Sun Prairie Middle Schools Patrick Marsh & Prairie View 6TH GRADE COURSE DESCRIPTION CATALOG 2018 - 2019
Annual Notices includes Policy JB
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NOTICE OF NONDISCRIMINATION POLICY Sun Prairie Area School District
In compliance with the Executive Order 11246; Title II of the Education Amendments of 1976; Title VI of the Civil Rights Act of 1964, as amended by the Equal Employment Opportunity Act of 1972; Title IX Regulation Implementing Education Amendments of 1972; Section 504 of the Rehabilitation Act of 1973; the Age Discrimination Act of 1975; the Americans with Disabilities Act of 1990; and all other federal and state laws, including Subchapter II of Chapter 111, Wis. Stats., entitled "Fair Employment"; school rules, regulations and policies, the Sun Prairie Area School District shall not unlawfully discriminate in employment against properly qualified and eligible individuals by reason of their age, race, religion, profession or demonstration of belief or non-belief, color, disability, citizenship, marital status, sex, national origin, ancestry, sexual orientation, political affiliation, membership in the National Guard, state defense force, or any other reserve component of the military forces of Wisconsin or the United States, arrest or conviction record not substantially related to a person's job duties or activity in school, or the use or non-use of lawful products by individuals off school premises during non-working hours, the use of family or medical leave or worker's compensation benefits, genetic information or any other factor prohibited by state or federal law. Reasonable accommodations shall be made for qualified individuals with a disability or handicap, and to employees with sincerely held religious beliefs to the extent required by law unless such accommodations would impose an undue hardship on the District. No student may be unlawfully discriminated against in any school programs, activities or in facilities usage because of the student’s sex (gender identity, gender expression and non-conformity to gender role stereotypes), color, religion, profession or demonstration of belief or non-belief, race, national origin (including limited English proficiency), ancestry, creed, pregnancy, marital or parental status, homelessness status, sexual orientation, age, or physical, mental, emotional or learning disability. Harassment is a form of discrimination and shall not be tolerated in the district. It is the responsibility of administrators, staff members and all students to ensure that student discrimination or harassment does not occur. This policy does not prohibit the provision of special programs or services to students based on objective standards of individual need or performance. Homeless children, unaccompanied homeless youth (youth not in the physical custody of a parent or guardian) and youth residing in the District shall be provided with equal access to the District’s educational programs, have an opportunity to meet the same challenging State of Wisconsin and Sun Prairie Area School District academic standards and shall not be segregated on the basis of their status as homeless. The District shall establish safeguards that protect homeless students from discrimination based on their homelessness. Students who have been identified or regarded as having a disability under Section 504 of the Rehabilitation Act of 1973, the American with Disabilities Act (ADA) or the Individuals with Disabilities Education Act (IDEA), shall be provided reasonable accommodations in educational services or programs or facilities. When program or classroom modifications are necessary in order to provide a disabled student with equal opportunity, they will be made as required by law. Facilities modifications necessary to provide for appropriate access and participation for persons with disabilities shall be made to the extent required by law. The district also shall provide for the reasonable accommodation of a student’s sincerely held religious beliefs in accordance with established Board policies. Any modifications or accommodations granted under this policy shall be provided to students without prejudicial effect. School Board Policy: IND, Accommodating a Student’s Beliefs. It is the intent of the Sun Prairie Area School District to comply with both the letter and spirit of the law in making certain discrimination does not exist in its policies, regulations and operations. Grievance procedures have been established for students, their parents, and employees who feel discrimination has been shown by the Sun Prairie Area School District. Specific complaints of alleged discrimination including those under Title IX, Section 504, the Americans with Disabilities Act or the Wisconsin Pupil Nondiscrimination Law (Wis. Stat. 118.13) should be referred to: the Sun Prairie Area School District Office, Attention: Assistant Superintendent of Operations (Title IX Coordinator), at 501 S. Bird Street, Sun Prairie, WI 53590. This individual may also be reached at by calling 608-834-6500.
If a student or parent/guardian would prefer to have this information translated into Spanish, please contact us at 608-834-6620. Si un estudiante, padre ó guardian prefiere tener esta información traducida en Español, por favor contactenos en el 608-834-6620. If a student or parent/guardian would prefer to have this information translated into Hmong, please contact us at 608-834-6630. Yog tus me nyuam lub xiv los yog niam thiab txiv/tus neeg muaj cai saib xyuas tus me nyuam xav tau qhov ntawv ntawm no ua lus Hmoob, thov hais rau peb paub rau ntawm 608-834-6630.
