STUDENT LEARNING
Policy 2210
Waukesha is committed to creating instructional environments to facilitate thinking and learning and enable students to reach or exceed expectations A visit to a classroom will reveal that students are listening, reading, writing and thinking However, students may not be sitting in rows, passively receiving information; they are engaged in learning Students are drawing, talking, planning, constructing, viewing, writing and collaborating. There is less whole class teacher-directed instruction, rote memorization of facts and fewer worksheets than in the classrooms of the past. In their place, an observer would see students engaged in small group instruction, hands-on learning activities, collaborative projects, and self-directed research (Daniels & Bizar, 2005). Our classrooms are active, dynamic, and energetic.
Elementary students receive instruction in literacy (reading, writing, spelling and oral language), mathematics, science, social studies, technology, art, music, physical education and health while also developing characteristics of lifelong learners. For more information, please visit our district website or request information from your child’s teacher or school.
TheBoardofEducationrecognizesitsresponsibilityforthequalityoftheeducationalprogramoftheschools. Tothisend, thecurriculumshallbedeveloped, evaluated, andadoptedonacontinuingbasisandinaccordancewithaplanfor curriculumgrowthestablishedbytheSuperintendent.
Literacy
In our district, elementary students receive explicit instruction in reading, writing, grammar, phonics/word study, and handwriting All instruction utilizes a science-aligned curricular resource, Benchmark Advance/Adelante and is based on the Wisconsin Standards for English Language Arts. 140 minutes are allocated daily for literacy instruction
Knowledge Building Curriculum
Research has shown the impact of student background knowledge on their reading comprehension Knowledge is like velcro, new knowledge sticks to old knowledge, so the more you know, the faster you learn. To develop students' reading comprehension from the earliest grades, our curriculum is carefully designed to build background knowledge in science, history, literature, and the arts, alongside solid foundational skills instruction. Benchmark Advance and Adelante is a core ELA program that provides a cohesive structure for the development of literacy skills and content knowledge Each unit is designed around a topic, theme, and essential question that drives the learning throughout the unit
Reading Instruction
Every unit of instruction addresses these science-aligned competencies:
● Foundational Reading Skill Competencies (phonemic awareness, phonics and word study, fluency, sight words, and high-frequency words)
● Knowledge-Based Competencies (vocabulary, language, comprehension, and background knowledge)
Students will experience 9 units in each grade level, each with a knowledge-building topic, Essential Question, and Enduring Understandings Vertical alignment of the topics and texts across grade levels deepens understanding and expands student vocabulary
Students participate in daily comprehension lessons that include explicit instruction in a strategy to support the analysis of grade level text These lessons include modeling of the strategy by the teacher, guided practice with the class, and opportunities to try the strategy with a partner or small group, before trying it independently This gradual release of responsibility ensures that students understand the application of the strategy, have multiple opportunities to practice, and receive feedback along the way. Students will annotate, write about, and discuss
these complex texts throughout each unit At the end of the unit, the students will bring home their Texts for Close Reading booklet so you will be able to see all of the reading, writing, thinking, and learning they have done
Throughout each unit, students construct a Knowledge Blueprint as they read and apply strategies to analyze each unit’s texts These graphic organizers reflect students’ developing text-based knowledge in support of the unit’s Enduring Understandings. In kindergarten and first grade, the Knowledge Blueprint is constructed as a whole class.
Phonics and Word Study Instruction
Benchmark Advance and Adelante contains a clearly defined K-5 progressions of skills that facilitates student mastery of phonics skills and their transfer into reading and writing Kindergarten and first grade students focus on the earliest foundation skills, like letter sounds and blending sounds to read words, second grade transitions to multisyllabic words, third grade focuses on syllable types, fourth grade digs into morphology, and fifth grade expands their knowledge of morphology with Greek and Latin roots Each phonics and word study lesson utilizes explicit and systematic instruction, while also spiraling prior learning to ensure mastery Lessons include daily application of the skills within reading and writing to ensure transfer.
Writing Instruction
Writing instruction within Benchmark Advance and Adelante also follows a developmentally appropriate progression, beginning with basic writing strokes at the beginning of kindergarten and progression to writing complete sentences and process writing by the end of the year First grade students learn the writing process and move through the stages of idea development, drafting, revising, editing, and publishing within each unit Students in 2nd-5th grade will focus on process writing and responding to text-based prompts. Writing lessons include modeling of the skill or strategy by the teacher, shared writing experiences as a whole class, and guided practice opportunities with a partner, before writing independently.
Grammar Instruction
Grammar instruction occurs daily and is connected to students’ writing instruction They have explicit instruction in grade level grammar skills and have opportunities to practice those skills in isolation, as well as within their written work
Handwriting Instruction
Students in kindergarten through second grade receive weekly instruction in manuscript handwriting, third graders are taught cursive, and fourth and fifth graders have opportunities to continue to practice and refine their handwriting
Literacy Assessment
At the conclusion of each 3 week unit, students will take the unit assessment This assesses each student on the focus skills of the unit. The results of these assessments will inform a teacher’s small group instruction within the next unit as they show which students need more support with a skill and which students are ready for the next steps or an extension.
For more information about literacy instruction, contact or child’s teacher or your building’s literacy coach
Students in grades K-5 receive math instruction five days a week for 60 - 70 minutes per day using the iReady Classroom Mathematics program which helps students to become strong, independent mathematical thinkers. Teachers use a learning routine each day called the Try-Discuss-Connect routine in which students engage in doing the math and having conversations around their thinking This routine also allows students to learn from each other, evaluate one another’s strategies, and compare di erent mathematical representations that they might try to apply to their own work.
Mathematics instruction is centered around the Wisconsin Standards for Math in the following strands: counting, place value, operations (addition, subtraction, multiplication, division), computational fluency, algebra (solving problems, multiplicative comparison, patterns), fractions, geometry, data, time, money, and measurement. Students in grades K-2 focus on a deep understanding of whole numbers: relationships, place value, and addition and subtraction, as well as working with shapes and measurement Students in grades 3-5 develop an in-depth understanding of fractions and how to add and subtract fractions, as well as developing an understanding and fluency with multiplication and division
Computational fluency means that students will need to know their basic math facts. Learning the basic math facts will always be important for students – just as it was for you when you were in school Students need to know their facts if they are to compute accurately The key di erence in the way students are learning facts in school today is through the use of strategies rather than rote memorization. For example, students will learn the strategies of counting on, doubling, making ten, etc. for addition of basic facts, and then will be able to apply the strategies to larger numbers.
In addition to the strands mentioned above, the students in the School District of Waukesha are involved with the math practices that are embedded into daily math experiences The math practices involve students:
1. Making sense of problems and persevere in solving them
2 Reasoning through problems
3 Constructing viable arguments and critiquing the reasoning of others
4. Modeling with mathematics
5. Using appropriate tools strategically
6 Attending to precision
7 Looking for and making use of structure
8. Looking for and expressing regularity in repeated reasoning
If you have specific questions related to mathematics, please contact your child’s teacher or the Instructional Coach in your building You can also visit our Math Family Help Site (https://bit ly/SDWmathhelp) or the iReady Classroom Mathematics Family Center (https://readyclassroomcentral.com/familycenter/)
Personal Safety
In compliance with Wisconsin law, elementary school counselors present Personal Safety lessons. The developmentally appropriate lessons are designed to help children develop respect for self and others, including awareness of appropriate boundaries in relationships Positive skill development to prevent and report abuse and harassment are included Information regarding the grade lesson content is available on the school district website under student services/elementary school counseling program curriculum
Social skills, including bullying prevention and early intervention, are presented in many elementary classrooms using The Committee for Children programs, “Second Step” More information about these evidence-based programs can be found at www.cfchildren.org.
The Elementary School Counselors deliver yearly sta and student presentations regarding bullying prevention and intervention using the Children’s Hospital of Wisconsin ACT Now program. More information can be found at http://www.healthykidslearnmore.com/. Those presentations include information consistent with the School District of Waukesha Anti-Bullying Policy, found on page 14 of this handbook and on the district website
Religion in the Curriculum Policy 2270
Asapublicentity, theDistrictmustcomplywiththeU.S. Constitution’sFirstAmendmentrequirementthattheDistrictneither establishreligionintheschoolsnorprohibitstudents’freeexerciseofreligionaccordingtopertinentinterpretationand applicationofthoseConstitutionalprovisionsbytheCourts. Accordingly, noBoardofEducationemployeewillpromote religionintheclassroomorintheDistrict’scurriculum, orcompelorpressureanystudenttoparticipateindevotional exercises. DisplaysofareligiouscharactermustconformwithPolicy8800andAG8800A, AG8800B, andAG8800D. Instructionalactivitiesshallnotbepermittedtoadvanceorinhibitanyparticularreligionorreligiongenerally. Teachers shallforwardrequestsforreligiousaccommodationininstructiontothePrincipal.
Human Growth & Development Program
Wisconsin State Law 118.019 requires school districts to annually provide parents with an outline of the Human Growth and Development Program. Parents may make arrangements with their individual school to preview the curriculum and resources, as well as have any questions answered. This is an outline of the Human Growth and Development Program used in grades 4 and 5.
Grade 4
Develop skills to help students understand and improve interpersonal relationships.
- Recognize the di erences between love and infatuation.
- Demonstrate an understanding that attitudes about family life come from the family unit. Teach facts about human sexuality, including: reproductive systems, conception, prenatal development, childbirth, available prenatal and postnatal support, human development; birth through adulthood.
