Pupil Nondiscrimination Report
Report Contents by Section
- Introduction
- General Overview of PI-9 Pupil Nondiscrimination
- Contributors to and Opportunities to Participate in the Self-Evaluation Report
- School Board Policies and Administrative Procedures
- Enrollment Trends in Classes and Programs
- Methods, Practices, Curriculum, and Materials Used in School Counseling
- Trends and Patterns of Disciplinary Actions, Including Suspensions, Expulsions, and Handling of Pupil Harassment
- Participation Trends & Patterns and School District Support of Athletic, Extracurricular, and Recreational Activities
- Trends and Patterns in Awarding Scholarships and Other Forms of Recognition and Achievement Provided or Administered by the District
- Efforts to Achieve Equality of Education Opportunity and Nondiscrimination
- School District Technology, Including Electronic Communications by School District Staff
- Exhibits
Introduction
The Madison Metropolitan School District (MMSD or District) is the second largest school district in Wisconsin and serves over 25,000 students in more than 50 schools and programs including 32 elementary schools, 12 middle schools, four comprehensive high schools and four alternative high schools. The District covers approximately 65 square miles including all or part of the cities of Madison and Fitchburg, the villages of Maple Bluff and Shorewood Hills, and the towns of Blooming Grove, Burke and Madison.
The MMSD is committed to ensuring that every school is a thriving school that prepares every student to graduate high school well-equipped for college, careers and their community.
This year’s self-evaluation has given the District the opportunity to assess whether it is being truly successful at carrying out its mission to ensure that all students are valued as learners and provided the opportunity and preparation to become successful members of the greater community.
General Overview of PI-9 Pupil Nondiscrimination
| Wisconsin State Statute 118.13 | Administrative Rule PI 9.06 |
| 118.13 Pupil discrimination prohibited. (1) No person may be denied admission to any public school or be denied participation in, be denied the benefits of or be discriminated against in any curricular, extracurricular, pupil services, recreational or other program or activity because of the person’s:
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PI 9.06 Evaluation.
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Contributors to and Opportunities to Participate in the Self-Evaluation Report
Contributors to the Pupil Nondiscrimination Self-Evaluation Report PI-9.06(2)
The following individuals were responsible for collecting data, developing, and/or writing the Pupil Nondiscrimination Self Evaluation Report:
| Name | Position |
| Lili Hangartner | Coordinator – Progressive Discipline |
| Leia Esser | Executive Director Coordinator Student and Staff Support |
| Evetta A. Sloan | Title IX Coordinator |
| Langston Evans | Director – College and Career Readiness |
| Sharon Alexander | Director of Advanced Learning |
| Mary J. Jankovich | Executive Director – Pathways and Secondary Programs |
| Suzi M. Zoellner | Teacher Leader – Counselor |
| Mitchell P. Staroscik | Director – Personalized Pathways and Career & Technical Education |
| Ben Roovers | Associate General Counsel |
| Jeremy Schlitz | Director of District Athletics |
| Rebecca Kundert | Executive Director – Curriculum and Instruction |
| Ashley Pletzer | Coordinator – Wellness and Physical Education |
| Cynthia Green | Associate Superintendent – Teaching and Learning |
| Jorge Covarrubias | Senior Executive Director – Professional Leadership |
| Nancy Molfenter | Associate Superintendent – Student Services |
| Chet Bembenek | Director of Technical Services |
| Ian Folger | Officer – External Communications |
| Mary Roth | Executive Director – MSCR |
| Jay Affeldt | Associate Superintendent of High Schools |
| Jane Glynn | School Counselor, West HS |
| Betsy Zirbel | School Counselor, La Follette HS |
| Amy Olson | School Counselor, Memorial HS |
| Marianne Mutt | School Counselor, Capital HS |
| Ashley Schuchardt | School Counselor, East HS |
Opportunities to Participate in the Evaluation of the Pupil Nondiscrimination Self-Evaluation Report
The opportunity to participate in the writing, development, and/or final review/evaluation of this report was made available to students, teachers, administrators, parents and residents of the District by participating in an online survey. Invitations to participate were sent to families via family newsletter. Emails were sent to MMSD staff notifying them of the opportunity to participate. The report and link to the survey were also included on the front page of the MMSD website, allowing community members and others to participate as well.
