District Policy Guides

The Madison Board of Education is a seven-member policy making body. Members are elected in April to serve staggered three-year terms in office. Additional information about the Madison Board of Education can be found at https://www.madison.k12.wi.us/board-of-education/.

Dates and event information can be found at www.mmsd.org/calendar.

Note: MMSD will accommodate students’ religious beliefs and recognizes religious holidays, and schools shall avoid scheduling exams, athletic events/contests and other special events on those days. See mmsd.org/religious-holidays for details and a list of observed holidays.

Additional school contact information can be found at https://www.madison.k12.wi.us/about/attendance-areas.

Capital High (608)204-4220

Shabazz City High (608)204-2440

 

East	West	Memorial	LaFollette
East High School (608)204-1603     Black Hawk Middle (608)204-4360   O'Keeffe Middle (608)204-6820   Sherman Middle (608)204-2100     Emerson Elementary (608)204-2000   Gompers Elementary (608)204-4520   Hawthorne Elementary (608)204-2500   Lake View Elementary (608)204-4040   Lapham Elementary (608)204-4140   Lindbergh Elementary (608)204-6500   Lowell Elementary (608)204-6600   Marquette Elementary (608)204-3220   Mendota Elementary (608)204-7840   Sandburg Elementary (608)204-7940	West High School (608)204-4100     Cherokee Middle (608)204-1240   Hamilton Middle (608)204-4620   Wright Middle (608)204-1340     Franklin Elementary (608)204-2292   Leopold Elementary (608)204-4240   Lincoln Elementary (608)204-4900   Midvale Elementary (608)204-6700   Van Hise Elementary (608)204-4800   Randall Elementary (608)204-3300   Shorewood Elementary (608)204-1200   Thoreau Elementary (608)204-6940	Memorial High School (608)663-5990     Gillespie Middle (608)663-6403   Spring Harbor Middle (608)204-1100   Toki Middle  (608)204-4740     Anana Elementary (608)442-2000   Chavez Elementary (608)442-2000   Crestwood Elementary (608)204-1120   Huegel Elementary (608)204-3100   Muir Elementary (608)663-8170   Orchard Ridge Elementary (608)204-2320   Olson Elementary (608)442-2602   Stephens Elementary (608)204-1900	La Follette High School (608)204-3600     Badger Rock Middle (608)442-0049   Sennett Middle  (608)204-1920   Whitehorse Middle (608)204-4490     Southside Elementary (608)204-1056   Elvehjem Elementary (608)204-1400   Henderson Elementary (608)204-2400   Kennedy Elementary (608)204-3420   Nuestro Mundo Elementary (608)204-1068   Schenk Elementary (608)204-1500

for before and after school

Program Provider	School/s	Contact	Contact Phone #
East YMCA	Elvehjem Elem. Gompers Elem. Kennedy Elem. Schenk Elem.	Aaron Krigbaum  711 Cottage Grove Rd.	906-8656
MSCR Afterschool	Allied Learning Ctr. Allis Elem. Anana Elem. Emerson Elem. Hawthorne Elem. Henderson Elem. Lake View Elem. Lincoln Elem. Lindbergh Elem. Lowell Elem.	Eileen Otis 3802 Regent St.	204-3008
MSCR Afterschool	Meadowood N.C. Mendota Elem. Midvale Elem. Nuestro Mundo C.S.. Orchard Ridge Elem. Sandburg Elem. Schenk Elem.	Cheryl Dietrich Contact for Allied Learning Center, Meadowood Community Center	245-3667
Red Caboose	Lapham Elem. Marquette Elem.	Laura Rogers 654 Williamson St.	251-5432
West YMCA	Huegel Elem. Olson Elem.	Katie Martinelli 5515 Medical Cir	608-8811
Wisconsin Youth Company	Chávez Elem. Crestwood Elem. Franklin Elem. Leopold Elem.  Muir Elem. Randall Elem. Shorewood Elem. Stephens Elem. Thoreau Elem. Van Hise Elem.	Ashley Rose  733 Struck St.- 45620.	276-9782

545 West Dayton Street 53703
 

Superintendent – Dr. Joe Gothard jgothard@madison.k12.wi.us, 663-1607

Deputy Superintendent – TJ McCray tjmccray@madison.k12.wi.us, 640-0329

Assistant Superintendent of Schools – Carlettra Stanford cstanford@madison.k12.wi.us, 663-1670

Associate Superintendent of Schools - Elementary Schools - Dr. Deb Hoffman dahoffman@madison.k12.wi.us, 663-1670

Associate Superintendent of Schools - Elementary Schools – Chelsey Tubbs cltubs@madison.k12.wi.us, 663-1633

Associate Superintendent of Schools - Middle Schools – Angie Hicks acrawford@madison.k12.wi.us, 663-1633

Associate Superintendent of Schools - Elementary Schools - Dr. Anu Ebbe aebbe@madison.k12.wi.us, 663-1633

Associate Superintendent of Schools - High Schools – Jay Affeldt jaffeldt@madison.k12.wi.us, 663-1633

Assistant Superintendent of Financial Services – Bob Soldner rasoldner@madison.k12.wi.us, 663-1634

Board of Education – Jessie Gagan jmgagan@madison.k12.wi.us, 663-1659

Enrollment Office – Fatima Bendada fbendada@madison.k12.wi.us, 663-4957

Director of Engagement, Diversity, Equity, and Inclusion - Adam Clausen abclausen@madison.k12.wi.us, 663-5424

Food and Nutrition – Josh Perkins jsperkins@madison.k12.wi.us, 204-4005

General Information - Connect with us via our Let's Talk platform, 663-1879

Madison School & Community Recreation (MSCR) – Mary Roth mcrowley@madison.k12.wi.us, 204-3015

Transportation Services – Kenneth Thomas krthomas@madison.k12.wi.us, 663-5931

For a full list of district staff, visit madison.k12.wi.us/contact-us.

To enrich student learning and development, we believe students, parents, teachers and staff must treat each other fairly. When problems occur, let us know.

If a problem arises in the classroom, the first person you should contact is the teacher. If the teacher is unable to resolve your concern, contact the school principal.

If the principal is not able to resolve your concern, call the school district at (608) 663-1879. We are committed to responding to parent and family concerns in the most efficient, effective and respectful way.

All elementary and middle schools release early on Mondays. High school students will be released early most Mondays for teacher professional collaboration time. Professional collaboration time is based on the long-standing concept that high-quality school districts provide teachers with time for collaboration in order to improve instruction and overall student achievement.

Bus schedules will be adjusted to accommodate the early release times. After-school opportunities for middle school students during the collaboration times will be provided through MSCR.

Find all early release days at www.mmsd.org/calendar or by checking your school’s calendar.

The Behavior Education Plan is driven by the word “education”, and at its core is a teaching and learning plan designed to support every student in their social, emotional, and academic development. Below is an excerpt of the Behavior Education Plan for Elementary Students. 

Please go to the Behavior Education Plan (BEP) page for a full version.

Please read the MMSD Board Policy for more information:

Board Policy 4235

Please read the MMSD Board Policy for more information:

Board Policy 4510

Please read the MMSD Board Policy for more information:

Board Policy 4620

Safety and belonging are important components of a positive school culture. The dress code policy is focused on promoting both. Students may dress in any style they desire and may present themselves in a way that is consistent with their identity, as long as their chosen attire does not cause a disruption or compromise safety in the school environment. The following examples are intended to represent these limitations: 

Items not to be worn include: 

• Clothing or accessories that cover your face 
• Clothing or accessories that may be used as a weapon 
• See-through clothing 
• Clothing or accessories with statements or images that are vulgar, obscene, or promote illegal drugs, alcohol, sex, violence, or gang activities 
• Clothing or accessories that expose undergarments or the buttocks 
• Clothing or accessories with words, pictures, or caricatures based on stereotypes of a specific gender, race, ethnicity, nationality, religion, sexual orientation, or disability 
• Clothing or accessories with Native American team names, logos, or mascots that depict stereotypes 

Additionally: 

• Clothing or accessories with sincerely held religious affiliations or purposes are allowed 
• Shoes or footwear must be worn at all times 
• Students at schools with board-approved school uniforms must abide by that policy

Student Dress Code Guidelines Regarding Native American Team Names, Mascots and Logos

What team names, mascot and logos are prohibited?

According to the Dress Code, students may not wear clothing with words, pictures or caricatures based on negative stereotypes of a specific gender, race, ethnicity, nationality, religion, sexual orientation or disability. Specifically, students are prohibited from wearing any clothing (including jerseys), hats or other attire containing the name of or logos for the Washington Redskins football team and other similarly named non-professional sports teams. The term “redskin” is a clearly disparaging term and racial epithet.

Students wearing any clothing, hats or other attire depicting the team name or logos for the Washington Redskins football team or other similarly named non-professional sports teams will be asked to immediately remove the item.

What about other race-based team names, mascots and logos?

While additional race-based team names, mascots and logos are not expressly prohibited, students may not wear clothing based on negative stereotypes. As such, clothing and other apparel depicting Native American team names, mascots and logos is strongly discouraged. All students and families should be aware of the negative impact race-based team names, mascots and logos have on all students.

Native American team names, mascots and logos promote incorrect and inaccurate images of contemporary Native Americans, cultural bias and an environment tolerant of stereotypes. Native American team names, mascots and logos negatively impact Native students’ sense of community and belonging in the school environment, leaving some students feeling marginalized from the school community. Furthermore, such stereotypes negatively impact all students. All students exposed to negative stereotypes are more likely to believe negative stereotypes of that group and other groups.

In order to combat these negative effects and create a positive learning environment for all students, the District will increase and improve communication to students and families regarding the negative impacts of Native American team names, mascots and logos through classroom discussions, school orientation materials, guidance documents and handbooks.

In order to ensure students have an accurate understanding of Native American history and culture, the District is committed to providing instruction related to Native American history, cultures, tribal sovereignty, and contemporary status with information specific to Madison and the state of Wisconsin. The curricular resources in grades 3, 4, 5, and 8 incorporate primary and secondary sources to teach about the early history of First Nations in Wisconsin. In high

school U.S. history courses, students will critically read primary and secondary documents to understand how Wisconsin American Indians show perseverance and resilience in the struggle for reaffirming rights, exercising treaties, and tribal sovereignty. The District will also work with schools to identify ongoing opportunities to honor and celebrate Native American culture.

What is the relationship between the dress code and other District policies?

Students that feel they are being harmed or negatively impacted by another student wearing clothing with words, pictures or caricatures based on negative stereotypes of a Native American image should report their concerns to an adult staff person. Staff shall intervene and advise the student wearing the image that their conduct is having a negative impact on their peer. If the student continues to wear the image, despite the awareness of the impact it is having on the reporting student, that student may be subject to discipline under District policies.

A student who intentionally continues to wear clothing with imagery based on negative stereotypes may be violating the District’s Student Anti-Bullying Policy (#4510). In addition, the student negatively impacted may file a complaint under the District’s Student Non-Discrimination Policy (#4620).

Please read the MMSD Board Policy for more information:

Board Policy 8012A

We invite you to visit your school website, which you can find by going to our district website, mmsd.org. We hope you’ll visit both often for helpful information about events and opportunities, calendars, menus and more.

For urgent matters, like weather-related school closings, emergencies or time-sensitive reminders and announcements, we may send emails, text messages* and automated phone calls.

We communicate special events, unique opportunities and stories about student and staff accomplishments through our biweekly family and community newsletter, “Family News.” The email address(es) we have on file will receive our family and community newsletter automatically. You can subscribe to additional email addresses at mmsd.org/newsletter. Many schools publish their own newsletters as well.

*Stop the service at any time by replying “STOP” to 68453. The opt-in process complies with wireless carrier requirements and protects against unsolicited text messages. The school district does not pay for text message charges that you may incur when sending or receiving text messages. Check with your wireless carrier for possible charges.

Parents and guardians should keep their contact information current in the parent portal of Infinite Campus, the district’s student information system. The change will be reviewed and the parent/guardian will receive a notification in their inbox in the Infinite Campus portal whether more information is needed or the request has been verified and processed. Students are not able to request changes to their information unless they are 18 years of age and their own guardian.

Students are permitted to use the telephone in the school office ONLY for school-related needs. In case of an emergency, a staff member will call a parent/legal guardian.

Because MMSD’s elementary schools do not have public telephones, parents/legal guardians must make arrangements in advance with their child for after-school activities.

In extenuating circumstances, to get a message to a student regarding after-school plans, parents must call the school office at least one half hour before school is dismissed.

Teachers will not be called to the phone during class time except in emergency situations. Parents may leave voice mail messages for the teacher or a call back number at the school’s main office.

The MMSD Engagement Department is committed to supporting family engagement as essential for student success. To this end, we have funded new, school-based positions and resources so schools can effectively partner with families and communities. When families are involved in their children’s learning, both at home and at school, children do better in school. MMSD Board Policy 4500 on Family Participation in Schools provides more detail on how the District and Schools facilitate family involvement in their children’s education.

Board Policy 4500

Please read the MMSD Board Policy for more information:

Board Policy 4500

Please read the MMSD Board Policy for more information:

Board Policy 4005

Parents and guardians receive formal reports on their children’s progress twice during the school year. All elementary schools schedule parent/teacher conferences at the end of the first and third quarters to give parents, guardians and teachers an opportunity to share information about the child.

Written reports are sent home at the end of the second quarter and at the end of the year. Contact your school office if your family requires duplicate student report information sent to separate addresses to parents and legal guardians.

In addition to formal reports and conferences, classroom teachers establish a variety of systems to keep in touch with their students’ families. It is vital that teachers communicate regularly with families so that the child understands that everyone is working together. If you have any questions about your child’s progress or educational program, talk with your child’s teacher or the school principal.

In some schools, a classroom style of parent/teacher conferences is being offered to build a community of family members with children in the same class (or grade) to review grade level data together, see their child’s data and receive information about how to support their child at home. This format is called Madison Parent Teacher Teams (MPTT). Individual conferences are still offered with MPTT but may be at different times than regularly scheduled conference days. Families will be notified if a classroom teacher is using this format

Please read the MMSD Board Policy for more information:

Board Policy 4615

Please read the MMSD Board Policy for more information:

Board Policy 4031

The district has a 15 minute tardy time period for all schools. Requests for a consistent district-wide tardy protocol came from principals, secretaries and support staff all toward the goal of reducing the amount of missed learning and improving academic success of students.  Current research and MMSD data confirm the negative effect student tardiness has on the reading level of students. The intention of the 15 minute tardy is to clearly let students, and their parent/guardians, know they must get to school on time.

Students are expected to be at school at the start time of the school day. Students who arrive at school up to 15 minutes after the designated start time are recorded as tardy.

When a student’s attendance meets the legal definition for habitual truancy, MMSD is required to initiate interventions that can include interviewing, conferencing, on-going monitoring of attendance, contracting and/or referral to Madison Municipal or Dane County Juvenile Courts. These requirements are based on Wisconsin Statute 118.16 which defines a habitual truant as “a pupil who is absent without an acceptable excuse under sub. (4) and s. 118.15 for part or all of 5 or more days on which school is held during a school semester.”

