TABLE OF CONTENTS
SERIES 300
INSTRUCTIONAL POLICIES

310 INSTRUCTIONAL GOALS AND OBJECTIVES
311 ACADEMIC FREEDOM
321 SCHOOL CALENDAR
322 SCHOOL DAY
323.1 HOLIDAYS AND SPECIAL EVENTS
323.2 SPECIAL OBSERVANCE DAYS
323.2 RULE - SPECIAL OBSERVANCE DAYS
330 CURRICULUM DEVELOPMENT
331 CURRICULUM GUIDES
332 EXPERIMENTAL/INNOVATIVE PROGRAMS
333 PARENT RIGHTS IN THE CURRICULUM
334 CURRICULUM EVALUATION
341.2 HEALTH EDUCATION
342.1 LOCAL AGENCY SPECIAL EDUCATION PROGRAM
342.11 INDEPENDENT EDUCATIONAL EVALUATION
342.2 HOMEBOUND INSTRUCTION
342.3 PROGRAMS FOR CHILDREN AT RISK
342.4 GIFTED AND TALENTED PROGRAM (ABLE LEARNER PROGRAM)
342.5 TITLE I PROGRAMS 
     Comparability
     Title I Services on site to Private Religious Schools
342.6 ALTERNATIVE PROGRAMS
342.7 INDIVIDUAL AND REMEDIAL SERVICES
342.8 YOUTH OPTIONS PROGRAM
342.12 TECHNOLOGY CONCERNS FOR STUDENTS WITH SPECIAL NEEDS
343.2 CLASS SIZE
345.1 GRADING SYSTEM
345.11 PROCEDURES FOR ACADEMIC EXCELLENCE SCHOLARSHIPS (2008) 
     Criteria Used for Selection
345.11 PROCEDURES FOR ACADEMIC EXCELLENCE SCHOLARSHIPS (2010) 
     Criteria Used for Selection
345.2 PROGRESS REPORTING TO PARENTS
345.3 HOMEWORK
345.4 PROMOTION/RETENTION
345.41 PROMOTION OF FOURTH AND EIGHTH GRADE STUDENTS
345.41 EXHIBIT 1 FLOW CHART FOR GRADE 4 ADVANCEMENT
345.41 PROMOTION OF FOURTH AND EIGHTH GRADE STUDENTS
345.41 EXHIBIT 2 FLOW CHART FOR GRADE 8 ADVANCEMENT
345.5 GRADUATION REQUIREMENTS 
     Additional Criteria
345.51 GRADUATION REQUIREMENTS AS OF 2005
345.51 EXHIBIT - GRADUATION REQUIREMENT FLOW CHART
345.52 - EARLY GRADUATION
345.53 DIPLOMAS FOR VETERANS
346 TESTING PROGRAM
346.1 DISTRICT TESTING OF STUDENTS WITH DISABILITIES AND LIMITED-ENGLISH PROFICIENCY
346.1 RULE GUIDELINES FOR TESTING PROGRAM EXEMPTIONS 
     Third Grade Reading Tests
     Fourth, Eighth, and Tenth Grade Tests
347 STUDENT RECORDS
347-RULE(1) GUIDELINES FOR THE CONTROL AND MAINTENANCE OF STUDENT RECORDS 
     Definitions
     Confidentiality
     Parent Access to Records
     Maintenance and destruction of records
     Transfer of Student Records
347-RULE(2) STUDENT RECORDS FILES
347 EXHIBIT – REQUEST TO DISCLOSE DIRECTORY INFORMATION
348 RESEARCH AND SURVEYS IN THE SCHOOLS
349 PARENT RIGHTS AND DISTRICT PROGRAMS/ACTIVITIES
351 SUMMER SCHOOL
352 FIELD TRIPS
352-RULE FIELD TRIP PLANNING CRITERIA
352 EXHIBIT 1 PARENT/GUARDIAN PERMISSION & FIELD TRIP FORM
353 COMMUNITY RESOURCES
354 TRAVEL AND EXCHANGE PROGRAMS 
     Extended Field Trips or Foreign Study Tours
360 INSTRUCTIONAL RESOURCES
361 INSTRUCTIONAL MATERIALS 
     Definition
361 RULE PROCEDURES FOR SELECTION AND RECONSIDERATION OF INSTRUCTIONAL MATERIALS 
     Instructional Materials Selection
     Reconsideration of Instructional Materials
361 EXHIBIT 1 CHECKLIST FOR THE EVALUATION OF INSTRUCTIONAL MATERIALS FOR BIAS
361.1 LIBRARY MATERIALS
361.1-RULE PROCEDURES FOR SELECTION AND RECONSIDERATION OF LIBRARY MATERIALS
     Library Materials Selection
     Criteria for selection of materials
     Weeding of Library Materials
     Donations
     Resource Sharing 
     Overdue Library Materials
     Lost and Damaged Materials 
     Intellectual Freedom
     Reconsideration of Library Materials
361.1-EXHIBIT 1 LIBRARY BILL OF RIGHTS
361.1 – EXHIBIT 1A ACCESS TO RESOURCES AND SERVICES IN THE SCHOOL LIBRARY MEDIA PROGRAM
361.1-EXHIBIT 2 REQUEST FOR LIMITING ACCESS TO LIBRARY MEDIA MATERIALS
361.1-EXHIBIT 3 REQUEST FOR RECONSIDERATION OF INSTRUCTIONAL OR LIBRARY MEDIA MATERIALS
361.1-EXHIBIT (4) THE FREEDOM TO READ STATEMENT
361.2 LIBRARY MEDIA SERVICES
361.2-RULE ACCESS TO LIBRARY MEDIA CENTERS
361.3. LIBRARY MEDIA CONFIDENTIALITY
361.3-RULE CONFIDENTIALITY OF LIBRARY RECORDS
361.3-EXHIBIT (1) AASL STATEMENT ON THE CONFIDENTIALITY OF LIBRARY RECORDS
363 GUIDANCE PROGRAM
364 PSYCHOLOGICAL SERVICES
364-RULE PSYCHOLOGICAL SERVICES REFERRALS
365.1 NETWORK AND INTERNET ACCEPTABLE USE POLICY 
     Restricted Uses
     Consequences of Violations
     Remedies and Recourses
365.1 RULE NETWORK AND ACCEPTABLE USE GUIDELINES
     The School District Network
     The Internet
     Moral and Ethical Issues
     Electric Libraries 
     Who is Watching?
     Privacy
     Site Security
     Compatibility with WRDN 
     PII – Personally Identifiable Information 
     School Conduct Standards 
     The Law 
     Contractual Agreements/Business partnerships
     Plagiarism
     Copyright 
     Advertising 
     Using Resources 
     Using the WRDN 
     Web Page Guidelines 
     Electronic Mail Guidelines 
     Voice Mail
     Equity Concerns
365.1-EXHIBIT 1 INDEPENDENT USE STUDENT CONSENT AND WAIVER
365.1-EXHIBIT 2 WRDN EMPLOYEE ACKNOWLEDGEMENT AND WAIVER
370 CO-CURRICULAR ACTIVITIES
371 STUDENT ORGANIZATIONS
371.1 EQUAL ACCESS
371.1-RULE GUIDELINES FOR EQUAL ACCESS
     Requests 
     Facility Usage 
     Supervision 
     Attendance 
     Conduct 
     Content
372 STUDENT PUBLICATIONS
373 STUDENT SOCIAL EVENTS AND ACTIVITIES
374 STUDENT FUNDRAISING ACTIVITIES
375 STUDENT ACTIVITY FUNDS MANAGEMENT
375-RULE STUDENT ACTIVITY FUND MANAGEMENT GUIDELINES
376 INTRAMURAL ATHLETICS
377 INTERSCHOLASTIC COMPETITION
378 STUDENT PERFORMANCES
378-RULE GUIDELINES FOR STUDENT PERFORMANCES IN PUBLIC EVENTS
379 STUDENT CONTESTS
380 ANIMALS IN THE SCHOOL
     Purpose of Animals in the Schools Policy 
     Resident Animals in Schools
     Animal Selection
     Approval of Resident Animal
     Care of Resident Animal
     Transportation of Animals 
     Animal Visitation To Schools
     Certified Service Dogs
380 EXHIBIT 1 ANIMALS IN SCHOOL - STUDENT ALLERGY INFORMATION
380 EXHIBIT 2 ANIMALS IN SCHOOLS – RESIDENT ANIMAL REQUEST
381 FLAG DISPLAYS AND PLEDGE OF ALLEGIANCE
382 SCHOOL ASSEMBLIES
382-RULE GUIDELINES FOR HIGH SCHOOL ASSEMBLIES (POLITICAL CAMPAIGNS)
383 SCHOOL SYMBOLS
385 TEACHING ABOUT CONTROVERSIAL ISSUES
386 RELIGION IN THE SCHOOLS

310 INSTRUCTIONAL GOALS AND OBJECTIVES

Development of the instructional program is a key responsibility of the Board. Development of instructional policies is a joint responsibility of the Board and the professional staff.

An optimal instructional program can be developed when the Board and professional staff work together in an atmosphere of mutual trust and understanding of rights and responsibilities. The Board is accountable for formulating and communicating the general goals or purposes of the schools, which should reflect the district's needs, resources and general characteristics. The Board also interprets to district citizens the educational needs, trends and programs, which will enhance the instructional program and meet the needs of future growth and development.