School Board Policies and Administrative Procedures
The purpose of this section is to ask the District to examine the board policies and procedures that have been adopted by the Board.
By evaluating this area, the District had an opportunity to:
- Ensure that policies include all protected categories listed under Wis. Stat. 118.13.
- Ensure that policies address harassment or that there is a separate anti-harassment policy
- The policies are published annually, are easily accessible and clearly articulate the compliance officers, the complaint timeline, and procedures for the complaint process.
| Policies and Administrative Procedures |
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| Summary Data Report |
The District’s Title IX Investigator and Associate General Counsel were consulted to verify that all DPI recommended benchmarks are being met for nondiscrimination policies and procedures. The parties reviewed all relevant policies and checked with support staff to determine whether annual notices are being provided. Recommendations/areas of improvement
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Enrollment Trends in Classes and Programs
The purpose of this section is to ask the District to examine enrollment trends and patterns within classes and programs offered by the District.
By evaluating this area, the District had an opportunity to:
- Ensure progress is made each year towards increased enrollment in courses and programs by underrepresented groups based upon race, gender, disability, and national origin.
- Particular programs and courses that merit attention including advanced and/or college preparatory courses, talented and gifted programming, and vocational education classes or programs.
Please note: All referenced exhibits appear in the last section of this report.
| Enrollment Progress and Advanced Learning |
Recommendations/areas of improvement
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| Summary Data Report |
The District’s Director of Advanced Learning and Director of Secondary Pathways, reviewed multiple data sets to identify areas of improvement and areas where progress has been lacking. That data informed areas of strength and the recommendations/areas of improvement listed below. Recommendations/areas of improvement
Starting in 24-25, MMSD anticipates investing in additional Early College academies to extend CTE programs beyond what is possible within the High Schools, connecting students to a plethora of post-secondary opportunities in high-wage, high-skill, in-demand careers, and provide additional advanced opportunities to all high school students. |
Methods, Practices, Curriculum, and Materials Used in School Counseling
The purpose of this section is to ask the District to examine the methods, practices, curriculum and materials used in 4K-12 school counseling to determine whether all students are being included in the learning process.
By evaluating this area, the District had an opportunity to:
- Ensure that the goals of equity and excellence for all students are demonstrated through the school counseling practices;
- Ensure no forms of bias or stereotyping are present in counseling strategies;
- Determine whether and how current methods, practices, and materials influence student achievement; and,
- Demonstrate that counselors have high expectations for all students.
| Methods and Practices |
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| Curriculum |
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| Materials |
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| Summary Data Report |
The District’s Lead School Counselor gathered relevant information from the school counselors of the four comprehensive high schools and one alternative high school. These school counselors reviewed and gave input for these answers. Related documentation and data were also reviewed in collecting information relevant to this report, and this report was compiled in conjunction with the District’s Director of College and Career Readiness. Recommendations/Strategies for Improvement:
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Trends and Patterns of Disciplinary Actions, Including Suspensions, Expulsions, and Handling of Pupil Harassment
The purpose of this section is to evaluate trends and patterns in disciplinary actions, policies, and procedures.
By evaluating this area, the District had an opportunity to ensure the following:
- Disciplinary actions and procedures are applied consistently to all students.
- Harassment policies define harassment, provide examples, explain the consequences, and prohibit retaliation and provide for as much confidentiality as reasonably possible.
- Staff, students, and parents/guardians are aware of the ability and how to file a harassment complaint.
- Responses to harassment are prompt, firm, and effective.
