Westview Parent Handbook 2019-2020
Be Respectful, Be Responsible, Be Safe….
Be Hillmen! 1 PLATTEVILLE SCHOOL DISTRICT GOALS POLICY AE The school district shall:
1. Comply with state law requirements, including but not limited to the School District Standards (s. 121.01(1), school district education goal (s. 118.01) and graduation standards (s. 118.33), and anticipate future requirements. 2. Provide access to appropriate programs that address individual student learning differences, including but not limited to, the handicapped, at risk, and gifted or talented students. 3. Provide appropriate student services, including but not limited to, guidance and counseling, school psychological, school social work and school nursing. 4. Develop a written sequential curriculum in all subject matter areas and establish methods of program evaluation. 5. Administer appropriate standardized achievement tests and annually publish a performance disclosure report that describes district and school goals, objectives and related evidence of performance. 6. Cooperate with the University of Wisconsin-Platteville and other institutions of higher education. The school district shall continue to act as a site for teacher training field experience activities on a regular and systematic basis with UW-Platteville and with other universities by special arrangement. 7. Annually insure that each professional staff member is appropriately qualified and certified and that a staff development plan has been established to meet individual and collective needs related to curriculum and instruction. 8. Evaluate, in writing, the performance of all certified school personnel at the end of each of the first three years and at least every third year, thereafter. The school board shall annually conduct a board evaluation. 9. Provide and maintain safe and healthful facilities and appropriate equipment, materials, texts and library services. 10. Provide opportunities for students to participate in co-curricular activities to enhance personal development and social skills.
Platteville Elementary Schools Goals and Objectives
It is the mission of the Platteville Elementary Schools to nurture the intellectual, physical, emotional, social, and moral development of its students.
Foundational Goals Platteville Elementary School educators and support staff are committed to:
1. Providing an inviting, friendly environment that nurtures the total development of its students. 2. Providing comprehensive instruction in basic skills, the arts, and physical education. 3. Providing developmental, modified, and enriched instructional opportunities to address the special needs of unique learners (remedial, handicapped, and gifted and talented). 4. Providing instruction that encourages the development of problem solving techniques and higher order thinking skills. 5. Providing parents with communication about and opportunities for participation in the school community. 6. Modeling and promoting values that demonstrate consideration, care, and concern for others.
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DISTRICT WIDE SERVICES
Platteville School District - 342-4000
Information Systems – 342-4007
Special Services - 342-4025
Business Services - 342-4000
PLATTEVILLE PUBLIC SCHOOLS Westview Schools Parent Handbook
INTRODUCTION: This handbook organizes information about Westview Elementary School, which may be helpful to students and parents. We hope you will contact your school any time you have any questions or concerns that are not adequately explained or covered in this handbook.
Westview Elementary - 342-4050
Westview’s Mission Statement It is the goal of the Westview staff to provide a supportive and positive learning environment. We are committed to meeting the individual needs of our students by empowering them to be respectful, responsible, and productive lifelong learners.
The School District of Platteville is an equal opportunity employer and does not discriminate on the basis of age, race, religion, color, handicap, marital status, sex, national origin, ancestry, sexual orientation, arrest record, conviction record or membership in the national guard, state defense force or any other reserve component of the military forces of Wisconsin or the United States.
3 Table of Contents
Westview Elementary School Staff ………………………...…………………..……………….…………………………………………….....5 Fees ……………………………………………………………………………………….…………………..……………….…………………………………………..….7 Daily School Schedule ……………………………………………………………………..……………….…………………………………………….....8 Emergency School Closing and Early Dismissal …………………………………….…………..…………………………………....9 Absences ……………………………………………………………………………………………………………….……………..………………………………....9 Bussing ………………………………………………………………………………………………………………….……………..………………………………...10 Curriculum ………………………………………………………………………………………………………….……………..………………………………....11 Enrichment Wednesday……………………………... ………………………………………………….……………..………………………………..12 Pupil Progress Evaluation and Reporting. ………………………………………………….……………..………………………………..12 Directory Information …………………………………………………………………………………….……….……..………………………………...13 Dress Code ………………………………………………………………………………………………………..…………….….………………………………....13 Field Trips …………………………………………………………………………………………………………..………….…...………………………………....13 Grade/Classroom Placement Practices………………………………………………..……….……….………………….…………….…..13 Health …………………………………………………………………………………………………………………..……….……….………………………………...14 Lost and Found ………………………………………………………………………………………….……..……….………………………………………....16 Lunchroom ………………………………………………………………………………………………….……..……….………………………………………...16 Safety …………………………………………………………………………………………………………….……..……….………………………………………....16 Special Areas of Pupil Personnel Services …………………………………………..….……….………………………………………...18 Special Events ………………………………………………………………………………………………..….……….………………………………………...18 School Pictures ……………………………………………………………………………………………….………….………………………………………...19 Student Behavior Expectations ……………………………………………………………….………….………………………………………....19 Visitor/Volunteer Policy ………………………………………………………………………………….…….………………………………………....19 Policies ………………………………………………………………………………………………………………….………..……………………………………….20 ❖ 411 Student Non-Discrimination (Equal Educational Opportunity) ❖ 411.1 Anti-Bullying and Anti-Harassment ❖ EBAC Electronic Surveillance of School Buildings and Grounds ❖ Student Searches ❖ 433 - Rule #1 Student Conduct and Discipline Plan (Student Removal from Class) ❖ 433 - Rule #2 Student Conduct and Discipline Plan ❖ JE Student Attendance ❖ JE-R Student Attendance Procedures ❖ 342.5 Title I Programming ❖ 342.5 Title I Parent Involvement Policy Guidelines
4 WESTVIEW ELEMENTARY SCHOOL STAFF ROSTER 2018-2019
ReNah Reuter Principal Tracy Allen Guidance Counselor John Richter Behavioral Support Coach Denise Berntgen Administrative Assistant Kendall Sander Administrative Assistant
Brooke Buch First Grade Karina Shaw First Grade Monique Volkening First Grade
Kris Brecke ½ Multi-age Toni Runde 1/2 Multi-age Michelle Sasse 1/2 Multi-age Kim Zielinski 1/2 Multi-age
Diane Droessler Second Grade Jackie Kattre Second Grade Stacy Temperly Second Grade
Brenda LeConte Third Grade Angela Roberts Third Grade Traci Weigel Third Grade
Robin Bellmeyer 3/4 Multi-age Samantha Charles 3/4 Multi-age Julie Julius 3/4 Multi-age Becca Lowe 3/4 Multi-age
Karla Jones Fourth Grade Kecia King Fourth Grade Jason Weittenhiller Fourth Grade
Karen Utley Library Media Specialist Wynonna Neves Art Teacher Kelsey Duss Music Teacher Brandon Temperly Physical Education Teacher Joe Terrill Physical Education Teacher Rebecca Mathias 1st Semester PE Intern
5 Kerry Blum Interventionist/Reading Specialist Erin Wernimont Interventionist Jaimie Andrews Special Education Andrea Duncan Special Education Dakota Lovell Special Education Stacy Pelton Speech and Language Nancy Harrington Speech and Language Emily Christensen Occupational Therapy Jessica Puls Occupational Therapy Tamar Osborne Physical Therapy
Angela Boardman Teaching Assistant Amy Butson Teaching Assistant Jill Hofmann Teaching Assistant Tammy Wagner Teaching Assistant Jennifer Weigel Teaching Assistant Jackie Rewey Teaching Assistant
Roxanne Abing Food Server Rose Bryant Food Server Diana McPhail Food Server Betty Von Glahn Food Server Ray Kress Custodian Deb Klein Housekeeper Timothy Herber Housekeeper
6 ELEMENTARY FEE SCHEDULE
Enrollment Fee: $15.00
Regular Lunch: Single (Daily) $ 2.75 Weekly $13.75 Adult (Daily) $ 4.00 Reduced Lunch: Single (Daily) $ .40 Weekly $ 2.00 Contact building offices for information about free & reduced lunches. Milk: Single (Daily) $ .30 Weekly $ 1.50 Breakfast: Single $ 1.30 Adult $ 2.00
*At times, special field trips may have admission costs that parents are asked to cover for their child.
Enrollment Fee: An enrollment fee is charged for each student in first through fourth grade. The fee helps to defray the cost of some special instructional materials needed in your child's class during the year.
The enrollment fee is to be paid at the time you register your child for school. This fee can be paid online using RevTrak or should be sent as a separate check from the lunch/milk money.
Lunch Fees: If you are applying for free or reduced lunch, please return your application to the school office prior to the first day of school so we can get your application processed and your account information ready on the first day.
A. Lunch fees can be paid online using RevTrak or paid by check or cash. If paying by check or cash or please place check or cash in an envelope and mark the envelope with your child’s name and the amount of money enclosed. Checks should be made payable to School District of Platteville. The School District of Platteville uses a computerized debit system to record meal payments and purchases.
B. If your child forgets his/her money he/she will be allowed to eat a lunch for that day and should bring the money the next school day.
C. Free and reduced lunch rates are available to children who qualify. Information concerning this eligibility is available in the school office and on our school website. This information remains confidential.
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Automated Lunch System: The Platteville School District uses an automated lunch system. Each family has a lunch account with the school district. Under this system, student’s individual lunch purchases each day are charged to the family account.
Parents may pay as much as they want into the account by paying online or by sending their check/cash to any of the elementary, middle or high school offices or to the Platteville School District Office. This computer-based system eliminates the need to send checks or cash to school with students. While cash payments will be accepted, all charges will go to the family account and cash will not be accepted in the lunch line. Parents with Internet access will be able to see their password protected account balance. Periodic statements will be sent home for those without Internet access to help parents know when to replenish the account.
This is not a credit card system but rather a debit card system. That is, money needs to be in the lunch account to draw on before the student lunch charge is registered.
Daily Schedule
Starting time for classes - 8: 15 a.m. (Children should arrive at school between 8:00 and 8:10 a.m.) Dismissal time for classes – 3:15 p.m. bus riders 3:20p.m. walkers and pick ups Early Release Wednesdays We will have shortened days throughout the year on Wednesday to allow for teacher common planning time. On these days, school will be dismissed at 2:30, with students being picked up or walking being released at 2:35.
Professional Development Days: November 1, January 20 and February 28
Drop off and Pick Up: Parents dropping off their child in the morning should do so in the front of the building by the main office. If you are entering the building with your child, please park in a designated parking space. Those dropping off should pull forward to the end of the sidewalk to allow others behind them to pull in without blocking traffic. Please stay in the proper lanes as designated by the cones.
Parents picking up students at the end of the day should use the front driveway/parking lot near the main office. Parents may park in designated spots or pull forward in the driveway to allow for all parents to pull into the driveway without blocking traffic on the street. Please stay in the proper lanes as designated by the cones.
While parents may need to enter the building to meet with a teacher or talk to office personnel, parents are encouraged to work with their child to enter and leave school on their own in order to teach independence and responsibility. There will be a person supervising the front entrance at the end of the day.
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Emergency School Closing and Early Dismissal In case of severe weather or other emergencies, the decision may be made to close schools for the day, delay buses, or dismiss early. An announcement will be made by the radio and television stations listed, and this announcement will be broadcast frequently. Remember that these announcements pertain to one day only. If there is no announcement, school will be operating as usual.
Announcements will be broadcast by the following radio and television stations:
WPVL 1590 AM KGRR 97.3 FM 107.1 FM KDTH 13.70 AM WGLR 97.7 FM WMTV15 KLYV 105 FM WISC-TV 3 KATF 92.9 FM WKOW-TV 27 KIYK 106.1 FM
School officials try to determine by 6:30 a.m. if conditions call for closing the schools or altering the bus schedule that day. If severe weather conditions develop, or another emergency occurs during the day, the decision will be made that day whether or not to cancel afternoon classes and/or to dismiss classes early. Please make plans for early dismissals as it is not possible for the school to contact each parent. If schools are closed due to emergency conditions, all other activities involving the use of the building or involving district staff and students are canceled for that day, also.
