentations, parent programs and outside agency referrals upon 

parents’ requests. 

26

Insert Best Options Program Page

Individuals with Disabilities Education Act (IDEA) 

SPECIAL EDUCATION PROGRAMS 

Students, ages 3 through 21 years, may receive services under the IDEA if the student needs special education and related 

services to benefit from his or her educational program. A team decides if a student qualifies for services under the IDEA.. 

The team includes the student’s parent or legal guardian, teachers, and other school staff. The team develops an 

individualized education program (IEP) if the student meets federal and state requirements. The IEP outlines a plan for 

helping the students receive a free appropriate public education and meet goals set by the team. The IEP may include health 

services for the student during the school day if needed. Contact the school or Director of Pupil Personnel Services. 

CONSULTATIVE 

The teacher or therapist works with the child’s 

caregiver and/or regular education teacher to 

determine adaptations, modifications, and/or 

treatment. 

ITINERANT 

Students are assigned to a specialist in their area 

of need for one or two class periods per week, 

i.e. speech, occupational therapy, and/or physical 

therapy. 

RESOURCE 

Students may be pulled out of their regular 

classes from one to three hours each day to work 

with a special education teacher on specific IEP 

Objectives or the students may receive help in an 

inclusion model within the regular classroom by 

“teaming” between the regular education teacher 

and the special education teacher. 

SELF-CONTAINED 

Students with more severe learning and/or 

emotional disabilities are placed with the same 

teacher for the majority of each day. 

HOMEBASED 

Students receive specific training as indicated by 

their IEP at home or in a setting away from 

school. (At least 5 hours of one-on-one 

instruction weekly) 

RESIDENTIAL/OUT-OF- 

DISTRICT PLACEMENT 

Students are served in facilities outside of their 

home district in order to meet their special needs. 

Generally, this is a collaborative interagency 

effort. The school district often collaborates 

with other agencies. 

REHABILITATION ACT OF 1973 (SECTION 

504) 

Section 504 is a federal law that requires public 

schools to make adjustments so that students with 

certain disabilities can learn and participate in 

settings like other students who do not have 

disabilities. To be eligible for services under Section 

504, a student must have a condition that 

substantially limits one or more major life activities. 

A team decides if a student is eligible. The team 

should include the student’s parent or legal guardian, 

the student (if able), and others who know the 

student or know about the student’s disability, such 

as a teacher, a guidance counselor, a school nurse, or 

other school staff. If the student is eligible, the team 

develops an individual accommodation plan. The 

individual accommodation plan explains how the 

student’s needs will be met while at school and may 

include health services for the student during the 

school day if needed. To learn more about Section 

504, contact the Director of Pupil Personnel 

Services. 

HOMEBOUND SERVICES 

Medical homebound instruction is a service that is available for students who cannot attend school for a medical reason even with 

the aid of transportation. A physician must certify that the student has such a medical condition but may benefit from instruction, 

and must fill out the medical homebound form that the school district provides. The school district then decides whether to approve 

the student for medical homebound services. The school district will consider the severity of the student’s illness or injury, the 

length of time that the student will be out of school, the impact that a long period away from school will have on the student’s 

academic success, and whether the student’s health needs can be met at school. To learn more about medical homebound services, 

contact the School or Director of Pupil Personnel Services. 

27

C HARACTER E DUCATION 

In the complex world in which we live, students are bombarded with mixed media messages, peer pressure, and 

other unhealthy influences, which can stunt development as well as academic achievement. The Dorchester 

School District Two Character Program was implemented to help students “know the good, desire the good and 

do the good.” 

Character education is a CD-12th grade level program that impacts all 22,000+ students in the school district. 

Core values of the program were adopted by a district task force in 1998. While designated teachers and school counselors 

provide information and resources about district character traits, all personnel collaborate to instill these at all levels. 

Student participation in the character education program is insured since components are embedded in classroom 

instruction, extra-curricular activities, athletic programs and school-wide student recognition programs. 

The goal of the character education program is to create a safe, orderly, disciplined learning environment for all students. 

School climate is impacted positively when students exhibit pride in themselves, their school and their community. Academic 

achievement is enhanced when students improve their work habits, learn to handle conflict, utilize problem-solving 

techniques and work cooperatively with their peers. As social skills improve and life skills are learned, students develop 

better interpersonal skills and become contributing members in the community at-large. 

DORCHESTER SCHOOL DISTRICT TWO CHARACTER TRAITS 

RESPONSIBILITY 

Being dependable in carrying out obligations and 

duties; showing reliability and consistency in 

words and behavior; being accountable for one’s 

actions 

RESPECT 

Exhibiting regard for authority, other people, self 

property, and country; understanding all people 

have value as human beings. 

HONESTY 

Being truthful and trustworthy in all actions; 

behaving justly and honorably 

one’s conscience rather than the crowd; 

attempting difficult things that are worthwhile 

PERSEVERENCE 

Being persistent in pursuit of worthy objectives 

in regardless of difficulty, opposition, or 

discouragement; exhibiting patience and having 

the strength to try again when confronted with 

delays, mistakes, or failures 

CITIZENSHIP 

Being committed to and involved in one’s 

community; displaying civic virtue and service 

COMPASSION 

Being considerate, courteous, helpful, and 

understanding of others; showing care, kindness, 

friendship, and generosity; treating others as you 

would like to be treated 

SELF-DISCIPLINE 

Demonstrating hard work and commitment to 

purpose; refraining from inappropriate 

behaviors; striving to do one’s best 

COURAGE 

Having the determination to do the right thing 

even when others do not; the strength to follow 

28

M EDIA P ROGRAMS 

Gifted Reading Program 

Accelerated Reader, available in most elementary and 

middle schools, provides reading diagnostics that help 

each child reach his/her personal best reading. 

Reading Counts, available in one middle school and 

one high school, is based on the Lexile Framework 

and helps improve reading comprehension. 

SOUTH CAROLINA BOOK AWARD PROGRAMS 

This award program encourages students to participate 

in a statewide initiative to read the best current 

literature available at four reading levels Picture 

Books, Elementary, Junior and Young Adult. 

RESOURCES 

All schools offer a variety of resources, including print 

and non-print materials. All resources purchased are 

selected from recommended sources and support local 

and state educational standards. Dorchester School 

District Two provides access to many state and local 

resources, including SC Educational Television, SC 

State Library, Dorchester County Library, and Cable 

in the Classroom. 

INSTRUCTIONAL TECHNOLOGY 

Dorchester School District Two has made great strides in the use 

of technology to increase student achievement in the classroom. 

District-wide initiatives have been instituted that will bring 21 st 

Century technology into the learning environment. Several 

examples, but not all, include: 

 

 

Compass Odyssey Learning Software: 

individualized, computer-based plans for students 

that receive data directly from the MAP test and 

target areas for improvement. The student spends 

up to forty minutes a day on the computer that 

changes the level of difficulty according the 

mastery of subjects in the program. The lessons 

are engaging and provide enrichment as well as 

remediation. 

APEX: Computerized Online instructional 

program which delivers subject area content from 

remedial to Advanced Placement Course of 

Studies for middle/high school students. 

 

 

 

 

 

 

 

program. Students interested in SCVSP must 

meet proper prerequisites and complete 

registration. 

Gizmos: These interactive simulations in math 

and science provide supplemental online support 

correlated to state standards and helps bring 

research-proven instructional strategies to the 

classroom. 

Classroom Analyzer: a data analyzer tool for the 

classroom teacher that allow the teacher to target 

areas of instruction that need to be modified for 

increased student achievement. 

MAP testing: quarterly computer-based testing 

program that provides real-time date that allows 

the teacher to target areas that need improvement. 

Follett Destiny Media Management System: an 

interactive system that allows students to check 

out books, view the available books in all 

libraries, and search educationally-approved 

websites for research. The parents and students 

can access the Destiny Systems from any 

computer connected to the internet. 

SCOIS: College and career information database 

available in all middle and high schools. 

Internet: high speed access to the internet for a 

variety of instructional tools to provide for both 

remediation and enrichment. This access is 

available in every classroom and workspace in 

the school, with many areas having access to high 

speed wireless connections. 

Hardware: the majority of the teachers in 

Dorchester Two have been equipped with an 

interactive SMART Board, a digital projector, 

and a laptop to engage the students with cutting 

edge technology for increased interest and 

learning. In addition, the students have access to 

computers in the Media Center, mobile laptop 

carts, and a minimum of three computer labs in 

each school. 

 

Streamline: South Carolina standards-based 

instructional videos that bring great detail to 

abstract concepts and difficult lessons by way of 

streaming technology over the internet. The 

teacher is able to provide accurate visual support 

to lessons, and the students can access the videos 

from home. 

 

South Carolina Virtual School Program 

(SCVSP). South Carolina provides online courses 

as an effective alternative for motivated students 

to meet graduation requirements, to resolve 

scheduling conflicts, and as a homebound option. 

They also provide a flexible option for students 

who require an alternative setting. Students must 

be enrolled full time at a Dorchester School 

District Two school to participate in this 

29 

.

CURRICULUM 

STANDARDS 

WHAT PARENTS AND STUDENTS NEED TO KNOW: 

THE SOUTH CAROLINA CURRICULUM 

STANDARDS 

The South Carolina Curriculum Standards outline what students across the state should 

know and be able to do in certain subjects. At this time, curriculum standards are being 

taught in English Language Arts (reading, writing, communication and research), 

mathematics, science, social studies, foreign language, health and safety, physical education, 

and visual and performing arts in public school classrooms 

Curriculum standards are useful for making sure 

Teachers know what is to be taught 

Children know what is to be learned, and 

Parents and the public can determine if the standards are being learned at 

each level. 

Before moving into the next grade, each child will be expected to meet the standards of the 

Palmetto Assessment of State Standards (PASS), which tests students’ knowledge of the 

standards. Results of the tests on grade level curriculum standards show if students have 

learned and teachers have taught for mastery of the standards. 

All state curriculum standards may be found at the State Department of Education 

website, http://www.myscschools.com/tracks/Educators/; on Dorchester Two’s 

website, www.dorchester2.k12.sc.us; and in District Two offices, all schools, public 

libraries and college/university libraries. 

30

INSTRUCTIONAL 

& CURRICULUM 

PATHS 

‣ L ITERACY M ODEL 

‣ L ANGUAGE A RTS 

‣ M ATHEMATICS 

‣ S CIENCE 

‣ S OCIAL S TUDIES 

‣ GUIDELINES FOR ADVANCED COURSES 

‣ EEOA THE EDUCATION AND ECONOMIC DEVELOPMENT 

ACT 

• WORK BASED LEARNING 

For a complete listing of all standards for grades K-12, see the State Department website at 

http://www.myscschools.com/tracks/Educators/, 

OR 

on Dorchester School District Two website at 

www.dorchester2.k12.sc.us, 

OR 

District Two offices, all schools, public libraries and college/university libraries. 

31

ELEMENTARY LITERACY MODEL OF INSTRUCTION GRADES KINDERGARTEN - 5 

There are no quick fixes or easy answers to optimize reading achievement. We know that early reading failure has tremendous 

long-term consequences for our students. Our understanding of what works in teaching reading is constantly changing and 

always subject to ongoing quality research. District Two’s Elementary Literacy Model of Instruction is our effort to bring a 

strong balance to literacy instruction by establishing a five component instructional model emphasizing methods and 

approaches that cause reading improvement. This program offers children in grades K-5 structured, consistent instruction in 

reading and writing for two and one half hours each day. The five components of the instructional model are described below. 

EXPLICIT PHONICS INSTRUCTION 

Explicit phonics is decoding instruction that is 

teacher-directed, clearly stated, distinctly 

illustrated (not merely implied or ambiguous), 

and capable of clarifying key points about the 

relationships between letters of the alphabet 

and the phonemes of the language. (Alabama 

Reading Initiative, 2000.) 

GRADE LEVEL INSTRUCTION 

Standards-Based Instruction at every grade level 

is critical. Students need explicit direct instruction 

relative to SC English Language Arts standards. 

Curriculum and student work must continually be 

calibrated to ensure that rigor for each grade level 

is maintained. The Palmetto Assessment of State 

Standards (PASS) is administered using grade 

level standards. 

DIFFERENTIATED/FLEXIBLE 

INSTRUCTION 

Small group instruction is utilized to teach 

struggling learners or to extend the skills of 

advanced learners. Reading materials used are at 

varying readability levels. Text comprehension 

can be improved by instruction that helps readers 

use specific comprehension strategies. 

FLUENCY INSTRUCTION 

Fluency is easy, flowing reading. Fluency 

develops over time. It includes comprehending 

connected text, coordinating word recognition and 

comprehension in an effortless matter. Weekly 

individual teacher/student conferences will be 

held to monitor comprehension. 

EXPLICIT WRITING INSTRUCTION 

The writing process is taught explicitly using the 6 

TRAITS curriculum. Students will write daily 

for an extended period of time, developing a plan 

before writing. Students will focus on a central 

idea, include details and make necessary edits and 

revisions. Publishing the written work is also part 

of the writing process. Weekly individual 

teacher/student conferences will be held to 

monitor the writing process. 

What can parents do at home to 

improve reading and writing? 

• Talk with your children about all kinds of 

things. Ask questions about things that are 

important and interesting. Think out loud 

about different solutions to problems or 

situations. 

• Select good books and read to your children 

15-20 minutes each day. Talk about the 

pictures. Favorite books may be read over 

and over again. 

• Share a good book. Read a book together with 

your child. Follow the print by pointing. Take 

time to discuss what you have read. Ask 

occasionally, “What do you think will happen 

next?” 

• Help your children read on their own. Listen 

to your child read a book that the teacher has 

selected or that the child has read before. 

(Note: If the child struggles with every page, 

the book is too hard.) 

• Be sure your children see you enjoying books, 

newspapers, and magazines. 

• Visit the local library to select books together. 

Encourage your children to select books at the 

school library to share at home. Encourage 

family and friends to give children books as 

gifts. 

• Write for your children. Talk to your children 

about things to write. Help your child decide 

what to write and then write it down for the 

child to read. Demonstrate the process of 

writing. 

• Write with your children. Share the pen. Take 

turns writing part of a message or story that 

the child has decided to write. 

• Help your children write on their own. 

Observe the child writing a message or story 

and assist on the hard parts. Encourage your 

children to write letters to friends and 

relatives. 

• Share your own ideas and experiences. 

32

GUIDELINES FOR MIDDLE SCHOOLS 

The middle school concept embraces academic achievement as a primary responsibility. Developmentally responsive middle 

schools hold high expectations for all students and provide a rigorous curriculum to promote intellectual development. The 

education of young adolescents must be an integrated venture that provides a balance between academic rigor and 

developmental appropriateness. Middle school programs and practices must address developmental needs through a variety 

of activities and strategies while holding high expectations for every student. Turning Points 2000: Educating Adolescents in 

the 21 st Century (Jackson and Davis, 2000) recommends teaching a curriculum grounded in rigorous South Carolina 

Academic Standards, relevant to the concerns of adolescents, and based upon how students learn best. 

In order for all students to maximize their full intellectual potential, they should have equal access to rigorous and challenging 

curriculum. It is recommended that multiple assessment measures such as previous samples of student work, MAP data, and 

skill proficiency be used to determine the developmental appropriateness of selected courses. 

Reading/English Language Arts 

Reading is a crucial tool for learning. Too often, it 

is assumed that students have “mastered reading” in 

the elementary grades and are prepared to learn 

new content through reading expository text. 

Reading instruction across content areas should be 

part of the academic core curricula through grade 

eight. The language arts curriculum requires 

exiting eighth graders to use language correctly and 

effectively and to find, organize and report on 

information through reading, writing, speaking and 

listening. Before enrolling in English 1 in the 

eighth grade for high school credit, students should 

have a solid foundation in vocabulary development, 

grammar, reading skills, and reading 

comprehension. Schools should counsel students 

into a school-based intervention program if they 

lack basic language arts skills and concepts, which 

are required for success on PASS. Eighth graders 

taking English 1 must take both the PASS and the 

English 1 end-of-course test. Students entering the 

ninth grade who score below basic on grade eight 

PASS in language arts should receive an 

opportunity for additional course work (lab, 

elective credit course, after school tutoring, 

Saturday program, etc.) prior to or simultaneous 

with English 1. 

Mathematics 

The Southern Region Education Board (SREB) has 

developed guidelines for schools to gauge student 

content mastery. “All students in the middle grades 

must have academic core curricula that accelerate 

their learning, challenge them and appeal to their 

interests. In mathematics, all students either 

complete Algebra 1 with acceptable performance or 

pass a pre-algebra test of proficiency and use 

algebra concepts to reason and solve problems.” 

Before enrolling in Algebra 1, students should have 

a solid foundation in rational number concepts, 

computational proficiency with rational numbers, 

and proportional reasoning. Key aspects of grades 

six through eight mathematics instruction include 

the following: geometric representations of 

algebraic concepts and algebraic representations of 

geometric relationships; an understanding of linear 

function developed from topics in measurement, 

number and data analysis; and facility in geometric 

thinking developed through the use of dynamic 

software. Schools should counsel students into a 

school-based intervention program if they lack 

basic math skills and concepts, which are required 

for success on PASS. Eighth graders taking 

Algebra 1 must take both the PASS and the 

Algebra 1 end-of-course test. Students entering the 

ninth grade who score below basic on grade eight 

PASS in mathematics should receive an 

opportunity for additional course work (lab, 

elective credit course, after school tutoring, 

Saturday program, etc.) prior to or simultaneous 

with Algebra 1. 

Science 

In science, all students in the middle grades use 

laboratory and technology experiences to learn 

scientific concepts in physical, life and earth/space 

sciences. Knowledge in all areas of the science 

standards – earth, life, and physical – is critical; the 

inquiry area is infused in each content strand and 

requires students to demonstrate advanced process 

skills and the ability to design and conduct 

scientific investigations. Students must also engage 

in technological design and problem solving. 

No science courses for high school credit are 

recommended for eighth grades. Middle school 

students must have a science curriculum in the 

middle level grades (six, seven, and eight) that will 

meet the grade level specific standards and prepare 

them for PASS. 

Social Studies 

The social studies curriculum requires that, before 

students can exit eighth grade, they describe their 

heritage, their government, their world, and 

economic principles through key issues of the past, 

present, and future. The middle school social 

studies curriculum, which is based on the South 

Carolina Social Academic Studies Standards, 

requires students to have knowledge of South 

Carolina history, United States history, world 

history, government, and geography. No social 

studies courses for high school credit are 

recommended for eighth graders. Middle school 

students must have a social studies curriculum in 

the middle level grades (six, seven, and eight) that 

will meet the grade level specific standards and 

prepare them for PASS. 

33

MIDDLE SCHOOL LITERACY MODEL GRADES 6-8 

Middle School ELA Best Practice and Balanced Literacy 

Best Practices are standard-based, content-driven, 

rigorous instructional practices 

Presented in a framework of Balanced Literacy. This 

current model for literacy instruction in Dorchester 

District Two’s middle schools includes the following 

components: 

• Grade Level Reading Instruction 

• Writing Instruction 

• Grammar Instruction 

• Word Study 

• Differentiated Instruction 

Best Practices in Middle School ELA include… 

• Assessing reading with multiple measures: daily 

classroom observation, reading logs, projects 

• Teaching the use of graphic organizers to make text 

organization explicit, provide opportunities to 

restructure information, and indicate conceptual 

relationships 

• Interacting with teachers and students to reflect 

aloud, model strategic behaviors, share responses, 

and negotiate meaning 

• Developing vocabulary directly and explicitly as 

conceptual knowledge 

• Developing vocabulary strategies: connecting new 

with existing knowledge, 

• Conceptually integrating new vocabulary, applying 

both contextual and definitional information 

• Emphasizing personal interaction with text through 

writing and peer discussion 

• Modeling and teaching strategies to self-monitor 

comprehension 

• Providing rich, authentic reading material 

• Maximizing the amount of time for free reading 

• Promoting fluency (ability to decode words in 

context quickly and automatically) 

through repeated experiences with meaningful texts 

• Differentiating instruction to meet the needs of 

individual learners 

• Integrating reading and writing instruction as 

complementary processes 

• Frequent practice of writing as a process 

• Writing in content area to integrate content 

knowledge with existing knowledge 

• Writing for varied audiences 

• Addressing language errors in context to enhance 

transfer of new skills to new situations 

R EQUIREMENTS FOR C OLLEGE 

FOUR UNITS OF ENGLISH 

At least two units must have strong grammar and composition 

components, at least one must be in English literature, and at 

least one must be in American literature. Completion of 

English 1,2, 3, and 4 will meet this criterion. 

