Ricks Center
Family
Handbook
2015-2016
2040 South York Street
Denver, CO 80208
303.871.2982
Fax 303.871.3197
Table of Contents
Introduction ................................................................................................................................... 3 Administration ................................................................................................................... 3 Mission .............................................................................................................................. 4 Mutual Support .................................................................................................................. 4 Personnel .......................................................................................................................... 4 Philosophy Overview ........................................................................................................ 5 Ricks Center Community Expectations ............................................................................. 6 Academic Honesty ........................................................................................................................ 8 Admissions ................................................................................................................................... 8 Assessment Philosophy ................................................................................................................ 8 Field Trip Chaperone Guidelines .................................................................................................. 9 Field Trip Driver Guidelines ........................................................................................................ 10 Financial Assistance ................................................................................................................... 10 Financial Information .................................................................................................................. 11 Fundraising ................................................................................................................................. 11 High School Placement .............................................................................................................. 11 Multi-Age Classrooms ................................................................................................................. 11 Parent/Faculty/Administrator Communication Systems .............................................................. 12 Parent Participation .................................................................................................................... 13 Placement ................................................................................................................................... 13 Policies and Procedures ............................................................................................................. 15 Arrival.. ............................................................................................................................ 15 Attendance ...................................................................................................................... 15 Before and After School Care ......................................................................................... 16 Behavioral Expectations ................................................................................................. 16 Car Seats ........................................................................................................................ 17 Circle Drive Traffic .......................................................................................................... 17 Dismissal ......................................................................................................................... 18 Dress Code ..................................................................................................................... 18 Illness .............................................................................................................................. 19 Immunizations ................................................................................................................. 20 Lost and Found ............................................................................................................... 20 Medication Policy ............................................................................................................ 20 Outside Tutoring and Specialists .................................................................................... 21 Parking ............................................................................................................................ 21 Problem-Solving Procedures .......................................................................................... 21 Requests for Teacher Recommendations and/or Records ............................................. 22 School Closing ................................................................................................................ 22 School Lunch Program ................................................................................................... 22 Student Lockers .............................................................................................................. 22 Technology and Electronic Devices ................................................................................ 23 Psychological and Educational Consultant Services .................................................................. 25 Ricks Community Association (RCA) ......................................................................................... 25 Room Parent Coordinators ......................................................................................................... 26 Traditional Ricks Center Events ................................................................................................. 27 Withdrawal .................................................................................................................................. 27 Ricks Center 2015-16 Family Handbook Signature Page ..................................................... 28 2
Introduction
Ricks Center for Gifted Children is an exemplary program designed for gifted and talented
preschool through eighth grade students. In cooperation with the University of Denver and the
Morgridge College of Education, Ricks Center provides model program services to students
who show exceptional, differentiated ability and learning needs. The philosophy of Ricks Center
focuses on academic excellence and social/emotional development considering individual
needs of the whole child.
Faculty members for this model program are professionals with training and experience in the
education of gifted students. Multiple teaching strategies are utilized to address specific
learning styles, individual needs and intellectual abilities. Thinking skills (creative problem
solving, critical and creative processes), high-level cognitive skills (analysis, synthesis,
evaluation), in addition to scientific method, discovery exploration and questioning are
incorporated into the daily learning environment. Curriculum, instruction and assessment are
woven together to allow students the maximum opportunity for constructing understanding.
Areas covered in Ricks Center’s thematically integrated curriculum include mathematics,
science, reading, literature, language arts, social studies, history, foreign language and culture,
technology, affective development, human rights, critical thinking, visual and performing arts,
physical education and independent study projects at age-appropriate levels. Assessment
information and diagnostic activities are used to individualize the curriculum.
Ricks Center students have access to University of Denver campus facilities, including the
Academic Commons, Ritchie Center, Driscoll, and other buildings and outdoor facilities. Middle
School students may be involved in undergraduate classes or in study with University students
and instructors. The daily school environment is enriched with guest speakers, field trips,
community-based learning experiences and other activities.
Parental involvement is an essential component of Ricks Center’s program. Parents/guardians
cooperate with teachers in educational planning for the child. As classroom volunteers,
parents/guardians may be involved with classroom celebrations and trips. Conferences,
newsletters, annual social events for families and notes home facilitate parent and school
communication. The Ricks Community Association presents informational programs and
supports volunteer activities, fundraising and social events. The Ricks Center Advisory Board is
modeled after an independent school board, providing advice on programming, budgeting,
communication, and marketing.
Administration
The administrative structure at Ricks Center combines approaches used successfully in both
educational and business settings to best meet the needs of this unique program. Ricks Center
is committed to an administrative team approach that includes input from all areas of the school.
This team includes the Director, Associate Director, Admissions Coordinator, and Operations
Manager. While administrators may have specifically designated roles, the group works closely
together, encouraging the overlap of expertise and training.
University of Denver administrative leaders play a role in Ricks Center administration as well.
The Director works closely with the Dean of the Morgridge College of Education on the Ricks
Center program. The University’s Budget and Planning Office oversees financial matters and
hiring is coordinated through the DU Human Resources department.
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Mission
The mission of the Ricks Center is to provide a dynamic educational environment that
anticipates and responds to the individual intellectual, social, emotional, physical, aesthetic, and
cognitive needs of gifted young people
Mutual Support
Ricks Center recognizes that parents/guardians are the primary educators of their children and
that they desire to and should take an active role in their child’s formal educational experience.
For this reason Ricks Center strongly urges parents/guardians to educate themselves
thoroughly about the school’s educational philosophy, especially how our approach determines
the quality and the progression of their children’s educational life.
Ricks Center is committed to an application process that allows time for mutual exploration in
order to ensure that the educational goals of the program are in concert with the educational
goals of the parents/guardians. The acceptance of a child, and the parents/guardians’
commitment to Ricks Center, should ideally constitute the foundation for a mutually enhancing
relationship in which the child benefits from the match between the parents/guardians’ and the
school’s roles in educating the child.
Ricks Center regards the signed contract and subsequent student enrollment as an
endorsement by the parents/guardians of the educational philosophy of Ricks Center. It is seen
as a concrete expression of confidence in the judgment of the teachers and administration
regarding the quality, sequence, and progression of a child’s educational career and as a
commitment by parents/guardians to being enthusiastic, supportive members of the larger Ricks
Center community.
Ricks Center requests that each family volunteer a minimum of 24 hours. Volunteer
opportunities include room parents/guardians, field trip chaperones, RCA and Advisory Board
leadership and committee membership, fundraising and community-building events, etc.
Volunteer hours are tracked by the Ricks Community Association.
Personnel
Ricks Center teachers are professionals trained in numerous aspects of educational pedagogy,
psychology and specific content areas. In keeping with the mission of the Ricks Center,
teachers have specific training, experience, or education in working with gifted young people in
addition to their other professional credentials. The lengthy hiring and application process
enables Ricks Center to employ exceptional teachers. Ricks Center boasts an unusually high
percentage of teachers with Master’s and Doctoral degrees in various aspects of education.