Absences
If your child will be absent or tardy from school we request that you call the school office before 8:00 a.m. Before school and lunch are busy times for telephone calls, all schools have an answering service that will take your messages and will be checked frequently throughout the day. If no call has been received, the school office will call home. If your child arrives late, he/she should check in at the office before going to class. Upon returning to school, all absentees are to present a written, signed excuse from the parent or guardian even though a call had been made earlier.
Absences for reasons known prior to the date(s) of absence should be arranged when plans are known so materials can be prepared to assist your child with work missed during the absence. This applies to family plans to be out of town or for extended illness or incapacitation of the child. A copy of the Platteville Schools attendance Policy is available at the school office for further information or clarification (Policy JE).
9 Bussing Bus Schedules: Bus schedules for the first few days of school will be in the process of adjustment according to route needs. Generally the pickup and delivery time for each student or family will be determined by the location on the bus route. Pick up times will generally be between 7:00 a.m. and 8:00 a.m. with arrival at the elementary buildings planned for near the 8:15 a.m. starting time.
Shuttle busses will run to and from Neal Wilkins and Westview both morning and afternoon.
Buses pick up elementary students at 3:15 p.m. to take them to the High School where those who ride other buses transfer to the appropriate bus. Departure from the High School is around 3:35 p.m.
School Bus Rules and Expectations: Prior to Loading the Bus: ● Students should stay well off the road while waiting for the bus. ● Students should stay at least 10 feet away from the moving bus and wait until the bus stops before approaching it. ● If a student is not going to be on the bus, he/she should let the driver know in advance, if possible (348-2751). The Early Learning Center office should also be notified (342-4040). ● Students will only be picked up at designated stops. ● If a bus student is going home with a friend or riding a different bus, he/she must have a note from the parent for the bus driver and the school.
While on the Bus: ● All rules of conduct that apply on school property also apply on the bus. ● Students should not create any disturbance on the bus that may distract the driver’s attention from his/her driving. ● All students must be in their seats while the bus is moving. ● Students should not throw anything in or out of the bus at any time. ● Aisles should be kept clear at all times. ● No part of the body should be extended from the window at any time. ● The emergency door should be used only in an emergency. ● The driver is delegated the same authority as the teacher to make and enforce rules for those for whom he/she is responsible.
After Leaving the Bus: ● If a student must cross the road after leaving the bus, he/she should wait for the driver’s signal and then cross in front of the bus. ● If a student lives on the side of the road on which the bus stops, he/she should move away from the bus immediately after getting off. ● Students will be dropped off only at designated bus stops.
10 Curriculum
The school curriculum is designed to meet the needs of students in grades 1-4. Provisions are made for individual student interests, learning styles, and rates of achievement. For more specific learning outcomes, please refer to our grade level brochures on our webpage.
1. Reading is taught at all levels in a sequentially developed program involving a variety of materials utilized in a multi-group instructional plan.
2. Language arts, spelling, handwriting and communication skills dovetail with the reading to provide a complete language development program, which addresses skill development along with an opportunity to develop the students’ creative abilities.
3. Mathematics focuses on learning computational skills and concepts with increased opportunity to utilize the skills and concepts in practical, everyday settings. Math manipulatives are extensively used to help students visualize mathematics. The curriculum is a blend of the traditional with the better aspects of "modern" mathematics. The teaching of "metrics" is gradually infused into the mathematics instruction.
4. Social Studies is the study of home and family, community, state, other world communities, current topics, and special units of study at different grade levels. Students are exposed to computer programs, Internet, resource people, films, television, and field trip experiences.
5. Science is a blend of activities and experiences, which bring our children into contact with concepts in physical, chemical, biological and earth sciences. Similar to the social studies program, there is a wide range of units and program materials used in the two grade levels. These include reading materials, activities from specialized programs, resource people, films, television, computer programs, Internet and visits to community and state areas of scientific interest.
6. Health units are taught both as independent study areas and as integrated units in other studies in science, social studies, and physical education. These units help the child to better understand his/her body and how to care for it.
7. Art and Music are taught as separate subjects in their own rooms and are taught by certified art and music teachers. An appreciation of the history and significance that art and music have had on societies around the world is a main theme. Children are given an opportunity to develop skills of expression as an outlet for their creative talents.
8. Physical Education activities incorporate a wide range of developmental skills. The program emphasis includes developing the total physical being, development of coordination, and an understanding and appreciation for rules of games, sportsmanship, teamwork, cooperation, and social interaction. The physical education program also teaches Human Growth and Development curriculum.
11 9. Computer Use and Keyboarding provide students with hands-on experience and training on how to use both hardware and software. Grades 1, 1/2 and 2 have 1 to 1 Ipad devices in their classrooms. Grades 3, 3/4 and 4 have 1 to 1 Chromebooks devices in their classrooms. Programs are available to assist the students with concepts, knowledge, and skills in all areas of the curriculum. Each grade level has expectations for its students.
10. Developmental Guidance addresses students' social and emotional growth and is an important component of the curriculum. Developmental Guidance Curriculum is implemented in classroom activities that are conducted by the principal, school social worker, and the classroom teacher.
Pupil Progress Evaluation and Reporting
Teachers utilize a wide range of diagnostic devices to assess each child's academic functioning and progress. Daily observations of skills and quality and quantity of performances are invaluable pieces of data in understanding each child's needs and level of functioning.
Periodically, each teacher prepares a "progress report" which reflects those skills and concepts the child demonstrates. This "progress report", along with notes on observations and concerns, becomes the basis for discussion at parent/student/teacher conferences. At these conferences the parents’ and child's input (insights and understandings) are also discussed and become valued information for future programming and evaluation reporting.
Parents are encouraged to arrange a special conference at any time to discuss concerns for their child's progress and well-being. Your child's teacher may also feel a need to confer with you about academic and behavioral concerns and contact you to arrange a conference.
Advance notice of parent/student/teacher conferences will be sent home prior to the conference. If there is a conflict, please call your child's teacher to arrange a convenient time.
Directory Information
The following information contained in students' records is "directory data" and may be disclosed (reference-School Policy JO): student name, date of birth, major field of study, participation in officially recognized activities or sports, weight and height if a member of an athletic team, dates of attendance, student photograph or videotape, degrees or awards, name of school most recently attended. Parents or guardians have two weeks from date of notice to advise the principal or district administrator's office of any or all of the items listed if they refuse the district the right to disclose "directory information" regarding their child.
12 Dress Code Children are expected to come to school in appropriate attire for normal school activities, including Physical Education. Children should also be dressed appropriately for the weather conditions. Clothing that advertises tobacco, inappropriate language, or alcohol is prohibited.
Field Trips On occasion we may take students for short outings for activities in the community. Examples of these activities may be a physical education walk or a visit to the Harry Nohr Art Gallery at the University of Wisconsin - Platteville campus. The student information sheet parents fill out at the start of the year gives your child permission for these kinds of activities. Notification of outings is included in school newsletters, calendar, and communications sent home from the teachers.
If a trip is planned that is outside our community a separate permission slip will be sent home for your signature. This note will include the specifics of the trip and needs to be signed and returned to the teacher in order for your child to attend. If there is any information regarding your child that is important for us to know concerning field trips, please let the office or your child’s teacher know in advance.
Grade/Classroom Placement Practices
Grade placement practices of the Platteville Public Schools require the professional staff to place students at the grade level best suited to them academically, socially and emotionally.
Students will normally progress annually from grade to grade. Exceptions will be made when, in the judgment of the professional staff, such exceptions are in the best interest of the student.
As a practice, we do not accept parent requests for specific teachers. We will accept comments and input, for consideration, from parents regarding their child’s strengths and the teaching qualities are felt to be the best match for their child. This type of input needs to be submitted to the building principal no later than May 15 of the proceeding school your of that child’s next grade level.
Health
1. Medication We ask that medication be given at home when possible. If medication needs to be given at school, it must be administered through the office. A note from the doctor/health care provider must be brought in with the medication indicating the name of the medication, amount and time to be given. This note must be signed by both parent/guardian and health care provider before we can give medication. School personnel can administer over the counter medicines with a written permission note from parents. Both prescription and over
13 the counter medication must be in the labeled and original container. Medication administration forms are available in the school office or on our website.
2. Illness As a general guideline, keep your child home if they: ● Have a fever above 100.0 F (keep child home for 24 hours after the fever has resolved without medication). ● Are not well enough to participate in class ● May be contagious to others
Other reasons to keep your child home from school: ● Vomiting/Diarrhea- A child with vomiting and/or diarrhea needs to stay home from 24 hours after symptoms have stopped ● Rash- A rash with symptoms such as trouble breathing or swallowing, fever or your child appears ill should be evaluated by a doctor ● Sore throat- Children can attend school with a mild sore throat. If your child has a sore throat with fever, vomiting, abdominal pain, or difficulty swallowing he/she should be seen by a doctor. A child with strep throat needs to stay out of school for 24 hours after antibiotics are started. ● Cough- A cough that interferes with your child’s ability to sleep or participate in school activities. ● Head Lice- Keep child home until treatment completed and child has changed into clean clothes. ● Pink eye- For pink eye caused by bacteria (symptoms include eye redness, swelling and yellow or green drainage), children should stay home for 24 hours after antibiotics begin.
If a child becomes ill at school, they will be brought to the school office where a determination of if they need to go home will be made. If it is determined that the child should go home, staff will contact the parent/guardian. Emergency contacts will be used if a parent/guardian is unable to be reached.
Please notify school if your child is absent due to illness or injury. In most cases, we do not require a doctor’s excuse for a child to return to school. However, for some illnesses, there is a specific time that students must be out of school. In the event your child misses three consecutive days, school may require a doctor’s note. Please contact the school office or school nurse for additional questions.
3. Injury Injured children are generally brought to the office unless injury is severe and emergency personnel need to be called. Appropriate first aid will be given and recorded in the office. A determination of seriousness is made and parent/guardian called if necessary. In the event school needs to call 911, Southwest Health Center in Platteville will respond. We will attempt
14 to determine the name of the family doctor and hospital preference and relay to emergency personnel. Parents will be notified as soon as possible.
Platteville Public Schools does not carry accident insurance for students. Parents are encouraged to check their personal insurance policies to determine coverage.
IT IS VERY IMPORTANT THAT THE SCHOOL HAVE INFORMATION ON HOW TO CONTACT PARENT/GUARDIANS AS WELL AS EMERGENCY CONTACTS IN CASE PARENTS/GUARDIANS CANNOT BE REACHED. PLEASE INFORM THE OFFICE OF ANY CHANGES IN THIS INFORMATION AS SOON AS POSSIBLE.
4. Immunizations The Wisconsin Immunization Law requires students to be immunized according to their age/grade level at the beginning of the school year. Letters will be sent to parents of children who are missing immunizations.
5. Head Lice The district’s policy for head lice aligns with public health recommendations (including WIsconsin Department of Health Services, American Academy of Pediatrics and National Association of Nursing). If students are found with head lice during the day, they have the option of staying in school until the end of the day. Staff will attempt to reach parents and guardians and students may be picked up early if the parent/guardian chooses. Repeat cases/untreated cases of lice will be sent home when found. It is recommended that parents check their child’s hair weekly for head lice. Reminders to parents to check their student will be sent home periodically through the school year. Schools will not do mass screenings, but check siblings or close friends as needed.
Lost and Found
A lost and found table is located in each school. Please mark your child's articles of clothing, boots, tennis shoes, hats, gloves, etc. for identification. Marking articles serves two purposes; it makes their return to the owner possible while deterring those who may accidentally or intentionally pick up someone else's property.
