D.C. EVEREST MIDDLE SCHOOL

HANDBOOK 2016-2017 SCHOOL YEAR

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WELCOME

SCHOOL MISSION STATEMENT

School Mission Statement The D.C. Everest Middle School community will provide a safe, caring, and supportive environment, which will allow and inspire everyone to grow and be successful.

Core Beliefs •Fairness means every child gets what he or she needs, not every child gets the same thing. •Students’ readiness for learning varies from unit to unit, subject to subject and task to task. •Students will receive tasks that are respectful of their readiness, their learning styles and their interests whenever possible. •Students will receive tasks that require them to think at high levels and are based on essential understandings and skills. •Mistakes are an opportunity to learn. Revising work and fixing mistakes is a part of learning. •Grades communicate a student’s level of understanding

All D.C. Everest Area School District Bylaws & Policies can be accessed at http://www.neola.com/dceverest-wi/. 2

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ATTENDANCE POLICY

ABSENCES & TARDIES

Families play a key role in getting their children to school every day. Research has found that regular attendance is a key ingredient for success in school.  Being absent only 2 days every month is missing 10% of the school year! Wisconsin State Law 118.15 and D.C. Everest Area School District Board Policy 5200 requires students to be in school with no more than 10 parent-excused days per school year.  Beyond that a written excuse from a medical professional is required to avoid truancy.  Being at school every day is key for your child to stay engaged, successful and on track to graduate.  Our primary concern is the impact on your student's academic achievement.  Absences can be a sign that a student is losing interest in school, struggling with school work, or dealing with personal issues.  By 6th grade, absenteeism is one of the signs that a student may drop out of high school.  The longer students are away from school, peers and teachers, the more difficult it is for them to feel like they belong to the school community.

important ingredient that goes into success at school. It is the parent’s responsibility to notify the school of their child’s absence. Report all absences by telephoning the D. C. Everest Middle School Attendance Office. To speak to the attendance secretary, please call and ask for extension 1. The district voicemail is accessible 24 hours a day, 7 days a week. 1. Dial 715-241-9700 2. Enter extension 1 for the Attendance Office. Parents who cannot call the school must send an explanatory note to the office upon the student’s return to school. This note must be presented to the attendance secretary before 7:25 a.m. Occasionally school absences become excessive. When the school determines that a student’s absences have significantly exceeded the normal absence rate, a doctor’s statement will become mandatory in order for an absence to be marked as excused.

ATTENDANCE PROCEDURE AND REGULATIONS

WORK FOLLOWING STUDENT ABSENCE

Regular and punctual attendance is the first step to school success. Frequent absence is one of the main causes of discouragement and failure in school. We urge that no student be absent unless it is absolutely necessary. Each day something new is presented. Not only is regular school attendance required by law, it is a very

An excused absence allows for make-up privileges. After such an absence, a student is expected to see his/her teacher at once to explain the reason for the absence, and to take the necessary steps to make up the work. In the case of planned absences we encourage you to cooperatively work with your teacher to make up the work prior to the absence. 5

PARENT REQUEST FOR HOMEWORK

STUDENTS WHO ARE LATE TO FIRST HOUR

Infinite Campus is an excellent resource for all students and their families. You are encouraged to check Infinite Campus Parent Portal regularly – especially in cases of student absence. Parents may call the counseling office at extension 2316, to organize homework if a child has missed more than three days of school.

Students who are late to first hour must report to the office prior to reporting to class. If they are late and have a pass from a teacher, the student should notify the office they are in school if the assistants have already picked up the attendance slip.

WORK FOLLOWING ABSENCE Each house will determine their standard for make-up work following student absence. This policy should be clearly communicated to the students and parents. Students may request homework to be sent home through the counseling office after three days of absence. Students receiving an ISS or OSS must be allowed to make up work missed. If work is made up in a reasonable amount of time, the lateness should not lower the grade. EARLY DISMISSAL Students who wish to leave school early for any reason during school hours, such as dental appointments, emergency doctor appointments, etc. must check out through the main office. 1.

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Early dismissals will only be given if a student has a written permission note from a parent or guardian. No student is to leave their classroom or the building unless he/she has a “Permit to Leave” slip and has checked through the main office. This includes all students who become ill at school.

TRUANCY/UNEXCUSED ABSENCES A student will be considered truant if s/he is absent part or all of one (1) or more days from school during which the school attendance officer, principal, or a teacher has not been notified of the legal cause of such absence by the parent or guardian of the absent student. A student who is absent intermittently for the purpose of defeating the intent of the Wisconsin Compulsory Attendance Statute Sec. 118.15, Wis. Stats., will also be considered truant. A student will be considered a habitual truant if s/he is absent from school without an acceptable excuse for part or all of five (5) or more days on which school is held during a school semester. Truancy cases will be referred to Marathon County Juvenile Court. The Assistant Principal will ensure that appropriate school personnel have done the following before any case is referred to the District Attorney: A. communicate with the student's parent or guardian to discuss the student's truancy or attempted to meet with the student's parent or guardian and received no response or were refused B. provided an opportunity for educational counseling to the student to determine whether a change in the student's curriculum would resolve

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the student's truancy and have curriculum modifications under State law

Know your child’s social contacts and interactions on social media.

C.evaluated the student to determine whether learning problems may be a cause of the student's truancy and, if so, have taken steps to overcome the learning problems, except that the student need not be evaluated if tests administered to the student within the previous year indicate that the student is performing at his/her grade level

Encourage meaningful after school activities, including sports and clubs. Contact us.  Our staff, including your child’s teachers, school counselor, and principals are here to help you and your child. TARDIES

D. conducted an evaluation to determine whether social problems may be a cause of the student's truancy and, if so, have taken appropriate action or made appropriate referrals

Being on time to class is another important factor in academic achievement and life skills. The time that a student misses from class is instructional time loss. Those minutes add up to equate to a day or days missed.

Make school attendance a priority and do the following:

The current procedure for being tardy to class is follows:

Talk about the importance of showing up to school every day, make that the expectation.

POLICY: Students may be tardy two times in a quarter without a consequence. A student’s third tardy will warrant a consequence, which will be entered by the teacher in Infinite Campus. Any subsequent tardies after the second tardy will require a consequence each time until the end of the quarter. Students will start over with zero tardies at the beginning of each quarter. Students’ tardies will be recorded for each individual period, not cumulative of the entire 8 periods. The office will handle first period tardies by issuing lunch detention after five tardies.

Help your child maintain daily routines, such as finishing homework, turning off electronic devices, and getting a good night’s sleep. When possible try not to schedule dental and medical appointments during the school day. Don’t let your child stay home unless truly sick. Complaints of headaches, fatigue, or stomach aches may be signs of anxiety which can subside once at school. Help your pre-teen stay engaged.  Find out if your child feels engaged in his classes and feels comfortable with other students. Talk to teachers if you notice sudden changes in behavior.

Please let students know that during a detention the student should be quiet, cooperative, be on time, and cannot use electronic devices. If any of these procedures are not followed by the student an additional detention can be issued.

Stay on top of academic progress and seek help from teachers if necessary. Make sure teachers know how to contact you. 7

PROCEDURES: FIRST TARDY: Record the tardy and talk with the student, no consequence SECOND TARDY: Record the tardy and talk with the student, no consequence THIRD TARDY and SUBSEQUENT TARDIES: Record the tardy and talk with the student and parent. This could be done by email, phone, text, or letter, etc. Notify the parent the child is being issued a 30 minute detention in the classroom before or after school for repeated tardies. The third tardy and beyond per class per quarter should be entered in IC as a Behavioral Incident that was Managed by Teacher. Confirm a date and time with the parent via one of the methods above which will be recorded in Infinite Campus.

school or bring them early. In these cases lunch detentions can be served. Teachers must provide written pass/note for students they send late to the next hour. Before and after school detentions will be served within teams or revised department teams unless the student skips two times. Chronic tardy cases (five or more in one class for the same quarter) should be referred to the office for additional consequences.

WHAT IF THE STUDENT SKIPS? The teacher and student will call the parent informing them of the skip (a conversation needs to take place). The detention needs to be rescheduled and served in the classroom. The office should be notified if the student skips a second time. After the second skip the office will call home (parent conversation) and inform the parent of the skipped detention. Administration will assign a lunch detention for two days as a consequence for skipping twice. This will be entered by administration into Infinite Campus. ADDITIONAL INFORMATION: Staff will use their judgment when a student tells them why they are late. If it seems like a reasonable excuse it is ok to excuse it. Modifications can be made to this policy if a parent truly cannot pick their child up after 8

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POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS

CODES OF CONDUCT

Student Dress Guidelines Students’ standard of dress and appearance should be a positive reflection of themselves and compatible with an effective learning environment. Dress and appearance should promote respect, responsibility, safety, and honesty. To promote a positive learning environment, presenting a bodily appearance of wearing clothing which is disruptive, provocative, revealing, profane, vulgar, offensive or obscene, or which endangers the health and safety of the student or others is prohibited. Examples of prohibited dress include: •

Bare midriffs

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Shoulder straps less than 2 inches wide

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Clothing that exposes cleavage

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See-through clothing

• Clothing that contains pictures and/or writing referring to alcoholic beverages, tobacco products, sexual references, profanity, promotion of gambling, illegal drugs, or gangs • Symbols, styles, or attire associated with intimidation, violence, or gangs •

Exposed undergarments

• Head coverings worn in the building (Individual exceptions may be made for students with medical conditions or religious beliefs on a case-by-case basis)

• Chains, heavy necklaces or spikes that could be perceived as or used as a weapon • Shorts or skirts that do not fall between the fingertips and bottom palm of hand. Consequences: Students will be asked to change their dress or appearance if it is disruptive or of an unhealthy/unsafe nature. Students who refuse to change their appearance or dress should be sent to the office. A second or repeated violation of this policy may result in disciplinary action. Bring Your Own Technology (BYOT) D. C. Everest Middle School teachers encourage students to use their personal technology to be more productive in their learning while being responsible consumers of media. A personal technology device is defined as anything that connects to the school’s wireless network. Students are allowed to have technological devices in most parts of the school day; primarily for academic purposes as well as general communication. Access to the school’s wireless network is a privilege, not a right. All students must sign our acceptable user contract acknowledging the rules that maintain respectful and responsible technology use during the school day before they can enjoy the privileges of BYOT. Failure to sign the contract or abuse of technology devices as written in the district policy may result in suspension or termination of technology privileges and other disciplinary 12

action consistent with district policy. Disciplinary action may include taking the technology and storing it in the main office until a parent pick up is possible. • Technology ringers, alarms should always be turned to “silence” and volume should be low. • Audio or video photography is only permitted with teacher permission. • Students should not be texting during classroom time. District iPads District issued iPads are the property of the D.C. Everest School District. All iPads are subject to search from school personnel when there is reasonable suspicion that school rules have been violated. School authorities may conduct general inspections of iPads given a suspicion of misconduct, without notice, without student or parent consent and without a search warrant. It is the responsibility of each student to report any misconduct of use on their district issued iPad. Student Responsibilities Students at D.C. Everest Middle School are responsible to: • Be at school on time unless properly excused by a parent or sent home by a school official. • Show respect and courtesy for others at all times, both physically and verbally. • Take care of school property (desks, lockers, walls, bulletin boards, windows, halls, etc). Help keep the building and grounds clean and attractive. • Do assignments and homework. • Bring supplies (books, paper, pens, pencils, iPads, instruments, etc.) to class daily. •Learn, make friends, and have fun!

