DA

RL

ING

TO

N C

OM

MU

NIT

Y S

CH

OO

LS

December, 2017

New

sletter

Dear Parents and Guardians,

We have had a wonderful Fall at the Darlington Community School District! We are excited

about our energy efficiency /remodel project at the High School, the Project Lead the Way

Launch Curriculum at our Elementary School, and ongoing community support and school

pride. As a learning community, we are continually looking to improve the Darlington

Community School District. One source we use to reflect on our strengths and areas for

improvement is the School Report Card.

The Department of Public Instruction (DPI) generates a School Report Card and District Report

Card for every publicly funded school and district in the state. These public report cards can be

found online at: http://dpi.wi.gov/accountability/report-cards. The Report Cards are intended to

help schools and districts use performance data to target improvement efforts that ensure

students are ready for their next educational step – including the next grade level, graduation,

college, and careers.

The current School Report Card is primarily based on last year’s performance, the 2016-17

school year. At the foundation of the report cards are four priority areas. Schools and districts

receive a score for each priority area:

• Student Achievement proficiency in English Language Arts (ELA) and mathematics on the

annual state assessments

• School Growth measured by year-to-year progress in ELA and math achievement

• Closing Gaps in performance between specific student groups (comparing English language

learners, low-income students, students with disabilities, and members of a racial or an ethnic

group with their peers)

• On-Track and Post-secondary Readiness showing reliable predictors of how many students are on

track to graduate from high school and student readiness for post-high school success

Schools and districts are also evaluated on their level of student engagement – chronic absenteeism

rates and dropout rates – when applicable. The priority area scores are aggregated into an overall

accountability score, from 0 to 100. This score is displayed in the top left corner of the School or

District Report Cards. It is important to note that the 0 to 100 accountability score is not a “percent

correct” measurement. Based on its score, a school or district receives one of five rating categories,

from Fails to Meet Expectations to Significantly Exceeds Expectations, as well as corresponding one

to five stars.

Here’s some information we’d like to share with our Darlington Community School District report

card:

Darlington’s attendance and graduation rates continue to soar above the state average. We

continue to be proud of our achievement in mathematics, while we are focusing on improving in our

English language arts achievement. Darlington Schools scores also acknowledge the rise in

performance of traditionally lagging student groups, while narrowing the achievement and

graduation gaps between groups of students.

DPI has produced two versions of each Report Card: a quick one-pager labelled “School Report

Card” and lengthier, detailed version labelled, “School Report Card Detail.” Both versions can be

accessed online at http://dpi.wi.gov/accountability/report-cards along with resources that explain

the report cards. I have included the one page School Report Card for Darlington Community School

District here as well.

As DPI stresses, these report cards are just one source of information about our school. Given that, I

want to share some other data that helps illuminate some of our successes and helps pinpoint areas

of work in our school/district. The attachment provides some additional information that shows we

are moving in the right direction.

Please let me know your thoughts and questions as they arise. I look forward to working with you to

make 2017-18 a successful school year for your child!

Sincerely,

Denise Wellnitz

Superintendent Denise Wellnitz

In 2013, Darlington Elementary Middle School

applied for and was accepted as a Title I

Schoolwide Program. DEMS was able to

make the change due to an increase in the

number of students who qualify for free and

reduced lunch. Title I is a federal program

that provides schools with funds to provide

supports to students who require additional

assistance in reading and/or math. Previous

to becoming a Schoolwide Program, DEMS

was a Title I Targeted Assistance Program.

A Title I Schoolwide Program means that all

students and staff are considered Title I.

While we still provide supplemental

instruction to students who struggle in reading

and/or math, no longer does a student have to

show the highest need in order to receive

support.

We are excited for the opportunity to use

federal Title I dollars in a more flexible

Schoolwide Program as we continue to work

toward our goal of success for all. Please feel

free to email Jean O’Neill

(oneillj@darlington.k12.wi.us) or call her (776-

4021) if you have questions.

Darlington Elementary Middle School

Enters Fifth Year as Title I Schoolwide

Program

Shortly after students headed off to summer break in

June, kindergarten-sixth grade teachers at

Darlington Elementary were back in the classroom

for a three day training on Project Lead the Way

Launch.  Staff spent the remainder of the summer

planning and preparing for implementation in their

respective classrooms.  