The professional staff implements the teaching and learning processes. The Board supports and supplements professional staff efforts by providing needed materials, equipment and other facilitating action requested by the staff. The Board also encourages and expects individual schools, departments and staffs to develop their particular philosophy, goals and methods within the guidelines of overall Board policies.

Consistent with its philosophy, the School District of Wisconsin Rapids shall assume primary responsibility for and instruct each student toward maximum achievement of the following related educational goals and specific objectives. Schools shall:

1. Provide opportunities for each student to develop a positive self image within the context of his/her own heritage and within the larger context of the total society.

Objectives- The learner will:

     a. know and respect him/herself.

     b. recognize his/her strengths and limitations in setting personal goals.

     c. develop his/her interests and potentials in order to achieve those personal goals.

     d. have insight into one's own value structure, how values affect one's life and relationship with others.

2. Foster an environment where students, all school personnel and other community members interrelate to seek self knowledge, understanding, appreciation, respect and concern for all human beings.

Objectives- The learner will:

     a. contribute to the well-being of society in all areas of his/her life and place a higher value on people than things.

     b. understand, acknowledge and appreciate the value systems, cultures, customs and history of his/her own heritage as well as those of others.

     c. possess the skills and attitudes necessary to initiate and maintain personal friendships and form responsible relationships with a wide variety of people.

3. Explore and implement the best possible ways for students to acquire and apply the fundamental skills for learning.

 Objectives- The learner will:

     a. comprehend ideas and facts through reading, observing and listening.

     b. communicate ideas and facts through reading, writing and speaking.

     c. use the processes of language, science and mathematics.

     d. perform psychomotor (mental-physical) activities necessary to learning.

     e. use problem-solving techniques and processes used in decision making.

4. Develop self concepts and physical skills in accordance with each child's potential.

Objectives- The learner will:

     a. have the basic physical and mental health necessary for his/her optimum growth and development.

     b. have an awareness of and an incentive to use community resources essential to assure his/her optimum mental and physical health.

     c. understand the emotional and social aspects of human sexuality.

     d. understand the interrelationship of mental and physical health.

     e. recognize leisure time activities as a vital part of human life, and possess sufficient skill and interest in an area of activity other than that of his/her vocational choice to be able to make constructive use of leisure time.

     f. demonstrate knowledge, use and appreciation of safety principles, concepts and practices.

     g. possess knowledge concerning the various body systems and how they are affected by dietary habits, physical and mental activity, drugs, alcohol, tobacco and poisons.

5. Offer students an education that prepares them to make appropriate decisions from the post secondary alternatives within the occupational, academic and technical paths, and offer students an ed¬ucation that creates within them the desire to continually update their knowledge and occupational skills by participating in a lifelong learning process.

Objectives- The learner will:

     a. have a respect for the dignity of all occupations and the desire to pursue a satisfying vocation.

     b. have knowledge of the possibilities for continuing self-development in light of increasing educational and leisure time opportunities.

     c. have developed those occupational competencies consistent with his/her interests, aptitudes and abilities which are prerequisite to entry and advancement in the economic system and/or academic preparation for acquisition of technical or professional skills through post-high school training.

     d. have acquired a knowledge and understanding of the opportunities to learn afforded by the surrounding community and its ever-changing social, economic and political environments.

6. Offer opportunities for learning in the fine arts in every major area of emphasis in the curriculum.

Objectives- The learner will:

     a. be exposed to quality examples in literature, drama, dance, music, painting, sculpture and architecture in order to develop an awareness of aesthetic fundamentals and standards, and the implications of discrimination.

     b. be given multiple opportunities to become involved in the creative process of making music, producing art and creative writing and the other art forms with an emphasis upon the values of self-expression as a personal satisfaction of his/her needs.

     c. be encouraged toward involvement in the fine arts oriented activities present in the local community both for the recreational benefits and the accompanying aesthetic understandings.

7. Offer opportunities for students to learn and practice their roles, rights, and responsi¬bilities within an appropriately structured learning environment, furthering one's citizenship and the quality of his/her acceptance and responsibility toward membership in the locality, state, nation, and world.

Objectives- The learner will:

     a. gain understanding of the structure, governance and governmental heritage of society (communities, state, nation, world).

     b. gain understanding of the importance of effective participation in fulfilling his/her obligation to society and gain respect for law and self-governance.

     c. have furthered the skills to participate in a democratic society as a result of his/her total school experience.

8. Develop in students an understanding of those factors that affect both their own economic condition as well as the standards of living among the world community, to insure an effective participation in the economy as a consumer and producer of goods and services, and to further an under¬standing of personal and world economics and the relation of govern¬ment to economy.

Objectives- The learner will:

     a. further the ability to evaluate his/her needs, match products to needs and effectively use products and natural resources.

     b. understand the various systems of production and distribution and the ways in which these systems influence the lives of individuals.

     c. understand the relationship between individual consumption of goods and the effect on the environment.

     d. understand the process of obtaining employment, planning and budgeting personal income, saving and investing, and financing major purchases.

     e. be aware of the agencies which assist and protect consumers and producers.

     f. be aware of national and international business organizations, monetary systems and the effects of government on their economies.

9. Provide experiences leading to the acquisition of knowledge, skills and attitudes that will enable society to develop a balanced use of natural resources recognizing the concurrent rights of present and future generations.

Objectives- The learner will:

     a. acquire knowledge and understanding of the social, physical and biological worlds and the balance between man and the environment.

     b. gain attitudes and behaviors leading to the appreciation, maintenance, protection and improvement of the physical environment.

     c. acquire knowledge and skills which enable them to (1) improve their personal environment; (2) discriminate in their producing, use and purchasing practices in relation to ecological considerations; and (3) be a responsible developer and user of technology.

10. Provide an environment wherein students can develop and further skills of thinking for creative and constructive adaptations to changes affecting their environment and the potential quality of their lives.

Objective- The learner will further his/her skills in the logical processes of search, analysis, synthesis, evaluation and abstract thinking.

LEGAL REFERENCES: 118.01 Wisconsin Statutes
118.30(1)(g)
121.02 (1)

APPROVED: November 11, 1974

REVISED: February 10, 1986
REVISED: April 9, 2001
 

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311 ACADEMIC FREEDOM

The Board endorses the principle of academic and professional freedom. Controversial issues should be a part of instructional programs when judgment of the professional staff deems the issues appropriate to the curriculum and to the maturity level of the student. Academic freedom is the right of the learner and his/her teacher to explore, present and discuss divergent points of view in the quest for knowledge and truth.

Academic freedom is not an absolute. It must be exercised within the basic ethical responsibilities of the teaching profession. Those responsibilities include:

1. a commitment to democratic tradition and its methods;

2. a concern for the welfare, growth, and development of children;

3. the method of scholarship; (learning, instruction)

4. application of good taste and judgment in selecting and employing materials and methods of instruction; and

5. reasonable adherence to the established curriculum.

CROSS REF.: 385, Teaching about Controversial Issues
386, Teaching about Religion

APPROVED: November 11, 1974

REVISED: February 13, 1996 – tentative approval

REVISED: April 9, 2001
 

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321 SCHOOL CALENDAR

The school calendar for the School District of Wisconsin Rapids shall be established by the Board in negotiations with the Wisconsin Rapids Education Association (WREA) and in accordance with guidelines outlined in the current employee agreement.

The Board encourages and supports reasonable efforts to have the schedule and calendar organized to promote the greatest possible flexibility and effectiveness for the District's instructional program and consistent with the District's mission statement.

The schedule should be organized to promote maximum coordination with other schools, including colleges, in the area. The Board also expects that the internal organization of the program will provide the best pos¬sible articulation among the various unit levels in the system.

The Board shall periodically direct the administration to review the or¬ganization plans and schedules as often as necessary and feasible.

Consistent with Department of Public Instruction regulations, the Board shall schedule at least 180 days of classroom instruction annually. A maximum of five days may be counted to meet this requirement if they are used for parent conferences or if school is closed by the school district administrator because of inclement weather.

LEGAL REF.: Sections 115.01(10) Wisconsin Statutes
118.045
120.12(15)
120.44
121.02(1)(f)
PI 8.01(2)(f), Wisconsin Administrative Code

CROSS REF.: WREA Agreement

APPROVED: November 11, 1974

REVISED: July 13, 1988

REFISED: April 9, 2001
 

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322 SCHOOL DAY

The Board shall schedule the hours of a normal school day, as required by state law. In establishing the schedule, comments from parents, staff and school district residents on proposed rules and schedules of hours may be heard, and any past public complaints shall be considered by the Board. It is recognized that schedules will differ from building to building based on variables such as grade level, transportation issues and location.

Upon approval by the Board, the schedule of hours of a normal school day will be communicated to parents, the community at large, and the media.

The District shall annually schedule and hold at least 1,050 hours of direct student instruction in kindergarten through grade 6, and at least 1,137 hours of direct student instruction in grades 7 through 12. The school hours shall be computed according to guidelines as developed by the Wisconsin Department of Public Instruction.

The Superintendent shall closely monitor compliance with the schedule of the hours of a normal school day and recommend to the Board any actions necessary to comply with this policy and applicable law.