Honesty Consistent with our school core values, students are expected to be honest. Any student who is not honest about homework, tests, behavior, etc. will be required to complete the Behavior Correction form with the guidance of his or her teacher. Teachers should clearly define honest work to their students and parents. Study Hall Policies 1. The chief aim of study hall is to provide a quiet place for study with minimal distractions and interruptions. It is the study hall supervisor’s duty to carefully outline the objective and rules of the study hall to all assigned students. 2. The study hall is intended as a time when school assignments are the priority. Teachers should use this time to reinforce academic skills with students. 3. Students may check out of study hall for two reasons. Students may sign out to the IMC or have a pass to an individual teacher’s classroom. Students may not go to an individual teacher’s room unless they have a written pass. 4. Each study hall may send up to 10 students to the IMC to read, use reference sources or conduct research. If the student is wandering, socializing or being disruptive they will be sent back to study hall. An IMC staff member will call before the student is sent back. Please call to check computer availability if you would like to send more than 5 students at one time to use the computers.

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Instructional/Enrichment (I/E) & High Interest Purposes: • Primary purpose is academic enrichment, intervention, or positive behavior lessons.

• One teacher per house for outside supervision.

• Secondary purposes include wellness (additional physical activity), social/ emotional skill building, and house activity. Procedures: • Staff teaching both grades may be assigned a group of students during I/E when their schedules allow.

• Smartboard Announcements

• All staff not traveling will be assigned a group of students during I/E. Traveling staff will not be assigned students for I/E time. • After attendance during I/E time, students and staff not engaged in academic purposes should go outside. One staff member from each house. It is essential for staff not engaged in academic roles to supervise students outside (a list of student behavioral expectations for outside will be provided to all staff.) • During inclement weather, students may be in the commons. • Students may enter the lunchroom at 10:25 for 6th grade and 11:48 for 7th grade. • Students in 6th grade should leave their I/E classroom for outside by the playground doors; and the wing hallway for 7th grade students. • High Interest Activity Days students will pick an activity of their choice and will not be going outside unless that is part of the structured activity. Other: • Designated labs for each house. Supervision provided by house. • Outside supervision proved by building assistants and house teachers.

• House sets guidelines when intervention is necessary.

Dismissal of Classes The teacher will dismiss the class at the times directed by the building schedule. Teacher presence lends for appropriate behavior by students. Please be aware of any students not acting responsibly, safely, and respectfully during dismissal. At the end of each period teachers should remain outside their door in the hall to ensure the students are being safe. Assembly Procedures (Charts were put in teachers’ mailbox at the beginning of the year. See the attendance secretary if you need another copy.) A well-planned assembly can help to bring about worthwhile group guidance, lead to an enrichment and social experience, contribute to the development of school spirit, and lead to a deeper appreciation of the many contributions of the various departments of our school. 1. Prior to assemblies, students will not go to their lockers but will go directly to the designated class. Students should leave all books, etc., in their classroom, unless otherwise advised. 2. Seating charts, as to location, will be presented to each teacher. Please assign student seats as your judgment predicts. 3. Emphasize to your students that appropriate assembly behavior is expected. Students should respond at appropriate times and in a respectful manner to the speaker. Students who are not respectful, safe or responsible should be directed to the assistant principal or principal.

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Field Trip Procedures Field trips and house activities are important parts of our students’ academic and social development. The following procedures should be followed when planning for these activities. 1. Grade level teams should cooperatively plan all field trips that involve the entire class. This would include the year-end trip. 2. Individual teaching teams could plan additional house field trips, but in full communication with the other grade level teams and encore teachers. 3. In-school house activities should be planned at the discretion of each house with full communication with the encore teachers and the other grade level houses. 4. All field trips and in-school house activities must be pre-approved by the principal. 5. Teachers should obtain a preliminary calendar clearance from the principal’s secretary while planning a field trip or house activity. 6. Teachers must take responsibility that all students who attend have turned in their field trip permission forms. 7. On out of town field trips it is advisable to do roll call before departing any location. This includes confirming the presence of each individual student. Advisors of Student Clubs All school club activities, trips, and fundraisers must be approved in advance by the principal and must be placed on the school calendar by the principal’s secretary. Student Activity Funds The Principal must approve all fund raising activities. ! Lesson Plans Lesson plans must include objectives, classroom activities, and assessments/assignments. In addition, it is noteworthy to mention teachers are required to update their grades minimum of once every two weeks, as well as on the four published progress report dates: October 1, December 11, February 18, and May 1. Remember, a student cannot be issued a failing grade on a report card unless you have personally communicated with parents in advance of the grade being issued. Thank you in advance for honoring these work requirements.

Homework Policy Per school board policy, no homework may be given on Wednesday night and tests may not be given on Thursday. Each house will determine additional procedures for their homework policy. Homework should be developmentally appropriate practice. Best practice indicates that for homework to be effective a student should be able to complete it independently. This policy should be clearly communicated with students and parents. Grading and Assessment Our school and district have been working to ensure our assessment of student learning is both aligned with and reports on essential learning targets. D. C. Everest is committed to using grades to communicate academic achievement based on essential learning criteria. Traditional grading practices have not reliably reported student achievement, primarily due to the inclusion of non-academic factors. Best practices suggest that regular feedback has a strong, positive impact on learning. Grades are one important opportunity to provide that feedback. The following principles guide our district-wide efforts: 1. Grades reflect a student’s knowledge and level of performance. 2. Grades are based on a variety of assessments that measure student achievement. 3. Assessment is equivalent within courses, departments, and grade levels. 4. Grades clearly communicate information that enhances the partnership among parents, students and teachers and are meant to provide feedback about student achievement. 5. While non-academic factors are highly valued and contribute to student achievement, they will be communicated separately. 6. Accommodations are made as needed to help students achieve targeted outcomes. 15

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HEALTH ROOM Students in need of any medical care should report to the health room with permission of the staff. The health assistant, with input from the student, will determine if a parent/ guardian will be contacted or should pick the student up from school, depending on the illness of the student. Students who feel they need to go home due to an illness must allow the health assistant to make initial contact with the parent. A student should not make the initial contact with a parent to be picked up from school for medical reasons. This includes texting. This practice ensures quality medical care for our students and accurate attendance of all our students. LOCKERS Hall lockers are provided for students’ convenience at no cost. The hall locker assigned to a student is the property of the D. C. Everest School District. Students shall not be allowed to secure their lockers in any way whatsoever, other than the locking mechanism provided by the school. It is the responsibility of each student to report any locker malfunction immediately to the office for repair. The school will not be responsible for lost or stolen items. Students may decorate the inside of their locker as long as decorations are consistent with the school’s core values (see page 8, below). Students may not hang anything on the outside of their locker unless it is approved by a teacher or administration. CORE VALUES D. C. Everest Middle School will be a safe and respectful learning environment for every student when we all work together to emphasize respect, productivity, and safety. The chart on the previous page provides examples of student behavior in a variety of school settings. Student conduct that exemplifies this behavior is guaranteed success at D. C. Everest

Middle School. The following are our core values: • Respectful • Productive • Safe POSSESSION OF WEAPONS Possession or use of weapons or look-a-like weapons on school grounds is strictly prohibited. Knives, guns, clubs, brass knuckles, laser pointers, or any other device which is usually constructed for or can be used to physically harm another will be immediately confiscated and turned over to the local police. Students who have possession of such weapons may be suspended from school until a board hearing to consider the student’s expulsion. SMOKING AND TOBACCO USE Possession, use, and/or transmission of any tobacco products or any product that emits vapors or smoke (examples: e-cigarettes, vapor pens) are prohibited. . Students who fail to comply with this rule will be subject to the following consequences: Student under 14 Years of Age: First Offense: In-school/Out-of-school suspension with parental conference. Options for help in stopping smoking will be presented. Second Offense: Three-day out-of-school suspension with parental conference. Options for help in stopping smoking will be presented. Third and Subsequent Offense: A hearing before the Board of Education. Offenses for smoking or possession of tobacco products will accumulate during grades 6-7. This means that a student does not start over each year with a first offense. ALCOHOLIC BEVERAGES/DANGEROUS DRUGS 17

Students in possession of any kind of alcoholic beverage or drug suspected to be dangerous, or are obviously under the influence of one of these, will be subject to strong disciplinary measures including suspension from school on the first offense and a recommendation for expulsion on any subsequent offense. In the event that a student is caught in the act of distributing or selling a controlled substance, the offender will be recommended to the Board of Education for expulsion on his first offense.

knuckles, martial arts weapons, ammunition, and explosives. The Superintendent is authorized to establish instructional programs on weapons and reporting and dealing with violations of this policy. The Superintendent will refer any student who violates this policy to the student’s parents or guardians and may also make a referral to the criminal justice or juvenile delinquency system. The student may also be subject to disciplinary action, up to and including expulsion. Policy exceptions include:

WEAPONS The School Board prohibits students from possessing, storing, making, or using a weapon in any setting that is under the control and supervision of the District for the purpose of school activities approved and authorized by the District including, but not limited to, property leased, owned, or contracted for by the District, a schoolsponsored event, or in a District vehicle, to the extent permitted by law without the permission of the Superintendent. This prohibition does not apply to cased, unloaded firearms in a locked vehicle driven or parked in any part of school grounds used as a parking facility, and ammunition for such firearms. The term "weapon" means any object which, in the manner in which it is used, is intended to be used, or is represented, is capable of inflicting serious bodily harm or property damage, as well as endangering the health and safety of persons. Weapons include, but are not limited to, firearms (including, but not limited to, firearms as defined in 18 U.S.C. 921(a)(3)), guns of any type whatsoever, including air and gaspowered guns (whether loaded or unloaded), knives, (subject to the exceptions below) razors, with unguarded blades, clubs, electric weapons, metallic