In order to prevent students from becoming habitually truant, MMSD has developed a comprehensive attendance improvement approach. Students, and/or their parent(s)/guardian(s), are strongly encouraged to contact the student’s principal or a member of the school’s Student Services Team (Nurse, Social Worker, School Counselor, or Psychologist) as soon as attendance becomes a problem, and schedule a meeting to discuss the causes of the student’s attendance problems, and work together to find solutions that address these causes. When patterns of problematic attendance become evident, contact with the student and family can also be initiated by members of the school staff.

For those students that become identified as habitually truant, a number of interventions will be implemented, including interviewing, reviewing attendance history and problem-solving. The parent/guardian and the student will be invited t
o attend a Habitual Truancy Conference and an Attendance Improvement Lead person will be assigned to further examine the obstacles to attendance for the student. The purpose of these interventions will be to identify the cause(s) of the attendance problems, develop an appropriate attendance improvement plan, and identify supports within the school and community that can assist the student and family.

All students who are classified as being habitually truant are in violation of Wisconsin law, and as such the student, and his/her parent(s)/guardian(s), may be required to appear in court. Depending upon the age of the student and circumstances related to the absences, the court may levy sanctions, and require that the parent/guardian cause the child to attend school. In addition, the court may order sanctions requiring that the student receive counseling and/or perform community service.

School Activity Fee Waiver

All students are encouraged to participate in school activities regardless of the student’s financial situation. It is the policy of the Board of Education to waive the payment of part or all student fees if the student or the student’s parent/guardian demonstrates an inability to pay such fees. The waiver policy applies to fees for school day field trips and fees on the yearly student fee schedule. The waiver does not apply to locks and planners.

Fee waivers are granted through the enrollment socio-economic status response and completion of the free and reduced-price lunch form. Other special circumstances, fee reductions or payment plans will be reviewed by the school principal/designee or accounting office. If a fee waiver or reduction is granted, it shall be for the entire school year unless the student or the student’s parent/guardian subsequently demonstrates the ability to pay such fees.

Lost/damaged books, Chromebooks, and other items

Fees will be assessed to a student record for lost or damaged library books, textbooks, Chromebooks, other materials and athletic uniforms in accordance with board policy. Parents/guardians will receive email notification and a message in the parent portal of the Infinite Campus student information system of any fees assessed. These fees are not included in the fee waiver process.

Teachers frequently plan field trips and excursions to provide students with educational experiences, that are extensions of the classroom. These trips are essential to the educational program, and all students are expected to participate.

Permission for Field Trips

Attendance is required for all curriculum-based field trips. An unexcused absence may be recorded if a student does not participate. Parents/legal guardians will receive written notification from their child’s classroom teacher in advance of field trips. During the annual enrollment process, the district provides parents/guardians the opportunity to grant permission for field trips throughout the year. Parents who withhold permission may choose to grant permission for individual field trips.

Fees for Field Trips

There are costs associated with most field trips. Typically, payment is made to the school via the classroom teacher. Scholarship money is available if payment of field trip fees creates a hardship for a student’s family. Families are encouraged to contribute what they can. To request a scholarship for a field trip, parents/legal guardians should contact their child’s teacher or the school office.

Additional Student Medical Needs During Field Trips

Students who receive medications during the school day will be given medication by trained staff during field trips. For an overnight or extended day field trip, if a student needs medication beyond what is normally administered during a school day, board policy requires written parent permission and a written order from the health care practitioner. This includes over-the-counter, non-prescription medication. Medication permission forms are reviewed by the school nurse before the overnight or extended day field trip. Some medications (such as inhalers) may be self-administered but a school staff person will give most medications.

When riding a school bus as part of a field trip, students are expected to obey all rules governing school bus transportation.

The MMSD Food and Nutrition Department is dedicated to improving the health of every student by providing nutritious food and setting them up for success throughout their school day. Food & Nutrition serves over 15,000 healthy meals each school day including breakfast, lunch, after-school snack and dinner programs. Participation in our meals offers families variety, convenience and value. All of the USDA Child Nutrition Programs we participate in have nutritional guidelines in place to ensure that all students have access to healthy food regardless of their socioeconomic status. Our staff is happy in knowing they are helping to promote healthy eating patterns, alleviate food insecurity, boost daily learning and have the added benefit of interacting with so many students at every school.

We feature an ever-evolving menu and a strong commitment to our state and local community. Our department works closely with REAP Food Group and area farmers to provide fresh farm to school items on our menus. Additionally, we utilize the UpRoot by REAP food truck to feature locally sourced chef-inspired meals for high school students during the spring and fall months. Our production department includes several chefs who are integrally involved in recipe development and testing of new items for all of our menus.

School Breakfast Program

All students have access to breakfast daily so they are able to start their days strong! Our district features a variety of serving styles at breakfast specific to the needs of each school. Breakfast is generally served just prior to or at the start of the school day. Our breakfast menu consists of at least an entrée including whole grains and/or a protein source served with milk and a variety of fruit. Students who qualify for free and reduced-price meals can eat breakfast for free every day. Please note: USDA regulations require that we serve a complete meal. Individual items, such as milk or juice, cannot be provided free to supplement a meal from home.

National School Lunch Program

All students have access to a variety of lunch options daily at all of MMSD’s schools. Serving times vary per location and are determined by school principals. The lunch menu offers a choice of entrée containing protein and whole grains served with milk and a variety of fruits and vegetables, utilizing locally-sourced produce on a regular basis. The Food & Nutrition Department has built a strong team that is continually searching for different and healthy options to keep our students healthy and happy. We are committed to offering meals that are both great tasting and nutritious. We have garden bars at all of our schools to provide a variety of fresh fruits and vegetables daily. Research has shown that students are more likely to eat fruits and vegetables that they are able to choose themselves. 

Food Safety

The MMSD Food and Nutrition Department operates under regulations from the FDA Food Code, the Wisconsin Food Code and Public Health Madison Dane County. We are committed to providing safe food for our students through every step of the process including standards for ordering, receiving, storage, preparation, cooking and serving. Each school and our central kitchen have detailed Standard Operating Procedures (SOP) updated frequently by a dedicated Quality Assurance Specialist. Our SOPs are specific to each serving style and ensure consistent and safe practices. Our central, school and alternative site kitchens are all inspected twice each school year by Public Health Madison Dane County.

Free and Reduced-Price Meal Information

MMSD has several ways to simplify access to free and reduced-price meals. We now have 16 schools participating in

the Community Eligibility Provision (CEP). All students enrolled in these schools automatically qualify for free meals.

Many students can be Directly Certified for Free or Reduced-price meals. We work with government agencies to identify students who are enrolled in some public assistance programs including FoodShare, Medicaid and Medicare. Being Direct Certified eliminates the need for households to fill out a Free and Reduced Meal Application. Households that are not Direct Certified or have students that don’t attend a CEP school need to apply for meal benefits. A new application must be filled out every school year. To apply for free and reduced-price meals please complete the online application through School Cafe. Meal benefits do not start until eligibility has been confirmed by MMSD.

CEP Schools

CEP was established to improve access to free school meals in eligible areas. Currently 16 of MMSD’s schools participate in the CEP. At these schools, breakfast and lunch are served free to all students regardless of free, reduced or paid meal status. The following sites are eligible for free meals to all students for the 2024-2025 school year:

• Anana Elementary

• Hawthorne Elementary

• Henderson Elementary
• Lake View Elementary

• Lindbergh Elementary

• Leopold Elementary

• Mendota Elementary

• Orchard Ridge Elementary

• Sandburg Elementary

• Badger Rock Middle School

• Black Hawk Middle School

• Sherman Middle

• Southside Elementary

• Wright Middle

• Capital High

Families attending these schools will still be asked to fill out a meal benefits application to be eligible for fee waivers and to assist the district with collecting data that can benefit our students and schools. If families have received a notification that they are directly certified for meal benefits for the 2024-2025 school year, they do not need to fill out an application.

Meal Prices USDA Breakfast

• K - 5th Grade - $1.60
  6 - 12th Grade - $1.85
  Adult  - $2.58
  There is no charge at breakfast for students eligible for free or reduced-price meals.

USDA Lunch

• Reduced - $0.40
  K - 5th  - $2.95
  6 - 8th Grade  - $3.35
  9 - 12th  - $4.15
  Adult  - $5.00
  There is no charge at lunch for students eligible for free meals.

Milk is included with meals, but may be purchased by students with cold lunch for $0.50.

Payment Options

MMSD utilizes School Café to connect families with all Food & Nutrition related information, including access to school menus, payment options, and the free and reduced lunch application.

In addition to paying previous meal balances, School Cafe also allows families to proactively deposit funds into your student’s account. 

Once you have created or logged into your School Cafe account, click “make a payment” to pay fees or deposit funds via credit card or bank account information. Alternatively, you can send a check or cash ($50 limit) with your student to school, where they can add funds to their account with the food service staff. Students can take the check or cash to the point-of-sale station in the cafeteria and it can be deposited on their account when they purchase a meal or they can just take cash or check to the point-of-sale station to deposit the funds. 

Please note, we serve meals to students at school regardless of their balance, in order to support equitable access to full, nutritious meals for all scholars. A la carte purchases, including milk, are only allowable with a positive fund balance or cash.

If you have any questions, please do not hesitate to reach out to me or MMSD Food & Nutrition staff at studentfees@madison.k12.wi.us.

Visit Our Website

For menus and up to date information, please visit our website. Our website can be found on the MMSD website or directly at https://food.madison.k12.wi.us.

Please read the MMSD Board Policy for more information:

Board Policy 8254A

It will be necessary for you or someone authorized by you to take your child out of school during the instructional day (after school has started and before the end of the day), we ask that you follow the procedures below:

1. You or the authorized adult must sign the logbook in the office and record the reason for requesting the release of your child.
2. The adult must have the authority to pick up the child, either

• he or she is the legal guardian or parent.
• he or she is verified as the emergency contact listed on the official registration form. We would not release a student without guardian approval.
• your child has brought a note signed by a legal guardian or parent to the office saying that this adult has authority to pick up your child.

3. If the office staff does not know the adult, then

• identification matching the parent’s note must be secured or
• the child’s parents will be called to verify the person’s identity and their authority to pick up the child.

Your child will not be released if appropriate identification or verification of authority cannot be obtained.

4. Your child’s teacher will be notified by the office to send your child to the office.

To ensure the safety of your child, we will require that any authorized adult (including parents) picking up a child will do so in the school office under the supervision of an office staff person.

Once school is in session, no non-school staff (including parents) will be allowed to go to a classroom unaccompanied to drop off or pick up a child.

For more information about the topics in this section, go to mmsd.org/safety.

The safety of our students and staff is our top priority.

We want our schools to be safe and welcoming learning environments that nurture the cognitive, emotional and physical well-being of all students, staff and families. We believe that the safest schools are those that foster a climate of support and respect and that instill a sense of community. Building security, incident response and threat assessments are vital components as well.

Act 143 & School Safety Assessments, Safety Plans, Drills and Reporting

In March 2018, the Wisconsin Legislature enacted Act 143 to encourage school districts to analyze and improve emergency procedures and protocols. As a part of Act 143, districts are required to conduct annual school safety assessments, submit school safety plans annually, conduct school violence drills and train all staff on mandatory reporting of threats of school violence.

Standard Response Protocol

Starting in the 2019-20 school year, all MMSD schools will use the Standard Response Protocol, which is made up of clear, consistent terms and directions for the following emergency actions: Lockdown, Lockout, Evacuate, Shelter, Hold.

Family Resources

You play a key role in school safety, and we want to ensure we can contact you in an emergency. At mmsd.org/safety, you can find resources for being prepared for an emergency, monitoring your child’s online activity, reporting a concern, tips for talking to children about issues like bullying, social media, suicide, violence and more.

Emergency Drills

Emergency drills help students and staff practice what they would need to do in the event of an emergency. These include nine fire drills, two tornado drills, two school safety incident drills (such as an evacuation, hold or lockout) and a “school violence event” drill (lockdown). These procedures are explained thoroughly to the students so they know exactly what to expect. Schools communicate with families about these drills.

Emergency Procedures

Every classroom in all of our schools has an emergency procedures flip chart that provides directions on responding to a variety of emergencies that may be encountered at the school. These procedures are clearly displayed in every classroom.

Student Safety & Parent Notification

The safety and security of Madison Metropolitan School District students and staff is of utmost importance. The district has a comprehensive crisis plan and district administrators coordinate closely with city emergency management officials and law enforcement representatives to monitor and update plans on a regular basis.

Schools have well-established security measures to ensure the wellbeing of students and staff. These include: visitor check-in procedures, locked doors after the start of the school day, surveillance cameras, and many sites have school resource officer support.

How can I as a parent or guardian be assured that I receive the most up-to-date information from my child’s school?

The MMSD stays in touch with parents via phone messages, email, letters home in students’ backpacks, text messaging, website posts, and social media. Parents should update any changes to their contact information in Infinite Campus – the district’s student information system, and sign up for the district’s text messaging service by texting “YES” or “OPTIN” to 68453.

How and when will I be notified if there is an emergency at my child’s school?

The mode and timing of communication with families will depend on the scope of the event and the potential or actual impact to the safety of the students. Refer to safety and security information on the MMSD website at mmsd.org/safety.

How can I avoid misinformation?

In emergency situations, parents should remain close to their sources of school communication, whether phone or email, to ensure they are receiving updates from school or district staff; and avoid responding to non-district sources of information such as their children, other parents or social media. In stressful situations, misinformation can spread quickly and make a bad situation worse. The MMSD acts as quickly as possible to assess situations and deliver information to parents that is accurate and complete, while maintaining necessary precautions for the safety of all concerned

Should I report to the scene of the incident/emergency?

In the case of a high-impact emergency situation in a school or at a school-sponsored activity, access to the scene will be limited and controlled by fire or police officials. In these circumstances it is important to pay close attention to district notices and respond as directed.

Once the emergency is declared “over,” when will parents be able to report to their child’s school?

The district will communicate when a school emergency has ended, along with instructions about bus service and/or a designated location where parents should reunite with their child.

If the school building is evacuated, how will I be able to locate my child?

At the conclusion of an evacuation during the school day, in most cases students are returned to their school, and normal bus service resumed, otherwise parents will be notified of a specific location to meet their child.

Can I ask a friend to pick up my child?

A student will only be released to an adult who is documented as an emergency contact. Any adult caregiver or guardian without legal custody must be listed on the child’s emergency contact information as a guardian, and show proper identification.

How does the MMSD decide whether to close due to snow, ice and/or extreme cold?

The district monitors weather conditions early and consults with meteorologists, the City of Madison, and transportation providers. MMSD administration makes every attempt to make the decision at 9 pm the night before in order to communicate with families in a timely manner.

How can I find out if schools are closed?

