Scheduling Guidelines

SCHEDULE GUIDELINES

Schedule Change Policy:

Staffing and budgeting decisions for the school year are made based on the courses selected by students. Students should assume that the courses selected will be scheduled. Moreover, the master schedule is developed to accommodate student course selections and to create balanced classes. Due to these facts, it is necessary to establish formal scheduling procedures.

Schedule Adjustments Schedule changes will be made ONLY for the following reasons: ● Failure of the student to meet proper course prerequisites. ● A different course is needed as a result of failure or deficiency toward graduation requirements. ● Class conflicts (two classes scheduled during the same period). ● Desire to replace a study hall with a class. ● Requests a study hall and does not have one within their schedule. ● Completed a course during summer school and a class is no longer needed. ● 504/IEP plan accommodation Schedule adjustments will NOT be considered or allowed for the following reasons: ● Student wishes to change to improve grade point average. ● Student states that the class isn’t what one thought it would be or one doesn’t like the class. ● Student states that the class is getting too hard. ● Student states that they have changed their mind. ● Student has concerns with the teacher assignment. ● Student is unhappy with the lunch period assignment. ● Student has concerns relating to members of a given class. ● Student desires to have the same teacher all year or class during the same period all year. ● Student wishes to change schedule due to employment or extra-curricular activity

Please note: a Schedule Change Request form can be found online and will need to be completed. If a change meets the requirements, it can only be changed within the first 10 school days of the semester.

Student Scheduling Requirements

All students are required by Wisconsin Statute 118.33 to be in school for the full day unless a student is in an accredited work program or has an IEP designating otherwise. A full day of school for Cardinal Heights Upper Middle School students is defined by the Sun Prairie School Board as a minimum of six classes each semester (Policy IKF and Procedure IKF-R, Graduation Requirements; Policy JDA, Full-Time Student).

Students with Special Needs

Accommodations and modifications are made for students who have met legal requirements for programs established by Board policies and Board/administrative procedures such as IEPs and 504 plans.

4.0 3.7 3.3 3.0 2.7 2.3 2.0 1.7 1.3 1.0 .7 0 A AB+ B BC+ C CD+ D DF 93-100 90-92 87-89 83-86 80-82 77-79 73-76 70-72 67-69 63-66 60-62 59 and below

Grade Reports

Progress Reports reflect grades achieved at mid-quarter. Quarter Report Cards reflect grades earned for a nine-week period. Semester Report Cards reflect grades earned for two quarters, semester exam grades, and final semester grades.

Promotion:

8th Grade students must demonstrate proficiency for promotion. Students will be promoted to the next gradelevel if he/she demonstrates proficient skills and knowledge in mathematics and reading. Students will be provided several opportunities to demonstrate their proficiency. See School Board Policy IKE-R for details.

Purpose Statement Regarding Citizenship:

The majority of skills our students learn are not academic. The Sun Prairie 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.

Rubric Components

Personal Responsibility

How a student prepares to be a productive member of class

Work Habits and Productivity

What work a student produces for a class and how it is produced

Sun Prairie School District Citizenship Rubric

Component Descriptions

M--Consistently Meets Expectations S--Sometimes Meets Expectations

Punctuality – 0 or 1 unexcused tardies and/or absences Classroom Materials –Consistently prepared for class.

Work Completion Consistently completes and hands in work on time. Promptly arranges for and completes work after an absence. Work Ethic – Constantly puts forth best effort: Self 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.

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 10

R--Rarely Meets Expectations

Punctuality – 4 or more unexcused tardies and/or absences Classroom Materials Rarely prepared for class. Regularly borrows materials or goes to locker.

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.

Collaboration and Personal Integrity

How a student works with others in the classroom and interacts within the classroom environment.

advocacy: seeks assistance, asks questions when needed. Engagement - Consistently engages in classroom activities; demonstrates interest and curiosity in learning. Uses electronic devices appropriately.

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. 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. Engagement – Rarely focuses on classwork and needs regular reminders to attend to the classroom tasks. Electronic devices regularly a distraction.

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.

STUDENT SERVICES:

Our Student Services Department is comprised of School Counselors, School Psychologists, and School Social Workers. The Student Services team works collaboratively to best assist students in the areas of academic achievement, personal/social development and career services. The team also provides student and family responsive services. If you need assistance, please contact the following:

School Counselors

Garlough, Carrie

School Counselor (A - G)

Hudson, Rick

School Counselor (H - O)

Medema, Keith

School Counselor (P - Z)

School Psychologists

Dentice, Shannon

Psychologist

Giza, Amy

School Psychologist

School Social Workers

Jahnke, Matt

School Social Worker

Hubner, Olivia

School Social Worker (608) 318-8123

(608) 318-8122

(608) 318-8125

(608) 318-8126

(608) 318-8124; (608)834-6730

(608) 318-8127

(608) 318-8128 clgarlo@sunprairieschools.org

rkhudso@sunprairieschools.org

kamedem@sunprairieschools.org

skdenti@sunprairieschools.org

algiza@sunprairieschools.org

mtjahnk@sunprairieschools.org

olhubne@sunprairieschools.org

School Counselors

The School Counseling program is designed to work with all students throughout the school year. The major components of the School Counseling program are to promote the academic success of all students by providing the following programming and services on behalf of students:

Academic Achievement Scheduling of students and making schedule changes Learning problem-solving strategies Referral for special help Academic and career planning conferences Interpretation of standardized testing

Personal/Social Development Student advocacy Responsive services One-on-one brief counseling

Career Exploration Provide counseling regarding options, interest inventories etc. Discuss class options with students given career goals

School Psychologist

In addition to promoting personal/social development, additional School Psychologist roles include: ● Special Education testing ● One-on-one brief counseling ● Facilitating IEP meetings ● Facilitating 504 meetings ● SST program coordination

School Social Worker

In addition to promoting personal/social development, additional School Social Worker roles include: ● Coordinating and access community resources ● Alcohol, Tobacco and Other Drug Services ● One-on-one brief counseling ● Facilitating IEP meetings