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SUN PRAIRIE AREA SCHOOL DISTRICT CITIZENSHIP
Purpose Statement Regarding Citizenship: The majority of skills our students learn are not academic. The Sun Prairie Area School District highly values the importance of personal responsibility, work habits and productivity, collaboration, and personal integrity. We track student progress of these components because they are necessary for the long term success of our students and their ability to become productive citizens.
Sun Prairie School District Citizenship Rubric Rubric Components
Component Descriptions C--Consistently Meets Expectations
S--Sometimes Meets Expectations
R--Rarely Meets Expectations
Personal Responsibility How a student prepares to be a productive member of class
Punctuality – 0 or 1 unexcused tardies and/or absences Classroom Materials – Consistently prepared for class.
Punctuality – 2 or 3 unexcused tardies and/or absences Classroom Materials – Sometimes prepared for class. Occasionally needs to go get supplies or borrows from others.
Punctuality – 4 or more unexcused tardies and/or absences Classroom Materials Rarely prepared for class. Regularly borrows materials or goes to locker.
Work Habits and Productivity What work a student produces for a class and how it is produced
Work Completion Consistently completes and hands in work on time. Promptly arranges for and completes work after an absence. Work Ethic – Consistently puts forth best effort: Self advocacy: seeks assistance, asks questions when needed. Engagement - Consistently engages in classroom activities; demonstrates interest and curiosity in learning. Uses electronic devices appropriately.
Work Completion - Sometimes completes and hands in work on time. Needs a reminder to arrange for and complete work after an absence. Work Ethic – Sometimes puts forth good effort: does not always seek assistance or ask questions. Engagement – Sometimes stays on task and follows directions. Needs few reminders to stay on task. Electronic devices occasionally a distraction.
Work Completion – Rarely completes and hands work in on time. Missing work. Does not meet deadlines. Work Ethic – Rarely puts forth good effort. Student work is inconsistent. Attempts/Turns in work. Engagement – Rarely focuses on classwork and needs regular reminders to attend to the classroom tasks. Electronic devices regularly a distraction.
Collaboration and Personal Integrity How a student works with others in the classroom and interacts within the classroom environment.
Teamwork – Consistently provides, values, and listens to ideas while encouraging all team members. Interaction - Consistently communicates with students and staff appropriately; respects the physical environment. Safety – Consistently follows classroom safety expectations and guidelines.
Teamwork – Sometimes provides, values, and listens to ideas while encouraging all team members. Interaction - Sometimes communicates with students and staff appropriately; respects the physical environment. Safety – Sometimes follows classroom safety expectations and guidelines. Immediately corrects behavior when reminded.
Teamwork –Rarely provides, values, and listens to ideas while encouraging all team members. Interaction - Rarely communicates with students and staff appropriately and to respect the physical environment. Safety – Regularly needs to be reminded to follow rules, has difficulty following expectations and guidelines.
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SUN PRAIRIE AREA SCHOOL DISTRICT’S STANDARDS-BASED RUBRIC The information below serves as a FRAMEWORK to provide detail about how the elementary and middle school scores relate to each student’s current level of achievement. 4
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2
1
0
Extended Mastery of Standards
Mastering Standards
Approaching Standards
Limited Understanding of Standards
No Evidence
Student consistently exceeds proficiency. ➢ Demonstrates a deeper understanding of the standards ➢ Evidence of learning extends to higher-level thinking strategies or creative connectedness ➢ Evidence of learning exceeds grade-level expectations
Student consistently meets proficiency: ➢ Demonstrates understanding of the standards ➢ Evidence of learning contains few or minor errors ➢ Evidence of learning meets grade-level expectations
Student is approaching proficiency: ➢ Demonstrates basic understandin g of the standards with gaps and errors ➢ Evidence of learning is inconsistent or incomplete ➢ Evidence of learning is below grade-level expectations
Student needs improvement to meet proficiency: ➢ Evidence of learning is significantly below grade-level expectations
Student: ➢ No Evidence to assess