On days when the weather is bad, listen to any local radio or television station for information about school closing. If you provided your email address and/or mobile phone number during enrollment, you will be contacted in the morning regarding a school closing via email, phone and text message. For more details, visit mmsd.org/weather.

Automated External Defibrillators (AEDs)

In cooperation with community partners, MMSD has automated external defibrillators (AEDs) in all district schools and buildings. The AEDs are stored in cabinets which sound an alarm when opened. The alarm alerts everyone of a possible emergency. The AEDS are safe and easy to use. Students must not tamper with the cabinets or AEDs

There is a team of CPR certified staff members who in each school have been trained to perform cardiopulmonary resuscitation (CPR) and how to use an AED. After school hours, there may NOT be a school staff person to assist. We encourage individuals who are certified in CPR/AED use to call 911 from a school building, start CPR and access and use the AED if needed. The district Assistant Director of Health Services should be notified anytime an AED is used. 

Emergency Health Services

Epinephrine auto-injectors are available and can be used by any trained staff member to treat life-threatening allergic reactions. The goal is to initiate treatment before 911 responders arrive. When school nurses are physically present in the school building, they can provide emergency treatment for serious asthma problems with with stock albuterol metered dose inhalers (MDI).

Medical Insurance

The Madison Metropolitan School District does not carry student medical insurance. Parents/legal guardians are responsible for medical expenses for pupils injured on school premises. Even with the best safety precautions, there is an element of risk to children during normal school activities such as recess and physical education.

Deciding to Stay Home or Go to School

Due to COVID-19 we need to make sure that all students that are sick are staying home.

If your child will not be attending school for any reason, it is very important for you to call and notify the school office of the reason for the absence. This helps us to keep track of illnesses among our students. It also helps us be assured that your child is safe at home. In addition, the school nurse will be notified of the absence and may call you for further information.

If a student has an injury that interferes with participation in physical education class for more than three days, an excuse or recommendation for activity from a health care provider is needed.

Due to COVID-19 your child may need to be excluded from school for up to 14 days depending on the situation, this information may also change during the course of the school year. Your school nurse will be able to assist you in determining how long your child needs to stay home based on their symptoms and situation. 

We are following CDC, DHS, and our local public health guidance and they recommend anyone with symptoms of COVID-19 stay home and be tested. The following are general guidelines of when to keep your child home.

1. In the last 48 hours, if they have any symptoms of COVID-19 (Fever or chills, Cough, Shortness of breath or difficulty breathing, Fatigue, Muscle or body aches, Headache, New loss of taste or smell, Sore throat, Congestion or runny nose, Nausea or vomiting, Diarrhea)  In addition you should also keep your child home in any of the following situations:
2. In the last 14 days, if your child is a close contact to someone who tested positive for COVID-19.
3. In the last 10 days, if your child has tested positive for COVID-19.
4. When advised by the Public Health Department or your medical provider to stay home.

If your child has any symptoms of illness, please keep your child home and contact your school nurse or health care provider for recommendations.

Immunization Law

For the health and safety of all students, Wisconsin law requires that students in grades pre-kindergarten through 12 have at least minimum protection against certain communicable diseases. Required immunizations include:

• diphtheria-tetanus-pertussis vaccine (DTaP, DT, Td, Tdap),
• polio vaccine,
• measles-mumps-rubella (MMR) vaccine,
• Hepatitis B vaccine, and
• varicella vaccine or a history of chicken pox disease.

The age and grade specific requirements can be found on our website at www.mmsd.org/health. The vaccine doses required by state law are minimum requirements. Additional vaccines may be recommended for your child. Please check with your clinic or the public health department for complete recommendations. You can submit new immunization dates electronically by going to the MMSD website: https://www.madison.k12.wi.us/student-staff-support/health-services/student-immunization-record. After the 30th school day, the district is required to exclude elementary and middle school students who do not meet the minimum requirements as established by the State of Wisconsin.

The Wisconsin Immunization Registry (WIR) stores a child’s immunization records electronically in a secure system. The WIR is maintained by the Immunization Program of the Wisconsin Department of Health Services (DHS). When your child receives health care, your health care provider can access this information to (1) determine which, if any, immunizations are due at that time; and (2) update your child’s immunization records as needed. Parents and legal guardians can also access this information via the Internet. More information on parent access is at http://dhs.wi.gov/immunization/WIR.htm.

Medication

All medications given at school, whether prescription or non-prescription require:

• Written Order for Medication Administration signed by a healthcare provider/prescriber
• Parent/Guardian Medication/Procedure Consent Form

Prescription medication must be provided in the original pharmacy labeled container supplied by the parent/guardian with the following information:

• Student’s full name;
• Name of the drug and dosage;
• Effective date;
• Directions;
• Time to be given; and
• Prescribing practitioner’s name.

Non-prescription (over the counter) medication must be supplied by the student’s parent/guardian in the original manufacturer’s package and the package must list the ingredients and recommended therapeutic dose in a legible format.

The student will take the medication at the designated time supervised by authorized school personnel.

Only limited quantities of any medication should be kept at school.

All medication administered at school, except for emergency medications, will be stored in a locked cubicle, drawer or other safe place.

Parents/legal guardians must notify the school when the drug is discontinued and/or the dosage or time is changed. If the medication is changed, a new order must be received from the practitioner.

No over-the-counter medication will be administered to students unless the above process has been completed.

New written permission from the prescriber and parent/legal guardian must be received each year for students who take medication on a long-term basis.

The Practitioner Order for Medication Administration and the Parent/Guardian Medication/Procedure are both available on the district website: www.mmsd.org/health

Head Lice

Head lice are a common community problem. An estimated 6 to 12 million infestations occur each year in the United States, most commonly among children ages 3 to 11 and those who live with them. Head lice are not dangerous or carry disease. Despite the fact that head lice often infest those who have meticulous personal hygiene practices, the psychological impact and stigma of head lice can be a challenge. Head lice move by crawling; they cannot jump or fly.

Direct head-to-head contact, when one person has an active case of head lice, provides the greatest risk of transmission. Although persistence with treatment is always needed, managing a case of head lice is easier when it is caught early.

School nurses recommend that you regularly check your child for head lice. Your school nurse can provide information on what to watch for and discuss, if needed, treatment options including recommended environmental actions.

School grounds are supervised by school personnel 15 minutes before classes begin in the morning and during the day when students are participating in scheduled school activities until school is officially dismissed. School personnel does not supervise playgrounds after classes are dismissed in the afternoon.

In accordance with Board of Education policy, the following shall not be allowed on school grounds:

1. Hardball or tackle football (except in approved areas and under proper supervision);

2. Throwing of stones, snowballs or other missiles;

3. Tripping, shoving, unwanted touching, fighting or other disturbances;

4. Thoughtless running or chasing through other activity areas;

5. Climbing on fences, buildings, ledges, fire escapes, downspouts, swinging gates, etc.

6. Making snow or ice slides on walks;

7. All powered vehicles, including go-karts, powered bikes, mini-bikes, motorcycles, snowmobiles, etc.

8. Dogs or other pets.

School Entrances/access

In order to ensure the security of our schools, entrance will be restricted to one main door, as well as to a handicapped entrance. Please check with your school for the appropriate designated entrances.

Safety Patrols

All elementary schools with students enrolled in grades 3-5 have safety patrol programs, wherein 5th graders assist younger students at street crossings. Patrols are stationed before and after school at street intersections and at school building doors in order to help students get to and from school safely. Some schools use safety patrollers as helpers on the playground during lunch recesses, or for hallway safety throughout the day.

Parents/legal guardians are encouraged to urge their children to cooperate with school safety patrols.

City Crossing Guards

The Madison Police Department provides adult crossing guards to ensure the safety of school children at designated intersections.

Bikes: Board Policy 4233 - Supervision of School Premises

A student who brings a bicycle to school does so at their own risk and bears the loss of any theft of or vandalism to the bicycle. Bicycle riders who do not observe the following rules may lose biking privileges at school:

1. Students must park their bicycles within the area designated by the school PRINCIPAL.

2. All bike riders must wear helmets and lock their bikes.

3. Loitering in the area bicycles are parked or tampering with bicycles is prohibited.

4. The PRINCIPAL may make additional rules regarding bicycle safety on school grounds.

5. Students must be in at least 4th grade to ride their bicycle to school without being accompanied by an adult. The PRINCIPAL may approve individual written requests by a parent/guardian of a younger student.

Board Policy 5111 - Authorized Transportation

This policy details the qualifications and process for all K - 12 transportation. Transportation is provided for MMSD elementary students at no cost to parents to their neighborhood school if they live 1.5 miles or more by the usual travel route or they live in a defined unusually hazardous area as determined by the county and approved by the Board.

MMSD Transportation Information

Yellow Bus Transportation is provided by Badger Bus Lines. Parents and students must assume that bus transportation is a privilege to the student, not a right. Students who do not conform to the rules relating to safe transportation may have their riding privilege withdrawn by the bus company.

The following actions have been identified by the Board of Education as justification for refusing a pupil the privilege of riding a school bus:

• Yelling, cursing, obscene language;
• Throwing objects within the vehicle or out of the windows;
• Extending head, arms or hands out of the windows;
• Fighting, scuffling, smoking in the vehicle;
• Moving about in the vehicle while it is in motion;
• Damaging property;
• Any other conduct which might jeopardize the health, safety, welfare or rights of other people and does not align with the MMSD Behavior Education Plan.

Drivers are responsible for the maintenance of order among children being transported and are instructed to use every reasonable means necessary to maintain order on the bus. The district supplies an “incident report” form to be used by school bus drivers in reporting violations of established rider rules. It is the duty of the driver to immediately report severe misconduct to the principal and to the bus company office.

Guidelines for action to be taken in conjunction with the bus company if a student violates the rules for safe bus riding are as follows:

1. First Incident--Discuss appropriate behavior with student and forward a copy of incident report to parent/guardian;
2. Second Incident--Confer with parent(s)legal guardian(s) and student(s). Students may be refused transportation for one to three days.
3. Third Incident--Student may be suspended from transportation for a period of four to seven days. Parents/legal guardians must be notified in writing of their right to a hearing and/or appeal.

Severity of offense may dictate acceleration of the progression outlined above. Parents/legal guardians may appeal this decision to the Associate Superintendent of School Operations. However, students whose bus riding privileges have been suspended are required to attend school, and parents must assume responsibility for alternate means of transportation. Continued refusal to abide by established rules may result in suspension of bus riding privileges for the remainder of the school year.

If an adult supervisor from the school district is on the bus, a student may be subject to discipline in accordance with the Behavior Education Plan.

The Madison Metropolitan School District is concerned about the health, safety, welfare, and rights of your child. Please go over appropriate school bus riding practices with your child. Student behavior on the school bus and the driver’s management of the behavior are two key elements to a safe and enjoyable bus ride for all students. Your child’s bus may or may not be equipped with video monitoring equipment. The video camera is an aid used to monitor bus discipline. It does not replace the discipline policy, the driver’s authority, or the responsibility of the school officials. If you have any questions, including questions regarding the use of video equipment on board buses, please call the district’s Transportation Office at 442-2897 (for regular transportation services) and 663-5288 (for specialized and alternative transportation).

Please read the MMSD Board Policy for more information:

Board Policy 4610

The Madison Metropolitan School District’s Healthy Classroom Snack List was developed to help parents and school staff select healthy and nut-free snack options when bringing in snacks for the entire class for events such as birthdays, holidays, rewards, etc. We take great care in making sure all students feel welcomed and safe within the classroom.

Certain foods may trigger life threatening allergic reactions, so please be aware of this when preparing a homemade snack to bring in and share.

The MMSD Healthy Classroom Snack List contains the following information:

• Nutrition guidelines for healthy snacks in alignment with the USDA Smart Snacks in Schools

• Snack preparation recommendations

• Food allergy guidelines

• Suggestions for healthy classroom snack options

• Ideas for non-food celebrations & rewards

For the complete MMSD Healthy Classroom Snack List, updated in 2017, visit this page.

Wisconsin law allows the district to disclose directory information about students unless parents/legal guardians desire that all or any part of this information not be released. If parents/legal guardians wish to have information about their child(ren) withheld, they must designate what they wish to have withheld for each child when completing online enrollment.

Directory Data/Information covers those student records which include the student’s name, present

address, telephone number, date and place of birth, major field of study (e.g. 3rd grade elementary education at Leopold School), dates of attendance, participation in officially recognized activities and sports, weights and heights of members of athletic teams, student’s photograph or video recording, the most recent or previous school attended by the student, and degrees and awards received.

Census Verification

Census Verification is an important process of confirming a student’s household information. This process is

completed online during the enrollment process at the start of the school year. Accurate census information allows school personnel to locate a student’s parent/guardian or emergency contact person in the case of illness or emergency. Families should provide the following contact information:

1. Household address and other information for all legal guardians, indicating the child’s primary household, which determines the student’s school attendance area.

2. Any additional adults that may be contacted or receive information. Adults that have either

   1. LEGAL CUSTODY OF THE STUDENT and/or

   2. LEGAL ACCESS TO THE STUDENT’S RECORDS.

3. A list of all adults and/or other minors sharing the student’s household. Please indicate the relationship of each adult to the student, for example, stepmother, stepsister, uncle, etc.

Changes to Family Address/Phone

For your child’s safety, please inform the school whenever you have a phone or address change or if your alternative emergency contacts change, including any temporary relocation for the student or the family.

Legal Guardianship

Parents are strongly encouraged to provide the names of all persons with legal rights to their child or their child’s information.

Please read the MMSD Board Policy for more information:

Board Policy 4023

The federal Every Student Succeeds Act of 2015 requires schools that receive Title I funds to notify parents or legal guardians of your rights to request information about the qualifications of your children’s teachers. You may request information on the following:

• Whether the teacher has met state qualifications and has a license for the grade level(s) and the subject(s) he or she teachers

• Whether the teacher has an emergency or provisional license

• What degrees the teacher holds and the field of discipline of his or her certification or degree

• Whether the child is being provided services by paraprofessionals and, if so, their qualifications If you have any questions regarding these qualifications, please contact your principal.

Pupil Records/Rights: Annual Notice of Confidentiality of Personally Identifiable Information, Student Record Information and Rights under the Protection of Pupil Rights Amendment (PPRA)

Pupil records include all records relating to individual pupils maintained by a school in any way (including, but not limited to, handwriting, computer storage media, video and audiotape, film, microfilm, and microfiche), except for any such records that are expressly excluded from the definition of pupil records by law (such as records maintained for personal use by a teacher and not available to others and records available only to persons involved in the psychological treatment of a child). Personally identifiable information about a student includes data contained within a pupil record including but not limited to: (a) The student’s name; (b) The name of the student’s parent or other family members; (c) The address of the student or student’s family; (d) A personal identifier, such as the student’s social security number, student number, or biometric record; (e) Other indirect identifiers, such as the student’s date of birth, place of birth, and mother’s maiden name; (f) Other information that, alone or in combination, is linked or linkable to a specific student that would allow a reasonable person in the school community, who does not have personal knowledge of the relevant circumstances, to identify the student with reasonable certainty; or (g) Information requested by a person who the educational agency or institution reasonably believes knows the identity of the student to whom the education record relates.