A. weapons under the control of law enforcement personnel; B. items pre-approved by the Superintendent or designee, as part of a class or individual presentation under adult supervision, including, but not limited to Hunters' Education courses, if used for the purpose and in the manner approved (working firearms, except those protected at all times by a cable or trigger lock, and live ammunition will never be approved);   C. theatrical props used in appropriate settings. This policy will be published annually in all District student and staff handbooks. Publication is not a precondition to enforcement of this policy. 120.13(1), Wis. Stats.
 943.13, Wis. Stats.
 948.605, Wis. Stats.
 GUIDELINES FOR TECHNOLOGY USE The D. C. Everest Area School District offers networked services, including Internet access, for student use. This network system has been established for a limited educational purpose to include classroom activities, career development, and limited high-quality, self-discovery activities. It has not been established as a public access or 18

public forum. The District has the right to enforce all rules set forth in the school code and the laws of the State of Wisconsin. Further, students may not use this system for commercial purposes to offer, provide, or purchase products or services through the system or use the system for political lobbying. Access to the Internet is available through this school only with permission of the principal or his or her designee and the parents or guardian of the student. Guidelines for Technology Use • Personal Safety Students will not post contact information (e.g. address, phone number) about themselves or any other person. Students will not agree to meet in person with someone they have met online without approval of their parents. Any contact of this nature or the receipt of any message the student feels is inappropriate or makes the student feel uncomfortable should be reported to school authorities immediately. • Illegal Activities Students will not attempt to gain unauthorized access to this or any other computer system or go beyond the student’s authorized access by using another person’s account or accessing another person’s files. Students will not deliberately attempt to disrupt the computer system or destroy data by spreading computer viruses or by any other means. Students will not use the D. C. Everest network system to engage in any illegal act, such as arranging for a drug sale or the purchase of alcohol, engaging in criminal gang activity, threatening the safety of a person, etc. Students will not intentionally tamper with the hardware or software available for their use. • System Security If an individual account is provided, the student is responsible for that account and

should take all reasonable precautions to prevent others from being able to use that account. Under no condition should a student give a student’s login and/or password to another person. Students will immediately notify a teacher or the system administrator if they have identified a possible security problem. Students should not look for security problems; this may be construed as an illegal attempt to gain access. Students will avoid the inadvertent spread of computer viruses by following the district virus protection procedures when downloading files. • Inappropriate Language On any and all uses of the Internet, whether in application to public or private messages or material posted on Web pages, students will not use obscene, profane, lewd, vulgar, rude, inflammatory, threatening, or disrespectful language. Students will not post information that could cause danger or disruption or engage in personal attacks, including prejudicial or discriminatory attacks. Students will not harass another person by a persistent action that distresses or annoys another person, and students must stop if asked to do so. • Respecting Resource Limits Students will use the system only for educational and career development activities and limited, high-quality, selfdiscovery activities. Games or other programs of a personal nature may not be installed or run. Students will not download large files without the approval of a lab supervisor or teacher. Students will not be assigned a personal email account unless it is in conjunction with a specific class project. In that event, the email account will expire when the project is concluded. Students will subscribe only to high-quality discussion group mail lists that are 19

approved by a teacher or IMC Specialist and that meets specific curricular objectives that are consistent with the curriculum. • Plagiarism and Copyright Infringement Students will not plagiarize words that they find on the Internet. Plagiarism is taking the ideas or writings of others and presenting them as if they were their own. Students will respect the rights of copyright owners. Copyright infringement occurs when users inappropriately reproduce a work that is protected by copyright. If a work contains language that specifies appropriate use of that work, students should follow the expressed requirements. If students are unsure whether or not they can use a work, they should request permission from the copyright owner or direct any questions regarding copyright law to a teacher or IMC Specialist. Students will not attempt to alter or copy any software found on the system. Students who create or assist in the creation of district websites, assign copyright of their sites to the D.C. Everest District. • Inappropriate Access to Material Students will not use the D. C. Everest network system to access material that is profane or obscene (pornography) or that advocates illegal acts or violence or discrimination toward other people (hate literature). A special exception may be made for hate literature if the purpose of the access is to conduct research with both teacher and parental approval. In addition, students will not use the system to access information on how to make or use explosives or other devices of destruction. The school district uses filtering software to attempt to limit access to profane, obscene, or other inappropriate Internet sites. No filtering software is foolproof, however, and it is the responsibility of the students to notify school district personnel

of sites that are profane, obscene, or violent in nature. If students mistakenly access inappropriate information, students should immediately tell a teacher or other district employee. This will protect students against a claim of intentional violation of this policy. Students will not attempt to bypass district Internet filters. The student’s parents should instruct the student if there is additional material they think would be inappropriate for the student to access. The district fully expects that students will follow their parents’ instructions in this matter. • Student Rights Free Speech. The student’s right to free speech, as set forth in the school disciplinary code, applies also to the student’s communication on the Internet. The Internet is considered a limited forum, similar to the school newspaper, and therefore the district may restrict a student’s right to free speech for valid educational reasons. If student work is published on the Internet as part of the District web site, it will be consistent with the goals of the curriculum and will follow all District guidelines for Web page development. Search and Seizure. Students should expect no privacy of the contents of their personal files on the district system. Routine maintenance and monitoring of the system may lead to discovery that students have violated this policy, the school code, or the law. An individual search will be conducted if there is reasonable suspicion that students have violated this policy, the school disciplinary code, or the law. The investigation will be reasonable and related to the suspected violation. If students are under age 18, the student’s parents have the right at any time to see the contents of their network files. Due Process. The district will cooperate fully with local, state or federal officials in any investigation related to illegal activities 20

conducted through the D. C. Everest network system. In the event of a claim that students have violated this policy, the school disciplinary code, or the law, the student will be given notice of suspected violations and have an opportunity to present an explanation according to school code and/or state, federal, or international law. The district makes no guarantee that the functions or the services provided by or through the district system will be error-free or without defect. The district will not be responsible for any damage students may suffer including, but not limited to, loss of data or interruptions of service. The district is not responsible for the accuracy or quality of the information attained through or stored on the system. The district will not be responsible for financial obligations arising from unauthorized use of the system. Network activity is monitored and logged. Violations of this policy are easily discovered. Depending on the nature and degree of a violation and the number of previous violations, unacceptable use of the school district system or the Internet may result in one or more of the following consequences: suspension or cancellation of use of access privileges; payments for damages and repairs, discipline under other appropriate school district policies.


GOOGLE APPS for EDUCATION Google Apps is a set of online tools for communication, collaboration, time management, and document storage. Provided by Google to the District at no cost, these tools include: • Google Docs: a word processing, spreadsheet, presentation and drawing

program that allows multi‐user access and editing • Calendar: a customizable calendar and to‐ do list • Contacts: an address book • Gmail: a full functioning e‐mail program • Google continues to add new tools and the District will evaluate each for its educational potential All of these tools are housed on the Internet and can be accessed from any Internet‐ connected computer with a web browser. No special software is required. Our primary reasons for supplying these tools to students are: • To give our students practice in using current technology applications and tools • To give students the ability to work on common, no‐cost tools on their own documents both at school and outside of school • To facilitate paperless transfer of work between students and teachers • To provide adequate long‐term storage space for student work • To help students work collaboratively, engage in peer‐editing of documents, and publish for a • wider audience • To provide a digital environment where our students and teachers can work collaboratively There is also a cost savings to the District since less file storage space will need to be maintained. Teachers will be reviewing our District’s Acceptable Use Policy and Internet safety guidelines when they introduce these tools to students. Using online tools responsibly will be an important part of the learning experience.

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PERSONAL COMMUNICATION DEVICES Student use of electronic communication devices, including but not limited to cell phones, on school premises are subject to restricted use during the school day. The use will be governed by the expectations of classroom teachers and school expectations delineated in the student handbook. The use may not in any way: A. disrupt the educational process; B. endanger the health or safety of the student or others; C. infringe upon the rights of others at school; D. involve illegal or prohibited conduct. At no time may cell phones or other electronic communication devices be used to take, record or transfer photographs or video images of a person in school locker rooms, restrooms or other private areas. The District shall not be responsible for the security or safety of electronic communication devices that students choose to bring to school. Nothing within this policy shall be construed to limit a student’s ability to possess and use an electronic device in a manner that functions as assistive technology necessary for a student’s education and that is required under an individualized education plan or a Section 504 plan. Any student found violating this policy shall be subject to school discipline. Students will be notified annually of this policy through registration materials and/or student handbooks. NONDISCRIMINATION AND ACCESS TO EQUAL EDUCATIONAL OPPORTUNITY The School Board is committed to providing an equal educational opportunity for all students in the District. The Board does not discriminate on the basis of race, color, religion, national origin, ancestry, creed, pregnancy, marital

status, parental status, sexual orientation, sex, (including transgender status, change of sex or gender identity), or physical, mental, emotional, or learning disability ("Protected Classes") in any of its student program and activities. The Board is also committed to equal employment opportunity in its employment policies and practices as they relate to students. The Board’s policies pertaining to employment practices can be found in Policy 1422, Policy 3122, and Policy 4122 – Nondiscrimination and Equal Employment Opportunity. In order to achieve the aforesaid goal, the Superintendent shall: A. Curriculum Content: review current and proposed courses of study and textbooks to detect any bias based upon the Protected Classes ascertaining whether or not supplemental materials, singly or taken as a whole, fairly depict the contribution of both sexes various races, ethnic groups, etc. toward the development of human society; provide that necessary programs are available for students with limited use of the English language;  B. Staff Training: develop an ongoing program of staff training and in-service training for school personnel designed to identify and solve problems of bias based upon the protected classes in all aspects of the program; C. Student Access: review current and proposed programs, activities, facilities, and practices to ensure that all students have equal access thereto and are not segregated on the basis of the Protected Classes in any duty, work, play, classroom, or school practice, except as may be permitted under State regulations; verify that facilities are made available in a non-discriminatory fashion, in accordance with Board Policy 7510 Use of District Facilities, for noncurricular student activities that are 22

initiated by parents or other members of the community, including but not limited to any group officially affiliated with the Boy Scouts of America or any other youth group listed in Title 36 of the United States Code as a patriotic society; D. District Support: require that like aspects of the District program receive like support as to staff size and compensation, purchase and maintenance of facilities and equipment, access to such facilities and equipment, and related matters; E. Student Evaluation: verify that tests, procedures, or guidance and counseling materials, which is/are designed to evaluate student progress, rate aptitudes, analyze personality, or in any manner establish or tend to establish a category by which a student may be judged, are not differentiated or stereotyped on the basis of the Protected Classes. REPORTING PROCEDURES Students, parents and all other members of the School District community are encouraged to promptly report suspected violations of this policy to a teacher or administrator. Any teacher or administrator who receives such a complaint shall file it with the District’s Compliance Officer at his/ her first opportunity.