15 Lunchroom 1. Supervision: At Westview a lunch supervisor(s) is in charge of students in the lunchroom.
2. Atmosphere: As much as possible, a family atmosphere is maintained while the children eat lunch. A certain degree of movement and conversation is expected. It is expected that children would be able to relax and enjoy their meal and at the same time be respectful of the rights of their neighbor. Loud shouting, whistling, and "rough housing" will not be permitted. Children who continually do not respect others' rights may be requested to sit or eat in another area, removed to the office, or other suitable arrangements. If behavior is consistently a problem, the parents will be notified. In extreme cases the school may request that the parents make other arrangements for their child's lunch and noon break.
3. Food items: It is expected that children have nutritious and well-balanced lunches at school. Parents are encouraged to send nutritious and healthy food items in sack lunches. (Please do not send soda pop in your child's lunch.) No food or drink is allowed on the playground except for special occasions.
Safety
1. Parents that are transporting their children to and from school are asked to be extra observant during the school year. City streets and school parking lots are full of student activity on school days so please observe all crosswalks, speed limits and other signage. Please review with your child proper pedestrian safety. Observe all parking signs and yellow painted areas when you are parking near the school to pick up or drop off students. Parking in restricted areas may result in tickets being issued for safety reasons. Wait for your students in designated areas only and please do not block school bus or handicapped access. Students are to walk on crosswalks. Students and parents should only cross streets at the designated crossing area.
2. Adult crossing guards supervise students crossing at the following city locations before and after each school day: Their times are generally from 7:45 a.m. – 8:15 a.m. and 3:15 p.m. – 3:45 p.m. a. Broadway in front of Neal Wilkins b. Corner of Camp and Lancaster Children crossing these "guarded" intersections are expected to obey the crossing guard. Guards have been instructed to inform the principal of the actions of uncooperative students. If a student continues to be uncooperative after being counseled by the principal, a contact will be made with the parent seeking assistance.
3. Students should not take short cuts across people’s lawns and should be respectful of their property.
16 4. Students are expected to call home to notify parents when they are remaining after school to receive help from a teacher or for other unplanned situations that may come up. Students will not be allowed to routinely call home to arrange to go to a friend’s house, or to have a parent bring in a notebook or a pencil. One of our goals is to teach our students to plan responsibly. Please make these arrangements before your child comes to school. Students wanting to play after school are requested to go home first. If they wish to return to play, they are welcome, with your approval; however, supervision is not provided for after school play.
5. Bicycle riding to and from school can pose some problems. There can be a lot of traffic around the schools around 8:00 a.m. and 3:15 p.m. Children's bicycles should be maintained in good operating condition and the child counseled in safe driving practices. Children observed violating rules will be reported to the parents. Additional complaints may necessitate a request that the student not ride a bicycle to school for a period of time.
School rules for bicycle operation:
a. Park the bicycle in the rack upon arrival at school. b. Leave the bicycle in the rack until ready to leave for home, and then depart directly home. c. Bicycles are not to be ridden on the school grounds between 8:00 a.m. and 3:30 p.m. on school days. d. To prevent possible theft, bicycles should be locked in the rack. We encourage all bicycle riders to get involved in "bike clinics" or bicycle safety programs that may be sponsored by various community groups and to always wear appropriate safety equipment and proper clothing.
6. Playground rules - Safe play practices as well as unsafe play practices are reviewed with the children in the fall of each school year by classroom teachers. An adult supervisor is present whenever children are on the playground during school days (8:15 a.m. to 3:15 p.m.).
Special Areas of Pupil Personnel Services
The elementary programs available for meeting students’ special educational needs include an Early Childhood Education Program, special education services for students with learning disabilities, emotional behavioral disabilities, or cognitive disabilities, speech and language services, supplementary reading and/or mathematics programs and programs for vision and hearing impaired students.
Additional specialists include a school psychologist, school social worker, school nurse, speech and language clinicians, reading specialist, occupational therapist, physical therapist, and gifted and motivated coordinator. These specialists assist teachers in evaluating and programming for exceptional educational needs of the district's children.
17 Special Events Birthday Invitations If your child is going to distribute invitations to all of his/her classmates, then he/she may do so at school. If not, then the invitations will need to be sent by mail, done over the phone, or distributed outside of the school grounds. This helps prevent disappointment for those not invited. Thanks for your understanding.
Birthday Treats Due to numerous allergies, students are not allowed to bring birthday treats for their classmates or teachers. If food items are brought, they will be sent to the office and then sent home with the student at the end of the day. Alternatives to food are excepted (Refer to Birthday Celebrations handout on web page or in office.)
Celebration Balloons and Packages All student birthday/celebration balloons and packages that are delivered to school by parents or a private business will remain in the school office and not be taken to the student’s classroom until dismissal time.
Toys and Electronic Devices Toys, electronic devices, cards, etc. are not to be brought to school except for special occasions when the student or parent receives permission from the teacher. If a parent requests that child bring a phone with them to school, the child will be asked to keep their phone on their teacher’s desk or to turn it in to the office at the start of the day and pick it up at the end of the day.
School Pictures School pictures for all students are taken in September after school resumes. Students must have a completed picture packet and payment for any pictures ordered on picture day. All students will have their pictures taken for school records, even if not purchasing pictures. A retake day will be offered in October.
Spring pictures will also be offered. All students will have their pictures taken. Picture proofs will then be sent home with the option to purchase all or some of the pictures.
Students Behavior Expectations At Westview we emphasis the following behavioral expectations: 1. Be Respectful 2. Be Responsible 3. Be Safe Be Hillmen! Throughout the school year, but especially at the start of the year, students will be taught the behavioral expectations in all settings of the school. These expectations will be retaught as necessary, along with consequences being given to students, when appropriate. All expectations are aligned with the Platteville School Policies and Student Code of Conduct.
18 Visitor/Volunteer Policy
Visitors to the schools should follow the directions posted at the entrances. Parents are always welcome and encouraged to visit their children’s school. If that visit occurs while children are in classes, please stop by the office first. We also request that, whenever possible, extended classroom visits be pre scheduled with your child’s teacher. Students that leave during the school day must be checked out through the office.
Those wishing to volunteer at school on a regular basis should fill out a volunteer background check prior to starting.
We ask that children not bring house guests and family visitors to school for classroom visits. Visitors are welcome to come to school to eat lunch with children.
Policies POLICY 411 STUDENT NON-DISCRIMINATION (EQUAL EDUCATIONAL OPPORTUNITY)
The right of the student to be admitted to school and to participate fully in curricular, co-curricular, student services, recreational or other programs or activities shall not be unlawfully abridged or impaired because of a student's religion, sex, race, color, national origin, age, ancestry, creed, political affiliation, membership in the National Guard, state defense force or any reserve component of the United States Military or state military forces, pregnancy, marital or parental status, sexual orientation or physical, mental, emotional or learning disability or handicap or other basis prohibited under state or federal law.
Accordingly, the Platteville School District specifically prohibits discriminatory or harassing conduct, condoning such conduct by allowing it to go on, and prejudging harassment or discrimination complaint. The Platteville School District will take immediate action to stop, remedy, and prevent recurrence of discrimination and discriminatory harassment and bullying.
Definitions Discrimination: For purposes of this policy, “discrimination” means any action, policy, rule or practice, including bias, stereotyping and pupil harassment, that is detrimental to a person or group of persons and differentiates or distinguishes among persons, or that limits or denies a person or group of persons opportunities, privileges, roles or rewards based, in whole or in part, on religion, sex, race, color, national origin, age, ancestry, creed, political affiliation, membership in the National Guard, state defense force or any reserve component of the United States Military or state military forces, pregnancy, marital or parental status, sexual orientation or physical, mental, emotional or learning disability or handicap or other basis prohibited under state or federal law.
Discriminatory Harassment/Bullying: For purposes of this policy, “harassment” means behavior towards students or staff members based, in whole or in part, on religion, sex, race, national origin, age, ancestry, creed, color, political affiliation, membership in the National Guard, state defense force or any reserve component of the United States military or state military forces, pregnancy, marital or parental status, sexual orientation, or physical, mental, emotional, or learning disability or handicap or other bases prohibited under state or federal law, or any other characteristic identified above, that substantially interferes with a student’s school performance or a staff member’s work performance or creates an intimidating, hostile or offensive school and/or work environment.
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Examples of Discrimination and Discriminatory Harassment/Bullying Discrimination and harassment can arise from a broad range of physical or verbal behavior which can include, but is not limited to, the following: a. The denial of admission to any public school; b. The denial of participation in, access to, or the benefits of any curricular, extracurricular, student services, recreational or other program or activity; c. The discriminatory and inequitable provision of resources among comparable curricular or extracurricular programs; d. Physical or mental abuse; e. Racial, ethnic or religious insults or slurs; f. Unwelcome sexual advances or touching; g. Sexual comments, jokes, stories or innuendos; h. Display of sexually explicit or otherwise offensive posters, calendars or materials; i. Making sexual gestures with hands or body movements; j. Intentionally standing close or brushing up against a student or employee; k. Inappropriately staring at a student or employee or touching his or her clothing, hair or body; l. Asking personal questions about a student or employee’s sexual life.
Discrimination and Discriminatory Harassment/Bullying Prohibited The district’s rule prohibiting discriminatory harassment/bullying applies to all students, staff members and volunteers whether at school, at school sponsored co-curricular, extracurricular or social functions, or otherwise.
A. Any district staff member who engages in discrimination or discriminatory harassment/bullying, or retaliates against another person because of a discrimination or discriminatory harassment/bullying, report or participation in an investigation, is subject to immediate discipline, up to and including discharge. B. Any student who engages in discrimination or discriminatory harassment/bullying harassment, or retaliates against another person because of a discrimination or discriminatory harassment/bullying report or participation in an investigation, is also subject to immediate discipline, up to and including suspension and expulsion from the district. C. Any volunteer who engages in discrimination or discriminatory harassment/bullying, or retaliates against another person because of a discrimination or discriminatory harassment/bullying report or participation in an investigation, may be prohibited from volunteering for the district in any capacity.
District staff members may be held individually liable for harassment or for allowing students to harass each other, and may be subject to the penalties imposed upon employers under state or federal law. In particular, staff members should understand that they are “on duty” whenever they are with students, even if they are not at school or not at a school sponsored event.
This rule prohibiting discrimination and harassment applies to the acceptance and administration of gifts, bequests, scholarships and other aids, benefits, or services to students from private agencies, organizations or persons. It also applies to school sponsored food service programs, the selection of instructional and library media materials, and the methods, practices and materials used for testing, evaluating and counseling students. In addition, it applies to any district staff member's enforcement of the district’s Code of Conduct or discipline procedures and the provision of access to the district's facilities.
Procedures for Responding to Discriminatory Harassment or Bullying Any student who is the target of discrimination or discriminatory harassment/bullying; who observes/witnesses any incident involving discrimination or discriminatory harassment/bullying; or 20 obtains knowledge of possible discrimination or discriminatory harassment/bullying is strongly encouraged to report the incident(s) following the complaint procedures outlined below. Parents and guardians and others with relevant knowledge/information/ concerns related to incidents involving students are similarly encouraged to report such concerns/incidents.
Any district employee who, in connection with his/her duties, witnesses or obtains credible knowledge of any incident of discrimination or discriminatory harassment/bullying of a student is expected to: A. immediately intervene to attempt to stop harmful or inappropriate behavior in any incident that is presently taking place; B. take steps to address concerns regarding any imminent threats or imminent harm; C. make a timely (usually within 24 hours) written report using the District’s “Report of Discrimination or Discriminatory Harassment/Bullying” to the District Director of Student Achievement or to the Superintendent if the complaint is directed towards or involves actions of an employee of the Platteville School District.
It is important that students, staff members and volunteers inform designated administrators about inappropriate conduct as soon as possible, because the district cannot do anything to remedy the problem if the district does not know that the problem exists.