The school district maintains several classes of pupil records.

• “Progress records” include grades, courses the child has taken, the child’s attendance record, immunization records, required lead screening records, and records of school extra-curricular activities. Progress records must be maintained for seven years after the child graduates or otherwise ceases to be enrolled.

• “Behavioral records” include such records as psychological tests, personality evaluations, records of conversations, written statements relating specifically to the pupil’s behavior, tests relating specifically to achievement or measurement of ability, physical health records other than immunization and lead screening records, law enforcement officers’ records, and other pupil records that are not “progress records.” Law enforcement officers’ records are maintained separately from other pupil records. Behavioral records may be maintained for no longer than one year after the child graduates or otherwise ceases to be enrolled, unless the parent specifies in writing that the records may be maintained for a longer period of time. At the request of the child’s parents, the school district destroys the information that is no longer needed.

• “Directory data” includes the student’s name, present address, telephone listing (unless the number is unlisted), date and place of birth, major field of study, participation in officially recognized activities and sports, weight and height of members of athletic teams, dates of attendance, photographs, degrees and awards received, and the most recent previous educational agency or institution attended by the student.

• “Pupil physical health records” include basic health information about a pupil, including the pupil’s immunization records, an emergency medical card, a log of first aid and medicine administered to the pupil, an athletic permit card, a record concerning the pupil’s ability to participate in an education program, any required lead screening records, the results of any routine screening test, such as for hearing, vision or scoliosis, and any follow-up to the test, and any other basic health information, as determined by the State Superintendent. Any pupil record relating to a pupil’s physical health that is not a pupil physical health record is treated as a patient health care record under sections 146.81 to 146.84, Wisconsin Statutes. Any pupil record concerning HIV testing is treated as provided under section 252.15, Wisconsin Statutes.

The Family Educational Rights and Privacy Act (FERPA), the Individuals with Disabilities Education Act (IDEA), and section 118.125, Wisconsin Statutes, afford parents and students over 18 years of age (“eligible students”) the following rights with respect to education records:

The right to inspect and review the student’s education records within 45 days of receipt of the request. Parents or eligible students should submit to the school principal a written request that identifies the records(s) they wish to inspect. The principal will make arrangements for access and notify the parent or eligible student of the time and place where the records may be inspected. The school district will comply with the request without unnecessary delay and before any meeting about an individualized education program, or any due process hearing, and in no case more than 45 days after the request has been made. If any record includes information on more than one child, the parents of those children have the right to inspect and review only the information about their child or to be informed of that specific information.

Upon request, the school district will give a parent or eligible student a copy of the progress records and a copy of the behavioral records. Upon request, the school district will give the parent or eligible student a list of the types and locations of education records collected, maintained, or used by the district for special education. The school district will respond to reasonable requests for explanations and interpretations of the records. A representative of the parent may inspect and review the records with parent permission.

The right to request the amendment of the student’s education records that the parent or eligible student believes is inaccurate, misleading or otherwise violative of the student’s privacy rights. Parents or eligible students may ask Madison Metropolitan School District to amend a record that they believe is inaccurate or misleading. They should write the school principal, clearly identify the part of the record they want changed, and specify the reason for requesting the change (i.e. why the record or a portion thereof is inaccurate or misleading). If the district decides not to amend the record, the district will notify the parent or eligible student of the decision and advise them of their right to a hearing regarding the request for amendment. Additional information regarding the hearing procedures will be provided to the parent or eligible student when notified of the right to a hearing.

The right to consent to disclosures of personally identifiable information in the student’s education records, except to the extent that federal and state law authorize disclosure without consent. The exceptions are stated in 34 CFR 99.31, Family Educational Rights and Privacy Act regulations; Sec. 9528, PL107-110, Every Student Succeeds Act-2015; and section 118.125(2)(a) to (p) and sub. (2m), Wisconsin Statutes.

One exception that permits disclosure without consent is disclosures to school officials with legitimate educational interests. A school official is a person employed by the district as an administrator, supervisor, instructor (including off-site, four-year-old kindergarten teachers), or support staff member (including health or medical staff); a member of the School Board; a person or entity with whom the district has contracted to perform a special task (such as an attorney, auditor, bus contractor, medical consultant, or therapist); a law enforcement officer who is individually designated by the School Board and assigned by the school district (commonly referred to as an Educational Resource Officer or ERO); or a volunteer, fieldwork student, student teacher, unpaid intern or official committee member expressly authorized by the district to assist another school official in performing a school function. A school official has a legitimate educational interest if the official needs to review or know the contents of an education record in order to fulfill his or her professional responsibility.

Upon request, the district discloses education records without consent to officials of another school district in which a student seeks or intends to enroll.

Also, to the extent consistent with Board of Education policy governing “directory data,” the district may disclose student “directory data” without consent, unless the parent notifies the district that such information may not be released without prior parental consent. A parent must notify the district of a decision to opt-out of the disclosure of “directory data” within 14 days of receiving annual notice of the district’s “directory data” policy.

The district may also disclose personally identifiable information without consent if the disclosure is necessary to protect the health or safety of a student or other persons.

Finally, in accordance with federal law and district policy, the district will disclose each secondary student’s name, address and telephone listing to a military recruiter or institution of higher education, upon request, unless parents or eligible students have completed and submitted district forms opting out of such disclosures. See Sec. 9528, PL107-110, Every Student Succeeds Act-2015; Sec. 544, PL 107-107, National Defense Authorization Act for Fiscal Year 2002; and Board of Education Policy 4156.

The right to file a complaint with the U. S. Department of Education concerning alleged failures by the district to comply with the requirements of FERPA. The name and address of the Office that administers FERPA is: Family Policy Compliance Office, U.S. Department of Education, 400 Maryland Avenue, S.W., Washington, DC 20202-4605.

Model Notification of Rights Under the Protection of Pupil Rights Amendment (PPRA)

PPRA affords parents of elementary and secondary students certain rights regarding the conduct of surveys, collection and use of information for marketing purposes, and certain physical exams. These include, but are not limited to, the right to:

• Consent before students are required to submit to a survey that concerns one or more of the following protected areas (“protected information survey”) if the survey is funded in whole or in part by a program of the U.S. Department of Education (ED) –

  1. Political affiliations or beliefs of the student or student’s parent;

  2. Mental or psychological problems of the student or student’s family;

  3. Sex behavior or attitudes;

  4. Illegal, anti-social, self-incriminating, or demeaning behavior;

  5. Critical appraisals of others with whom respondents have close family relationships;

  6. Legally recognized privileged relationships, such as with lawyers, doctors, or ministers;

  7. Religious practices, affiliations, or beliefs of the student or student’s parent; or

  8. Income, other than as required by law to determine program eligibility.

• Receive notice and an opportunity to opt a student out of –

  1. Any other protected information survey, regardless of funding;

  2. Any non-emergency, invasive physical exam or screening required as a condition of attendance, administered by the school or its agent, and not necessary to protect the immediate health and safety of a student, except for hearing, vision, or scoliosis screenings, or any physical exam or screening permitted or required under State law; and

  3. Activities involving collection, disclosure, or use of personal information collected from students for marketing or to sell or otherwise distribute the information to others. (This does not apply to the collection, disclosure, or use of personal information collected from students for the exclusive purpose of developing, evaluating, or providing educational products or services for, or to, students or educational institutions.)

• Inspect, upon request and before administration or use –

  1. Protected information surveys of students and surveys created by a third party;

  2. Instruments used to collect personal information from students for any of the above marketing, sales, or other distribution purposes; and

  3. Instructional material used as part of the educational curriculum.

These rights transfer from the parents to a student who is 18 years old or an emancipated minor under State law.

The Madison Metropolitan School District (the “District”) will directly notify parents of these policies at least annually at the start of each school year and after any substantive changes. The District will also directly notify, such as through U.S. Mail or email, parents of students who are scheduled to participate in the specific activities or surveys noted below and will provide an opportunity for the parent to opt his or her child out of participation of the specific activity or survey. The District will make this notification to parents at the beginning of the school year if the District has identified the specific or approximate dates of the activities or surveys at that time. For surveys and activities scheduled after the school year starts, parents will be provided reasonable notification of the planned activities and surveys listed below and be provided an opportunity to opt their child out of such activities and surveys. Parents will also be provided an opportunity to review any pertinent surveys. Following is a list of the specific activities and surveys covered under this direct notification requirement:

• Collection, disclosure, or use of personal information collected from students for marketing, sales, or other distribution.

• Administration of any protected information survey not funded in whole or in part by ED.

• Any non-emergency, invasive physical examination or screening as described above.

Parents who believe their rights have been violated may file a complaint with:

Student Privacy Policy Office
U.S. Department of Education
400 Maryland Avenue, SW
Washington, D.C. 20202

Under Section 504 of the Rehabilitation Act of 1973, as amended, 29 U.S.C. § 794 (Section 504) and the Americans with Disabilities Act (ADA) of 2008, the Madison Metropolitan School District does not discriminate on the basis of disability against students with disabilities.

A person with a disability is someone who:

• has a mental or physical impairment which substantially limits one or more major

• life activity(ies) (e.g., caring for one’s self, performing manual tasks, seeing, hearing, eating, sleeping, walking, standing, lifting, bending, speaking, breathing, learning, reading,

• concentrating, thinking, communicating and working); or

  • has a record of such an impairment; or

  • is regarded as having such an impairment.

Federal laws and regulations protect the rights of individuals with disabilities in programs and activities that receive Federal funding from the U.S. Department of Education (ED), such as public school districts. There are also Federal laws designed to provide equal opportunities for those who have disabilities by prohibiting discrimination in areas such as government, employment, etc. The Madison Metropolitan School District Board of Education and the Madison

Metropolitan School District recognize its responsibility to adopt policies and practices that do not discriminate against its personnel and students. No discrimination against any person with a disability will knowingly be permitted in any of the programs, activities, and practices in the Madison Metropolitan School District.

If the parent or legal guardian disagrees with the determination made by a professional employee of the Madison Metropolitan School District, they have the right to file a complaint with: the Wisconsin Department of Public Instruction, the U.S. Department of Education’s Office for Civil Rights (Region V) and/or the U.S. Department of Justice.

To file a complaint, please contact:

MMSD Affirmative Action Officer
545 West Dayton Street
Room 104
Madison, WI 53703-1995

Phone: 608-663-1530 / Fax: 608-204-0348

Please read the MMSD Board Policy for more information:

Board Policy 4039

Please read the MMSD Board Policy for more information:

Board Policy 3721

Please read the MMSD Board Policy for more information:

Board Policy 4403

Advanced Learning opportunities are offered starting in kindergarten, providing advanced instruction and learning that broadens, deepens and stretches student learning beyond grade level expectations when students are ready for this next level of challenge. Students do not have to be identified as AL to receive these supports, but  may show high capabilities or the potential for high performance. Advanced Learning is not just about reading and math. It’s about all content areas, and  including leadership, creativity and the arts. If you feel your student would benefit from Advanced Learning services and support, we invite you to complete an inquiry form either on the Advanced Learning website or in person at your child’s school. Just ask in the office. For more information, please see our AL website for instructional delivery and opportunities for learning.

English as a Second Language (ESL)

English as a Second Language (ESL) services foster both English language development and academic achievement for students who are not yet fully proficient in English. These services are provided through collaboration among ESL teachers, Bilingual Resource teachers (BRT), and classroom teachers. Services are aligned to English language proficiency standards and grade-level academic standards to support the development of students’ English proficiency and academic achievement. ESL programs are offered at all MMSD schools and in some alternative programs to assist our students from over 100 different home language backgrounds. Students may also receive primary language support from a Bilingual Resource Specialist (BRS). Support from BRS is available in Spanish, Chinese (Mandarin), Hmong, Khmer, Lao, Korean, Tibetan, French, Arabic, Mandinka, Telugu and Nepali.

Bilingual Education

The goals of bilingual education programs are for students to acquire academic skills and content knowledge at grade- level in students’ primary language while developing English language skills. The MMSD has implemented two different program models to serve the needs of English Learners.

Developmental Spanish-English Bilingual Education (DBE) Program and Hmong Bilingual Program

In Developmental Bilingual programs and the Hmong Bilingual Program, bilingual learners receive instruction in both Hmong or Spanish and English. Students’ language skills and cultures are utilized to enhance learning and promote academic achievement in all content areas.The goals of this program are for students to develop bilingual/biliteracy skills, to attain high levels of academic achievement, and to develop cross-cultural skills.

Dual-Language Immersion (DLI)

Dual-Language Immersion programs serve both native English speakers and English Learners in the same classroom setting. The goals of this program are for students to develop bilingual/biliteracy skills, to attain high levels of academic achievement, and to develop cross-cultural skills. Dual language immersion programs are offered at several schools and at Nuestro Mundo Community School, an MMSD charter school.

The Madison Metropolitan School District’s Human Growth and Development (HGD) curriculum will support partnerships between families, community, and schools to provide students with the knowledge, skills, and resources necessary to promote and obtain optimal mental, emotional, social, and physical health and well-being for all students. It is the district’s vision that through our Human Growth and Development curriculum, all students are empowered to reach their full potential as healthy and safe individuals. Our guiding principles including the following:

• All students in grades 4K-12 will receive developmentally-appropriate, medically accurate, non-stigmatizing, culturally relevant, and inclusive Human Growth and Development instruction.

• Human Growth and Development Instruction is aligned with the National Sexuality Education Standards, the Center for Disease Control’s Health Education Curriculum Assessment Tool (HECAT), and the National Health Education Standards.

• Students will participate in skills-based lessons that will provide opportunities to strengthen health literacy and increase functional health knowledge.

Student Learning Outcomes per grade level include topics of Understanding Bodies, Identity, Healthy Relationships & Ally Behavior, and Personal Safety.

4K

HGD Topic	Student Learning Outcomes
Understanding Bodies	Understand that all people are different and begin to show respect for all.
Identity	Understand that families are one part of our identity. Understand that all people are different and begin to show respect for all.
Healthy Relationships & Ally Behavior	Communicate individual needs and wants including boundaries for personal space. Understand that all people are different and begin to show respect for all. Identify trusted adults, including parents and caregivers, that students can talk to about relation- ships.
Personal Safety	Communicate individual needs and wants including boundaries for personal space.

Kindergarten

HGD Topic	Student Learning Outcomes
Understanding Bodies	Understand that all bodies are different and show respect for all. Identify ways to keep our bodies healthy (teeth brushing, hand washing, etc.) Use medically accurate names when referring to body parts, including the genitals.
Identity	Understand and show respect for self. Define what makes a family and identify different kinds of family structures. Discuss the range of ways people express their gender and how gender-role stereotypes may limit behavior.
Healthy Relationships & Ally Behavior	Describe characteristics of a friend and identify healthy ways for friends to express feelings, both physically and verbally. Listen to and demonstrate respect for individual needs and wants of others, including boundaries for personal space. Recognize that being an ally is standing up for someone else. Demonstrate respect for different kinds of families (e.g., nuclear, single parent, blended, intergenerational, cohabitating, adoptive, foster, same-gender, interracial). Explain the difference between tattling and telling and the importance of getting adult help in situations where someone is being physically, mentally, or emotionally harmed.
Personal Safety	Understand there are safe, unsafe, and unwanted touches. Identify trusted adults in your home, school, or community that one can turn to if feeling uncomfortable, unsafe, or worried.