The Board designates the following individual to serve as the District’s "Compliance Officers" (hereinafter referred to as the "COs"). Kimberly Hall, Director of Human Resources Business/Personnel Services 6300 Alderson Street Weston, WI 54476  715-359-4221 ext. 1225 [email protected] Jack Stoskopf, Assistant Superintendent Business/Personnel Services 6300 Alderson Street Weston, WI 54476 715-359-4221 ext. 1243 [email protected] A CO will be available during regular school/ work hours to discuss concerns related to student discrimination in educational opportunities under this policy. All D.C. Everest Area School District Bylaws & Policies can be accessed at http:// www.neola.com/dceverest-wi/.

Students who believe they have been denied equal access to District educational opportunities, in a manner inconsistent with this policy may initiate a complaint and the investigation process that is set forth below. Initiating a complaint will not adversely affect the complaining individual's participation in educational or extracurricular programs unless the complaining individual makes the complaint maliciously or with knowledge that it is false. District Compliance Officers

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BULLYING & HARRASSMENT PROCEDURES “Bullying” is characterized by: a real or perceived imbalance of power (with the person or group doing the bulling having more power than the person being bullied; an intent on harm; is repetitive and consistent behavior; the student who is bullied has difficulty defending himself/ herself. We believe that everybody should enjoy our school equally, and feel safe, secure and accepted regardless of color, race, gender, popularity, intelligence, religion, size, and economic status. It may include, but is not limited to psychological and emotional bullying, verbal bullying, cyber bullying, physical bullying, and sexual harassment. Students who engage in any act of physical, verbal, sexual, cyber or racial bullying at school, at a school function, or in connection to any activity sponsored by the District, or while en route to or from school are subject to disciplinary action in accordance with Students Rights and Responsibilities. Consequences may include, but are not limited to learning packets, in-school suspension, parent phone call, parent meeting, lunch containment, out of school suspension, or police referrals. Students are prohibited from retaliating against those who report incidents of bullying or who assist in an investigation. Students and others who retaliate shall be subject to discipline.

Anti-Bullying Pledge We the students of D. C. Everest Middle School agree to join together to stamp out bullying at our school.
 We believe that everybody should enjoy our school equally, and feel safe, secure and accepted regardless of color, race, gender, popularity, athletic ability, intelligence, religion and nationality. 
 Bullying can be cyber, physical, verbal, racial, or sexual. Some examples might be: pushing, shoving, hitting, and spitting, as well as name calling, picking on, making fun of, laughing at, and excluding someone. Bullying causes pain and stress to victims and is never justified or excusable as “kids being kids,” “just teasing,” or any other rationalization. The victim is never responsible for being a target of bullying. Students who bully will receive consequences relative to D. C. Everest Middle School Discipline Steps and the District’s Student Harassment Policy. 
 
 By making this pledge, we the students agree to: 1. Value student differences and treat others with respect. 2. Not become involved in bullying incidents or be a bully. 3. Report honestly and immediately all incidents of bullying to a faculty member. 4. Support students who have been or are subjected to bullying. 5. Provide a good role model for younger students and support them if bullying occurs. 6. Participate fully and contribute to assemblies dealing with bullying.

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Staff are instructed to respond to bullying/ harassment as outlined below in order to effectively reduce bullying: 1. Know the different types of bullying and be able to identify it when they see or hear of it. Understand the affects bullying has on the learning environment. 2. Teach and test their students the components of our school bullying policy. 3. Immediately address bullying behavior in a way that is outlined in the bullying prevention guidelines. 4. Monitor cases of persistent bullying and be fully informed of all incidents and their progress. 5. Infuse anti-bullying messages into the curriculum as appropriate for their subject matter. The administration will work with staff to: 1. Develop clear school procedures on bullying and display it permanently in classrooms and around the school building. 2. Train faculty in appropriate handling of incidents. 3. Develop or adopt a curriculum that educates students about bullying. 4. Teach students about less obvious forms of bullying such as gossiping and exclusion. 5. Discuss pro-active anti-bullying measures (such as having lunch with a student who has been excluded in the past). 6. Establish support systems for pupils involved in incidents such as changing a schedule, moving a bus assignment, involvement in a guidance group. "Harassment" includes, but is not limited to, any act which subjects an individual or group to unwanted, abusive behavior of a nonverbal, verbal, written or physical nature on the basis of sex, (including transgender status, change of sex, or gender identity), race, color, national origin, religion, creed, ancestry, marital or parental status, sexual orientation or physical, mental, emotional or learning disability, or any other

characteristic protected by Federal or State civil rights laws. Harassment is prohibited by Policy 5517 – Student Anti-Harassment. "Staff" includes all school employees and Board members. "Third parties" include, but are not limited to, coaches, school volunteers, parents, school visitors, service contractors, vendors, or others engaged in District business, and others not directly subject to school control at inter-district or intra-district athletic competitions or other school events. For a definition of and instances that could possibly be construed as hazing, consult Policy 5516. Complaint Procedures Any student that believes s/he has been or is the victim of bullying should immediately report the situation to the building principal or assistant principal, or the Superintendent. The student may also report concerns to a teacher or counselor who will be responsible for notifying the appropriate administrator or Board official. Complaints against the building principal should be filed with the Superintendent. Complaints against the Superintendent should be filed with the Board President. Every student is encouraged to report any situation that they believe to be bullying behavior directed toward a student. Reports may be made to those identified above. All school staff members and school officials who observe or become aware of acts of bullying are required to report these acts to the building principal or assistant principal, or the Superintendent. Reports of bullying may be made verbally or in writing and may be made confidentially. All such reports, whether verbal or in writing, will be taken seriously and a clear account of the incident is to be documented. A written record of the report, including all pertinent details, will be made by the recipient of the report. 28

All complaints about behavior that may violate this policy shall be investigated promptly by the building principal. The staff member who is investigating the report of bullying shall interview the victim(s) of the alleged bullying and collect whatever other information is necessary to determine the facts and the seriousness of the report. If, during an investigation of a reported act of bullying in accordance with this Policy, the principal determines that the reported misconduct may have created a hostile learning environment and may have constituted harassment based on sex (transgender status, change of sex, or gender identity), race, color, national origin, religion, creed, ancestry, marital or parental status, sexual orientation or physical, mental, emotional or learning disability, or any other characteristic protected by Federal or state civil rights laws, the principal will report the act of bullying to one of the Compliance Officers who shall assume responsibility to investigate the allegation in accordance with Policy 5517 – Student Anti-Harassment is not limited to, any act which subjects an individual or group to unwanted, abusive behavior of a nonverbal, verbal, written or physical nature on the basis of sex, (including transgender status, change of sex, or gender identity), race, color, national origin, religion, creed, ancestry, marital or parental status, sexual orientation or physical, mental, emotional or learning disability, or any other characteristic protected by Federal or State.

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4

BEHAVIOR MANAGEMENT

PRACTICES & PROCEDURES

D. C. EVEREST MIDDLE SCHOOL BEHAVIORAL SYSTEMS Our Middle School core values are respect, productivity, and safety. A description of what these values look like and sound like can be found on our Core Values Chart. All students will receive a general orientation to the expected core behaviors at the beginning of each year. A student’s ability to demonstrate and apply these core values in all school settings is essential to their individual academic success and the overall learning atmosphere for all students.

•

Active monitoring

•

Verbal or visual prompt; redirection

• Range of consequences which may include processing, detention, parent contact, removal to another classroom. •

Acknowledgement systems

•

Breaks

•

Special seating

Level 2 – Team

Our approach to managing student behavior is reflective of PBIS (Positive Behavioral Interventions and Supports). PBIS emphasizes classroom management, preventative school discipline and effective academic instruction to ensure a positive and safe school climate to maximize success for all students.

If interventions at Level I have not been effective in changing student behavior then the team will meet to discuss further actions needed to improve the behavior or academic problems of the student. Other actions at this level include:

When a student’s problem behavior is unresponsive to preventative school-wide and classroom-wide procedures, the use of more intense interventions and/or consequences will be used. The following strategies may be imposed for repeated, frequent or severe behavior problems:

• Social/Academic groups

Level I – Classroom Staff may utilize the following interventions to maintain safe, productive, and respectful behavior:

• Frequent parent engagement

• Data collection • Check in/check out • Problem Solving Process • Check and connect •Develop a behavior intervention plan •Seek out or refer to appropriate counseling

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Level 3 – Administrative Level Referral When a teacher/team deems that the interventions in Level 1 and 2 are not changing a student’s problem behavior and the student’s behavior is considered out of instructional control that teacher may send the student to the office. This may occur after the 4th behavioral incident in each of the two semesters for that student. The teacher should document the behavior or incident that led the student to be sent to the office. 1. Student is referred to the appropriate Administrator. 2. Documentation of the steps taken to intervene and change the student’s behavior is provided 3. The student is provided an opportunity to tell his/her version of the incident 4. The Administration will determine the appropriate interventions to be used to positively impact the student’s behavior. Progressive steps of consequences will be followed for same behavior referrals in a semester which may include: •

Conference

•

Parent phone call/meeting

•

Lunch containment, hall containment

•

ISS with parent contact

• A letter will be sent to notify and engage the parents in their child’s ISS or OSS consequence.