Ricks Center teachers have the unique benefit of working within a University program that offers
a range of continuing educational choices.
Early Childhood classes are each taught by a team of two teachers. The Primary classes
average one-and-a-half teachers per room. Middle School is staffed by a group of teachers who
are experts in specific content areas as well as basic educational practices. Each teaching
team offers a balance of content special instruction and integrated studies.
Connections teachers contribute in a variety of ways to Ricks Center classrooms and teaching
teams. Connections teachers are experts in their field of study (e.g. music, art, foreign
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language, and physical education) and bring the unique perspective of teacher and practicing
expert. Connections teachers may join a classroom in a team teaching model, work with small
groups of children, act as a mentor for a child with a specific talent or passion, or act as a
consultant to classroom teachers. The range of contributions and types of involvement enables
Ricks Center to offer the greatest benefit to children in specific content areas.
Philosophy Overview
Gifted children have the right to an educational environment that meets their unique needs.
When compared with children their age, these students display advanced abilities in general
intellectual aptitude or in specific domains such as art, language, or science. They have an
ability to learn at faster rates and in greater depth, to find and solve problems more readily, and
to understand, manipulate, and connect abstract ideas. These abilities, combined with their
intellectual curiosity, emotional intensity, moral sensitivity, playful creativity, and unique learning
styles engender the need for a differentiated educational program. Responding to the needs of
gifted children has enabled the faculty to develop practices that have made the Ricks Center
program unique.
Thematic, integrated curriculum allows students to build connections and identify relationships
in content areas. Flexible scheduling and block time provide quality time for hands-on learning
and a deeper understanding of subject matter. Classroom environments are child-centered to
provide maximum exposure to a wide variety of interests.
Students are placed in multi-age classrooms; the age range may cover up to two chronological
years. Multi-age grouping allows each child to grow and develop within a supportive
environment. It creates a classroom community where differences among students are
celebrated. Considerations for placement in multi-age classes include the student’s approach to
learning, affective needs, peer matches, teacher matches, and the establishment of a balance
of leadership, gender, and age.
Curriculum-based assessment is an ongoing, information-gathering process. The teacher uses
multiple methods such as interviews with students, observation, reading assessment, teachermade tests, and writing samples to gather information about the child as a learner. With this
knowledge, the teacher designs curriculum to match each student’s cognitive skill levels and
approach to learning. A Journey Book or portfolio is utilized to demonstrate the abilities and
growth throughout the year. An individual education review is written describing the present
performance level of the child and setting direction for future growth.
The Educational Review (ER) is a report of the child’s present performance level and a
statement of goals and objectives. The goals and objectives are monitored and adapted based
upon observations in all curricular areas and social-emotional development, performance on
classroom tests, participation in-group discussions, comparison of writing samples over time,
and written and oral self-evaluation. This information is a part of the child's personal portfolio,
which represents growth over the years. The ER is discussed in conferences with
parents/guardians twice during each school year.
Content area specialists are an integral part of Ricks Center’s program and designed to support
connections to the curriculum addressed throughout the classrooms. Latin, foreign language,
visual arts, music, physical education, technology and science are among the current offerings
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that supplement the curriculum. Connections teachers enhance thematic units through direct
instruction of students and as consultants to teachers.
Student-teacher ratio is an important factor in an educational program. An overall average
student-teacher ratio of nine-to-one allows teachers the opportunity to spend quality time with
children on a personalized basis and provides further opportunities to individualize curriculum
for students.
Aspects of the social and emotional growth of children are addressed regularly. Teachers
promote a cooperative rather than a competitive environment, where all children are valued as
contributing members of the group. Maintaining a positive self-image, respect for individuality
and ability to cultivate positive peer relationships and friendships illustrate just a few of these
affective skills. Ricks Center classrooms are guided by Random Acts of Kindness, a
social/emotional program which fosters kindness to self, others, and the environment.
Ricks Center Community Expectations
Honor Code Statement:
•
All members of the University of Denver are expected to uphold the values of Integrity,
Respect, and Responsibility. These values embody the standards of conduct for
students, faculty, staff, and administrators as members of the University community. Our
values are defined as
o Integrity: acting in an honest and ethical manner
o Respect: honoring differences in people, ideas, and opinions
o Responsibility: accepting ownership for one’s own conduct
What students expect from Ricks Center:
•
Students will have an environment where they are physically and emotionally safe.
Students feel free to express opinions and to be themselves, without fear of ridicule. All
students are members of a classroom community, and differences between individuals
are a source of its wellbeing.
•
Ricks Center provides an environment conducive to learning. Students have classrooms
large enough so that they may move about freely. Acoustically, they have some quiet
places as well as spaces to be social. The physical surroundings stimulate inquiry and
give a sense of beauty and order.
•
The curriculum challenges each student and appeals to individual interests, while at the
same time providing a strong foundation of academic skills. Experimentation in both the
subject matter studied and in demonstration of knowledge is encouraged. Attention is
paid to the development of each individual's study and organizational skills.
•
The Ricks Center community outlines behavioral expectations and that mistakes in their
behavior will result in logical consequences.
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What teachers expect from Ricks Center students:
•
Students are eager for academic challenges and do not accept work of merely
acceptable quality from themselves.
•
Students are open-minded; they study, listen, and reach decisions.
•
Students are fair with and respectful to each other and with teachers.
•
Students are accepting of themselves.
•
Students recognize that learning is an important human right and will be lifelong
learners.
What parents/guardians expect from Ricks Center:
•
The facility is safe and inviting.
•
Teachers and administrators are committed to individualizing curriculum and helping
students acquire skills necessary for future academic and social success.
•
Teachers and administrators communicate when there are potential difficulties and are
available upon appointment.
•
Ricks Center provides students with an academically challenging curriculum in a context
of caring about their social and emotional development.
•
Teachers and administrators are trained and experienced in working with gifted young
people in the areas of cognitive and affective development.
What teachers and administrators expect from Ricks Center parents/guardians:
•
Parents/guardians are seeking the best educational experience for their children.
•
Parents/guardians ensure that students arrive at school on time ready to learn having
adequate sleep, appropriate clothing and food.
•
Parents/guardians communicate when there are potential difficulties to provide teachers
with appropriate background and a complete picture of the student and/or situation.
•
Parents/guardians realize that when their child makes a mistake it will be handled as a
learning experience with logical consequences. Parents/guardians are supportive of the
teachers' and administrators' work in helping children to learn behavioral limits.
•
Parents/guardians are respectful of teachers and administrators as professional
educators of their children. They should understand that for teachers to do their jobs
well, they must sometimes prioritize planning and instructional time over unscheduled
meetings with parents/guardians.
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Academic Honesty
The Ricks Center for Gifted Children promotes academic honesty within the faculty, staff, and
students. Teachers work with students on age-appropriate use of others’ materials, such as
citing sources and using quotations. A student who cheats or plagiarizes will face ageappropriate consequences. These consequences may include redoing assignments,
researching the consequences of plagiarizing/cheating, and/or receiving no credit for
assignments.