- Discover that all living things come from other living things and produce their own kind.
- Recognize the nature of reproduction in plants, animals and humans.
- Recognize that there are physical sex similarities and di erences between boys and girls.
- Develop a healthy and positive attitude toward their bodies and acquire information about functions of the various body parts
- Realize the importance of body cleanliness during puberty
- Understand that each person ’ s body changes at di erent growth rates and continues throughout the life cycle
- Use accurate terminology to explain the structure and function of the human reproductive system
- Realize that hormones produce physical changes that can contribute to emotional changes
- Know the process of ovulation, fertilization, fetal development and birth
- Know the process of menstrual cycle
- Understand that sexual feelings are common during adolescence
- Recognize the changes in body growth and individuality of boys and girls, leading to an awareness that sexual maturity begins with puberty.
- Understand the definition of sexuality.
- Accept and value human sexuality as normal and essential to total well being.
- Recognize the importance of communicating with family members when questions arise concerning sexuality
Grade 5
Develop skills to help students understand and improve interpersonal relationships
- Recognize the di erences between love and infatuation
- Demonstrate an understanding that attitudes about family life come from the family unit Teach facts about human sexuality, including reproductive systems, conception, prenatal development, childbirth, prenatal and postnatal support, human development; birth through adulthood
- Discover that all living things come from other living things and produce their own kind.
- Recognize the nature of reproduction in plants, animals and humans.
- Recognize that there are physical sex similarities and di erences between boys and girls.
- Develop a healthy and positive attitude toward their bodies and acquire information about functions of the various body parts.
- Realize the importance of cleanliness during puberty.
- Understand that each person ’ s body changes at di erent growth rates and continues throughout the life cycle.
- Use accurate terminology to explain the structure and function of the human reproductive system.
- Realize that hormones produce physical changes that can contribute to emotional changes.
- Know the process of ovulation, fertilization, fetal development, and birth.
- Know the process of the menstrual cycle.
- Understand that sexual feelings are common during adolescence
- Recognize the changes in body growth and individuality of boys and girls, leading to an awareness that sexual maturity begins with puberty
- Understand what is meant by the term sexuality
- Accept and value human sexuality as normal and essential to total well being
- Recognize the importance of communicating with family members when questions arise concerning sexuality Teach facts about sexually transmitted infections/diseases (STIs/STDs)
- Recognize myths and misconceptions about HIV and other STI’s/STD’s
- Describe the role of the immune system
Encourage and explain the advantages of postponement of active sexual involvement during adolescence by abstinence and sexual restraint
- Determine the di erences between and give examples of healthful and harmful peer pressure.
- Describe and give illustrations of ways to use refusal skills to say no to behaviors that are inappropriate. Sexuality is a normal and natural part of being human from birth to death.
- Recognize that everyone is di erent and that sexuality is very personal.
School Counseling and Academic and Career Planning Policy 2411
TheBoardrequiresthataplannedprogramofschoolcounselingandacademicandcareerplanningbeanintegralpartof theeducationalprogramoftheDistrict. Theplanshallbedevelopedbylicensedschoolcounselorsincollaborationwith studentservicessta , teachers, parents, andcommunityhealthandhumanserviceprofessionals. Thedevelopedplanwill beadoptedbytheBoardandmaintainedbytheDistrict. Suchaprogramshallbeavailabletoallstudentswithoutregard torace, color, nationalorigin, ancestry, creed, pregnancy, maritalstatus, parentalstatus, sexualorientation, sex(including transgenderstatus, changeofsexorgenderidentity), physicalormental, emotional, orlearningdisability("Protected Classes").
Thisplanshouldbedevelopmentallyappropriateand:
A enablecounselorstoe ectivelycommunicatewithstudentswhohavelimitedEnglishproficiencyand/orare sensoryimpaired; The School District of Waukesha does not discriminate in its admissions, programs, activities, services, or employment on the basis of sex, age, race, color, national origin, ancestry, creed, pregnancy, marital or parental status, sexual orientation, physical, mental, emotional, or learning disability, or any other reason prohibited by state or federal laws or regulations The District provides equal access to the Boy Scouts and other designated youth groups
B assiststudentsinachievingtheiroptimumgrowth;
C enablestudentstodrawthegreatestbenefitfrom theo eringsoftheinstructionalprogramoftheschools;
D helpintegrateallthestudent'sexperiencesothats/hecanbetterrelateschoolactivitytolifeoutsidetheschool;
E helpstudentslearntomaketheirowndecisionsandsolveproblemsindependently
Assessments
Policy 2623 TheBoardofEducationshallassessstudentachievementandneedsinallareasofthecurriculuminorderto determinetheprogressofstudentsandtoassisttheminattainingDistrictGoals.
Large Scale
Large scale assessments are administered once during the academic year and provide a “big picture” view of student achievement These assessments are largely used to look at trends in achievement over time
● Wisconsin Forward Exam for students in grades 3-5 math and reading with additional science, social studies and writing sections for grade 4. Spring administration.
● Dynamic Learning Maps as determined by a student’s Individualized Education Plan. Spring administration.
● ACCESS is language proficiency assessment for students for which English is not their primary language. Winter administration.
● National Assessment of Educational Progress (NAEP) *Only randomly selected sites, data is gathered at the national level and is sometimes referred to as the “Nation’s Report Card.” Early spring administration.
District Benchmark Assessments
These assessments are common throughout the district, meaning they are administered and scored uniformly to provide a snapshot of student achievement that helps teachers plan instruction and needs to help set academic goals with students.
● Math
○ The i-Ready Diagnostic is an adaptive assessment that adjusts its questions to suit your student’s needs. Each item a student sees is individualized based on their answer to the previous question The purpose of this is not to give your student a score or grade, but instead to determine how best to support your student’s learning This assessment will be administered 3 times during the school year All students in grades K-5 participate In some instances, students’ participation is determined by the IEP team or English language proficiency Accommodations are available i-Ready Diagnostic is available in Spanish For more information on i-Ready, visit: https://i-readycentral com/familycenter/what-is-i-ready/
● Literacy Policy 2131 01
aimswebPlus uses both curriculum-based measures (CBMs) and standards-based assessments (SBAs) for screening in order to identify foundational skill gaps in literacy/reading three times a year, in the Fall, Winter and Spring. These measures are nationally normed. CBMs are brief, timed and fluency based measures that assess basic skills that are considered to be essential. SBAs are aligned to learning standards and are considered to be more comprehensive measures. These assessments are then used for instructional planning https://www pearsonassessments com/store/usassessments/en/Store/Professional-Assessments /Academic-Learning/aimswebPlus/p/100000519.html
○ The assessments students will take are indicated below:
The School District of Waukesha does not discriminate in its admissions, programs, activities, services, or employment on the basis of sex, age, race, color, national origin, ancestry, creed, pregnancy, marital or parental status, sexual orientation, physical, mental, emotional, or learning disability, or any other reason prohibited by state or federal laws or regulations The District provides equal access to the Boy Scouts and other designated youth groups
Reading Readiness, 4K - 1st Grade
Students in these grade levels will be administered the aimswebPlus Early Literacy assessment measures which assess a students knowledge of phonemic awareness, letter sound knowledge, alphabet knowledge, oral vocabulary and decoding skills. These assessments include Initial Sounds, Auditory Vocabulary, Letter Naming Fluency and Letter Word Sounds Fluency, Phoneme Segmentation and starting in 1st grade Oral Reading Fluency. Dual language students will take the Spanish Syllable Segmentation, Spanish Letter Sound Fluency, Spanish Listening Comprehension, Spanish Letter Naming Fluency, Spanish Syllable Reading Fluency and in first grade the Spanish Oral Reading Fluency measure Students respond to presented test items using a stimulus booklet, individually with the teacher, while the teacher records student responses in the online system.
Reading Screening, 2nd -5th
Students in these grade levels will be administered the Oral Reading Fluency and Oral Vocabulary measures. These measures assess a student’s phonemic awareness, oral vocabulary, letter sound knowledge and decoding skills Dual language students will be administered the English and/or Spanish Oral Reading Fluency and English Oral Vocabulary measures. The Spanish Listening Comprehension measure will be administered in second grade only. Students read a grade level passage during the Oral Reading Fluency test, from a stimulus book, while the teacher records responses in the online system. By listening to a student read, a teacher can learn many important details about the student’s current reading skills, including evidence of skills in the areas of phonemic awareness, phonics, and fluency Students take the other assessments online
Classroom Assessments
Classroom assessments have the largest direct impact on student achievement. These are assessments that teachers use to guide their instruction and to engage students in the self monitoring of their learning. Teachers may choose to use interviewing, questioning, work samples, and observations.
Grading
Waukesha provides a system of grading student achievement that can help the student, teachers, and parents properly determine how well the student is achieving the goals of the District’s program The grading system should be a reliable system that accurately evaluates a student’s degree of accomplishment of those expected learning outcomes which are to be stated for each program at every level. (Policy 5421) Outcomes for Waukesha students and practices within our district system provides students with consistent, meaningful developmental feedback about what they are learning so every student can achieve at their highest levels. We continue our work in this area to strengthen and improve our instruction and assessment practices.