According to its site, “PLTW Launch’s 24

interdisciplinary modules bring learning to life. The

program empowers students to adopt a design-

thinking mindset through compelling activities,

projects, and problems that build upon each other

and relate to the world around them. As students

engage in hands-on activities in computer science,

engineering, and biomedical science, they become

creative, collaborative problem solvers ready to take

on any challenge.”  

With the adoption of PLTW Launch, the Darlington

Community School District becomes the first school

district in the area to offer Project Lead the Way

courses in grades K-12.

Project lead The Way

Each school day, the Darlington Community School District needs to provide a safe and healthy learning environment for approximately 830 elementary and secondary students in our schools. Families and our community expect schools to keep their children safe from all threats including human-caused emergencies such as crimes of violence. In collaboration with Darlington Community Police Department, our schools can take steps to plan and prepare to mitigate these threats. Every school Emergency Operating Procedure (EOP) should include courses of action that will describe how students and staff can most effectively respond to an active shooter situation to minimize the loss of life, and teach and train on these practices. No single response fits all active shooter situations, however, making sure each individual knows his or her options for response and can react decisively will save valuable time.

Darlington Community School District is embracing ALICE (Alert, Lock-down, Inform, Counter, and Evacuate), teaching strategies to survive a life-threatening event. The Darlington Community School District is taking a blended learning approach, e-learning plus Jason King, ALICE Instructor to: *Implement a school security plan *Provide school security training drills and exercises. ALICE Training Programs & Services increase children and employees' odds of survival during a violent intruder event. ALICE Training goes beyond lockdown methods by providing individuals with a new set of skills that will greatly increase their odds of survival during an active shooter situation. Supported by educators and law enforcement organizations, ALICE is quickly becoming the new standard of care across the nation.

School Security Update

After initially attending college for a career in law enforcement, Matt Withrow realized that education

was his true passion. He enrolled at the University of Wisconsin-Platteville to complete the necessary

coursework and graduated in December of 2016. Mr. Withrow was hired to teach physical education

and health at DEMS, where he works with students from kindergarten-eighth grade. In his free time,

Mr. Withrow enjoys exercise, coaching, trying new things, and spending time with his fiance, family

and friends.

After spending the past ten years teaching secondary math in the Benton and Shullsburg School

Districts, Tiffany Signer was thrilled when the opportunity came up to work in her hometown. Mrs.

Signer resides in Gratiot with her husband Travis, and daughters Olivia and Josephine.

Positive experiences in Iowa, Cuba City, and Mineral Point the past seven years helped pave the way

for Molly Uppena to return home to the English department at Darlington High School where her

husband Tom is also a member of the staff. "One of the most rewarding aspects of working in the

Darlington School District is working with staff and students that effectively blend tradition and

progress. I'm proud to be part of the wonderful tradition Darlington continues to maintain while we also

seek ways to stay progressive and innovative."

Mariah Whalen enjoyed her student teaching experience at Darlington Elementary Middle School so

much, that after graduating from the University of Wisconsin-Platteville in May, she accepted a

kindergarten position at DEMS. A newlywed, Mrs. Whalen resides in Mineral Point with her husband

Mitchell. According to Mrs. Whalen, “Being a rural school district, we are very fortunate to have close-

knit relationships with the school, families, and community. Darlington Community School District

provides everyone with a welcoming place to call "home" and that is why I love teaching here.”

Amanda Aird spent the majority of the last seventeen years teaching secondary science in the

Shullsburg School District. A resident of Darlington for the past fourteen years with her husband and

two sons, Mrs. Aird jumped at the opportunity to join the staff at DHS. According to Mrs. Aird,

“Working here gives me the opportunity to work in the community I live in. I love that my kids are in the

same district. It’s a great school full of great kids. I have had an amazing experience so far and really

enjoy coming to work here.”

New New Staff

Front Row: Alyssa Linden, Tiffany Signer, Shanna Grossen, Mariah Whalen, Amanda AirdBack Row: Emily Britz, Molly Uppena, Matt Withrow, Justin Doyle, Katelyn Oellerich, Betsy McGranahan

After receiving her Master’s Degree and Educational Specialist Degree from the University of

Wisconsin - Whitewater, Katelyn Oellerich worked for the Madison Metropolitan School District as a

school psychologist for three years. A native of Mineral Point, Mrs. Oellerich was excited to return to

her rural roots and begin work with the students in the Darlington Community School District.