LEGAL REF.: Sections 115.01(10) Wisconsin Statutes
120.12(15)
120.44
121.02(1)(f)2
PI 8.01(2)(f)2, Wisconsin Administrative Code

CROSS REF.: WREA Agreement

APPROVED: October 1970

REVISED: July 13, 1988

REVISED: April 9, 2001
 

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323.1 HOLIDAYS AND SPECIAL EVENTS

Holidays and special events may be recognized in our schools within the mores of our culture as long as such recognition respects the rights and feelings of minorities and is consistent with law.

Songs and customs which come from the various ethnic and racial segments of the population may be used so as to broaden the awareness of district students to the contributions which each such segment has made to the composite American culture.

No public funds may be used in any way to benefit sectarianism in our public schools. No books, papers or utterances of a sectarian char¬acter shall be used except for instructional purposes in comparative education and
in studies of history and great literature.

CROSS REF.: 386, Teaching about Religion
411, Discrimination and Harassment Prohibited
Equal Access Act

APPROVED: November 11, 1974

REVISED: April 9, 2001
 

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323.2 SPECIAL OBSERVANCE DAYS

The administration, along with teaching staff, shall be responsible for providing appropriate activities for the observance of special days outlined in state law.

If any observance day falls on a weekend, the observance shall be on a school day immediately preceding or following such day.

LEGAL REF.: Sections 118.02 Wisconsin Statutes
118.025

CROSS REF.: 323.2-Rule, Special Observance Days
WREA Agreement

APPROVED: April 9, 2001
 

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323.2 RULE - SPECIAL OBSERVANCE DAYS

The following days shall be appropriately observed in the School District of Wisconsin Rapids:
 

The last Friday in April shall be observed as Arbor Day, unless another day is designated by the Governor.

APPROVED: April 9, 2001
 

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330 CURRICULUM DEVELOPMENT

The school district shall provide for a learning program based on devel¬oped objectives covering skills, knowledge, and values. The learning program shall be subject to measurement as a means for assessing the validity of adopted goals and the performance of the schools in meeting those goals.

The district's curriculum shall be in harmony with the Board's adopted Mission Statement goals, academic standards, and state law. Curriculum development by the professional staff shall be guided by such factors as:

1. Actual studies and information concerning the needs of district students,

2. the range of abilities, aptitudes and interests of district students,

3. aspirations of residents of the school district for district students, and

4. the mobility of the population, making it necessary to provide education for district students that would be useful anywhere in the country or in the world.

The Board desires that unnecessary duplication of work among the various school levels be eliminated, and that courses of study and syllabi be coordinated effectively.

An eight (8) year procedure for instructional improvement has been developed by the curriculum department. This eight (8) year procedure guides curriculum development within the district.

The Board is responsible for approving the school district curriculum and delegates to the professional staff the responsibility for development of necessary pro¬cedures. The Board favors providing opportunities for staff to help in curriculum development through such devices as workshops, study groups, assistance from outside consultants, and an extended school year to allow teachers to devote summertime to the effort. Teachers shall teach within the approved curricula.

EGAL REF.: Sections 118.01 Wisconsin Statutes
118.015
118.30(1)(g)
120.12(14)
120.13(13), (15)
120.44
121.02(1)(k) and (L)
PI 8.01(2)(k), Wisconsin Administrative Code

CROSS REF.: 310, Instructional Goals and Objectives
442.1, Student Involvement in Decisionmaking
Council for Instructional Improvement Handbook
WREA Agreement

APPROVED: November 11, 1974

REVISED: April 9, 2001
June 18, 2002
 

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331 CURRICULUM GUIDES

Instructional goals and objectives and course outlines shall be prepared by the pro¬fessional staff consistent with state law, the Mission Statement of the School District, Board goals and objectives and approved academic standards. Where possible, a student will be taught at his/her level of need and will not repeat that which he/she already knows.

The Superintendent, and through him/her, the curriculum and instruction program staff, and building administration, shall have general coordinating authority and supervision over the formation of all courses of study and instructional objectives.

LEGAL REF.: Sections 118.01 Wisconsin Statutes
118.24
118.30 (1)(g)
121.02(1)(k)
PI 8.01(2)(k), Wisconsin Administrative Code

APPROVED: November 11, 1974

REVISED: April 9, 2001
 

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332 EXPERIMENTAL/INNOVATIVE PROGRAMS

The Board encourages educational experimentation and innovative programs that indicate promise of practical long-range improvements for students based on educational research and best practice. They may take the form of pilot courses, cooperative teaching projects and the like. Once proven effective and feasible, the Board may wish to make such experimental or innovative programs avail¬able to all students who can benefit by them as rapidly as resources will permit.

The Board encourages development of continuing efforts to improve the in¬structional program. A process for research and development of new in¬structional programs should be a responsibility of the professional staff. Evaluation and measurement of the instructional program is necessary for guiding improvement efforts.

New courses and curriculum changes not normally a part of curriculum main¬tenance are to be presented formally to the Board for approval according to established procedures. The Board, will be kept informed of all changes or modifications within the instructional program at a minimum of once per school year.

CROSS REF.: 334 - Curriculum Evaluation
WREA Agreement

APPROVED: November 11, 1974

REVISED: April 9, 2001
 

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333 PARENT RIGHTS IN THE CURRICULUM

The Board recognizes the right of parents to inspect instructional materials at the school site and to deny their child's participation in certain curricular activities in accordance with state and federal laws and regulations. The Board also recognizes that reasonable accommodations with regard to examinations and other academic requirements may have to be made from time to time because of a student's sincerely held religious beliefs.

Requests regarding the above may be made to the building administrator. All requests shall be judged individually, based upon state and federal guidelines. If a parent/ guardian is not satisfied with the building administrator's decision, he/she may appeal to the Superintendent.

LEGAL REF.: 20 U.S.C., Section 1232h (Federal Hatch Amendments)
Sections 115.28(31) Wisconsin Statutes
115.35
118.01(2)(d)2c
118.019(1)(d)
PI 41, Wisconsin Administrative Code

CROSS REF.: 341.2, Health Education
385, Teaching about Controversial Issues
386, Teaching about Religion
411, Discrimination and Harassment Prohibited
871, Public Complaints about Instructional Materials

APPROVED: April 9, 2001
 

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334 CURRICULUM EVALUATION

In order to continue to offer district students the highest quality education opportunities and to assure the community that the school district is being operated efficiently and effectively, the administration and staff will implement a comprehensive curriculum renewal process according to the long-range evaluation plan approved by the Board.

The overall goals of this process are to:

1. Maintain state-of-the-art knowledge of best practices found in program literature and research and determine relevance for the district;

2. Update or revise curriculum documents that already exist;

3. Provide opportunities for staff to collaboratively work on common goals and learning targets for students; and

4. Provide decision-making information for resource acquisition.

LEGAL REF.: Section 121.02(1)(k) Wisconsin Statutes
PI 8.01(2)(k), Wisconsin Administrative Code

CROSS REF.: 330- Curriculum Development
Council for Instructional Improvement Handbook

APPROVED: September 1991

REVISED: April 9, 2001
 

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341.2 HEALTH EDUCATION

The Board believes that health education, consistent with state law, should include, but not necessarily be limited to instruction about controlled substances, tobacco, alcohol, mental health, sexually transmitted diseases, human growth and development and related health and safety topics. The Board believes that health education increases student knowledge, improves judgments, develops constructive attitudes, and increases the capacity to make wise decisions.

The health education program shall begin during the elementary grades and continue with a planned sequence of instruction throughout the school experience of the student.

The program shall be focused on findings of medical and psychi¬atric research and clinical experience as well as legal implica¬tions. Without basic facts from these professions, no health education program can be effective.

Consistent with state law, health information concerning drug abuse and sexually transmitted diseases shall be a required part of the total health program. These areas of concern shall not represent the total program nor detract from it, but shall be recognized in the broader context of health education.

The health education program shall give particular emphasis to any health problem that is prevalent in the state, community or in a particular school.

The Board shall provide up-to-date materials and resources for effective instructional programming in this important area.

No student may be required to take instruction in these subjects if his/her parent/guardian files a written objection.

LEGAL REF.: Sections 115.35 Wisconsin Statutes
118.01(2)(d)
118.33
121.02(1)(j), (k) and (L)
PI 8.01(2)(j), (k), (L), Wisconsin Administrative Code

CROSS REF.: 333 - Parent Rights and the Curriculum
K-12 Health Education Curriculum Guides
K-12 Human Growth and Development Curriculum Guides

APPROVED: November 11, 1974

REVISED: April 9, 2001

REVIEWED BY THE BOARD: September 12, 1994
 

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342.1 LOCAL AGENCY SPECIAL EDUCATION PROGRAM

The Board of Education shall provide a free and appropriate public education to each child with a disability within its jurisdiction, regardless of the nature or severity of the disability. Educational and other services shall be provided either locally or through agreements with other school districts or agencies and shall be provided in accordance with state and federal law.

Procedures for screening, referring, identifying and serving children with disabilities shall be consistent with an adapted and DPI approved version of the Wisconsin Department of Public Instruction Model Local Educational Agency Special Education Policies and Procedures, which shall be considered as part of the district’s special education handbook. The district special education handbook shall be considered Board policy.