Complaint Procedure The complainant may file either a formal written complaint utilizing the District’s Discrimination and Discriminatory Harassment/Bullying Complaint Form or request that the District’s Director of Student Achievement who is the designated Title IX Coordinator, Section 504 Coordinator and designated nondiscrimination and equal opportunities compliance officer file a complaint. Complaint forms are available in all guidance counselors’ offices, the main office of each school, and in the district office. The Director of Student Achievement contact information is as follows:
Maxwell Long, Director of Student Achievement Platteville School District 780 North Second Street Platteville, WI 53818 (608) 342-4000, [email protected]
If the complaint is directed towards or involves actions of the Director of Student Achievement or any other employee of the Platteville School District, the complaint shall be filed directly with the Superintendent. The Superintendent’s contact information is as follows: Connie Valenza, Superintendent Platteville School District 780 N. Second St. Platteville, WI 53818 (608) 342-4000, [email protected]
21 POLICY 411.1
ANTI -BULLYING AND ANTI-HARASSMENT
Expectations Related to Addressing Bullying and Harassment in the Schools
The Board believes that bullying and harassment are complex school and community issues that have harmful consequences, first and foremost, for those individuals who are the victims of the behavior; but bullying and harassment also have negative consequences for those who engage in the behavior, for the overall school environment, and for the broader community. Accordingly, the Board directs the administration to ensure that the District’s schools are taking active steps surrounding bullying and harassment awareness, prevention, and intervention/response. The administration shall ensure that bullying and harassment are addressed:
1. Within the District’s personal development and health education curriculum;
2. As an element of technology/Internet safety instruction;
3. As an element of developing and monitoring the overall climate of District schools and programs;
4. By providing staff development resources related to harassment and bullying and communicating to District employees about their responsibilities related to awareness, prevention, and intervention;
5. By enforcing the Board’s expectations that employees and other adults who are present in the school environment will model appropriate behaviors, including not only the expectation that such adults will avoid engaging in bullying or harassment of students and others, but also the expectation that such adults will model the responsive behaviors that students are encouraged to use when they observe or intervene in response to negative conduct by others;
6. Through the provision and use of interventions and supports for students;
7. By establishing and communicating expectations for student conduct that address negative behaviors that, even if not rising to the level of bullying or harassment, are inappropriate for the school environment and that may be a precursor to bullying or harassment; and
8. By establishing and implementing procedures under which incidents and concerns involving bullying and harassment can be reported and addressed in an appropriate manner.
Defining Bullying
As used in this policy:
1. “Bullying” is defined as systematic or repeated infliction (or attempted or threatened infliction) of physical harm or psychological/emotional distress on one or more students, staff, or other persons. It involves purposeful or intentional written, spoken, nonverbal, or physical behavior, including but not limited to any threatening, intimidating, insulting, degrading, or dehumanizing conduct, gesture, or communication that has the effect of doing any of the following:
22 a. Substantially interfering with any student’s education;
b. Substantially interfering with a person’s ability to participate in or benefit from any school activity or program;
c. Endangering the health, safety, or property of the target(s) of the behavior;
d. Creating a threatening, intimidating, hostile, or offensive environment within any District school, activity, or program; or
e. Substantially disrupting the orderly operation of the school.
2. “Cyber-bullying” is defined as bullying that involves the use of digital technologies, including but not limited to, email, cell phones, text messages, instant messages, chat rooms, and social media (e.g., My Space, Twitter or Facebook). Cyber-bullying is prohibited and treated the same as all other types of bullying.
Bullying is deliberate/purposeful conduct, but intent/purpose may properly be inferred from the totality of the circumstances (e.g., where the behavior is persistent/repeated or where the responsible party reasonably should have been able to foresee the consequences of his/her actions and the manner in which his/her conduct would be likely to be perceived by the target(s) of the conduct).
Bullying can involve direct interaction between the aggressor-bully and the target(s), or it can be indirect (such as orchestrating others to engage in acts of bullying; facilitating bullying conduct by others; etc.).
Not all behaviors that (1) hurt another person’s feelings; (2) are a manifestation of an interpersonal conflict; or (3) are in some way unkind amount to acts of bullying. However, such negative behaviors are still a legitimate subject of concern and regulation within the school environment. Further, it shall be a goal of the District’s educational programs to help students and others recognize and acknowledge that even one-time instances of, for example, name calling, negative teasing, putdowns, or excluding others (when inclusion was readily possible) are inappropriate and problematic for a number of reasons.
Defining Harassment
As used in this policy, the term “harassment” means:
1. Behavior directed towards another person which is NOT based, in whole or in part, on any legally protected characteristic or classification, including (with respect to a student victim/target) a student’s race, color, national origin, ancestry, sex, sexual orientation, religion, creed, pregnancy, marital or parental status, or any physical, mental, emotional or learning disability;
2. is based on some other actual or perceived, but irrelevant, distinguishing characteristic, such as (with respect to a student victim/target) a student’s physical appearance, economic status, or social status; or does not serve a legitimate purpose; and;
either (1) substantially interferes with a student's school performance, an employee’s ability to do his/her work, or any person’s ability to perform or participate in a District-related function; (2) substantially interferes with a student’s ability to participate in or benefit from any school
23 activity or program; (3) creates an intimidating, hostile or offensive environment within any District school, activity, or program; (4) substantially interferes with or endangers the education, health, safety, or property of the victim/target; (5) causes a substantial disruption to any school-related activity or program; or (6) compromises the District’s ability to operate efficiently and effectively.
3. Committing, or attempting or threatening to commit, any act that would constitute abuse, sexual assault, or stalking under state law.
Discriminatory Bullying/Harassment
Behavior directed towards another person which is based, in whole or in part, on any legally-protected characteristic or classification, including (with respect to a student victim/target) a student’s race, color, national origin, ancestry, sex, sexual orientation, religion, creed, pregnancy, marital or parental status, or any physical, mental, emotional or learning disability should follow procedures in Board Policy 411: Student Non-Discrimination (Equal Educational Opportunity)
Bullying and Harassment by Students is Prohibited
The District prohibits students from bullying or harassing any person when either the aggressor and/or the target (victim) of the behavior is (1) at school or on school grounds; (2) at any school-sponsored activity; (3) using District-provided transportation; (4) under the supervision of a school district authority; or (5) otherwise within the scope of the District’s disciplinary jurisdiction (such as conduct that endangers the health, safety or property of any District employee or school board member). Accordingly, to the extent consistent with state law, a student who engages in bullying or harassment may be subject to school-related consequences under this policy for his/her out-of-school conduct when the behavior has a sufficient connection to the District’s disciplinary jurisdiction.
Student violations of this policy will normally be addressed through remedial interventions and/or consequences. The exact response applied to a particular incident shall take into consideration the totality of the relevant circumstances, including but not limited to the nature and severity of the conduct, the age and developmental level of the student, and the student’s behavioral history. Possible consequences for students who engage in bullying or harassment (or prohibited retaliation) include, but are not limited to revocation of school-related privileges, temporary removal from class or school activities, suspension, expulsion, and/or referral to law enforcement officials for possible legal action. Further, even where no violation of this policy is substantiated, nothing in this policy limits consequences from being separately imposed under the District’s Co-Curricular Code where the District determines that a student has engaged in conduct that constitutes an independent violation.
The District is not able to investigate and impose the same school-related consequences on a student for all out-of-school conduct that, if the conduct had taken place under other circumstances, would have constituted a violation of this policy and been within the school’s jurisdiction for suspension or expulsion. However, the Board recognizes that some out-of-school incidents can lead to future in-school incidents or disruption, cause a student to be fearful at school, or interfere with a student’s education and his/her participation in school activities. Accordingly, where a District employee determines, based on communications with students or parents or guardians, that an out-of-school incident (or alleged incident) is having, or is likely to have, such negative effect within the school environment, the Board authorizes District staff to respond to non-school incidents that are brought to the District’s attention through activities that may include a parent meeting, safety planning, counseling, or other appropriate interventions.
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Application of this Policy to School Officials, District Employees, and Others
The District also prohibits bullying and harassment by District officials, District employees, District volunteers, contracted service providers, and others who are present at a school, on school grounds, or at any school-sponsored activity. While the primary focus of this policy concerns victims/targets who are students, such conduct is prohibited regardless of whether the target of the behavior is a student, school official, District employee, parent or guardian, or other person. The prohibition against bullying and harassment by District employees applies not only when the employee is engaged in work-related duties, but also to an employee’s off-duty or away-from-work conduct to the extent that there is a legally-sufficient nexus between the conduct and the individual’s employment or employment-related responsibilities. When an employee is alleged to have engaged in bullying, harassment or prohibited retaliation, the incident, report, or complaint will be addressed in a manner consistent with the District’s procedures for handling personnel matters. Employees have additional rights, responsibilities, and obligations related to avoiding and addressing employment discrimination, workplace harassment, and workplace bullying under the Board’s personnel policies and the District’s Employee Handbook.
Possible consequences for school officials or employees who engage in bullying or harassment include, but are not limited to, discipline, termination, or other adverse or remedial action within the District’s scope of authority, and/or referral to law enforcement officials for possible legal action.
Possible consequences for others who engage in bullying or harassment include, but are not limited to, revocation of any authorization to volunteer in the schools, limiting the individual’s access to District property or District-sponsored activities, and/or referral to law enforcement officials for possible legal action.
Retaliation is Prohibited
Retaliation is prohibited against any person who has reported in good faith (or who is believed to have reported) a possible violation of this policy, or against any person who otherwise participates in any investigation, inquiry, or other proceeding related to an incident, report, or complaint of bullying or harassment. Retaliation includes, but is not limited to, any form of intimidation, harassment, or inappropriate disparate treatment. Such retaliation shall be considered a serious violation of Board policy independent of whether the report, complaint, or allegation in question is substantiated. Knowingly providing false information, fabricating incidents/allegations, and similar bad-faith conduct shall also be regarded as a serious offense and will result in disciplinary action or other appropriate sanctions. Allegations or concerns regarding retaliation may be reported to the District using the procedures that are established for reporting harassment and/or bullying.
Reports/Complaints
Reports and complaints shall be handled utilizing Policy 411.1 Rule: Reporting And Responding To Bullying And Harassment Involving Students
Notices and Annual Reporting
Students and parents and guardians shall be informed annually of this anti-bullying and anti-harassment policy and the related complaint/reporting procedures through the Student Handbook. Employees shall be informed through the Employee Handbook. This policy will be
25 distributed to organizations in the community having cooperative agreements with the schools. The District will also provide a copy of the policy to any person who requests it.
The District will keep data on the number and types of reported incidents of bullying and harassment under this policy that involve a student, and an annual summary report (including a summary of responses to the reported incidents) will be compiled by the administration following the end of each school year. No individuals will be identified in the annual report. The annual report will be presented to the Board and will be available to the public.
LEGAL REFERENCES
WISCONSIN STATUTES
● Section 118.01(2)(d) [personal development curriculum] ● Section 118.13 [student nondiscrimination requirements] ● Section 118.164 [removal of students from class] ● Section 118.46(2) [student bullying policy required] ● Section 120.13(1) [school board power to set conduct rules and discipline students] ● Section 947.0125 [unlawful use of electronic communications] ● Section 947.013 [unlawful harassment]
WISCONSIN ADMINISTRATIVE CODE
● PI 9 [student nondiscrimination]
FEDERAL LAWS
● Children’s Internet Protection Act (CIPA) and Neighborhood Children’s Internet Protection Act ● (NCIPA) [policy and other requirements related to Internet safety] ● Title IX, Education Amendments of 1972 [sex discrimination in educational programs, includes sexual harassment] ● Title VI, Civil Rights Act of 1964 [race, color and national original discrimination] ● Section 504 of the Rehabilitation Act [disability discrimination; free and appropriate public education (FAPE) and reasonable accommodations] ● Title II of the Americans with Disabilities Act of 1990 [disability discrimination; reasonable accommodations.