As an intervention to support positive school adjustment, in-school or out-of-school suspension may be utilized. If ISS is repeatedly imposed without positive change in student behavior, then out of school suspension may be imposed. Level 4 – Suspension or Expulsion 1. The Principal or Assistant Principal may consider an out-of-school suspension for behaviors deemed illegal or unsafe. 2. Such action must be consistent with the specific grounds, procedures, and due process outlined in the D.C. Everest Suspension policy. Immediate Behavior Referral to Administrator Immediate referrals to an administrator or designee will be utilized by teachers for inappropriate behaviors such as illegal and unsafe behaviors. POSITIVE BEHAVIORAL INTERVENTIONS & SUPPORTS Our Middle School core values are respect, productivity, and safety. A description of what these values look like and sound like can be found on our Core Values Chart. All students will receive a general orientation to the expected core behaviors at the beginning of each year. A student’s ability to demonstrate and apply these core values in all school settings is essential to their individual academic success and the overall learning atmosphere for all students. Our approach to managing student behavior is reflective of PBIS (Positive Behavioral Interventions and Supports). PBIS emphasizes classroom management, preventative school 32

discipline and effective academic instruction to ensure a positive and safe school climate to maximize success for all students. What is the purpose of Tier II interventions? Intervention intensity at the Tier II level is intended to match student needs. Tier II interventions are more specialized and intensive practices for students whose behaviors have been documented as unresponsive to Tier I practices and systems. Goal: To prevent the development or decrease the frequency and or intensity of students’ problem behaviors shown to be unresponsive to Tier I practices. CICO-Check in Check Out: Groups of students with similar needs or individual students check in with designated CICO facilitate before the beginning and at the end of each school day to receive positive contact, pre-corrects, reminders of school wide expectations and, if needed, basic school supplies. At the end of each class period, classroom teachers provide youth positive behavioral feedback, based on the student-wide expectations, on a Daily Progress Report Card (DPR). DPR-Daily Progress Report Card: The Daily Progress Report card (DPR) is a sheet the student will be bringing to every class period of the day. This sheet needs to be filled out at the end of the class period by the teacher as a reflection on how performed in class that day based on the skill/performance deficits the student needs to improve on. The DPR will be used as a communication tool for CICO, teachers, student, and parents to monitor the progress of the student. There are 3 types of

DPRs: Attendance, Study Habits/Organization, and Behavior (examples attached) Examples of Increasing Intensity of CICO: If a student is on a daily CICO you may need to increase the frequency of when student is checking in and/or checking out if the current frequency is not having a positive impact on student performance. Have student check in before school, during lunch, and at the end of the day rather than in the morning and at the end of the day. Examples of Decreasing Intensity of CICO: If a student is on a daily CICO and student is showing improvement in their performance deficit then you can decrease intensity of CICO. If the student is on a daily CICO in the morning and at the end of the day, have them decrease to a Monday, Wednesday, Friday CICO. If the student is continuing to improve on their performance deficit then decrease intensity to Monday CI and Friday CO. Self Monitor: After student has successfully met his/her CICO goal for 20 days, he/she moves to a self—monitoring Pawsome Daily Progress Report (PDPR). Student will fill out their portion of the PDPR and provide a brief reasoning for their rating. Teacher will then provide student feedback based on how the student filled out the PDPR(examples attached) Appropriate candidate might include: Students who are consistently getting a high number of referrals and are what we sometimes call the “frequent flyers”. They are not successful in changing behaviors despite traditional consequences being imposed. These students receive multiple ODR’s in multiple settings during their day by more than one staff member. It can 33

target behaviors such as disruption, tardiness, disrespect, inappropriate language, or refusals, etc. These students should also be motivated by teacher/adult attention. The CICO intervention may also involve a parent component. Students who know the skills but don’t consistently perform the skills should improve with CICO.

Appropriate candidate might include: Students with 5 or more absences in a semester, student who do not respond to reward or consequences to change behavior, students who lack motivation, students who lack self-esteem or selfconfidence, students who lack positive adult role models, students who appear to not like school

S/AIG-Social/Academic Instructional Groups: Youth are supported in small group for direct instruction of school wide expectations and/or replacement behaviors, including structured practices and direct behavioral feedback. Intervention leads to generalization most effectively when youth are also supported by CICO, where classroom teachers provide you positive behavioral feed back on a DPR related to their transference of newly learned skills taught during group. Staff will meet with students 1-2 times per week for at least 6 weeks.

Small group interventions: social skills groups, newcomers club, homework club, peer mentoring, concerned persons group, Great Start, grief group

Appropriate candidate might include: Students with 3 or more NI on the success skills report card in one grading period, students with commontime assignments in more than 2 classess for missing assignments, students with 5 or more ODR on concerns site in at least 2 or more instructional settings in a semester. Check and Connect: This intervention is used to promote students’ engagement with school, reduce dropout and increase school completion. Check and Connect is implemented by a person referred to as a monitor or mentor. The person is a cross between a mentor, an advocate, and a service coordinator whose primary goal is to keep education an important aspect of the students’ life. When possible, the mentor stays with the student at least two years. Mentoring is not the same as CICO.

Appropriate candidate might include: Students who need peer support and guidance, students who need a structured place to complete homework, or students who need an adult to assist with homework. Behavioral contract: A behavior contract is an agreement between the child and teacher and often includes the student’s guardian. The behavior contract is a written agreement about how the individual will behave. It will indicate the appropriate consequence should the student neglect to behave according to the contract and it also identifies a reinforcer to be used for successful compliance. The contract provides the student with structure and self-management. The contract should include: the goal, reward, consequence, timeframe, and system of monitoring. Appropriate candidate might include: Students who have 5 or more ODR in either noninstructional settings or instructional settings, students who respond to rewards and consequences.

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Individualized CICO, Groups & Mentoring: Individualized CICO has most of the same features as the group CICO but includes some fairly simple individualizations (i.e. change in location of CICO, addition of more Check Ins, a personalized daily progress report, etc.). Mentoring may intensify by adding more frequent meeting times or longer meeting times. Appropriate candidate might include: Students who are not benefitting from the group CICO

in a cumulative folder and is available upon request in the counseling/guidance office. The counseling department is an excellent source of information for student related issues. They have personal-social information (smoking, drugs, grooming, etc.) that can be useful for the total development of a student. The department may also provide students with educational information that will: •

Brief FBA/BIP-Functional Behavior Assessment/ Behavior Intervention Plan: This is not currently offered. Brief behavior intervention plans are developed for one student at a time, based on a brief assessment of function of behavior by the Tier 2 generic problem-solving team. Brief Tier 2 behavior intervention plans address only on behavior, typically only in one setting. Interventions are chosen or designed based on youth’s strengths, assessed function of behavior and skills-deficits. School Counseling/Guidance Services Students face far greater challenges than they did just a few short years ago. That means educators are also facing far greater challenges than they did just a few short years ago. The goal of the counseling department is to help each student reach their maximum personal development. The counseling department can help guide students to become productive, happy, responsible adults. Counselors will be assigned a grade level and will rotate to the next grade level with that class. The counseling department will gather and record data about individual students that can help teachers in the classroom. This data is kept

Give them tips on how to study and take

tests. •

Give general information of the educational

preparation needed for particular careers. •

Give general information on the physical

development of adolescents. •

Give community resources to aid in the

development of adolescents. •

Individual counseling: The counseling

department will work with students on a one-toone basis to help students explore and solve the many concerns they experience as they grow up. They do not provide therapeutic clinical counseling. Group counseling: Students may also be brought together in a group to talk about their concerns and try to solve them. The members gain experience in problem solving from listening to their peers. Some of the groups that may be formed are self-esteem, changing families, stress, or concerned persons (groups are not limited to those listed). The counseling department encourages students to be responsible for their feelings and behavior and to accept the consequences of their decisions.

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RULES AND REGULATIONS FOR SCHOOL BUS RIDERS

By order of the principal, suspension of riding privileges shall be up to three (3) days.

Dear Parents,

Third Written Offense - A mandatory conference may be held with the principal and the parent(s) or guardian(s). Suspension of riding privileges shall be up to five (5) days.

Many students are transported by school bus daily to and from school, and on occasion to athletic events or field trips. The safety of our students being transported is our prime concern and we expect our transportation provider to choose qualified drivers, inspect and maintain buses in good mechanical condition and to comply with all legal requirements. The students themselves also have a responsibility to be orderly and well mannered. Misbehavior on buses is a safety concern and cannot be tolerated. Bus riding is a privilege that can be revoked. By order of the principal, suspension of riding privileges may occur at any time if the offense is deemed severe. We need your help too in addressing safety. Please discuss with your child the importance of appropriate behavior while a passenger on a bus. Should a student be disruptive, disrespectful or endanger others on a bus certain actions may be taken and are listed below. First Written Offense - A warning letter with a copy of the misconduct slip will be sent to the parent(s)/guardian(s) by the bus company. By order of the principal, suspension of riding privileges may occur if the offense is deemed severe. Second Written Offense - A letter with a copy of the misconduct slip will be sent to the parent(s)/guardian(s) from the bus company. When appropriate, the bus company will follow up with a phone call to the parent(s)/guardian(s).

Fourth Written Offense - A mandatory conference may be held with the principal and the parent(s) or guardian(s). Suspension of riding privileges shall be five (5) days. Further infractions may result in expulsion of riding privileges. Fifth Written Offense - Suspension of riding privileges for five or more days or, if appropriate, a recommendation to the School Board for expulsion from the bus. A stipulated agreement may also be implemented at this time. • The driver shall maintain order among passengers being transported and shall report misconduct. The driver may assign riders to specific seats at any point. • Passengers shall comply with any lawful order given by the driver while carrying out his/ her responsibilities. Thank you for taking time to read and discuss this information with your child. BUS RULES AND REGULATIONS Suspension of the riding privilege will be in the form of a written notice to the parents and will contain the following information: •

The reason for the suspension.

• The number of warnings given before the suspension became necessary. 36

To ensure even distribution of loads and delivery of students to the designated school, pupils will board only the bus to which assigned. Bus drivers will not permit debarkation at any point between embarkation and the schools they serve without authorization. Permission to leave a school bus at any point other than the point at which any pupil daily boards or leaves the bus can be granted only upon a written request of the parent or guardian to the Supervisor – Personnel.

pupils in the center aisle to fill in the front seats when they have been emptied. Normal classroom behavior is expected. Conversing with the bus driver while the vehicle is in motion is absolutely forbidden. Keep your hands and head inside the bus at all times after entering and until leaving the bus. Do not rush or push past others while boarding and/or moving to your seat.

BUS TRANSPORTATION PREVIOUS TO LOADING

Assist in keeping the bus safe and sanitary at all times. Eating will not be allowed.

Be on time at the designated school bus stop— the bus cannot wait for those who are tardy.

Remember that loud talking and laughing or unnecessary confusion diverts the driver’s attention and may result in a serious accident.