LEGAL REF: Chapter 115, Subchapter V Wisconsin Statutes
Section 118.13
PI 11, Wisconsin Administrative Code
Section 504 of the Rehabilitation Act of 1973
Individuals with Disabilities Education Act
Americans with Disabilities Act of 2004

CROSS REF.: 411, Discrimination and Harassment Prohibited
Section 504 Plan
CESA 5 Special Education Handbook

ADOPTED: 9-12-88

REVISED: 2-14-2000
REVISED: April 9, 2001
REVISED: February 11, 2008
 

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342.11 INDEPENDENT EDUCATIONAL EVALUATION

An independent educational evaluation (“IEE”) is an evaluation conducted by a qualified examiner who is not an employee of a student’s school district. A parent has a right to an IEE at public expense if the parent disagrees with an evaluation that the school district conducted. For purposes of this policy, “evaluation” means the procedures used to determine whether a child has a disability and the nature and extend of the special education and related services the child needs. In the event the district receives a parent request for an IEE, the district must either provide the IEE at school expense pursuant to this policy or request a due process hearing to show that its evaluation is appropriate. The IEE must meet district criteria for IEEs, which is the same criteria that the district uses when it conducts its own evaluations. If the district requests a due process hearing and the hearing officer determines that the district’s evaluation is appropriate, the parent still has a right to an IEE, but not at public expense. Parents may only request one publicly funded IEE for each evaluation completed by the school district.

Procedure to Obtain an IEE at Public Expense:

1. The parents should submit to the school district, a written request for an IEE, and should include in such request an explanation of their reasons for objecting to the evaluation obtained by the district. However, the district will not deny parents a publicly funded IEE because they fail to provide the district with such a written request or to provide reasons for requesting an IEE.

2. If a parent requests an IEE, the district will provide the following information:

     a. A list of the names and addresses of IEE examiners located in the area. The list will consist of IEE examiners who, in the school district’s judgement, are qualified to perform the evaluation requested by the parents. If a qualified examiner is not located in the area, the district will identify a qualified examiner located elsewhere in the State of Wisconsin.

     b. A description of the school district’s criteria for selection of IEE examiners.

3. Minimum Qualifications for IEE examiners. The school district will not pay for an IEE unless the IEE complies with the following criteria or the parents can show unique circumstances that justify a publicly funded IEE that does not meet the criteria.

     a. The prospective IEE examiner (the “Examiner”) must hold a valid license from the State of Wisconsin in the field related to the known or suspected disability. The Examiner must have extensive training in evaluation of the area(s) of concern and be able to interpret instructional implications of the evaluation results. In instances where no “applicable license” exists, the evaluator must provide documentation of extensive and recent training and experience related to the known or suspected disability.

     b. The Examiner must be located within fifty (50) miles of the school district, and must conduct the evaluation within school district boundaries.

     c. The Examiner may only charge fees for educational evaluation services that, in the sole judgment of the school district, are reasonable.

     d. The Examiner shall have no employment, ownership interest or association with private schools or private instructional services agencies who are in the business of educating pre-school to high school-age students.

     e. The Examiner shall have no history of consistent bias against public schools.

     f. The Examiner must be permitted to directly communicate and share information with members of the IEP Team. The Examiner must also agree to release the assessment and results, including parent and teacher surveys, prior to receipt of payment for services.

     g. If the School District evaluation included an observation of the child in one or more educational settings, the IEE shall include at least one observation in that setting. Evaluators shall make at least one contact with the child’s general education teacher for the purpose of determining how the student is progressing in the general curriculum. In addition, evaluators are encouraged to made additional contacts with other involved general or special education teachers. If the purpose of the evaluation is to address a learning disability, an observation of the child is a required evaluation component.

4. The maximum allowable cost for an Examiner will be the average cost per day or per hour for a similarly qualified staff member employed by the school district during the current school year, as determined by the Director of Pupil Services. In the unusual event the Examiner is one not typically employed by the school district, such as a medical doctor, psychiatrist, clinical psychologist, or other similar professional, reimbursement of costs will be limited to reasonable and customary charges as determined by the school district and its insurance carrier. The district shall not be responsible for reimbursement of travel costs or other related costs incurred by the parents in connection with their arrangement of, or their attendance at the IEE, unless the parents can demonstrate that necessary services are not available in the community.

5. The school district will permit parents to show that unique circumstances justify an IEE that exceeds the maximum allowable costs. If the total cost of the IEE exceeds the maximum allowable costs and if, in the school district’s sole judgement, there is no justification for the excess cost, the cost of the IEE will be funded up to the school district’s maximum allowable cost and no further. The parents shall be responsible for any remaining costs.

For more information, parents may request a copy of Bulletin 99.02 “Independent Educational Evaluations (IEEs)” from the Director of Pupil Services, Wisconsin Rapids Public Schools, or from the Department of Public Instruction, Division of Learning Support: Equity and Advocacy.

APPROVED: April 9, 2001
 

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342.2 HOMEBOUND INSTRUCTION

Homebound instruction will be provided to students who are physically or emotionally unable to attend school over an anticipated period of 30 continuous days. A physician's statement declaring the student is unable to attend school for physical or emotional reasons is required. The pupil services department will be responsible for the implementation and evaluation of homebound services.

LEGAL REF.: Sections 118.15(1)(d)(5) Wisconsin Statutes
Chapter 115, Subchapter V
PI 11.31, Wisconsin Administrative Code

CROSS REF.: 447.3, Suspension/Expulsion
Shared Services Agreement with School District of Marshfield

APPROVED: June 12, 1989

REVISED: April 9, 2001
 

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342.3 PROGRAMS FOR CHILDREN AT RISK

The Board shall establish programs to serve children in the district who are identified as being at risk of not graduating from high school, in accordance with state law. All programs developed for children at risk shall be designed to allow such students to meet high school graduation requirements.

Students shall be identified and referred to these programs in accordance with state regulations and guidelines established by the administration.

LEGAL REF.: Sections 118.153 Wisconsin Statutes
118.33
121.02(1)(n)
PI 8.01(2)(n), Wisconsin Administrative Code 25

CROSS REF.: 345.5, Graduation Requirements
Children At Risk Program Plan
Wisconsin Acts 123

APPROVED: April 9, 2001
 

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342.4 GIFTED AND TALENTED PROGRAM (ABLE LEARNER PROGRAM)

The School District of Wisconsin Rapids is committed to the concept that every human being is a unique and valuable individual. Every child, therefore, is entitled to an education commensurate to his/her own ability. To meet this need, the district accepts the complex responsibility of challenging, stimulating and sharpening young minds at appropriate levels.

The district believes that gifted behaviors can be nurtured in a broad range of children. The diverse regular classroom becomes the framework of the program and the regular classroom teacher the cornerstone. Within the diversity of this regular classroom, individual differences need to be accepted and cultivated.

The primary function of the Able Learner Program (ALP) is to assess the strengths, talents and sustained interests of this diverse body of students. After careful assessment and diagnosis, it is necessary to build the flexible programming required to meet these diverse needs. The ALP recognizes the need to coordinate staff development efforts, instructional materials center resources and counseling services to aid the regular classroom teacher in insuring the optimal development of all students.

Reports on the ALP will be provided to the Board of Education on a periodic basis.

LEGAL REF.: Sections 118.35 Wisconsin Statutes
121.02(1)(t)
PI 8.01(2)(t), Wisconsin Administrative Code

CROSS REF.: Able Learner Program Plan

APPROVED: April 9, 2001
 

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342.5 TITLE I PROGRAMS

The Board shall participate in the federal Title I Program to provide supplementary services to selected students in grades kindergarten through third.

Comparability

As required by the Improving America’s School Act of 1994, Wisconsin Rapids Public Schools has established and implemented a district wide salary schedule and will use state and local funds to provide services in Title I project areas, which if taken as a whole, are at least comparable to services being provided in areas not receiving funds under this chapter. Should all school attendance areas be designated as project areas, state and local funds will be used to provide services which are substantially comparable in each project area.

It is thus the stated policy of this district to ensure equivalency among schools or grade levels within this district in provision of:

1. Teachers, administrators and auxiliary personnel.
2. Curriculum materials and instructional supplies.

Documentation verifying compliance with this policy will be updated annually and will be available for SEA/DPI or auditors review upon request.

It is understood that unpredictable changes in enrollment or personnel assignments which occur after the beginning of a school year need not be included as a factor in determining comparability of services.
Title I Services on site to Private Religious Schools

Title I services provided to private school students on site at the private school:

- May be available only to eligible students;
- Shall be provided through an employee whose employment is under the control and supervision of the Board;
- Shall be secular, neutral and non-ideological; and
- Shall supplement and not supplant private school services.

The Board shall retain control of the federal funds and title to all instructional materials used.

The Board recognizes the importance of parent involvement in the Title I Program and, therefore, will provide appropriate opportunities for parents to become involved in the design and implementation of the District's program.

Specific activities for parent involvement in the district's Title I Program shall be developed. These activities shall be reported to the Board on an annual basis.

LEGAL REF.: Chapter I of the Education Consolidation and Improvement Act of 1981
Elementary and Secondary School Improvement Amendments of 1988 (Section 1018 Subsection (c))
Improving America’s School Act of 1994 (PL 103-382)

CROSS REF.: 870 – Public Complaints
APPROVED: April 9, 2001
 

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342.6 ALTERNATIVE PROGRAMS

The Board expects the schools to maintain a positive learn¬ing environment emphasizing and relying on the
responsibilities of both staff and students in the pursuit and acceptance of their responsibilities. If a student possessing the ability to achieve at a satisfactory level does not do so because of his/her attitude, lack of effort, poor attendance or poor achievement, both the student and his/her school program may be reviewed by appropriate school personnel to determine possible courses of corrective action.