Admissions
Admission to Ricks Center is based on a match between the educational needs of a given child
and the educational programming offered at Ricks Center. In order to be considered as a
candidate, a prospective student’s application must be completed by the stated deadline. This
date is generally in late January and can be confirmed by contacting the Ricks Center
Admissions Office. Applications received after that date are considered for wait list/spaceavailable status.
Students are evaluated for acceptance in the Ricks Center program based on a review of the
complete application, which includes a formal assessment, parent questionnaire, school
records, and the student visit. Details of the admissions application process can be found on
the website or by contacting the Admissions Office.
Ricks Center does not have a sibling preference policy. Siblings are carefully considered as
applicants using the same criteria outlined above. All sibling applicants must be available for
the designated visit dates. Candidates for placement are selected based on their specific
qualifications for the program when compared to the entire applicant pool. We are committed to
working with families, when appropriate, to strengthen their bond to the school by providing a
common educational experience for their children.
Assessment Philosophy
Assessment is a multi-faceted process designed to demonstrate the academic and
social/emotional growth of a student, as well as to ensure accountability to Ricks Center goals.
Many different tools are used to provide a holistic picture of the child. Assessment at the Ricks
Center is an ongoing process with records of learning updated on a daily basis and formalized
using Curriculum Based Assessment techniques. Through this process, interactions between
student and teacher generate assessment information regarding skill levels, processing style,
complexity of the processes, possible gaps in learning, misunderstandings and more.
Accordingly, teachers keep records of this information and use it to design appropriate learning
activities for each student.
Older students learn and practice strategies for dealing with time limits, answer sheets, and goal
setting as necessary skills for success with screening exams they will face as they seek entry to
high school. Upper School students take the Stanford Achievement Test annually. This
instrument is scored by the Educational Testing Corporation and gives students percentile
scores. The Stanford test was selected because it is designed to provide an item analysis of
the student scores. The group standardized achievement test allows Upper School students to
learn test-taking strategies and gain experience with this form of testing.
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Portfolio collection begins in Primary classes with students and teachers collaborating on
choices of work to be included. The portfolio is an ongoing commitment to preserving and
presenting student work in a serious, scholarly manner. Younger students may present
portfolios in student-led conferences. Older students continue this process by preparing a
portfolio representing their academic progress in all subjects during each school year. A more
formal portfolio presentation is required for each graduating student.
further information.
Field Trip Chaperone Guidelines
Field trip chaperones are those that attend day or overnight trips but may not be driving.
Chaperones are expected to maintain the highest standard of conduct and behavior.
Chaperones will model that learning is the primary focus of the trip, coupled with the fun aspects
of the experience. Chaperones are expected to be involved with, engaged in, and enthusiastic
about the academic and scholarly nature of the journey. This includes asking thoughtful
questions but remembering that the lessons and guides will focus on the needs and learning of
the students.
Chaperones agree to the following:
• Act as a role model for the students by behaving in a mature and responsible manner at
all times.
• Notify and work with teachers to resolve any conflicts maturely, swiftly, and responsibly.
• Model optimism, resiliency, personal and group problem solving, curiosity and a positive
attitude. Maintain a consistent, pleasant disposition even in the face of unpleasant
challenges.
• Agree to voice concerns in a private, respectful and constructive manner, expressing
concerns about those situations that might be remedied.
• Be ready and available to help students with problems as much as possible to improve
any situation.
• Recognize that trips are for the benefit of students. Itineraries and schedules are
designed around curriculum needs of students.
• Acknowledge responsibility for the students you have been assigned and their
whereabouts and their behavior at all times.
• Enforce rules and guidelines laid out by Ricks Center faculty and administration and
model a high standard of behavior.
• Learn the names and medical issues, if any, of the students with whom you are
traveling.
• Remember to keep confidential all information about students both on the trip and upon
returning.
• Ask how you can help, especially when the unexpected happens.
• Offer smiles and assistance to meet students’ needs.
• Refrain from the use of any alcoholic beverages, controlled substances, or tobacco
products either on the bus or during the trip.
• Stay with the group at all times, even in the evenings at the hotel, as your assistance
might be needed at any time.
• Not share prescription medications or over-the-counter-medications with students.
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Field Trip Driver Guidelines
We feel that the role as a driver/chaperone is important and should be detailed clearly. If you
are not comfortable with your responsibilities, please do not offer to drive.
The safety of each child is our greatest priority. Please feel free to insist upon an appropriate
noise level in your vehicle. If a child in your car has been consistently inappropriate once you
have spoken to him/her, please consult one of us upon reaching the destination. We will try to
place that child with a teacher, if possible.
Once at the destination, please help chaperone the students. Specific ways that you can help
include
• Please do not make personal or business phone calls while driving or while on the field
trip. Your presence has been requested to help supervise children. Having your phones
out during an excursion is distracting to the children and rude to the docent or instructor.
If you need to spend that time on your own business, please let the teacher know you
can drive, but cannot chaperone.
• Disperse yourself within the group of children. Please do not cluster with other adults.
• Depending upon where we are, help children with behaviors that are appropriate to that
setting.
• Be vigilant when crossing streets, alleys, and parking lots. The children should remain
with you getting to and from any vehicles. We always cross at crosswalks (when
available) and then walk together. The children should not walk ahead of you.
• Watch for unsafe situations, try to rectify them, and let teachers know what is happening.
Children should not be climbing on railings, fences, and/or other perches.
• Help ensure that children stay with the group. If someone needs to use the restroom,
either escort him/her or send him/her with a partner. Please be sure to note their return.
• Follow the teachers lead in helping children with manners, etiquette, and common sense
decisions. We want the children to make good choices. We are here to provide decisionmaking opportunities, but also guidance.
• Throughout the trip, keep an eye on the children that rode in your vehicle.
• If you return to the school before the teachers, please make sure that there is an adult to
supervise the children in the classroom. If you cannot stay, please explain the situation
to someone at the front desk or in the office.
Because these are school trips, it is our duty to maintain the same order and the same
expectations as if we were at school.
Financial Assistance
Any student currently enrolled in Ricks Center or any child accepted for admission is eligible to
apply for financial assistance. Assistance may take the form of an alternative payment schedule
or direct scholarship. All scholarship awards are based upon documented need. Those
applying for financial assistance should complete the financial assistance application by the
date noted in school communications. Awards will be reflected on the reenrollment contracts.
Awards are determined through a committee process. Please contact the Admissions Office for
information on financial assistance.
Financial assistance requests are not considered in the admissions or contract renewal
processes.
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Financial Information
When a child has been accepted for admission, his or her parent or guardian will be offered a
contract for their consideration. The legally binding contract allows the paying party to choose
terms of payment, some of which may include a service charge. The University then emails
tuition bills at the end of the month following the payment plan specified.