For more information, visit our district website to view various grading documents. In Waukesha, grades reflect what a student knows and is able to do within the content of each subject based on the end of year proficiency of the grade level standard. Behavioral components (e ort, behavior, attendance, etc.) will not factor into the final grade
Student
Anti-Harassment Statement Policy 5517
Prohibited Harassment
It is the policy of the Board to maintain an educational environment that is free from all forms of harassment, including sexual harassment. This commitment applies to all District operations, programs, and activities. All students, administrators, teachers, sta , and all other school personnel share responsibility for avoiding, discouraging, and
The School District of Waukesha does not discriminate in its admissions, programs, activities, services, or employment on the basis of sex, age, race, color, national origin, ancestry, creed, pregnancy, marital or parental status, sexual orientation, physical, mental, emotional, or learning disability, or any other reason prohibited by state or federal laws or regulations The District provides equal access to the Boy Scouts and other designated youth groups
reporting any form of harassment This policy applies to conduct occurring in any manner or setting over which the Board can exercise control, including on school property, or at another location if such conduct occurs during an activity sponsored by the Board
The Board will not tolerate any form of harassment and will take all necessary and appropriate actions to eliminate it, including suspension or expulsion of students and disciplinary action against any other individual in the School District community. Additionally, appropriate action will be taken to stop and otherwise deal with any third party who engages in harassment against our students.
The Board will vigorously enforce its prohibition against harassment based on the traits of sex (including transgender status, change of sex, or gender identity), race, color, national origin, religion, creed, ancestry, marital or parental status, sexual orientation or physical, mental, emotional or learning disability, or any other characteristic protected by Federal or State civil rights laws (hereinafter referred to as "Protected Classes"), and encourages those within the School District community as well as third parties, who feel aggrieved to seek assistance to rectify such problems. Additionally, the Board prohibits harassing behavior directed at students for any reason, even if not based on one (1) of the Protected Classes, through its policies on bullying (See Policy 551701 – Bullying)
Harassment may occur student-to-student, student-to-sta , sta -to-student, male-to-female, female-to-male, male-to-male, or female-to-female The Board will investigate all allegations of harassment and in those cases where harassment is substantiated, the Board will take immediate steps designed to end the harassment, prevent its reoccurrence, and remedy its e ects Individuals who are found to have engaged in harassment will be subject to appropriate disciplinary action
For purposes of this policy, "School District community" means individuals students, administrators, teachers, sta , and as well as Board members, agents, volunteers, contractors, or other persons subject to the control and supervision of the Board.
For purposes of this policy, "third parties" include, but are not limited to, guests and/or visitors on District property (e.g., visiting speakers, participants on opposing athletic teams parent), vendors doing business with, or seeking to do business with the Board, and other individuals who come in contact with members of the School District community at school-related events/activities (whether on or o District property).
Student Discipline
Policy 5600 01
DISCIPLINARY
CONSEQUENCES FOR STUDENT MISCONDUCT
The Board of Education believes that if the school is to function e ectively and students are to be free to pursue their education, then all students must accept responsibilities and meet certain expectations. Student behavior that interferes with the educational process or violates the rights or safety of others will not be tolerated. Students are expected to comply with school and classroom rules, school board policies and state and federal laws at all times.
The following actions at school, on school premises or at school-related functions, or under the supervision of a school authority, are subject to disciplinary action Furthermore, students who are active participants in co-curricular activities and athletics represent the District and are, therefore, expected to follow these guidelines in all their actions in the community on a 12-month basis throughout the calendar year
School dances will require a parent/student permission form that designates specific rules and conduct for that activity
Disciplinary Consequences
Students will be disciplined for unacceptable conduct The exact nature of disciplinary action depends on the circumstances of each individual case Such conduct includes but is not limited to the following action:
Level IPrincipal/Administrative discretion, but could involve Level II or Level III discipline:
A Loitering
B Record and identification falsification, including violation of the academic honesty policy
C Repeated tardiness
D Unauthorized use of mobile devices
E Arrests or convictions in the community, such as an ordinance violation, a misdemeanor, a felony, or a tra c violation on or adjacent to school property, related to student safety or contrary to the educational environment
F. Violation of state and/or district Bus Rider Rules.
G. Any behavior listed above, when transmitted via electronic means (including, but not limited to the Internet, blogs, e-mails or social networking sites) or any interactive and digital electronics or cell phones used as a delivery mechanism.
H. Defiance of authority
I. Disorderly or disruptive conduct, including fighting and foul or abusive language or gestures
J. Illegal gambling
K. Harassing, threatening or intimidating others; or sexual harassment
L Possession or use of tobacco in any form
M Misuse or destruction of any school equipment, technology, data, or facilities
N Theft, robbery or extortion
O Vandalism
P Willful disobedience, non-compliance and insubordination
Q Hazing – This policy defines hazing as any activity that recklessly or intentionally endangers the mental health, physical health, or safety of a student for the purpose of initiation or membership in or a liation with any organization recognized by the Board Examples of physical and mental health shall include, but not be limited to, whipping, forced calisthenics, other forced physical activity, or forced conduct which could result in extreme embarrassment. Any hazing activity, whether by an individual or a group, shall be presumed to be a forced activity, even if a student willingly participates.
R. Bullying – This policy defines bullying as any deliberate or intentional behavior (words or actions) that involves an imbalance of power, intent to harm, threaten, intimidate, or humiliate. The behavior may be motivated by an actual or perceived distinguishing characteristic such as, but not limited to: age, color, national origin, race, religion, gender, gender identity/expression, sexual orientation, physical attributes, physical or mental ability or disability, social or family status. Each school shall provide for a process of reporting bullying and keeping records of instances and consequences for bullying that resulted in serious discipline.
S Addressing a teacher, administrator, or other sta member with foul or abusive language through verbal, written or electronic media
T Being under the influence of alcohol or any other illegal controlled substance, including unauthorized use of any over-the-counter mood-altering drugs
Level II
Serious violations or repeated violations of the above-mentioned behaviors will result in suspension or pre-expulsion review. As a general rule, the following progressive discipline will be used:
A. 1st O ense = 1-3 day suspension
B. 2nd O ense = 5 day suspension
C 3rd o ense = move to pre-expulsion review:
Level III
Proceed directly to pre-expulsion review:
A. Endangering the health and safety of others
B. Possession of weapons or dangerous articles
C. Setting false fire alarms or setting fires
D. Chronic insubordination and/or refusal to follow school rules
E. Criminal charge of battery and/or assault; or sexual assault
F. Use, possession, sale, or distribution of alcohol or any other illegal controlled substance, including unauthorized use of any over-the-counter mood-altering drugs
Disciplinary action should promote individual student growth, and foster future acceptance of responsibility. Its goal is to eliminate behaviors and situations which interfere with the educational process. It should take place whenever possible at the most appropriate level, i.e. when or where the problem arises or occurs.
Consequences of actions which interfere with the educational process, violate the rights or safety of others, violate school or classroom rules, Board policies or State or Federal laws may include, but are not limited to, any of the following:
A. Teacher or sta conference with student
B. Teacher-parent contact by phone or letter
C. Detention
D. Referral to a counselor, social worker, Student Assistance Program (SAP), etc.
E. Referral to an assistant principal
F. Administrator-parent contact by phone or letter
G. Restricted privileges including suspension from co-curricular or athletic events
H. Parental conferences at school with a teacher and/or a counselor and/or an assistant principal
I. Suspension, in-school and out-of-school
J Recommendations for expulsion by the Board
Student Discipline (continued)
Policy 5600 01
In addition, those o enses that are violations of local ordinances or state law will be referred to law enforcement. Any student who is determined to have brought a gun to school will be brought before the Board for an expulsion hearing.
If a student engages in inappropriate behavior not specifically cited in this document, the behavior shall be dealt with in a manner that reflects the spirit of this document.
Students who refer themselves to the proper school authorities for alcohol and other drug infractions prior to disciplinary actions shall be given special consideration if a prescribed educational/treatment program is sought and completed
Due Process and Disciplinary Procedures
Procedures for disciplining students will be consistent with state and federal laws Principals may establish other procedures to govern the school not specifically mentioned in the state and federal laws so long as they are not in conflict with those laws and rules
A Certain standards and procedures should be observed if there is to be a fair consideration of the application of rules and regulations
1 Rules, regulations and penalties should be made readily available, in writing, to the student body
2 The student has a right to be informed of specific reasons for an action
3
Disciplinary action shall conform to the provisions set forth in the student responsibilities section of this document and in accordance with state law
4 School authorities have an obligation to apply rules, regulations and discipline without prejudice and in a nondiscriminatory manner If a teacher or administrator does not feel that s/he can handle a case on its merit, s/he shall pass the case to a suitable substitute or the next highest person in authority In accordance with Policy 2260, any student who believes that s/he has been discriminated against may file a complaint with the Superintendent.
B. In order to provide consistent, flexible, and confident leadership in disciplinary matters, the District provides an appeal procedure open both to students and/or their parents.
1. Students have the right to full and impartial review of disciplinary action resulting in out of school suspension or expulsion from school in accordance with state law.
2. If a satisfactory conclusion cannot be reached, the student may appeal a case within five days. The sequence of appeals shall be principal then Superintendent Complaints involving policy, operations or programs, or procedures may be appealed to the Board of Education under its general complaint procedure Policy 9130
Student Code Of Classroom Conduct
Policy 5500
Respectforlawandforthosepersonsinauthorityshallbeexpectedofallstudents Thisincludesconformitytoschool rulesaswellasgeneralprovisionsoflawregardingminors Respectfortherightsofothers, considerationoftheir privileges, andcooperativecitizenshipshallalsobeexpectedofallmembersoftheschoolcommunity
Respectforrealandpersonalproperty;prideinone'swork;achievementwithintherangeofone'sability;andexemplary personalstandardsofcourtesy, decency, andhonestyshouldbemaintainedintheschoolsofthisDistrict
TheSuperintendentshallestablishprocedurestocarryoutBoardpolicyandphilosophy, andshallholdallschool personnel, students, andparentsresponsiblefortheconductofstudentsinschools, onschoolvehicles, andat school-relatedevents.