CROSS REFERENCES
ADOPTION DATE:
First Reading: March 10, 2014 Second Reading: March 24, 2014 School District of Platteville Platteville, Wisconsin
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POLICY EBAC
ELECTRONIC SURVEILLANCE OF SCHOOL BUILDINGS AND GROUNDS
Whenever and wherever in school buildings or on school grounds the Board of Education authorizes installation of a video camera surveillance system in the Platteville School District, the following guidelines shall apply. Such system will be used exclusively for the purpose of maintaining a safe and orderly school environment, for identifying misconduct, for minimizing theft and vandalism and for enforcing school policies and rules.
The video camera surveillance system shall be used according to the following guidelines.
1. The cameras will not be continuously monitored except when specifically authorized by the district administrator or the administrator’s designee in emergency situations and in compliance with state and federal law. 2. The District will post signs at all main entrances to the buildings stating that video surveillance cameras are in use but not continuously monitored. 3. The District will not deploy “dummy” cameras because they could create a false sense of security. 4. Only individuals authorized by the district administrator or principal may view recordings. 5. The video surveillance system is to be used primarily as a resource for investigations. Should a video recording become part of a student or staff disciplinary action, the recording will become part of the student’s behavioral record or the employee’s personnel record in a manner consistent with the District’s records policies and procedures. The District reserves the right to provide copies of recordings to law enforcement agencies as deemed appropriate by the district administrator and in compliance with federal and state laws. 6. Except as provided in item (4A), video recordings will be kept no longer than 30 days. 7. Surveillance cameras are authorized for use in the following areas where the public, students and staff have no reasonable expectation of privacy: entrances, hallways, commons, gymnasiums, auditoriums, reception areas, parking lots, and the exterior of buildings. Under no circumstances will surveillance cameras be sued in any area where the public, students or staff have a reasonable expectation of privacy, including restrooms, locker rooms, and changing areas.
Other public areas of District buildings and grounds may be subject to limited term surveillance with the written authorization of the district administrator. Such approval will be granted when the administrator has reason to believe that a safe and orderly environment is at risk or to monitor areas where theft and vandalism are believed to be occurring. Such video surveillance will be used in accordance with the guidelines listed above.
This policy shall be distributed through student and employee handbooks, newsletters, district web sites, and by other reasonable means.
First Reading: April 13, 2010 Second Reading: April 26, 2010 School District of Platteville Platteville, Wisconsin
STUDENT SEARCHES
27 To enforce the rules and to help insure a safe school environment for students and staff the District reserves the right to conduct searches and interviews and to be assisted in those procedures by authorized by the District.
Personal Search An administrator may conduct a search of a student's' person, purse, back-pack, duffel bag or similar articles if the search is based on reasonable suspicion, based on personal observation or reliable information from a third party, that the student has dangerous or illegal items or substances in his/her possession.
Locker Search The locker—or cubby at the elementary school--assigned to a student is the property of the School District. A locker may be searched as determined necessary or appropriate. Any unauthorized item found in the locker may be removed. Items removed from the locker may be held by the school for return to the parent(s)/guardian of the student or retained for disciplinary proceedings, or turned over to law enforcement officials. The adult student or parent/guardian of a minor student shall be notified of items removed from the locker or turned over to law enforcement officials.
POLICY #443 – RULE #1 STUDENT CONDUCT AND DISCIPLINE PLAN (STUDENT REMOVAL FROM CLASS) Student behavior that is dangerous or disruptive and that interferes with the teacher's ability to teach effectively will not be tolerated. Any student who engages in such behavior may be subject to removal from class and placement in an alternative setting as outlined in this code. In addition, the student may be subject to disciplinary action in accordance with established Board policies, school rules, state and federal laws and municipal ordinances. Student Removal From Class 1. A teacher may remove a student from class for the following reasons. A. Dangerous, disruptive or unruly behavior or behavior that interferes with the ability of the teacher to teach effectively. This type of behavior includes the following: ● Possession or use of a weapon or other item that might cause bodily harm to persons in the classroom. ● Being under the influence of alcohol or other controlled substances or controlled substance analogs, or otherwise in violation of District student alcohol and other drug policies. ● Behavior that interferes with a person's work or school performance or creates an intimidating, hostile or offensive classroom environment. ● Fighting. Taunting, baiting, inciting and/or encouraging a fight or disruption. ● Disruption and intimidation caused by gang or group symbols or gestures, gang or group posturing to provoke altercations or confrontations. ● Pushing or striking a student or staff member. Obstruction of classroom activities or other intentional action to attempt to prevent the teacher from exercising his/her assigned duties. ● Interfering with the orderly operation of the classroom by using, threatening to use or counseling others to use violence, force, coercion, threats, intimidation, fear or disruptive means. ● Dressing or grooming in a manner that presents a danger to health or safety, causes interference with work or creates classroom disorder. ● Restricting another person's freedom to properly utilize classroom facilities or equipment. ● Repeated classroom interruptions, confronting staff argumentatively, making loud noises or refusing to follow directions. ● Throwing dangerous objects in the classroom. ● Repeated disruption or violation of classroom rules. ● Excessive disruptive talking. 28 ● Behavior that causes the teacher or other students fear of physical or psychological harm. ● Physical confrontations or verbal/physical threats. B. Other behavior as outlined below. Examples of such behavior may include, but not necessarily be limited to, the following: ● Willful damage to school property. ● Defiance of authority (willful refusal to follow directions or orders given by the teacher). ● Possession of personal property prohibited by school rules and otherwise disruptive to the teaching and learning of others. ● Repeated use of profanity. ● Any other infractions as identified in the individual buildings' discipline plan.
2. A student with a disability may be removed from class and placed in an alternative educational setting only to the extent authorized by state and federal laws and regulations.
3. When a student is removed from class, the teacher shall send the student to the building principal or designee and inform him/her of the reason for the student's removal from class. A written explanation of the reasons shall be given to the principal or designee within 24 hours of the student's removal from class.
4. The principal shall inform the student of the reason(s) for the removal from class and shall allow the student the opportunity to present his/her version of the situation. The principal shall then determine the appropriate educational placement for the student who has been removed from a class by a teacher.
5. The parent/guardian of a minor student shall be notified of the student's removal from class as outlined below.
Placement Procedures 1. The building principal or designee shall place a student who has been removed from a class in one of the following alternative educational settings: An alternative education program approved by the School Board. Another class in the school or another appropriate place in the school. Another instructional setting. The class from which the student was removed if, after weighing the interests of the removed student, the other students in the class and the teacher, the principal or designee determines that re-admission to the class is the best or only alternative. 2. When making placement decisions, the building principal or designee shall consider the following factors: The reason the student was removed from class. The severity of the offense. The type of placement options available for students in that particular school and any limitations such as costs, space availability and location, on such placements. The estimated length of time of placement. The student's individual needs and interests. Whether the student has been removed from a teacher's class before. The relationship of the placement to any disciplinary action. 3. The principal or designee may consult with other appropriate school personnel as the principal or designee deems necessary when making or evaluating placement decisions. A student's parent/guardian may also be consulted regarding student placement decisions when determined by the principal or designee to be in the best interests of the persons involved or required by law. 4. All placement decisions shall be made consistent with established Board policies and in accordance with state and federal laws and regulations. 5. The parent/guardian of a student shall be notified of a student's placement in an alternative educational setting as outlined below.
Parent/Guardian Notification Of Student's Removal From Class And Alternative Placement 1. When a minor student has been removed from class, the building principal or designee shall notify the parent/guardian of a student in writing. This notification shall include the reasons for the student's removal from class and the placement determination. 29 2. If the removal from class and change in educational placement involves a student with a disability, parent/guardian notification shall be made consistent with state and federal laws and regulations. 3. If the student removed from a class is also subject to disciplinary action for the particular classroom conduct (i.e., suspension or expulsion), the student's parent/guardian shall also be notified of the disciplinary action in accordance with legal and policy requirements.
First Reading: March 10, 2014 Second Reading: March 24, 2014 School District of Platteville Platteville, Wisconsin
POLICY #443 – RULE #2
Student Conduct and Discipline Plan PLATTEVILLE SCHOOL DISTRICT Non-Discrimination The School District of Platteville shall not discriminate in standards and rules of behavior or disciplinary actions, including suspensions and expulsions, on the basis sex, race, religion, color, national origin, ancestry, creed, pregnancy, marital or parental status, sexual orientation, physical, mental, emotional or learning disability/handicap as required by s. 118.13, Wis. Statutes.
Accordingly, the Platteville School District prohibits all forms of unlawful discrimination against students, regardless of the legally-protected classification or characteristic that serves as the basis for any prohibited discriminatory conduct, policy, or practice. Discrimination complaints shall be processed in accordance with established procedures.
Disciplinary Actions Disciplinary actions which may be used by the Platteville School District to correct misbehavior include, but are not limited to: Verbal reprimand, time out/loss of privileges, student mediation, student behavior contract, office referral/written documentation, parent notification/conference, referral/intervention by student services and/or building administrator, change in instructional setting, restitution, suspension of privileges, detention., in-school suspension, referral/intervention by law enforcement, out-of-school suspension, and expulsion
Appeal of Suspension In cases where a student receives a suspension, the suspended pupil or the pupil's parent or guardian may, within 5 school days following the commencement of suspension, have a conference with the school district administrator or his or her designee who shall be someone other than a principal, administrator or teacher in the suspended pupil's school. If the school district administrator or his or her designee finds that the pupil was suspended unfairly or unjustly, or that the suspension was inappropriate, given the nature of the alleged offense, or that the pupil suffered undue consequences or penalties as a result of the suspension, reference to the suspension on the pupil's school record shall be expunged. The administrator, or the administrator's designee, shall make a finding within ten (10) calendar days of the conference.
Procedures for Resolving Discipline Concerns School problems can best be resolved at the campus level, where problems start. In order to resolve problems,
30 parents, guardians, or students can meet with a teacher/staff member at appropriate times to discuss existing problems. If the parents, guardians, or students are dissatisfied with the decision or explanation, they can meet with the building administrator to review the area of concern.
If further assistance is needed, then parents, guardians, or students can meet with the District’s Discipline Supervisor:
Maxwell Long, Student Services Director Platteville School District 780 N. Second St. Platteville, WI 53818 (608) 342-4025, [email protected]
If further assistance is needed, then parents, guardians, or students may meet with the Superintendent.
Connie Valenza, Superintendent Platteville School District 780 N. Second St. Platteville, WI 53818 (608) 342-4000, [email protected]
Weapons Definitions: A device, instrument, material, or substance, animate or inanimate, that is used for, or is readily capable of, causing death or serious bodily injury. (e.g. pistols, rifles, shotguns, regardless of whether exploding powder or air is used to propel its ammunition; bow and arrows; BB guns; pellet guns; brass knuckles; knives; and cutting instruments (cutting instrument refers to objects that have as their primary intended purpose being an object utilized to cut something (e.g. box cutter, carpet cutter, razor blades, straight razor, is an illustrative but not exhaustive list).
Surrender for Safety: A pupil who possesses a knife or other cutting instrument, weapon or object that may be used as a weapon, or other inappropriate item/material, and surrenders it to a school staff member, before being discovered in possession of said object may or may not be subject to discipline. An investigation will occur into the circumstances involving the possession and surrender of the knife or other cutting instrument, weapon or object that may be used as a weapon, or other inappropriate item/material, and a decision will be made whether to discipline the student, or not, after a consultation between the Principal and the Superintendent.
Serious Offenses/Serious Misbehavior Serious offenses are those that substantially disrupt or materially interfere with the orderly process in the classroom, district transportation, the school, or any school-related activity and may include persistent misbehavior of Level Two or higher misconduct. A finding that a student has engaged in any offense listed as an offense under Level Three or Level Four constitutes a finding that the student has engaged in serious misbehavior.