Activity and materials fees vary for different classes. These fees cover consumable materials
such as classroom art/project supplies, cooking supplies, consumable workbooks, speakers,
field trips, permanent classroom supplies (scissors, magnets, clipboards), classroom-specific
curricular materials such as trade books, videos, textbooks and teacher resources. Charges
separate from the tuition and activity/material fee include school lunch or milk/juice program,
yearbook, and school pictures. These programs and services are optional. Parents/guardians
will be asked to participate in partially funding overnight class experiences and multiday trips.
Financial assistance is available on a limited basis through the Financial Office.
The University reserves the right to remove a child from class lists or expel a child from school
for non-payment of fees without waiving the school’s right to recover any unpaid balance due for
the remainder of the school year.
Fundraising
Ricks Center families typically receive two types of official school solicitations: the Annual Major
Fundraiser which is operated by the Ricks Community Association (RCA) and the Annual
Campaign conducted by Ricks Center. Additionally, classrooms may coordinate smaller
fundraising events for specific classroom experiences.
Proceeds from the Annual Major Fundraiser serve a variety of purposes. These funds are
dispersed by the RCA specifically to supplement and enhance student experiences and
materials.
Ricks Center encourages families to become involved in the RCA fundraising campaigns,
including the Scrips and King Soopers programs, as these directly benefit students and
classrooms.
High School Placement
Students do gain admission to and succeed in a wide variety of secondary school settings after
they leave Ricks Center, including public school honors programs, Advanced Placement
programs, International Baccalaureate programs, private and parochial schools, and private
boarding schools. Primary responsibility for ninth grade placement resides with the
parents/guardians and students. It should be understood that practice and preparation for
entrance exams and other standardized tests required for admission to high school is the
responsibility of the parents/guardians and students. Ricks Center provides high school
information sessions and works with families on recommendations, transcripts, and portfolios.
Multi-Age Classrooms
Our classrooms are created in a manner that reflects our firm belief that each and every child
has a right to an appropriate and developmentally exciting learning environment that addresses
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specific needs. Younger and older children come together based on their specific needs to
create an optimum environment for their academic, social and emotional growth. Classes are
comprised of children whose ages are within one to two chronological years of one another.
This grouping allows each child to grow and develop in a supportive and challenging
environment. The multi-age classroom is replete with diverse ages, talents and abilities. This
diversity supports children’s awakening recognition of personal strengths and weaknesses, as
well as the recognition and acceptance of other children’s gifts. The children have many
opportunities to work in small groups, as well as working together as a class. The membership
of the small groups constantly fluctuates and changes based on immediate needs. This
atmosphere provides the children with a safe place to experiment and take the necessary risks
to continue to grow and change as they assume a variety of leadership roles.
Parent/Faculty/Administrator Communication Systems
Ricks Center for Gifted Children relies on open and honest communication between
administrators, teachers and parents/guardians to form a successful educational partnership.
This partnership is critical to each student’s academic and social success. The key to a
successful partnership between parents/guardians, teachers and administrators is the belief that
the school and parents/guardians are operating in the best interest of each child. The following
systems of communication have been developed by Ricks Center faculty and staff with the
support and encouragement of parents/guardians.
Ricks Center Website provides general information for both prospective families and current
families, with links to important parent sites. www.du.edu/ricks. School calendars, links to
classroom blogs, lunch and before/after school program information, and admissions
information are available through the website.
RenWeb is the school’s online student information and data management system. The Parent
Portal of RenWeb, available at https://www.renweb.com/Logins/ParentsWeb-Login.aspx,
contains the school directory and all other parent/guardian resource documents. Important reenrollment information and announcements are also on RenWeb. It is critical that families
update student information through the parent portal as needed.
Ricks Center clearly presents its philosophy and describes its program during the Admission
Process and through various Parent Education Meetings.
Parent-Teacher Conferences are held two times during the school year. Ricks Center is
concerned with both the academic and social/emotional progress of students. Both areas will
be considered and discussed during conferences. Students may participate in conferences in a
variety of ways.
Educational Review (ER) document serves a variety of purposes. The ER defines and
describes the child’s individual curriculum. It records individual growth over time and
communicates information about the child’s development to parents/guardians and other
teachers.
Friday Folders (Early Childhood and Primary): Paper forms are typically distributed on Fridays,
as this allows families to recognize one day a week to look for hard copy communications from
the classroom and school community. These informational papers may include homework
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packets, important announcements, permission slips for special events and field trips, student
work, late work notices, and more.
Weekly Update: Each Wednesday, an email is sent to all families and faculty/staff. This update
includes calendar information, notes from the Director, and other pertinent information.
Each classroom is equipped with a telephone and Voice Messaging System. Please leave
messages directly for teachers or with the Front Desk. Contact the Front Desk in case of an
emergency. The main phone line will be answered between 7:30am and 3:30pm. All calls after
3:30pm will be forwarded to voice mail. The before/after school program can be contacted by
dialing their extension directly.
Each teacher has an individual DU email account. This school email account allows you to
contact your child’s teacher(s) directly at a time that is most convenient for you. Teachers may
not respond to email communications during teaching hours, but will check for and respond to
messages before and after school.
“Coffee with the Director” is a joint effort between the Ricks Center Administration and the Ricks
Community Association. Several times during the course of the academic year, the Director will
meet with parents/guardians informally to discuss questions or topics of interest. Notice of
meeting times are posted in the Weekly Update and are listed in the school calendar.
Back to School Night: This evening event is a chance for parents/guardians to visit the school,
learn about their child’s classroom and curricular and social expectations, meet other
parents/guardians and become acquainted with the school environment.
RCA Bulletin Board: The community bulletin board is located in the hallway directly south of the
main lobby and is maintained by the RCA. Information about school and community events,
announcements, and Major Fundraising Information are posted and regularly updated. All
notices to be placed on the community bulletin must be submitted to Administration for approval.
Parent Participation
Parental involvement is an essential component of the Ricks Center program. Our goal is for
parents/guardians to be partners in their children’s education. Parent participation helps to
foster a strong, positive link between school and home. Parents/guardians cooperate with
teachers in educational planning for their child. There are many ways in which
parents/guardians can participate and be of help. For example, parents/guardians can become
involved in class projects and celebrations; drive on field trips, share a special talent, and many
other activities. Parents/guardians may also help support their child’s classroom outside of
school hours (e.g. volunteering to record books on tape, type student stories, and organize book
orders). During school hours, parents/guardians are required to stop at the Front Desk and sign
in. Ricks Center expects each family to volunteer 24 hours per year.
Placement
The concept of “placement” is central to the Ricks Center educational philosophy. Placement is
about the best place for each child to participate and excel in his or her immediate community in
which a child will discover personal, social, and intellectual strengths based upon our knowledge
of and experience with him or her in an educational environment. Therefore, the placement
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process is a complex one that takes into consideration the relationship between each child and
the community of the classroom. Through this process, the school seeks to maximize the
potential of both the individual child and the classroom community.