Unacceptable Conduct
Students will be disciplined for unacceptable conduct
Such conduct includes but is not limited to the following action(s):
● Defiance of authority
● Disorderly or disruptive conduct of the educational program (Policy 5520)
● fighting and foul or abusive language or gestures
● Illegal gambling
● Harassing, threatening or intimidating others
● Loitering
● Setting false fire alarms
limited to, whipping, forced calisthenics, other forced physical activity, or forced conduct which could result in extreme embarrassment Any hazing activity, whether by an individual or a group, shall be presumed to be a forced activity, even if a student willingly participates
● Willful disobedience
● Any behavior listed above, when transmitted via electronic means (including, but not limited to the Internet, blogs, e-mails or social networking sites) or any interactive and digital electronics or cell
● Misuse or destruction of any school equipment, technology, data, or facilities
● Setting fires
● Sexual harassment or assault
● Theft, robbery or extortion
● Vandalism
● Arrests or convictions in the community, such as an ordinance violation, a misdemeanor, a felony, or a tra c violation on or adjacent to school property, related to student safety or contrary to the educational environment
● Hazing (Policy 5516): For purposes of this policy, hazing is defined as any activity that recklessly or intentionally endangers the mental health, physical health or safety of a student for the purpose of initiation or membership in or a liation with any organization recognized by the Board. Examples of physical and mental health shall include, but not be
Pupil Non-Discrimination Policy 2260
phones used as a delivery mechanism.
● Bullying (Policy 5517.01): For purposes of this policy, bullying is defined as any deliberate or intentional behavior (words or actions) that involves an imbalance of power, intent to harm, threaten, intimidate, or humiliate The behavior may be motivated by an actual or perceived distinguishing characteristic such as, but not limited to: age, color, national origin, race, religion, gender, gender identity/expression, sexual orientation, physical attributes, physical or mental ability or disability, social or family status Each school shall provide for a process of reporting bullying and keeping records of instances and consequences for bullying that resulted in serious discipline.
The Board is committed to providing an equal educational opportunity for all students in the District The Board does not discriminate on the basis of race, color, religion, national origin, ancestry, creed, pregnancy, marital status, parental status, sexual orientation, sex, (including gender status, change of sex or gender identity), or physical, mental, emotional, or learning disability (Protected Classes) in any of its student program and activities
This policy is intended to support and promote non-discriminatory practices in all District and school activities, particularly in the following areas:
A. use of objective bases for admission to any school, class, program, or activity;
B. prohibition of harassment towards students and procedures for the investigation of claims (see Policy 5517);
C. use of disciplinary authority, including suspension and expulsion authority;
D. administration of gifts, bequests, scholarships, and other aids, benefits, or services to students from private agencies, organizations, or persons;
E selection of instructional and library media materials in a nondiscriminatory manner and that reflect the cultural diversity and pluralistic nature of American society;
F design and implementation of student evaluation practices, materials, and tools, but not at the exclusion of implementing techniques to meet student's individual needs;
G design and configuration of facilities;
H opportunity for participation in extra-curricular and co-curricular activities provided that separate programs for male and female students may be available provided comparable activities are made available to all in terms of type, scope, and District support; and
I. the school lunch program and other school-sponsored food service programs.
The Board is also committed to equal employment opportunity in its employment policies and practices as they relate to students The Board’s policies pertaining to employment practices can be found in Policy 1422, Policy 3122, and Policy 4122 - Nondiscrimination and Equal Employment Opportunity
The District will identify, evaluate, and provide a free appropriate public education to students with disabilities who are determined eligible for special education and related services under the Individuals with Disabilities Education Act (IDEA) or Section 504 of the Rehabilitation Act of 1973 (Section 504).
The District's educational programs include the academic and non-academic setting. Each qualified student with a disability shall be educated with students without disabilities to the maximum extent appropriate. In the nonacademic setting, a student with a disability shall participate with students without disabilities to the maximum extent appropriate. Notice of the Board's policy on nondiscrimination and the identity of the District's Compliance O cer(s) (see below) will be published on the District's website, posted throughout the District, and included in the District's recruitment statements or general information publications.
Sharon Thiede
Assistant Superintendent for Human Resources
School District of Waukesha
301 Hyde Park Ave
Waukesha, WI 53188
262-970-1031
sthiede@waukesha.k12.wi.us
Ryan Patt
Assistant Superintendent of Student Services School District of Waukesha
301 Hyde Park Ave
Waukesha, WI 53188
262-970-1102
rpatt@waukesha.k12.wi.us
Nondiscrimination on the basis of sex in education programs or activities Policy 2266
The Board does not discriminate on the basis of sex (including sexual orientation or gender identity), in its education programs or activities, and is required by Title IX of the Education Amendments Act of 1972, and its implementing regulations, not to discriminate in such a manner The requirement not to discriminate in its education program or activity extends to admission and employment The Board is committed to maintaining an education and work environment that is free from discrimination based on sex, including sexual harassment.
The Board prohibits sexual harassment that occurs within its education programs and activities. When the District has actual knowledge of sexual harassment in its education program or activity against a person in the United States, it shall promptly respond in a manner that is not deliberately indi erent.
Pursuant to its Title IX obligations, the Board is committed to eliminating sexual harassment and will take appropriate action when an individual is determined responsible for violating this policy. Members of the School District community who commit Sexual Harassment are subject to the full range of disciplinary sanctions set forth in this policy. Third parties who engage in sexual harassment are also subject to the disciplinary sanctions listed in this policy. The Board will provide persons who have experienced Sexual Harassment ongoing supportive measures as reasonably necessary to restore or preserve access to the District’s education programs and activities
Section 504/ADA Prohibition Against Discrimination Based on Disability
Policy 2260 01
Pursuant to Section 504 of the Rehabilitation Act of 1973 ("Section 504"), the Americans with Disabilities Act of 1990, as amended ("ADA"), and the implementing regulations (collectively "Section 504/ADA"), no otherwise qualified individual with a disability shall be excluded from participation in, denied the benefits of, or subjected to discrimination under any program or activity receiving Federal financial assistance solely by reason of disability. The Board does not discriminate in admission or access to, participation in, treatment in its programs or activities. As such, the Board's policies and practices The School District of Waukesha does not discriminate in its admissions, programs, activities, services, or employment on the basis of sex, age, race, color, national origin, ancestry, creed, pregnancy, marital or parental status, sexual orientation, physical, mental, emotional, or learning disability, or any other reason prohibited by state or federal laws or regulations The District provides equal access to the Boy Scouts and other designated youth groups
will not discriminate against students with disabilities and the Board will make its facilities, programs, and activities accessible to qualified individuals with disabilities No discrimination will be knowingly permitted against any individual with a disability on the sole basis of that disability in any of the programs, activities, policies, and/or practices in the District
Notice of the Board's policy on nondiscrimination in employment practices and the identity of the School District's Compliance Officer(s) (see below) will be published on the District's website, posted throughout the District, and included in the District's recruitment statements or general information publications
Wellness Policy 8510
The Board recognizes that good nutrition and regular physical activity a ect the health and well-being of the District's students. Furthermore, research suggests that there is a positive correlation between a student's health and well-being and his/her ability to learn Moreover, schools can play an important role in the developmental process by which students establish their health and nutrition habits by providing nutritious meals and snacks through the schools' meal programs, by supporting the development of good eating habits, and by promoting increased physical activity both in and out of school Schools alone, however, cannot develop in students healthy behaviors and habits with regard to eating and exercise cannot be accomplished by the schools alone It will be necessary for not only the sta , but also parents and the public at large to be involved in a community-wide e ort to promote, support, and model such healthy behaviors and habits
The Board sets the following goals in an e ort to enable students to establish good health and nutrition choices to:
A promote nutrition education with the objective of improving students’ health and reducing childhood obesity;
B improve the health and well-being of our children, increase consumption of healthful foods during the school day, and create an environment that reinforces the development of healthy eating habits;
C promote nutrition guidelines, a healthing eating environment, child nutrition programs, and food safety and security on each school campus with the objective of promoting student health and reducing childhood obesity;
D. provide opportunities for every student to develop the knowledge and skills for specific physical activities, maintain physical fitness, regularly participate in physical activity, and understand the short and long-term benefits of a physically active lifestyle;
E. promote the health and wellness of students and sta through other school based activities
Threats of Violence
Policy
8462.01
The Board strictly prohibits any threats of violence in or targeted at any school. All incidents or suspected incidents of such conduct must be reported as described in this policy and in State law and will be investigated. All District employees, regardless of position, are required to make a report
Procedures for Reporting - Threats of Violence
An employee, regardless of position, shall immediately inform, by telephone or personally, a law enforcement agency of the facts and circumstances contributing to the belief that there is a serious and imminent threat to the health or safety of a student or school employee or the public The report shall contain detailed information concerning the nature of the threat The sta member shall cooperate fully with law enforcement When such a report is made, the sta member shall also inform the building administrator or Superintendent, as well as the School Resource O cer, if available If a threat is reported to the building administrator, s/he shall immediately notify the Superintendent and coordinate the District's coordination with law enforcement, students, and parents as the circumstances require Sta Training Required
The Board shall require every employee to receive training provided by the Department of Public Instruction (DPI) regarding the laws governing the reporting of a threat of violence Such training shall be completed within the first six (6) months of employment in the District and at least once every five (5) years after the initial training This training may be held in conjunction with sta training for threatened or suspected child abuse or neglect as required in Policy 8462 Sanctions for Making Threats
All threats of violence are to be taken seriously. No sta member who reports a threat in good faith shall be subject to disciplinary action. Failure to report or undue delay in reporting a threat may result in disciplinary action.