FOUR UNITS OF MATHEMATICS 

These include Algebra 1 (for which Elementary Math for the 

Technologies 1 and 2 may count together as a substitute), 

Algebra 2, Geometry, and a fourth level math course. The 

fourth course should be selected from among pre-calculus, 

calculus, statistics, or discrete math. 

THREE UNITS OF LABORATORY SCIENCE 

Two units must be taken in two different fields and selected 

from among biology, chemistry, or physics. The third unit may 

be from the same field as one of the first two units (biology, 

chemistry, or physics) or from any laboratory science for which 

biology and/or chemistry is a prerequisite. Courses in earth 

science, physical science, or environmental science for which 

biology and/or chemistry is not a prerequisite will not meet this 

requirement. (Physical Science is required for graduation) 

TWO UNITS OF THE SAME FOREIGN LANGUAGE 

Check with your college or university for specific requirements 

for admission. Some colleges require 3 units of the same foreign 

language. One unit must be earned to meet graduation 

requirements. 

34 

THREE UNITS OF SOCIAL SCIENCE 

One unit of U. S. History/US History and Constitution is 

required; a half unit of Economics and a half unit in Government 

are also required. 

FOUR UNITS OF ELECTIVES 

Four units must be taken from three different fields selected 

from among Computer Science, English, Fine Arts, Foreign 

Languages, Humanities, Laboratory Science (excluding earth 

science, physical science, environmental science, or other 

introductory science courses for which biology and/or chemistry 

is not a prerequisite), Mathematics above the level of Algebra 2, 

and Social Studies. It is required that one unit be in Fine Arts 

(appreciation of, history or performance) for South Carolina 

colleges/universities. 

ONE UNIT IN COMPUTER SCIENCE 

One Unit in Computer Science must be earned for graduation 

requirements. 

ONE UNIT OF PHYSICAL EDUCATION OR ROTC 

Note: Each institution may make exceptions in admitting 

students who do not meet all of the prerequisites, limited to 

those individual cases in which the failure to meet one or more 

prerequisites is due to circumstances beyond the reasonable 

control of the student.

GUIDELINES FOR HIGH SCHOOLS – ENGLISH LANGUAGE ARTS 

South Carolina Diploma Requirement Four Units of English 

To meet the South Carolina State High School graduation requirements, students must earn four (4) units in English. Completion of 

English 1, English 2, English 3, and English 4 will meet this criterion. Dorchester District Two Board Policy requires students to take an 

English course each year of high school. High school English includes instruction based on the 2008 ELA Academic Standards which 

includes literary texts, informational texts, word study, writing process, writing forms, research and oral communication. ELA instruction 

must enable learners to become confident, effective users of language as citizens of a world community, as competent members of the work 

force, and as thoughtful, creative individuals. 

GUIDELINES FOR HIGH SCHOOLS – MATHEMATICS 

South Carolina Diploma Requirement Four Units of Mathematics 

To meet the South Carolina State High School graduation requirements, students must earn four (4) units in Mathematics. Additionally, 

the Commission on Higher Education (CHE) established minimum course requirements for applicants to four-year programs in SC public 

colleges and universities. CHE requires three units in mathematics, including Algebra 1 (Elementary Algebra for the Technologies 1 and 2 

may count together as a substitute if a student successfully completes Algebra 2), Algebra 2, and Geometry. A fourth or fifth higher-level 

mathematics course is strongly recommended and may be required for some majors. The fourth course may be selected from among Precalculus, 

Probability & Statistics, or Calculus. Students are encouraged to pay special attention to recommended prerequisites as students 

may otherwise have more difficulty achieving a satisfactory grade. Dorchester District Two Board Policy requires students to take a math 

course each year of high school. 

GUIDELINES FOR HIGH SCHOOLS – SCIENCE 

South Carolina Diploma Requirement Three Units of Science 

Science: 

To meet the South Carolina State High School graduation requirements, students must earn three (3) units in science. In addition, students 

who plan to attend a four (4) year college may encounter additional requirements. Most colleges require students entering their institution 

to have earned three (3) units in a laboratory science. These courses are: Biology 1, Chemistry 1 and Physics. Students may substitute one 

of these courses with a course in which the prerequisite is Biology 1, Chemistry 1, or Physics to satisfy this requirement. Please check with 

the college of your choice concerning science and other course requirements. Instruction in the 2005 South Carolina Science Academic 

Standards also integrates inquiry into all of the science content areas. A sound grounding in science strengthens many of the skills that 

people use every day, such as solving problems creatively, thinking critically, working cooperatively in teams, using technology 

effectively, and valuing lifelong learning. 

GUIDELINES FOR HIGH SCHOOLS – SOCIAL STUDIES 

South Carolina Diploma Requirement Three Units of Social Studies 

To meet the South Carolina State High School graduation requirements, students must earn three (3) units in social studies (US 

Government/Economics, US History), and one unit of Social Studies elective. The following sequence of study is recommended: Global 

Studies 1, Global Studies 2, US History & the Constitution, and Economics/US Government. Social Studies instruction is based on the 

2005 South Carolina Social Studies Academic Standards. Social studies combines the study of anthropology, archaeology, economics, 

geography, government/political science, history, philosophy, psychology, religion and sociology in a systemic way to help students 

understand what it means to be human and how, as human beings, we are members of society. 

35

High Schools – Guidelines for Advanced Courses 

ADVANCED PLACEMENT COURSES 

Advanced Placement (AP) is taught at the level of understanding and competency expected in college classes. Students should expect 

intensified study and great demands placed on their time and energy. This program is operated by the College Board, a national 

organization that develops the course curriculum, provides teachers training and administers a national standardized exam for each AP 

course. Students MUST pass the appropriate Advanced Placement in order to have an opportunity to receive college credit after 

completing a course. In South Carolina, the Education Improvement Act (EIA) f 1984 requires each school district in the state to provide 

AP courses in all secondary schools whose organizational structure includes grades eleven and twelve. The College Board website, 

www.collegeboard.com , provides comprehensive information about the AP program, including course descriptions and exam schedules. 

INTERNATIONAL BACCALAUREATE COURSES 

The International Baccalaureate (IB) Programme at Fort Dorchester High School is designed to provide a rigorous, well-rounded education 

for highly motivated students who plan to attend a four-year university immediately after high school. Students who earn the IB diploma 

are awarded advanced standing at many universities in the United States and throughout the world. 

The International Baccalaureate Programme serves the needs of students who work to gain the IB diploma as well as students who desire to 

take coursework at the college level but not pursue the Diploma Programme as a whole. 

CAREER AND TECHNICAL ADVANCED PLACEMENT 

Trident Technical College (TTC) has a program that allows qualified high school students to earn TTC credit by demonstrating mastery of 

college course competencies. High school students who successfully complete specific high school courses in Career and Technology 

Education (CATE) and who demonstrate mastery of college course competencies will be awarded exemption credit toward their programs 

at TTC. For more information about Career and Technical Advanced Placement, visit www.tridenttech.edu > Academic Programs > High 

School Programs. 

DUAL CREDIT COURSES 

The Dual Credit program at TTC allows eligible high school students to earn both high school and college credits by successfully 

completing college courses. In accordance with SC state policy, students will earn one unit toward their high school degree for each threesemester 

hour college course they successfully complete. Juniors and seniors who desire to participate in the Dual Credit Program must 

have the appropriate forms approved by a parent and the principal or designee. The forms and a list of course offerings may be obtained 

from the Guidance Department. Students may need to take the appropriate college placement test per admission guidelines. 

Education and Economic Development Act 

(EEDA) 

• EEDA of 2005 establishes a new vision for education based on the premise of “Personal Pathways to Success” for all students 

• This system blends academic and career education into an integrated program which offers additional, better ways for all students to 

succeed. 

The law mandates that Guidance Counselors meet annually with students in grades 8-12 and their parents to discuss their Individual 

Graduation Plans (IGP’s) and to develop a pathway to graduation with appropriate courses aligned to their chosen career cluster. 

Grades K-12 

Implementing South Carolina’s 

K-12 Career Guidance Model 

• Students learn about different kinds of work. 

• Students are instructed in diversity and gender equity in the workplace. 

• Students learn about goal setting and decision-making and how choices and consequences are related. 

• Students learn what it takes to be a good employee. 

36

Grades 3-5 

• Students use career inventories to identify career interests and related occupations. 

• Students learn how personal activities and interests influence career choices. 

• Students learn how being cooperative and being a positive team member relate to work. 

• Students learn about career clusters and resources for career planning. 

6 th Grade 

• Students begin career exploration activities, including identification of learning opportunities in the community. 

• Students take career assessment surveys. 

• Students identify and use sources of career information. 

7 th Grade 

• Students may participate in work-based learning opportunities, such as job shadowing and mentoring. 

• Students identify the steps in the career decision-making process. 

• Students identify and explore sources of career information. 

8 th Grade 

9 th Grade 

• Students select a cluster of study that they are interested in exploring. 

• Students meet with parents, counselors, and teachers to develop IGP’s. This includes both academic and career major courses. 

• Students may participate in work-based learning opportunities such as job shadowing, and mentoring. 

• Students may declare majors and focus their elective choices in particular areas. 

• Students are able to modify or change this focus throughout their high school careers with the guidance of parents and counselors. 

• Student review and update their IGP’s. 

10 th Grade 

Students may declare majors if they have not done so in the 9 th grade. 

• Students review and update IGP’s. 

• Students may participate in work-based learning opportunities, such as job shadowing. 

11 th Grade 

• Students review and update IGP’s, with particular attention to postsecondary goals. 

• Student may participate in work-based learning opportunities. 

12 th Grade 

• Students complete requirements for their majors. 

• Students may participate in work-based leaning opportunities. 

• Students receive recognition for completion of career cluster majors at graduation. 

37

Postsecondary 

• Students follow aligned career cluster pathways to a two-or four-year college, the military, other postsecondary education or training, or 

employment. 

• Students obtain rewarding entry –level employment within their chosen clusters. 

• Students continue to refine career choices throughout their lifetimes of learning. 

Dorchester School District Two – Curriculum Frameworks 

SCHOOL OF ARTS AND HUMANITIES 

Arts and Humanities Cluster 

• Graphic Communications 

• Broadcast Journalism 

• Journalism 

• Foreign Languages, Literatures, and Linguistics 

• Visual Arts 

• Performing Arts 

SCHOOL OF BUSINESS AND INFORMATION SYSTEMS 

Business Management and Administration Cluster 

• Business Analysis 

• Business Information Management 

Finance Cluster 

• Accounting 

• Business Financial Management 

Marketing, Sales, and Service Cluster 

• Marketing Communications, Management and Promotions 

• Global Marketing 

Information Technology Cluster 

• Information Support Services 

• Programming and Software Development 

• Interactive Media 

• Networking Systems 

School of Engineering, Manufacturing, and Industrial Technologies 

Agriculture, Food & Natural Resource Cluster 

• Natural Resources/Conservation 

• Horticulture 

Transportation, Distribution and Logistics Cluster 

• Automotive Collision Repair 

• Automotive Services 

Architecture and Construction Cluster 

• Building Construction 

• Architectural Mechanical Design 

Science, Technology, Engineering and Math Cluster 

• Engineering-PLTW 

38

SCHOOL OF HEALTH SCIENCES, 

HUMAN AND PUBLIC SERVICE 

Government and Public Administration Clusters 

• Military Science 

Health Science Cluster 

• Health Services/Allied Health/Health Sciences 

Hospitality and Tourism Cluster 

• Restaurant/Food Services Management 

Human Services Cluster 

• Cosmetology 

• Nail Technician 

• Family and Consumer Sciences 

Law, Public Safety, Corrections, and Security Cluster 

• Law and Legal Services 

• Emergency and Fire Management Services 

Education and Training Cluster 

• Early Childhood Education 

• Teacher Education 

Work Based Learning (WBL) Opportunities 

Eleventh and twelfth grade students are able to participate in several work-based learning experiences: apprenticeship, 

internship, co-op, student volunteer and/or employment. 

The WBL office at Dorchester School District Two provides programs for students who are interested in gaining exposure 

and experiences in their chosen career cluster. Students must provide documentation from their career portfolio of planning 

for WBL in their chosen career clusters through having taken appropriate courses related to these as preparation. In addition, 

students’ grades, attendance and discipline are reviewed. Those who have taken career and technology programs have the 

opportunity to apply for a co-op WBL experience matching their career areas. Co-op WBL opportunities are both paid and 

non-paid. Students wishing to take part in any WBL experience must meet with their counselors to discuss their career plans 

and make certain they will have space in their schedules to add a WBL experience. Students 

may earn up to two high school credits for WBL. 

39

HIGH 

SCHOOL 

GRADING SCALE 

END-OF-COURSE REQUIREMENTS 

CLASS RANK 

GRADUATION REQUIREMENTS 

SAT / ACT TESTING PROGRAMS 

LIFE SCHOLARSHIP 

TUITION PREPAYMENT INFORMATION 

PARENTS / STUDENTS RESPONSIBILITIES

GRADING SCALE AND CLASS RANK N 

Grading Scale 

All South Carolina schools use a uniform method of grading children’s progress in school. This uniform 

grading scale is effective for all students receiving Carnegie units. 

A 

B 

C 

D 

F 

93 percent to 100 percent 




69 percent and below 

Middle School – Each nine-week grade is to be used to 

compute the final grade 

High School – Each nine-week grade is used to compute the semester average in grades 9-12 giving a 20 

percent weight to the semester examination. For yearlong courses the two semester averages are used to 

determine the final grade along with a final exam of EOCEP which counts 20% of the final grade. 

End-of-Course Examination Program 

(EOCEP) 

Algebra 1, Elementary Algebra for the Technologies 2, 

English 1, Physical Science, Applied Biology 2, Biology 

1, and US History & the Constitution will have end-ofcourse 

examinations as mandated by the state of South 

Carolina. Test dates are mandated by the State, and 

students cannot be excused or exempt from this testing. 

Current state law mandates that these tests count 20% of 

the final grade for the course. Scores will be expressed 

using the Uniform Grading Policy (0-100 points). 

Class Rank 

High schools uniformly determine a student’s 

ranking in their class in order to: 

• Provide information students need for 

applications for admissions to post-secondary 

programs 

• To provide information students need for 

scholarships and other awards 

• To determine valedictorians, salutatorians, 

and class marshals. 

40

G RADUATION R EQUIREMENTS 

To be eligible to receive a South Carolina High School Diploma, students must earn twenty-four units, pass all sections of the 

HSAP, and demonstrate computer literacy. Based on state law, requirements to receive a South Carolina High School 

Diploma (graduation requirements) for students in grades 9-12 are as follows: 

English 

4 units 

Mathematics 

4 units 

Science 

2 units 

Physical Science ** 

1 unit 

US History & the Constitution 

1 unit 

Economics 

½ unit 

US Government 

½ unit 

Other Social Studies 

1 unit 

Physical Education or JROTC 

1 unit 

Computer Science (computer literacy)* 

1 unit 

Foreign Language or Vocational Elective 

1 unit 

Additional Electives 

7 units 

Total 

24 units 

* See counselor for applicable courses 

** Entering class of 2006-2007 and beyond 

Exit Exam: (HSAP will be administered October 20 – 22, 2009 and April 20 - 22, 2010.) 

In order to receive a state high school diploma, a 

student must pass the South Carolina Exit 

Exam. This requirement also applies to students 

in an adult education program who are seeking a 

diploma. The exit exam is the High School 

Assessment Program (HSAP). 

The exit exam consists of sub-tests in the areas 

of mathematics and English Language Arts. 

Students who do not pass the exit examination 

must receive academic assistance in the area(s) 

not passed. 

All students in their second year after initial 

enrollment in ninth grade are required to take 

the exit examination. The HSAP Exit Exam will 

be a graduation requirement for students 

graduating in spring 2006 and thereafter. 

Beginning with the HSAP examinees in spring 

2004, HSAP will be offered to non-passing 

students each time test is administered. 

The district will award an appropriate state 

certificate to those students who must pass the 

exit examination to receive a diploma but fail 

to do so. The certificate will indicate the 

number of credits earned and grades 

completed. 

A student who has earned the prescribed units 

for a state high school diploma but who fails 

to pass the exit exam by the end of his/her 

senior year may enroll in adult education to 

continue with academic assistance and to retake 

the exit exam. If the student is under the 

age of 21, he/she may continue in school until 

he/she passes the exit exam and receives a 

diploma or until he/she reaches 21, whichever 

occurs first. 

41

SAT AND ACT S UCCESS 

GUIDE TO NATIONAL COLLEGE ADMISSION TESTS 

PSAT 

SAT 

PLAN 

ACT 

This test, the preliminary SAT, is an indicator of how a student will perform on the SAT. 

An important indicator for admission to college and for eligibility for certain scholarships, this test 

assesses math, verbal skills, and writing. 

This test, the preliminary ACT, provides students with the information needed to prepare for future 

academic and career success, as well as providing an estimated range of their ACT composite scores. 

Another indicator for admission to college and for eligibility for certain scholarships, this assessment 

consists of tests in English, mathematics, reading and science reasoning. 

Recommended Curriculum 

for SAT Success & College Admission 

English 

At least four years of college-prep English or English 

Communication for the Workplace III & IV 

Mathematics 

At least four years of college-prep math – Algebra I & II, 

Applied Math I & II, Geometry, Pre-calculus, Trigonometry, 

Calculus, Probability/Statistics 

Computer Science 

At least one year of computer courses 

Natural Science 

At least three years of college-prep science – Physical/Earth 

Science, Biology I & II, Chemistry I & II, Physics 

Social Science 

At least four years of college prep social sciences – World &/or 

European History, U.S. History, American Government & 

Economics 

Foreign Language 

At least three years in one language 

Fine Arts 

At least one year of Band, Chorus, Visual and/or Performing 

Arts. 

Tips for Success 

• Read! Read! Read! 

• Choose a challenging curriculum of 

high school courses. 

• Use the free guides from the ETS – 

Taking the SAT1 or PSAT/NMSQT 

Student Bulletin 

• Utilize an SAT or ACT preparation 

book or software. 

• Sign up for after-school programs or 

preparatory courses offered by the 

school. 

• Use vocabulary flash cards. 

• Visit the SAT web site daily 

(www.collegeboard.org) to 

practice the SAT “Question of the 

Day”. 

• Take the right test at the right time. 

• Participate in your school’s 

ACT/SAT program to be eligible for 

district’s SAT Scholarship. 

Focus on the PSAT during the 9 th , 10 th and 

first semester of the 11 th grades. 

TO COMPETE FOR NATIONAL MERIT 

SCHOLARSHIPS, THE PSAT MUST BE 

TAKEN IN THE 11 TH GRADE. 

Take the SAT and/or ACT during second 

semester of the 11 th grade. 

Take the PLAN during the 10 th grade. 

Take the PSAT during the 11 th grade. 

Websites Worth Visiting: 

www.sde.state.sc.us 

www1.kaplan.com 

www.testprep.com/wwlist.html 

www.collegeboard.org 

www.act.org/ 

42

SAT Program Tests 

National Test Dates Test Late Registration 

October 10 (@ SHS) SAT I & Subject Tests September 10-23 

November 7 (@ SHS) SAT I & Subject Tests October 2-15 

December 5 (@ SHS) SAT I & Subject Tests October 31 – November 12 

January 23 (@ SHS) SAT I & Subject Tests December 16-30 

March 13 SAT I Only February 5-18 

May 1 @ SHS SAT I & Subject Tests March 26 – April 8 

June 5 SAT I & Subject Tests April 30 – May 13 

ACT Assessment 

TEST DATE 

REGISTRATION POSTMARK 

DEADLINE (regular fee) 

POSTMARK DEADLINE 

(regular fee plus late fee) 

September 12 (@ FDHS & August 7 August 8 - 21 

SHS) 

October 24 (@ FDHS) September 18 September 19– October 2 

December 12 (@ FDHS) November 6 November 7 – 20 

February 6 (@ FDHS) January 5 January 6 - 15 

April 10 (@ FDHS & SHS) March 5 March 6 - 19 

June 12 (@ FDHS) May 7 May 8-21 

2007 – 2008 SAT Results 

Geographic Critical Reading Writing Score 

Location & Math Score 

Nation 1017 494 

South Carolina 985 476 

Dorchester Two 1004 480 

2007 – 2008 ACT Results 

Geographic 

Location 

Average 

Score 

Nation 21.1 

South Carolina 19.9 

Dorchester Two 21.7 

43

SHOULD I TAKE THE SAT OR ACT? 

Learn which college admissions test is required by the 

college to which you plan to apply. If scores from either 

test are accepted, consult your guidance counselor about 

which test you should take. Your scores from the PSAT 

and PLAN will also give you an indication of how well 

you will score on the SAT and ACT. 

The SAT tests verbal, writing and math skills and gives 

individual scores for each area and a composite score. 

The New SAT of 2005 and Thereafter 

The new SAT was administered for the first time in 

March 2005. 