Findings from this review may result in a recommendation which may include:

1. Corrective adjustments in the student's current academic program

2. School work training, as appropriate

3. An alternative, out of school program or non-sectarian private school program located in the school district

4. Homebound instruction or studies

5. Enrollment in a public educational program.

6. A combination of the above

Students and their parents/guardians shall be informed annually of their right to request program or curriculum modifications as outlined above. When a student or parent requests a program or curriculum modification, the Administration will review the request and render a decision within time periods as specified by law. If a request is denied, the reason must be given.

LEGAL REF.: Section 118.15(1) Wisconsin Statutes

CROSS REF.: 431, Student Attendance

APPROVED: December 1980

REVISED: April 9, 2001
 

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342.7 INDIVIDUAL AND REMEDIAL SERVICES

The School District shall provide professional staff to work with individ¬ual students, or groups of students, who exhibit poor attendance, poor school adjustment, or other evidence of causes, largely external to the school, which may be interfering with their school progress, especially when the fullest cooperation from the parent(s) or guardian seems crucial to the establishment of a situation conducive to an improved response on the part of the student.

Such professional staff shall have an appropriate educational background in the issues being dealt with or have exhibited a special ability to help students improve their performance aspirations.

The School District of Wisconsin Rapids does not discriminate in the methods, practices and materials used for counseling, testing or evaluating students on the basis of gender, race, color, religion, national origin, ancestry, creed, pregnancy, marital or parental status, sexual orientation, or physical, mental, emotional, or learning disability or handicap. Discrimination complaints shall be processed in accordance with established procedures.

LEGAL REF.: Section 118.13 Wisconsin Statutes
PI 9.03, Wisconsin Administrative Code

CROSS REF.: 341.3, Reading Instruction
363, Guidance Program
364, Psychological Services
411-Rule, Student Discrimination and Harassment Complaint Procedures

APPROVED: November 11, 1974

REVISED: September 12, 1988

REVISED: April 9, 2001
February 11, 2008
 

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342.8 YOUTH OPTIONS PROGRAM

The Wisconsin Rapids Public Schools shall administer the Youth Options Program in accordance with state law and regulations. The Director of Pupil Services shall be responsible for administering the Youth Options Program. Students in grades 11 and 12 may participate in the Youth Options Program. This program provides eligible students an opportunity to take courses at technical colleges and institutions of higher education while in high school. Students interested in participating shall inform the Wisconsin Rapids Public Schools of their intention to take post secondary courses under this program, prior to enrollment in the course(s) and within designated timelines. Timelines for notifying the school board of the intention to participate in the Youth Options Program are by March 1 for the fall semester, and October 1 for the spring semester.

The Board shall determine whether a course taken through the Youth Options Program is comparable to a course offered in the District, whether it satisfies graduation requirements and what, if any, high school credits will be awarded to the student.

Courses taken as part of the Youth Options Program shall be paid for as follows

1. If the course is taken for high school credit and the course is not comparable to a course offered in the District, the Board shall pay the tuition and fees for the course.

2. If the course is taken for post secondary credit only or the course taken is comparable to a course offered in the District, the student shall pay the tuition and fees for the course.

3. If the student attending courses at a technical college under this program is a child with a disability, the Board shall also pay the costs of any special services required for the student as determined jointly by the District and technical college. The District may refuse to permit a child with a disability to attend a technical college under this program if it determines that the cost to the District would impose an undue financial burden on the District.

4. The District shall pay for no more than the equivalent of 18 post secondary semester credits (4 ½ high school credits) per student. The District shall not, however, limit the number of post secondary semester credits a student may take at his/her own expense. §118.55(7t)(a)

5. The District will pay only for the courses that are successfully completed. If a student receives a failing grade in a course or fails to complete the course, the student’s parent/guardian or the student, if an adult, is responsible for reimbursing the Wisconsin Rapids Public Schools for payment of the tuition and fees paid by the District. If this reimbursement is not made, the student on whose behalf the payment was made is ineligible for any further participation in the Youth Options Program. §118.55(7t)(c) and § 118.55(7r)(a)(5)

6. The District is responsible for tuition, course fees, and books. (§118.55(5), (6), and (7r) Wisconsin Statutes and Article X, Section 3) However, books and equipment purchased by the school district must be returned to the District upon completion of the course unless other arrangements are made. If a student intends to keep the books or equipment, or loses, damages, or destroys them, the District’s policy on return of books and equipment applies.

7. Students participating in the Youth Options Program shall be responsible for providing their own transportation to and from post secondary courses under this program. The student must also pay for incidental fees (activity pass, fines) and for equipment, tools, and supplies that will become property of the student.

All 9th, 10th, and 11th grade students enrolled in the Wisconsin Rapids Public Schools shall be informed of the Youth Options program annually.
Legal Reference: 2003 Wisconsin Act 131
Sections 118.55 (5), (6), (7r), and (7t), Wisconsin Statutes and Article X
Section 3 of the Wisconsin Constitution
Wisconsin Statutes as amended by 2003 Assembly Bill 183

Cross Reference:

APPROVED: September 13, 2004
 

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342.12 TECHNOLOGY CONCERNS FOR STUDENTS WITH SPECIAL NEEDS

Statement

The School District of Wisconsin Rapids shall provide special education and related services, including assistive technology, designed to meet the unique needs of each student with a disability, based on his/her individualized education program (IEP), as required by law.

Those students having special needs but not requiring an IEP, which may include but are not limited to, migrant students, homeless students, students living with poverty, and English Language Learners, will also be considered for assistive technology devices and/or services.

A student’s need for assistive technology shall be determined on a case-by-case basis. The District is responsible for determining the areas in which assistive technology may be a factor. This determination is based on identification of educational need, gathering appropriate information, and acquiring the assistive technology tools. If specific assistive technology is identified as being needed, a request is made of the District Technology coordinator for consideration and procurement.

LEGAL REF.: Chapter 115, Subchapter V, Wisconsin Statutes
Individuals with Disabilities Education Act Amendments of 1997

APPROVED: October 9, 2006
 

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343.2 CLASS SIZE

The Board recognizes the importance of maximizing learning opportunities for the students of the district. One of the methods of enhancing that learning is through the reduction of the teacher/learner ratio, particularly at primary units in the elementary schools of the district.

In this school district, the Board will encourage the modification of learning techniques and teaching strategies which must accompany lower teacher/learner ratios in order for those ratios to contribute to the educational success for learners. The Board will also encourage innovative methods of structuring the elementary and secondary units with resultant impact on curriculum, school building design, and staffing.

The Board will consider facility, type of student, budget, instructional strategies, and building structures as a part of the process of implementing the following teacher/learner ratios in the primary (K-3) units of the district. The ratios are goals and are to represent average ratios across the district, not for individual buildings.

Kindergarten: 1/18
Grade 1-3: 1/20

APPROVED: November 11, 1974

REVISED: December 11, 1989
January 8, 1990
December 12, 1994
April 9, 2001
 

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345.1 GRADING SYSTEM

The philosophy and practice of grading students shall be approved by the Board.

The School District of Wisconsin Rapids does not discriminate in the methods, practices and materials used for evaluating students on the basis of gender, race, color, religion, national origin, ancestry, creed, pregnancy, marital or parental status, sexual orientation or physical, mental, emotional or learning disability or handicap. Discrimination complaints shall be processed in accordance with established procedures.

LEGAL REF.: Section 118.13 Wisconsin Statutes
PI 9.03, Wisconsin Administrative Code

CROSS REF.: 411-Rule, Student Discrimination and Harassment Complaint Procedures
420 Rule – Guidelines for Transfer Students

APPROVED: November 11, 1974

REVISED: April 9, 2001
February 11, 2008
 

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345.11 PROCEDURES FOR ACADEMIC EXCELLENCE SCHOLARSHIPS (2008)

The Wisconsin Academic Excellence Scholarship is a state-supported program administered by the Higher Education Aids Board (HEAB). The program offers scholarship recipients a partial exemption from specified tuition and fees for post high school education as eligible higher education institutions in Wisconsin. This program is authorized under Wisconsin State Act 457.

This scholarship began in the 1990-1991 school year. Each school district is entitled to a specific number of scholarships based on 9-12 enrollment.

Criteria Used for Selection

Consistent with the statute (39.41 of Wisconsin State Statutes), the student (s) with the highest grade point average in all subjects, based on the individual high school’s grading scale and policy, will be eligible for this scholarship. Lincoln High School’s grading/ranking scale includes non-weighted grades. Scholarship(s) will be awarded to the highest-ranking students after the completion of seven semesters (grades 9-12). The State of Wisconsin determines the number of scholarships for which the school district is eligible each year.

In case of a tie based on the GPA (based on a 4.0 scale) the following tie-breaking procedure will be used beginning with step number one and proceeding to additional steps as necessary:

1. The principal will request the tied students and/or parents to submit a written commitment indicating their intent to attend a college, university or technical school in the State of Wisconsin, within 14 days of official notification of a tie.

2. The student with the highest composite ACT score available at the end of the seventh semester will be selected.

3. The principal will appoint a committee who will make the selection based on the following in no particular order:

A. Activity involvement in grades 9-12
B. Rigor of the curriculum
C. Number of credits completed in seven semesters
D. Any other factors as determined by the committee

The committee will consist of the high school principal, counselor(s), and teacher(s).