Any student or sta member who makes a threat of violence will be evaluated for disciplinary action, up to possible The School District of Waukesha does not discriminate in its admissions, programs, activities, services, or employment on the basis of sex, age, race, color, national origin, ancestry, creed, pregnancy, marital or parental status, sexual orientation, physical, mental, emotional, or learning disability, or any other reason prohibited by state or federal laws or regulations The District provides equal access to the Boy Scouts and other designated youth groups
referral for expulsion in the case of students (See Policy 5610) or termination from employment in the case of sta (See Policy 3140/Policy 4140)
Student Abuse and Neglect Policy 8462
The Board is concerned with the physical and mental well-being of all children of this District and will cooperate in the identification and reporting of cases of child abuse or neglect in accordance with law. In addition, the Board strictly prohibits any actual or threatened acts of physical, mental, sexual, or other form of abuse directed towards students by any person in any District-owned, operated, or leased facility, or at any school-sponsored activity.
The Board shall require every employee to receive training provided by the Department of Public Instruction (DPI) in identifying children who have been abused or neglected and in the laws and procedures governing the reporting of suspected or threatened child abuse and neglect. Such training shall be completed within the first six (6) months of employment in the District and at least once every five (5) years after the initial training. This training may be held in conjunction with sta training for threats of violence as required by Policy 8462 01
Children and Youth in Foster Care
Policy 5111.03
TheBoardofEducationrecognizestheimportanceofeducationalstabilityforchildrenandyouthinfostercare Further, theBoardrecognizesthesechildrenandyouthasavulnerablesubgroupofstudentsinneedofsafeguardsandsupportin ordertofacilitateasuccessfultransitionthroughelementaryandsecondaryeducationandintocollegeand/orcareers To thatend, theDistrictwillcollaboratewiththeDepartmentofPublicInstruction(DPI), otherschoolsandschooldistricts, and theappropriatechildwelfareagenciestoprovideeducationalstabilityforchildrenandyouthinfostercare
School Stability
The District shall remove barriers to the enrollment and retention of children and youth in foster care in schools in the District. Foster care students shall be enrolled immediately, even if they do not have the necessary enrollment documentation such as immunization and health records, proof of residency or guardianship, birth certificate, school records, and other documentation
The District shall meet the Title I requirements for educational stability for children and youth in foster care, including those awaiting foster care placement The District shall identify which students are in foster Each District employee who has reasonable cause to suspect child abuse or neglect has occurred or is occurring, or has reasonable cause to believe a child has been threatened with abuse or neglect and that abuse or neglect is likely to occur shall be responsible for reporting immediately every case, whether verified or suspected, the circumstances giving rise to the reasonable cause Reporting is mandatory even if the sta member has reason to believe that the abuse or neglect occurred, but is no longer occurring (for example, the child is no longer living with the suspected abuser) Sta members should make reports based on reasonable cause to suspect abuse or neglect and are not permitted to first investigate the circumstances in an e ort to verify abuse or neglect. This can cause a loss of time and jeopardize law enforcement or social services investigations into child welfare concerns.
Homeless Students
Policy 5111.01
Children who are identified as meeting the Federal definition of "homeless" will be provided a free appropriate public education (FAPE) in the same manner as all other students of the District. To that end, homeless students will not be stigmatized or segregated on the basis of their status as homeless.
Homeless children and youth are defined as individuals who lack a fixed, regular, and adequate nighttime residence, and include children and youth who meet any of the following criteria:
1 share the housing of other persons due to loss of housing, economic hardship, or similar reason
2 live in motels, hotels, trailer parks, or camping grounds due to a lack of alternative adequate accommodations
3 live in emergency or transitional shelters
4 are abandoned in hospitals
5 have a primary nighttime residence that is a public or private place not designed for, or ordinarily used as, a regular sleeping accommodation for human beings, or
6 live in a car, park, public space, abandoned building, substandard housing, bus or train station, or similar setting Welfare agencies to provide educational stability for these children and youth District sta will work closely with child welfare agency personnel to develop and implement processes and procedures that include these enrollment safeguards:
A. a child/youth in foster care shall remain in his/her school of origin, unless it is determined that remaining in the school of origin is not in that child’s best interest;
B. if it is not in the child’s best interest to stay in his/her school of origin, the child shall be immediately enrolled in the determined new school even if the child is unable to produce records normally required for enrollment; and
C the new (enrolling) school shall immediately contact the school of origin to obtain relevant academic and other records, including the student’s Individualized Education Program (IEP) if applicable (ESEA Section 1111(g)(1)(E)(i)-(iii))
The District will provide services to homeless students that are comparable to other students in the District, including:
A transportation services;
B public preschool programs and other educational programs and services for which the homeless student meets eligibility criteria
Maintaining a stable school environment is crucial to a homeless student’s success in school. To ensure stability, the District must make school placement determinations based on the “best interest” of the homeless child or youth based on student-centered factors.
Records
The District shall provide privacy protections for children and families and shall facilitate appropriate data-sharing pertaining to children in foster care between child welfare and educational agencies, in accordance with the Family Educational Rights and Privacy Act (FERPA) and Policy 8330 – Student Records.
Student Attendance Policy 5200
The School District of Waukesha believes student attendance is of critical importance to success in school Habits of good student attendance are skills developed over time that carry over into the world of work or further schooling once a student ceases to attend classes in the School District of Waukesha
In accordance with state law, all parents must cause children between 6 and 18 years of age to attend school unless the child has graduated, is excused by the school attendance o cer or parent, or is enrolled in an alternative program leading toward graduation The responsibility for monitoring and encouraging attendance is shared by the parents, schools and the community
Excused Absences
Acceptable excuses, approved by school administrators, include:
● illness
● funerals
● medical
● family/home emergencies
● quarantine
● religious holidays
● suspensions
● family trips
● those ordered to shelter care or secure detention, or court subpoena. It is the responsibility of the student to arrange for and complete assignments missed due to an excused absence. Under a new law, a parent may excuse a student for up to 10 days in a school year if done so in writing in advance of the absence.
For preplanned and/or extended absence, the principal’s o ce shall be notified before the absence. Requests for preplanned absences must be submitted on a district approved form Make-up of class work may be allowed at the discretion of the attendance o cer However, the parent should realize that in primary level classes, very little work can be done outside of the classroom Parents must realize that time out of the classroom will mean that some valuable
Waukesha
experiences will be missed
Truancy Policy 5200
Defined as any absence of any portion of a school day or absence for one or more days from school during which the principal has not been notified in writing or by phone of the reason for the acceptable absence by the parent/guardian of the pupil who is absent In the case of truancy, strict procedural steps will be followed where the parents, the student and school sta will be involved. Tardiness that is not excused shall be considered truancy. Normally, no makeup privileges for truancies are allowed and the student will be subject to disciplinary procedures.
Promotion, Placement and Retention Policy 5410
A student who successfully completes a school year shall be promoted to the next appropriate grade or sequence of study. For other grade retention, principals and sta shall follow the administrative guidelines in making any retention. In all cases the principal, with input and consultation from parents and sta , shall be responsible for the decision. Any appeal by parents shall be made to the executive director.
School Bus Rules and Transportation Policy 8600
The Board will provide transportation services to and from the school for all district pupils who are eligible during the regular school year. Resident pupils shall be eligible to be transported to a public school if they live two or more miles from their school. Other eligibility will be determined by the Board for reasons of unusual hazard or special education classification, assignment, or needs.
Pupils who ride the bus or are on a bus under school sponsorship (field trip) must comply with the district’s Bus Rider Rules Pupils riding the bus shall be under the authority of the driver of the bus Disorderly conduct or persistent refusal to submit to the authority of the driver shall be su cient reason for a pupil to be denied transportation Parents will be notified by the school if their child has not followed the standard rules More information regarding bus rules is available from the transportation o ce at 262-970-1150
Technology Policy
7540
The Board of Education is committed to the e ective use of technology to both enhance the quality of student learning and the e ciency of District operations.
Students' use of District technology resources (see definition in Bylaw 0100) is a privilege not a right. Students and their parents must sign and submit a Student Technology Acceptable Use and Safety form annually.
Student Technology Acceptable Use and Safety Policy
7540.03
Technology has fundamentally altered the ways in which information is accessed, communicated, and transferred in society As a result, educators are continually adapting their means and methods of instruction, and the way they approach student learning to incorporate the vast, diverse, and unique resources available through the Internet The Board of Education provides technology resources (as defined in Bylaw 0100) to support the educational and professional needs of its students and sta . With respect to students, District Technology Resources a ord them the opportunity to acquire the skills and knowledge to learn e ectively and live productively in a digital world. The Board provides students with access to the Internet for limited educational purposes only and utilizes online educational services/apps to enhance the instruction delivered to its students. The District’s computer network and Internet system do not serve as a public access service or a public forum, and the Board imposes reasonable restrictions on its use consistent with its limited educational purpose.
Users are required to refrain from actions that are illegal (such as libel, slander, vandalism, harassment, theft, plagiarism, inappropriate access, and the like) or unkind (such as personal attacks, invasion of privacy, injurious comment, and the like). Because its Technology Resources are not unlimited, the Board has also instituted restrictions aimed at preserving these resources, such as placing limits on use of bandwidth, storage space, and printers.