Changes included: 

• The former SAT verbal section was renamed 

critical reading. This section no longer includes 

analogies. Instead, short reading passages were 

added to existing long reading passages. 

• A new section called the SAT writing section 

was added. It contains multiple-choice grammar 

questions as well as a written essay. 

• The SAT math section was expanded to cover 

three years of high school math. Instead of just 

covering concepts from Geometry and Algebra I, 

the new SAT math section contains concepts 

from Geometry, Algebra I, and Algebra II. 

The ACT tests English, reading, mathematics, and science 

reasoning, giving an individual score for each and a 

composite score. Students who are not strong in math 

seem to do better on this test since the math is only 25% 

of the composite score, rather than 50%. The math is no 

less difficult on this test than the SAT. 

44

S CHOLARSHIP / TUITION 

LIFE SCHOLARSHIP 

The Legislative Incentive for Future Excellence (LIFE) Scholarship is a merit-based scholarship. Its 

purpose is to increase access to higher education, improve employability of South Carolina students, 

provide incentives for students to be better prepared for college, and encourage students to graduate from 

college on time. 

Awards 

Students attending a four-year public or independent 

institution receive the cost of tuition (instruction) for 

thirty credit hours a year plus a $300 book allowance. 

The tuition cost may not exceed $4,700 plus the book 

allowance. Students attending two-year institutions 

receive an annual LIFE scholarship for the cost of 

tuition at two-year regional public institutions for thirty 

credit hours a year. A $300 book allowance is provided. 

More information on the LIFE Scholarship is 

available through the high school guidance 

counselor or visit www.che.sc.gov 

Eligibility 

To be eligible for a LIFE Scholarship, a student must 

have graduated from a South Carolina high school or 

home school program, or graduated from a 

preparatory high school outside South Carolina while 

a dependent of a parent or guardian who is a legal 

resident of this state. Eligible students must have also 

met two of the following three requirements: 

graduated with a minimum of a 3.0 cumulative grade 

average on a 4.0 scale; scored at least 1100 on the 

Scholastic Aptitude Test (SAT) or 24 on the ACT; 

graduated in the top 30% of the graduating class. 

South Carolina Tuition Prepayment Program 

Created to assist families with the rising cost of college tuition, the South Carolina Tuition Prepayment Program 

allows you to lock into today’s tuition rates even if your child will not enroll in college for several years. Anyone – 

parent, grandparent, or friend – can purchase a contract for a child (newborn through 10 th grade) who is a South 

Carolina resident. You can pay either in one lump sum or over a period of time, and earnings on your contributions 

are tax-exempt at the state level and tax-deferred at the federal level. To request more information about the 

program; call 1-888-772-4723. 

ACT 162 – Changes in the Palmetto Fellows Scholarship 

Act 162 (previously known as H.3906) is effective June 21, 2005. Included in the Act were the major changes to 

the Palmetto Fellows Scholarship Program beginning with the 2005 graduating class. The following is a summary 

of those changes: 

1. Bob Jones University added as an eligible four-year institution. 

2. Students have been required to meet three academic criteria in order to be eligible to apply: earn at least 

1200 on the SAT (or 27 on the ACT), earn a minimum 3.5 cumulative GPA on the Uniform Grading 

Scale (UGS), and rank in the top six percent of their class. Language in the recently approved Act allows 

for the number of students included in the top six percent to be the next whole number if the top six 

percent is not a whole number. Previously, students were required to be in the top 6.00% of the class 

(class rank divided by the class size, multiplied by 100). Now, high schools can use the class size instead 

of the previous calculation to determine the number of students eligible to apply (class size multiplied by 

six percent). For example, a class size of 185 students would include the top twelve students since 11.1, 

rounds up to twelve, without regard to normal rounding rules. (185 X 6% =11.1, rounded to the next 

whole number of 12) 

3. The Act also provides alternative criteria for students to meet in order to be eligible to apply for the 

Palmetto Fellows Scholarship. In addition to the three criteria stipulated in number 2 above, students are 

now eligible to apply by meeting the following two criteria: score a minimum 1400 on the SAT (32 on the 

ACT) and earn a minimum 4.0 cumulative GPA on the Uniform Grading Scale, without regard to class 

rank. 

For additional resources for financial aid for college, visit web site http://sciway.net/finaid.html 

It includes information for non-governmental scholarships and awards that are limited to SC residents. 

45

STUDENT / PARENT RIGHTS AND RESPONSIBILITIES 

In any organized society, appropriate rules and regulations 

must be set forth if the society is to function properly. Even 

in the best-organized societies, disputes are bound to arise. 

When they do, if that society is to remain orderly, some 

agent or agency must be responsible for settlement of the 

disagreement. In the case of the school community, these 

agencies are the board of trustees, superintendent, principals 

and their delegates, as authorized by the state legislature. 

The philosophy of Dorchester School District Two 

presupposes that most disciplinary problems will be handled 

among teachers, student, and parent or guardian in a calm, 

reasonable manner. This philosophy assumes that effective 

discipline leads to increased maturity and desirable behavior 

on the part of the student. It is the intent of this school 

system that every effort be taken on the part of each school 

to work constructively with the student in such a manner that 

he be allowed to attain his educational goals without 

interruption. It is understood that unless the student's 

behavior falls within one of the mandatory recommendations 

for expulsion, all resources at the school level will be 

exhausted prior to a recommendation for expulsion. To this 

end it shall be a policy, where possible, to refer students 

exhibiting behavioral difficulties to the school counselor. 

The counselor will be available to work with school 

personnel, the student, and the student's family in an effort to 

INTRODUCTION 

resolve the problem and hopefully avoid the necessity of 

suspensions or expulsions. When possible, any student readmitted 

to school after suspension or a referral for expulsion 

shall be referred to the counselor so that the counselor may 

review the student's educational program and help re-orient 

the student to the school situation. 

There are problems, however, which because of their nature 

affect the learning opportunities, health, and safety of other 

children or the successful administration of the school 

system, necessitating rapid deterrent action on the part of the 

administration. 

School boards are delegated the authority to make rules and 

policies governing the conduct of students in school and may 

in turn delegate this authority to the superintendent and other 

proper personnel. In this document we are attempting to 

communicate clearly to all concerned the policies on 

conduct and to stipulate due process procedures, which 

may be used by the students and/or parent or guardian to 

appeal administrative decisions or express grievances. 

Parents of Dorchester School District Two students have the 

right to have access to and to release information from their 

child's record, to challenge the contents of the record, and to 

obtain a copy of the record. 

AUTHORITY OF THE BOARD OF TRUSTEES* 

The Board of Trustees of the Dorchester School District Two is required by State Statute to make and adopt rules setting forth 

standards of scholastic achievement and standards of conduct and behavior that must be met by all pupils as a condition to the right 

of such pupils to attend schools in this district. The rules shall take into account the necessity of proper conduct on the part of all 

pupils and the necessity for scholastic progress in order that the welfare of the greatest number of pupils shall be promoted, even 

though such rules may result in the ineligibility of pupils who fail to observe the required standards and may require the suspension 

or permanent dismissal of such pupils. 

* 59-63-10 Code of Laws of South Carolina 1976 

APPLICATION OF CODE 

The following regulations concerning standards of conduct and behavior will apply to every student of Dorchester School District 

Two. They will apply to every school where he/she is enrolled, while present at any other school in Dorchester School District 

Two, while on school buses, and while present at any school-sponsored activity, on or off the school campus. 

BREACHES OF CONDUCT 

It is recognized that students in school must conduct themselves in such manner as to maintain a climate in which learning can take 

place. It is believed that most students want to conduct themselves in a manner that fosters this desirable climate and that they will 

progress toward mature behavior and self-discipline if they are in an environment that nurtures personal responsibility. Since it is 

necessary for the rules to be established, students are to be informed of the rules and actions leading to disciplinary action. 

Administrative authority will be used to enforce rules when it becomes necessary. Individual rights should always be respected. 

46

GENERAL CONDUCT 

The same standards of conduct, which are in effect at the school, shall prevail while the pupils are: 

1. On the school grounds; 

2. Off the school grounds at a school activity, function, or event; 

3. On school provided transportation. 

DISORDERLY CONDUCT 

The following listing of offenses and the required or recommended dispositions are submitted for the information of 

students, parents, and school personnel. Disciplinary actions will include appropriate hearings and review, and the 

removal of a student from the learning environment will occur only for just cause and in accordance with due process of 

law. 

Level I 

1. Disorderly conduct is defined as those activities engaged in by student(s) which tend to impede orderly 

classroom procedures or instructional activities, orderly operation of the school, or the frequency or 

seriousness of which disturb classroom or school. 

2. Acts of disorderly conduct may include, but are not limited to: 

a. Classroom/school tardiness; 

b. Cheating on examinations or classroom assignments; 

c. Lying; 

d. Acting in a manner so as to interfere with the instructional process; 

e. Abusive language between or among students; 

f. Failure to complete assignments or carry out directions; 

g. Use of forged notes or excuses; 

h. Cutting classes; 

i. Stealing; 

j. Truancy; 

k. Disturbing the school; 

l. Vandalism; 

m. Fraud; 

n. Leaving campus without authorization 

o. Other disorderly acts as determined by the Board. 

3. The basic enforcement procedures to be followed in instances of disorderly conduct are: 

a. Upon observation or notification and verification of an offense, the staff member should take immediate 

action to rectify the misconduct. The staff member should apply an appropriate sanction, with the 

exception of “e” and should maintain a record of the misconduct and the sanction. 

b. If certain misconduct is not immediately rectifiable, the problem should be referred to the appropriate 

administrator for action specified under this policy. 

c. The administrator should communicate with the reporting staff member and, if necessary, the student 

and the parent or guardian, and shall take the appropriate disciplinary action. 

d. Documentation of the procedures should be maintained. 

4. Possible sanctions to be applied in cases of disorderly conduct may include, but are not limited to: 

a. Verbal reprimand; 

b. Withdrawal of privileges; 

c. Demerits; 

d. Detention; 

e. Corporal punishment; 

f. On-campus reasonable work detail; 

g. Other sanctions approved by the Board of Trustees. 

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Level II 

1. Disruptive conduct is defined as those activities engaged in by student(s) which are directed against persons 

or property, and the consequences of which tend to endanger the health or safety of oneself or others in the 

school. Some instances of disruptive conduct may overlap certain criminal offenses, justifying both 

administrative sanctions and legal proceedings. Disorderly conduct (Level I) may be reclassified as 

disruptive conduct (Level II) if it occurs three or more times. 

2. Acts of disruptive conduct may include, but are not limited to: 

a. Use of an intoxicant; 

b. Fighting/simple assault; 

c. Vandalism (minor); 

d. Stealing; 

e. Threats against others; 

f. Trespassing; 

g. Abusive language to staff; 

h. Refusal to obey school personnel or agents (such as volunteers, aides or chaperons) whose 

responsibilities include supervision of students; 

i. Possession or use of unauthorized substances, as defined by law or local school board policy; 

j. Illegally occupying or blocking in any way school property with the intent to deprive others of its use; 

k. Unlawful assembly; 

l. Disrupting lawful assembly; 

m. Fireworks; 

n. Intimidation; 

o. Liquor violation; 

p. Fraud; 

q. Counterfeiting/gambling; 

r. Pornographic material; 

s. Leaving campus without authorization; 

t. Any other acts as determined by the Board of Trustees. 

3. The basic enforcement procedures to be followed in instances of disruptive conduct are: 

a. Upon observation or notification and verification of an offense, the administrator should investigate the 

circumstances of the misconduct. 

b. The administrator should notify the parent or guardian of the student’s misconduct and related 

proceedings. The administrator should meet with the student and, if necessary, the parent or guardian, 

confer with them about the misconduct, and shall take the appropriate action. 

c. Documentation of the procedures should be maintained. 

4. Possible sanctions to be applied in cases of disruptive conduct may include, but are not limited to: 

a. Temporary removal from class; 

b. Out-of-school suspension; 

c. Transfer within the school or district; 

d. Referral to outside agency, i.e. law enforcement; 

e. Expulsion; 

f. On-campus reasonable work detail; 

g. Restitution of property and damages, where appropriate, should be sought by local school authorities; 

h. School level probation; 

i. Board level probation; 

j. Other sanctions as approved by the Board of Trustees. 

Level III 

1. Criminal conduct is defined as those activities engaged in by student(s) which result in violence to oneself or 

another person or property or which pose a direct and serious threat to the safety of oneself or others in the 

school. These activities usually require administrative action, which result in the immediate removal of the 

student from the school, the intervention of law enforcement authorities, and/or action by the Board of 

Trustees. 

2. Acts of criminal conduct may include, but are not limited to: 

a. Aggravated assault and battery; 

b. Extortion; 

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c. Bomb threat; 

d. Possession, use, or transfer of dangerous weapons or look-a-like weapons or anything which is used as a weapon; 

e. Sexual offenses; 

f. Vandalism (major); 

g. Theft, possession, or sale of stolen property/larceny; 

h. Arson; 

i. Furnishing or selling unauthorized substances, as defined by board policy; 

j. Drug possession (drugs, narcotics, or poisons) or look-a-like substance including prescription and non-prescription; 

k. Drug distribution including prescription and non-prescription; 

l. Intimidation; 

m. Embezzlement; 

n. Prostitution; 

o. Pornographic material; 

p. Leaving campus without authorization; 

q. Homicide. 

3. The basic enforcement procedures to be followed in instances of criminal conduct are: 

a. Upon observation or notification and verification of an offense, the administrator should confer with the staff 

involved, shall take the appropriate disciplinary action, and, if appropriate, should meet with the student. 

b. If warranted, the student should be removed immediately from the school environment. A parent or guardian 

should be notified as soon as possible. 

c. If appropriate, school officials should contact law enforcement authorities. 

d. Established due process procedures shall be followed when applicable. 

e. Documentation of the procedures should be maintained. 

4. Possible sanctions to be applied in cases of criminal conduct may include, but are not limited to: 

a. Out-of-school suspension; 

b. Expulsion; 

c. Restitution of property and damages, where appropriate, should be sought by local school authorities; 

d. Arrest by law enforcement; 

e. Other sanctions as approved by the Board of Trustees. 

DISCIPLINE OF DISABLED STUDENTS 

1. Disciplinary Process – Disabled students are not exempt from school disciplinary processes, nor are they entitled to remain in 

a particular education program when their conduct substantially impairs the education of other children in the program. 

However, the public schools are required by federal and state law and regulations to meet the individual educational needs of 

disabled children to the extent that current education expertise permits. 

2. Program Prescriptions – Staffing Committee for Disabled Students may prescribe or prohibit specified disciplinary measures 

for an individual student by including appropriate provisions in the student’s Individual Education Plan. The student’s 

disabling condition must be taken into consideration when deciding whether or not a particular form of discipline is to be 

utilized. Administrative authorities should observe any such provisions contained in a disabled student’s individual education 

plan. A Staffing Committee may not prohibit the initiation of proceedings for suspension or expulsion that are conducted in 

accordance with this regulation. 

3. Suspensions – A disabled student may be suspended, unless a suspension is prohibited by the student’s individual education 

plan. At the end of the suspension, the student should, if appropriate, be returned to the same educational placement. The 

school district may remove immediately, for a short period of time, a disabled student who is endangering himself/herself or 

others. 

4. Expulsions – Expulsion of a disabled student is equivalent to a change in educational placement and therefore requires special 

procedures. Before a disabled student may be expelled, a multi-disciplinary team must determine whether or not there is a 

connection between the disabling condition and the misconduct. If there were a connection or casual relationship between the 

disabling condition and the misconduct, then expulsion resulting in cessation of educational services for that student would not 

be allowed. 

5. Disabled students who have been expelled under the regulations of the State Board of Education shall continue to receive a 

free and appropriate education as set forth in such student’s Individual Education Program. The term disabled as used herein 

means disabled students as defined in PL 94-142, as amended. 

6. Immediate Removal – Nothing contained in this regulation shall be construed as limiting an administrative authority’s ability 

to remove a disabled student from school immediately. Under emergency conditions, this may include possible arrest. 

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EXTENUATING, MITIGATING OR AGGRAVATING CIRCUMSTANCES 

The Board may confer upon the appropriate administrator the authority to consider extenuating, mitigating or aggravating circumstances 

that may exist in a particular case of misconduct. Such circumstances should be considered in determining the most appropriate sanction 

to be used. 

BUS CONDUCT 

District Two believes that the student day begins as students board the bus. 

passengers understand and observe the following rules of safety: 

Bus drivers should be certain that their 

1. Meeting the Bus: 

a. Students must be on time at their designated stop. 

b. In approaching the bus stop, if students have to walk along the highway, they should always walk on the left, on the 

shoulder, facing traffic. 

c. When students need to cross the highway to board the bus, they must wait until the bus driver directs them to cross; 

they must cross in front of the stopped bus and walk not run. 

d. Students should not run alongside the bus when the bus is moving, but should wait until it stops and then walk to 

the door. 

2. On the Bus: 

a. Passengers should go to their seats, without crowding or pushing, and remain properly seated while the bus is in 

motion. 

b. Passengers must never extend arms, legs, or head out of the bus. 

c. Passengers should not talk to the driver while the bus is in motion, except in an emergency. 

d. Passengers must never tamper with the emergency door or any other part of the bus equipment. 

e. Passengers must not mark or deface the bus, and seat coverings must not be damaged in any manner. Students 

should report to the bus driver any damage to the bus or seats as soon as possible. 

f. Only the driver or other authorized person should remove first aid equipment, which is to be used only for 

emergency treatment. 

g. Passengers must not tamper with the fire extinguisher, which is to be used only by the driver in an emergency. 

h. Passengers must not fight or scuffle in the bus or create any disturbance. Classroom conduct should be maintained 

in the bus. 

i. Passengers must not throw objects from the bus windows. 

j. Books, lunch boxes or other objects should not be placed in the aisle of the bus. 

3. Leaving the Bus: 

a. Passengers must remain seated until the bus comes to a complete stop. They must never attempt to leave until the 

bus has come to a full stop and the door is opened to indicate that they may leave. 

b. Passengers should leave in an orderly manner. 

c. Students must not loiter or play around a stopped or parked bus. 

d. Students should not enter restricted areas or school grounds that have been set aside for bus parking or loading. 

e. Passengers are permitted to unload only at regular designated stops. Any changes must be made with the parent’s 

or designee’s written request and approved by the principal. 

f. Students, after leaving the bus (if they must cross the highway) should go around to the front of the bus and wait 

until the bus driver or school bus patrol directs them to cross. 

g. Students misbehaving on the school bus will be referred to the school’s administrator for appropriate disciplinary 

action. 

4. Procedures to deal with misconduct on the buses may include but are not limited to: 

a. A warning and parent notification; 

b. Bus slip to parent and one day suspension from bus; 

c. Not less than three days suspension from bus; 

d. Not less than one week suspension from bus; 

e. Suspension from bus for the remainder of the school year. 

PAGING DEVICES 

No student may possess a paging device / cell phone under the following circumstances: 

• While on school property during the instructional day. 

The district will make an exception to this rule if the student needs the paging device / cell phone for a legitimate 

medical reason. 

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Before a student may have a paging device at school, the principal must have written, approved evidence on file 

of the student’s medical need. 

The principal of each school will decide what constitutes a legitimate medical reason consistent with any 

guidelines established by this board and / or by the State Department of Education. 

A student who has a paging device / cell phone without permission as outlined in this policy is subject to 

discipline as provided by board policy. 

A person who finds a student in possession of a paging device / cell phone without permission must report the 

student to the school principal. The device will be confiscated and turned over to the student’s parents at the end 

of the school year. 

STUDENT DRESS CODE 

In order to provide an atmosphere that is conducive to learning, instills discipline, and avoids safety hazards, Dorchester 

School District Two establishes the following guidelines for students: 

1. Shorts: Shorts are appropriate for school in the elementary grades K-5. Walking shorts are appropriate 

for school for students in grades 6-12. Generally, the standard for wearing shorts is that when standing 

with arms hanging to the side, the area on the leg where fingers touch should be the hemline of the 

shorts. Short-shorts would not be considered acceptable school attire. 

2. Sunglasses: May not be worn in the building, with the exception of RX sunglasses. 

3. Hats, head stockings, sweatbands, bandannas: May not be worn in the building. If there is a medical 

reason for a student to wear one of the above listed, a letter from a physician will need to be provided to 

the principal. 

4. Tops and skirts: Tank, halter, tube, bathing suits, spaghetti strap, midriffs, or see through tops may not 

be worn. Fish net shirts or cut off shirts may not be worn. Tennis skirts and mini-skirts are not allowed. 

The standards for the length of shorts also apply to the length of skirts and dresses. 