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6th Grade Core and Required Classes LITERACY 6 Course Length: Year Our blocked literacy program emphasizes readers and writers workshop specifically using the Columbia University Teachers College Project’s Units of Study for Reading and Writing. The goal of this class is to teach students skills and strategies that apply and relate to content area classes as well as to encourage students to read and communicate widely on their own. Throughout the course, students will move through units of study including argument, information, poetry, and narrative writing and reading. Along with stressing the importance of writing in many different styles, the class will focus on grammar usage, conventions, and spelling. Students will see a variety of techniques used to teach these foundations of language ranging from notes and activities to individualized conferencing and goal setting within their own writing. Students will then use their language and writing skills learned to write across the curriculum. Students will also engage in a multitude of texts from various genres. Student work will focus on increasing the volume and stamina of texts at an independent level. Students will be given time each day to engage in reading self-selected books in order to provide practice in reading and to promote reading as a lifelong activity. Students will engage in individualized and small group conferences in order to improve their reading abilities. SCIENCE 6 Course Length: Year Science students learn that science is everywhere. Through background knowledge, investigation, questioning, and reasoning abilities, students gain new knowledge in the units of Matter and Interactions, Space Systems, and Electricity, Waves, and Information Transfer. Technology is also used throughout the year to enhance their learning and create a scientific mind. Students share their ideas within labs and use that information to understand how it affects their daily lives. As scientists, students will face complex questions requiring scientific thinking, reasoning, and the ability to make informed decisions. Science and engineering knowledge prepares students for the future and helps them acquire the skills they need to understand their world. SOCIAL STUDIES 6 Course Length: Year Sixth graders develop an awareness and understanding of places, people, different ways of life, geography in present and past events in the world. Students conduct research using a variety of social studies materials and resources, and then communicate it effectively. The following ancient civilizations are studied: Ancient Egypt, Ancient Greece, Ancient Rome, Middle Ages, Renaissance. Current events and how they affect the world we live in will also be studied.
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MATH 6 Course Length: Year Instruction and practice using a variety of problem solving strategies help students develop an understanding of increasingly difficult mathematical concepts. Numeration, measurement, pre-algebra concepts (e.g. fractions, %, decimals and ratios), a lgebraic expressions, reasoning and solving one-variable equations and inequalities, geometry (e.g. area, surface area, and volume), data analysis/statistics and probability are the primary focus in sixth grade. Students should be able to apply mathematical knowledge to other curricular areas and problem solving strategies to real-world problems using oral and written methods to explain their reasoning. The use of calculators and computers to solve problems will strengthen the concept development. PHYSICAL EDUCATION 6
Course Length: Year (Every other day) Field Trip Fee: $5.00 th The 6 grade physical education program is designed to meet the needs of physical fitness and motor skills of this age level and to help students acquire knowledge of physical activity and its components. The activities are also planned to complement the physical, emotional and social growth of each individual student. The 6th grade activities include: throwing and catching, soccer, track and field, physical fitness, paddle/racquet sports, social dance, basketball, floor hockey, volleyball, badminton, in-line and ice skating, lacrosse, ropes challenge course/problem solving – team-building. Students are required to have physical education clothes to participate in activities, preferably shorts and T-shirt. Sweatpants and sweatshirts are acceptable. ART 6 Course Length: Semester (Every other day) This course is developed to help students increase their artistic abilities by developing higher level artistic skills and learning how art and design is an important part of their culture. Students will develop their skills with major focus on the following units; Portfolio Lettering Design, Miniature Lettering Painting on Medallions, National Geographic Animal Study, Grid Drawing, Sketchbook Cover Design, Fused Glass Medallion, Recycled Memo Book Making, Compositional Fish Watercolor, and Drawing Unit. Assignments and Media may include and are not limited to the following: Ink, Colored Markers, Under and Over Glaze, Ceramics, Scratch Boards, Acrylic Painting, Fused Glass, Recycled Items, Memo Books, Watercolor Pencils, Watercolor Paint, and Value Drawings with pencil.