Users have no right or expectation to privacy when using District Technology Resources (including, but not limited to, privacy in the content of their personal files, e-mails, and records of their online activity when using the District's computer network and/or Internet connection)
Sta members shall provide instruction for their students regarding the appropriate use of technology and online safety and security as specified above Furthermore, sta members will monitor the online projects and assignments Further, as directed and authorized by their teachers, they shall use their school-assigned email account when signing-up/registering for access to various online educational services, including mobile applications/apps that will be utilized by the student for educational purposes.
Sta Technology Acceptable Use and Safety Policy
7540.04
Sta members are expected to utilize District technology and information resources to promote educational excellence in our schools by providing students with the opportunity to develop the resource sharing, innovation, and communication skills and tools that are essential to both life and work. The Board encourages the faculty to develop the appropriate skills necessary to e ectively access, analyze, evaluate, and utilize these resources to enrich educational activities. The instructional use of the Internet and online educational services will be guided by Board Policy 2521 - Selection of Instructional Materials and Equipment.
Furthermore sta members shall provide instruction for their students regarding the appropriate technology use and online safety and security as specified above, and sta members will monitor students’ online activities while at school. Monitoring may include, but is not necessarily limited to, visual observations of online activities during class sessions; or use of specific monitoring tools to review browser history and network, server, and computer logs
The disclosure of personally identifiable information about students online is prohibited
Sta members are responsible for good behavior when using District technology and information resources - i e , behavior comparable to that expected when they are in classrooms, school hallways, and other school premises and school sponsored events Communications on the Internet are often public in nature The Board does not approve any use of the technology and information resources that is not authorized by or conducted strictly in compliance with this policy and its accompanying guidelines
Personal Communication Devices Policy
5136 & 5136.02
Students are prohibited from using two-way communication devices or pagers (including cell phones with or without cameras) inside school district buildings during the school day. All devices must be turned o and out of sight (in lockers, backpacks, purses or pockets). At no time may cellphones or other items be used in locker rooms or restrooms. Any exception to this policy for medical, etc reasons must have prior approval from the principal or designee Students may gain access to school phones or their personal phone with permission from authorized sta Devices not approved, will be confiscated and, depending on the intended use or purpose, will be kept or returned to parents or turned over to law enforcement
Sta Use of Personal Communication Devices Policy
7530 02
Employees whose job responsibilities include regular or occasional driving and who use a PCD for business use are expected to refrain from using their device while driving
Employees are subject to all applicable policies and guidelines pertaining to protection of the security, integrity and availability of the data stored on their PCDs
Cellular and wireless communications, including calls, text messages, instant messages, and e-mails sent from PCDs, may not be secure Therefore, employees should use discretion in relaying confidential information, particularly as it relates to students.
Additionally, cellular/wireless communications, including text messages, instant messages and e-mails sent and/or received by a public employee or school o cial using his/her PCD may constitute public records if the content of the message concerns District business, or an education record if the content includes personally identifiable information about a student.
Access to District Technology Resources From Personally-Owned Communication Devices
For purposes of this policy, "personal communication device" includes computers, tablets, electronic readers, mobile/cell phones, smartphones, and/or other web-enabled devices of any type
Board members, employees, students, as well as contractors, vendors, agents of the District may use their PCD to wirelessly access the District's technology resources (guest or business networks, servers, printers, etc ) while they are on-site at any District facility Access to the business/guest network shall require authentication
The Chief Information O cer is authorized to develop the necessary standards for connecting PCDs to the District’s technology resources. The standards shall be available upon request.
The standards shall be designed and enforced to minimize the Board’s exposure to damages, including, but not limited to, the loss of sensitive District data, illegal access to confidential data, damage to the District's intellectual property, damage to the District's public image, and damage to the District's critical internal systems, from unauthorized use.
The use of PCDs must be consistent with the established standards for appropriate use as defined in Policy 7540.03 –Student Network and Internet Acceptable Use and Safety, and Policy 7540.04 – Sta Network and Internet Acceptable Use and Safety.
Any user who violates the established standards and/or the Board’s Acceptable Use policy, or who accesses the District’s technology resources server and network without authorization may be prospectively denied access to the District’s technology resources. If the violation is committed by a contractor, vendor or agent of the District, the contract may be subject to cancellation. Further disciplinary action may be taken if the violation is committed by a student or employee
The owner of a PCD bears all responsibility and assumes all risk of theft, loss, or damage to, or misuse or unauthorized use of the device while it is on Board property This provision applies to everyone, regardless of their a liation or connection to the District
Any information obtained from video surveillance/electronic monitoring systems may only be used to support the orderly operation of the School District's schools and facilities, and for law enforcement purposes, and not for any other purposes As such, recordings obtained through the use of video surveillance/electronic monitoring equipment may be used as evidence in any disciplinary proceedings, administrative proceeding or criminal proceeding, subject to Board policy and regulations Further, such recordings may become a part of a student's education record or sta member's personnel file
The Board shall maintain video surveillance/electronic monitoring recordings for a limited period Any request to view a recording under this policy must be made within seven (7) days of the event/incident. Unless a formal complaint is being investigated, recordings shall be destroyed whenever the automated recording feature overrides previously stored data.
District-Issued Student EMail account Policy
7540.07
Students assigned a school email account are required to utilize it for all school-related electronic communications, including those to sta members and individuals and/or organizations outside the District with whom they are communicating for school-related of their a liation or connection to the District.
Use of Cameras and Other Recording Devices in Locker Rooms Policy
9151
The Board of Education recognizes the importance of protecting the privacy interests of the District's students and is committed to safeguarding students' privacy in the locker room facilities.
To protect the privacy of the District's students, parents, other adult residents of the community, and any public that may utilize the locker room facilities, no person may use a cell phone to capture, record, or to transfer a representation of a nude or partially nude person in the locker room.
Video Surveillance and Electronic Monitoring Policy
7440 01
The Board authorizes the use of video surveillance and electronic monitoring equipment at various facilities and school sites throughout the District and on school buses Wherever the terms video surveillance or electronic monitoring are used, such reference includes both video and audio surveillance as possible technologies employed
The Superintendent is responsible for determining where to install and operate fixed-location video
surveillance/electronic monitoring equipment in the District The determination of where and when to use video surveillance/electronic monitoring equipment will be made in a nondiscriminatory manner Video surveillance/electronic monitoring equipment may be placed in common areas in school buildings (e g school hallways, entryways, the front o ce where students, employees, and visitors are permitted to freely come and go, gymnasiums, cafeterias, libraries), the school parking lots and other outside areas, and in school buses Except in extraordinary circumstances and with the written authorization of the Superintendent, video surveillance/electronic monitoring equipment shall not be used in areas where persons have a reasonable expectation of privacy (e.g. restrooms, locker rooms, changing areas, private o ces (unless there is express consent given by the o ce occupant), or conference/meeting rooms) or in individual classrooms during instructional times
Any person who takes action to block, move, or alter the location and/or viewing angle of a video camera shall be subject to disciplinary action.
Legible and visible signs shall be placed at the main entrance to buildings and in the areas where video surveillance/electronic monitoring equipment is in use to notify people that their actions/behavior are subject to being monitored/recorded, which may include video footage, audio recording, or both. Additionally, the Superintendent is directed to annually notify parents and students via school newsletters and the Student Handbook, and sta via the Sta Handbook, of the use of video surveillance/electronic monitoring systems in their schools, which may include either video or audio footage, or both In cases approved by the Superintendent, camera surveillance may be used for investigatory purposes without sta , student, or public notice if the usage is calculated to further investigation into misconduct believed to have occurred or believed to be ongoing
Academic Honesty Policy
5505
All teachers, beginning especially at the elementary grades, will educate students as to what constitutes academic dishonesty and what is acceptable and unacceptable behavior in our schools The Academic Honesty policy shall be referenced in such education
Homework Policy
Policy 2330
The School District of Waukesha Board of Education believes that student learning is maximized through use of a wide variety of teaching and learning methodologies Toward this end, the Board of Education further believes in the importance of homework to extend learning, to practice what has already been learned, to build independent work habits, and to help students’ needs and abilities The acquisition of homework study skills is essential to academic and vocational success Homework given shall be consistent with the district’s grading policies and best practices
Copyrighted Works
Policy 2531
TheBoardofEducationdirectsitssta andstudentstousecopyrightedworksonlytotheextentthatthelawpermits The BoardrecognizesthatFederallawappliestopublicschooldistrictsandthesta andstudentsmust, therefore, avoidacts ofcopyrightinfringementunderpenaltyoflaw
Student Groups
Policy 5840
ItisthepolicyoftheBoardofEducationthatstudentgroupsberecognizedasauthorizedschoolorganizationsonlyif theyareapprovedbytheschooladministration, sponsoredbyschool-approvedpersonnel, composedofmembersofthe currentstudentbody, holdthemajorityoftheirmeetingsatschool, andhaveestablishedaimswhichareeducationalin natureMembershipintheorganizationoroperationofanyhighschoolfraternity, sorority, oranyothersecretsocietyas describedbylawisprohibitedthroughouttheSchoolDistrict Inparticular, theBoardwillnottolerateanytypeofgangor gang-relatedactivitytooccuronDistrictpropertyorwhilestudentsareundertheauspicesoftheBoard TheDistrict recognizesthatthepresenceofgangs, gangactivity, andganga liationscancauseadisruptionoforinterferewith
school, schoolactivities, andschoolsafety Gangactivity, identifiers, ormembershipiscontrarytothemissionofthe Districtandistherebyprohibited
Dress and Grooming Policy 5511
Unless an individual school has adopted a dress code that includes uniforms, students may dress and groom themselves as they and their parents/guardians wish Specifically included within the scope of this right is the display of political statements and/or commercial messages on behalf of legal products and services
However, students are expected to exercise the above right responsibly, without disrupting the educational process and in accordance with accepted community standards regarding health, safety, vulgarity, obscenity and sexual innuendo Students are prohibited from wearing hats or other headwear and coats in school during the school day Principals may allow exceptions to this policy for any legitimate reason (religious, medical or otherwise) or in the celebration of a specified pep rally, spirit day or hat day Clothing, jewelry, body art, or any accessory advertising alcohol, tobacco, or other drugs are at a counter purpose with District AODA programs and are inappropriate
Lockers Policy 5771
Each student has the right to use a locker as assigned by the administrators The lockers remain the property of the school district and may be periodically inspected by school administrators or a designee with or without prior notice to the student.