5. Shirts and blouses: Must be appropriately buttoned. Sweaters, vests, jacket shirts and sweater shirts 

are the exception. 

6. Pants: “Sagging” is not acceptable. Pants must be worn at the natural waistline and may not be made of 

any see through materials. Undergarments must be completely covered. 

7. Belts: If belts are worn, they must be worn at an appropriate level, buckled and tucked in loops. 

8. Suspenders: Must be hooked and on shoulders in the proper location. 

9. Footwear: Shoes must be worn at all times. Bedroom slippers are not allowed. Shoes with laces must 

be tied. 

10. Gloves: May not be worn in building. 

11. Students may not wear any apparel, attire, colors or insignia that is obscene, vulgar, libelous, 

slanderous, incites, expresses or advocates racial, ethnic, sexual or religious prejudices, which brings 

attention to a student’s involvement or membership in gang-related groups or promotes beer, liquor, 

wine, cigarettes, or drugs of any kind. 

CONSEQUENCES 

1 st Offense The student will be sent to the office to conference with an administrator. The parent/guardian will be 

contacted and requested to bring a change of clothing. The student will make the appropriate change 

before being allowed to receive further classroom instruction. 

2 nd Offense The student will be placed in After School Work Detail/BIR/ISS. The student will wear a loaner shirt/ 

pants or other change during the day. 

Subsequent offenses may result in Out of School Suspension. 

SAFE SCHOOL ACT 

It is a criminal offense to distribute a controlled substance while in/on or within a radius of one-half mile of the grounds of 

a public or private school. The penalty is a fine of $10,000 or imprisonment for up to ten (10) years or both. The penalty 

is greater if the substance involved is crack cocaine. The act also increases the penalty for carrying a weapon on school 

property to a fine of $1,000 and a prison term of one year. The act provides that it is unlawful for anyone to knowingly 

and willfully deliver or convey to a public official, teacher or principal by letter, document, etc. which contains a threat of 

death or bodily harm to that person or to a member of the person’s immediate family. 

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SEXUAL ASSAULT 

Any sexual act directed against another person, forcibly and/or against that person’s will; or not forcibly or against the 

person’s will where the victim is incapable of giving consent. This is prohibited and will be referred to law enforcement. 

SEXUAL HARASSMENT 

Consists of unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature 

where there is a pattern of harassing behavior or a single significant incident. Such conduct unreasonably interferes with 

the student’s education or creates an intimidating, hostile, offensive school environment. Sexual harassment may include 

but is not limited to verbal harassment, including sexually offensive comments or slurs; physical harassment such as 

sexually offensive cartoons, drawings, or posters. Sexual harassment is prohibited against members of the same sex as 

well as against members of the opposite sex. Any student who feels that he or she is being sexually harassed should talk 

immediately with his or her parents, guardian, teacher, counselor, or school administrator. 

DRUG AND ALCOHOL USE BY STUDENTS – See Policy – Procedures Section 

BRINGING FIREARMS ON SCHOOL PROPERTY 

Pursuant to the requirements as set forth in Sec. 59-63-235, S.C. Code of Law, 1976 amended, the Dorchester School 

District Two Board of Trustees issues the following guidelines concerning students found to have brought a firearm to 

school and/or to any setting under Board jurisdiction: 

A. Any student found to have brought a firearm to a school or to any setting under Board jurisdiction is to 

be expelled for not less than one year. 

B. Such expulsion must conform to the procedures for such action as set forth in Sec. 59-63-240, S.C. 

Code of laws, 1976, amended. 

C. The Superintendent is directed to develop and implement procedures to assure that: 

1. The one-year expulsion is subject to modification by the district’s superintendent on a case by case 

basis. 

2. Students expelled as a result of this statue are not precluded from receiving educational services in 

an alternative setting. 

3. Students expelled as a result of this statue are referred to the local department of juvenile justice or 

its appropriate representative. 

School Property: 

STUDENT SEARCHES 

1. General Searches 

Lockers, desks and related properties belonging to the school district may be searched as part of a general search. 

2. Individual Searches 

Any single locker, desk or school property may be searched by school officials when they have reason to believe it 

contains evidence that a school rule or state law has been violated. 

Student’s Person: 

1. No search of any student’s person shall take place unless school officials have reason to believe that the search 

will turn up evidence that a school rule or state law has been violated. 

2. The principal or designee must approve every search of a student’s person. An administrative employee or a teacher 

must conduct the search in private with another administrative employee or teacher serving as a witness. 

The search may consist of (1) the removal of all items in the student's pockets, purse, book bag, or other bag or container; 

(2) the removal of outer layers of clothing (e.g., coats, jackets. shoes, etc.); or (3) the pat down of the outer surface of the 

student's clothing. 

Searches by drug dogs can include a search of a student's personal items and vehicle. 

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STUDENT GRIEVANCE PROCEDURES 

The administrative and teaching personnel of this school district believe that there should be standard written procedures 

by which any student of the school district may express his/her concerns, suggestions, or grievances. Students are 

reminded that unless they make their wishes known to the proper authorities of the school, the authorities are not aware of 

the student's feelings, and, therefore, can do nothing about them. As with any suggestion or concern, a procedure must be 

followed so that all persons, including handicapped, may be assured of fair and equal consideration. To assure impartial 

representation and consideration to all school citizens, the following grievance procedure is established: 

1. Any student who wishes to express grievances or concerns must submit the grievances or concerns in writing to the 

principal of the school. If the grievance pertains specifically to Section 504 (Rehabilitation Act of 1973), the 

complaint should be made in writing to the district coordinator of Section 504. If the grievance pertains specifically to 

a complaint of sex discrimination, the complaint should be made in writing to the Director of Student Personnel 

Services. 

2. The specific nature of the grievance must be stated. 

3. The grievance statement must show how the student has allegedly been adversely affected. 

4. The grievance statement must indicate the relief sought by the student. 

5. The grievance statement must show why the student feels that he or she is entitled to the relief sought. 

6. The grievance statement should also show whether the student feels that other students are similarly affected and tell 

who 

these students are. 

7. The grievance statement must be signed and the date of submission given. 

Any student who has a grievance or concern to express must follow this established procedure. Upon the 

submission of the grievance statement to the principal, the following course of action will be taken: 

1. The principal or designee will review and respond to the grievance within a period of five (5) school days. 

2. The final decision of the principal is to be respected and compiled with by all parties involved. The principal will make 

every effort to be fair and impartial, and as the leader and director of the school, all persons should support his/her final 

decision. 

3. This procedure pertains directly to students who have grievances. In the case of parental or guardian grievances, the 

same basic procedure is followed. 

ATTENDANCE 

It is the student’s responsibility to see that his/her parent or guardian notifies the school attendance office regarding 

student absences. Regular attendance in school is mandatory for the student gaining the maximum benefit from his/her 

education; therefore, his/her absences will be thoroughly verified by school officials. Three consecutive or five or more 

unlawful absences could result in a Pre-Court Intervention Conference (PCIC), and your child identified as TRUANT 

per SC State Board of Education Regulation. 

EXCUSES 

WITHIN THREE DAYS AFTER RETURNING TO SCHOOL, a student must submit a written excuse explaining 

his/her absence, signed by his/her parent/guardian and accompanied, if applicable, by a doctor’s statement. If a student 

does not do so, his/her absence will be considered unlawful. Excessive absences, even those excused by a parent/guardian, 

will be reviewed by a school administrator to determine causes for missing more school days than normal. 

The student’s excuse should include the following information: 

1. Date the excuse was written 

2. Date(s) of the absence (s) 

3. Reason for absence (s) 

4. Telephone number where parent/guardian can be reached 

5. Signature of parent/guardian 

ABSENCES 

1. Students are required to bring written documentation for absences within three (3) days from the day of the absence. 

2. The principal shall approve or disapprove absences in excess of 10 days regardless as to whether those absences are 

lawful, unlawful or a combination of the two. 

3. Absences with no documentation are automatically considered unlawful. 

LAWFUL ABSENCES 

Understanding that circumstances sometime prevent attendance, District Two considers the following absentee situation 

lawful absences: 

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1. Absences caused by illness 

2. Absences because of a medical/dental appointment. (Every effort should be made to schedule doctor or dentist 

appointments before or after school or to stagger appointments for secondary students so that the same class 

period is not missed.) A medical statement from a physician will be required upon return to school. Students 

who exceed 10 days because of routine dental, doctor, or clinic visits must have all days in excess of 10 approved 

by a school administrator. 

3. Absences because of serious illness or death in a student’s immediate family. 

4. Absences because of a recognized religious holiday. 

5. Absences because of special circumstances are approved by the student’s principal, the superintendent and the 

Board of Trustees. 

6. Absences because of a school sponsored event, provided the student has acquired less than the 10 lawful or 

unlawful absences. 

UNLAWFUL ABSENCES 

Absences are considered unlawful in the following situations: 

1. When a student is willfully absent without his/her parent’s/guardian’s knowledge. 

2. When a student is absent without an acceptable excuse, regardless of parent’s/ guardian’s knowledge. 

3. When the Board of Trustee’s designee does not declare a student’s absence lawful. 

OTHER ABSENTEE SITUATIONS 

Students who enter school after the first 10 days of school and whose excuse for not attending school is not in agreement with the 

attendance policy, will not receive credit for the school year. The law, however, still requires a student to attend school even 

though he/she will not be eligible for credit. 

Students transferring into the district during the first 90 days of school will be eligible for credit if they do not miss more than 10 

unlawful days of school. The student’s previous attendance record will be used, if applicable. 

Students transferring into the district after the first 90 days of school will be eligible for credit if they do not miss more than five 

unlawful days of school for the remainder of the year. Previous attendance records will be used, if applicable. 

Students may be excused from class to participate in approved school sponsored activity, provided the school sponsored activity 

is directly related to the school curriculum. 

Students who are late to school because of a bus’s mechanical failure will be excused. 

Students who accompany their parents on extended trips could lose credit if they miss more than the 10 days allowed per school 

year. 

Elementary School 

These consequences are administered on a semester basis. 

First Tardy 

The office/teacher will issue a verbal notification. 

Second Tardy 

The office/teacher will issue written notification. 

Third Tardy 

The office/teacher will issue a second written notification. 

Fourth Tardy 

Fifth Tardy 

Sixth-Seventh Tardy * . 

The office/teacher will issue a written tardy notice warning. 

The school administrator will request a parent tardy conference. 

The Student will be placed on a tardy intervention contract 

The student may be referred to the Attendance Supervisor. 

Eighth-Ninth Tardy The student may be assigned in-school (BIR) suspension. 

Tenth Tardy ……………….The student may be given one day out of school suspension for each 

additional tardy after 10. 

Middle School 

These consequences are administered on a semester basis by class period. 

a. First Tardy The teacher will issue a verbal or written warning. 

b. Second – Fourth Tardy The teacher will assign detention and notify parent/guardian. 

c. Fifth Tardy The student will be referred to a guidance counselor to develop an intervention 

plan. 

d. Sixth Tardy Team conference will be held with student, teacher and parent/guardian to sign 

a contract. 

e. Seventh-Eighth Tardy The student will be assigned after school work detail. 

f. Ninth-Tenth Tardy The student will be assigned In-School (BIR) suspension. 

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g. Eleventh-Twelfth Tardy Student will be assigned shared responsibility or out of school suspension (one 

day). Parents will conference with administrator to review intervention plan. 

High School 

These consequences are administered by the teacher on a cumulative basis. 

Students who are tardy to school in the morning are to report to the Student Information Center to receive a pass to class. Please 

note that tardies due to traffic, running out of gas, oversleeping, flat tires, loss of electrical power, etc. are NOT EXCUSED. 

During the school day, when the tardy bell rings, all students should be in their designated classroom for that period. Unexcused 

tardies are cumulative. 

1. All tardies will be recorded by the classroom teacher. 

2. Administrators will be in the hallway between classes encouraging students to move to class. 

3. Teachers will be at their doors during class change also encouraging students to move to class. 

Tardy Interventions by Classroom Teacher: 

• 1-3 Unexcused Tardies: Students will be addressed by the classroom teacher by notifying parent via automated phone 

system. 

• 4-6 Unexcused Tardies: Classroom teacher will notify the student’s parent by 6 th unexcused tardy and assign 

appropriate teacher consequence if necessary; however, if student exceeds tardies cumulative, see next level. 

Consequences for Unexcused Cumulative Tardies: (Total tardies from all classes) 

• 7-9 Unexcused Cumulative Tardies: Student will be referred to the guidance counselor for an intervention plan. 

• 10 Unexcused Tardy: Administration will review the intervention plan and conference with student and parent. 

• 11-15 Unexcused Tardies: Administration will issue to student a school-based consequence (i.e. morning, lunch or after 

school detention, or work detail). Parent will be notified. 

• 16-20 Unexcused Tardies: Administration will assign to student a school-based consequence (i.e. Revoke parking 

permit, Saturday School, or In-School Suspension). Parent will be notified. 

• 21+ Unexcused Tardies: Administration will assign to student a Shared Responsibility or Out- of -School Suspension. 

Parent will conference with the administrator to review the intervention plan. 

STUDENT DISCIPLINARY PROCEDURES 

State Statute 59-24-60 law Enforcement Notification: 

In addition to other provisions required by law or by regulation of the State Board of Education, school administrators 

must contact law enforcement authorities immediately upon notice that a person engaging or has engaged in activities on school 

property or at a school sanctioned or sponsored activity which may result or results in injury or serious threat of injury to the 

person or to another person or his property as defined in local board policy. 

Please note that school personnel no longer have discretion regarding calling the police. This statute means just what it 

says, “must contact law enforcement authorities immediately.” 

Methods of Discipline: 

The Board of Trustees of Dorchester County School District Two affirms that every effort should be taken on the 

part of each school to work constructively with the student in such a manner that he be allowed to preserve 

uninterrupted his educational goals. Disciplinary measures should be used constructively when possible, 

punitively when necessary. The following modes of disciplinary action may be used by each principal according 

to approved procedures: (1) Detention, (2) Work Detail, (3) Tuesday/Thursday School (excluding religious 

conflicts), (4) Withholding of Privileges, (5) Disciplinary Probation, (6) Suspension, (7) Alternative School 

Placement, and (8) Expulsion. If parent or pupil refuses punishment under (1) detention or (2) work , the student 

will be suspended. 

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Detention 

The term “detention” applies to keeping a student in detention during recess or after regular school day dismissal 

for a period of time not to exceed one (1) hour. Authority rests with the Principal or the Principal’s delegates. 

Procedures: School authority should give parent or guardian notice at least the day before a student will be 

detained over fifteen (15) minutes or will miss his regular transportation. When a pupil is detained at school 

beyond normal dismissal time, appropriate consideration to factors of pupil transportation, traffic patterns, 

weather, and any other extenuating circumstances shall be given. 

Work 

The term "work" as used in this code means work required of a student as a mode of discipline. No work will be 

assigned that will be harmful to a child. Authority rests with the principal or the principal's delegates. 

Procedures: Types of work to be performed include yard work and janitorial work. It should be clear as to 

whether the work will be accomplished during the recess period or after regular school hours, e.g., after school, 

Saturday School. The length of time involved should be considered. Work time must not exceed the time 

scheduled for recess plus one to three (1-3) hours after regular school hours. Work, as a form of discipline, cannot 

be performed during an academic period. 

Withholding of Privileges 

The term "withholding of privileges" as used in this code means the forfeiture of the student's right to participate 

in certain clubs, athletics, or other activities sponsored by the school. Authority rests with the principal or the 

principal's delegates. 

Procedures: 

• Investigation and documentation of charges 

• Formal notification to student, parent or guardian 

• Written notice will be given to include the following: statement of breach of conduct, notice of what privilege 

will be withheld, length of time privilege will be withheld. 

• If the student, parent or guardian is aggrieved by the principal's decision, he/she may request a hearing with 

the assistant superintendent. If case is referred to the assistant superintendent for further action, after holding 

a hearing with the parent or guardian or student and principal, she may affirm principal's decision or may 

reverse principal's decision. 

Results of Decision: If the assistant superintendent exonerates the student, he/she will be restored to all privileges. 

Behavioral Intervention Room (BIR) 

Elementary and/or middle school students whose behavior is unacceptable may be removed from the regular 

instructional classroom and placed in a supervised setting for a school day or longer. Authority rests with the 

principal. 

Procedures: 

• Investigation and documentation of unacceptable behavior 

• Conference with student 

• Notification to parent or guardian 

• Immediate oral notification to parent or guardian if at all possible 

• Written notice will be given to include the following: statement of breach of conduct, length of BIR and 

inclusive dates, time for parent conference 

In School Suspension (ISS) 

High school students whose behavior is unacceptable may be removed from the regular instructional classroom 

and placed in a supervised setting for a school day or longer in lieu of out of school suspension. Authority rests 

with the principal. 

Procedures: 

• Investigation and documentation of unacceptable behavior 

• Conference with student 

• Notification to parent or guardian 


56

• Written notice will be given to include the following: statement of breach of conduct, length of BIR and 

inclusive dates, time for parent conference 

Disciplinary Probation 

A student who has been found to be in violation of the Student Code of Conduct may be placed on probation by 

the school principal or District Hearing Officer. 

School personnel must, however, follow the procedures outlined for short-term suspension, i.e., investigation, formal 

notice to student and parent, and opportunity for a parent conference. Disciplinary probation should be for a definite 

time period during which critical examination and evaluation of the student's progress should take place. 

An administrator may place the student on probation. During the probation period, the student may be denied the 

privileges of participation in or attendance at all extracurricular activities. At the close of the probationary period, the 

individual case shall be reviewed, and the student may regain all privileges. 

If the student is further involved in an infraction of school rules during the probationary period, he/she shall be 

suspended or expelled. No student shall be administratively placed on probation more than once at any level in any 

school year. 

Suspension 

The purpose of the suspension is to remove the student from the educational environment. The school will notify the parent 

that the child's behavior is unacceptable. The term "suspension" is used in this code to mean the temporary exclusion of a 

student from school grounds and participation in school-sponsored activities not to exceed five days for a single offense. If 

another breach occurs while a student is under suspension, the suspension may be extended an additional five days. Days 

lost from school as a result of suspension are considered lawful and excused absences. Students are entitled to make up 

work missed during suspension. A student is under suspension from the time he/she is notified by the principal. A 

suspension may be terminated as soon as the parental conference is held. The authority rests with the principal. 

Procedures: 

• Investigation and documentation of charges 

• Informal hearing with a student where he has the right to hear and present evidence and call witnesses 

• Formal notification to student and parent or guardian 


• Written notice will be given to include the following: statement of breach of conduct, length of suspension and inclusive 

dates, time for parent conference (within three to five days of suspension). 

Results of Decision: Appeals will be allowed to the Superintendent of Schools from a suspension. A student shall not be 

suspended during the last ten days of school if the suspension will make the student ineligible to receive credit for the school 

year unless the presence of the student constitutes an actual threat to a class or a school and a hearing is granted with in 24 

hours of suspension. 

In lieu of out of school suspensions for students, the principal may offer to the parent/guardian of the student the following 

options: 

1. Shared Responsibility: The parent or guardian shall attend school with the student for a number of days to be determined 

by the principal but not to be less than one full day. In the event the parent or guardian chooses this option, the parent 

or guardian: a) will be required to attend all classes and periods with the student, including lunch; b) shall sit next to the 

student for the entire school day, and; c) shall agree that any further significant disciplinary problems shall result in 

recommendation for expulsion and/or placement in the alternative school. 

The principal shall determine, upon request, if there are any extenuating circumstances that absolutely prevent at least 

one parent or guardian from attending class or any circumstance that would necessitate an alternative punitive action. 

Economic hardship or loss of pay shall not be considered extenuating circumstances. In the event such extenuating 

circumstances (i.e., both parents in hospital) do exist, then out of school suspension will apply. Obviously, any parent or 

guardian who disrupts the classroom in any way shall be immediately removed from school and the student 

recommended for expulsion or alternative school. 

2. ScIP: If the student commits a suspension offense once enrolled in ScIP, the student may be recommended for 

expulsion. The administrator will call the district office contact person to arrange an appointment for the student's 

hearing with the District Hearing Officer. The school's secretary should compile a file with the following information: 

attendance record, discipline history, teacher comment sheets, grades, current transcript, and a letter stating that there is 

not a handicapping condition. The District Hearing Officer conducts hearings as needed during the school week. 

Another day can be added if needed. Once the appointment is made, the school will contact the parent by phone and by 

letter immediately. The expulsion file will be sent immediately to the district contact person. The district office will 

make copies and send them to members of the District Hearing Officer. 