| Discipline |
MMSD Board Policies 4502B, C, and D are the Behavior Education Plans (BEPs) for Elementary, Middle, and High School students, respectively. The BEPs identify five levels of possible responses to student behavior. The BEPs also include a behavior response grid that assigns a level to many different types of student behavior. A school is required to respond at the level indicated on the grid, based on the student’s behavior. In doing so, the BEPs strive to maintain consistency in how student behavior is addressed under the BEPs. Although the BEPs are in place to ensure that all students have the same consequences for the same infraction, a review of district behavior data shows that disproportionality continues to persist in several areas over the last number of years. (Exhibit I) Black or African American students and students with disabilities make up a larger percentage of students facing out of school suspensions and total behavior events, compared to their total percentage within the District. Although disparities remain, some positive strides have been made with regard to students with disabilities. While students with disabilities make up 19% of all students within MMSD, the percentage of all students receiving an out of school suspension that included those with disabilities has decreased from 48% in the 19-20 school year to 35% in the 22-23 school year. MMSD ensures that alternative education opportunities are provided for children in the district who may otherwise be expelled. MMSD’s “Restore” program functions as an expulsion abeyance program and is offered to the majority of students who face expulsion. Successful completion of the Restore program results in the dismissal of expulsion proceedings. Pursuant to MMSD Board Policy 4045, only 3 behaviors that result in an expulsion recommendation are ineligible for Restore: (1) Possession of a firearm as defined by 18 USC 921 of the Federal Code (2) Non-consensual sexual contact with another student coupled with the use of force, a weapon, threat or coercion and (3) Possession of a bomb or other explosive device. NOTE: This report does not discuss expulsion data because of the small number of expulsions that occur within MMSD. Per DPI recommendations and guidelines, any group of students of five or less is considered small and data on such groups should not be published. |
| Bullying and Harassment |
The MMSD Board of Education has created policies that address harassment and bullying in schools. MMSD Board Policy 4510 includes a definition of “bullying” and outlines the District’s anti-bullying policy and related procedures. Policy 4510 sets the expectations for school staff in responding to reports of bullying behavior, conducting bullying investigations, and the responses to such behavior for both the target of the behavior, as well as the student engaging in bullying behavior. MMSD Board Policy 4620 addresses discrimination against students. Policy 4620 includes a definition of “harassment” and a section dedicated to ensuring a “harassment-free environment for students of the District.” The policy defines harassment to include actions that have the purpose or effect of creating an intimidating, hostile, or offensive educational environment. The policy also provides a non-exhaustive list of examples that may qualify as harassment under the policy. The policy also prohibits retaliation against any person who files or participates in the presentation, processing, or resolution of a complaint. Generally, investigations under Policy 4620 must be completed within 90 days. The District offers regular opportunities for students and staff to address the issue of harassment. Those opportunities take the form of curricular materials, educational programs, forums, and orientation programs. The following are examples of those opportunities:
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| Summary Report Data |
MMSD’s Coordinator for Progressive Discipline reviewed data and policies related to student discipline. While policies and the behavior response grid promote uniformity of response to similar student behaviors, Black or African American students and students with IEPs are still more likely to receive discipline. MMSD’s Associate General Counsel and Coordinator for Progressive Discipline reviewed policies related to bullying and harassment. The District’s Executive Director for Student and Staff Support also reviewed educational opportunities for students and staff related to bullying and harassment. Recommendation/Strategies for Improvement: Discipline:
Bullying and Harassment:
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Participation Trends & Patterns and School District Support of Athletic, Extracurricular, and Recreational Activities
In this section, the District is asked to review participation trends in 4K-12 athletic, extracurricular, and recreational activities to determine whether all of the protected groups participate and/or are encouraged to participate in these school-sponsored activities.
By evaluating this area, the District has the opportunity to ensure:
- Foster and promote the goals of equity and inclusiveness in athletic, extracurricular, and recreational programs and any school-sponsored or approved activity.
- Ensure that interscholastic athletic programs for boys and girls are comparable.
- Ensure the school provides athletic, extracurricular, and recreational activities to meet the interests and abilities of diverse students as evidenced by participation rates.
Athletic Programs
| Participation Trends and Patterns |
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| District Support & Equitable Access |
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| Publications and Notices |
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| Summary Report Data |
Methods of Analysis:
Recommendations/Strategies for Improvement:
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Extracurricular, Recreational and Other School-Sponsored Activities
| Participation Trends and Patterns |
Data Collection:
Participation Trends:
Secondary Participation:
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| District Support & Equitable Access |
MSCR Participants and families are surveyed to develop interest.
MSCR’s core program development of recreational and cocurricular activities is designed to encourage participation by underrepresented groups as evidenced by the rates of participation by students of color and students with disabilities in MSCR after school programs.
Special accommodations are available for children with disabilities who participate in extracurricular and other recreational activities.
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| Publications and Notices |
Information regarding MSCR programs is published in the MSCR Program guide.