Outside of school, Mrs. Oellerich enjoys running, gardening, and spending time outdoors with her

husband, son, energetic Labrador, and family. Mrs. Oellerich shared, “I enjoy working for the

Darlington Community School District because I love the dedication that all staff has to our students.

When you enter the building, there is a genuine sense of community and a desire from all for the

students to succeed and be held to high standards. I have an appreciation for the clearly outlined

expectations of all students and also that staff works well together to create individualized plans for

students who need these plans. Staff, students, and community members have been so kind and

patient as I am learning, which has truly made me feel welcome, thank you!

According to Betsy McGranahan, “I like working in the Darlington Community School District

because of family environment within the schools and classrooms. In addition, the district and

community work closely together and both take great pride in the district's achievements.” For this

reason, Mrs. McGranahan joined our district to teach kindergarten after teaching a total of twelve

years in the East Dubuque and Cuba City School Districts. A native of Apple River, Illinois, Mrs.

McGranahan resides in Darlington with her husband, Ryan, and three children.

Justin Doyle joined the Darlington High School faculty after teaching in neighboring Black Hawk for

the past seven years. A native of Mineral Point, Justin still resides there today with his wife Livia and

two boys. In his spare time, Justin raises 50 head of beef cattle and co-owns an auction company.

Justin shared, “I like teaching in the Darlington School District because the community truly

understands the importance of education and is willing to invest in our students. This type of

investment allows our students to succeed in whatever career field they choose.”

Emily Britz, a graduate of Darlington High School, joined the staff at DEMS as an educational

assistant this year. Emily and her husband Werner are raising their four children just outside of

Darlington.

After spending 15 years working in early childhood education in the daycare setting, Shanna

Grossen has joined the staff at DEMS as an educational assistant. A native of Scales Mound,

Illinois, Shanna resides in Darlington with her husband Jon and three children. In addition to her

assist duties, Shanna spent the fall as a member of the staff for the DHS volleyball team.

A recent graduate of Clarke University in Dubuque, Iowa, Alyssa Linden has joined the staff at

DEMS as a member of the special education team. When not working on her masters degree from

Clarke University in Instructional Leadership, Alyssa enjoys sewing, riding her bike, and spending

time with family and friends. According to Alyssa, "I love working at the Darlington Community

School District because of the amazing students and staff!"

This information in this publication also appears in Spanish.

Darlington Community School District is required to locate, identify, and evaluate all children, with disabilities,

including children with disabilities attending private schools in the school district, and homeless children. The

process of locating, identifying, and evaluating children with disabilities is known as child find. This agency

conducts the following child find activities each year: 3 year old screening, Thursday, January 25, 2018, from 1:00 – 5:30 PM and Friday, January 26, 8:30 – 12:00. This notice informs parents of the records the school

district will develop and maintain as part of its child find activities. This notice also informs parents of their rights

regarding any records developed.

The school district gathers personally identifiable information on any child who participates in child find

activities. Parents, teachers, and other professionals provide information to the school related to the child’s

academic performance, behavior, and health. This information is used to determine whether the child needs

special education services. Personally identifiable information directly related to a child and maintained by the

school is a pupil record. Pupil records include records maintained in any way including, but not limited to,

computer storage media, video and audiotape, film, microfilm, and microfiche. Records maintained for personal

use by a teacher and not available to others and records available only to persons involved in the psychological

treatment of a child are not pupil records.

The school district maintains several classes of pupil records.

• "Progress records" include grades, courses the child has taken, the child's attendance record, immunization

records, required lead screening records, and records of school extra-curricular activities. Progress records

must be maintained for at least five years after the child ceases to be enrolled.

• "Behavioral records" include such records as psychological tests, personality evaluations, records of

conversations, written statements relating specifically to the pupil's behavior, tests relating specifically to

achievement or measurement of ability, physical health records other than immunization and lead screening

records, law enforcement officers' records, and other pupil records that are not "progress records." Law

enforcement officers' records are maintained separately from other pupil records. Behavioral records may be

maintained for no longer than one year after the child graduates or otherwise ceases to be enrolled, unless the

parent specifies in writing that the records may be maintained for a longer period of time. The school district

informs parents when pupil records are no longer needed to provide special education. At the request of the

child's parents, the school district destroys the information that is no longer needed.

• "Directory data" includes the student's name, address, telephone listing, date and place of birth, major field of

study, participation in officially recognized activities and sports, weight and height of members of athletic teams,

dates of attendance, photographs, degrees and awards received, and the name of the school most recently

previously attended by the student.