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6th Grade Elective Classes 6th grade students will be required to take five (5) of the following six (6) elective classes unless students are assigned to an intervention class. Elective classes meet every other day for one semester, which equals one quarter. BODY WORKS 6 Stressed? Physically and mentally changing? Full of energy? Need an outlet? This is the class for you. Body Works is an interactive class that allows you to practice and learn social media skills, nutrition habits, yoga, how to take care of a younger sibling/cousin, how to take care of yourself, how to deal with bullies, how to relax, discover new games and activities, and build and manage new relationships. The goal is to help you to be and stay healthy for a lifetime! COMPUTER SKILLS FOR SUCCESS 6 Students will learn to navigate the in's and out's of their Chromebook. They will learn to manage and organize their files, the proper use of e-mail, and how to use Infinite Campus to monitor their own success. Students will continue to learn the important life skill of typing by continuing to develop proper typing techniques and increasing speed and accuracy to proficiency. GENERAL MUSIC 6 A wide range of musical topics is covered in this course. Students learn how to interpret and understand the musical language. Keyboards and choir chimes are used to explore melody, harmony, and rhythm as well as develop each student’s musical skills. American popular songs, musical theater, and songs of other cultures are studied as well as the families of musical instruments and the musical contributions of Gershwin. Students explore composition by writing a sound composition and by composing a piece for keyboards. INTRODUCTION TO WORLD LANGUAGES 6 Discover the world and some of its languages in Introduction to World Languages. Students will discover the richness of the many languages and cultures in our world and the value of learning another language in the 21st century. In addition, this course is designed to help students develop an awareness and appreciation of cultural differences, as well as an understanding of similarities between many groups of people around the world. Some possible units of study include: Spanish-speaking countries, German-speaking countries, French-speaking countries, Arabic-speaking countries and China and its many languages. TECHNOLOGY EDUCATION 6 Technology Education covers a very broad scope of technology and engineering. The students will explore communication, manufacturing, power and energy, and transportation. This class allows the students to view briefly what they could encounter in each area. Example projects could include the following: Peg Game Picture Frame, Catamaran Propeller Boats, Super Clip, and Paper Car. YOUNG LIVING 6 Young Living is a quarter class designed to help students explore the meaning of family, how children learn and grow, and nutritious food choices within the family unit. This course will give students opportunities to engage in hands-on projects and food preparation experiences. Students will use math, science and literacy skills throughout the term. 7
6th Grade Music Electives and Resource Hour Sixth grade students have the opportunity to elect band, chorus, and orchestra. All three courses are two semesters long, and evening performances are required. These classes are offered on Day A/1 and B/2. Students taking band, chorus, or orchestra will not have a resource time on the days these classes are held. BAND 6 Course length: Year Sixth grade band is an opportunity to learn a woodwind, brass, or percussion instrument while meeting new people and having fun! In band, students will learn how to play a new instrument, how to read and perform a wide range of different types of music, and how to work together as a group to achieve a high-quality performance. Class activities will also help students build connections between music and other subject areas such as reading, math, social studies, and science. Students will also receive one small-group lesson per week to work on the specific skills that they need to be successful on their unique instrument. Performances include four concerts throughout the course of the year, solo night in January, Band-O-Rama in April, and the Memorial Day Parade in May. Other optional fun opportunities include Jazz Band, special holiday ensembles, high school pep band night, and various after school teambuilding sessions held throughout the school year. Before joining band, students should: ● Participate in a mouthpiece fitting during 5th grade general music class ● Schedule an instrument fitting appointment with one of the middle school band teachers ● Students interested in percussion should audition in May. Two percussion workshops will be offered before auditions are held to help students prepare. ● Register for, and attend, the “Band Starts Now” summer school class, or “Band Blast Off” fall program (if unable to attend the “Band Starts Now). BAND FEE: Students who elect to rent a school-owned instrument, and all percussionists, will be assessed a fee of $25.00 per semester. Additionally, students will need to purchase a dress uniform shirt to wear as their concert uniform at the start of the school year. This cost is estimated at $17.00. CHORUS 6 Course length: Year Sixth grade chorus is open to all students and introduces them to the art of choral singing. This course provides students with the opportunity to develop musical skills through classroom instruction as well as through performance. Students will learn how to read rhythmic notation and solfège, and engage in healthy vocal production and ensemble singing. These concepts are reinforced by singing literature of different musical styles in several evening concerts throughout the year. Attendance and participation in all concerts and rehearsals is mandatory. CHORUS FEE: In Choir, we pride ourselves in looking our best so we can perform our best. The choir uniform consists of black pants and black shoes (provided by the student) and a choir polo which is purchased through the school. The $12.00 helps to cover the cost of the choir polo. This cost is 8
subject to change. Already have a choir polo and wondering why you are charged the same amount? That money is applied to a secondary t-shirt we purchase in the spring for the annual Sing Out Retreat. ORCHESTRA 6 Course length: Year Orchestra is a course of study for students who play violin, viola, cello or bass. All string students with previous experience are encouraged to participate. Students with no prior experience playing a string instrument may also register with the understanding that they will attend small group lessons until such time as the director determines that their playing proficiency is acceptable for participation in the daily large group rehearsal. Sixth grade orchestra students participate in a large group rehearsal twice a week and one small group lesson once a week. Students are expected to prepare and perform assigned music, which includes concert music and assignments from their lesson book. Students will also be asked to complete theory assignments. The students perform a variety of literature including popular tunes, folk tunes, classical music, fiddle tunes, and beginning jazz music. The concerts include school performances, the district string festival and occasionally performances at community events. ORCHESTRA FEE: A $50.00 per year fee is charged for students using a school owned instrument as their only instrument. A $25.00 per year fee is charged if the instrument is only used at school. RESOURCE 6 Resource is assigned with a classroom teacher. Students taking music classes will have less resource time. Students will use this class to finish homework, complete assignment notebooks, make up tests or quizzes, communicate with teachers, and read. INTERVENTION CLASSES: Middle school offers a wide range of regular education and special education intervention classes for students who need additional instruction in subjects such as literacy, math, and organizational skills. Students are referred to these classes through an SST (Student Support Team) or through the IEP (Special Education) process if a student qualifies for special education services. Decisions are based on present level of academic progress and functioning according to classroom-based observations and assessments, as well as standardized assessment scores. The intervention classes change from year-to-year based on needs and availability.