Search and Seizure
Policy 5771
Students have the right to be free from arbitrary or illegal search and seizure by school authorities. Search and seizure shall conform to the legal requirement of reasonable suspicion that a school rule, regulation or possible violation of a state law has occurred. Any o cial, employee, or agent of the school district is prohibited by law from conducting a strip search of any pupil.
Student Alcohol Use and/or Other Drug Use
Policy
5530
It is the policy of the School District of Waukesha that students and employees have the right to attend school and work in an environment that is free from the nonmedical use of alcohol, drugs and mood-altering substances.
The use, possession, sale or intent to sell, transfer of drugs, drug paraphernalia (as defined in state statutes) or alcohol, or having illegal drugs, chemicals or alcohol in a student’s system in or on school property, in any district owned or contracted vehicle or at school-sponsored events is considered dangerous and unsafe to others, and is therefore prohibited. Having chemicals in one ’ s body is defined for purposes of this policy as having any amount of the substance in one ’ s body.
In School Tobacco Use Prohibited Policy
5512
Scientific and medical evidence has shown that smoking and the use of tobacco products is a serious health hazard Therefore, it is the policy of the School District of Waukesha that no person may smoke or use smokeless tobacco in school, on school grounds, in school-owned vehicles or in school busses contracted or used for school purposes School grounds include municipality properties adjacent to school property where ordinances prohibit such use In addition, no student may possess tobacco products in school or on school property in accordance with state law
The board, administration, teachers and other employees shall promote non-tobacco use among the sta and students, and shall also promote the importance of role modeling to students during the formative years
Employees and students violating this policy will be subject to discipline Any individual who smokes in buildings or on school grounds will be informed of the “no-smoking policy” and will be asked to stop and/or leave the facility or grounds This ban on the use of tobacco products is in e ect during all times including vacations, holidays, summer, etc and is therefore not limited to the school year or school day.
Weapons In School & Carrying a Concealed Weapon in School
5772 & Policy 7217
TheBoardofEducationprohibitsstudentsfrompossessing, storing, making, orusingaweaponinanysettingthatisunder thecontrolandsupervisionoftheDistrictforthepurposeofschoolactivitiesapprovedandauthorizedbytheDistrict including, butnotlimitedto, propertyleased, owned, orcontractedforbytheDistrict, aschool-sponsoredevent, orina Districtvehicle, totheextentpermittedbylaw
The School District of Waukesha understands that the safety of our students, sta , and visitors is of the highest priority The term "weapon" means any object which, in the manner in which it is used, is intended to be used, or is represented, is capable of inflicting serious bodily harm or property damage, as well as endangering the health and safety of persons. Weapons include, but are not limited to, firearms (including, but not limited to, firearms as defined in 18 U.S.C. 921(a)(3)), guns of any type whatsoever, including air and gas-powered guns (whether loaded or unloaded), knives, (subject to the exceptions below) razors, with unguarded blades, clubs, electric weapons, metallic knuckles, martial arts weapons, ammunition, and explosives.
Wisconsin has adopted a law which a ects the manner in which persons may carry concealed weapons. This law, however, applies much di erently on school grounds. It is a Class I felony to knowingly possess a firearm at a place that the individual knows, or has reasonable cause to believe, is in or on the grounds of a school. It is a Class B forfeiture to possess a firearm at a place the individual knows, or has reasonable cause to believe, is within 1,000 feet of the grounds of a school.
Exceptions to this policy include:
A weapons under the control of law enforcement personnel while on duty, or qualified former law enforcement o cers, o duty law enforcement o cers, or out-of-state law enforcement o cers;
B contracted personnel that are authorized by law to carry weapons in the course of their professional duties and for which the District and the contracted entity have a contract that authorizes employees of the contracted entity to carry a weapon on school grounds and in school buildings in the performance of their duties (i e armored transport services);
C items approved by a Principal, as part of a class or individual presentation under adult supervision, including, but not limited to hunters' education courses, if used for the purpose of and in the manner approved (working firearms, except those protected at all times by a cable or trigger lock, and live ammunition shall never be approved);
D theatrical props used in appropriate settings when approved in advance by the Principal;
E. starter pistols used in appropriate sporting events; and
F. a lockback knife having a blade no longer than three (3) inches in length, a knife lawfully used for food consumption or preparation, or a knife used for a lawful purpose within the scope of the person ’ s employment.
The superintendent shall be contacted if there are any questions or believe that an individual is in violation of this policy
The Police Department shall be notified anytime a student is found to possess any of the above.
Student Privacy and Parental Access to Information Policy 2416
The Board of Education respects the privacy rights of parents and their children. No student shall be required, as a part of the school program or the District's curriculum, without prior written consent of the student (if an adult, or an emancipated minor) or, if an unemancipated minor, his/her parents, to submit to or participate in any survey, analysis, or evaluation that reveals information concerning:
A. political a liations or beliefs of the student or his/her parents;
B. mental or psychological problems of the student or his/her family;
C sex behavior or attitudes;
D illegal, anti-social, self-incriminating or demeaning behavior;
E critical appraisals of other individuals with whom respondents have close family relationships;
F legally recognized privileged and analogous relationships, such as those of lawyers, physicians, and ministers;
G religious practices, a liations, or beliefs of the student or his/her parents; or
H income (other than that required by law to determine eligibility for participation in a program or for receiving financial assistance under such a program)
Student Records Policy 8330
If a parent, guardian, or eligible student would like to request copies of or an amendment or deletion to a student record, they may do so by providing a written request to the building principal or the Executive Director of Student Services (depending on the nature of the request) If you wish to have “directory information” (name, address, and phone number) of your child withheld from requesting parties, please contact your building principal within the first month of school Access to student records conforms to state and federal laws and school board policy A summary of school board policy concerning student records is available in the principal’s o ce.
Controversial Issues in the Classroom Policy 2240
The Board of Education believes that the consideration of controversial issues has a legitimate place in the instructional program of the schools.
Properly introduced and conducted, the consideration of such issues can help students learn to identify important issues, explore fully and fairly all sides of an issue, weigh carefully the values and factors involved, and develop techniques for formulating and evaluating positions.
Curriculum Modifications May Be Available Under Compulsory Attendance Laws
Wisconsin Statute 118.15 (1)(d)
Wisconsin Statute 118.15 (1)(d) provides parents, guardians or students, who make a written request, program or curriculum modifications. The law provides a listing of possible changes as well as the responsibilities of the school district in responding to any requests for modifications.
Included in the possible changes are modifications of the child’s program, work study programs, alternative programs, enrollment in nonsectarian private programs that meet certain criteria, Homebound and other public educational programs outside the district
Parents and students should initiate any such requests at the school level by contacting the building principal in writing The building principal will then work with the central o ce and school board on such requests if necessary
Use of Seclusion and Physical Restraint with Students Policy 5630 01
It is the policy of the Board of Education to permit the use of seclusion and restraint only when a student’s behavior presents a clear, present and imminent risk to the physical safety of the student or others, it is the least restrictive intervention feasible and it is performed in a manner consistent with this policy and law All students, including students with disabilities, must be treated with dignity and respect Behavior interventions and support practices must be implemented in such a way as to protect the health and safety of the students and others
All employees and "covered individuals" shall comply with State and Federal law regarding the use of seclusion and physical restraint
Seclusion is defined in the law as the involuntary confinement of a student, apart from other students, in a room or area from which the student is physically prevented from leaving.
Physical restraint is defined as a restriction that immobilizes or reduces the ability of a student to freely move his/her torso, arms, legs, or head. The "covered individuals" may only use physical restraint on or with a student.
Parental Notice and Written Report Requirements
Whenever a covered individual or a law enforcement o cer uses seclusion or physical restraint with or on a student, the Principal or his/her designee will attempt to contact the student's parent on the day of the incident. The notice shall advise the parent of the incident and of the availability of the written report.
The Principal shall prepare this written report, in consultation with the individuals involved, and any law enforcement o cials present during the incident, within two (2) business days of the incident. The written report shall include details of the student and sta involved in the incident, the description of the incident and the actions of the student before, during and after the incident
The Principal shall meet with the individuals who participated in the incident to discuss the following: - the events preceding, during and following the use of seclusion or physical restraint;
- how to prevent the need for seclusion or physical restraint, including the factors that may have contributed to the escalation of behaviors;
- alternatives to physical restraint, including de-escalation techniques and interventions and other strategies
The written report shall be retained as a record by the school district within three (3) business days of the incident, and the report shall be sent to the student’s parent by 1st class mail, by electronic transmission, or hand-delivered to the student’s parent.