1st Grade

HGD Topic	Student Learning Outcomes
Understanding Bodies	Identify different ways that germs are transmitted and how to prevent transmission. Define reproduction and explain that all living things may have the ability to reproduce.
Identity	Demonstrate respect for different types of families (e.g., nuclear, single parent, blended, intergenerational, cohabitating, adoptive, foster, same-gender, interracial). Identify group identities and understand that they are part of my individual identity. Find pride in my identity while still respecting others and their identities.
Healthy Relationships & Ally Behavior	Describe the characteristics of healthy relationships among friends and with family members. Understand the differences between conflict, bullying, and teasing and how they impact others. Listen to and show respect for others’ personal boundaries. Understand the need to ask permission before touching someone else’s body (consent). Identify different ways to be an ally.
Personal Safety	Effectively communicate needs, wants, and feelings in healthy ways, including personal preferences in regards to physical touches.

2nd Grade

HGD Topic	Student Learning Outcomes
Understanding Bodies	Understand that living things come from other living things, including human beings. List medically accurate names for body parts, including the genitals.
Identity	Define gender, gender identity, gender expression, and sex-assigned at birth in age-appropriate language and that they exist along a spectrum. Identify and celebrate our personal identities and the identities of others, including group identities. Identify and recognize that stereotypes based on identity impact our choices, experiences, and sense of self.
Healthy Relationships & Ally Behavior	Demonstrate care and concern for others through verbal and non-verbal communication. Define consent as more than just permission, but a shared agreement to engage in an activity. Recognize the impact of ally and bystander behaviors in bullying situations. Demonstrate ways to effectively respond if someone is bullying or teasing another person.
Personal Safety	Understand the difference between safe, unsafe, and unwanted touches. Recognize when a situation is uncomfortable and/or unsafe, practice refusal skills, and report to a trusted adult. Define consent and identify examples of assertive communication.

3rd Grade

HGD Topic	Student Learning Outcomes
Understanding Bodies	Identify and practice ways to maintain personal hygiene during puberty
Identity	Recognize society’s influence on different identities and identity groups. Define sexual orientation and differentiate from gender identity. Challenge stereotypes based on identity (including race, gender, sexual orientation, ability, etc.) and demonstrate respect for all.
Healthy Relationships & Ally Behavior	Describe the characteristics of healthy versus unhealthy relationships among friends and with family. Communicate personal boundaries and demonstrate ways to respect other people’s per-sonal boundaries through communicating consent (verbal and non- verbal). Analyze how friends and peers influence our different relationships. Demonstrate positive ways to communicate differences of opinion while maintaining relationships. Understand the definition of ally as it relates to speaking up for people who face discrimination.
Personal Safety	Demonstrate the effective use of refusal skills (clear, assertive “no” statements, walk away, repeat refusals). Identify trusted adults, including family members and caregivers, to talk to about situations which may be uncomfortable or dangerous (e.g., bullying, teasing, child sexual abuse).

4th Grade

HGD Topic	Student Learning Outcomes
Understanding Bodies	Explain the physical, social, and emotional changes that occur during puberty and adolescence and how the onset and progression of puberty can vary. Explain common human sexual development and the role of hormones (e.g., romantic and sexual feelings, masturbation, mood swings, timing of pubertal onset). Identify credible sources of information about puberty and personal hygiene. Identify trusted adults, including family members, caregivers, and health care professionals, whom students can ask questions about puberty and adolescent health.
Identity	Identify trusted adults, including parents and caregivers, whom students can ask ques-tions about gender, gender role stereotypes, gender identity, and gender expression. Understand one’s family history and culture and learn about current and past contribu-tions of people in one’s main identity groups. Define and understand one’s multiple identity groups and the ways in which they overlap and impact one another. Begin to understand the impact of marginalized identities and privileged identities.
Healthy Relationships & Ally Behavior	Demonstrate effective verbal and non-verbal communication skills, including consent, to promote healthy family and peer relationships. Analyze how society, including social media and technology, influence our different relationships. Understand bullying is the intentional harm or suffering of others created by an imbalance of power. Use ally behavior to stand up to bullying or harassment of others (including race, gender, sexual orientation, religion, ability, etc). Identify people and groups who have worked throughout history to bring more justice and fair-ness to the world.
Personal Safety	Define sexual harassment and sexual abuse and explain why they are harmful and their potential impacts. Describe steps a person can take when they are being or have been sexually abused.

5th Grade

HGD Topic	Student Learning Outcomes
Understanding Bodies	Describe the role hormones play in the physical, social, cognitive, and emotional changes during adolescence and the potential role of hormone blockers on young people who identify as transgender. Describe how puberty prepares human bodies for the potential to reproduce and that some healthy people have conditions that impact the ability to reproduce. Identify the human reproductive systems, including the external and internal body parts and understand there are natural variations in human bodies. Explain the relationship between sexual intercourse and human reproduction. Explain the range of ways pregnancy can occur (e.g., IVF, surrogacy). Recall the human reproductive systems, including the external and internal body parts and their functions, and that there are natural variations in human bodies. Define STIs, including HIV, and clarify common myths about transmission (pregnancy, birth, breastfeeding, contact with blood or other bodily fluids, etc.).
Identity	Explore the complexities of multiple marginalized identities at the individual and systemic level (intersectionality). Distinguish between sex assigned at birth, sexual orientation, gender identity, and gender expression as it exists along a spectrum (including cisgender, transgender, non-binary). Identify trusted adults, including parents and caregivers, whom students can ask questions about sexual orientation.
Healthy Relationships & Ally Behavior	Demonstrate responsible use of social media and technology to promote healthy relationships. Demonstrate skills for effective conflict resolution. Explain the relationship between consent, personal boundaries, and bodily autonomy. Demonstrate ways to promote respect, dignity, and equality for all people in the school community. (e.g., race, ethnicity, socioeconomic status, differing abilities, immigration status, family configuration). Demonstrate ally behavior by speaking up or doing something when encountering unfair-ness to avoid perpetuating injustice.
Personal Safety	Identify strategies a person could use to call attention to or leave an uncomfortable or dangerous situation, including sexual harassment. Explain that some survivors are not believed when they disclose sexual abuse or harassment and that it is important to keep telling trusted adults until one of the adults takes action.

Families who desire additional information on Human Growth & Development may do so by contacting the building principal. Families may exempt their child from all or part of this unit of instruction by filing a written request for exemption with the principal or classroom teacher prior to instruction. Students must be given an alternative assignment if missing this content would affect their passing a class required for graduation.

Please read the MMSD Board Policy for more information:

Board Policy 4132

Please read the MMSD Board Policy for more information:

Board Policy 3537

Any child’s parent or guardian, or the child if the parent or guardian is notified, may submit a request to the school board, in writing, to provide the child with program or curriculum modifications, including but not limited to:

1. A school work training or work study program.

2. Homebound study, including nonsectarian correspondence courses or other courses of study approved by the school board or nonsectarian tutoring provided by the school in which the child is enrolled.

3. Enrollment in any alternative public school or program located in the school district in which the child resides.

4. Modifications within the child’s current academic program.

5. Enrollment in any nonsectarian private school or program, located in the school district in which the child resides, which complies with the requirements of 42 U.S.C. 2000d.

6. Enrollment in any public educational program located outside the school district in which the child resides.

The school board or a designee will render a decision, in writing, within 90 days of a request for a program modification, except that if the request relates to a child who has been evaluated by an individualized education program team and has not been recommended for special education, the school board or a designee will render its decision within 30 days of the request. If the district denies the request, the district shall give its reasons for the denial.

Any decision made by the school board, or a designee of the school board, in response to a request for program or curriculum modifications shall be reviewed by the school board upon request of the child’s parent or guardian. The school board will render its determination upon review in writing, if the child’s parent or guardian so requests.

All MMSD schools participate in a process called School Improvement Planning (SIP), designed to bring together staff and the greater school community to set specific, measurable goals for each school. This district-wide process provides support and tools for schools to be able to meet goals. Each school’s SIP is displayed on its website. The SIP helps the school to make incremental and lasting progress, holds them accountable, and provides a focus for celebrating their successes.

The MMSD Student Services Department works with all schools in identification and programming for students with disabilities who require special education and related services. These services are provided in accordance with the Individuals with Disabilities Education Act (IDEA), a federal law that guarantees that all students with disabilities receive a free, appropriate, public education in the least restrictive environment.

The special education needs of students are met through a coordinated effort between general education and special education staff. Every attempt is made to provide these services in the student’s school of residence and in the general education classroom. Each student has the opportunity for educational experiences appropriate to his/her academic, social-emotional, and behavioral strengths and areas of challenge.

The Madison Metropolitan School District’s schools have been recognized for creating inclusive learning environments where students with disabilities are valued members of the learning community and included in the general education curriculum and general education setting to the maximum extent appropriate. Services are delivered as outlined in the student’s Individual Education Program (IEP).

It is very important that students bring to school only those things they need for learning. To avoid classroom disruption, theft and/or loss, items such as electronic games, personal CD players, trading cards, and toys should not be brought to school. All students’ property and any outdoor clothing should be labeled with their name. Each school has a Lost and Found center. Parents are encouraged to help their child keep track of their belongings and check the Lost and Found regularly. Items not claimed at the end of each quarter are donated to local charities.

Health Services

Each elementary school has a nurse and nurse’s assistant on staff to provide health-related services including: administration of medication during the school day, hearing and vision screening, reviewing immunization records, caring for sick or injured students, help with chronic illness management and assistance in finding health care. Feel free to contact the school nurse about any health concerns you may have about your child.

Psychology

School psychologists are uniquely trained qualified members of school teams that support students’ ability to learn and teachers’ ability to teach. They apply expertise in mental health, learning, and behavior, to help children and youth succeed academically, socially, behaviorally, and emotionally. School psychologists partner with families, teachers, school administrators, and other professionals to create safe, healthy, and supportive learning environments that strengthen connections between home, school, and the community.

Social Work

School social workers help students in crisis or in conflict, give guidance in family/friend relationships, help students learn protective behaviors, keep track of student attendance concerns and provide referrals to outside community services.

The Madison schools partner with local organizations to provide tutor and mentor programs for students in all grade levels who could benefit from assistance in coursework and/or from additional time with a supportive adult. Tutors and mentors are recruited throughout the year, and training sessions are offered regularly by MMSD staff and other area experts. All school volunteers must successfully pass the district’s criminal background check (“Disclosure Statement”). These are conducted through the MMSD Human Resources office, and forms are available online at the MMSD website.

Tutor and mentor options and resources vary across schools, and services may be offered both during the school day and after school. In some cases, the district provides after-school programs in neighborhood centers as well. Information on tutor and mentor programs is available in the school office and on the district website: www.madison.k12.wi.us

The Madison Board of Education is a seven-member policy making body. Members are elected in April to serve staggered three-year terms in office. Additional information about the Madison Board of Education can be found at https://www.madison.k12.wi.us/board-of-education/.

Dates and event information can be found at www.mmsd.org/calendar.

Note: MMSD will accommodate students’ religious beliefs and recognizes religious holidays, and schools shall avoid scheduling exams, athletic events/contests and other special events on those days. See mmsd.org/religious-holidays for details and a list of observed holidays.

 

 

Additional school contact information can be found at https://www.madison.k12.wi.us/about/attendance-areas.

Capital High (608)204-4220

Shabazz City High (608)204-2440

 

East	West	Memorial	LaFollette
East High School (608)204-1603     Black Hawk Middle (608)204-4360   O'Keeffe Middle (608)204-6820   Sherman Middle (608)204-2100     Emerson Elementary (608)204-2000   Gompers Elementary (608)204-4520   Hawthorne Elementary (608)204-2500   Lake View Elementary (608)204-4040   Lapham Elementary (608)204-4140   Lindbergh Elementary (608)204-6500   Lowell Elementary (608)204-6600   Marquette Elementary (608)204-3220   Mendota Elementary (608)204-7840   Sandburg Elementary (608)204-7940	West High School (608)204-4100     Cherokee Middle (608)204-1240   Hamilton Middle (608)204-4620   Wright Middle (608)204-1340     Franklin Elementary (608)204-2292   Leopold Elementary (608)204-4240   Lincoln Elementary (608)204-4900   Midvale Elementary (608)204-6700   Van Hise Elementary (608)204-4800   Randall Elementary (608)204-3300   Shorewood Elementary (608)204-1200   Thoreau Elementary (608)204-6940	Memorial High School (608)663-5990     Ezekiel Gillespie Middle (608)663-6403   Spring Harbor Middle (608)204-1100   Toki Middle  (608)204-4740     Anana Elementary (608)442-2000   Chavez Elementary (608)442-2000   Crestwood Elementary (608)204-1120   Huegel Elementary (608)204-3100   Muir Elementary (608)663-8170   Orchard Ridge Elementary (608)204-2320   Olson Elementary (608)442-2602   Stephens Elementary (608)204-1900	La Follette High School (608)204-3600     Badger Rock Middle (608)442-0049   Sennett Middle  (608)204-1920   Whitehorse Middle (608)204-4490     Allis Elementary (608)204-1056   Elvehjem Elementary (608)204-1400   Henderson Elementary (608)204-2400   Kennedy Elementary (608)204-3420   Nuestro Mundo Elementary (608)204-1068   Schenk Elementary (608)204-1500

Middle Schools

School	Contact	Contact Phone #
Badger Rock	Amanda Lukindo	204-1369
Black Hawk	Jovaughn Lane	204-4425
Cherokee	Reggie Lee	204-1266
Hamilton	Kris Anderson	204-4739
Jefferson	Issis Hardy	663-6422
O’Keeffe	Vacant	204-3018 (Ian)
Sennett	Devonte Robinson	204-1948
Sherman	Vacant	204-3018 (Ian)
Spring Harbor	Kris Anderson	204-1118
Toki	Fred Martinez	204-4763
Whitehorse	Shaneece Taylor	204-4487
Wright	Amanda Lukindo	204-1369

High Schools

School	Contact	Contact Phone #
East	Maydor Lor	204-1752
La Follette	Dane Gottschall	204-3625
Memorial	Roxanne Rios	442-2220
West	Mo Porter	204-3216

545 West Dayton Street 53703
 

Superintendent – Dr. Joe Gothard jgothard@madison.k12.wi.us, 663-1607

Deputy Superintendent – TJ McCray tjmccray@madison.k12.wi.us, 640-0329

Associate Superintendent of Schools - Elementary Schools – Carlettra Stanford cstanford@madison.k12.wi.us, 663-1670

Associate Superintendent of Schools - Elementary Schools - Dr. Deb Hoffman dahoffman@madison.k12.wi.us, 663-1670

Deputy Superintendent of Schools - Elementary Schools – Chelsey Tubbs cltubs@madison.k12.wi.us, 663-1633

Associate Superintendent of Schools - Middle Schools – Angie Hicks acrawford@madison.k12.wi.us, 663-1633

Deputy Superintendent of Schools - Middle Schools - Dr. Anu Ebbe aebbe@madison.k12.wi.us, 663-1633

Associate Superintendent of Schools - High Schools – Jay Affeldt jaffeldt@madison.k12.wi.us, 663-1633

Assistant Superintendent of Financial Services – Bob Soldner rasoldner@madison.k12.wi.us, 663-1634

Board of Education – Jessie Gagan jmgagan@madison.k12.wi.us, 663-1659

Enrollment Office – Fatima Bendada fbendada@madison.k12.wi.us, 663-4957

Director of Engagement, Diversity, Equity, and Inclusion - Adam Clausen abclausen@madison.k12.wi.us, 663-5424

Food and Nutrition – Josh Perkins jsperkins@madison.k12.wi.us, 204-4005

General Information - Connect with us via our Let's Talk platform, 663-1879

Madison School & Community Recreation (MSCR) – Mary Roth mcrowley@madison.k12.wi.us, 204-3015

Transportation Services – Kenneth Thomas krthomas1@madison.k12.wi.us, 663-5931

For a full list of district staff, visit madison.k12.wi.us/contact-us.