3. Referral to Alternative Education Program: A student in grades 6-9 who has been recommended for expulsion may be 

assigned to the alternative school as determined by the Hearing Officer. To be assigned to the Alternative Education 

Program, the principal must recommend a student for expulsion for one of the following offenses: 

57

• Disrespect/Insubordination: defiance of authority and encouraging others to break or disobey rules 

• Consistent/Persistent Misconduct: violations which are consistently repeated, such as class disruptions 

and fighting 

• Disruptive/Disorderly Behavior: gambling, destructive handling of school equipment such as fire extinguishers and 

alarms, and unauthorized walkout from classroom or school grounds. 

Students who commit the following violations of the discipline code cannot be recommended to the Alternative Education 

Program: (1) assaulting/threatening teachers or school employees; (2) weapons violations. The District Hearing Officer may 

add other violations as appropriate. 

Expulsion 

The term "expulsion" is used in this code to mean the forfeiture of a student's right to attend school in Dorchester School 

District Two. A student excluded from any district school shall be ineligible to attend any other school in the district. Any 

student expelled from any district in the state is not eligible to attend any school in the district. Expelled pupil shall have the 

right to petition for re-admission for the succeeding school year. 

Once the expulsion process is initiated and prior to the hearing before the District Hearing Officer, a student cannot withdraw 

from school and enter another public school in Dorchester School District Two to avoid expulsion. Authority to expel a 

student rests with Dorchester School District Two’s Board of Trustees. 

Procedures: 

• The principal shall investigate and document all charges. 

• If the principal suspends a student with the intent to recommend expulsion, written notice will be given of the offense or 

offenses of which the student is accused, giving the time, place, and nature of each offense with sufficient specific facts 

to permit the student to understand the charges. 

The principal will recommend expulsion and notify the District Hearing Officer. The principal will advise the parent or 

guardian of the time and place of the hearing. 

DISCIPLINARY PROCESS 

I. School Level Process 

A. Classroom Teachers: 

1. Each teacher must have a classroom management plan approved by his or her assigned 

administrator. The teacher's management plan must include rules, consequences, and 

procedures for classroom routines. 

2. The rules/consequences/procedures must be posted in each classroom. 

3. Each teacher will provide parents and students a copy of the classroom management plan. 

4. Each teacher will supply his or her assigned administrator a copy the classroom management 

plan. 

5. Each classroom management plan must include parental contact as a step. Each teacher will 

keep a log of these contacts. 

6. Guidance intervention should be used prior to an administrative referral. 

B. School Level Administrators: 

The consistent application of the process across the district should include the following: 

1. School administrators will handle progressive or severe behaviors. 

2. Administrators will see students only if the classroom management process has been 

followed. It is necessary that teachers have made prior contact with the parents. 

3. Administrators will confirm that the disciplinary process has been communicated to all 

parents and students. 

4. Administrators must develop a school level appeal process to include a school level hearing 

board. For example, if a student or parent disagrees with an assistant principal there should be 

a clearly defined process for appealing to the head principal. The process should include a 

written appeal before the principal sees any parent. 

5. An intervention referral will be made to guidance when a student is placed in BIR/ISS or out 

of school suspension. 

6. At all levels, three suspend-able offenses (whether ISS or OSS) may result in a student being 

suspended and placed on school level probation. The student may not return to school without 

58

a parent. At the parent conference, the principal or designee will place the student on a 

probationary contract. This contract will be signed by student and parent and will state that 

the student will be referred for expulsion. A district wide probationary contract will be 

utilized by all schools in order to ensure consistency. 

7. In all cases, drug and alcohol related offenses must be referred directly to ScIP or to the 

District's Hearing Board for expulsion. 

8. Students at every grade level possessing a weapon or item that may be used as a weapon will 

be referred to the District's Hearing Board for expulsion. 

9. Each school in the district must adhere to a district wide tardy policy. The Truancy Diversion 

Program (TDP) will be a part of this policy and administrators will have the right to make 

direct referrals. 

II. 

III. 

District Level Hearing Officer 

A. This board will be composed of persons appointed by the Board of Trustees. 

1. The parent or guardian of the student shall be notified of the time and place of the hearing, of the 

student's right to be represented by lay or legal counsel and his/her right to cross-examine witnesses 

and present evidence. If an attorney is to be present, the district requests 48-hour notification in 

order that it too may have legal representation. 

2. At such hearing the student may be represented by lay or legal counsel but no counsel will be 

provided for him. 

3. The hearing will be conducted in an informal manner. 

4. The burden of presenting evidence justifying the expulsion will rest with the school's principal or 

his representative. All witnesses shall be sworn and the student will have the right of crossexamination. 

5. The student may be heard and may present any evidence relative to the charges under consideration. 

6. The administration, where possible, will make available any statements or evidence within the 

control of the school system when requested to do so. 

7. Such hearing will not be open to the public. 

8. The decision of the District Hearing Officer or the District’s Board of Trustee will be communicated 

verbally and in writing to the student's parent or guardian by U.S. postal mail and in the case of 

adverse decision shall specify that parent or guardian may contact the District Board of Trustees for 

available options. 

B. The parent and student are requested to attend the District Level Hearing (however, they may waive 

their right to attend). The outcomes of the hearing may result in: 

1. Probationary contract 

2. An invitation to attend the Alternative Education Program in lieu of expulsion. 

3. Expulsion 

C. In the event the parent fails to attend the scheduled hearing, the board will take action based on the 

evidence presented. 

Appeal to the District Board of Trustees 

The student and parent may appeal the decision of the District Hearing Officer to the Dorchester School District 

Two Appeal Officer, in writing, within five days after receiving the findings of the District’s Hearing Officer. 

The appeal must state the specific due process violation or provide the information that was not available at the 

hearing that could be cause for a different decision. If there is cause for an appeal to the Board of Trustees after 

meeting with the appeal’s officer, this appeal must be made in writing stating the specific due process violation. 

D. Decisions by the District's Hearing Officer may be appealed in writing to the District's Board of 

Trustees, if there has been a violation of due process or if there is new evidence that would give cause for a 

possible different decision. 

Results of Decision: 

If the student is reinstated by the Board of Trustees, he will be restored all privileges and allowed to make up all 

work while absent as a result of the procedures. 

Appeal to Court of Common Pleas: 

Any student, parent, or guardian aggrieved by the order of the Board of Trustees has the statutory right to appeal 

to the Court of Common Pleas within ten days. 

59

DEFINITIONS 

Expulsion: 

Expulsion or suspension shall prohibit a student from entering the school or school grounds except for a 

prearranged conference with an administrator. Attending any day or night school functions or riding a school bus 

is also prohibited. The provisions of this section shall not preclude enrollment in any adult night or community 

school program. 

Consistent Offender: 

Whenever two or more faculty members and the principal of the school agree in writing that a student's conduct 

is so consistently disruptive over a fair period of time that teacher's opportunity to teach and other students' right 

to learn have been impaired, the parent or guardian of the student shall be so notified in writing. The parent and 

the student shall be afforded the immediate opportunity of a parent conference. Unless the student's behavior 

promptly and substantially improves, he/she may be recommended for expulsion. 

Re-admission Prerequisites 

When any former student who has been expelled from any school in Dorchester School District Two petitions for 

re-admission to any school in District Two, the petition shall be endorsed favorably/unfavorably by his/her last 

principal (where still employed by the Dorchester School District Two). Securing the petition is the 

responsibility of the student. Unless so endorsed, the petition shall not be considered without two-thirds consent 

of the Board of Trustees last having jurisdiction over the expelling offense. The Board may refuse to admit or 

may permanently expel any incorrigible pupil. Any pupil expelled for a second time for a serious offense may be 

considered incorrigible. 

Extraordinary Proceedings 

When a majority of the Dorchester School District Two Board agree that the action of the District Hearing 

Officer in re-admitting a student to school or maintaining a student in school constitutes a reasonable chance of 

danger to persons or property, or that the student's admittance so clearly undermines the goals of quality 

education that the integrity of the system is jeopardized, the Board of Trustees may then on its own motion 

require the matter to be brought before it for hearing without regard to any decision formerly reached by the 

District Hearing Officer. 

Disciplinary Actions Revealed 

In all disciplinary hearings held by a District Hearing Officer or the Board of Trustees, the findings and decision 

thereabouts shall be reduced to writing and copies delivered to all administrators and faculty members directly 

involved within five (5) days following the written decision. 

60

POLICIES & 

PROCEDURES 

IHAEE 

IHAEE-R 

IJNDB 

IJNDB-R 

JIC 

JIC-R 

JICH 

JICH-R 

JICL 

JICL-R 

JIK 

WELLNESS 

NUTRITION / HEALTH / PHYSICAL ACTIVITY 

WELLNESS 

NUTRITION / HEALTH / PHYSICAL ACTIVITY 

USE OF TECHNOLOGY RESOURCES IN INSTRUCTION 


STUDENT CONDUCT 


DRUG AND ALCOHOL USE BY STUDENTS 


BULLYING 

BULLYING 

STUDENT SEXUAL HARASSMENT 

SEXUAL HARASSMENT FORMAL COMPLAINT FORM 

IJ 

IJ- R 

JICJ 

JICJ-R 

JRA 

JRA-R 

INSTRUCTIONAL RESOURCES AND MATERIALS 

INSTRUCTIONAL RESOURCES AND MATERIALS 

USE OF PAGING DEVICES/CELL PHONES IN SCHOOL 


STUDENT RECORDS 


61

Policy 

WELLNESS 

NUTRITION/HEALTH/PHYSICAL ACTIVITY 

Code IHAEE Issued 07/24/06 

Purpose: To establish the board’s vision for a comprehensive wellness program which includes 

nutrition, health/safety and physical activity for students and staff in order to provide an 

optimum learning environment. 

The board believes that one goal of public education is to assist all students in reaching their full 

academic potential and that a student’s health impacts his/her school attendance, readiness to 

learn, potential learning and achievement. 

Therefore, the school district is committed to a sound, comprehensive health education program 

that is an integral part of each student’s general education. 

The district will: 

• Ensure that faculty and staff comply with national and state laws pertaining to nutrition, 

health/safety and physical activity. 

• Provide staff development for district employees on the comprehensive wellness program 

and its implementation. 

• Support the use of school facilities after hours for engaging in healthy lifestyles and 

physical activities. 

• Encourage parents in their efforts to provide a healthy diet and daily physical activity 

for their children. 

62

Administrative Rule 

WELLNESS 

NUTRITION/HEALTH/PHYSICAL ACTIVITY 

Code IHAEE-R Issued 07/24/06 

Nutrition 

• All elementary students will have 20 minutes to eat lunch once served. 

• Nutrition education will be integrated into the total curriculum and school environment. 

• All foods and beverages made available on campus and sold (including vending, concessions, 

a la carte, student stores, parties, and fundraising) during the school day should be consistent 

with the current Dietary Guidelines for America established by the USDA and the Child 

Nutrition Program of the South Carolina Department of Education. 

• Food preparation techniques should be used to provide meals that are lower in saturated fats, 

sodium, and sugar. Emphasize healthy food choices that include lean meat, fruits, vegetables, 

whole grains, and low fat or non-fat milk. 

• A print out of the nutritional analysis of foods offered in the school cafeterias will 

be readily available to students. 

• Food and beverages should not be used as rewards for academic performance, good behavior, 

or withheld as punishment unless indicated in a student’s Individualized Education Plan 

(IEP). 

• Food of minimal nutritional value and candy will not be sold or given to students during the 

school day. An exception can be made for a special event when candy may be provided if 

there is no charge. The exception requires the permission of the principal and can only be 

served after the last lunch period of the day. 

• Effective 2006-2007 during the school day, elementary students in grades K-5 will not have 

access to vending machines or to competitive foods. Extra milk, water, meal components, 

fresh fruit, vegetables, and 100% fruit juice provided by the Food Service Department are 

permitted. The Food Service Department will not sell or give extra servings of dessert, 

French fries, and/or ice cream. 

HEALTH 

• The district will have a Coordinated School Health Advisory Council to access, implement, 

and monitor district/school health policies and programs. 

• All district schools will have a Health and Wellness Advisory Committee. 

• Education on health and healthy lifestyles will be integrated into the curriculum at all levels. 

63

• All schools in the district will teach the nature of alcohol and narcotics and their effects upon 

the human system. Schools should help students develop an awareness of the consequences 

of the use and abuse of alcohol and drugs. Instruction will emphasize problems related to 

their use, pharmacological aspects, physiological effects and the impact upon the total 

community. Schools will present drug education as thoroughly, and in the same manner, as 

all other required subjects. 

• The district will teach students about the life-threatening dangers of acquired 

immunodeficiency syndrome (AIDS) and its prevention. The district will develop an AIDS 

prevention education program in consultation with teachers, administrators, parents and other 

community members including, but not limited to, persons from medical, public health and 

mental health organizations and agencies. The curriculum for AIDS prevention education 

will be designed to teach students which behaviors place a person dangerously at risk of 

infection by the human immunodeficiency virus (HIV) and methods to avoid such risk 

including the following: 

• the dangers of drug abuse, especially involving the use of hypodermic needles 

• the dangers of sexual intercourse, with or without condoms 

The program of AIDS prevention education will stress the life-threatening dangers of contracting AIDS 

and will stress that abstinence from sexual activity is the only certain means for the prevention of the 

spread or contraction of the AIDS virus through sexual contact. 

• The district will provide staff development to faculty and staff on the relationship between 

physical activity and nutrition for academic performance and healthy lifestyles. 

PHYSICAL ACTIVITY 

• Each elementary school will appoint a Health and Wellness teacher to serve as the school’s 

director of physical activity. 

• Students in grades 6-8 will be provided with the appropriate amount of physical activity and 

physical education as required by law. 

• The elementary school directors of physical activity will document the weekly 

physical education and physical activity minutes. 

• The district will provide a standardized form for the reporting of physical education and 

physical activity requirements. 

• Individual student’s fitness status will be reported to his/her parent/legal guardian during the 

student’s fifth grade, eighth grade and high school physical education courses. 

• Recess or other physical activity times may not be withheld to complete assignments or as 

discipline. 

64

One unit of high school physical education is required for high school graduation. The district 

will offer the required unit of physical education. The course will encompass a personal fitness 

and wellness component and a lifetime fitness component as outlined by the South Carolina 

physical education curriculum. 

Exemptions 

The board may grant a waiver to a student exempting him/her from physical education 

requirements based on one of the following criteria: 

• The student presents a physician’s statement indicating that participation in physical 

education will jeopardize the student’s health and well-being. 

• The parent or student must be members of a recognized religious faith that objects to 

physical education as part of its official doctrine or creed. Further, the parent and 

student must show that attending these classes would violate their religious beliefs 

and not be merely a matter of personal objection. 

• JROTC may be substituted for physical education. 

65

Policy 


Code IJNDB Issued 6/02 

Purpose: To establish the board's vision and the basic structure for the use of 

technology resources in instruction. 

Technology – student access and use 

Student access to and use of any and all technological resources under the 

jurisdiction of the district will be governed by this policy. 

Educational purpose 

The system has been established for a limited educational purpose. The term 

“educational purpose” includes classroom activities, career development and limited 

high-quality self-discovery activities. 

The system has not been established as a public access service or a public forum. 

The district has the right to place reasonable restrictions on the material students 

access or post through the system. Students are also expected to follow the rules set 

forth in disciplinary code and the law in their use of the system. 

Students may not use the system for commercial purposes. In other words, students 

may not offer, provide or purchase products or services through the system. 

Students may not use the system for political lobbying, but may use the system to 

communicate with elected representatives and to express opinions on political issues. 

Issued 6/24/02 

66



code IJNDB-R Issued 6/02 

Student Internet access 

All students have access to Internet World Wide Web information resources through their classroom, library or 

school computer lab. 

Elementary students will have e-mail access only under their teacher’s direct supervision using a classroom 

account. Elementary students may be provided with individual e-mail accounts under special circumstances, at 

the request of their teacher and with the approval of their parent. 

Secondary students may obtain an individual e-mail account with the approval of their parent. 

Students will not access any e-mail account (other than those assigned by the school for educational activities) or 

chat room. 

Each student and his/her parent must sign an account agreement to be granted an individual e-mail account on the 

system. This agreement must be renewed on an annual basis. The parent can withdraw his/her approval any time. 

Unacceptable uses 

The following uses of the system are considered unacceptable 

Personal safety 

A student will not post personal contact information about him/herself or other people. Personal contact 

information includes address, telephone, school address, work address, etc. 

A student will not agree to meet with someone he/she has met online without parent approval. The student’s 

parent should accompany the student to this meeting. 

A student will promptly disclose to his/her teacher or other school employees any message he/she receives that is 

inappropriate or makes the student feel uncomfortable. 

Illegal Activities 

A student will not attempt to gain unauthorized access to the system or to any other computer system through the 

system or go beyond authorized access. This includes attempting to log in through another person’s account or 

access another person’s files. These actions are illegal, even if only for the purpose of “browsing.” 

A student will not make deliberate attempts to disrupt the computer system or destroy data by spreading 

computer viruses or by any other means. These actions are illegal. 

A student will not use the system to engage in any other illegal act, such as arranging for a drug sale or the 

purchase of alcohol, engaging in criminal gang activity, threatening the safety of others, etc. 

Students may not use the system for political lobbying, but may use the system to communicate with elected 

representatives and to express opinions on political issues. 

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PAGE 2 – IJNDB-R – USE OF TECHNOLOGY RESOURCES IN INSTRUCTION 

System security 

A student is responsible for his/her individual account and should take all reasonable precautions to 

prevent others from being able to use said account. Under no conditions should a student provide 

his/her password to another person. 

A student will immediately notify a teacher or the system administrator if he/she has identified a 

possible security problem. Do no go looking for security problems, because this may be construed as 

an illegal attempt to gain access. 

A student will avoid the inadvertent spread of computer viruses by following the district virus 

protection procedures for downloading software. 

Students will not install any programs on any computer. If programs are needed to view a specific 

site, the software can only be installed by authorized staff personnel. 

Inappropriate language 

Restrictions against inappropriate language apply to public messages, private messages and material 

posted on web pages. 

A student will not use obscene, profane, lewd, vulgar, rude, inflammatory, threatening or disrespectful 

language. 

A student will not post information that could cause damage or a danger of disruption. 

A student will not engage in personal attacks, including prejudicial or discriminatory attacks. 

A student will not harass another person. Harassment is persistently acting in a manner that distresses 

or annoys another person. If a student is told by a person to stop sending them messages, he/she must 

stop. 

A student will not knowingly or recklessly post false or defamatory information about a person or 

organization. 

Respect for privacy 

A student will not re-post a message that was sent to him/her privately without permission of the 

person who sent the student the message. 

A student will not post private information about another person. 

Respecting resource limits 

A student will use the system only for educational and career development activities and limited, 

high-quality, self-discovery activities. There is no limit on use for education and career development 

activities. The limit on self-discovery activities is no more than two hours per week. 

A student will not download any files without permission. 

A student will not post chain letters or engage in “spamming.” Spamming is sending an annoying or 

unnecessary message to a large number of people. 

A student should check his/her e-mail frequently, delete unwanted messages promptly and stay within 

the e-mail quota if you have been assigned an e-mail account for educational purposes. 

A student should check h8s/her e-mail frequently, delete unwanted messages promptly and stay within the e-mail 

quota if you have been assigned an e-mail account for educational purposes. 

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A student will not plagiarize works found on the Internet. Plagiarism is taking the ideas or writings of 

others and presenting them as if they were yours. 

A student will respect the rights of copyright owners. Copyright infringement occurs when a student 

inappropriately reproduces a work that is protected by a copyright. If a work contains language that 

specifies appropriate use of that work, the student should follow the expressed requirements. If a 

student is unsure whether or not he/she can use a work, request permission from the copyright owner. 

Copyright law can be very confusing. If you have questions, ask a teacher. 

Inappropriate access to material 

A student will not use the system to access material that is profane or obscene (pornography), that 

advocates illegal acts, or that advocates violence or discrimination towards other people (hate 

literature). A special exception may be made for hate literature if the purpose of student access is to 

conduct research and both teacher and parent have approved. 

If a student mistakenly accesses inappropriate information, immediately tell your teacher or another 

district employee. This will protect the student against a claim of intentionally violating the policy. 

A parent should instruct his/her child if there is additional material they think inappropriate for 

access. The district fully expects the student to follow parental instructions in this matter. 

Student rights 

Free speech 

A student’s right to free speech, as set forth in the disciplinary code, applies also to communication on 

the Internet. The system is considered a limited forum, similar to the school newspaper, and therefore 

the district may restrict student speech for valid educational reasons. The district will not restrict 

student speech on the basis of a disagreement with the opinions the student is expressing. 

Search and seizure 

A student should expect only limited privacy in the contents of his/her personal files on the district 

system. The situation is similar to the rights of a student in the privacy of his/her locker. 

Routine maintenance and monitoring of the system may lead to discovery that the student has violated 

this policy, the disciplinary code or the law. 