Wait for the bus as far to the right side of the road as practical. Conduct yourself in a safe manner while waiting. Do not accept rides from strangers. Wait until the bus comes to a complete stop before attempting to enter the bus. Line up in an orderly fashion in single file. Do not rush or push to get on the bus.

Keep books, packages, coats and all other objects out of the aisles. Treat bus equipment as valuable furniture in your own home. Damage to seats, etc., must be paid for by the offender. Never tamper with the bus or any of its equipment.

Do not move toward the bus at the schoolloading zone until the buses have been brought to a complete stop.

Leave no books, lunches or other articles on the bus. Neither the bus contractor nor the school district is responsible for lost articles.

If there are no sidewalks it is recommended that you walk to the side of the road facing traffic to get to the bus stop.

Do not throw anything out of the bus window.

Use the grab rail and watch your step when getting on the bus. BUS TRANSPORTATION - WHILE ON BUS The driver is responsible for controlling the bus riders. While you are riding the bus you must obey the driver and driver assistants promptly and cooperatively. Students can be assigned a seat as the bus is loading and are expected to stay in that seat until they reach their destination. The only exception to this rule will be to enable

Always remain in your seats while the bus is in motion. Be courteous to fellow pupils, the bus driver, the driver’s assistants and passersby. Keep absolutely quiet when approaching a railroad-crossing stop. In case of emergency, remain in the bus unless directed to do otherwise by the driver.

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Parents will be notified if there is continuous misconduct on the bus. Bus riders may be denied the privileges of riding. BUS TRANSPORTATION-AFTER LEAVING THE BUS 1. Cross the road, when necessary, after getting off the bus (at least ten feet in front of the bus) but only after checking to be sure that no traffic is approaching and after receiving the signal from the driver. 2. Be alert to the danger signal from the driver. 3. Riders are not permitted to leave the bus at other regular stops unless proper authorization has been given in advance by parent and school officials. 4. Students must go directly to the school building after getting off the bus in the morning. 5. No student who rides the bus may leave the school grounds. BUS ROUTE STUDENT CHANGES Requests of a social nature will not be approved. (Scouts, parties, lessons, practices, employment, sleepovers, etc.) Temporary bus changes will be approved on a short-term basis for emergency situations only. All oral or written parent requests for students to change buses must to be routed through Lamer’s Transportation (715-241-7799). LUNCH/BREAKFAST Application forms for Free or Reduced Price Lunch/Breakfast benefits are mailed to each family in early August and are also available at orientation. A new form must be completed each school year or if new transferring into the district. Please submit only one form for all members of your family. Application for free or reduced priced meals may be made at any time during the school year. Forms are also available

from the main office, by calling the food service office at 241-9700, ext. 2407, or online on the D.C. Everest website. All information on this form is confidential and will only be used to approve meal benefits. A student lunch account is set up with a PIN (personal identification number) assigned. Parents are asked to make payments, preferably with checks, to their child’s lunch account to cover the cost of their child’s meals. There are deposit envelopes available in the lunchroom and office for students to use to make deposits. Please include the student name and PIN with the deposit. Deposits may also be made online by clicking on the “Pay for Meals Online” icon at www.dce.k12.wi.us. There is a convenience fee for online payments. Each child inputs a PIN into a computerized register at mealtime. The cost of their meal ($1.80 for middle school students) is deducted from their lunch account. School breakfast is served each day school is in session unless there is a late start at a cost of $1.25. There is no charge for breakfast for students receiving free or reduced price meal benefits. Ala carte items are also available. For those students eligible for reduced price lunch meals, the cost is $.40 per day. (Prices may change each school year) Students who carry their lunch to school may purchase milk for $.40 per 8 oz. carton. Skim white milk, 1% white milk, and chocolate skim milk are available on a daily basis. The cost of this milk will also be deducted from the student lunch account. Students eligible for free meals, receive free milk with school breakfast and lunch. Free milk is not available for students who bring a cold lunch. Ala carte items are available daily in the lunchroom. The choices may include juices, cookies, ice cream novelties, bottled water, and additional entrees. The cost of these items is deducted from the student’s lunch account. Students must have money in their lunch account in order to purchase ala carte items. If 38

you would prefer your child only have access to the school meals, please contact the food service office. Students are reminded in the lunch line that their lunch account balance is getting low. The school district also utilizes School Messenger, an automated dialing system, as a courtesy to remind you when your student’s lunch account balance is low or negative. If there is not a sufficient balance in the student lunch account, one lunch will be served to the student. The parent is expected to reimburse the school district for the cost of this lunch. If payment is not received by the following day, the student will be served a light lunch. Parents are encouraged to sign up for mySchoolbucks online. This enables parents to view their child’s lunch account activity. Please access the D. C. Everest website at www.dce.k12.wi.us and follow the Food Service link to enroll. Any balance, positive or negative, in a student lunch account at the end of the school year is carried over into the next year. If a student leaves the district, a refund will be made for an amount over $5.00 that is in the lunch account at the parent’s request. The school lunch menu is available to students in the school office. Menus are also printed in the Wausau Daily Herald; announced daily on several local radio stations; and available on the D.C. Everest website at www.dce.k12.wi.us. In accordance with Federal law and U.S. Department of Agriculture policy, this institution is prohibited from discriminating on the basis of race, color, national origin, sex, age, or disability. To file a complaint of discrimination, write USDA, Director, Office of Civil Rights, 1400 Independence Avenue, SW, Washington, D.C. 20250-9410 or call (800)795-3272 (voice) or (202) 720-6382 (TTY). USDA is an equal opportunity provider and employer. PUPIL NONDISCRIMINATION Student Conduct

All student behavior should be based on respect and consideration for the rights of others. Students have a responsibility to know and follow the rules and regulations of the school. The Assistant Superintendent, Instruction/Pupil Services is responsible for developing and administering reasonable rules and regulations for students. The Assistant Superintendent will, as needed, form a student code committee to revise the Student Rights and Responsibilities Code booklet. Such rules and regulations shall not conflict with Board policies, statutory law or case law. All employees of the district share the responsibility for supervising student behavior. EQUAL EDUCATIONAL OPPORTUNITY The right of a student to participate fully in classroom instruction and extracurricular activities shall not be abridged or impaired because of sex, race, religion, ancestry, creed, sexual orientation, national origin, pregnancy, marital or parental status, physical, learning, mental or emotional disability or handicap. Students who have been identified as having a handicap or disability, under Section 504 or the Rehabilitation Act or the Americans with Disabilities Act, shall be provided with reasonable accommodations in educational services or programs. Students may be considered handicapped or disabled under this policy even if they are not covered under the district’s special education policies and procedures. Students will have access to a free appropriate public education (FAPE) as defined by statutes. Nondiscrimination policies shall be printed in the student handbook, course selection book, enrollment material, and published annually in August in the local newspaper, to make students and parents aware of their rights. Concerns regarding alleged violations of this policy shall be referred to the following: 39

Title IX—Director of Pupil Services Section 504 -- Director of Pupil Services

STUDENT DISCRIMINATION COMPLAINT PROCEDURES Any complaint regarding the interpretation or application of the district’s student nondiscrimination policy shall be processed in accordance with the following grievance procedures: Any student, parent, or resident of the district complaining of discrimination on the basis of sex, race, religion, national origin, ancestry, creed, pregnancy, marital or parental status, sexual orientation, physical, mental, emotional or learning disability or handicap in school programs or activities shall report the complaint in writing to the district administrator. The district administrator, upon receiving such a written complaint, shall immediately undertake an investigation of the suspected infraction. The district administrator will review with the building principal, or other appropriate persons, the facts comprising the alleged discrimination. Within 15 school days after receiving the complaint, the district administrator shall decide the merits of the case, determine the action to be taken, if any, and report in writing the findings and the resolution of the case to the grievant. If the grievant is dissatisfied with the decision of the district administrator, s/he may appeal the decision in writing to the Board. The Board shall hear the appeal at its next regular meeting, or a special meeting may be called for the purpose of hearing the appeal. The Board shall make its decision in writing within 15 days after the hearing. Copies of the written decision shall be mailed or delivered to the grievant and the district administrator.

If the grievant is dissatisfied with the Board’s decision, s/he may within 30 days appeal the decision in writing to the State Superintendent of Public Instruction. Discrimination complaints relating to the identification, evaluation, educational placement or the provision of free appropriate public education of a child with exceptional educational need shall be processed in accordance with established appeal procedures outlined in the district’s special education handbook. Discrimination complaints relating to the programs specifically governed by federal law or regulation shall be referred directly to the State Superintendent of Public Instruction. Nothing in these procedures shall preclude individuals from filing a complaint directly with the Office of Civil Rights as authorized by federal law. Such complaints shall be made to: Office of Civil Rights, U.S. Department of Education 300 South Wacker Drive, 8th Floor Chicago, Illinois, 60606 DIRECTORY INFORMATION The D.C. Everest Area School District, pursuant to the Family Educational Rights and Privacy Act and State Statute 118.125 (1) (d) and (2) (j) has designated the following as Directory Information: Student’s name; present address; date and place of birth; current grade; parents’ names; dates and place of attendance; participation in officially recognized activities and sports; weights and heights of members of athletic teams; student’s photograph; the most recent previous educational agency or institution attended by the student; degrees and awards received.

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Directory information may be disclosed to any person unless any parent, legal guardian, guardian ad litem, or eligible student informs the district that all or any part of the directory information may not be released without the prior consent of the parent, legal guardian, guardian ad litem, or eligible student. MEDICATION AT SCHOOL

•

Student’s name.

•

Name of the medication.

•

Time to give medication and dose to give.

•

Physician’s name.

• Date medication was dispensed by pharmacy.

The purpose of the medication procedure is to keep your child safe and provide him/her with the medication ordered. District staff will not give any medication – prescription and/or OTC - to any student if the criteria below are not met

• OTC medication must be in the original container or single dose package.

Parent-Physician Consent Forms

• Medication will not be given to your child if the bottle is incorrectly labeled.

Parent signature is required for over-the-counter medications (OTC). • A physician’s signature is required if the dose needed of the over-the-counter medication is more than the recommendations listed on the label.

• Staff cannot give any medication sent in a plastic bag or an envelope.

Handling and Storage of Medication at School Medications are stored in the original labeled pharmacy container and in a locked cabinet. • Parents and/or guardians must pick up all unused, discontinued, or outdated medications.

• A physician’s signature is required if the medication is not appropriate for your child’s age.

• Parents and/or guardians must pick up all medication at the end of the school year.

• Parent and physician signature are required for all prescription medication.