To enrich student learning and development, we believe students, parents, teachers and staff must treat each other fairly. When problems occur, let us know.

If a problem arises in the classroom, the first person you should contact is the teacher. If the teacher is unable to resolve your concern, contact the school principal.

If the principal is not able to resolve your concern, call the school district at (608) 663-1879. We are committed to responding to parent and family concerns in the most efficient, effective and respectful way.

All elementary and middle schools release early on Mondays. High school students will be released early most Mondays for teacher professional collaboration time. Professional collaboration time is based on the long-standing concept that high-quality school districts provide teachers with time for collaboration in order to improve instruction and overall student achievement.

Bus schedules will be adjusted to accommodate the early release times. After-school opportunities for middle school students during the collaboration times will be provided through MSCR.

Find all early release days at www.mmsd.org/calendar or by checking your school’s calendar.

The Behavior Education Plan is driven by the word “education”, and at its core is a teaching and learning plan designed to support every student in their social, emotional, and academic development. Below is an excerpt of the Behavior Education Plan for Elementary Students. 

Please go to the Behavior Education Plan (BEP) website for a full version.

Please read the MMSD Board Policy for more information:

Board Policy 4235

Please read the MMSD Board Policy for more information:

Board Policy 4510

Please read the MMSD Board Policy for more information:

Board Policy 4620

Generally, students may dress in any style they desire as long as their chosen attire does not cause a disruption or distraction in the school environment, reveal intimate body parts or pose a safety risk to the student or others. The following examples are intended to represent these limitations:

• Students may not wear hats during the school day.

• Students may not wear multi-fingered rings, large metal chains or other jewelry that may be used as a weapon.

• Students must wear their pants at a level that does not expose undergarments. Boxers, thong underwear and athletic shorts may not show over the waist band.

• Students may not wear clothing with vulgar or obscene statements or statements or pictures promoting illegal drugs, alcohol, sex, violence or gang activities.

• Students may not wear clothing with words, pictures or caricatures based on stereotypes of a specific gender, race, ethnicity, nationality, religion, sexual orientation or disability. Students may not wear shirts, hats or other attire with Native American team names, logos or mascots that depict stereotypes. A list of team names, logos and mascots prohibited under this provision is available at all schools and on the District website.

• Students may not wear skirts or shorts that expose undergarments or the buttocks.

• See-through clothing items are not permitted. Tops should be sufficient so as not to expose a student’s bra.

• Students must wear shoes or footwear.

Students who are dressed in a manner that does not fit within these guidelines may be asked by school staff to change their clothing or address the dress code violation. Students are expected to follow staff direction regarding dress code violations.

Student Dress Code Guidelines Regarding Native American Team Names, Mascots and Logos

What team names, mascot and logos are prohibited?

According to the Dress Code, students may not wear clothing with words, pictures or caricatures based on negative stereotypes of a specific gender, race, ethnicity, nationality, religion, sexual orientation or disability. Specifically, students are prohibited from wearing any clothing (including jerseys), hats or other attire containing the name of or logos for the Washington Redskins football team and other similarly named non-professional sports teams. The term “redskin” is a clearly disparaging term and racial epithet.

Students wearing any clothing, hats or other attire depicting the team name or logos for the Washington Redskins football team or other similarly named non-professional sports teams will be asked to immediately remove the item.

What about other race-based team names, mascots and logos?

While additional race-based team names, mascots and logos are not expressly prohibited, students may not wear clothing based on negative stereotypes. As such, clothing and other apparel depicting Native American team names, mascots and logos is strongly discouraged. All students and families should be aware of the negative impact race-based team names, mascots and logos have on all students.

Native American team names, mascots and logos promote incorrect and inaccurate images of contemporary Native Americans, cultural bias and an environment tolerant of stereotypes. Native American team names, mascots and logos negatively impact Native students’ sense of community and belonging in the school environment, leaving some students feeling marginalized from the school community. Furthermore, such stereotypes negatively impact all students. All students exposed to negative stereotypes are more likely to believe negative stereotypes of that group and other groups.

In order to combat these negative effects and create a positive learning environment for all students, the District will increase and improve communication to students and families regarding the negative impacts of Native American team names, mascots and logos through classroom discussions, school orientation materials, guidance documents and handbooks.

In order to ensure students have an accurate understanding of Native American history and culture, the District is committed to providing instruction related to Native American history, cultures, tribal sovereignty, and contemporary status with information specific to Madison and the state of Wisconsin. The curricular resources in grades 3, 4, 5, and 8 incorporate primary and secondary sources to teach about the early history of First Nations in Wisconsin. In high

school U.S. history courses, students will critically read primary and secondary documents to understand how Wisconsin American Indians show perseverance and resilience in the struggle for reaffirming rights, exercising treaties, and tribal sovereignty. The District will also work with schools to identify ongoing opportunities to honor and celebrate Native American culture.

What is the relationship between the dress code and other District policies?

Students that feel they are being harmed or negatively impacted by another student wearing clothing with words, pictures or caricatures based on negative stereotypes of a Native American image should report their concerns to an adult staff person. Staff shall intervene and advise the student wearing the image that their conduct is having a negative impact on their peer. If the student continues to wear the image, despite the awareness of the impact it is having on the reporting student, that student may be subject to discipline under District policies.

A student who intentionally continues to wear clothing with imagery based on negative stereotypes may be violating the District’s Student Anti-Bullying Policy (#4510). In addition, the student negatively impacted may file a complaint under the District’s Student Non-Discrimination Policy (#4620).

Please read the MMSD Board Policy for more information:

Board Policy 8012A

Please read the MMSD Board Policy for more information:

 

Board Policy 4600

We invite you to visit your school website, which you can find by going to our district website, mmsd.org. We hope you’ll visit both often for helpful information about events and opportunities, calendars, menus and more.

For urgent matters, like weather-related school closings, emergencies or time-sensitive reminders and announcements, we may send emails, text messages* and automated phone calls.

We communicate special events, unique opportunities and stories about student and staff accomplishments through our biweekly family and community newsletter, “Family News.” The email address(es) we have on file will receive our family and community newsletter automatically. You can subscribe to additional email addresses at mmsd.org/newsletter. Many schools publish their own newsletters as well.

*Stop the service at any time by replying “STOP” to 68453. The opt-in process complies with wireless carrier requirements and protects against unsolicited text messages. The school district does not pay for text message charges that you may incur when sending or receiving text messages. Check with your wireless carrier for possible charges.

Connect with Madison schools on social media

  facebook.com/MadisonWISchools

  youtube.com/mmsdtv

  instagram.com/madisonschools

 

Schools have their own social media accounts as well, listed on each school’s website.

Parents and guardians should keep their contact information current in the parent portal of Infinite Campus, the district’s student information system. The change will be reviewed and the parent/guardian will receive a notification in their inbox in the Infinite Campus portal whether more information is needed or the request has been verified and processed. Students are not able to request changes to their information unless they are 18 years of age and their own guardian.

Students are permitted to use the telephone in the school office ONLY for school-related needs. In case of an emergency, a staff member will call a parent/legal guardian.

Parents/legal guardians must make arrangements in advance with their child for after-school activities.

In extenuating circumstances, to get a message to a student regarding after-school plans, parents must call the school office at least one half hour before school is dismissed.

Teachers will not be called to the phone during class time except in emergency situations. Parents may leave voice mail messages for the teacher or a call back number at the school’s main office.

The MMSD Family, Youth and Community Engagement (FYCE) Department is committed to supporting family engagement as essential for student success. To this end, FYCE maintains a set of standards providing guidance on how schools can effectively partner with families and communities. When families are involved in their children’s learning, both at home and at school, children do better in school. MMSD Board Policy 4500 on Family Participation in Schools provides more detail on how the District and Schools facilitate family involvement in their children’s education.

Board Policy 4500

Please read the MMSD Board Policy for more information:

Board Policy 4500

Please read the MMSD Board Policy for more information:

Board Policy 4005

Parents and guardians receive progress reports throughout the year. Middle school students receive four report cards throughout the year, and high school students receive two. Schools schedule parent/teacher conferences at the end of the first and third quarters to give parents, guardians and teachers an opportunity to share information about the child.

Contact your school office if your family requires duplicate student report information sent to separate addresses to parents and legal guardians.

In addition to formal reports and conferences, classroom teachers establish a variety of systems to keep in touch with their students’ families. It is vital that families and teachers communicate regularly so that the child understands that everyone is working together. If you have any questions about your child’s progress or educational program, talk with your child’s teacher or the school principal.

In some schools and programs, conferences are led by the students. A student-led conference is a meeting with a student and his or her family and teachers during which the student shares his or her portfolio of work and discusses progress with family members. The student facilitates the meeting from start to finish.

Please read the MMSD Board Policy for more information:
 

Board Policy 4615

Please read the MMSD Board Policy for more information:
 

Board Policy 4031

Policy: Absence from Specific Classes or Activities Due to Physical or Psychological Concerns

Please read the MMSD Board Policy for more information:

Board Policy 4032

Students are expected to be on time for school at the start of the school day and for their classes throughout the school day. Middle and high school students are considered tardy if they arrive at period classroom after the designated start time.In addition to missed learning opportunities for the tardy student, tardiness to class or to school causes disruption to the learning environment for all students. Patterns of severe tardiness call for intervention by the teacher, the principal, and/or the school’s student services staff. Questions about your school’s absence procedures can be directed to your school administrator(s).

When a student’s attendance meets the legal definition for habitual truancy, MMSD is required to initiate interventions that can include interviewing, conferencing, on-going monitoring of attendance, contracting and/or referral to Madison Municipal or Dane County Juvenile Courts. These requirements are based on Wisconsin Statute 118.16 which defines a habitual truant as “a pupil who is absent without an acceptable excuse under sub. (4) and s. 118.15 for part or all of 5 or more days on which school is held during a school semester.”

In order to prevent students from becoming habitually truant, MMSD has developed a comprehensive attendance improvement approach. Students, and/or their parent(s)/guardian(s), are strongly encouraged to contact the student’s principal or a member of the school’s Student Services Team (Nurse, Social Worker, School Counselor, or Psychologist) as soon as attendance becomes a problem, and schedule a meeting to discuss the causes of the student’s attendance problems, and work together to find solutions that address these causes. When patterns of problematic attendance become evident, contact with the student and family can also be initiated by members of the school staff.

For those students that become identified as habitually truant, a number of interventions will be implemented, including interviewing, reviewing attendance history and problem-solving. The parent/guardian and the student will be invited t
o attend a Habitual Truancy Conference and an Attendance Improvement Lead person will be assigned to further examine the obstacles to attendance for the student. The purpose of these interventions will be to identify the cause(s) of the attendance problems, develop an appropriate attendance improvement plan, and identify supports within the school and community that can assist the student and family.

All students who are classified as being habitually truant are in violation of Wisconsin law, and as such the student, and his/her parent(s)/guardian(s), may be required to appear in court. Depending upon the age of the student and circumstances related to the absences, the court may levy sanctions, and require that the parent/guardian cause the child to attend school. In addition, the court may order sanctions requiring that the student receive counseling and/or perform community service.

School Activity Fee Waiver

All students are encouraged to participate in school activities regardless of the student’s financial situation. It is the policy of the Board of Education to waive the payment of part or all student fees if the student or the student’s parent/guardian demonstrates an inability to pay such fees. The waiver policy applies to fees for school day field trips and fees on the yearly student fee schedule. The waiver does not apply to locks and planners.

Fee waivers are granted through the enrollment socio-economic status response and completion of the free and reduced-price lunch form. Other special circumstances, fee reductions or payment plans will be reviewed by the school principal/designee or accounting office. If a fee waiver or reduction is granted, it shall be for the entire school year unless the student or the student’s parent/guardian subsequently demonstrates the ability to pay such fees.

Lost/damaged books, Chromebooks, and other items

Fees will be assessed to a student record for lost or damaged library books, textbooks, Chromebooks, other materials and athletic uniforms in accordance with board policy. Parents/guardians will receive email notification and a message in the parent portal of the Infinite Campus student information system of any fees assessed. These fees are not included in the fee waiver process.

Teachers frequently plan field trips and excursions to provide students with educational experiences, that are extensions of the classroom. These trips are essential to the educational program, and all students are expected to participate.

Permission for Field Trips

Attendance is required for all curriculum-based field trips. An unexcused absence may be recorded if a student does not participate. Parents/legal guardians will receive written notification from their child’s classroom teacher in advance of field trips. During the annual enrollment process, the district provides parents/guardians the opportunity to grant permission for field trips throughout the year. Parents who withhold permission may choose to grant permission for individual field trips.

Fees for Field Trips

There are costs associated with most field trips. Typically, payment is made to the school via the classroom teacher. Scholarship money is available if payment of field trip fees creates a hardship for a student’s family. Families are encouraged to contribute what they can. To request a scholarship for a field trip, parents/legal guardians should contact their child’s teacher or the school office.

Additional Student Medical Needs During Field Trips

Students who receive medications during the school day will be given medication by trained staff during field trips. For an overnight or extended day field trip, if a student needs medication beyond what is normally administered during a school day, board policy requires written parent permission and a written order from the health care practitioner. This includes over-the-counter, non-prescription medication. Medication permission forms are reviewed by the school nurse before the overnight or extended day field trip. Some medications (such as inhalers) may be self-administered but a school staff person will give most medications.

When riding a school bus as part of a field trip, students are expected to obey all rules governing school bus transportation.