An individual search will be conducted if there is reasonable suspicion that a student has violated this 

policy, the disciplinary code or the law. The investigation will be reasonable and related to the 

suspected violation. 

Parents of a student have the right at any time to request to see the contents of the student’s e-mail 

files. 

Due process 

The district will cooperate fully with local, state or federal officials in any investigation related to any 

illegal activities conducted through the system. 

In the event there is a claim that a student has violated this policy or disciplinary code in his/her use 

of the system, the student will be provided with a written notice of the suspected violation and will be 

provided with notice and opportunity to be heard in the manner set forth in the disciplinary code. 

If the violation also involves a violation of other provisions of the disciplinary code, it will be handled 

in a manner described in the disciplinary code. Additional restrictions may be placed on the student’s 

use of his/her Internet account. 

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69

PAGE 4 IJNDB-R – USE OF TECHNOLOGY RESOURCES IN 

INSTRUCTION 

Limitation of liability 

The district makes no guarantee that the functions or the services provided by or through the 

system will be error-free or without defect. The district will not be responsible for any damages 

student may suffer including, but not limited to, loss of data or interruptions of service. The 

district is not responsible for the accuracy of quality of the information obtained through or 

stored on the system. The district will not be responsible for financial obligations arising 

through the unauthorized use of the system. 

Personal responsibility 

When a student is using the system, it may feel like the student can more easily break a rule 

and not get caught. This is not really true because whenever a student does something on a 

network, he/she leaves little “electronic footprints,” so the odds of getting caught are really 

about the same as they are in the real world. 

Issued 6/24/02 

70

ET-C 

Letter to Parents or Guardians 

Dorchester School District Two is pleased to announce the establishment of Internet services for its 

students. This letter describes the Internet services. Attached are the following documents. 

Description of the various levels of student access through the system 

District Acceptable Use Policy 

Student individual Account Agreement (for secondary students only) 

The Internet is a global network that will provide your child with access to a wide range of information 

from throughout the world. Your child will also be able to communicate with people from throughout the 

world. Use of the Internet for educational projects will assist in preparing your child for success in life 

and work in the 21 st Century. 

It is possible that your child may find material on the Internet that you would consider objectionable. The 

District Acceptable Use Policy restricts access to material that is inappropriate in the school environment. 

Although your student’s use of the Internet will be supervised by staff, we cannot guarantee that your 

child will not gain access to inappropriate material. There may be additional kinds of material on the 

Internet that are not in accord with your family values. We would like to encourage you to use this as an 

opportunity to have a discussion with your child about your family values and your expectation about 

how these values should guide your child’s activities while they are on the Internet. 

Revised 08/26/02 

71

Student Account Agreement 

ET-D 

Student Section 

Student Name:____________________________________________________________ Grade:______________ 

School:_____________________________________________________________________________________ 

I have read the District Acceptable Use Policy. I agree to follow the rules contained in this Policy. I understand that 

if I violate the rules my account can be terminated and I may face other disciplinary measures. 

Student Signature_________________________________________________________ Date_______________ 

Parent or Guardian Section 

I have read the District Acceptable Use Policy, 

I hereby release the district, its personnel, and any institutions with which it is affiliated, from any and all claims and 

damages of any nature arising from my child’s use of, or inability to use, the District system, including, but not 

limited to claims that may arise from the unauthorized use of the system to purchase products or services. 

I will instruct my child regarding any restrictions against accessing material that are in addition to the restrictions set 

forth in the District Acceptable Use Policy. I will emphasize to my child the importance of following the rules for 

personal safety. 

I give permission to issue an account for my child and certify that the information contained on this form is correct. 

The purpose for which this account is provided 

is:____________________________________________________________ 

Parent Signature_____________________________________ 

_________________________Date_____________________ 

Parent 

Name_________________________________________________________________Phone__________________ 

Home 

Address_______________________________________________________________________________________ 

********************************************************************************************* 

This space reserved for System Administrator 

Assigned User Name:____________________________________ 

Assigned Temporary Password:____________________________ 

Revised 08/26/02 

72


Code JIC Issued 06/06 

Purpose: To establish the board’s vision for student conduct. 

The board expects students to conduct themselves in an orderly, courteous, dignified and 

respectful manner. This requirement refers to their actions toward teachers and other students, 

including bullying, their language, their dress and their manners. The board believes selfdiscipline 

is an interpersonal goal of public education. 

The district’s code of conduct and discipline is established to achieve and maintain order in the 

schools. In administrative rule JICDA-R, the board and the administration offer a list of offenses 

along with the required or recommended dispositions for the information of students, parents and 

school personnel. 

Students have a responsibility to know and respect the policies, rules and regulations of the 

school and district. Violations of such policies, rules and regulations will result in disciplinary 

actions. 

Adopted 8/87; Revised 06/06^ 

__________________________________________________________________ 

73



Code JIC-R Issued 06/21/07 

The board directs the administration to establish rules and regulations necessary to create and preserve conditions 

essential to orderly operation of the schools. The board authorizes school administrators to employ probation and 

suspension and to recommend expulsion, if necessary, to enforce this policy. Disciplinary actions will include 

appropriate hearings and review. The removal of a student form the learning environment will occur only for just 

cause and in accordance with due process of law. 

The administrative rule is effective during the following times and in the following places: 

• on the school grounds during and immediately before or immediately after school hours 

• on the school grounds at any other time when the school is being used by a school group 

• off the school grounds at a school activity, function or event 

• en route to and from school on a school bus or other school vehicle 

SCIP PROGRAM 

• Students will be referred to the ScIP program to receive behavior counseling after evidence of prior 

interventions have been documented. This includes severe tardy and attendance problems. 

• Students will only receive two referrals to the ScIp program and these must not be consecutive year. 

• Students enrolled in the ScIP program for behavior related issues and who satisfactorily meet all requirements 

for the program will be allowed to remain in the district’s schools but will continue on probation for the 

remainder of the school year. 

• Students discontinued from the ScIP program or who are dismissed from the program will be recommended to 

the District Hearing Officer for appropriate action. Only the Board of Trustees has the authority to expel a 

student through the Hearing Officer as their agent. 

• Schools are discouraged from participating in the ScIP Program during the instructional day. However 

students may participate in counseling at the school site. 

• Once the expulsion proceedings have been initiated, students who withdraw from the district must appear 

before the Hearing Officer for appropriate action before being re-admitted back into the school system. 

• Students enrolled in the intervention program extending beyond the end of the regular school year must 

complete the intervention program prior to receiving academic credits for the year. 

• Seniors will not be eligible to receive their diplomas and/or transcripts until the intervention program is 

completed. 

• 

Cases involving students identified as having a disabling condition under the provisions of PL 94-142 are to be 

handled in accordance with procedures established by law and the district'’ special services division with regards to 

referrals, hearings and other due process mandates. 

For more specific information on student conduct, the board directs students to the district’s student handbook. 

Adopted 8/87; Revised ^07/24/06,06/21/07 

74

Policy 


Code JICH Issued 08/13/07 

Purpose: To establish the basic structure for the board’s prohibition of student drug and alcohol 

use. 

No student will use/possess or distribute any controlled substance on school grounds. 

Any student violating this policy will be recommended by their principal to the ScIP program, 

and to the District’s Discipline Hearing Officer for disciplinary action. 

No student, regardless of age, will possess, use, sell, purchase, barter, distribute or be under the 

influence of alcoholic beverages or other controlled substances in the following circumstances: 

• On school property (including buildings, grounds, vehicles) 

• At any school-sponsored activity, function or event whether on or off school grounds 

(including any place where an interscholastic athletic contest is taking place) 

• During any field trip 

• During any trip or activity sponsored by the board or under the supervision of the board or its 

authorized agents 

No student will aid, abet, assist or conceal the possession, consumption, purchase or distribution 

of any alcoholic beverage by any other student or students in any of the circumstances listed 

above. 

No student will market or distribute any substance, which is represented to be, or is substantially 

similar in color, shape, size or markings of a controlled substance in any of the circumstances 

listed above. Look-alike substances will be treated as illegal substances. 

Revised 07/30/01,08/13/07 

75



Code JICH-R 06/21/07 

All principals will consistently and fairly enforce this policy, cooperating with law 

enforcement agencies and reporting to them all information that would be considered pertinent or 

beneficial in their efforts to stop the sale, possession and use of controlled substances. The Board 

of Trustees will utilize ScIP and Givhans Alternative Program to handle some substance abuse 

related offenses. 

OFFENDERS 

• First time offender involved in possession, sale, or under the influence of alcohol will be 

reported to the appropriate law enforcement agency. 

• First time offender involved in “simple possession” of drugs as defined by law enforcement 

agencies or under the influence of a drug, will be reported to the appropriate law enforcement 

agency. 

• First time offender involved in the possession or under the influence of alcohol will be 

recommended to the District Hearing Officer for appropriate action and will participate in the 

ScIP program. 

• First time offender involved in “simple possession” or under the influence of a drug will be 

recommended to the District Hearing Officer for appropriate action and will participate in the 

ScIP program. 

• Depending on the nature of the drug, first time offenders involved in “simple possession” 

may also be recommended for expulsion. 

• Student with a second substance abuse offense and/or those selling, bartering or distributing 

drugs will be reported to the appropriate law enforcement agency and will be recommended 

for expulsion from all district schools for the remainder of the school year. 

• Look alike substances presented as being drugs will be treated as the same above. 

SCIP PROGRAM 

• Students will be referred to the ScIP program to receive drug/alcohol related counseling. 

• Students may not be referred to ScIP in consecutive years for he same offense. 

• Students enrolled in the ScIP program for drug or alcohol or behavior related issues and who 

satisfactorily meet all requirements for the program will be allowed to remain in the district’s 

schools but will continue on probation for the remainder of the school year. 

76

• Students discontinued from the ScIP program or who are dismissed from the program will be 

recommended to the District Hearing Officer for appropriate action. Only the Board of 

Trustees has the authority to expel a student through the Hearing Officer as their agent. 

• Schools are discouraged from participating in the ScIP Program during the instructional 

day. However students may participate in counseling at the school site. 

• Once the expulsion proceedings has been initiated, students who withdraw from the district 

to avoid expulsion must appear before the Hearing Officer for appropriate action before 

being re-admitted back into the school system. 

• Students enrolled in the intervention program extending beyond the end of the regular school 

year must complete the intervention program prior to receiving academic credits for the year. 

• Seniors will not be eligible to receive their diplomas and/or transcripts until the intervention 

program is completed. 

Cases involving students identified as having a disabling condition under the provisions of PL 

94-142 are to be handled in accordance with procedures established by law and the district'’ 

special services division with regards to referrals, hearings and other due process mandates. 

Revised 11/28/05, 07/24/06,06/21/07 

77

Policy 

BULLYING 

Code JICL Issued08/27/07 

Purpose: To establish the basic structure of student conduct that will prohibit bullying, harassment or intimidation 

from occurring on school grounds and during school related activities in compliance with S.C. Code Ann. 59-63- 

110, et.seq. 

BULLYING, HARASSMENT AND INTIMIDATION 

The district board of trustees prohibits acts of harassment, intimidation or bullying. The district board of trustees has 

determined that a safe and civil environment in school is necessary for students to learn and achieve high academic 

standards; harassment, intimidation or bullying, like other disruptive or violent behaviors, is conduct that disrupts 

both a student’s ability to learn and a school’s ability to educate its students in a safe environment; and since 

students learn by example, school administrators, faculty, staff and volunteers should be commended for 

demonstrating appropriate behavior, treating others with civility and respect and refusing to tolerate harassment, 

intimidation or bullying. 

Definition 

The district board of trustees establishes that "harassment, intimidation or bullying" means a gesture, an electronic 

communication, or a written, verbal, physical, or sexual act that takes place on school property, at any schoolsponsored 

function where the school is responsible for the child or on a school bus, any other school-related vehicle, 

or at an official school bus stop and that: 

a) a reasonable person should know, under the circumstances, that the act(s) will have the effect of harming a 

student, physically or emotionally, or damaging the student’s property, or placing a student in reasonable fear of 

harm to his person or damage to his property; or 

b) has the effect of insulting or demeaning any student or group of students in such a way as to cause substantial 

disruption in, or substantial interference with, the orderly operation of the school. 

Responsibility 

The district board of trustees expects students to conduct themselves in keeping with the district’s standard for 

student behavior with a proper regard for the rights and welfare of other students and school staff, the educational 

purpose underlying all school activities and the care of school facilities and equipment. 

The district board of trustees believes that standards for student behavior must be set cooperatively through 

interaction among the students, parents and guardians, staff and community members of the school district, 

producing an atmosphere that encourages students to grow in self-discipline. The development of this atmosphere 

requires respect for self and others, as well as for district and community property on the part of students, staff and 

community members. 

The district board of trustees believes that the best discipline is self-imposed, and that it is the responsibility of staff 

to use disciplinary situations as opportunities for helping students learn to assume and accept responsibility for their 

behavior and the consequences of their behavior. Staff members who interact with students shall apply best practices 

designed to prevent discipline problems and encourage students’ abilities to grow in self-discipline. 

Policy of non-reprisal 

The district board of trustees prohibits reprisal or retaliation against any person who reports an act of harassment, 

intimidation, or bullying. The administrator shall determine the consequence and appropriate remedial action for a 

person who engages in reprisal or retaliation after consideration of the nature, severity and circumstances of the act, 

in accordance with law, policies and procedures. 

78

Filing a complaint 

The district board of trustees requires the principal or the principal’s designee at each school to be responsible for 

receiving complaints alleging violations of this policy. All school employees are required to report alleged violations 

of this policy to the principal or the principal’s designee. All other members of the school community, including 

students, parents, volunteers and visitors, are encouraged to report any act that may be a violation of this policy. 

While submission of a written report is not required, the reporting party is encouraged to submit a written report. 

Oral reports also shall be considered official reports; however the principal or the principal’s designee should 

document the oral report for the schools’ records. Reports may be made anonymously, but formal disciplinary action 

must not be based solely on the basis of an anonymous report. If requested, the identity of the victim will be 

protected to the extent allowed by law. 

Disciplinary Action 

The district board of trustees prohibits any person from falsely accusing another as a means of harassment, 

intimidation or bullying. The consequences and appropriate remedial action for a student found to have falsely 

accused another as a means of harassment, intimidation or bullying may range from positive behavioral 

interventions up to and including suspension or expulsion. Consequences and appropriate remedial action for a 

school employee found to have falsely accused another, as a means of harassment, intimidation or bullying shall be 

disciplined in accordance with district policies, procedures and contracts. Consequences and appropriate remedial 

action for a visitor or volunteer, found to have falsely accused another as a means of harassment, intimidation or 

bullying shall be determined by the school administrator after consideration of the nature, severity and 

circumstances of the act, including reports to appropriate law enforcement officials. 

Discussion of the Policy with Students 

The district board of trustees requires each school principal to develop an annual process for discussing the school 

district policy on harassment, intimidation and bullying with students, which may include student assemblies, 

guidance counselor or school resource officer group sessions, etc. 

Dissemination of the Policy 

The district board of trustees requires the superintendent to annually disseminate the policy to all school staff, 

students and parents, along with a statement explaining that it applies to all applicable acts of harassment, 

intimidation and bullying that occur on school property, at school-sponsored functions, on a school bus or other 

school-related vehicle, at an official school bus stop or at another program or function where the school is 

responsible for the child. 

79

Legal references: 

S.C. Code, 1976, as amended: 

Section 16-3-510 - Organizations and entities revised. 

Section 59-19-90 - General powers and duties of school trustees. 

Sections 59-63-210 through 270 - Grounds for which trustees may expel, suspend or transfer 

pupils; petition for readmission; notices and parent conferences; expulsion for remainder of year 

and hearings; transfer of pupils; corporal punishment; regulation or prohibition of clubs or like 

activities. 

Section 59-63-275 - Student hazing prohibited. 

Section 59-67-240 - Other duties of bus driver; discipline of students for misconduct. 

Section 59-63-110, et. seq. - Safe School Climate Act. 

State Board of Education Regulations: 

R-43-279 - Minimum standards of student conduct and disciplinary enforcement procedures to 

be implemented by local school districts. 

Adopted 01/22/07 Revised 08/13/07 

80


BULLYING 

Code JICL-R Issued 08/27/07 

The policy of the district recognizes that in order to maintain an environment in which the dignity and 

worth of all students of the district is respected bullying, harassment or intimidation must be prohibited. 

The board has adopted JICL to provide direction to this process. The following procedures have been 

developed and approved by the board to implement this policy. 

DEFINITION 

Bullying, harassment or intimidation is defined in policy JICL. 

EXAMPLES OF PROHIBITED CONDUCT 

The district board of trustees requires its school administrators to develop and implement procedures that 

ensure both the appropriate consequences and remedial responses to a student or staff member who 

commits one or more acts of harassment, intimidation or bullying are made. The following factors, at a 

minimum, shall be given full consideration by school administrators in the development of the procedures 

for determining appropriate consequences and remedial measures for each act of harassment, intimidation 

or bullying. 

Factors for Determining Consequences 

• Age, developmental and maturity levels of the parties involved; 

• Degrees of harm; 

• Surrounding circumstances; 

• Nature and severity of the behaviors; 

• Incidences of past or continuing patterns of behavior; 

• Relationships between the parties involved; and 

• Context in which the alleged incidents occurred. 

Factors for Determining Remedial Measures 

Personal 

• Life skill deficiencies; 

• Social relationships; 

• Strengths; 

• Talents; 

• Traits; 

• Interests; 

81

• Hobbies; 

• Extra-curricular activities; 

• Classroom participation; and 

• Academic performance. 

Environmental 

• School culture; 

• School climate; 

• Student-staff relationships and staff behavior toward the student; 

• General staff management of classrooms or other educational environments; 

• Staff ability to prevent and manage difficult or inflammatory situations; 

• Social-emotional and behavioral supports; 

• Social relationships; 

• Community activities; 

• Neighborhood situation; and 

• Family situation. 

Examples of Consequences and Remedial Measures 

Consequences and appropriate remedial actions for a student or staff member who commits one or more 

acts of harassment, intimidation or bullying may range from positive behavioral interventions up to and 

including suspension or expulsion. Consequences for a student who commits an act of harassment, 

intimidation or bullying shall be varied and graded according to the nature of the behavior, the 

developmental age of the student and the student’s history of problem behaviors and performance, and 

must be consistent with the district board of trustee’s approved code of student conduct. Remedial 

measures shall be designed to correct the problem behavior; prevent another occurrence of the problem; 

and protect the victim of the act. The consequences and remedial measures may include, but are not 

limited to, the examples listed below: 

Examples of Consequences 

• Admonishment; 

• Temporary removal from the classroom; 

82

• Deprivation of privileges; 

• Classroom or administrative detention; 

• Referral to disciplinarian; 

• In-school suspension during the school week or the weekend; 

• Out-of-school suspension; 

• Legal action; and 

• Expulsion. 

Examples of Remedial Measures 

Personal 

• Restitution and restoration; 

• Mediation; 

• Peer support group; 

• Recommendations of a student behavior or ethics council; 

• Corrective instruction or other relevant learning or service experience; 

• Supportive student interventions; 

• Behavioral assessment or evaluation as appropriate; 

• Behavioral management plan, with benchmarks that are closely monitored; 

• Assignment of leadership responsibilities (e.g., hallway or bus monitor); 

• Involvement of school disciplinarian; 

• Student counseling; 

• Parent conferences; 

• Student treatment; or 

• Student therapy. 

Environmental (Classroom, School Building or School District) 

• School and community surveys for determining the conditions contributing to harassment, intimidation 

or bullying; 

• School culture change; 

• School climate improvement; 

• Adoption of research-based, systemic bullying prevention programs; 

83

• School policy and procedures revisions; 

• Modifications of schedules; 

• Adjustments in hallway traffic; 

• Modifications in student routes or patterns traveling to and from school; 

• Targeted use of monitors (e.g., hallway, cafeteria, bus); 

• Small or large group presentations for fully addressing the behaviors and the responses to 

the behaviors; 

• General professional development programs for certificated and non-certificated staff; 

• Professional development plans for involved staff; 

• Disciplinary action for school staff who contributed to the problem; 

• Supportive institutional interventions; 

• Parent conferences; 

• Family counseling; 

• Involvement of parent-teacher organizations; 

• Involvement of community-based organizations; 

• Development of a general bullying response plan; 

• Recommendations of a student behavior or ethics council; 

• Peer support groups; and 

• Law enforcement (e.g., school resource office, juvenile officer) involvement 

REPORTING 

An aggrieved student is encouraged to inform the person engaging in bullying, harassment and 

intimidation that such conduct is offensive and must stop. If the aggrieved student is not 

comfortable with direct communication, or if direct communication is unsuccessful, the 

aggrieved student should initiate the complaint procedures described in this administrative rule. 