Students transferring into the Wisconsin Rapids Public School District must legally attend Lincoln High School for at least four semesters prior to the second semester of their senior year to qualify for this scholarship through our District.

Courses taken through home based study and foreign study abroad will be recorded on the student’s official high school transcript as credit only, not to be included in the GPA.

Students taking coursework at another high school, through correspondence course(s) or at an institute of higher learning (by 9th and 10th graders), will be granted the grade and credit on the student’s high school transcript, but will not be awarded honors point(s).

At the completion of tenth grade and thereafter, any student who completes courses at another high school (and transfers to Lincoln High School), completes correspondence course(s), or completes course(s) at an institution of higher learning will be granted the grade earned, credit, and honor point(s) on the high school transcript.

This policy becomes effective with the class of 2008.

LEGAL REF.: Wisconsin State Act 457
39.41 – Wisconsin State Statutes

APPROVED: December 14, 1998
REVISED: April 9, 2001
November 12, 2001
September 17, 2007
 

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345.11 PROCEDURES FOR ACADEMIC EXCELLENCE SCHOLARSHIPS (2010)

The Wisconsin Academic Excellence Scholarship is a state-supported program administered by the Higher Education Aids Board (HEAB). The program offers scholarship recipients a partial exemption from specified tuition and fees for post high school education as eligible higher education institutions in Wisconsin. This program is authorized under Wisconsin State Act 457.

This scholarship began in the 1990-1991 school year. Each school district is entitled to a specific number of scholarships based on 9-12 enrollment.

Criteria Used for Selection

Consistent with the statute (39.41 of Wisconsin State Statutes), the student (s) with the highest grade point average in all subjects, based on the individual high school’s grading scale and policy, will be eligible for this scholarship. Lincoln High School’s grading/ranking scale includes non-weighted grades. Scholarship(s) will be awarded to the highest-ranking students after the completion of seven semesters (grades 9-12). The State of Wisconsin determines the number of scholarships for which the school district is eligible each year.

In case of a tie based on the GPA (based on a 4.0 scale) the following tie-breaking procedure will be used beginning with step number one and proceeding to additional steps as necessary:

1. The principal will request the tied students and/or parents to submit a written commitment
indicating their intent to attend a college, university or technical school in the State of Wisconsin,
within 14 days of official notification of a tie.

2. Students with the largest number of AP course credits earned at Lincoln High School through the 7th semester.

3. The student with the most credits earned through seven semesters shall be selected. This includes
credits transferred and accepted by the school from other schools.

4. The student with the higher composite score on the American College Testing (ACT) shall be
selected.

5. The principal will appoint a committee who will make the selection based on the following in no particular
order:

E. Activity involvement in grades 9-12
F. Rigor of the curriculum
G. Number of credits completed in seven semesters
H. Any other factors as determined by the committee

The committee will consist of the high school principal, counselor(s), and teacher(s).

Students transferring into the Wisconsin Rapids Public School District must legally attend Lincoln High School for at least four semesters prior to the second semester of their senior year to qualify for this scholarship through our District.
Courses taken through home based study and foreign study abroad will be recorded on the student’s official high school transcript as credit only, not to be included in the GPA.

Students taking coursework at another high school, through correspondence course(s) or at an institute of higher learning (by 9th and 10th graders), will be granted the grade and credit on the student’s high school transcript, but will not be awarded honors point(s).

This policy becomes effective with the class of 2010.

LEGAL REF.: Wisconsin State Act 457
39.41 – Wisconsin State Statutes

APPROVED: December 14, 1998
REVISED: April 9, 2001
November 12, 2001
September 17, 2007
 

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345.2 PROGRESS REPORTING TO PARENTS

The Board wishes the professional staff to devise and maintain a variety of reporting methods so that each parent/guardian may be apprised of his/her child's progress.

In order to facilitate the partnership between school and home, the Board expects the professional staff to foster two-way communication with parents regarding student achievement.

CROSS REF.: WREA Agreement

APPROVED: November 11, 1974

REVISED: April 9, 2001
 

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345.3 HOMEWORK

The Board recognizes that a reasonable amount of study and preparation outside of the regular school day is necessary for the intellectual growth of students. Homework should have a valid educational purpose and should pertain to the objectives of the unit under study or the course being taken.

The Board also recognizes that the amount of homework will vary dependent upon a variety of factors unique to the learning environment of each classroom. The Board recognizes that the professional staff has discretion as regarding the amount of homework that is required. Further, it recognizes the value of student participation in home, school, and community activities, which contribute to the broader educational development of students. Homework
should not be unduly restrictive of the student's opportunity to participate in these activities.

The Board believes that students can develop better study habits and attain a higher level of achievement if they are permitted to study or begin homework assignments during class time, at the discretion of the classroom teacher.

The Board expects that homework content and procedures should be understood by students so that they are able to successfully complete the assigned tasks and activities with their own resources.

APPROVED: November 11, 1974

REVISED: April 9, 2001
 

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345.4 PROMOTION/RETENTION

It is the goal of the School District to assist students to reach their maximum potential. Retention, then, is one of many intervention tools that can be used by the School District to assist students to reach that goal. The determination of the appropriateness of retention as the best educational alternative for the student shall be made after careful and systematic consideration of the following factors:
 

 
If retention is to be considered as an educational alternative for the student, it is recommended that retention be done in the early grades of Kindergarten, first, second, or third.

The primary responsibility for making a decision about whether retention will be used as an educational alternative for the student or whether the student will be advanced to the next grade level will be made by a team of professionals at the building level with involvement from the parents. The team will consider all the necessary factors prior to making a decision regarding retention. Parents will be communicated with and involved in the process and decisions regarding retention. The appropriate District procedures will be followed regarding any decisions about retention of the student.

Retention decisions are team decisions made only after considering the factors in each case and exploring the various alternatives. While consensus is desirable, it may not always be possible. The building principal will be the individual ultimately responsible for making the final decision regarding retention. The decision may be appealed by the parents to the Superintendent of Schools.

The promotion/retention policy will not conflict with current state or federal statutes. Students must meet established criteria in order to be promoted from 4th to 5th grade or from 8th to 9th grade.(to be effective by September 1, 2002)

The Wisconsin Rapids Public Schools does not discriminate in the methods, practices and materials used for evaluating students on the basis of gender, race, religion, color, national origin, ancestry, creed, pregnancy, marital or parental, sexual orientation or physical, mental, emotional or learning disability or handicap in its educational programs or activities.

LEGAL REF.: Section 118.13 Wis. Statutes

CROFF REF.: 345.41 Promotion of 4th and 8th graders
411 Rule, Student Discrimination and Harassment Complaint Procedures

ADOPTED: November 1974

REVISED: August 1987
August 1998
April 9, 2001, February 11, 2008
 

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345.41 PROMOTION OF FOURTH AND EIGHTH GRADE STUDENTS

Beginning on September 1, 2002, Nno student may be promoted from the fourth grade to the fifth grade or from the eighth grade to the ninth grade unless the student satisfies the criteria for promotion in this policy. Other District policies relating to the promotion of students apply if they are not inconsistent with this policy.

The following criteria are to be considered in determining whether to promote a student from the fourth grade to the fifth grade or from the eighth grade to the ninth grade.

1. The fourth grade student's score on the fourth grade examination or the eighth grade student's score on the eighth grade examination. No student may be promoted from the fourth to the fifth grade or from the eighth to the ninth grade unless the student has attained a score of "Basic" or higher on the fourth and eighth grade WKCE in 4 of the 5 subtests of Reading, Language Arts, Mathematics, Science, and Social Studies, and met the District standard on the writing assessment. This criterion does not apply if the student has been excused from taking the examination as provided by law.

2. At the fourth grade level, the a student's academic performance and any additional academic criteria including the following: a score of "Basic" or above in three of the four areas of language arts, mathematics, social studies, and science as indicated on the student progress report for Grades 1-3, Benchmark Book level of gold by the second trimester of the fourth grade year, writing assessment score which meets the District standard on the District's third grade writing assessment, a score of "Basic" on the third grade Wisconsin Reading Comprehension Test, a score of "Basic" in six of the ten areas represented on the Grades 1-3 language arts performance tasks, or completion of goals on the IEP or Sec. 504 Plan, or completion of individual English as a Second Language goals.

1. At the fourth grade level, a student must earn a score of “Basic” on the WKCE-CRT in 3 of the 5 subtests of Reading, Language Arts, Mathematics, Science and Social Studies. Since this score is received in the late spring of the fourth grade year, additional areas of academic performance will be considered, including: 1) student progress reports in grades 1-3; 2) reading Benchmark Book level of Magenta (Reading Level 34) by the end of the first semester of the fourth grade year; 3) writing assessment scores on the District third and fourth grade writing assessments; 4) performance on the SAGE assessments in grades K-3; 5) Guided reading levels in grades 1-2; and 6) STAR Reading and Math scores.

3. At the eighth grade level, the student's academic performance and any additional academic criteria including the following: 1.51 GPA, re-take of failed core class(es) during summer school or the next regular school year, writing assessment score which meets the District standard on the District's seventh grade writing assessment, a score of "Basic" in eleven of the fifteen areas represented on the Grades 4-7 language arts performance tasks, or completion of goals on the IEP or Sec. 504 Plan, or completion of individual English as a Second Language goals.