The MMSD Food and Nutrition Department is dedicated to improving the health of every student by providing nutritious food and setting them up for success throughout their school day. Food & Nutrition serves over 15,000 healthy meals each school day including breakfast, lunch, after-school snack and dinner programs. Participation in our meals offers families variety, convenience and value. All of the USDA Child Nutrition Programs we participate in have nutritional guidelines in place to ensure that all students have access to healthy food regardless of their socioeconomic status. Our staff is happy in knowing they are helping to promote healthy eating patterns, alleviate food insecurity, boost daily learning and have the added benefit of interacting with so many students at every school.

We feature an ever-evolving menu and a strong commitment to our state and local community. Our department works closely with REAP Food Group and area farmers to provide fresh farm to school items on our menus. Additionally, we utilize the UpRoot by REAP food truck to feature locally sourced chef-inspired meals for high school students during the spring and fall months. Our production department includes several chefs who are integrally involved in recipe development and testing of new items for all of our menus.

School Breakfast Program

All students have access to breakfast daily so they are able to start their days strong! Our district features a variety of serving styles at breakfast specific to the needs of each school. Breakfast is generally served just prior to or at the start of the school day. Our breakfast menu consists of at least an entrée including whole grains and/or a protein source served with milk and a variety of fruit. Students who qualify for free and reduced-price meals can eat breakfast for free every day. Please note: USDA regulations require that we serve a complete meal. Individual items, such as milk or juice, cannot be provided free to supplement a meal from home.

National School Lunch Program

All students have access to a variety of lunch options daily at all of MMSD’s schools. Serving times vary per location and are determined by school principals. The lunch menu offers a choice of entrée containing protein and whole grains served with milk and a variety of fruits and vegetables, utilizing locally-sourced produce on a regular basis. The Food & Nutrition Department has built a strong team that is continually searching for different and healthy options to keep our students healthy and happy. We are committed to offering meals that are both great tasting and nutritious. We have garden bars

at all of our schools to provide a variety of fresh fruits and vegetables daily. Research has shown that students are more likely to eat fruits and vegetables that they are able to choose themselves. Though we may not be able to use them in the 24-25 school year, we look forward to offering students garden bar selections again in the future.

Food Safety

The MMSD Food and Nutrition Department operates under regulations from the FDA Food Code, the Wisconsin Food Code and Public Health Madison Dane County. We are committed to providing safe food for our students through every step of the process including standards for ordering, receiving, storage, preparation, cooking and serving. Each school and our central kitchen have detailed Standard Operating Procedures (SOP) updated frequently by a dedicated Quality Assurance Specialist. Our SOPs are specific to each serving style and ensure consistent and safe practices. Our central, school and alternative site kitchens are all inspected twice each school year by Public Health Madison Dane County.

Free and Reduced-Price Meal Information

MMSD has several ways to simplify access to free and reduced-price meals. We now have 16 schools participating in

the Community Eligibility Provision (CEP). All students enrolled in these schools automatically qualify for free meals.

Many students can be Directly Certified for Free or Reduced-price meals. We work with government agencies to identify students who are enrolled in some public assistance programs including FoodShare, Medicaid and Medicare. Being Direct Certified eliminates the need for households to fill out a Free and Reduced Meal Application. Households that are not Direct Certified or have students that don’t attend a CEP school need to apply for meal benefits. A new application must be filled out every school year. To apply for free and reduced-price meals please submit a Free or Reduced-price application. Meal benefits do not start until eligibility has been confirmed by MMSD.

CEP Schools

CEP was established to improve access to free school meals in eligible areas. Currently 16 of MMSD’s schools participate in the CEP. At these schools, breakfast and lunch are served free to all students regardless of free, reduced or paid meal status. The following sites are eligible for free meals to all students for the 2024-2025 school year:

• Anana Elementary
• Badger Rock Middle School
• Black Hawk Middle School
• Hawthorne Elementary
• Henderson Elementary
• Capital High
• Lake View Elementary
• Leopold Elementary
• Lindbergh Elementary
• Mendota Elementary
• Orchard Ridge Elementary
• Sandburg Elementary
• Schenk Elementary
• Sherman Middle
• Southside Elementary
• Wright Middle

Families attending these schools will still be asked to fill out a meal benefits application to be eligible for fee waivers and to assist the district with collecting data that can benefit our students and schools. If families have received a notification that they are directly certified for meal benefits for the 2024-2025 school year, they do not need to fill out an application.

Meal Prices USDA Breakfast

• K - 5th Grade - $1.60
  6 - 12th Grade - $1.85
  Adult  - $2.58
  There is no charge at breakfast for students eligible for free or reduced-price meals.

USDA Lunch

• Reduced - $0.40
  K - 5th  - $2.95
  6 - 8th Grade  - $3.35
  9 - 12th  - $4.15
  Adult  - $5.00
  There is no charge at lunch for students eligible for free meals.

Payment Options

For families who do not qualify for free meals, parents are responsible for payment of all meal charges. Money should be deposited in the student’s meal account prior to purchasing meals. Payment can be sent to the school with your student in an envelope marked clearly with the student’s name and grade as well as the words “Food & Nutrition deposit”, or deposited online through MyPaymentsPlus.

MMSD has partnered with an online payment service to provide a convenient option for families to establish a payment account for school meals. This service sends email reminders when the student’s balance is low and can arrange for automatic deposits at that time if the family would like. You will need your child’s MMSD student ID number in order to set up a MyPaymentsPlus account. If you do not know your child’s ID number, you can ask your child’s school or call the Food and Nutrition Department at 204-4001. To set up an account, visit www.MyPaymentsPlus.com.

Visit Our Website

For menus and up to date information, please visit our website. Our website can be found on the MMSD website or directly at https://www.madison.k12.wi.us/food-service.

Please read the MMSD Board Policy for more information:

Board Policy 8254A

For more information about the topics in this section, go to mmsd.org/safety.

The safety of our students and staff is our top priority.

We want our schools to be safe and welcoming learning environments that nurture the cognitive, emotional and physical well-being of all students, staff and families. We believe that the safest schools are those that foster a climate of support and respect and that instill a sense of community. Building security, incident response and threat assessments are vital components as well.

Act 143 & School Safety Assessments, Safety Plans, Drills and Reporting

In March 2018, the Wisconsin Legislature enacted Act 143 to encourage school districts to analyze and improve emergency procedures and protocols. As a part of Act 143, districts are required to conduct annual school safety assessments, submit school safety plans annually, conduct school violence drills and train all staff on mandatory reporting of threats of school violence.

Standard Response Protocol

Starting in the 2019-20 school year, all MMSD schools will use the Standard Response Protocol, which is made up of clear, consistent terms and directions for the following emergency actions: Lockdown, Lockout, Evacuate, Shelter, Hold.

Family Resources

You play a key role in school safety, and we want to ensure we can contact you in an emergency. At mmsd.org/safety, you can find resources for being prepared for an emergency, monitoring your child’s online activity, reporting a concern, tips for talking to children about issues like bullying, social media, suicide, violence and more.

Emergency Drills

Emergency drills help students and staff practice what they would need to do in the event of an emergency. These include nine fire drills, two tornado drills, two school safety incident drills (such as an evacuation, hold or lockout) and a “school violence event” drill (lockdown). These procedures are explained thoroughly to the students so they know exactly what to expect. Schools communicate with families about these drills.

Emergency Procedures

Every classroom in all of our schools has an emergency procedures flip chart that provides directions on responding to a variety of emergencies that may be encountered at the school. These procedures are clearly displayed in every classroom.

Student Safety & Parent Notification

The safety and security of Madison Metropolitan School District students and staff is of utmost importance. The district has a comprehensive crisis plan and district administrators coordinate closely with city emergency management officials and law enforcement representatives to monitor and update plans on a regular basis.

Schools have well-established security measures to ensure the wellbeing of students and staff. These include: visitor check-in procedures, locked doors after the start of the school day, surveillance cameras, and many sites have school resource officer support.

How can I as a parent or guardian be assured that I receive the most up-to-date information from my child’s school?

The MMSD stays in touch with parents via phone messages, email, letters home in students’ backpacks, text messaging, website posts, and social media. Parents should update any changes to their contact information in Infinite Campus – the district’s student information system, and sign up for the district’s text messaging service by texting “YES” or “OPTIN” to 68453.

How and when will I be notified if there is an emergency at my child’s school?

The mode and timing of communication with families will depend on the scope of the event and the potential or actual impact to the safety of the students. Refer to safety and security information on the MMSD website at safety.mmsd.org.

How can I avoid misinformation?

In emergency situations, parents should remain close to their sources of school communication, whether phone or email, to ensure they are receiving updates from school or district staff; and avoid responding to non-district sources of information such as their children, other parents or social media. In stressful situations, misinformation can spread quickly and make a bad situation worse. The MMSD acts as quickly as possible to assess situations and deliver information to parents that is accurate and complete, while maintaining necessary precautions for the safety of all concerned.

Should I report to the scene of the incident/emergency?

In the case of a high-impact emergency situation in a school or at a school-sponsored activity, access to the scene will be limited and controlled by fire or police officials. In these circumstances it is important to pay close attention to district notices and respond as directed.

Once the emergency is declared “over,” when will parents be able to report to their child’s school?

The district will communicate when a school emergency has ended, along with instructions about bus service and/or a designated location where parents should reunite with their child.

If the school building is evacuated, how will I be able to locate my child?

At the conclusion of an evacuation during the school day, in most cases students are returned to their school, and normal bus service resumed, otherwise parents will be notified of a specific location to meet their child.

Can I ask a friend to pick up my child?

A student will only be released to an adult who is documented as an emergency contact. Any adult caregiver or guardian without legal custody must be listed on the child’s emergency contact information as a guardian, and show proper identification.

How does the MMSD decide whether to close due to snow, ice and/or extreme cold?

The district monitors weather conditions beginning early in the morning and consults with meteorologists, the City of Madison, Madison Police and transportation providers. MMSD administration makes every attempt to make the decision at 9 pm the night before in order to communicate with families in a timely manner.

How can I find out if schools are closed?

On days when the weather is bad, listen to any local radio or television station for information about school closing. If you provided your email address and/or mobile phone number during enrollment, you will be contacted in the morning regarding a school closing via email, phone and text message. For more details, visit mmsd.org/weather.

In Career and Technology Education classrooms and labs, students are expected to follow all rules as they are explained during safety instruction and testing. The Student Handbook outlines the general consequences for not following the rules, and any student found to pose a safety or discipline concern will be referred to the administration for proper discipline and may be asked to not return to the classroom. Classroom and/or lab safety issues may result in limitations to the student’s participation in class or the student’s removal from the class and/or no credit for the class.

Automated External Defibrillators (AEDs)

In cooperation with community partners, MMSD has automated external defibrillators (AEDs) in all district schools and buildings. The AEDs are stored in cabinets which sound an alarm when opened. The alarm alerts everyone of a possible emergency. The AEDS are safe and easy to use. Students must not tamper with the cabinets or AEDs

There is a team of CPR certified staff members who in each school have been trained to perform cardiopulmonary resuscitation (CPR) and how to use an AED. After school hours, there may NOT be a school staff person to assist. We encourage individuals who are certified in CPR/AED use to call 911 from a school building, start CPR and access and use the AED if needed. The district Assistant Director of Health Services should be notified anytime an AED is used. 

Emergency Health Services

Epinephrine auto-injectors are available and can be used by any trained staff member to treat life-threatening allergic reactions. The goal is to initiate treatment before 911 responders arrive. When school nurses are physically present in the school building, they can provide emergency treatment for serious asthma problems with with stock albuterol metered dose inhalers (MDI).

Medical Insurance

The Madison Metropolitan School District does not carry student medical insurance. Parents/legal guardians are responsible for medical expenses for pupils injured on school premises. Even with the best safety precautions, there is an element of risk to children during normal school activities such as recess and physical education.

Deciding to Stay Home or Go to School

Due to COVID-19 we need to make sure that all students that are sick are staying home.

If your child will not be attending school for any reason, it is very important for you to call and notify the school office of the reason for the absence. This helps us to keep track of illnesses among our students. It also helps us be assured that your child is safe at home. In addition, the school nurse will be notified of the absence and may call you for further information.

If a student has an injury that interferes with participation in physical education class for more than three days, an excuse or recommendation for activity from a health care provider is needed.

Due to COVID-19 your child may need to be excluded from school for up to 14 days depending on the situation, this information may also change during the course of the school year. Your school nurse will be able to assist you in determining how long your child needs to stay home based on their symptoms and situation. 

We are following CDC, DHS, and our local public health guidance and they recommend anyone with symptoms of COVID-19 stay home and be tested. The following are general guidelines of when to keep your child home.

1. In the last 48 hours, if they have any symptoms of COVID-19 (Fever or chills, Cough, Shortness of breath or difficulty breathing, Fatigue, Muscle or body aches, Headache, New loss of taste or smell, Sore throat, Congestion or runny nose, Nausea or vomiting, Diarrhea)  In addition you should also keep your child home in any of the following situations:
2. In the last 14 days, if your child is a close contact to someone who tested positive for COVID-19.
3. In the last 10 days, if your child has tested positive for COVID-19.
4. When advised by the Public Health Department or your medical provider to stay home.

If your child has any symptoms of illness, please keep your child home and contact your school nurse or health care provider for recommendations.

Immunization Law

For the health and safety of all students, Wisconsin law requires that students in grades pre-kindergarten through 12 have at least minimum protection against certain communicable diseases. Required immunizations include:

• diphtheria-tetanus-pertussis vaccine (DTaP, DT, Td, Tdap),
• polio vaccine,
• measles-mumps-rubella (MMR) vaccine,
• Hepatitis B vaccine, and
• varicella vaccine or a history of chicken pox disease.

The age and grade specific requirements can be found on our website at www.mmsd.org/health. The vaccine doses required by state law are minimum requirements. Additional vaccines may be recommended for your child. Please check with your clinic or the public health department for complete recommendations. You can submit new immunization dates electronically by going to the MMSD website: https://www.madison.k12.wi.us/student-staff-support/health-services/student-immunization-record. After the 30th school day, the district is required to exclude elementary and middle school students who do not meet the minimum requirements as established by the State of Wisconsin.

The Wisconsin Immunization Registry (WIR) stores a child’s immunization records electronically in a secure system. The WIR is maintained by the Immunization Program of the Wisconsin Department of Health Services (DHS). When your child receives health care, your health care provider can access this information to (1) determine which, if any, immunizations are due at that time; and (2) update your child’s immunization records as needed. Parents and legal guardians can also access this information via the Internet. More information on parent access is at http://dhs.wi.gov/immunization/WIR.htm.

Medication

All medications given at school, whether prescription or non-prescription require:

• Written Order for Medication Administration signed by a healthcare provider/prescriber
• Parent/Guardian Medication/Procedure Consent Form

Prescription medication must be provided in the original pharmacy labeled container supplied by the parent/guardian with the following information:

• Student’s full name;
• Name of the drug and dosage;
• Effective date;
• Directions;
• Time to be given; and
• Prescribing practitioner’s name.

Non-prescription (over the counter) medication must be supplied by the student’s parent/guardian in the original manufacturer’s package and the package must list the ingredients and recommended therapeutic dose in a legible format.