In addition, the school principals will be required to prepare and present an annual report to the Board of the number of incidents involving seclusion or physical restraint, the total number of students involved and the number of students with disabilities involved in such incidents.
Individual Education Program (IEP) Requirements
The law requires that for students with identified disabilities under the Individuals with Disabilities in Education Act (IDEA), the first time that seclusion or physical restraint is used on a "child with a disability," the student’s Individual Education Program (IEP) team must convene as soon as possible after the incident. The IEP team shall review the student’s Individualized Education Plan to ensure that it contains appropriate positive behavioral interventions and supports to address behaviors that are of concern and to revise the IEP if necessary.
Mandatory Training for Sta
Sta who engage in the lawful use of physical restraint shall obtain training as to the methods of preventing the need for physical restraint, identification of dangerous behaviors that may indicate the need for physical restraint and the methods of evaluating risk of harm such that physical restraint is warranted, experience in administering and receiving various types of restraint, instruction on the e ects of restraint, monitoring signs of distress during restraint, obtaining medical assistance and demonstrating proficiency in administering physical restraint
Limited Training Requirement Exception
Training for sta in the use of physical restraint is required unless the situation is an emergency and a trained individual is not immediately available due to the "unforeseen nature of the emergency " However, at a minimum the school in which physical restraint is used must ensure that at least one (1) employee has been trained in its use
Food Services Policy 8500
The Board of Education shall provide cafeteria facilities in all school buildings where space permits, and will provide food service for the purchase and consumption of lunch for all students.
The food-service program shall comply with Federal and State regulations pertaining to the selection, preparation, delivery, consumption, and disposal of food and beverages, including but not limited to the current USDA school meal pattern requirements and the USDA Smart Snacks in School nutrition standards, as well as to the fiscal management of the program. Further, the food-service program shall comply with Federal and State regulations pertaining to the fiscal management of the program as well as all the requirements pertaining to food service hiring and food service manager/operator licensure and certification. In addition, as required by law, a food safety program based on the principles of the Hazard Analysis and Critical Control Point (HACCP) system shall be implemented with the intent of preventing food-borne illnesses. For added safety and security, access to the facility and the food stored and prepared therein shall be limited to food service sta and other authorized persons.
Free and Reduced-Price Meals Policy 8531
The Board of Education recognizes the importance of good nutrition to each student's educational performance
The Board shall provide eligible children with breakfast, at schools where breakfast is provided, and lunch at a reduced rate or at no charge to the student
Children, eligible for free or reduced-price meals, shall be determined by the criteria established by the Child Nutrition Program These criteria are issued annually by the Federal government through the Wisconsin Department of Public Instruction
The schools shall annually notify all families of the availability, eligibility requirements, and/or application procedure for free and reduced-price meals by distributing an application to the family of each student enrolled in the school and shall seek out and apply for such Federal, State, and local funds as may be applied to the District's program of free and reduced-price meals.
Epidemics and Pandemics
Policy
8420.01
Epidemics and pandemics, although related, are di erent The Centers for Disease Control and Prevention (CDC) defines an epidemic as "an increase, often sudden, in the number of cases of a disease above what is normally expected in that population in that area," and a pandemic as "an epidemic that has spread over several countries or continents, usually a ecting a large number of people " To address epidemics and pandemics, the Superintendent shall direct the Safety and Security Committee to develop an Epidemic/Pandemic Plan in coordination with local government and law enforcement o cials. The Safety and Security Committee may work as part of or incoordination with the Environmental Safety Committee and the plan developed in accordance with Policy 8405 - Environmental Health and Safety Program. District administration is granted authority to take appropriate action as required in any instance where the District's plan is inadequate or does not cover the particular situation being addressed, and the urgency of the situation dictates the necessity for immediate decisive action.
Communicable Disease Policy 8450
If your child has a rash, sore throat, runny nose, fever or cough, please keep him/her home as these symptoms may be the first signs of contagious diseases. Please report contagious diseases to the Waukesha County Public Health Division and your school o ce.
School district personnel (principals, teachers, counselors, social workers, health room assistants and other support sta ) are responsible for reporting communicable disease to the County Health Department. Pupils who are suspected of having a communicable disease specified by the Department of Health and Social Services or the Waukesha County Public Health Division may be sent home. The parents will be notified as soon as possible of any student who is suspected of having a communicable disease
If your child becomes ill or is seriously injured at school, the school will try to notify parent(s) or legal guardian(s) by telephone If the school is unable to reach the parent(s) or legal guardian(s), the person listed as the alternate to contact will be called and requested to pick up the child In those cases when the school is unable to contact the parent(s), the legal guardian(s), or the alternate person, and the situation appears to be one in which the child requires emergency medical attention, 9-1-1 will be called
In case of a school injury that requires medical attention, we ask that you notify the school of the name of the doctor or dentist who attended your child and whether or not a hospital visit was involved
Administering Medication to Students Policy
5330
Medications should be administered to school children at home, rather than at school, whenever possible School personnel (including employees, registered nurses serving the district, volunteers and/or licensed school bus drivers) who are authorized to do so in writing by a building principal may administer medications to students under the procedures and conditions established to implement this policy that are developed with the assistance of a school nurse and adopted by the Board.
The building Health Room Clerical Assistant will be responsible for overseeing the receipt of the written medication instructions and consents, the maintenance of complete and accurate medication administration records, the proper storage of medications, and the disposal of outdated and unused medications in accordance with District procedures. The Assistant Superintendent of Student Services will be responsible for ensuring that the written medication administration instructions that are on file in the District are periodically reviewed by a registered nurse.
No school personnel, other than a healthcare professional, will be involuntarily required to administer any medication to a student by any means other than ingestion. Authorized school personnel who voluntarily agree to administer a prescription drug or nonprescription drug product that must be injected into a student, inhaled by a student, rectally administered to a student, or administered into a nasogastric, gastrostomy or jejunostomy tube will complete all state-mandated and District-required training before administering medication to a student through such means Students may possess (carry) and use an inhaler or epinephrine auto-injector (e g , Epipen®) with the written approval of
the student’s physician and parent or guardian In addition, older and responsible students may also possess and self-administer their own prescription drugs and nonprescription medications at school, with written permission, provided that the student does so in compliance with relevant District policies and procedures
No District policy or procedure will be interpreted to limit or detract from the immunities and other limitations on liability available under the law to nurses and other persons who engage in or assist with the administration of medication to students.
If it is necessary for your child to take prescription medication or nutritional supplements while at school, please contact the school to obtain a form which gives authorization to administer medication by school personnel. The form must be filled out by you and your physician. Medication will not be administered without this authorization. Nonprescription drugs can be administered to pupils by school personnel, but parent permission, in writing, is required. Please obtain a form for these medications from the school o ce.
School Performance and State Accountability Report Cards Policy 2700 01
The Board believes that a vital component of the District’s educational programs is ensuring that parents and other individuals are informed of the performance of the schools and the School District. To this end, the Board has adopted this policy.
The Board will publish an annual School and School District Performance Report including all information prescribed by statute By January 1st of each year, the Board shall notify the parents of each student enrolled in the District of the right to request a School and School District Performance Report
Per the Wisconsin Department of Public Instruction, the District shall use links to the WISEdash Public Portal to meet the electronic State School Performance Report requirements
Parents Right to Know Teacher Certification in Title I Schools Policy 2261 02
In accordance with the requirement of Section 1111 of Title I, for each school receiving Title I funds, parents of students may request information on the student's classroom teachers The information that could be provided per request include: State qualification and licensing criteria for the grade level and subject areas they are teaching, emergency or provisional status, and the undergraduate major of the teacher(s) and the area of study and any certificates for any graduate degrees earned Parents may also request the qualifications of any paraprofessionals providing services to their child(ren)
Waukesha County Technical College, 262-691-5566 or the City of Waukesha Park & Recreation Department, 262-524-3737
Alcohol and Drug Issues:
Call a school guidance counselor or the Student Services O ce, 262-970-1117
Building Usage:
School-related Call the school o ce Other/rental Call District Business Services, 262-970-1046
Teaching and Learning:
Call the Teaching and Learning O ce , 262-970-1080
Employment:
Call the Human Resources O ce, 262-970-1033
Fiscal Questions
Call the Business O ce, 262-970-1042
Gifted and Talented Education: Jamie Heinzel 262-970-1112
Health Rooms:
Call your school o ce or the Student Services O ce, 262-970-1117
Before/After School Daycare: Call your school o ce
Student Transfers:
Call the Enrollment O ce, 262-970-1105
Kindergarten Registration & Screening: Call the Enrollment O ce, 262-970-1105
Call Aramark at 262-970-4330
Menus for all schools appear on Channel 13 or go to the District website
Elementary School Prices Only:
Breakfast = $1 50 Lunch = $2 55
Ala Carte milk = $0 40
Registering for School: Enrollment O ce, 262-970-1105
Residency Questions; Enrollment O ce, 262-970-1105
School Board Meetings: Superintendent’s O ce, 262-970-1012
School Closings:
Check local TV and radio stations or Check the District website listed below
Special Education: Student Services O ce, 262-970-1117
Speech Therapy: Student Services O ce, 262-970-1117
Assessments: Jamie Heinzel 262-970-1112
Elementary Summer School: Mary Garcia Velez 262-970-1002
Title I: Melissa Yow, 262-970-1051