42. Teacher recommendation for promotion/retention will be facilitated through the District Child Study Team (CST) process. Membership on the CST will include a the building administrator, school psychologist, parent, guidance counselor and teacher(s) currently working closely with the student. A Child Study Team Referral form needs to be completed for each CST that is held

Recommendations for promotion/retention will be based on, but not limited to, the following considerations:

Consensus of the CST is required to retain a student. If consensus is not possible, the building principal will be the individual responsible for making the final decision regarding retention of a students. Any appeal of the decision made by the CST would be made to the Superintendent of Schools.

53. Any student retained by any elementary school within the WRPS system will be retained throughout the District. Any student who enters the district, with a status of being retained within their last public school District will be retained within the WRPS system.

Any sStudents who spentd their full fourth grade year within the WRPS system will follow the policy as it is written. Any Sstudents who have spent less than a full year in the district will be considered for advancement based upon a thorough examination of the student's cumulative file, student progress reports from their previous school district, and growth demonstrated within the WRPS curriculum during the current school year. The building's Child Study Team will make a determination for advancement of the student to the fifth grade.

64. Accommodations to these requirements may be made for students with special education or English as a Second Language needs or requirements consistent with state law and established District policies and requirements.

The Superintendent (or his/her designee) shall be responsible for the general supervision and management of the advancement of students under this policy.

The Superintendent (or his/her designee) shall develop, review, and recommend policies so that the schools of the District can help prepare students to satisfy the criteria in this policy and to otherwise implement this policy.

The Superintendent (or his/her designee) shall develop practices and procedures to inform students and parents/guardians of the policy requirements and to inform students and parents/guardians of the academic progress of students.
Legal References:

Wisconsin Statutes: Administrative Code
118.30
118.33
115.915

118.15
118.153

118.35
120.12(22)
112.02
115.77(bg)
115.97 Pupil Assessment
High School Standards: Criteria for Promotion
School Age Parent

Compulsory School Attendance
Children At-Risk

Gifted & Talented Programs
Advanced Placement Examinations
School District Standards
Children with Disabilities
Bilingual-Bicultural Education Programs PI8
PI9

PI11
PI13
PI16
PI18
PI19
PI25
PI40 School District Standards
Pupil Nondiscrimination

Children With Exceptional Educational Needs
Bilingual-Bicultural Programs
Testing LEP or EEN Pupils in the 8th & 10th Grades
High School Graduation Standards
School Age Parents
Children At-Risk
Youth Options Programs

CROSS REFERENCES: Policy 345.4, Promotion/Retention

APPROVED: July 9, 2001

REVISED:

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345.41 EXHIBIT 1 FLOW CHART FOR GRADE 4 ADVANCEMENT

To qualify for grade advancement from Grade 4 to Grade 5 after September 1, 20028, a student must meet the following criteria:

Click here to view chart.

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345.41 PROMOTION OF FOURTH AND EIGHTH GRADE STUDENTS

No student may be promoted from eighth grade to ninth grade after September 1, 2008, unless the student satisfies the criteria for promotion in this policy.

1. At the seventh grade level, the student’s overall academic performance will be evaluated prior to the end of the third quarter grading period. Teachers and counselors will identify students in need of targeted interventions. The criteria used to determine such students may include the following: 1) failing one or more core classes; 2) below average score on the latest SRI (Scholastic Reading Inventory) Lexile Level reading test; 3) a score of Minimal or Basic on any area of the seventh grade WKCE-CRT; 4) poor attendance. Once the determination has been made that a student is not making appropriate academic progress, both the student and parent will receive a notification letter. Along with this letter, a copy of the statutes of truancy and attendance could be sent home.

2. Before the beginning of eighth grade, a set of interventions will be decided upon. An IPP (Individual Plan of Progress) will be written. As a requirement of the IPP, at least one of the following options may be considered:

• Enrollment in a guided study hall;
• Assignment to the Learning Resource Center;
• Contract signed by student/teacher/parent/counselor which addresses the areas of deficiency;
• Teacher mentoring;
• Tutoring;
• FOCUS program;
• READ 180;
• PLATO;
• Child Study Team
• Referral to the school psychologist;
• Attendance plan;
• Summer school;
• Portfolio or work samples documenting evidence of academic work;
• Other remediation options

3. At the beginning of eighth grade, eighth grade teachers will be notified of students with IPPs. No later than the end of the first semester of eighth grade, the IPP will be reviewed, and a Child Study Team could be established. Membership on the Child Study Team could include a building administrator, school psychologist, parent, counselor and teacher(s) currently working closely with the student. The Child Study Team will review/revise the current IPP and/or draft an IPP for newly identified students. Teachers and counselors will continue to identify any new candidates for retention throughout the eighth grade year, using the same criteria considered at the second semester of seventh grade. Intervention options will be considered as necessary.

4. Recommendation for promotion from the Child Study Team will include consideration of the following criteria: 1) failed classes; 2) a score of Basic or higher on the WKCE-CRT in the failed content area; 3) successful completion of all goals on the IPP; 4) a longitudinal review of WKCE scores; 5) STAR Reading and Math scores from grades 3-6, SRI Lexile Levels and/or the District Writing Assessment scores from grades 5 and 7; 6) acceptable attendance for all classes resulting from a conscious effort on the part of the student and the parent.

5. If a student does not meet the criteria listed in #4, the student will be expected to successfully complete an alternative instructional program as determined by the District and the Child Study Team. Some examples of alternative instructional programs include, but are not limited to; 1) successful completion of a summer school program in the area(s) of deficiency; 2) successful completion of the failed class(es) at the next grade level; 3) successful completion of a school defined portfolio or samples of academic work that provides evidence that the student has met the Wisconsin Model Academic Standards.

6. If an alternative instructional program is not successfully completed, the student will be retained. Consensus of the Child Study Team is required to retain a student. If consensus is not possible, the building principal will be the individual responsible for making the final decision regarding the retention of students. Any appeal of the decision made by the Child Study Team would be made to the Superintendent of Schools in writing within five (5) working days of parental notification.

7. Accommodations to these requirements shall be made for students with special education or English as a Second Language needs or requirements consistent with state law and established District policies and requirements.

The Superintendent (or his/her designee) shall be responsible for the general supervision and management of the advancement of students under this policy.

The Superintendent (or his/her designee) shall develop, review, and recommend policies so that the schools of the District can help prepare students to satisfy the criteria in this policy and to otherwise implement this policy.

The Superintendent (or his/her designee) shall develop practices and procedures to inform students and parents/guardians of the policy requirements and to inform students and parents/guardians of the academic progress of students.

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345.41 EXHIBIT 2 FLOW CHART FOR GRADE 8 ADVANCEMENT

To qualify for grade advancement from Grade 8 to Grade 9 after September 1, 20028 a student must meet the following criteria:

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ALL OF THE ABOVE IS REPLACED WITH THE FOLLOWING

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345.5 GRADUATION REQUIREMENTS

In order to graduate from Lincoln High School, a student must earn a minimum of 22.5 credits in grades 9-12, including the following credits:
 

Credit toward graduation will be granted in other programs as defined and detailed in state law.

Students transferring from non-accredited schools must attend the full senior year at Lincoln High School in order to obtain a Lincoln High School diploma.

Junior high school 9th grade credits are combined with 10-12 grade credits and counted toward high school graduation.

The following credits should be earned in grade 9:
 

Regarding students with 1.5 or more required credit deficiencies during 9th grade, the administrators from the junior high and high school will determine the 9th grader’s proper placement for the following school year. If agreement cannot be reached, students satisfactorily completing 2.5 or more required credits will make up credit deficiencies at Lincoln High School. The age of the student will not be a factor in terms of his or her retention or promotion from junior high school

In meeting the criteria above, the following requirements apply:

1. Physical education courses must be taken in I - II - III sequence. Upon completion of the sequence, students may elect to take additional physical education classes as elective credit.

2. Students will be enrolled in a class or participating in an activity approved by the School Board during each class period of each day.

3. All students in grades 9-12 are required to carry a minimum of 5.5 credits per year.

The high school principal shall be responsible for ensuring that students meet the requirements necessary for high school graduation. Decisions related to requirements, graduation, or participation in the graduation ceremony, is the responsibility of the high school principal. Accommodations may be made for students with exceptional educational interests, needs or requirements in accordance with established guidelines.

Additional Criteria

By Sept. 1, 2004, each school board shall develop a written policy specifying criteria for granting a high school diploma that are in addition to the credit requirements listed in section 118.33 (1)(a) of the statutes. The criteria shall include the student’s academic performance, and the recommendations of teachers.

LEGAL REF.: Sections 115.92 Wisconsin Statutes
118.153
118.33
118.33(1)(f) – amended through the 2001 Wisconsin Act 109
118.37 – amended through the 2003 Wisconsin Act 33
120.12(17)
120.44
121.02(1)(p)
PI 18, Wisconsin Administrative Code
PI 40

CROSS REF.: 420 Rule – Guidelines for Transfer Students

APPROVED: June 9, 1986

REVISED: April 9, 2001
November 11, 2002
January, 2004
 

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345.51 GRADUATION REQUIREMENTS AS OF 2005

2001 Wisconsin Act 109 (the budget repair bill) calls for a two-year delay in the administration of the High School Graduation Test.