COMPLAINT PROCEDURES 

The purpose of informal consultation is to clarify what constitutes bullying, harassment and 

intimidation to provide guidance and information on administrative procedures and to resolve 

inadvertent cases of harassment. A request for informal consultation should be directed to 

either the student’s principal, assistant principal, or the Assistant Superintendent. 

84

The individual who receives the request for informal consultation must inform the complainant 

about the options available under this policy. Anyone else receiving a complaint should encourage 

the complainant(s) to request an informal consultation or should notify one of the designated 

individuals directly. 

Contact with any of the designated individuals may conclude in one or more of the following 

options: 

1. Complainant decides that no bullying, harassment or intimidation has occurred. In this case, 

no further action will be taken and the consultation will remain reasonably private. 

2. Complainant decides that bullying, harassment or intimidation has occurred and 

chooses to file a formal complaint for investigation. Documentation that the 

informal consultation has taken place should be made and kept and should include 

a written statement from the complainant and/or notes taken by the consultant. If 

such notes are kept, the complainant should be so advised and the notes should be 

reviewed by the complainant for accuracy. If the name of an accused is revealed 

during the informal consultation, the accused should be advised of the allegations. 

A. Formal Complaint 

1. Filing a complaint 

After completing the informal consultation step, a complainant and/or the complainant’s parent who wishes to 

file a formal complaint for investigation and possible action should do so with the assistance of the individual 

who conducted the informal consultation. The consultant will complete a Bullying, Harassment or Intimidation 

Complaint Form and refer the matter to the Assistant Superintendent, or his/her designee, who will conduct an 

investigation. Once a formal complaint has been filed, it will proceed through all steps set forth below. 

2. Investigation 

The purpose of the investigation is to establish whether there is a reasonable basis for believing that the alleged 

violation of this policy has occurred. In conducting the investigation, the Assistant Superintendent, or his/her 

designee, will interview the complainant and the accused as well as other persons believed to have pertinent 

factual knowledge. While it may be necessary at times to reveal the name of the accused or the complainants, 

reasonable privacy will be maintained by all persons involved. Failure to maintain the privacy of the 

investigation could result in disciplinary action. The investigation will afford the accused a full opportunity to 

respond to the allegations. Within a reasonable period of time (normally 30 calendar days from the time the 

complaint was filed), the investigator will provide both the complainant and the accused with written 

notification that the investigation has been completed. The principal or assistant principal will be notified as to 

what further action, if any, will be taken. 

3. Process of Formal Action 

After receiving a written report of the findings of the investigation from the Assistant Superintendent, 

or his/her designee, the principal of an accused student will initiate a consultation with the Assistant 

Superintendent. Based upon the report and consultation, the principal or the immediate supervisor will 

decide upon one of the three possible courses of action: 

a. a determination that the allegations are not warranted; 

85

. informal resolution as agreed upon by the parties: or 

c. corrective and disciplinary action as described below. 

4. Protection of Complainant, Witnesses and Others 

At the time the formal complaint is filed, the complainant and/or the complainant’s 

parent will be informed fully by the individual who conducted the informal 

consultation and/or the Assistant Superintendent of steps which the investigation 

will follow, including the projected timetable for completion of the process. 

Reasonable action will be taken to assure that the complainant and those giving 

statements on behalf of the complainant, or supporting the complainant in other 

ways, will suffer no retaliation as a result of their activities in regard to the process. 

Steps to avoid retaliation may include, but are not limited to: 

a. transfers of one or more of the parties to another class or setting; and 

b. arrangements that educational evaluations or decisions concerning the 

complainant and student witnesses be made by an appropriate individual 

other than the accused. 

Protection of the Accused 

At the time the investigation commences, the accused and the accused’s parents will 

be informed in writing by the Assistant Superintendent or his/her designee of the 

allegations, the identity of the complainant, and the facts surrounding the 

allegations. 

In the event the allegations are not substantiated, reasonable steps will be taken to 

so advise those involved in the investigation who had knowledge of the allegations 

and generally to restore the reputation of the accused if damaged by the proceeding. 

A complainant found to have been intentionally dishonest in making the allegation 

or to have made them maliciously is subject to disciplinary action, including 

suspension and /or expulsion. 

C. Disciplinary Action 

Any student who is found to have engaged in bullying, harassment or intimidation 

of a student, will be notified of the outcome of the investigation and will be subject 

to appropriate disciplinary action, which may include, but not be limited to, oral or 

written warnings, transfer, suspension or expulsion, subject to applicable procedural 

requirements, if any. 

86

D. Remedial Action 

The complainant’s parent will be notified of the outcome of the investigation. If 

applicable, the complainant’s parent will also be notified of the specific remedy 

available to him/her and general category of disciplinary action taken against the 

accused. Every reasonable effort will be made to insure that the complainant is 

free from any further bullying, harassment or intimidation. The individual who 

conducted the informal consultation will be responsible for counseling the 

complainant to insure that he/she is comfortable with the resolution and for the 

following up with the complainant at least once within three months of the 

resolution to insure that the complainant has not been subjected to any further 

bullying, harassment or intimidation. 

EDUCATION OF THE SCHOOL DISTRICT COMMUNITY 

A. Following the adoption of policy JICL, the policy will be referenced in the 

student handbook, if any, and a copy of the policy and these administrative 

procedures will be available in each school media center and each area and 

district office. Principals and supervisors will also conduct a review of 

policy JICL and these administrative procedures for all students and staff 

members to provide orientation on the nature of bullying, harassment or 

intimidation. With regard to students, such review and orientation will take 

into consideration and be appropriate to the age of the students. 

B. Principals and supervisors will provide orientation for new students and 

employees at or near the beginning of their association with the District. 

C. Near or at the beginning of each subsequent school year, principals and 

supervisors will provide for their students and faculty a review of policy 

JICL and these administrative procedures. 


S.C. Code, 1976, as amended: 

Section 16-3-510 - Organizations and entities revised. 

Section 59-19-90 - General powers and duties of school trustees. 

Sections 59-63-210 through 270 - Grounds for which trustees may expel, suspend or transfer 

pupils; petition for readmission; notices and parent conferences; expulsion for remainder of year 

and hearings; transfer of pupils; corporal punishment; regulation or prohibition of clubs or like 

activities. 

Section 59-63-275 - Student hazing prohibited. 

Section 59-67-240 - Other duties of bus driver; discipline of students for misconduct. 

Section 59-63-110, et. seq. - Safe School Climate Act. 

State Board of Education Regulations: 

R-43-279 - Minimum standards of student conduct and disciplinary enforcement procedures to be 

implemented by local school districts. 

Adopted 01/22/07 Revised 08/13/07 

87

BULLYING FORMAL COMPLAINT FORM 

PLEASE COMPLETE AND SUBMIT TO SCHOOL PRINCIPAL 

Name of Student Complainant 

Address 

Phone Number 

Parent’s Name 

School 

Grade 

Name(s) of Alleged bully or bullies__________________________________________________ 

__________________________ 

Approximate date(s) of alleged bullying or when bullying began, if ongoing 

Location or situation where alleged bullying occurred, or is occurring 

______ 

Nature of bullying 

Name and position of individual who conducted your informal consultation 

Other individuals in whom you have confided about the alleged bullying 

______ 

Individuals you believe may have witnessed, or also been subjected to, the alleged bullying 

_____________ 

Remedy sought 

Signature of Complainant or Complainant’s Parent 

Date 

Signature of School Principal 

Date

Policy 

STUDENT SEXUAL HARASSMENT 

Code JIK Issued 

Purpose: To establish the board's vision for a learning environment free of sexual harassment. 

The policy of the district recognizes that in order to maintain an environment in which the 

dignity and worth of all students of the district is respected, sexual harassment must be 

prohibited. 

1. SEXUAL HARASSMENT 

A. Sexual harassment is a form of sex discrimination prohibited by federal and state 

laws. Consistent with these laws, it is the policy of the District that sexual 

harassment is prohibited. 

B. Definition 

Sexual harassment of students is defined as unwelcome sexual advances, requests 

for sexual favors, verbal or otherwise expressive behaviors, or physical conduct 

commonly understood to be of a sexual nature, by a person of either sex against a 

person of the opposite sex or same sex, when: 

1. Submission to such conduct is made either explicitly a term or 

condition of the student’s education including the award of grades or 

other measures of student achievement; or 

2. Submission to or rejection of such conduct is used as a basis for 

educational actions, decisions, or assessments that favor or 

adversely affect a student’s welfare; or 

3. Such conduct unreasonably and substantially interferes with a 

student’s welfare and performance and creates an intimidating, 

hostile, offensive and demeaning learning environment. 

C. Responsibility 

Each administrator, supervisor, staff member and student will strive to provide an 

educational environment free from sexual harassment. 

D. Policy of non-reprisal 

No student may be subject to restraint, interference, coercion, or reprisal for 

seeking information about sexual harassment, filing a sexual harassment 

complaint, or serving as a witness. 

88

E. Filing a complaint 

Any student who feels that he or she has been directly the victim of sexual harassment by 

a District employee or a student may file a complaint. A complainant should begin the 

complaint procedure by initiating the informal consultation procedure, after which a 

formal complaint for investigation may be filed according to the Administrative Rule for 

Sexual Harassment-JID-R. The investigation will be conducted in as private a manner as 

can be reasonably expected in the education environment and concluded within a 

reasonable period of time. District policy does not require the complainant to present the 

complaint to the person who is the subject of the complaint. A formal complaint must be 

filed with in a 150 calendar days of the alleged occurrence. However, no one should be 

precluded from filing an informal complaint at any time; or from pursuing a claim of 

sexual harassment with the Office of Civil Rights, U.S. Department of Education. 

F. Disciplinary action 

Violation of this policy by a District employee or student including willful false 

accusation of sexual harassment, will be subject to disciplinary action which may include, 

but is not limited to, oral or written warnings, demotion, probation, transfer, dismissal, 

suspension, or expulsion or other disciplinary action for student’s behavior which exist in 

other policies regarding behavior. Conduct of a sexual nature directed toward students 

shall be reported as child abuse in accordance with S.C. Code of Laws Ann. 20-7-510 

where applicable or in accordance with any other applicable provisions of the S.C. Law 

for investigation by the appropriate authorities. 

Education of the School District Community 

The District has a reasonable obligation to make all of its students and employees aware of this sexual 

harassment policy and its various provisions. It will be the responsibility of the Assistant Superintendent 

to make a reasonable effort to ensure that the administrators, supervisors, staff members and students are 

informed and that new students and the employees receive this information near or at the beginning of 

their period with the District or, regarding students, at such times as are appropriate in the opinion of the 

District.. 

LEGAL REFERENCES: 

Title IX of the Education Amendments of 1972 

Adopted 7/22/96; Revised ^ 

Legal reference: 

A. Federal statutes: 

1. Title IX of the Education Amendments of 1972, 20 USC Section 1681, et seq - 

prohibits discrimination on the basis of sex. 

89

SEXUAL HARASSMENT FORMAL COMPLAINT FORM 

PLEASE COMPLETE AND SUBMIT TO SCHOOL PRINCIPAL 

Name of Student Complainant 

Address 

Phone Number 

Parent’s Name 

School 

Grade 

Name(s) of Alleged Harasser(s) 

Approximate date(s) of alleged harassment or when harassment began, if ongoing 

Location or situation where alleged harassment occurred, or is occurring 

Nature of harassment 

Name and position of individual who conducted your informal consultation 

Other individuals in whom you have confided about the alleged sexual harassment 

Individuals you believe may have witnessed, or also been subjected to, the alleged sexual harassment 

Remedy sought 

Signature of Complainant or Complainant’s Parent 

Date 

Signature of School Principal 

Date 

90

Policy 

INSTRUCTIONAL RESOURCES AND MATERIALS - PPRA 

Code IJ Issued 07/24/06 

Purpose: To establish the board's vision for instructional materials and the basic structure for parental examination 

of certain materials. 

Instructional materials are all materials designed for use by students and their teachers as a learning resource. They 

may be printed or non-printed and may include books, audiovisual materials and kits. 

The professional staff will have primary responsibility for the selection of instructional materials and resources. 

They will seek the involvement of parents and other community members in selecting instructional materials. The 

selection of instructional materials will follow state board of education regulations as well as other legal 

requirements. All materials will support the schools' educational philosophy, goals and objectives. The board will 

handle challenges to materials as provided in policy KEC. 

Adopted 8/87; Revised 6/14/93, ^ 07/24/06 

91

INSTRUCTIONAL RESOURCES AND MATERIALS - PPRA 

Code IJ-R Issued 07/24/06 

Dear Parent/Guardian: 

This letter is to provide you with the required annual notification of your rights under the 

Protection of Pupil Rights Amendment (PPRA) and to offer you an opportunity to opt out your 

child’s participation in surveys that ask questions from any of PPRA’s protected areas. 

Parental inspection of certain materials 

Parents of district students have the right to inspect all instructional materials including teacher's 

manuals, films, tapes or other supplementary materials which will be used in connection with 

any survey, analysis or evaluation as part of any applicable program. 

The district will make the materials available for inspection at appropriate locations. 

The district will not require any student as part of any applicable program to submit to a survey, 

analysis or evaluation that reveals information concerning items prohibited by law cited in the 

references below. 

The district will give parents and students effective notice of their rights under the law. 

Notification of Rights Under the Protection of Pupil Rights Amendment (PPRA) 

PPRA affords parents certain rights regarding our conduct of surveys, collection and use of 

information for marketing purposes, and certain physical exams. These include the right to: 

Consent before students are required to submit to a survey that concerns one or more of the 

following protected areas (“protected information survey”) if the survey is funded in whole or in 

part by a program of the U.S. Department of Education (ED)- 

1. Political affiliations or beliefs of the student or student’s parent; 

2. Mental or psychological problems of the student or student’s family; 

3. Sex behavior of students; 

4. Illegal, anti-social, self-incriminating, or demeaning behavior; 

5. Critical appraisals of others with whom respondents have close family relationships; 

6. Legally recognized privileged relationships, such as with lawyers, doctors, or ministers; 

7. Religious practices, affiliations, or beliefs of the student or parents; or 

8. Income, other than as required by law to determine program eligibility. 

Receive notice and opportunity to opt a student out of – 

1. Any other protected information survey, regardless of funding; 

2. Any non-emergency, invasive physical exam or screening required as a condition of 

attendance, administered by the school or its agent, and not necessary to protect the 

92

3. immediate health and safety of a student, except for hearing, vision, or scoliosis 

screenings, or any physical exam or screening permitted or required under State law; and 

4. Activities involving collection, disclosure, or use of personal information obtained from 

students for marketing or to sell or otherwise distribute the information to others. 

Inspect, upon request and before administration or use – 

1. Protected information surveys of students; 

2. Instruments used to collect personal information from students for any of the above 

marketing, sales, or other distribution purposes; and 

3. Instructional materials used as part of the educational curriculum. 

These rights transfer to from the parents to a student who is 18 years old or an emancipated 

minor under State law. 

Dorchester School District Two has adopted policies, to protect student privacy in the 

administration of protected information surveys and the collection, disclosure, or use of personal 

information for marketing, sales, or other distribution purposes. Dorchester School District Two 

will directly notify parents of these policies at least annually at the start of each school year and 

after and substantive changes. Dorchester School District Two will also directly notify, such as 

through U.S. Mail or email, parents of students who are scheduled to participate in the specific 

activities or surveys noted below and will provide an opportunity for the parent to opt his or her 

child out of participation of the specific activity or survey. Dorchester School District Two will 

make this notification to parent at the beginning of the school year if the District has identified 

the specific or approximate dates of activities or surveys at that time. For surveys and activities 

scheduled after the school year starts, parents will be provided reasonable notification of the 

planned activities and surveys listed below and be provided an opportunity to opt their child out 

of such activities and surveys. Parents will also be provided an opportunity to review any 

pertinent surveys. Following is a list of the specific activities and surveys covered under this 

requirement: 

♦ Collection, disclosure, or use of personal information for marketing, sales or other 

distribution. 

♦ Administration of any protected information survey not funded in whole or in part by ED. 

♦ Any non-emergency, invasive physical examination or screening as described above. 

Parents who believe their rights have been violated may file a complaint with: 

Family Policy Compliance Office 

U.S. Department of Education 

400 Maryland Avenue, S.W. 

Washington, D.C. 20202-5901 

If you have any questions or concerns regarding this letter of notification, please do not hesitate 

to contact my office at your earliest possible convenience. 

Sincerely, 

Joseph R. Pye, Superintendent 

Adopted 8/87; Revised 6/14/93, ^07/24/06 

93


20 U.S.C. Code, Section 1232h, as amended: 

SEC.439. 

(a) All instructional materials, including teacher's manuals, films, tapes, or 

other supplementary material which will be used in connection with any 

survey, analysis, or evaluation as part of any applicable program shall be 

available for inspection by the parents or guardians of the children. 

(b) No student shall be required, as part of any applicable program, to submit 

to a survey, analysis or evaluation that reveals information concerning -- 

(1) political affiliations; 

(2) mental and psychological problems potentially embarrassing to the 

student or his family; 

(3) sex behavior or attitudes; 

(4) illegal, anti-social, self-incriminating and demeaning behavior; 

(5) critical appraisals of other individuals with whom respondents 

have close family relationships; 

(6) legally recognized privileged or analogous relationships, such as 

those of lawyers, physicians, and ministers; or 

(7) income (other than that required by law to determine eligibility for 

participation in a program or for receiving financial assistance 

under such program), without the prior consent of the student (if 

the student is an adult or emancipated minor), or in the case of an 

unemancipated minor, without the prior written consent of the 

parent. 

(c) educational agencies and institutions shall give parents and students 

effective notice of their rights under this section 

(d) 

(e) 

The law also requires that parents or guardians be allowed to inspect any 

instructional materials (teacher’s manuals, films, tapes, etc.) which will be 

used in connection with any survey, analysis or evaluation, whether or not 

it is one requiring prior parental consent. The PPRA requires schools 

receiving federal funds to establish policies, in consultation with parents, 

regarding (1) the right of parents to inspect surveys or instructional 

materials before they are distributed, (2) the administration of physical 

examinations or screenings of students, and (3) the collection or use of 

student personal information for the purpose of marketing or selling that 

information (except where collection is for the purpose of developing or 

providing educational product or services). Schools must provide parents 

with reasonable notice of the adoption and use of these policies. 

The PPRA also requires that schools notify parents at least annually at the 

beginning of the school year of the specific or approximate date that the 

following activities will take place: 

• The collection, disclosure or use of personal information collected 

from students for the purpose of marketing or for selling that 

information. 

94

• The administration of a survey for which parental consent is required; 

• Any non-emergency, invasive physical examination that is required as 

a condition of attendance, administered by the school, and not required 

to protect the immediate health and safety of students. 

• Parents and guardians also must be notified that they can opt their 

child out of participating in any of these activities. 

The clear intent of this law is to give parents and guardians control over their children’s 

participation in school-sponsored activities aimed at gathering information about the child or his 

family. Attempts to avoid these requirements by labeling the activity “curriculum” plainly 

undermine the purpose of protecting child and family privacy. Parents, guardians or students 

who believe their rights under the PPRA have been violated should contact The Rutherford 

Institute’s Legal Hotline at legal@rutherford.org or call us at (434) 978-3888. 

Additional information on the Protection of Pupil Rights Amendment is available from the U.S. 

Department of Education at www.ed.gov/policy/gen/guid/fpco/ppra/index 

95

Policy 


Code JICJ Issued 06/08 

Purpose: To establish the basic structure for the board's prohibition of student use of paging 

devices/cell phones in school. 

For Purposes of this policy, paging devices are defined as telecommunications devices, 

(including cellular telephones) that emit an audible signal, vibrate, display a message or 

otherwise summon or deliver a communication to the possessor, including the camera portion of 

a camera phone. 

No student may possess a paging device/cell phones while on school property during the 

instructional day. Refer to Administrative Rule JICJ-R for any violations of this policy. 

. 

The district will make an exception to this rule if the student needs the paging device/cell phone 

for a legitimate medical reason. 

Before a student may have a paging device at school, the principal must have written, approved 

evidence on file of the student's medical need. 

The principal of each school will decide what constitutes a legitimate medical reason consistent 

with any guidelines established by this board and/or by the state department of education. 

A student who has a paging device/cell phone without permission as outlined in this policy is 

subject to discipline as provided by board policy. Neither the school nor the district will be 

responsible for any lost or stolen items as a result of confiscation. 

A person who finds a student in possession of a paging device/cell phone without permission 

must report the student to the school principal. The device will be confiscated and turned over to 

the student’s parents at the end of the school year. Failure to retrieve the devices within 30 days 

of the end of the school year will result in the disposal of the device. 