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WHERE TO GO FOR HELP STUDENT SERVICES TEAM School Counselor – The School Counselor provides assistance in all school-related activities and helps students build academic, personal/social and career skills. The counselor helps students with scheduling, issues in classes, personal issues, conflict with peers or teachers, career development, and character building. School Psychologist – The school psychologist consults with teachers and parents on student issues related to academic, social, emotional, behavioral or mental health. They evaluate and screen students who have been recommended. School Social Worker – The school social worker consults with teachers and parents on student issues related to academic, social, emotional, behavioral or mental health. The school social worker also acts as a liaison between home, school and community services.
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POLICY JB STUDENT DISCRIMINATION AND HARASSMENT Adopted by the School Board: December 13, 1993 Revised by the School Board: March 11, 1996; April 23, 2001; March 24, 2003; November 28, 2005; September 11, 2006; June 26, 2017 Technical Revision: September 22, 2008; March 3, 2010; June 26, 2017 LEGAL REF.: Wisconsin Statutes, 118.13 and 947.0125; Wisconsin Administrative Code, PI 9 and PI 41; Federal Laws, Title IX, Education Amendments of 1972; Title VI, Civil Rights Act of 1964; Section 504, Rehabilitation Act of 1973; Americans with Disabilities Act of 1990; Individuals with Disabilities Education Act; McKinney-Vento Homeless Assistance Act (42 U.S.C. 11431 at seq) CROSS REF.: BDDI-R(1), Procedures for Responding to Public Concerns, Complaints, or Suggestions for Improvement; GBA, Employee Discrimination and Harassment; IFF, Parent Rights and Educational Programs/Activities; IGBA, Programs for Students with Special Education Needs; IGBB, Advanced Learners Program; IGBJ, Response to Intervention; IGDA, Student Activities; IGDJ, Interscholastic Athletics; IIAC, Selection of Classroom Instructional Materials and Resources; IIBGA, Technology and Communication Resources Acceptable Use By Students ; IKA, High SchoolGrading Systems; IKE, Promotion Criteria for Grades 3-8; IKF, Graduation Requirements; IL, Assessment Programs; INB, Controversial Issues; IND, Accommodating a Student's Beliefs; JB-R, Student Discrimination and Harassment Complaint Procedures; JBA, Bullying, Cyber-Bullying, and Hazing; JEC, School Admissions; JEC-R(2), Procedures for Admitting and Placing Homeless Students; JFCE, Code of Classroom Conduct; JFG, Student Interviews with Law Enforcement Officers; JG, Discipline, Suspensions and Expulsions of Students; JHG, Reporting Child Abuse/Neglect; JI, Scholarships and Awards; JO-R, Guidelines for the Maintenance and Confidentiality of Student Records; KH, Public Gifts and Donations and to the School Districts; KLB, Handling Complaints About Learning Materials and the Curriculum; Special Education Resource Guide; Administrative Guidelines for Student Discrimination and Harassment Response: Implementing Policy JB & Procedure JB-R RELATED FORMS: JB-F(1), School -Based Discrimination or Discriminatory Harassment Report Form; JB-F(2), Formal Student Discrimination Report Form The Sun Prairie Area School District is committed to providing equal access to educational services for every student in the district and to providing a learning environment free of any form of harassment against or between students. No student may be unlawfully discriminated against in any school programs, activities or in facilities usage because of the student's sex (gender identity, gender expression and non-conformity to gender role stereotypes), color, religion, profession or demonstration of belief or non-belief, race, national origin (including limited English proficiency), ancestry, creed, pregnancy, marital or parental status, homelessness status, sexual orientation, age, or physical, mental, emotional or learning disability. Harassment is a form of discrimination and shall not be tolerated in the district. It is the responsibility of administrators, staff members and all students to ensure that student discrimination or harassment does not occur.