The MMSD/MSCR Non-Discrimination policy and statement on gender are published in the MSCR Program Guide and on the MSCR website.
MSCR public information has been updated to utilize inclusive language free of bias. All employees working in recreation programs receive training on harassment, discrimination and bias as part of their onboarding and on an ongoing basis. |
| Summary Report Data |
Methods of Analysis: Program supervisors within MSCR were consulted to provide data and analysis for this report, including: Ian Hannah, Secondary Programs Supervisor and Eileen Otis, Supervisor of Elementary Programs. Related documentation and data were also reviewed in collecting information relevant to this report. Recommendations/Strategies for Improvement:
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School Assemblies, Special Programs and Speakers
| Participation Trends and Patterns |
Our district is committed to becoming an anti-racist organization, dedicated to ensuring that every student, family, and staff member feels seen, heard, valued, and celebrated. Special events, including assemblies, ceremonies, guest speaker sessions, and special events, are aligned with this commitment, aiming to foster an environment of equity and inclusion.
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| District Support & Equitable Access |
Our efforts are grounded in the district's strategic framework and core values, specifically including racial equity and social justice, belonging, and excellence.
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| Publications and Notices |
There has been a noticeable evolution in the content shared on school and district websites and social media platforms.
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| Summary Report Data |
Methods of Analysis:
Recommendations/Strategies for Improvement:
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Trends and Patterns in Awarding Scholarships and Other Forms of Recognition and Achievement Provided or Administered by the District
The purpose of this section is to evaluate the trends and patterns in awarding scholarships, other forms of recognition and achievement and determine whether some groups of students are significantly underrepresented as recipients of awards or other forms of recognition.
By evaluating this area, the District has an opportunity to ensure:
- All scholarships and other forms of recognition are awarded in a way that does not discriminate;
- Information about award opportunities is accessible to all parents and students; and
- Develop recommendations to ensure that the amount and number of scholarships and other types of awards are equitably distributed.
| Awards Trends and Patterns |
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| Publication and Notice |
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| Policy and/or Operational Procedures |
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| Summary Report Data |
Methods of Analysis: The District’s Lead School Counselor gathered relevant information from the school counselors of the four comprehensive high schools and one alternative high school. These school counselors reviewed and gave input for these answers. Related documentation and data were also reviewed in collecting information relevant to this report, and this report was compiled in conjunction with the District’s Director of College and Career Readiness. Recommendations/Strategies for Improvement:
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Efforts to Achieve Equality of Education Opportunity and Nondiscrimination
The purpose of this section is to evaluate the district’s efforts to achieve equality of education opportunity and nondiscrimination. Focusing on the district’s efforts and progress in closing academic achievement gaps and creating a school environment that does not discrimination based upon the protected categories listed in Wis. Stat. 118.13.
By evaluating this area, the District had an opportunity to ensure the following:
- Staff have high expectations for all students.
- Significant progress is made in closing achievement gaps.
- An ongoing effort is in place to ensure equality of educational opportunity and nondiscrimination.
- The school environment is welcoming to all students and parents/guardians who visit the building.
| High Expectations for Students |
The District strives to ensure that every staff member demonstrates high expectations for all students. Professional Learning focused on core instructional practice. Our core practices include:
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| Closing Achievement Gaps |
MMSD has taken steps to close academic achievement gaps for students:
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| Equality of Educational Opportunity |
The District continues in its efforts to achieve equality of educational opportunity and nondiscrimination.
To support these efforts, equality of educational opportunity and nondiscrimination are considered in the planning and implementation of staff development:
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| Welcoming Environment | The school environment must be welcoming to all students and parents/guardians who visit buildings. The district intentionally fosters a welcoming environment through the following:
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| Summary Report Data |
Recommendations/Strategies for Improvement:
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School District Technology, Including Electronic Communications by School District Staff
The purpose of this section is to evaluate the availability of school district technology and electronic communications by parents and students.
By evaluating this area, the District had an opportunity to ensure the following:
- School district technology and electronic communication is accessible by parents and students.
| Availability of School District Technology |
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| Access to Electronic Communications |
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| Summary Report Data |
The Director of Technical Services and the External Communications Officer for MMSD were both consulted to identify current practices that ensure accessibility to electronic communications and district technology. Recommendations/Strategies for Improvement:
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Exhibits