Student placement in Ricks Center classes is determined by the individual cognitive and social
needs of each child. Criteria for placement include
•
•
•
•
Approach to learning (learning style, interests, independence, academic strengths and
goals)
Leadership experience and opportunities
Gender and age balance within the classroom
Classroom community
Teachers make initial recommendations for class placement using the above criteria. Initial
class lists are constructed using teacher recommendations and then are examined in team level
meetings by all teachers involved. Ideally for Primary students, each child will have the
opportunity to be with the same teacher for more than one year. Ricks Center strives to best
meet individual needs through the formation of a classroom community of learners.
Final class placement is not completed until teachers are matched with classrooms, and faculty
and administrators review configurations and class lists. Rather than making requests for
specific teachers, we encourage parents/guardians to share in writing with administrators,
teachers and the Admissions Coordinator the characteristics of the classroom community that
seems to be a good match for their child. Additional questions about the placement process
should be addressed to the Admissions Coordinator. Final classroom placement decisions are
the responsibility of Ricks Center administrators.
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Policies and Procedures
Following is a brief description of some of the policies and procedures in place at Ricks. These
policies and procedures provide guidelines for consistent behavior.
Arrival
Early Childhood, including Kindergarten, students must be brought to the classroom
door by a parent or caretaker. City of Denver parking restrictions prohibit parking in the culde-sac in front of the building, so you must park in the Law School Parking Facility. Denver
Parking Enforcement will issue tickets to cars left unattended in the circle drive for any period of
time.
Primary and Middle School students are to be dropped off at the Ricks Center front door.
Drivers should proceed through the cul-de-sac in a counter-clockwise direction and drop
students off at the front door.
It is critical with the staggered start times that students and adults remain quiet in the hallway.
Due to the staggered start times and a need to reduce congestion in the hallways,
parents/guardians/guardians must not wait outside classroom doors. If you need to stay with
your child until the start of class, please plan on arriving just before class time, consider the
before/after school program or wait quietly with your child in the main lobby.
If your 1st-8th grade child arrives more than 15 minutes prior to the start of class, your child must
be checked into before-school care or remain with a parent/guardian in the main lobby. If your
(1st-8th grade) child arrives within 15 minutes of class, your child can either check into before
school care or sit quietly outside the classroom. Refer to the website for before/after school
program information. Students waiting to enter classrooms must be sitting quietly as they
prepare for the day.
Attendance
Attendance at school is critical to each child's success. Excessive absences and late arrivals
adversely affect a child's academic and social progress and success. Classes begin promptly
with announcements, curricular activities and instruction, the creation of the daily schedule,
individual work times, and class discussions. Children are less focused and involved when they
miss the start of the school day. A record of absences and late arrivals will be maintained in
each student's file. Teachers and administrators will work individually with families to develop
good attendance habits.
Absences
Please contact the school at 303-871-2982 by 9:00 a.m. to report absences. Notice will
be given to the classroom teachers; parents/guardians may also contact their child’s
classroom directly.
Families planning an extended absence should contact their child's teachers well in
advance for continuity of learning so that students are able to reconnect to the work
being done in the classroom.
Ricks Center celebrates the diverse talents and interests of the children enrolled.
Students are involved in a range of activities that require them to occasionally be absent
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from school. In cases where a student will be gone on a regular or extended basis, it is
important that families work closely with teachers to assure the student is able to remain
current in his or her school work.
If your child will be leaving school in the middle of the day, please contact your child’s
teacher in advance. Students must not leave school without informing teachers and must
be signed out at the Front Desk.
Tardiness
Early Childhood students who arrive after their designated start time must be escorted to
the classroom door and signed in by a parent or caretaker. All other students who arrive
after their start time must sign in at the Front Desk. If their class is being held at a
location away from the Ricks Center building, caretakers must escort the student to that
location or wait with their child until their class returns.
Before and After School Care
Before and after school care is provided from 7:00-9:00am and 2:30-6:00pm (half day students
have access to after school care beginning at 11:30am). Please see the program’s website for
more information
Behavioral Expectations
Ricks Center parents/guardians, students and teachers have a commitment to quality education
in an environment that promotes socially acceptable behavior. Our fundamental goal is to help
students learn from their inappropriate behavior and to make better decisions about their actions
in the future, while providing all students with a physically and emotionally safe environment
where learning is of paramount importance. The long-term goal of the Ricks Center behavioral
expectations is to enable students to develop internal mechanisms for monitoring and taking
responsibility for their behavior.
Ricks Center supports the University Honor Code and the Pioneer Pledge, which requires all
community members to uphold the values of Integrity, Respect and Responsibility. Additionally,
student conduct policies of the University of Denver apply to students across the campus
including the Ricks Center for Gifted Children including, but not limited to, academic
misconduct, dishonesty, endangerment, physical misconduct, and property damage. Further
information can be found at http://www.du.edu/studentlife/studentconduct/honorcode.html
Within the Ricks Center, teachers act as positive role models, using role-playing, class
discussions, guided conflict resolution sessions and other techniques to help children learn
skills, which enable them to deal effectively with peers and teachers.
Children explore their environment and learn through experimentation. Children will
occasionally be involved in situations that require a teacher’s guidance in redirecting less
appropriate behavior. The use of natural consequences and responsibility for actions provides
children with the opportunity to learn and grow. Learning is not always a pain-free process.
Sometimes children’s feelings are hurt. Recognizing bad judgment, taking responsibility for it
and finding alternative ways of handling situations are part of a learning process the school can
foster. Deciding on the appropriate steps to take when intervening in student problems requires
astute evaluation. Responses that are successful for one child or one age may not be
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appropriate in other instances. Whenever possible, consequences are chosen which offer a
student a realistic picture of the impact of a particular behavior.
While parents/guardians play a vital part in guiding their children’s behavior, teachers try to
allow each child to make mistakes and resolve issues within their classroom environment
whenever possible. Children feel a sense of accomplishment and pride when they are able to
successfully assume responsibility for their actions and share this news with their
parents/guardians when they are ready. Teachers and administrators work closely with children
in helping them to make the decision about when and how to involve parents/guardians. When
necessary, teachers or administrators will initiate contact with parents/guardians. When this
occurs it is critical that parents/guardians and teachers work together closely to provide a
consistent and supportive response to the child.
Bullying Behaviors
In situations in which the school believes bullying behaviors are involved, specific steps
will be followed. These steps include meeting with individuals directly involved,
communicating with families of the students about those meetings, and articulating the
current and future consequences as a result of the bullying behaviors. Known bullying
behaviors can result in suspension or expulsion.
Above all, our goal is to provide children with a safe and caring environment where high
expectations for behavior are consistently demonstrated by students, teachers and families.
Car Seats
Colorado has a comprehensive child passenger safety law. Children who are required to be
restrained in a booster seat must have a booster seat available for use on all field trips and
outings. Colorado law states that all children under the age of 8 must use a booster seat
utilizing the shoulder harness. Students 4 years of age and under and students weighing 40
pounds or less must ride in an approved child safety seat. Safety seats must be installed by
parents/guardians. All safety seats must be provided by parents/guardians. A limited number of
school owned booster seats are available. For safety reasons NO child (Preschool to 8th grade)
may ride in a front seat during field trips.