Adopted 10/28/91; Revised ^06/09/08 

__________________________________________________________________ 


A. S.C. Code: 

1. Section 59-63-280 - Possession of paging devices by public school students under age 18 

prohibited. 

96



Code JICJ-R Issue 06/08 

Elementary/Middle School 

1 st offense - Devices will be returned to parents/legal guardians. 

All other offenses - Fine of $25.00 or retain device for the remainder of the school year. 

High School 

All Offenses – Phone confiscated and student/parent/legal guardian may pick-up with a $25.00 

fine or retain device for the remainder of the school year. 

Adopted 06/09/08 

__________________________________________________________________ 


A. S.C. Code: 

1. Section 59-63-280 - Possession of paging devices by public school students under age 18 

prohibited. 

97

Policy 


Code JRA Issued 10/09/06 

Purpose: To establish the basic structure for the maintenance of student records. 

Any person(s) who willfully and knowingly violates this policy and its procedures may be dismissed from 

the services of Dorchester School District Two. The principal of each school is the legal custodian of all 

student records for that school. Guidance counselors are also responsible for ensuring the security of the 

students’ records. 

Students and parents or legal guardians will have access to the student's school records. The schools will 

notify parents and adult students of the following: 

• the type of records kept 

• the procedure for inspecting and copying these records 

• the right for explanation 

• their right to challenge data thought to be erroneous and the procedures for expunging such data or 

inserting a rebuttal statement 

• the right to lodge a complaint with the U.S. Department of Education if mandates are not adequately 

implemented 

The educational records or school records include all materials directly related to a student which a school 

maintains. Records and notes maintained by a teacher, administrator, school physician or school 

psychologist for his/her own use, and which are not available to others are exempted from this definition. 

The school will require prior written consent before information may be divulged to third parties. An 

exception to this rule exists for school district employees who have legitimate interests in viewing the 

records, as well as officials in other schools in which the student seeks to enroll. 

When schools transfer records to a new educational institution, they must notify parents of the 

transfer and of their right to review and contest the material. State and national educational organizations 

that require student data for confidential research and statistical purposes are also exempted from the 

parental consent prerequisite. An exemption also exists for material under court order, although the parent 

must be notified of the order. 

The district will disclose directory information that may include names, addresses, telephone listings and 

dates of birth unless a parent request in writing that such information not be disclosed. 

The superintendent will establish administrative rules for compliance with the Family Educational Rights 

and Privacy Act and other applicable acts and regulations. 

The principal will notify classroom teachers when their students are convicted of certain crimes. 

98

The principal will maintain juvenile criminal records and information provided by state agencies 

or a court in accordance with this policy and applicable district procedures. The principal will 

destroy such juvenile criminal records upon the juvenile's completion of secondary school or 

when the juvenile reaches 21 years of age, whichever occurs earlier. 

Adopted 8/87; Revised ^ 07/24/06 


A. United States Code, Annotated: 

1. Section 438 of the General Education Provisions Act, as amended - The Family Education 

Rights and Privacy Act [20 U.S.C. 1232 (g)]. 

B. State law: 

1. South Carolina School Safety Act of 1997 - Sections 16-3-612, 20-7-7210, 22-3-560, 59-63- 

370 through 390. 

C. South Carolina Code of Laws, 1976, as amended: 

1. Section 20-7-3300 - Juvenile records and information provided to a public or private school. 

2. Section 59-63-50 - Provides for students to be fingerprinted. 

3. Section 20-7-780 - Pertains to confidentiality of student records. 

D. Court order: 

1. Alexander S. by and through Bowers v Flora Brooks Boyd 876 F.Supp 773 (1995). 

99



Code JRA-R Issued 7/01 

Dear Parents/Guardians: 

This letter is to provide you with the required annual notification of your rights under the Family 

Education Rights and Privacy Act (FERPA). 

GENERAL PROVISIONS 

A student's "education records" are those records directly related to a student and maintained by the 

school district or a party acting for the school district. "Parent" refers to a parent, a legal guardian, a 

person acting as a parent, a surrogate appointed in accordance with laws regulating programs for disabled 

students or a student who is 18 years of age or over, or a student who is attending an institution of 

postsecondary education on a full-time basis. 

Whenever a student is 18 or is attending an institution of postsecondary education, the rights accorded to 

and the consent required of the parent of the student will thereafter only be accorded to and required of 

the eligible student unless the school district has received notice that a court has awarded legal 

guardianship beyond the age of majority. The school will document such notice. 

In maintaining student records, the schools will follow applicable state and federal regulations. 

LOCATION OF THE STUDENT RECORDS 

The school or the district records office (if a student is no longer enrolled) will maintain a cumulative 

record folder that contains directory information, scholastic information, standardized test data, health 

records and other similar information. This cumulative record will include, but not be limited to, the 

following information: 

• name (last, first and middle), also the preferred name (nickname) 

• date of birth (verified) along with the sex and ethnic background, social security 

number 

• address and telephone number 

• names of parents and/or legal guardians 

• health record, including surveys for vision, speech and hearing 

• all standardized test scores 

• attendance and scholarship record card 

• special services documentation where appropriate 

• appropriate correspondence with parents 

• criminal record (if convicted of certain crimes) 

• proof of residency 

• Legal document 

Except as provided in paragraph 4 of this section, the district maintains copies of psychological reports and 

related records if the district has given psychological evaluations to the student as follows. 

The appropriate personnel in the district office and/or the appropriate school will keep records concerning 

students who have had administrative hearings. 

100

Once a student graduates, the district files the student's records in the high school. If a student drops out of school 

before graduation, the school will file his/her records. 

DIRECTORY INFORMATION 

Schools will treat each student's education records as confidential and primarily for local school use. The 

exception to this rule is for directory information, which includes the following information about a student: 

• name 

• address 

• telephone number 

• date and place of birth 

• participation in officially recognized activities and sports where appropriate 

• weight and height of members of athletic teams 

• dates of attendance 

• diploma or certificate and awards received 

• the most recent previous educational agency or institution attended by the student 

• other similar information 

The district will not release directory information to any person or agency for commercial use. The district 

expects its employees to use good judgment in releasing directory information so it serves the best interests of the 

student. 

Within 15 days after the annual distribution of notification of privacy rights, the parent or legal guardian of the 

student or the eligible and currently enrolled student has the right to refuse to permit the designation of any or all 

of the categories of personally identifiable information as directory information. The parent/eligible student's 

notification must be in writing. The written notification will become part of the student's education record. The 

principal of the school the student is attending is responsible for notifying appropriate personnel of the request, 

filing the request in the student's cumulative folder and marking the folder as specified by the superintendent or 

his/her designee. 

Release of school records 

The Family Education and Privacy Act of 1974 requires the following procedures in the release of school records. 

• The district cannot release school records to any person or agency (employer, government agency, etc.) 

without the written consent of a student’s parent or legal guardian. If the student is 18 years of age, he/she 

may sign for the release of his/her records. 

• The district will release school records, without prior written consent of parent or legal guardian or eligible 

student, to officials of other educational institutions in which the student seeks or intends to enroll. The school 

will notify the student's parent or legal guardian of the transfer only if he/she has requested this exception to 

the district's policy. 

Records made by an employee 

A school district employee's personal records on a student are not part of the student's education record as long as 

that person keeps the notes solely for his/her own use and maintains them separately from the school files. 

A substitute who performs the employee's duties on a temporary basis may use these personal records. However, the 

employee may not pass the records on to a successor. 

101

Management of records 

The district will protect the confidentiality of personally identifiable data on children during collection, storage, 

disclosure and destruction. 

School district personnel, school psychologists under contract with the school district and other eligible state and 

federal employees who need the records to carry out their assigned duties and who have a legitimate educational 

interest will have access to or may receive information from the education records. The superintendent will 

maintain a current list of such individuals. The district will also give access to parents or legal guardians and 

eligible students as provided below. 

The appropriate administrative head of each group collecting or using personally identifiable information will 

give instruction regarding these regulations to the group. 

STUDENTS TRANSFERRING TO ANOTHER SCHOOL 

When a student transfers from a school in the district to a school outside the district, the school will send a copy 

of the student's record to the receiving school. 

Disclosure (except for directory information) 

The school district has the right to disclose personally identifiable information from the education records of a 

student to appropriate parties in connection with an emergency, if knowledge of the information is immediately 

necessary to protect the health or safety of the student or other individuals. 

The school will require a written request or consent from a parent or legal guardian or eligible student for each act 

of release of information. Blanket authorization for release of information is not permissible. Written requests or 

consent will include the types of information to be released, the purpose(s) for the disclosure, the parties or class 

of parties to whom the disclosure may be made, the date signed and the signature of the parent or legal guardian 

or eligible student. 

The district will not require prior consent for disclosure when state and federal officials request the information as 

authorized by statutes or regulations implementing statutes. 

The district will not require prior consent to disclose information to organizations conducting studies for, or on 

behalf of, the district for the purpose of developing, validating or administering predictive tests, administering 

student aid programs, and improving instruction as long as students and/or their parents are not personally 

identified and the records are destroyed when no longer needed for the prescribed purpose. 

The district will not require prior consent when disclosing information to accrediting organizations in order for 

them to carry out his/her accrediting functions. 

The district will not require prior consent when disclosing information in order for the school district to comply 

with a request from a judicial order, a lawfully issued subpoena, or a family court judge or his/her duly authorized 

representative acting in an official capacity. 

Except as provided elsewhere in these regulations, the school district will keep a record of disclosures not 

authorized by the parent, eligible student or these regulations. 

The student's cumulative folder, will provide the following information: 

• the name of the party receiving the information: 

• the data released 

102

• the legitimate purpose for which the data was requested 

ANNUAL NOTIFICATION OF RIGHTS 

Each school will distribute annual notice of privacy rights to parents or legal guardians and eligible students in 

attendance at the time of notification. 

REQUEST FOR INSPECTION 

Anyone who wants to inspect the records must make the request for inspection (or an explanation or 

interpretation) of a student's record to the principal of the school in which the student is enrolled or where the 

record is housed. 

Principals or designated district office administrators will set a time and place for the inspection of such records 

within a reasonable period of time, but in no case more than 45 days after the request has been made. If a hearing 

concerning the student is pending, the employee will honor the request for inspection of the student's record prior 

to the hearing. 

At the inspection, the principal will have appropriate personnel available to interpret information on the records. 

The school district is responsible for the maintenance of each student's record. Therefore, school personnel are not 

to turn the original record or microfilmed copy of a record over to any person or organization unless they have a 

specific, written judicial order for such action. 

If the parent or legal guardian or eligible student believes that the information in the education record is 

inaccurate, misleading or violates the privacy or other rights of the student, he/she can request an amendment to 

the record. The school official receiving the request will either amend the record, if appropriate, or notify the 

parent or eligible student within 15 working days in writing that the request is denied and that he/she has the right 

to request a hearing as provided below. 

Each parent of a child has the right to inspect and review the child's record unless the school district has written 

evidence that there is a legally binding instrument or a court order governing such matters as divorce, separation 

or custody which provides to the contrary. The same applies to parental requests for disclosure to other 

individuals and to organizations. 

A parent or an eligible student has the right to give written authorization for a representative to inspect and review 

the education records of the student. 

HEARINGS TO CHALLENGE INFORMATION IN STUDENTS' RECORDS 

Parents or eligible students will make requests for hearings to the principal where the record is housed. The 

principal or his/her designee may conduct the hearing. 

Principals or administrators will set a date, time and place for the hearing and notify the requester in writing of the 

date, time and place. The principal will establish the hearing date within five working days of receipt of the 

request. The principal must mail written notice of the hearing to the parent or eligible student at least 10 days 

prior to the hearing. 

A school district official who does not have a direct interest in the outcome will conduct the hearing. 

At the hearing, the principal or administrator will try to have present the person who has entered the information 

in question if the person is known and reasonably available. The parent or student who requested the hearing will 

103

have the right to question that person if present and be able to show evidence that would correct inaccurate, 

misleading or otherwise inappropriate information. Such evidence will become a permanent part of the student's 

record. 

The parent of the student or the eligible student will have a full and fair opportunity to present relevant evidence, 

and may be assisted or represented at their expense by legal counsel. 

If, as a result of the hearing, the school district decides that the information is inaccurate, misleading or otherwise 

in violation of the privacy or other rights of the student, it will inform the parent or eligible student in writing that 

he/she has the right to place in the education record a statement commenting upon the information in the record 

and/or setting forth any reasons for disagreeing with the decision. Any such statement must remain with the 

record as long as the contested portion remains in the record. Disclosure of the contested portion must include the 

statement of the parent or eligible student. 

The school district will send its decision (including a summary of the evidence), the reasons for the decision and 

the right to a judicial appeal in writing to the parent or eligible student within five working days after the 

conclusion of the hearing. The school district will base its decision solely on evidence. 

DESTRUCTION OF EDUCATION RECORDS 

The school district may destroy data which are no longer needed for providing direct educational services as long 

as the following conditions apply: 

• There is no outstanding request to inspect and review the education record. 

• The district keeps the record of disclosures as long as it maintains the education record to which it relates. 

• The data do not concern the referral, evaluation, staffing and placement of a handicapped student or a student 

suspected at one time of having a handicap. Such data will be sent to the office of programs for the 

handicapped when no longer needed for providing direct educational services to a student. 

No one may remove the following items from a student's cumulative record at any time: 

• name (last, first and middle), also the preferred name (nickname) 

• date of birth (verified) along with the sex and ethnic background, social security 

number 

• address and telephone number 

• names of parents and/or legal guardians 

• health record, including surveys for vision, speech and hearing 

• all standardized test scores 

• attendance and scholarship record card 

• special services documentation where appropriate 

• appropriate correspondence with parents 

• criminal record (if convicted of certain crimes) 

• proof of residency 

• legal document 

104

Special services documentation 

Special services documentation is to remain in a student’s cumulative record until graduation, even if the student 

is not enrolled in a special program. Correspondence with parents should be reevaluated and thrown away after 

five years. Any materials relating to a child's preschool and kindergarten experiences should be sent home after 

second grade. 

THE FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT OFFICE 

Parents and eligible students have the right to file written complaints concerning alleged violations of the Family 

Educational Rights and Privacy Act. Written complaints should be sent to the following address. 

The Family Educational Rights and Privacy Act Office 

Department of Education 

330 Independence Avenue, S. W. 

Washington, DC 20201 

This office has the responsibility for investigating, processing and reviewing alleged violations. This office will 

refer appropriate cases to a review board for adjudication. 

If you have any questions or concerns regarding this notification, please do not hesitate to contact my office at 

your earliest convenience. 

Sincerely, 

Joseph R. Pye, Superintendent 

105

School: 

Release of Student Information/Inclusion in Media Coverage 

2009-2010 

The Family Education Rights and Privacy Act (FERPA), also known as the Buckley Amendment, was 

amended in July 2000, to revise the definition of directory information. Directory information is defined 

as information about a student that would not generally be considered harmful or an invasion of privacy 

if disclosed. The information may include: name, address, telephone number, place of birth, dates of 

attendance, grade level, participation in officially recognized activities and sports, weight/height of 

athletes, degrees, honors/awards, most recent education agency attend, photograph, e-mail address. As a 

parent/guardian or an adult student you have the right to request that such information not be disclosed. 

The inclusion of photographs means that schools may now publish student photographs (individual or 

group) in school newspapers, newsletter or other publications or on their web pages. They may also 

provide photographs for publication in newspapers, education journals and other reputable publications. 

The Dorchester School District Two will not provide e-mail addresses of students as part of directory 

information. Also, directory information will not be provided to agencies for marketing purposes. 

If you do NOT wish to have information/photographs of your child released as allowed under the 

“directory information” exclusion of the Family Educational Rights and Privacy Act or to allow any 

audio or video taping or interviewing of your child for media dissemination, please complete the 

information below, and return it to your child’s school 

Before the school would release a student’s Social Security #, the school must receive written 

authorization from the parents. 

Please Note! 

This form should be completed and returned only if you DO NOT want directory information disclosed 

about your child or you do not want your child to be included in media coverage associated with your 

child’s school. 

I (we) do not grant permission for the release of directory information including my students social 

security # for inclusion in media coverage associated with school events for 

(Print full name of student) 

Parent’s/Legal Guardian’s Signature (student’s signature if 18 years or older) 

Address: 

City, State & Zip Code 

Phone Number (H) (W) Date: 

106

This is to verify that I have read and discussed the Dorchester School District Two 

Handbook, including the Student/Parents’ Rights and Responsibilities information 

with the following student for whom I am responsible. 

Name of Student 

Homeroom Teacher 

Parent or Guardian 

Telephone Number 

Mailing Address 

City State Zip Code 

Signature of Parent/Guardian 

Date 

(Please sign & return this sheet only.) 

107

NOTICE TO THE PUBLIC 

In compliance with the Executive Order 11246: Title II of the Education Amendments of 1976; Title VI of the Civil Rights 

Act of 1964, as amended by the Equal Employment Act of 1972; Section 504 of the Rehabilitation Act of 1973; and all other Federal, 

State, School rules, laws, regulations, and policies, Dorchester School District Two shall not discriminate on the basis of sex, race, 

color, national origin, religion or handicap in the educational programs or activities which it operates. 

It is the intent of Dorchester School District Two to comply with both the letter and spirit of the law in making certain 

discrimination does not exist in its policies, regulations and operations. Grievance procedures for Title IX and Section 504 have 

been established for students, their parents and employees who feel discrimination has been shown by the District. 

Specific complaints of alleged discrimination under Section 504 (disability) and Title IX (sex) should be referred to: 

Dr. Toni Cappelletti 

Linda Huffman 

Director of Pupil Personnel Services 

Director of Personnel 

1325-C Boone Hill Road 102 Green Wave Boulevard 

Summerville, SC 29483 Summerville, SC 29483 

(843) 875-4161 (843) 873-2901 

Title IX complaints can also be filed with the Office of Civil Rights. 

Regional Office for Civil Rights, Region IV 

101 Marietta Street, 27 th Floor 

Atlanta, Georgia 30323 

(404) 221-2254 

All students attending Dorchester School District Two may participate in educational programs and activities, including but 

not limited to health education, physical education, music education and vocational education, (homemaking and consumer 

education, trades and industrial education, business and office education, etc), regardless of race, color, national origin, religion, 

age, handicap or sex. 

Confidentiality Consent 

When the school district responds to a federal grand jury or other subpoena issued for a law enforcement purpose, there 

is no obligation to notify the parents if the court or agency issuing the subpoena orders the school district not to disclose the 

existence or contents of the subpoena or the records disclosed pursuant to the subpoena. In response to any other subpoena or 

court order, the parents and the student must be notified prior to the release of the information, or there must be parental consent or 

consent of the student, if age eighteen or older. 

FAMILY RIGHTS AND PRIVACY ACT (FERPA) 

The Family Rights and Privacy Act is a law that intends to protect the accuracy and privacy of student educational 

records. In that regard, please note the following: 

1. The definition of educational records includes all records, files, documents, and other materials containing information directly 

related to your child. 

2. Without your prior consent, only you and authorized individuals will have access to your child’s educational records. However, 

unless you make a request in writing to the contrary, we may release without consent directory information contained in your 

child’s educational records: name, address, telephone listing, date and place of birth, date of attendance, major field of study, 

participation in officially recognized activities and sports, weight and height, athletic team membership, degrees and awards 

received, and most recent previous educational agency or institution attended. Your written request should be received by the 

school with ten days of your child’s enrollment in this school. 

3. You may make an appointment with the school to inspect and review your child’s educational records. 

4. You may receive a copy of the Dorchester School District Two’s policy on: Student Records from the school office or the 

District Office at 102 Green Wave Blvd. Summerville, SC 29483. 

5. You may obtain copies of educational records on the basis of 25 cents per page, other than the first copy of a transcript to 

another educational institution, which will be sent without charge. 

6. When a student transfers from the district to another district (in or out-of-state), the student’s record is sent within fifteen 

business days of receipt of written request. Parental permission is not required. The Principal or Coordinator of Special 

Education of the sending school must record the release of information on the Individual File Access Record. No further 

notification of transfer of personal data will be sent to the parent. 

7. You have the right to challenge any information contained in your child’s educational records if you think it is inaccurate, 

misleading or inappropriate information. 

8. Challenges may be addressed to the Hearing Officer, 102 Green Wave Blvd., Summerville, SC 29483. 

9. The principal has ultimate responsibility for all educational records and will periodically review student educational records for 

the purpose of correcting and deleting any inaccurate, misleading, or inappropriate information. 

The rights described herein are transferred to your child upon the attainment of his/her eighteenth birthday or 

admission to an institution of post-secondary education. 

108

Dr. Barbara Stroble - Summerville High School - Website

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