• "Pupil physical health records" include basic health information about a pupil, including the pupil's

immunization records, an emergency medical card, a log of first aid and medicine administered to the pupil, an

athletic permit card, a record concerning the pupil's ability to participate in an education program, any required

lead screening records, the results of any routine screening test, such as for hearing, vision or scoliosis, and

any follow-up to the test, and any other basic health information, as determined by the state superintendent.

Any pupil record relating to a pupil's physical health that is not a pupil physical health record is treated as a

patient health care record under sections 146.81 to 146.84, Wisconsin Statutes. Any pupil record concerning

HIV testing is treated as provided under section 252.15, Wisconsin Statutes.

Darlington Community School District CONFIDENTIALITY OF PERSONALLY IDENTIFIABLE INFORMATION

OBTAINED THROUGH CHILD FIND ACTIVITIES

The Family Educational Rights and Privacy Act (FERPA), the Individuals with Disabilities Education Act (IDEA), and section 118.125, Wisconsin Statutes, afford parents and students over 18 years of age ("eligible students") the following rights with respect to education records:

• The right to inspect and review the student's education records within 45 days of receipt of the request. Parents or eligible students should submit to the school principal [or appropriate school official] a

written request that identifies the records(s) they wish to inspect. The principal will make arrangements for

access and notify the parent or eligible student of the time and place where the records may be inspected.

The school district will comply with the request without unnecessary delay and before any meeting about an

individualized education program, or any due process hearing, and in no case more than 45 days after the

request has been made. If any record includes information on more than one child, the parents of those

children have the right to inspect and review only the information about their child or to be informed of that

specific information. Upon request, the school district will give a parent or eligible student a copy of the

progress records and a copy of the behavioral records. Upon request, the school district will give the parent

or eligible student a list of the types and locations of education records collected, maintained, or used by the

district for special education. The school district will respond to reasonable requests for explanations and

interpretations of the records. A representative of the parent may inspect and review the records.

• The right to request the amendment of the student's education records that the parent or eligible student believes is inaccurate or misleading. Parents or eligible students may ask [Name of] School

District to amend a record that they believe is inaccurate or misleading. They should write the school

principal, clearly identify the part of the record they want changed, and specify why it is inaccurate or

misleading. If the district decides not to amend the record, the district will notify the parent or eligible student

of the decision and the right to a hearing regarding the request for amendment. Additional information

regarding the hearing procedures will be provided to the parent or eligible student when notified of the right

to a hearing.

• The right to consent to disclosures of personally identifiable information in the student's education records, except to the extent that federal and state law authorize disclosure without consent. The

exceptions are stated in 34 CFR 99.31, Family Educational Rights and Privacy Act regulations; Sec. 9528,

PL107-110, No Child Left Behind Act of 2001; and section 118.125(2)(a) to (m) and sub. (2m), Wisconsin

Statutes. One exception that permits disclosure without consent is disclosures to school officials with

legitimate educational interests. A school official is a person employed by the district as an administrator,

supervisor, instructor, or support staff member (including health or medical staff and law enforcement unit

personnel); a person serving on the school board; a person or company with whom the district has

contracted to perform a special task (such as an attorney, auditor, medical consultant, or therapist); or a

parent or student serving on an official committee, such as a disciplinary or grievance committee, or

assisting another school official in performing his or her tasks. A school official has a legitimate educational

interest if the official needs to review an education record in order to fulfill his or her professional

responsibility. Upon request, the district discloses education records without consent to officials of another

school district in which a student seeks or intends to enroll. Also, the district discloses "directory data"

without consent, unless the parent notifies the district that it may not be released without prior parental

consent.

• The right to file a complaint with the U. S. Department of Education concerning alleged failures by the District to comply with the requirements of FERPA. The name and address of the Office that

administers FERPA is: Family Policy Compliance Office, U.S. Department of Education, 400 Maryland

Avenue, S.W., Washington, DC 20202-4605.

Darlington Community School District requiere ubicar, identificar, y evaluar a todos los menores con discapacidades,

incluyendo a menores con discapacidades que asisten a escuelas privadas en el distrito escolar, y menores sin hogar. El

proceso de ubicar, identificar y evaluar a menores con discapacidades es conocido como intervención temprana o “child

find”. Esta agencia lleva a cabo las siguientes actividades de intervención temprana cada año: observation escolar de 3 anos, Jueves el 25 de enero de 2018, 1:00 Pm a 5:30 PM, Viernes el 26 de enero de 2018, 8:30 AM a 12:00 PM.