Conduct Levels/Offenses
LEVEL I MISCONDUCT Offenses that generally occur in the classroom and can be managed and corrected by a staff member. The building administrator(s) may manage Level I misconduct for purposes of consistency across educational environments; however, the conduct does not rise to the level of a discipline referral (Level II Misconduct) unless it is repeated or 31 severe.
Each staff member establishes the rules for the classroom and for school-related activities. The staff member may use any of the disciplinary options listed below in maintaining classroom discipline.
Level I Acts of Misconduct May Include but Are Not Limited to:
A. Violation of classroom/hallway, lunchroom, or recess rules or procedures established by the teacher/supervisor. B. Refusal to participate in classroom activities. C. Failure to be prepared by bringing required classroom materials or assigned work to class or failure to return written communications between home and school D. Cheating-Using, submitting, or attempting to obtain data or answers dishonestly, by deceit or by means other than those authorized by the teacher. E. Forgery-Writing the name of another person or altering times, dates, grades, passes or permits. F. Littering-Throwing of paper, trash, or other materials on the floor inside school buildings or grounds. G. Profanity-Swearing, cursing, or making obscene gestures, including swearing, cursing or making obscene gestures. H. Dress Code- Dressing or grooming in a manner which disrupts teaching or learning. Each building will establish guidelines in their building handbook. I. Unexcused Tardiness-Arriving at school or class after the designated time. J. Verbal abuse-Willfully intimidating, insulting, or in any other manner, verbally abusing other students. K. Petty Theft-Stealing the money or property of another that is valued at less than $20. L. Disruption-Acting in a disorderly manner that disrupts the peace of the school or any school-sponsored activity. M. Throwing snowballs or projectiles. N. Inappropriate use of legal electronic devices and other paraphernalia in the school environment. O. Taunting, baiting, inciting and/or encouraging a fight, disruptions or other violation of school rules.
Intervention Options/Responses(depending on severity of the offense): 1. Verbal correction 2. Teacher-student conference 3. Parent contact: confirm actual contact has been made with parent either via phone call or in writing 4. Student-counselor conference 5. Detention during lunch, before or after school 6. Restriction of school-bus privileges. 7. Loss of recess privileges 8. Any other appropriate disciplinary actions determined by the supervising staff member.
Procedures: 1. Any teacher or staff member who observes a student violating class/school rules may correct the student. 2. A record of the offenses and disciplinary actions should be maintained by the teacher or staff member on the appropriate form. 3. The teacher or staff member should discuss the misbehavior with the parent, an administrator, or support personnel.
LEVEL II MISCONDUCT 32 Offenses that are more serious in nature or a continuance of Level I misconduct. A student charged with the behaviors listed may be suspended from school for up to three days.
Administrative Intervention: Some infractions will result in a referral to an administrator. The disciplinary response depends on the offense committed, the student’s previous actions, and the seriousness of the misbehavior. Level II acts of misconduct include those student acts that interfere with the orderly educational process in the classroom, on school property, or at a school sponsored event. A teacher or staff member who observes a student engaged in Level II or higher misconduct will complete a discipline/referral form for the principal or other appropriate administrator. The principal or appropriate administrator will forward report to the parent or guardian.
Level II Acts of Misconduct May Include but are not limited to: A. Repeated violations of Level I. B. Participation in gang or gang-related activities that disrupt the school environment. C. Truancy. D. Possession/use of tobacco or tobacco products/devices including but not limited to cigarettes, electronic cigarettes, electronic smoking devices, smokeless tobacco, and cigars. E. Trespassing-Being in a school building or on school grounds without permission or refusing to comply with a request to leave school premises. F. Insubordination-Knowingly and blatantly refusing to comply with instructions of school authorities. G. Profanity/verbal abuse/obscene gestures - profane or obscene language, written or verbal, or obscene gestures, directed toward school personnel or any other adult member of the school community.
H. Bullying/Harassment (e.g., directed towards a protected class) that is written, verbal or physical).
I. Hitting, pushing, tripping, shoving, kicking, spitting, biting, or other acts of inappropriate physical aggression directed at another student.
J. Use of a firecracker or other minor incendiary devices.
K. Theft-Stealing the money or property of another that is valued at no less than $20 and no more than $100.
L. Pornography – Possessing pornographic material or observing pornographic material.
M. Engaging in or participating in any way in a non-violent act of intimidation, disruption, coercion, or extortion, as part of a gang, cult or other social group that disrupts the school environment.
N. Major academic dishonesty – Cheating or forgery on major assessments or papers.
O. Misuse of a personalized or district electronic device while under supervision of school authorities.
Intervention Options/Responses (depending on severity of the offense): 1. Parental contact by phone and written or oral notification to parent or guardian 2. Required administrator/student/parental conference 3. Placement in in-school suspension 4. Detention during lunch, before or after school 5. Loss of recess privileges. 6. Exclusion from extracurricular reward activities, such as field trips, and commencement exercises/award ceremonies
33 7. Removal/Suspension of school transportation privileges 8. "Behavior" or "conduct" contracts 9. Suspension for up to three school days per occurrence Level A suspension: suspension from school for the remainder of the school day.
Conditions: Level A suspension are utilized when the student’s behavior constitutes a breach of the district discipline code, and in-school procedures have failed to remediate the problem or seem inadequate to resolve the problem, and the behavior does not constitute a serious threat to the student's or other' physical safety which would merit a more serious sanction.
Level B suspension: Suspension from school for one or more days, but not to exceed three days.
Conditions: Level A suspensions have been utilized in the past, and/or the student's behavior is so disruptive to the school's purpose that a Level A suspension is not appropriate, and the behavior does not constitute a serious threat to the student's or others' physical safety which would merit a more serious sanction.
10. Any other appropriate disciplinary actions determined by the administration Procedures: 1. Referral to administrator by written report. 2. Administrator confers with student and/or teacher to establish appropriate action. 3. Written or oral notification of action is sent to parent. Notification is sent to the teacher or staff member indicating action taken. 4. Discipline Referral Form is retained by the administrator.
LEVEL THREE MISconduct Offenses that seriously disrupt the educational process/environment in the classroom, in the school, or at school-related activities. A student charged with the behaviors listed may be suspended from school for up to five days and may be recommended for expulsion or alternative placement. Level III Acts of Misconduct May Include but are not limited to: A. Repeated of Level II misconduct. B. Volatile Acts – Disruption of school, or a school activity held off school premises, by use of violence, force, coercion, threat or disorderly conduct. C. Illegal Conduct – Offenses that constitute criminal conduct under federal, state or city laws and/or which are life or health threatening. D. Sexual Assault – Intentional touching, either directly or through clothing, by the use of any body part or object of another person if done for the purpose of sexually degrading the other person, or sexually arousing or satisfying the perpetrating pupil E. Arson – Setting fire, or attempting to set fire. F. False Alarms – Intentionally activating the school’s fire and/or other alarm systems, reporting a fire when no fire exists, or making a false alarm call to 911. G. Possession of munitions, mace, pepper gas or other dangerous substances. H. Engaging in or participating in any way in physical acts of violence. I. Fighting- engaging in mutual acts of physical contact.
J. Serious threats to staff or students. (Intentionally engaging in conduct that places the staff member or student in reasonable apprehension of bodily harm; includes verbal or written statements.)
34 K. Repeatedly engaging in conduct by a student at least 16 years old who disrupts the ability of school administrators to maintain order or an educational atmosphere (per state law).
L. Vandalism – Destruction or defacing of school property or equipment; staff property or equipment; student property or equipment; or the property or equipment of others who are on the premises of the school, or have left their property or equipment on school premises.
M. Possession of an imitation controlled substance. N. Possession of a look-alike weapon. O. Any other inappropriate act which directly or indirectly jeopardize the property, health or safety of school personnel or other student. P. Possession of alcohol or being under the influence of an alcoholic beverage. Q. Major Theft – Stealing the money or property of another that is valued at more than $100. R. Making a bomb threat, or threatening to set off an explosive device when the pupil does not actually have a bomb or explosive device, and where there was no significant safety risk or loss of instructional time. S. Consensual Sexual Activity – Participation in consensual sexual conduct, or other inappropriate consensual sexual contact. T. Using an object to threaten to cause harm to another, intending to use an object to cause harm to another, attempting to use an object in an effort to cause harm to another, or using an object to cause harm to another. U. Serious misuse of District’s Computer System or internet usage policy, or district-issued electronic device.
V. Verbal, written and non-verbal threats to a staff member or student where there is no imminent danger of bodily harm.
W. Indecent Exposure.
X. Facilitating a transaction or being an intermediary in a transaction of a controlled substance where no possession of a controlled substance or proceeds from a controlled substance transaction occurs.
Level III Intervention Options/Responses(depending on severity of the offense): 1. Parental contact by phone and written or oral notification to parent or guardian 2. Required administrator/student/parental conference 3. In-school suspension 4. Exclusion from extracurricular activities, such as field trips, and commencement exercises/award ceremonies 5. Removal of school transportation privileges 6. "Behavior" or "conduct" contracts 7. Suspension for up to five school days per occurrence
Level B suspension: Suspension from school for one or more days, but not to exceed three days.
Conditions: Level A suspensions have been utilized in the past, and/or the student's behavior is so disruptive to the school's purpose that a Level A suspension is not appropriate, and the behavior does not constitute a serious threat to the student's or others' physical safety which would merit a more serious sanction.
Level C suspension: Suspension from school for four days but not to exceed five.
Conditions: The student's behavior constitutes a serious threat to the student's or others' physical safety.
35
8. Recommendation for Alternate Educational Placement/Expulsion 9. Any other appropriate disciplinary actions determined by the administration
Level III Procedures: 1. Referral to administrator by way of written report not to exceed one page in length 2. Administrator confers with student and/or teacher to establish appropriate action. 3. Written or oral notification of action is sent to parent. Notification is sent to the teacher indicating action taken. 4. Discipline Referral Form is retained by the administrator.
LEVEL IV MISCONDUCT Grades 7 through 12: A student charged with the behaviors listed shall be suspended for five days and shall be recommended for an expulsion hearing/alternative placement with Platteville School Board. A. Possession of a Weapon
B. Possession of drugs other than alcohol, or being under the influence of any narcotic, controlled substance or other mind-altering drug or chemical, unless legally possessed or used while under the supervision of a licensed health care provider who prescribed the substance.
C. Intentional use of force that is unprovoked against a staff member or against a non-staff member adult who is legitimately exercising supervisory authority at school or during any school activity.
D. Possession of a bomb or explosive device, making or causing to be conveyed a bomb threat, or threatening to set off an explosive device, which causes significant safety risk or loss of instructional time even if student is not in possession of such device.
E. Selling or delivering a controlled substance or illegal drug whether as the seller, purchaser, or intermediary facilitating the transaction.
F. Serious sexual assault, e.g., by use of a weapon, force, threat, or coercion.
Grades K-6: Elementary students who violate this Section are subject to the disciplinary action up to and including expulsion. A. Possession of a Weapon · Student in possession of a weapon, except a firearm, and the student neither uses or threatens to use such weapon or other cutting instrument to cause harm to another: Principal or designee will take the item from the student; call parent/guardian and the student may be suspended for up to three days. · Student possesses a weapon, other than a firearm, and makes a threat of physical harm against another person.
36 Principal or designee will take the, weapon, other than a firearm, call the parent/guardian. The student shall be suspended for up to five days, after consultation with the Superintendent.
· Student possesses a weapon, other than a firearm, and makes a serious threat to another person or causes physical harm to another person.
Principal or designee will take the weapon, call the parent/guardian. The student shall be suspended for up to five days. A pre-expulsion hearing with the Superintendent of the Platteville School District shall be held. The pre-expulsion hearing will include the Elementary Principal or designee and may result in a recommendation for expulsion to the Platteville School Board.
· Student at any elementary grade level possesses a firearm regardless of whether a threat or intent to harm was indicated.