Circle Drive Traffic
The area designated for passenger loading between the hours of 7:00 a.m. and 5:00 p.m.
Monday through Friday is marked by signs on the southeast curbside of the cul-de-sac.
Vehicles stopped in the designated fire lane portions of the circle drive are subject to ticketing
by the City of Denver at all times of the day other than afternoon pick-up. Any vehicle left
unattended will be subject to ticketing and/or towing by the City.
It is a violation of the signage in the circle drive to park and come in to the school at any time of
day or night. Parents/guardians who must bring their children to the classroom door must
purchase a permit and park in the Law School parking garage or find legal street parking. The
small lot next to the North Playground is NOT for parent parking. Neither Ricks Center nor the
University has any recourse should a driver receive a City of Denver parking ticket, and that
driver is responsible for payment of the citation.
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IMPORTANT: FOR THE SAFETY OF YOUR CHILDREN, PLEASE
• DO NOT use the center island in the cul-de-sac for drop-off and pick-up.
• DO NOT double park. Children should be picked up at the curb only.
• DO NOT pull ahead of another vehicle that is waiting next to the curb.
• DO NOT leave your vehicle unattended.
Dismissal
Please remember that students will be released only to those adults authorized on their
enrollment forms or subsequently authorized in writing by the parent or guardian. Make certain
you have included yourself on the release form. All Primary students must check out with their
teachers. Dismissal from after school care follows the after care programs’ procedures.
Early Childhood, including Kindergarten, students must be picked up at the classroom door or in
the designated location. Please park in the Law School Parking Facility. The small lot next to
the North Playground is not for parent parking.
Primary (1st through 5th grade) students will be escorted to the front door by their teachers.
Drivers should again proceed through the cul-de-sac in a counter-clockwise direction and pick
up students at the front door. Please remember that dismissal times are staggered to reduce
congestion, and traffic should flow in a continuous and orderly manner in the cul-de-sac. Please
plan to arrive at school according to your child’s classroom dismissal to help support a smooth
pick-up process. Students will not be dismissed to a car that is not located along the sidewalk
area. Students are never to get into or out of a car that is ‘double parked’ to insure safety of
each individual in the circle drive area. Students in the fifth grade may self dismiss if they walk
home or ride the bus. Students who walk or ride the bus are asked to leave the grounds by 3:30
p.m. Permission to self dismiss must be provided to the Front Desk in writing and signed by
parents/guardians/guardians.
Middle School students are not formally checked out at the end of the day. After Middle School
students dismiss, it is important they leave campus promptly or head to after school activities.
Students not picked up at the appropriate dismissal time will be signed into the after care
program and charged accordingly.
Dress Code
Students should have weather appropriate clothing for outdoor play each and every day.
On days when students have Physical Education classes or team sports, they need to wear
athletic shoes and dress as teachers and coaches request. Protective gear may be required for
participation in team sport practices.
Students may not wear sagging pants or shorts, short shorts or short tops, ripped clothing or
clothing that exposes undergarments or midriffs.
Appropriate footwear must be worn at all times. Taps, metal plates, or wheels on/or connected
to shoes are not permitted.
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Garments, hats, and stickers cannot contain offensive language or images or alcohol, cigarette
or drug references.
Teachers may request that students not wear whimsical attire when it distracts from the learning
environment of the classroom.
Teachers may require that students leave sports/team jackets or hats at school or follow
additional guidelines during field trips to comply with request of specific organizations’
regulations.
If a student arrives at school dressed inappropriately, parents/guardians may be asked to
provide alternative clothing before the student is allowed into class.
Illness
Children who are ill must remain at home. In accordance with the Colorado Department of
Public Health recommendations, students may not return to school for a minimum of 24 hours
after a child's temperature has returned to normal or stopped vomiting without the aid of
medication. The 24-hour guideline should also be applied when a child has begun a course of
antibiotic treatment. During times of widespread illness, extended recovery time of 48 hours
may be recommended and communicated community wide. Please notify your child's
classroom or advisory teachers of any contagious illness so that other
parents/guardians may be alerted.
Illness or Injury at School
If your child becomes ill or is injured at school, parents/guardians or other authorized
adults will be contacted through the phone numbers listed on each student's health form.
Parents/guardians are expected to come to school within 30 minutes. Student health
forms must be completed before the child enters school and forms must be kept current.
Please contact the Front Desk to update this information when changes occur.
In the event of a life-threatening illness, paramedics will be contacted through the
University of Denver Campus Safety Department based upon the judgment of school
personnel.
Concussions and head injuries are taken very seriously by all Ricks Center personnel. It
is also imperative for the school to be aware of concussions and other head injuries that
occur at non-school events. Due to concussion protocol, physical activities may be
limited. Ricks utilizes Rocky Mountain Hospital for Children for its concussion protocol.
Communicable Diseases
The school recognizes that a wide range of communicable diseases may afflict students.
To protect the health of students, faculty and staff, the school relies on the advice of the
school nurse, the medical community and the Colorado Department of Health guidelines.
Students who exhibit symptoms of a readily-transmissible communicable disease will be
sent home. The school maintains specific written policies on file in the office for certain
communicable diseases. The school reserves the right to require a physician’s
statement authorizing a student’s return to school.
When applicable, parents/guardians will be notified when their child(ren) have been
exposed to a communicable disease. Such notification will include the specific nature of
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the communicable disease, but will not identify the student who has the communicable
disease.
Immunizations
Immunization certificates are required by law to be on file in the school office by the fourteenth
day of student attendance. This form is to be completed by the family physician or pediatrician.
A new immunization form must be completed each school year for all students and must be on
file in the school office.
Exemptions
A student may be exempted from these requirements for medical, religious, or
philosophical reasons. A waiver for medical, religious or philosophical reasons must be
completed per Colorado state law and submitted to the school. Students who are not
fully immunized may be asked to remain out of school during an outbreak of a
communicable disease at Ricks Center or on the University of Denver campus in
accordance with Colorado Department of Public Health recommendations.
Lost and Found
Every attempt is made to reconnect found items with owners. To assist with this, please be
sure names are clearly and permanently marked on clothing and other items of importance so
that they may be easily identified. Lost and Found items may be reclaimed from the Lost and
Found area located in the Primary Atrium. Items of value, such as jewelry, etc., generally
should not be brought to school. Periodically all unclaimed items will be donated to charity.
Many treasures languish for weeks unclaimed, so please check the Lost and Found regularly.
Medication Policy
In compliance with University policy, Ricks Center teachers, administrators and staff may not
administer over-the-counter or prescription medications. Children may not bring any
medication with them to school under any circumstances. Children may not self-administer or
provide others any medication under any circumstances. Parents/guardians are welcome to visit
school during the day to medicate children.