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For purposes of this policy, we will utilize the following definitions: ●
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"Discrimination" means any unlawful action or practice including bias, stereotyping or student harassment detrimental to a person or group(s) of persons and differentiates or distinguishes among persons or which limits or denies a person or group of persons opportunities, privileges, roles or rewards based on any personal characteristic described above. "Harassment" means behavior toward or between students based on any personal characteristic described above which substantially interferes with a student's school performance or creates an intimidating, hostile or offensive environment. Harassment can arise from a broad range of physical or verbal behavior that can include, but not be limited to: physical or mental abuse, racial insults, ethnic or religious slurs, unwelcome sexual advances or touching, sexual comments or jokes, sexually explicit derogatory statements or discriminating remarks that are offensive or objectionable to the recipient or which cause the recipient discomfort, humiliation or which interfere with the recipient's academic performance.
This policy does not prohibit the provision of special programs or services to students based on objective standards of individual need or performance. Homeless children unaccompanied homeless youth (youth not in the physical custody of a parent or guardian) and youth residing in the District shall be provided with equal access to the District’s educational programs, have an opportunity to meet the same challenging State of Wisconsin and Sun Prairie Area School District academic standards and shall not be segregated on the basis of their status as homeless. The District shall establish safeguards that protect homeless students from discrimination based on their homelessness. Students who have been identified or regarded as having a disability under Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act (ADA) or the Individuals with Disabilities Education Act (IDEA), shall be provided reasonable accommodations in educational services or programs and facilities. When program or classroom modifications are necessary in order to provide a disabled student with equal opportunity, they will be made as required by law. Facilities modifications necessary to provide for appropriate access and participation for persons with disabilities shall be made to the extent required by law. The district also shall provide for the reasonable accommodation of a student's sincerely held religious beliefs in accordance with established Board policies. Any modifications or accommodations granted under this policy shall be provided to students without prejudicial effect. School Board Policy: IND, Accommodating a Student’s Beliefs Any person who believes that a student has been the subject of prohibited discrimination or harassment shall report the matter in accordance with established complaint procedures. Complaints or questions regarding this policy shall be referred to: Sun Prairie Area School District Office Attention: Assistant Superintendent of Operations (Title IX Coordinator) 501 South Bird Street Sun Prairie, Wisconsin 53590
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All reports regarding student discrimination or harassment shall be taken seriously, treated fairly and promptly and thoroughly investigated. The district shall take all appropriate and necessary action to eliminate student discrimination and harassment, up to and including discipline of the offenders. There shall be no retaliation against any person who files in good faith (or who is believed to have filed a complaint) under this policy. It is also against this policy to retaliate against any person who otherwise participates in any investigation, inquiry, or other proceeding related to an incident, report, or complaint underneath this policy. Retaliation includes, but is not limited to, any form of intimidation, harassment, or inappropriate disparate treatment. Such retaliation shall be considered a serious violation of Board policy independent of whether the report, complaint, or allegation in question is substantiated. Allegations or concerns regarding retaliation may be reported to the District using the procedures that are established for reporting harassment and discrimination. Employees who fail to respond to discrimination or harassment complaints or to act on their knowledge of violation of this policy will likewise be subject to disciplinary action, up to and including termination. In addition, employees who engage in behaviors found to be discrimination or harassment will be subject to disciplinary action up to and including termination. Notice of this policy and its accompanying complaint procedures shall be published annually in the District’s official newspaper and posted in each school building in the district. In addition, this policy and its accompanying complaint procedures shall be included in student and staff handbooks. Further, a student nondiscrimination statement shall be included in course selection handbooks and other published materials distributed to the public describing school activities and programs. Staff training shall be provided as necessary and appropriate to help administrators and other staff members implement the district's student nondiscrimination and harassment policy and complaint procedures.
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