The student shall be suspended for five days and a pre-expulsion hearing with the Superintendent of the Platteville School District shall be held. The pre-expulsion hearing will include the Elementary Principal or designee and may result in a recommendation for expulsion to the Platteville School Board.
B. Possession of a controlled substance or illegal drug. May be suspended for up to five days and may be recommended for a pre-expulsion hearing with the superintendent or an expulsion hearing with the Platteville School Board. C. Intentional use of force that is unprovoked against a staff member May be suspended for up to 5 days and may be recommended for a pre-expulsion hearing with the superintendent or an expulsion hearing with the Platteville School Board. D. Bomb Threat/Possession of Explosive Device · Making a bomb threat, or threatening to set off an explosive device, when the pupil does not actually have a bomb or explosive device, and where there was no significant safety risk or loss of instructional time. Student may be subject to a suspension for up to five days. · Possession of a bomb or explosive device, making a bomb threat, or threatening to set off an explosive device, which causes significant safety risk or loss of instructional time even if student is not in possession of such device. Student shall be suspended for five days and may be recommended for a pre-expulsion hearing with the superintendent or an expulsion hearing with the Platteville School Board.
First Reading: March 10, 2014 Second Reading: March 24, 2014 Revised: August 30, 2017
School District of Platteville Platteville, Wisconsin 37
POLICY JE STUDENT ATTENDANCE In accordance with Grant County ordinances and state law, all children between six (6) and eighteen (18) years of age and students enrolled in a five-year-old kindergarten program must attend school full-time until the end of the term, quarter or semester in which they become eighteen (18) years of age, unless they have a legal excuse, fall under one of the exceptions outlined in the state statutes, or have graduated from high school. Any student who has reached the age of sixteen (16) may be excused from school attendance by the Board provided: a. the student has requested permission to be excused. b. the school has received written approval of the student's parent or guardian; c. the student and his/her parent or guardian agree, in writing, that the student will pursue further education in accordance with state law requirements; d. the written agreement is approved by the Board and administration; and e. the student complies with the written agreement. if the agreement is suspended due to noncompliance, the student will be expected to resume attendance at school on a regular basis in accordance with state law and Board policy or be subject to forfeiture for truancy in accordance with established county ordinances. Procedures shall be developed by the administration to enhance the full attendance requirement and to determine appropriate action to serve as a deterrent to truancy. These procedures shall be in accordance with Grant County ordinances and state law, and shall be approved by the Board. The School District of Platteville shall not deny student credit in a course or subject solely because of a student's excused absences. Enforcement of student attendance policies and truancy procedures shall be shared responsibility between the schools, social service agencies, law enforcement officials, students, parents and the community at large. LEGAL REF.: Sections 118.15 Wisconsin Statutes 118.153 118.16 118.162 118.165 Chapter 27, Grant County Ordinances CROSS REF.: JE-R, Student Attendance Procedures IGBJ, Children At Risk Programs APPROVED: June 8, 1981 REVISED: November 9, 1987 REVISED: January 14, 1991 First Reading of Revision: October 11, 2010 Second Reading: November 8, 2010 School District of Platteville Platteville, Wisconsin
POLICY JE-R STUDENT ATTENDANCE PROCEDURES I. Student Attendance Officer A. The principal will serve as the school attendance officer for each school in the district and deal with all matters relating to school attendance and truancy. B. Each school shall determine daily which students enrolled in the school are absent from school and whether that absence is excused in accordance with Board policy and established procedures. C. Annually, on or before June 15, the school attendance officer shall determine how many students enrolled in each school in the district were absent in the previous year and whether the absences were excused. This information will be submitted to the district administrator who shall notify the State Superintendent of Public Instruction of the determination. D. The school attendance officer, or designee, shall notify the parent or guardian of a student who has been truant of the student’s truancy and direct the parent or guardian to return the student to school no later than the next day on which school is in session or to provide an excuse. The notice under this 38 paragraph must be given before the end of the second school day after receiving a report of an unexcused absence and may be made by personal service, mail or telephone call on which a written record is kept. "Truancy" means any absence of part or all of one or more school days during which the school attendance officer or teacher has not been notified of the legal cause of such absence by the parent or guardian of the absent student, and also means intermittent attendance carried on for the purpose of defeating the intent of the compulsory attendance law. E. The school attendance officer shall notify the parent or guardian of a student who is a habitual truant in accordance with procedures outlined in Section VI - Procedure Toward Legal Referral. "Habitual truant" means a student who is absent from school without an acceptable excuse for either of the following: 1. Part or all of five or more days out of 10 consecutive days on which school is held during a school semester. 2. Part of all of 10 or more days on which school is held during a school semester. Page 2 of 11 F. The district administrator, in cooperation with each school attendance officer, will visit any place of employment in the school district to ascertain whether any minors are employed there contrary to state law. The district administrator will provide the State Superintendent of Public Instruction with information regarding the attendance of any child between the ages of six (6) and eighteen (18) years who is a resident of the school district or who claims or is claimed to be in attendance at a private school or home-based private educational program located in the district. G. The school attendance officer may contact home-based private educational programs to attempt to discover whether such programs meet the program criteria established by law. All such contacts shall be documented. H. The school attendance officer shall furnish student attendance information to the county welfare agency as requested for implementation of Wisconsin’s Learnfare Program. Student attendance information shall only be released if appropriate "release of confidentiality" forms have been filed with the district in accordance with provisions of state law and the district’s student records policy.
II. Student Absences and Excuses A. The responsibility for regular school attendance of a student rests upon the student’s parent(s) or guardian. B. All excused absences require parent/guardian/legal custodian written verification which is to be submitted to the school attendance officer, or designee, in advance of the absence or prior to re-admittance to school. The school attendance officer is empowered to approve a legal excuse to any student for the following reasons: 1. Evidence that the student is not in proper physical or mental condition to attend school or an educational program. The district may request the parent or guardian to obtain a written statement from a physician or licensed practitioner as proof of the physical or mental condition of the student. Such excuse shall be made in writing, shall state the period of time for which it is valid and shall not exceed 30 days. 2. An illness in the immediate family which requires the absence of the student because of family responsibilities. 3. Medical, dental, chiropractic, optometrical or other valid professional appointments. Parents or guardians are requested to make their appointments during non-school hours. Page 3 of 11 4. A death in the immediate family or funerals for close relatives. 5. Religious holidays. 6. Family trips that can be taken only during the normal school term. The intent of this statement is to provide opportunity for students to accompany their parent(s)/guardian on a vacation which cannot be scheduled when school is not in session. A parent/guardian shall be required to notify the school attendance officer or designee, prior to leaving on vacation of the pending absence for the purpose of reviewing the student’s attendance record and overall performance record. Student vacations or trips without parent/guardian accompaniment are not excused absences. 7. A court appearance or other legal procedure which requires the attendance of the student. 8. A quarantine as imposed by a public health officer. 39 9. Attendance at special events of educational value as approved by the school attendance officer, or designee. 10. Approved school activities during class time. 11. Special circumstances that show good cause which are approved in advance by the school attendance officer, or designee. C. All students with excused absences will be given the opportunity to make up work missed in accordance with the following guidelines: 1. It is the student’s responsibility to contact the teacher(s) to make arrangements for making up work missed during an absence from school. 2. Students who miss classes for reasons that are determined to be excused will be given the opportunity, whenever possible, to make up work missed when they return to school. 3. Teachers will be asked to grant the number of days absent plus one for make-up time. This provision applies to all work assigned during absence(s). 4. Examinations missed during an excused absence will be permitted to be taken at a time mutually agreed upon by the student and the teacher.
III. Unexcused Absences Students who are absent from school with the consent of their parent(s) or guardian, but whose absence does not fall under the reasons listed above shall be considered unexcused. In such cases, the student may or may not be permitted to make up class work missed. The student, on his/her return to school, will be expected to submit a written statement signed by his/her parent or guardian explaining the reason for the absence. On the basis of this statement, the school attendance officer, or designee, will determine whether credit for the makeup work will be granted. A student who is absent from school for no particular reason or is truant will also be considered unexcused. However, credit will not be given for class work missed during an absence. Students have the obligation to understand, retain for future reference and use all materials presented during their unexcused absence. All students with an unexcused absence will be permitted to make up an examination missed during an absence.
IV. Tardiness A pattern of tardiness on the part of any student will be brought to the attention of the student’s parent(s) or guardian. If it appears that the student is negligent, appropriate disciplinary action will be taken.
V. Responsibilities for Attendance A. Parent(s)/Guardian Responsibility 1. When a student is absent, his/her parent(s) or guardian shall contact the school during the day by the time established at each school. Failure to contact the school may result in a telephone call to the home or workplace of the parent or guardian. 2. Parents or guardians are required to provide a written explanation of absences at the time the student returns to school, or in the case of anticipated absences, prior to the absence. Anticipated absences shall receive prior approval of the school attendance officer, or designee. B. Student Responsibility 1. Students are required to attend all of their scheduled classes, study halls and lunch periods, unless they have obtained parental permission and a pass approved by the student attendance officer, or designee. 2. A student who has been absent, or is anticipating to be absent, shall be expected to provide a written explanation of the absence signed by his/her parent(s) or guardian. 3. Students should always check in and out at the school building office when they leave and return to school. C. Teacher Responsibility 1. Teachers are required to emphasize the importance and necessity of good attendance. Classroom procedures and grading requirements will be developed which reflect the importance of daily assignments, classroom discussion and examinations in grading students. 2. Teachers are required by law to take daily attendance (period by period) in their classes and 40 maintain a record of absences. D. Principal Responsibility 1. Principals shall request from each teacher, the procedures used for grading students. All grading systems throughout the school district should reflect the importance of daily assignments and classroom discussion in grading students. 2. Principals shall maintain office records for all excused and unexcused absences that occur in their school building. 3. Principals shall annually inform students and their parents or guardians of their right to request program or curriculum modifications and of the types of program or curriculum modifications which can be made. E. District Administrator Responsibility 1. The district administrator shall present student requests to be excused from school attendance to the Board for approval. High school equivalency or high school graduation program proposals shall be presented along with such requests. F. School District Responsibility 1. The school district has a responsibility to stress, on a routine basis, the importance of regular school attendance to students, parents, employers and the community. 2. The school district shall promote activities within the school that enhance attendance. This will be done by: a. Displaying the attendance policy, state compulsory attendance law and county ordinances within each classroom. b. Recognizing students for good attendance. c. Reviewing the truancy plan and procedures during faculty inservice and student assemblies or homerooms at the beginning of the year. 3. The school district shall promote activities that increase the community awareness of school attendance issues and regulations. This will be done by: a. Annually publishing the district’s attendance policy and state attendance law in the local newspaper prior to the start of the school year. b. Providing speaking opportunities for local service club programs and public service radio programming. c. Encouraging employers to establish work schedules which reduce interference with school attendance and scheduled detentions. 4. The school district shall promote home-school cooperation in the implementation of the district’s attendance policy and procedures. This will be done by: a. Providing information relative to the attendance policy and procedures, along with the rationale, to parents and students each year.