In the case of life threatening allergic reactions or medical conditions, parents/guardians need to
complete an Emergency Response Plan with their medical provider. Medications necessary to
this plan may be stored at Ricks Center in the following manner:
•
•
•
•
•
•
•
Must be packaged in a sealable plastic bag
Photo of Child must be taped on the bag
Full name of child written on bag
Completed “Permission for Medication” and accompanying “Health Care Plan” forms
Copy of any doctor’s forms or orders
Medication in current original packaging (check expiration date)
Medicine spoons, cups etc. with dosage marked
All medication must be checked in directly with Operations Manager.
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Outside Tutoring and Specialists
Educational tutoring must be done outside of school. Ricks Center students may meet with
specialists in the building at prearranged times, when it is deemed necessary by the educational
team working with a particular child.
Parking
Ricks Center parents/guardians have access to short-term parking in the Law School Parking
Facility for purposes such as drop-off and pick-up, conferences, classroom volunteering, etc.
These limited access permits in the Law School Parking Facility are available to Ricks Center
parents/guardians for a substantially reduced price. The Law School Parking Facility is the
ONLY authorized University parking area for Ricks Center parents/guardians. Ricks Center
shares Yellow Level 1 with the Coors Fitness Center. Please do not park on any other level as
you will receive a ticket. The small lot next to the North Playground is not for parent parking.
Purchasing a Ricks Center Parent Parking Permit Online
Parking permits are available to Ricks Center parents/guardians at a reduced cost for
Level One Yellow permits in the University’s “L” parking lot, adjacent to the law school
and west across South York Street from Ricks Center.
Purchasing a parking permit must be done online. Ricks Center Parent permits are
priced substantially below the rate charged to other L Garage permit holders. The cost
for a 2015-2016 Ricks Center Parent parking permit in the Law School Parking Garage
is $123.00 per permit.
It is necessary that parents/guardians who drop off / pick up Pre-School through
Kindergarten students purchase a parking permit. You must escort the preschoolerkindergartener to/from the designated class area. Leaving an UNATTENDED car in the
S. York Street circle drive is illegal and is subject to ticketing by the Denver Police
Department. So is the use of LOT R (next to the garden). Parking in the L Garage and
walking is best.
LOT R, the RESTRICTED lot north of the playground/building, is NOT to be used for drop-off or
pick-up. Parents/guardians should not use this lot; it is for visitors only, and it requires a special
permit.
Ricks Center does not issue temporary parking permits. Short term daily parking is located in
Law School garage with access off of Evans and to the west of Sturm Hall. These are pay lots.
Problem-Solving Procedures
Ricks Center has established the following problem solving guidelines to ensure clear
communication with everyone involved.
Parents/guardians should meet with the involved teachers. This may require scheduling a
conference or may be handled before or after school without an appointment if the teacher is
available. If the concern centers on a special class, parents/guardians should meet with the
Connections teacher and notify the classroom teacher of the concern as well. If the concern
remains, parents/guardians should select one of the following options in continuing the problem
solving process:
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•
Meet with the involved teachers again in a more formal setting. If needed, establish a
written plan and time line for working through the concern. A follow-up meeting should be
scheduled and a communication system established to document progress.
•
Notify an administrator in writing of the concern. Please be specific in describing the
problem and the steps already taken to resolve the issue.
•
Schedule a meeting with an administrator, possibly to include the involved teachers.
Requests for Teacher Recommendations and/or Records
Many schools require teacher recommendations for admission purposes. Recommendation
requests cannot be completed prior to the first reporting period. Parents/guardians should
request the recommendation a minimum of two weeks before it is due.
All requests for student records should be made in writing and given to the Front Desk.
School Closing
In the event of severe weather, Ricks Center utilizes local media sources and the Renweb
Parent Alert system to announce school cancellations. Please check your local television, radio
station, the school website or call the Front Desk to listen to a recorded message. If the weather
conditions do not necessitate a school closure, please arrive at school as soon as you are able
to do so safely. Ricks Center does not run on a delayed schedule.
School Lunch Program
A Hot Lunch Program is offered Monday through Friday. Friday “Pizza” is organized and
administered by Ricks Center faculty members as a fundraiser. Families may sign-up for any
combination of hot lunches and pizza. Soft drinks or candy are not permitted in school lunches.
Foods such as ice cream or cupcakes are permitted for birthday celebrations, culminations and
other planned classroom or school celebrations. Soft drinks (pop or soda) and caffeinated drinks
are prohibited at all times.
Forgotten lunches can be problematic. We recommend that you send in a non-perishable
emergency lunch to be stored in the classroom. Due to food allergies and restrictions children
are asked not to share or exchange food.
Student Lockers
Upper School students will be assigned a locker for which they should provide a lock. Lockers
are required to be locked. While it is acceptable to personalize the insides of lockers with
appropriate materials (photos, quotes, etc.) students may only use magnets to attach these
items.
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Technology and Electronic Devices
Students, staff, and faculty who are assigned a computer at the Ricks Center are expected to
take all due care of such equipment, including but not limited to laptops/iPads, desktops,
projectors, and printers. For example, laptops/iPads should be transported in appropriate
protective cases, and drinks and food should be kept away from computer areas.
Student, staff, and faculty computers and those that supply their own computers at the Ricks
Center agree that this equipment will be used for educational purposes during the operational
hours of the school and to abide by the Acceptable Use Policy of the Ricks Center.
Extracurricular uses of the computers outside of the operational hours of the center need to be
cleared by the Educational Technology Specialist on a case-by-case basis.
Those found to be in violation of this agreement may be subject to disciplinary action including,
but not limited to temporary termination of technology privileges. Access to technology,
including the University of Denver and the Ricks Center network, at the Ricks Center and Ricks
Center events is a privilege, not a right, and requires personal responsibility. All use falls under
the guidelines presented in this policy.
If students leave their personal computer at home or fail to bring the appropriate equipment
needed to operate that computer (including but not limited to power cords), the school will do its
best to provide replacements for the day.
Students who provide their own computers agree to equip those computers with the outlined
minimum specifications for operations (available on DU’s website) on the Ricks Center network
as determined by the Educational Technology Specialist and DU’s UTS. Students with their own
computers will also be expected to provide school utilized software for curricular purposes.
The Ricks Center is legally prohibited from providing copies of licensed software to students for
use on personal computers. Students are not allowed to load any software or hardware, or
reconfigure Ricks Center computers in any way without express permission from teachers and
the Educational Technology Specialist. Changing of personalized settings such as changing the
wallpaper, if appropriate, is allowed.
Further, all computers must be kept up to date with the latest Operating System updates and
patches as well as the latest antivirus definitions. Security is very important, and failure to keep
computers updated is a serious offense.
Abandonment, Neglect, and Misuse
The school reserves the right to deny access to our network and restrict computer usage
as a consequence for any unforeseen actions not specifically mentioned in this policy.
The use of our computers and the network is a privilege and may be restricted if it is
abused. The Ricks Center reserves the right to periodically review individual’s online
activity/history to support upholding appropriate use practices. The school reserves the
right to take school-issued technology at any time where a violation has occurred.