• Any unclaimed medication will be disposed of at the end of the school year.

• Complete a new consent form when the dose of the medication is changed and/or the medication is discontinued.

Special Considerations – Inhalers and Epi-pens

• Parent and physician signatures are required before staff is allowed to administer herbal, homeopathic or dietary supplements at school. • Medication consent form is on the district web site at www.dce.k12.wi.us Medication Bottles and Labeling • Prescription medication MUST be in the original labeled pharmacy bottle. The label must clearly state:

Students can self- carry emergency medications - Epi-pens, inhalers and glucagon - to treat a lifethreatening health condition. All students needing an emergency medication are taken by ambulance to the nearest emergency room. Parents will be notified. General Safety Considerations • Bring your child’s medication to the health office. • Send only limited quantities of medication to school.

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5

STAFF

STUDENT GRADING & ASSESSMENT

Introduction Feedback as one of the most essential components of the teaching and learning relationship. DC Everest educators should encourage students to take challenges and be productively engaged in rigorous learning opportunities. DC Everest curriculum, instruction, assessment, and reporting about student progress utilizing standards-based grading should all support these efforts. This rule provides guidance on two areas of emphasis: 1. Assessment: the role of multiple assessments, reassessment opportunities, and the 4-point scale 2. Non-Academic Factors: aspects of learning that should, and should not, be included in the academic grade All standards-based grading and reporting should be based on targeted curriculum and be criterion-referenced, not using any type of curve. Students are not in competition with each other for the highest score. Similarly, grades are not “currency”, they are one important opportunity to report about essential learning. Simply put, grades should articulate what students know and are able to do. General Procedures Assessment: Assessment is a central component of effective teaching and a quality instructional system as it allows educators to determine a student’s level of understanding. Teaching staff should be comfortable developing high-quality assessments that accurately measure targeted learning. Similarly, the purpose of grading is to reflect students’ academic achievement. To do this effectively there needs to be a sufficient number, and diversity, of quality assessments to

determine this level of achievement. Fundamentally, engaging students in learning opportunities is of the utmost importance. The following guidelines address key considerations in the use of assessment: Formative/Summative: All departments and grade-level teams should establish what amount of formative work will be included in the grade. It is feedback about practice that is most important. As much as possible practice should be practice and subsequently not graded. This means, ideally, that grades would be 100% based on quality assessments (often considered “summative”). Some educators see it as beneficial to include a portion of practice as a small part of their assessment evidence. In those cases a maximum of 10% of a grade can be based on formative practice opportunities. Non-Academic Factors: There are many essential and highly-valued factors that are important in the long-term development of our students, but are not specifically designated as academic outcomes. The goal of this rule is to support grades as being good feedback and reflective of academic achievement. Below are guidelines for approaching, and reporting on, several of these factors: a. A non-academic grade should be separate from academic performance and reflect the student’s initiative, behavior, drive, and perseverance. b. Zeroes: “Scoring” missing work as zero on the 100 point scale had devastating and a mathematically disproportionate impact on students’ grades. This same level of distortion does not exist in assigning a zero via the four-point scale. Every effort should be made to put students in a position to be successful, but in the 45

circumstance that no evidence exists a zero is not inappropriate on the fourpoint scale. c. Group Grades: Collaboration is an important and relevant experience for our students to have. Often this enhances student learning, both as an instructional approach and as a valuable experience in and of itself. When assessing (and grading) students it is essential that we identify what learning outcomes we are targeting. If we are specifically targeting those skills implicit in collaboration (i.e. communication, ability to effectively problem-solve, etc.) we should clarify those expectations and how we will assess them with our students. It is essential that those targets be communicated independent of other learning objectives (i.e. mastery of specific content, research skills, etc.)

DC Everest’s District Grading Task Force recognizes and thanks Minnetonka (MN) Public School District for the strong influence their policy and high school “grading syllabus” played in the development of this administrative rule. Additionally, works of the following experts directly or indirectly provided background knowledge for this document: Douglas Reeves, Robert Marzano, Ken O’Connor, Thomas Guskey, Rick Wormeli and John Hattie

d. Extra Credit: Practices such as giving graded credit (i.e. points) for parent signatures, Kleenex boxes or other non-academic behaviors are not acceptable. A teacher is not required to offer extra credit for any course. However, providing opportunities that require students to extend or apply learning in a different way is beneficial and supports curricular objectives. Along these lines, any “extra” opportunities should begin with a specific learning target in mind and have an accompanying way to assess the level that learning was attained. These opportunities should be clearly connected to enduring understandings. e. Academic dishonesty is a behavioral challenge. Cheating and other similar matters should be handled in consistency with building behavioral practices. 46

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CONTROVERSIAL ISSUES & RELIGION

RELIGION IN THE CURRICULUM As a public entity, the District must comply with the U.S. Constitution’s First Amendment requirement that the District neither establish religion in the schools nor prohibit students’ free exercise of religion according to pertinent interpretation and application of those Constitutional provisions by the Courts. Accordingly, no School Board employee will promote religion in the classroom or in the District’s curriculum, or compel or pressure any student to participate in devotional exercises. Displays of a religious character must conform with Policy 8800. Instructional activities shall not be permitted to advance or inhibit any particular religion or religion generally. Teachers shall forward requests for religious accommodation in instruction to the principal and Superintendent. An understanding of religions and their effects on civilization is essential to the thorough education of young people and to their appreciation of a pluralistic society. To that end, curriculum may include, as appropriate to the various ages and attainments of the students, instruction about the religions of the world. The Board acknowledges the degree to which a religious consciousness has permeated the arts, literature, music, and issues of morality. The instructional and resource materials approved for use in the District schools frequently contain religious references or concern moral issues that have traditionally been the focus of religious

concern. That such materials may be religious in nature shall not, by itself, bar their use by the District. The Board directs that professional staff members employing such materials be neutral in their approach and avoid using them to advance or inhibit religion in any way. The Board recognizes that religious traditions vary in their perceptions and doctrines regarding the natural world and its processes. The curriculum is chosen for its place in the education of the District's students, not for its conformity to religious principles. Students should receive unbiased instruction in the schools, so they may privately accept or reject the knowledge thus gained, in accordance with their own religious tenets if any. Accordingly, no student shall be exempted from completion of a required course of study on the grounds that components of the instruction interfere with the free exercise of his/her religion. However, if after careful personal review of the program’s lessons and/or materials, a parent indicates to the school that either the content or activities conflict with his/her religious beliefs or value system, the school will honor a written request for his/her child to be excused from particular class periods for specified reasons. The student will be provided with alternate learning activities during the times of such parent requested absence.

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For the privacy of students whose parents request that they not take part in the particular class periods for specified reasons prior arrangements will be made for the student(s) to go to a supervised location where under the supervision of a staff member the student(s) will be provided with the alternate learning activities during the requested absence. No classroom teacher shall be prohibited from providing reasonable periods of time for activities of a moral, philosophical, or patriotic theme. No student shall be required to participate in such activities if they are contrary to the religious convictions of the student or his/ her parents or guardians. The District’s instructional materials shall not be designed to influence students to accept or reject a particular religious belief or point of view and the Superintendent shall prepare administrative guidelines to that affect. Complaints by students or the public regarding any such course of study will be handled in accordance with Board Policy 9130. See Reference: Policy 8800 U.S. Constitutional Amendment 1 CONTROVERSIAL ISSUES IN THE CLASSROOM The School Board believes that the consideration of controversial issues has a legitimate place in the instructional program of the schools.

the values and factors involved, and develop techniques for formulating and evaluating positions. In addition, the opportunity can lead students to learn about how to use critical thinking and problem solving skills, to study and analyze relevant issues, evaluate different sources of information, make intelligent decisions regarding issues and how to appreciate the value of differing viewpoints. For purposes of this policy, a controversial issue is a topic on which opposing points of view have been promulgated by responsible opinion and/or are likely to arouse both support and opposition in the community. These issues may range across a wide spectrum of political, social, economic, and religious topics. The Board will permit the introduction and proper educational use of controversial issues provided that their use in the instructional program: A. is related to the instructional goals of the course of study and level of maturity of the students. B. does not tend to indoctrinate or persuade students to a particular point of view;  C. encourages open-mindedness and is conducted in a spirit of scholarly inquiry. Controversial issues related to the program may be initiated by the students themselves provided they are presented in the ordinary course of classroom instruction and it is not disruptive to the educational setting.

Properly introduced and conducted, the consideration of such issues can help students learn to identify important issues, explore fully and fairly all sides of an issue, weigh carefully 49

Controversial issues may not be initiated by a source outside the schools unless prior approval has been given by the principal. Issues pertaining to human growth and development, as defined by statute, are subject to 118.019, Wis. Stats. When controversial issues have not been specified in the course of study, the Board will permit the instructional use of only those issues which have been approved by the principal. In the discussion of any controversial issue in the classroom or in the course of professional duties, a teacher may express a personal opinion, but shall identify it as such, and must not express such an opinion for the purpose of persuading students to his/her point of view. The Board recognizes that a course of study or certain instructional materials may contain content and/or activities that some parents find objectionable. If after careful, personal review of the program lessons and/or materials, a parent indicates to the school that either content or activities conflicts with his/her religious beliefs or value system, the school will honor a written request for his/her child to be excused from particular classes for specified reasons. The student, however, will not be excused from participating in the course or activities mandated by the State and will be provided alternative learning activities during times of parent requested absences. (See also Policy 3310 –  Freedom of Speech in Noninstructional Settings)
 Garcetti v. Ceballos, 126 S. Ct. 1951 (2006)

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WORK DAY The standard Middle School teacher work day is 7:10-3:10. The student school day is from 7:25-2:31. An altered schedule form, available in the office, should be on file along with a copy of parent communication for any other work schedule. Altered schedule options are: 6:40a 2:40p, 6:55a - 2:55p, 7:10a - 3:10p. Teacher Absence/Central Sub Caller Guidelines The D. C. Everest School District utilizes Skyward for employee absences. All absences should be entered in Skyward. Login using your Novell login and password. If you need a sub, check the “need sub” box and you will be directed to AESOP, the substitute caller system. This information is very important in order to keep your accumulated sick leave up-to-date. See the principal’s secretary if you need directions. If you arrange coverage with an individual sub and they are no longer needed, it is your responsibility to contact them regarding this change. You will be responsible for expenses related to these matters if you neglect to cancel the sub. Substitute Teacher Preparation 1. All plan books are to be kept on your desk for use by the substitute teacher. 2. All teachers should keep seating charts, properly identified as to period and room, on their desk. This applies to study hall as well.