Este aviso informa a los padres de los registros que el distrito escolar creará y mantendrá como parte de sus actividades

de intervención temprana. Este aviso también informa a los padres de sus derechos sobre cualquier registro creado.

El distrito escolar reúne información de identificación personal de cualquier menor que participa en las actividades de

intervención temprana. Los padres, maestros, y otros profesionales proporcionan información a la escuela en relación al

desempeño académico, conducta y salud del menor. Esta información es usada para determinar si el menor necesita

servicios especiales de educación. La información de identificación personal directamente relacionada con el menor y

mantenida por la escuela es un registro de alumno. Los registros de alumno incluyen datos mantenidos en cualquier

medio incluyendo, entre otros, medios de almacenamiento informáticos, cintas de video y audio, película, microfilm, y

microficha. Los registros mantenidos para uso personal por un maestro y que no se encuentran disponibles para otros y

los registros disponibles sólo para las personas involucradas en el tratamiento psicológico de un menor no son registros

de alumno.

El distrito escolar mantiene diferentes clases de registros de alumno.

• Los "Registros de Progreso" incluyen notas, clases que el menor ha tomado, el registro de asistencia del menor,

registros de vacunaciones, registros obligatorios de detección de plomo, y registros de actividades extracurriculares de la

escuela. Los registros de progreso deben ser mantenidos por lo menos cinco años después que el menor deje de

matricularse.

• Los "Registros de Conducta" incluyen registros como pruebas psicológicas, evaluaciones de personalidad, registros de

conversaciones, declaraciones escritas relacionadas específicamente con la conducta del menor, pruebas relacionadas

específicamente al logro o medición de la capacidad, registros de salud física aparte de registros de vacunación y

detección de plomo, registros de agentes del orden público, y otros registros de estudiante que no sean “registros de

progreso.” Los registros de agentes del orden público se mantienen separadamente de otros registros del alumno. Los

registros de conducta pueden ser mantenidos por un lapso no mayor de un año después de la graduación del menor o

después que el mismo deje de matricularse, a menos que el padre especifique por escrito que los registros pueden ser

mantenidos por un periodo de tiempo mayor. El distrito escolar informa a los padres cuando los registros de alumno ya

no son necesarios para proporcionar educación especial. A solicitud de los padres del menor, el distrito escolar destruye

la información que ya no es necesaria.

• Los "datos de directorio" incluyen el nombre del estudiante, dirección, teléfono listado, fecha y lugar de nacimiento,

campo principal de estudios, participación en actividades y deportes oficialmente reconocidos, peso y altura de los

miembros de los equipos atléticos, fechas de asistencia, fotografías, grados y premios recibidos, y el nombre de la

escuela más reciente a la que haya asistido previamente el estudiante.

• Los "registros de salud física del estudiante" incluyen información básica de salud sobre un alumno, incluyendo los

registros de vacunación del alumno, una tarjeta de emergencia médica, un registro de primeros auxilios y medicina

administrada al alumno, y una tarjeta de permiso atlético, un registro sobre la capacidad del alumno de participar en un

programa de educación, cualquier registro obligatorio de detección de plomo, los resultados de cualquier prueba de

detección de rutina, como una prueba de audición, visión o escoliosis, y cualquier seguimiento a dicha prueba, y

cualquier otra información básica de salud, como sea determinado por el superintendente del estado. Cualquier registro

del alumno relacionado con la salud física del mismo que no sea un registro de salud física del alumno es tratado como

Darlington Community School District

CONFIDENCIALIDAD DE INFORMACIÓN DE IDENTIFICACIÓN PERSONAL OBTENIDA

MEDIANTE ACTIVIDADES DE INTERVENCIÓN TEMPRANA O “CHILD FIND”

un registro de cuidado de salud del paciente según las secciones 146.81 a 146.84, de los Estatutos de Wisconsin.

Cualquier registro del alumno sobre prueba de VIH es tratado como se proporciona en la sección 252.15, de los Estatutos

de Wisconsin.