For the sake of this policy, abandonment of a laptop/iPad will be defined as a
laptop/iPad left unattended. Misuse will be defined as any action on a computer or the
network that violates this policy or is inappropriate within the school environment.
Neglect will be defined as damage done to the computer through carelessness on the
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part of the student. As accidents can happen, extenuating circumstances will be
considered.
Consequences
Consequences, up to and including revocation of technology access at school, for
misuse of school-loaned technology will be at the discretion of the teachers,
administrators, and the Technology Coordinator, and will be based on the severity of the
incident. Misuse can include playing games in class, watching music videos, logging in
to an account other than your own, visiting inappropriate websites, downloading
unapproved software or using any type of illegal file sharing software. Any action
deemed by Ricks Center faculty, staff, or administrators to be misuse will be treated as
such.
Web 2.0: Social Media, Blogging, etc
Due to the inherent security risks associated with social media (such as Twitter and
Facebook), Ricks Center allows the use of social media during school hours only with
teacher or staff permission. Outside of school, the confidentiality agreement below
stands for all members of the Ricks Center community in regards to social media use.
Cell Phones
All student cell phones must be in the off position during their respective school hours
unless permitted to be on by teachers or staff.
Families must use the main phone line to contact students in case of an emergency.
Please aid us in the policy by not texting your student during their school hours.
Legality
All members of the Ricks Center community are expected to follow all laws and
regulations at all times. This expectation continues into the digital realm and illegal
software or activity will not be tolerated. Any sort of file sharing or other (potentially)
illegal software is not permitted on school computers and will result in immediate
confiscation and parent conference. Any evidence of illegal activity will be reported to the
appropriate authorities.
Confidentiality
For security reasons, the Ricks Center requires that NO information about students or
Ricks Center events be published in print or the web (including photo sharing sites,
personal blogs, Facebook, etc.) by any parents/guardians or students. This may include
pictures, videos, dates, times, or any other identifying information. All information
regarding Ricks Center classes or events will be disseminated by Ricks Center staff.
Please do not publish or disseminate any sensitive information you may have about any
such events. This policy includes any confidential username and passwords issued to
parents/guardians for the purpose of accessing the Ricks Center Intranet. The
information on this site is of a confidential nature and access to the site is limited to a
student’s immediate family or guardian.
University of Denver Acceptable Use Policy
As part of the University community, all students, staff, and faculty agree to abide by the
Acceptable Use Policy of the University. The current version of this policy is available
online at http://www.du.edu/uts/policies/duaup.html Please keep this copy of the
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Acceptable Use Policy on file and bring in the signed signature page on the first day of
class.
Other electronic devices such as ereaders, gaming devices, and music players may only
be used during school hours with permission.
Psychological and Educational Consultant Services
The Ricks Center referral process is designed to work with students' academic and
social/emotional issues. Outside professionals will be recommended based on their area of
specialization and the child's area of need. A conference will be scheduled with
parents/guardians, the selected specialists, teachers and administrators to ensure effective
communication between all involved parties and to outline an ongoing plan for the individual
student.
Re-Enrollment
Contracts are issued for each returning student in mid-January and are due in the Business
Office with the accompanying deposit by the end of that month. Exact dates are published each
year on the school calendar and notices will be emailed and placed within school
communications. Parents/guardians are asked to confirm in writing whether or not their child
will be returning for the following school year. The deposit serves to secure a space for the
child. Parents/guardians who will be applying for financial assistance must complete the
application by the designated date. Applications for financial aid must be complete with
required documentation in order to be considered. After the contract deadline for returning
students has passed, spaces for new students are determined. Failure to return a contract with
a deposit by the deadline will result in the relinquishment of a child’s place in the Ricks Center
program. Contract renewal and classroom placement are the responsibility of the Admissions
Committee.
Students who are moving from Prekindergarten to Kindergarten must have an educational
assessment as noted in the admissions information. Assessments need to be completed prior
to Winter Break in December of the current year to ensure that reports reach the Admissions
Office before the contracts for the following school year are prepared.
Ricks Community Association (RCA)
All parents/guardians, faculty, administrators and staff members at Ricks Center are members
of the Ricks Community Association. The purpose of the RCA is to enhance the Ricks Center
experience by providing funding and support for academic and enrichment opportunities. Each
Ricks Center family is asked to donate at least 24 hours of time to committee and/or classroom
work over the course of a year.
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Room Parent Coordinators
Effective Room Parent Coordinators can act as ground level community builders and should
work to build a sense of community within their classroom parent body. It is especially
important that new families be welcomed and included.
Responsibilities of Parent Coordinators
The Room Parent Coordinators have two main responsibilities – teacher support and
community building. A basic outline is provided below and a more comprehensive guide
to the community building aspect will be provided to Parent Coordinators prior to the
beginning of the school year.
There will be one Room Parent Coordinator per room, PS – 5th. Middle School is by
grade level.
•
•
Teacher Support: Each Teacher will have his or her own needs. These needs will be
communicated to the Parent Coordinator at the beginning of the year.
Community Building: It is the Parent Coordinator’s job to efficiently distribute and
delegate classroom opportunities throughout the year. The Parent Coordinator must
commit to being inclusive of the whole parent body. Parent coordinators must attend all
RCA Parent Coordinator meetings and work to create a positive and welcoming
environment for all parents/guardians.
Applying/Selection
Applications should go through admin and all parents/guardians should be invited to submit
their name for consideration. Admin will then consult with teachers to select 1 Parent
Coordinator per classroom. The following factors should be considered when selecting
parent coordinators:
•
•
•
•
Has the applicant been a parent coordinator (or room parent) for anyone in the
previous year;
Does the applicant hold another role within the school (ie: RCA, Advisory Board);
Does the applicant stand out for diversity consideration; and
Is the applicant capable of fulfilling the responsibilities of teacher support and
community building?
In following this process, it is ok for teachers to email particular parents/guardians and
request that they submit their names, but all parents/guardians must be given the
opportunity to apply and be considered according to the above criteria.
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Traditional Ricks Center Events
Annual Campaign
Back to School Night
Carnival
Coffee with the Director
Gala Auction
Graduation Ceremony
Grand Persons Day
Halloween Celebration
Life After Ricks/HS Information Night
Primary Talent Show
RCA FUNraiser
RCA Meetings
St. Patrick’s Day Celebration
Upper School Socials
Valentine Celebration
RCA Education Series
Withdrawal
All student withdrawals must be made in writing to the Admissions Office. The school cannot
refund fees paid or cancel unpaid fee obligations in the case of withdrawal. For more
detailed information, please review your student contract and contact the Business Office at
Morgridge College of Education.
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Ricks Center 2015-16 Family Handbook Signature Page
(return to Front Desk)
Student Name _____________________________________
Parent/Guardian Name ______________________________
Parent/Guardian Name ______________________________
I have read the Ricks Center 2015-16 Family Handbook.
Parent/Guardian Signature ___________________________
Date ___________________
Parent/Guardian Signature ___________________________
Date ___________________
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