VI. Procedure Toward Legal Referral A legal referral may be initiated if a poor attendance pattern has continued and if the school attendance officer has completed the following:
A. Met with the student’s parent(s) or guardian to discuss the student’s truancy, or has attempted to meet with the student’s parent or guardian and has been refused. (After the second unexcused absence within a 10-day period, or after the fifth unexcused absence during a school semester, a letter should be sent to the student’s parent or guardian by certified mail.) 1. The school attendance officer should be specific when scheduling a meeting with the student’s parent or guardian. For example, a specific date, time and place should be identified in the letter. 2. Flexibility should be allowed in changing the meeting time if the student’s parent or guardian is unable to attend at the specified time due to work or another commitment. This should be done early in the process so that another meeting time can be set without circumventing and lengthening the process. 3. The educational placement of the student should be reviewed in the school year of the problem. A review conducted outside the school year (August to May) should not be used. 41 4. Data previously acquired during the school year may be used to determine educational counseling in situations involving EEN students. It is not necessary to restaff an EEN student or rewrite his/her individual education plan (IEP). B.The IEP should be reviewed and adjusted if necessary. It is suggested that the school psychologist be the person who reviews the educational placement of EEN students, even though it is not mandatory. The reviewer must talk to the student, parent or guardian and the teacher if they will agree. If they do not, the refusal should be documented. C. Evaluated the student to determine whether learning problems may be a cause of the student’s truancy and, if so, has taken appropriate action or made appropriate referrals. (After the fourth unexcused absence within a 10-day period, or after the ninth unexcused absence during a school semester, a letter should be sent to the student’s parent or guardian by certified mail.) 1. If there is a suspected EEN, a referral should be made to the M-Team. 2. The evaluation must include a review of the records; communication with the student, the student’s teacher(s) and the student’s parent(s) or guardian; and, observation if appropriate. 3. Learning problems should be looked at carefully for classic EEN, or lack thereof, as well as other types of contributing problems (e.g., physical). D. Conducted an evaluation to determine whether social problems may be a cause of the student’s truancy and, if so, has taken appropriate action or made appropriate referrals. (After the fifth unexcused absence within a 10-day period, or after the tenth unexcused absence during a school semester, a letter should be sent to the student’s parent or guardian by certified mail which identifies the student as a habitual truant.) 1. A "Social Problem Report" may be completed; or 2. Assistance from Grant County Social Services may be requested.
VII. Legal Referral A. Specific documentation and the completion of the required referral form is mandatory before any legal action can be taken. This form should be submitted to the juvenile intake officer. The statute does not stipulate quantitative data, however, the more evidence presented in court, the more likely equitable consequences. Phone calls, letters, referrals and meetings should be documented. This is a critical part of the truancy procedures as it is necessary to establish that the student in question is "habitually truant". B. The juvenile intake officer will have forty (40) days to review a truancy case. The juvenile intake officer acknowledges that expedience shall be of primary interest and will limit his/her time deadlines to five (5) working days from the time the referral is made, provided proper documentation accompanies the referral. C. The case will be submitted to the district attorney who will have twenty (20) days to act. The district attorney acknowledges that expedience shall be of primary interest and will limit his/her time deadlines to ten (10) working days from the time the action is filed (or determination of non-filed) and services rendered. It shall not take more than three (3) weeks for the student to appear in court, if appropriate.
VIII. Return of a Truant Student to School A. When a truant student returns or is returned to school, school personnel should immediately welcome him/her back. All truants, whether occasional or habitual, need attention. The degree of attention may vary, however, depending upon the age of the student and the pattern of truancy. B. Additional responses to be made by school personnel regarding truant students returning to school may include, but are not necessarily limited to, the following: - assessment of factors contributing to truancy; - discussion of alternative educational options and limitations; - referral considerations; - development of a plan for consequences to truancy; - counseling guided re-entry to classes/programs; - tailor-made options for programming students at Southwest Technical College; - high school exploratory classes at Southwest Technical College; - structured work experience programs; - discussion of student’s commitment and responsibility to assist in returning to regular programming; 42 - follow-up on obligations of students and parents/guardians regarding attendance (commitment to joint cooperation); - promotion of staff awareness of the problem(s) the student is encountering; and - review of requirements necessary for students 17 years of age or older to earn a general equivalency diploma.
IX. Students Excused from School Attendance A. A student who has reached the age of 16 may be excused from school attendance under the following conditions: 1. the student has requested permission to be excused and has the written approval of his/her parent or guardian; and 2. the student and his/her parent or guardian agree, in writing, that the student will participate in a program or curriculum modification leading to the student’s high school graduation. Program or curriculum modifications include the following: a. Attendance at a vocational, technical and adult education school in lieu of high school or on a part-time basis; b. Modifications within the student’s current academic program; c. A school work training or work study program; d. Enrollment in any alternative public school or program located in the school district; e. Enrollment in any nonsectarian private school or program located in the school district which complies with federal nondiscrimination requirements (Title VI of Civil Rights Act); f. Home-bound study, including nonsectarian correspondence courses or other courses of study approved by the Board or nonsectarian tutoring provided by the school district; or g. Enrollment in any public educational program outside the school district. B. A student who is 17 years of age or over may be excused from school attendance under the following conditions: 1. the student has requested permission to be excused and has the written approval of his/her parent or guardian; and 2. the student and his/her parent or guardian agree, in writing, that the student will participate in a program or curriculum modification leading to the student’s high school graduation or leading to a high school equivalency diploma. Program or curriculum modifications include those identified above. C. Procedures 1. Prior to being excused from school attendance, the student attendance officer will discuss the program or curriculum modification options with the student and his/her parent or guardian. 2. The student attendance officer will inform the district administrator, in writing, of the request and of the program or curriculum modifications(s) leading to high school graduation or a high school equivalency diploma tentatively agreed upon by the student and his/her parent or guardian. 3. The district administrator will present the request and high school equivalency or high school graduation program proposal to the Board for approval. 4. A written agreement must be signed by the student, his/her parent or guardian, the Board and a representative of the high school equivalency program or program leading to the student’s high school graduation. This agreement must be signed prior to the student’s admission to such program. 5. At least once each semester, the school attendance officer will review compliance with each student’s agreement. If it is determined that a student is not complying with the agreement, the student and his/her parent or guardian and the high school equivalency program or program leading to high school graduation will be notified that the agreement may be modified or suspended in thirty (30) days. 6. If the agreement is suspended, the student will be expected to attend school on a regular basis in accordance with state law, Board policy and established procedures. Failure to attend 43 school will result in forfeiture for truancy in accordance with established county ordinances.
LEGAL REF.: Sections 118.16 Wisconsin Statutes 118.153 118.16 118.162 118.165 Chapter 22, Grant County Ordinances Page 11 of 11 CROSS REF.: IGBJ, Children at Risk Programs JO, Student Records APPROVED: June 8, 1981 REVISED: November 9, 1987
POLICY 342.5 TITLE I PROGRAMMING It is the intent of the District to help all students reach their potential and meet the District's educational goals. In an effort to help students who need support in meeting high academic standards, the School Board shall participate in the federal Title I program and abide by all legal requirements for participation in such program. Comparability As required by federal law, the District has established and is implementing a District-wide salary schedule and shall ensure that services provided through Title I funds are at least comparable to the services provided in program areas not receiving Title I funds. The District shall ensure equivalency among grade levels in teachers, administrators, support personnel, curriculum materials and instructional supplies. Unpredictable changes in enrollment or personnel assignments that occur after the beginning of the school year need not be included as a factor in determining comparability of services. Documentation verifying compliance with this policy shall be updated annually and be available for review by the Department of Public Instruction or auditors upon request. Parent Involvement The Board recognizes the importance of parent involvement in their children's education. Therefore, the District shall provide appropriate opportunities for parents and guardians to become involved in the design, implementation and evaluation of District Title I program activities and in improving the academic achievement and school performance of their children. Parents and guardians of students participating in Title I program services shall be informed annually of this policy and of the opportunities available for them to get involved in their child's educational program and in improving student achievement. LEGAL REFERENCES FEDERAL LAWS Elementary and Secondary Education Act [Part A - Subpart 1] [academic standards, assessments and accountability for student achievement, including limited English-proficient students] CROSS REFERENCES: ADOPTION DATE: First Reading: September 22, 2014 Second Reading: October 13, 2014 School District of Platteville Platteville, Wisconsin
POLICY 342.5 – Rule TITLE I PARENT INVOLVEMENT POLICY GUIDELINES The District recognizes the importance of parents’ involvement in their children’s education. Therefore, the District shall provide appropriate opportunities for parents to become involved in the design and implementation of the District’s Title I Program activities and, more generally, in improving the academic achievement and school performance of their children. As used in these policy guidelines, “parent(s)” shall be understood to include a student’s legal guardian(s) where applicable.
District Level Activities At a District level, under the leadership and direction of the building principals and the designated Title I Coordinator, the District shall: 1. Involve parents in the planning and development of specific parent involvement activities in each of the District’s Title I designated schools. 44
2. Involve parents in an annual evaluation of the content and effectiveness of the District’s parent involvement policy guidelines. The evaluation shall focus on: a. the extent to which existing parent-involvement strategies and activities aid in improving student achievement and the academic quality of the schools; b. identifying barriers to greater parent participation and involvement, with particular attention given to parents who are economically disadvantaged, have a disability, have limited English proficiency, have limited literacy, or are of any racial or ethnic minority background; and c. identifying possible changes to the strategies being used to implement the District’s parent involvement policy guidelines and, if necessary, recommended revisions to the policy guidelines. 3. Provide coordination, technical assistance and support to school personnel regarding parent involvement and parent communication strategies and activities to improve student achievement.
All of the District’s schools and programs will involve parents in regular, two-way, and meaningful communication addressing student achievement through formal mechanisms (e.g., report cards and progress reports, parent-teacher conferences, school and classroom newsletters, etc.) and through less formal communications (e.g., telephone contacts, notes sent to parents, updates provided through the student information system, etc.). School personnel will respond in a timely and reasonable fashion to parents’ requests for regular or as-needed meetings addressing concerns and decisions relating to their child’s education. The communication channels established between the schools and parents are intended to ensure: a. that parents play an integral role in assisting their child’s learning; b. that parents are encouraged to be actively involved in their child’s education; c. that parents are full partners in their child’s education and are included, as appropriate, in decision making that involves the education of their child.
4. Build the schools’ and parents’ capacity for parent involvement by: a. providing parents with information on state academic standards, the school curriculum, student assessments, monitoring their child’s progress, and working with their child’s educators to improve achievement; b. providing materials, resources and training to help parents work with their children to improve academic achievement; c. coordinating parent involvement activities with other community initiatives including (identify some of the specific activities or initiatives such as Head Start, after-school programs, early childhood programs, parent-teacher organizations, etc.); d. providing information related to programs, meetings and activities to parents in an understandable format, and, where practicable, in a language that the parents can understand; and e. advertising specific opportunities for parent involvement, including volunteer opportunities, and engaging in outreach activities intended to encourage and facilitate the involvement and participation of parents who are at a socio-economic disadvantage, have a disability, have limited English proficiency, or have limited literacy.
School Level Activities In addition to the District-wide activities specified above, the Platteville School District will: 1. Involve parents in the joint planning and development of the District’s Title I Program plan through surveys and through representation on applicable work teams and, as may be applicable, in school-based or District-based meetings that serve an advisory function related to the Title I Program and its goals;
2. Involve parents in an annual local review of the Title I Program, and use the results of the annual review to address any identified barriers to parent participation. The annual review will be conducted each spring and may include an analysis of state and local assessment data, a review of grade level 45 needs and services provided, survey data, and a summary analysis of the effectiveness of Title I services;
3. Develop jointly with parents of students participating in the Title I Program a “school-parent compact” that outlines how parents, school personnel, and students share responsibility for the student’s achievement and growth, and that identifies the means by which the school and parents will build and develop a partnership focused on enabling student achievement.
4. Provide parents with an overview of the school’s participation in Title I and of the parent involvement components of the Title I Program, minimally through an annual fall meeting for parents. This annual meeting regarding the Title I program shall also serve as an opportunity to present information to parents regarding state academic standards, the school curriculum, student assessments, monitoring their child’s progress, and working with their child’s educators to improve achievement.
The implementation of the parent involvement policy guidelines at the school level shall be under the leadership and direction of the building principal and the designated Title I Coordinator, with particular attention paid to the participation and involvement of parents whose children are receiving Title I services. ADOPTION DATE: First Reading: September 22, 2014 Second Reading: October 13, 2014 School District of Platteville Platteville, Wisconsin
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