In order to be eligible for a high school diploma after September 1, 2005, from the Wisconsin Rapids Public School District, students must meet the following graduation requirements:

1. Students must earn 22.5 credits if attending LHS, and 20 credits if attending RCHS in grades 9-12. and pass the sub-tests of language arts, mathematics, science, and social studies on the High School Graduation Test. This criterion does not apply if the student has been excused from taking the examination as provided by law. Students who have completed goals on the IEP or SEC. 504 Plan, or completed individual English as a Second Language goals may also be awarded a diploma.

2. If a student has not taken the High School Graduation Test or has not met the credit requirement described above, 12 diploma points must be earned for graduation. Parental Notification will be required to earn the diploma points. Diploma points will be awarded in the following areas: the following academic performance criteria will apply:

• Passed Summer School Course (failed area).
• Passed Regular Year Course (failed area).
• Tenth Grade WKCE (Score of Basic in failed area).
• 11th Grade Writing Assessment (Pre, post holistic score growth).
   

3. Teachers may also provide recommendations for graduation based upon the student’s academic performance. The teacher recommendations will be facilitated through a Student Study Team process. The Student Study Team will consist of a building principal, school psychologist, parent, counselor, and teacher(s) working closely with the student.

Recommendations for graduation will be based on, but not limited to, the following considerations:

• Prior retentions
• Social/emotional behavioral issues
• Learning disabilities
• Attendance
• Cultural and linguistic differences
• Availability of support services
• Alternative programs available to the student
• Student’s attitude
• Parent’s input
• Academic performance
• Extra-curricular activity involvement

4. Exceptions to these requirements are outlined below:

a. Students may be eligible for early graduation in accordance with established procedures.

b. Students transferring from another school system who have completed four or more semesters of course work and have made normal progress toward graduation will have their credit requirements determined by the high school principal and counseling staff. All other such transfer students will meet regular District credit requirements.

c. Students transferring into the District from a home-based private educational program may be eligible for a high school diploma if they have met the District credit requirements, the High School Graduation Test score requirement described above or its alternative and have successfully completed at least the final three semesters in full-time study at Lincoln High School.

d. The high school principal may provide other accommodations for students with special education or English as a Second Language needs or requirements.

5. Any appeal of the decision made not to award a diploma would be made to the Superintendent of Schools.

6. No student will participate in the graduation exercise that has not successfully completed the graduation requirements of the District. Students and their parents/guardians shall be kept informed of the students’ graduation status at regularly scheduled intervals.

7. Accommodations to these requirements may be made for students with special education or English as a Second Language needs or requirements consistent with state law and established District policies and requirements.

8. The Superintendent (or his/her designee) shall be responsible for the general supervision and management of the graduation of students under this policy.

The Superintendent (or his/her designee) shall develop, review, and recommend policies so that the schools of the District can help prepare students to satisfy the criteria in this policy and otherwise implement this policy.

The Superintendent (or his/her designee) shall develop practices and procedures to inform students and parents/guardians of the policy requirements and to inform students and parents/guardians of the academic progress of students.

Legal references:

Wisconsin Statutes: Administrative Code
118.30
118.33
115.915

118.15
118.153

118.35
120.12(22)
112.02
115.77(bg)
115.97 Pupil Assessment
High School Standards: Criteria for Promotion
School Age Parent

Compulsory School Attendance
Children At-Risk

Gifted * Talented Programs
Advanced Placement Examinations
School District Standards
Children with Disabilities
Bilingual-Bicultural Education Programs PI8
PI9

PI11
PI13
PI16
PI18
PI19
PI25
PI40 School District Standards
Pupil Nondiscrimination

Children With Exceptional Educational Needs
Bilingual-Bicultural Programs
Testing LEP or EEN Pupils in the 8th & 10th Grades
High School Graduation Standards
School Age Parents
Children At-Risk
Youth Options Programs

CROSS REFERENCES: Policy 345.5, Graduation Requirements

APPROVED: July 9, 2001
REVISED: November 11, 2002
January, 2004
 

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345.51 EXHIBIT - GRADUATION REQUIREMENT FLOW CHART

One of the following options (A,B, or C) Option A or B must be successfully completed for graduation:

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345.52 - EARLY GRADUATION

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345.53 DIPLOMAS FOR VETERANS

In order to recognize former students of the school district who left high school before completion of the usual high school graduation requirements to serve in the armed forces of our country during a war period, the Board of Education will consider awarding a diploma to such veterans under this policy.

A person may be awarded a diploma under this policy even though he/she has not satisfied the diploma or graduation requirements under other District policies and notwithstanding the graduation requirements of section 118.33(1) of the state statutes. Further, a person may be awarded a diploma under this policy even if the person has already received a high school equivalency diploma after serving on active duty in the armed forces, if the person meets the other requirements of this policy.

In order to be considered for receipt of a diploma under this policy, a person must satisfy the following criteria:

1. The person must be at least 65 years old;
2. The person must have attended high school in the District or attended high school in Wisconsin and resides in the school district;
3. The person must have left high school before receiving a high school diploma to join the U.S. armed forces during a war period (including, among others listed in section 45.35(5)(e) of the state statutes, World War II, the Korean Conflict, Vietnam War and Persian Gulf War); and
4. The person must have served on active duty under honorable conditions in the U.S. armed forces or in forces incorporated as part of the U.S. armed forces.

A person who received a high school equivalency diploma after serving on active duty under honorable conditions may also be awarded a diploma if the person meets 1 – 3 above.

Upon request, a high school diploma may also be awarded to a person who has died, but who, before dying, satisfied the conditions of 2 – 4 above.

A person requesting a diploma under this policy shall submit information to be used to determine whether he/she meets the above criteria. Such person also may, and is encouraged to, submit any other information relating to the person’s academic performance and community service in the District or elsewhere that may aid the superintendent or his/her designee and Board in considering the person’s request.

The superintendent or his/her designee shall determine whether a person requesting a diploma under this policy has satisfied the criteria outlined above and may adopt procedures needed to make that determination. The Board will consider a request for a diploma under this policy from any person who has been determined by the district administrator to have satisfied the criteria. The Board may also review any information submitted by the person and any information in District records relating to the person in deciding whether to grant a diploma under this policy.

APPROVED: July 9, 2001

REVISED: June 17, 2002
 

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346 TESTING PROGRAM

The school district will establish and maintain a testing program, which can be used, communicated and interpreted by the school and by the district.

The program will lend itself to:

1. A qualitative assessment of the educational program of the district for purposes of reporting the overall status of the district and charting the growth of their students, grades, schools, and areas from year to year.

2. Appropriate reports to the Board.

3. Interpretation and use by the teachers, counselors, and administrators so that the test findings will influence the guidance and counseling of individual children, and the development of a high quality curricu¬lum.

4. Utilizing two types of tests: 1) standardized tests for comparison with state and national norms, and 2) criterion referenced tests to assess growth and development of students as it relates to district curriculum.

The program will reflect the academic growth of students according to their own mental capacities and to local and national norms; minimize the workload of school personnel in terms of test administration, scoring, interpretation and use; be adequate and financially feasible; require reasonable training for involved school personnel; and assess the growth of students in the basic skills and subjects in the elementary and secondary grades. The Board expects a continual evaluation and updating of district testing programs with emphasis on long-range development of local norms based on references such as performance criteria.

The district testing program shall embody those tests required by state or federal law. Decisions regarding testing of students with disabilities and limited-English proficiency shall be made in accordance with established policy and procedures. Limited-English speaking students may be tested in their native language. All exemptions, modifications, or alternative assessments shall be in accordance with legal requirements.

The School District of Wisconsin Rapids does not discriminate in the methods, practices and materials used for testing and evaluating students on the basis of gender, race, color, religion, national origin, ancestry, creed, pregnancy, marital or parental status, sexual orientation or physical, mental, emotional or learning disability or handicap. Discrimination complaints shall be processed in accordance with established procedures.

LEGAL REF.: Sections 115.77 (1m)(bg) Wisconsin Statutes
118.13
118.30
121.02(1)(r), (s)
PI 8.01(2)(r), (s), Wisconsin Administrative Code
PI 9.03
PI 16

CROSS REF.: 346.1 Testing Students with Disabilities and Limited English Proficiency
411-Rule, Student Discrimination and Harassment Complaint Procedures

APPROVED: November 11, 1974
REVISED: June 9, 1986, April 9, 2001, February 11, 2008
 

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346.1 DISTRICT TESTING OF STUDENTS WITH DISABILITIES AND LIMITED-ENGLISH PROFICIENCY

The Wisconsin Rapids Public Schools supports the right of students with disabilities and Limited-English Proficiency to be provided the same access to educational services and programs as are provided to other students. LEP students and students with disabilities should be given the opportunity to acquire and demonstrate their competence in reading and other academic areas. Whenever possible, such students should be included in the District test.

1. Process for including or excluding students with disabilities from District testing: The IEP is the guide.

The Individualized Education Program (IEP) process is the appropriate vehicle for making decisions regarding a child’s educational program, including the decision to administer the District test. During the IEP process, the IEP committee must include a statement that a child will or will not participate in district testing. Since state and federal laws have a bias for inclusion, the justification for children excluded from testing should be carefully considered and defensible. The special education staff should explain this decision to parents and be able to document parent understanding and concurrence.

Criteria in making the decision for including or excluding students with disabilities shall be based on the following considerations. The decision to inc