4. A plan book for substitute teachers should include the following items; crisis plan, seating chart, detailed lesson plans, map of the school, special notes about students and attendance cards. Communication These two methods of communication are essential and should be reviewed by all members of D. C. Everest Middle School teaching faculty. Team Leader Meeting minutes: Minutes should be reviewed with someone present at the meeting. Bulletin: A bulletin is emailed to everyone every week or every other week. Staff Development Staff development should be pre-approved and tracked within the Skyward Professional Development module. Snow Days Teachers do not report to school. Two (2) snow days are built into the school calendar by adding the appropriate minutes to student contact times at each building within the school day. Also, all buildings will provide ample student contact time to comply with the state standards. Any time off from inclement weather beyond two (2) days will be made up.

3. We are asking that you appoint a student chairperson for each class and acquaint them with your plan book and seating charts. 51

Faculty Meetings!

Noon Hour Regulations

Faculty meetings will be held the second Wednesday of the month at 2:40, in the IMC. Team Leader meetings will be held the first and third Tuesday of every month at 2:40 in the main office conference room.

Please review the following items with your students during the first week of school:

Hours of Duty 1. Regular building hours for teachers shall be eight hours per day, including a duty-free lunch period for 30 minutes. On Fridays, teachers may elect to leave 15 minutes earlier than the normal dismissal time. The standard Middle School teacher work day is 7:10-3:10. 2. The starting and dismissal time for the Middle School Staff shall be 6:40a - 2:40p, 6:55a - 2:55p, 7:10a - 3:10p. All teachers are expected to have their rooms open and be in them and available to students according to their altered schedule. Please do not open your room for students and then leave it unattended. An exception to this policy occurs when teachers are supervising the hall between 7:05 and 7:30. 3. Teachers are expected to attend faculty meetings the second Wednesday of each month at 2:45 pm. Meetings may be scheduled on other nights as the need presents itself. 4. Please sign out in the office any time you leave the building during your regular work hours.

1. All students should stay at school throughout the noon hour unless they bring a signed statement from parents that they will be leaving with them for lunch. Only students with permission from the office will be allowed to leave with their parents for lunch. Parents will pick their children up from the main office. 2. Student cooperation is needed in keeping the lunchroom clean. Please reinforce with them the importance of responsible lunchroom behavior. 3. Students may go to the IMC with a pass, outside commons area or stay inside during their lunch hour. Remember that lunch should be a relaxing, comfortable time of the day for students. The Pledge of Allegiance After announcements each day, all first-period teachers will have their class recite The Pledge of Allegiance. No students shall be compelled against their objection or those of their parent or guardian to recite the pledge. Student Illness or Accident If one of your students becomes ill or is injured, you should immediately take him/her to the health room (room #C137) or call the health extension #2023 for assistance. The health aide or office staff will handle necessary notifications to parents. In the event of a serious accident or illness, you should not attempt to move the student and inform the health office immediately. 52

Progress Reports Parents of students with grades lower than C, or have other areas of concern, will receive personal contact from the teacher and a mailed printout(s) of their report. Parents need your professional feedback about their child’s academic progress. They want to be involved early and rely on our expertise to help them help their children learn. Both positive and constructive feedback can help students and their parents make improvements in learning. Staff/Student Ethical Relationships Positive relationships with students are of paramount importance in student achievement. The D.C. Everest Area School District is committed to quality educational programs requiring integrity, high ideals, and human understanding. All employees shall recognize they must accept responsibility for their conduct. All employees shall understand a person’s own conduct may be regarded as representative of all. Learning, growth and success of students are the reasons the schools exist. Staff members are required to abide by such a standard of conduct that is in keeping with community morals, to encourage good citizenship and to be an example of selfdiscipline for their students. Further, staff members are required at all times to refrain from misdeeds which may lose them the respect and appreciation of the students, parents/guardians of students, and the people of the community.

All employees and contract vendors of the District are expected to demonstrate positive relationships by: •

Communicating with students in a way that

fosters the development of a positive self-image. •

Giving students positive feedback in a

variety of ways. •

Modeling and reinforcing positive behaviors

that are expected of students. •

Implementing motivation techniques that

enhance self-esteem and achievement. •

Maintaining empathy with and respect for

all individuals regardless of gender, race, place of origin, athletic potential, color, sexual orientation, religion, political beliefs, socioeconomic status and any other condition. •

Using discretion in handling confidential

information about students. •

Utilizing problem-solving techniques in

correcting and changing student behavior. •

Encouraging a student to study varying

points of view and respect the student’s right to form independent judgments. •

Conducting conferences with or

concerning students in an appropriate place and manner. •

Exercising good judgment and cooperation

in dealings with students, parents, other staff and the public. •

Displaying moral and ethical behavior

including never engaging in intimate, sexual or

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otherwise inappropriate relationships with students whether consensual or otherwise. All employees and contract vendors of the District are expected to refrain from: •

Using physical discipline/physical force

except in rare circumstances as outlined in board policy 5145P and Wisconsin Statute 118.31–Corporal punishment. •

Sending a student on an errand off school

premises during school hours. Students shall not be sent on personal errands of any kind, nor be required to do any service not connected with their duties in the school. •

Attempting to indoctrinate students with

their own political or religious beliefs. •

Using ridicule, insults, sarcasm, cynicism,

sustained or repeated yelling, profanity, belittling or intimidating statements or behaviors and other offensive or inappropriate statements or conduct.  Reference: 118.31 Wisconsin Statutes

Policy - Procedures in Assessing and Reporting Child Neglect and/or Abuse As a social resource, the school is second only to the family unit in its potential for sustained, thorough involvement in the child’s life. Because of this sustained contact, school personnel are in an excellent position to identify abused or neglected children and to refer them for treatment and protection. The School Board recognizes its moral and legal responsibility to adhere to Wisconsin Statute 48.981 and all applicable revisions, to report child abuse, child neglect, and threatened child abuse. In a

continuing effort to assist children and their families, school personnel will work in a cooperative effort in the investigative and followup stages with those agencies specializing in working with the situation. LEGAL REFERENCE: 48.981 Wisconsin State Statute Rule: Procedures in Assessing and Reporting Child Neglect and/or Abuse The School Board recognizes, because of their sustained contact with school age children, school employees are in an excellent position to identify abused or neglected children and to refer them for treatment and protection. To comply with the mandatory reporting of child abuse (Wisconsin Statute 48.981 as revised by 1983 Wisconsin Act 172 and 1983 Wisconsin Act 190), it is the policy of the School Board that any school teacher, counselor, administrator, speech therapist, physical therapist, occupational therapist, or school psychologist having reasonable cause to suspect that a child, seen in the course of professional duties, has been abused, or neglected, or having reason to believe that a child seen in the course of professional duties, has been threatened with an injury shall immediately contact by telephone, or in person, the County Social Services Agency, Sheriff or City Police Department and in the case of American Indian children, the tribal government. All other school personnel may report such cases to the above mentioned agencies. All school personnel shall inform appropriate administrative personnel of all cases of suspected or believed abuse, neglect, or threatened abuse.

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Any person reporting may request an immediate investigation by the Sheriff or Police Department if the person has reason to suspect that the child's health or safety is in immediate danger. The reporter should be prepared to give the following information: name, address and age of student; name and address of parent or caretaker; nature and extent of injuries or description of neglects; and other information that might help establish the causes of the injuries or condition. School personnel may professionally conduct a brief interview or a physical inspection. Any physical inspection shall be in the presence of an appropriate witness to obtain enough information to suspect or believe that neglect, abuse, or threatened abuse has occurred. Only suspicion or a belief is required for mandated reporting. It is not the responsibility of school personnel to prove that the child has been abused or neglected, nor to determine whether the child is in need of protection. Indications of child abuse and/or neglect are listed below and should be considered in suspected or believed cases. Abuse •

Physical injury inflicted on a child by other

than accidental means. •

•

Sexual intercourse or sexual contact under

Wisconsin Statute 940.225, 948.02, 948.025, or 948.085. •

Violation of sexual exploitation under

Wisconsin Statute 948.05. •

Permitting or requiring a child to violate

prostitution laws under Wisconsin Statute 944.30. •

Causing a child to view or listen to sexual

activity under Wisconsin Statute 948.055. •

Exposing genitals or pubic area under

Wisconsin Statute 948.10. •

Manufacturing methamphetamine in

violation of s. 961.41 (1) (e) under any of the following circumstances: •

With a child physically present during the

manufacture under Wisconsin Statute 48.02(1) (g)1; •

In a child’s home, on the premises of a

child’s home, or in a motor vehicle located on the premises of a child’s home under Wisconsin Statute 48.02(1)(g)2; •

Under any other circumstances in which a

reasonable person should have known that the manufacture would be seen, smelled, or heard by a child under Wisconsin Statute 48.02(1)(g)3.

When used in referring to an unborn child,

serious physical harm inflicted on the unborn child, and the risk of serious physical harm to the child when born, caused by the habitual lack of self-control of the expectant mother of the unborn child in the use of alcohol beverages, controlled substances or controlled substance analogs, exhibited to a severe degree under Wisconsin Statute 48.02(1).

•

Emotional damage for which the child’s

parent, guardian or legal custodian has neglected, refused or been unable for reasons other than poverty to obtain the necessary treatment or to take steps to ameliorate the symptoms under Wisconsin Statute 48.02(1).

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“Emotional damage” means harm to a child’s psychological or intellectual functioning. “Emotional damage” shall be evidenced by one or more of the following characteristics exhibited to a sever degree: anxiety; depression; withdrawal; outward aggressive behavior; or a substantial and observable change in behavior, emotional response or cognition that is not within the normal range for the child’s age and stage of development. Neglect Failure, refusal, or inability on the part of the parent, guardian, legal custodian, or other person exercising temporary or permanent control over a child for reasons other than poverty, to provide necessary care, food, clothing, medical or dental care, or shelter so as to seriously endanger the physical health of the child. W.S.S. protect individuals reporting child neglect and abuse as follows: •

Any person participating in good faith in the

making of a report shall have immunity from any liability, civil or criminal, that results by reasons of the action. No person making a report may be discharged from employment for so doing. •

Persons who are required to report and

willfully fail to report may be fined not more than $1,000 or imprisoned not more than 6 months or both. All reported cases of suspected and believed abuse and neglect or threatened abuse will be held in confidence. • Reports and records may be disclosed only to agencies or persons as outlined in state statutes.

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