La Ley de Derechos Educativos de la Familia y la Confidencialidad (FERPA, por sus siglas en inglés), la Ley de Educación

para Individuos con Discapacidades (IDEA), y la sección 118.125, de los Estatutos de Wisconsin, proporcionan a los

padres y a los estudiantes mayores de 18 años ("estudiantes aptos") los siguientes derechos respecto a sus registros de

educación:

• El derecho a inspeccionar y revisar los registros de educación del estudiante dentro de los 45 días posteriores a la

recepción de la solicitud. Los padres o los estudiantes aptos deben enviar al director de la escuela [or appropriate school

official] una solicitud escrita que identifique el(los) registro(s) que ellos desean inspeccionar. El director puede hacer

arreglos para el acceso y notificar al padre o al estudiante apto sobre el momento y lugar donde los registros pueden ser

inspeccionados. El distrito escolar cumplirá con la solicitud sin retrasos innecesarios y antes de cualquier reunión sobre un

programa educativo individualizado, o cualquier proceso de audiencia pendiente, y de ninguna manera después de

cumplirse los 45 días posteriores a la fecha de la solicitud. Si cualquier registro incluye información sobre más de un

menor, los padres de dichos menores tienen derecho a inspeccionar y revisar sólo la información sobre su niño o a ser

notificados sobre esa información específica. A solicitud, el distrito escolar entregará al padre o al estudiante apto una

copia de los registros de progreso y una copia de los registros de conducta. A solicitud, el distrito escolar entregará al

padre o al estudiante apto una lista de los tipos y la ubicación de los registros de educación recolectados, mantenidos, o

usados por el distrito para educación especial. El distrito escolar responderá a las solicitudes razonables de explicaciones

e interpretación de los registros. Un representante del padre puede inspeccionar y revisar los registros.

• El derecho a solicitar la enmienda de los registros de educación que el padre o estudiante apto crea que son incorrectos

o engañosos. Los padres o estudiantes aptos pueden pedir que el distrito escolar de [name of school district] corrija un

registro que según ellos es incorrecto o engañoso. Ellos deben escribir al director de la escuela, y claramente identificar la

parte del registro que desean cambiar, y especificar por qué es incorrecta o engañosa. Si el distrito decide no corregir el

registro, el distrito notificará al padre o al estudiante apto de la decisión y el derecho a una audiencia sobre la solicitud de

enmienda. Información adicional sobre los procedimientos de audiencia será proporcionada al padre o al estudiante apto

cuando se le notifique del derecho a una audiencia.

• El derecho a consentir la divulgación de la información de identificación personal en los registros de educación del

estudiante, salvo en la medida que las leyes federal y estatal autoricen la divulgación sin consentimiento. Las excepciones

están indicadas en 34 CFR 99.31, reglamentos de la Ley de Derechos Educativos de la Familia y la Confidencialidad; Sec.

9528, PL107-110, Ley Que Ningún Niño Se Quede Atrás – o ”No Child Left Behind” del 2001; y la sección 118.125(2)(a) a

(m) y sub. (2m), de los Estatutos de Wisconsin. Una excepción que permite la divulgación sin consentimiento es la

divulgación a los funcionarios de la escuela con intereses legítimamente educativos. Un funcionario de la escuela es una

persona empleada por el distrito como un administrador, supervisor, instructor, o miembro de apoyo del equipo (incluyendo

equipo médico o de salud y personal de la unidad de orden público); una persona miembro de la junta directiva de la

escuela; una persona o compañía la cual ha sido contratada por el distrito para realizar una tarea especial (como por

ejemplo un abogado, auditor, consultor médico, o terapeuta); o un padre o estudiante miembro de un comité oficial, como

por ejemplo un comité disciplinario o de agravios, o que ayuda a otro funcionario de la escuela a desarrollar sus labores.

Un funcionario de la escuela tiene un interés legitimamente educativo si éste necesita revisar un registro educativo para

cumplir con su responsabilidad profesional. A solicitud, el distrito divulga los registros educativos sin consentimiento a los

funcionarios de otro distrito escolar en el cual un estudiante busca o pretende matricularse. También, el distrito divulga

"datos de directorio" sin consentimiento, a no ser que el padre notifique al distrito que estos no pueden ser divulgados sin

previo permiso de los padres.

• El derecho a presentar una queja con el Departamento de Educación de los E.U. sobre presuntas fallas del distrito en el

cumplimiento de la Ley FERPA. El nombre y dirección de la Oficina que administra la Ley de Derechos Educativos de la

Familia y la Confidencialidad o FERPA es: Family Policy