The student will take the medication at the designated time supervised by authorized school personnel.

Only limited quantities of any medication should be kept at school.

All medication administered at school, except for emergency medications, will be stored in a locked cubicle, drawer or other safe place.

Parents/legal guardians must notify the school when the drug is discontinued and/or the dosage or time is changed. If the medication is changed, a new order must be received from the practitioner.

No over-the-counter medication will be administered to students unless the above process has been completed.

New written permission from the prescriber and parent/legal guardian must be received each year for students who take medication on a long-term basis.

The Practitioner Order for Medication Administration and the Parent/Guardian Medication/Procedure are both available on the district website: www.mmsd.org/health

Head Lice

Head lice are a common community problem. An estimated 6 to 12 million infestations occur each year in the United States, most commonly among children ages 3 to 11 and those who live with them. Head lice are not dangerous or carry disease. Despite the fact that head lice often infest those who have meticulous personal hygiene practices, the psychological impact and stigma of head lice can be a challenge. Head lice move by crawling; they cannot jump or fly.

Direct head-to-head contact, when one person has an active case of head lice, provides the greatest risk of transmission. Although persistence with treatment is always needed, managing a case of head lice is easier when it is caught early.

School nurses recommend that you regularly check your child for head lice. Your school nurse can provide information on what to watch for and discuss, if needed, treatment options including recommended environmental actions.

Secondary Transportation

Most MMSD high school students are transported by Madison Metro. Our middle schools are transitioning over 3 years to yellow bus service provided by First Student lines. In addition to Cherokee Heights, Jefferson, and Spring Harbor; this year Hamilton, Toki, and Wright Middle School are transported by Badger and the remainder are transported using Metro. See further information below.

MMSD Transportation Information

Parents and students must assume that bus transportation is a privilege to the student, not a right. Students who do not conform to the rules relating to safe transportation may have their riding privilege withdrawn by the bus company.

Relevant Board Policies

Bikes: Board Policy 4233 - Supervision of School Premises

A student who brings a bicycle to school does so at their own risk and bears the loss of any theft of or vandalism to the bicycle. Bicycle riders who do not observe the following rules may lose biking privileges at school:

1. Students must park their bicycles within the area designated by the school PRINCIPAL.

2. All bike riders must wear helmets and lock their bikes.

3. Loitering in the area bicycles are parked or tampering with bicycles is prohibited.

4. The PRINCIPAL may make additional rules regarding bicycle safety on school grounds.

5. Students must be in at least 4th grade to ride their bicycle to school without being accompanied by an adult. The

PRINCIPAL may approve individual written requests by a parent/guardian of a younger student.

Board Policy 5111 - Authorized Transportation

This policy details the qualifications and process for all K - 12 transportation. For MMSD secondary students transportation is primarily provided by common carrier (Madison Metro) to their neighborhood school if they live 1.5 miles or more by the usual travel route.

Madison Metro Information

Transportation is provided by Madison Metro with specific bus routes (commonly called Dodgers) designed for our students. Riding the bus is a privilege that requires respectful behavior at all times. Specific times and routes along with cost will be available at enrollment or at www.mymetrobus.com/school. Semester passes are available for purchase directly through Madison Metro. Students are strongly encouraged to carry $1.25 to cover bus fare in case they forget, misplace or lose their pass. Metro requires bus fare for each ride; without a pass, cash fare is required. Students meeting criteria will be eligible for a year long pass at no cost. The criteria for a bus pass provided by the district are: qualifying for free and reduced lunch; living within the district attendance area, and within the attendance area of your assigned school; and living more than 1.5 miles from your assigned school.

Yellow Bus Transportation Information

Transportation on yellow school buses is provided by Badger Bus through bus routes with common community stops that are generally placed at centrally located intersections within an acceptable walk distance by students. Riding the bus is a privilege that requires respectful behavior at all times. Specific times and routes can be found at the Transportation website. Generally, students who live more than 1.5 miles from the school and within the school’s attendance area meet the criteria and are eligible to ride.

The following actions have been identified by the Board of Education as justification for refusing a pupil the privilege of riding a school bus:

• Yelling, cursing, obscene language;

• Throwing objects within the vehicle or out of the windows;

• Extending head, arms or hands out of the windows;

• Fighting, scuffling, smoking in the vehicle;

• Moving about in the vehicle while it is in motion;

• Damaging property;

• Any other conduct which might jeopardize the health, safety, welfare or rights of other people and does not align with the MMSD Behavior Education Plan.

Drivers are responsible for the maintenance of order among children being transported and are instructed to use every reasonable means necessary to maintain order on the bus. The district supplies an “incident report” form to be used by school bus drivers in reporting violations of established rider rules. It is the duty of the driver to immediately report severe misconduct to the principal and to the bus company office.

Guidelines for action to be taken in conjunction with the bus company if a student violates the rules for safe bus riding are as follows:

1. First Incident--Discuss appropriate behavior with student and forward a copy of incident report to parent/guardian;

2. Second Incident--Confer with parent(s)legal guardian(s) and student(s). Students may be refused transportation for one to three days.

3. Third Incident--Student may be suspended from transportation for a period of four to seven days. Parents/legal guardians must be notified in writing of their right to a hearing and/or appeal.

Severity of offense may dictate acceleration of the progression outlined above. Parents/legal guardians may appeal this decision to the Associate Superintendent of School Operations. However, students whose bus riding privileges have been suspended are required to attend school, and parents must assume responsibility for alternate means of transportation. Continued refusal to abide by established rules may result in suspension of bus riding privileges for the remainder of the school year.

Students riding yellow school buses are subject to discipline in accordance with the Behavior Education Plan.

The Madison Metropolitan School District is concerned about the health, safety, welfare, and rights of your child. Please go over appropriate school bus riding practices with your child. Student behavior on the school bus and the driver’s management of the behavior are two key elements to a safe and enjoyable bus ride for all students. Your child’s bus may or may not be equipped with video monitoring equipment. The video camera is an aid used to monitor bus discipline. It does not replace the discipline policy, the driver’s authority, or the responsibility of the school officials. If you have any questions, including questions regarding the use of video equipment on buses, please call the district’s Transportation Office at 442-2897 (for regular transportation services) and 663-5288 (for specialized and alternative transportation).

Please read the MMSD Board Policy for more information:

Board Policy 4610

The Madison Metropolitan School District’s Healthy Classroom Snack List was developed to help parents and school staff select healthy and nut-free snack options when bringing in snacks for the entire class for events such as birthdays, holidays, rewards, etc. We take great care in making sure all students feel welcomed and safe within the classroom.

Certain foods may trigger life threatening allergic reactions, so please be aware of this when preparing a homemade snack to bring in and share.

The MMSD Healthy Classroom Snack List contains the following information:

• Nutrition guidelines for healthy snacks in alignment with the USDA Smart Snacks in Schools

• Snack preparation recommendations

• Food allergy guidelines

• Suggestions for healthy classroom snack options

• Ideas for non-food celebrations & rewards

For the complete MMSD Healthy Classroom Snack List, updated in 2017, visit this page.

Wisconsin law allows the district to disclose directory information about students unless parents/legal guardians desire that all or any part of this information not be released. If parents/legal guardians wish to have information about their child(ren) withheld, they must designate what they wish to have withheld for each child when completing online enrollment.

Directory Data/Information covers those student records which include the student’s name, present

address, telephone number, date and place of birth, major field of study (e.g. 3rd grade elementary education at Leopold School), dates of attendance, participation in officially recognized activities and sports, weights and heights of members of athletic teams, student’s photograph or video recording, the most recent or previous school attended by the student, and degrees and awards received.

Census Verification

Census Verification is an important process of confirming a student’s household information. This process is

completed online during the enrollment process at the start of the school year. Accurate census information allows school personnel to locate a student’s parent/guardian or emergency contact person in the case of illness or emergency. Families should provide the following contact information:

1. Household address and other information for all legal guardians, indicating the child’s primary household, which determines the student’s school attendance area.

2. Any additional adults that may be contacted or receive information. Adults that have either

   1. LEGAL CUSTODY OF THE STUDENT and/or

   2. LEGAL ACCESS TO THE STUDENT’S RECORDS.

3. A list of all adults and/or other minors sharing the student’s household. Please indicate the relationship of each adult to the student, for example, stepmother, stepsister, uncle, etc.

Changes to Family Address/Phone

For your child’s safety, please inform the school whenever you have a phone or address change or if your alternative emergency contacts change, including any temporary relocation for the student or the family.

Legal Guardianship

Parents are strongly encouraged to provide the names of all persons with legal rights to their child or their child’s information.

Please read the MMSD Board Policy for more information:

Board Policy 4023

The federal Every Student Succeeds Act of 2015 requires schools that receive Title I funds to notify parents or legal guardians of your rights to request information about the qualifications of your children’s teachers. You may request information on the following:

• Whether the teacher has met state qualifications and has a license for the grade level(s) and the subject(s) he or she teachers

• Whether the teacher has an emergency or provisional license

• What degrees the teacher holds and the field of discipline of his or her certification or degree

• Whether the child is being provided services by paraprofessionals and, if so, their qualifications If you have any questions regarding these qualifications, please contact your principal.

Pupil Records/Rights: Annual Notice of Confidentiality of Personally Identifiable Information, Student Record Information and Rights under the Protection of Pupil Rights Amendment (PPRA)

Pupil records include all records relating to individual pupils maintained by a school in any way (including, but not limited to, handwriting, computer storage media, video and audiotape, film, microfilm, and microfiche), except for any such records that are expressly excluded from the definition of pupil records by law (such as records maintained for personal use by a teacher and not available to others and records available only to persons involved in the psychological treatment of a child). Personally identifiable information about a student includes data contained within a pupil record including but not limited to: (a) The student’s name; (b) The name of the student’s parent or other family members; (c) The address of the student or student’s family; (d) A personal identifier, such as the student’s social security number, student number, or biometric record; (e) Other indirect identifiers, such as the student’s date of birth, place of birth, and mother’s maiden name; (f) Other information that, alone or in combination, is linked or linkable to a specific student that would allow a reasonable person in the school community, who does not have personal knowledge of the relevant circumstances, to identify the student with reasonable certainty; or (g) Information requested by a person who the educational agency or institution reasonably believes knows the identity of the student to whom the education record relates.

The school district maintains several classes of pupil records.

• “Progress records” include grades, courses the child has taken, the child’s attendance record, immunization records, required lead screening records, and records of school extra-curricular activities. Progress records must be maintained for seven years after the child graduates or otherwise ceases to be enrolled.

• “Behavioral records” include such records as psychological tests, personality evaluations, records of conversations, written statements relating specifically to the pupil’s behavior, tests relating specifically to achievement or measurement of ability, physical health records other than immunization and lead screening records, law enforcement officers’ records, and other pupil records that are not “progress records.” Law enforcement officers’ records are maintained separately from other pupil records. Behavioral records may be maintained for no longer than one year after the child graduates or otherwise ceases to be enrolled, unless the parent specifies in writing that the records may be maintained for a longer period of time. At the request of the child’s parents, the school district destroys the information that is no longer needed.

• “Directory data” includes the student’s name, present address, telephone listing (unless the number is unlisted), date and place of birth, major field of study, participation in officially recognized activities and sports, weight and height of members of athletic teams, dates of attendance, photographs, degrees and awards received, and the most recent previous educational agency or institution attended by the student.

• “Pupil physical health records” include basic health information about a pupil, including the pupil’s immunization records, an emergency medical card, a log of first aid and medicine administered to the pupil, an athletic permit card, a record concerning the pupil’s ability to participate in an education program, any required lead screening records, the results of any routine screening test, such as for hearing, vision or scoliosis, and any follow-up to the test, and any other basic health information, as determined by the State Superintendent. Any pupil record relating to a pupil’s physical health that is not a pupil physical health record is treated as a patient health care record under sections 146.81 to 146.84, Wisconsin Statutes. Any pupil record concerning HIV testing is treated as provided under section 252.15, Wisconsin Statutes.

The Family Educational Rights and Privacy Act (FERPA), the Individuals with Disabilities Education Act (IDEA), and section 118.125, Wisconsin Statutes, afford parents and students over 18 years of age (“eligible students”) the following rights with respect to education records:

The right to inspect and review the student’s education records within 45 days of receipt of the request. Parents or eligible students should submit to the school principal a written request that identifies the records(s) they wish to inspect. The principal will make arrangements for access and notify the parent or eligible student of the time and place where the records may be inspected. The school district will comply with the request without unnecessary delay and before any meeting about an individualized education program, or any due process hearing, and in no case more than 45 days after the request has been made. If any record includes information on more than one child, the parents of those children have the right to inspect and review only the information about their child or to be informed of that specific information.

Upon request, the school district will give a parent or eligible student a copy of the progress records and a copy of the behavioral records. Upon request, the school district will give the parent or eligible student a list of the types and locations of education records collected, maintained, or used by the district for special education. The school district will respond to reasonable requests for explanations and interpretations of the records. A representative of the parent may inspect and review the records with parent permission.

The right to request the amendment of the student’s education records that the parent or eligible student believes is inaccurate, misleading or otherwise violative of the student’s privacy rights. Parents or eligible students may ask Madison Metropolitan School District to amend a record that they believe is inaccurate or misleading. They should write the school principal, clearly identify the part of the record they want changed, and specify the reason for requesting the change (i.e. why the record or a portion thereof is inaccurate or misleading). If the district decides not to amend the record, the district will notify the parent or eligible student of the decision and advise them of their right to a hearing regarding the request for amendment. Additional information regarding the hearing procedures will be provided to the parent or eligible student when notified of the right to a hearing.

The right to consent to disclosures of personally identifiable information in the student’s education records, except to the extent that federal and state law authorize disclosure without consent. The exceptions are stated in 34 CFR 99.31, Family Educational Rights and Privacy Act regulations; Sec. 9528, PL107-110, Every Student Succeeds Act-2015; and section 118.125(2)(a) to (p) and sub. (2m), Wisconsin Statutes.

One exception that permits disclosure without consent is disclosures to school officials with legitimate educational interests. A school official is a person employed by the district as an administrator, supervisor, instructor (including off-site, four-year-old kindergarten teachers), or support staff member (including health or medical staff); a member of the School Board; a person or entity with whom the district has contracted to perform a special task (such as an attorney, auditor, bus contractor, medical consultant, or therapist); a law enforcement officer who is individually designated by the School Board and assigned by the school district (commonly referred to as an Educational Resource Officer or ERO); or a volunteer, fieldwork student, student teacher, unpaid intern or official committee member expressly authorized by the district to assist another school official in performing a school function. A school official has a legitimate educational interest if the official needs to review or know the contents of an education record in order to fulfill his or her professional responsibility.

Upon request, the district discloses education records without consent to officials of another school district in which a student seeks or intends to enroll.

Also, to the extent consistent with Board of Education policy governing “directory data,” the district may disclose student “directory data” without consent, unless the parent notifies the district that such information may not be released without prior parental consent. A parent must notify the district of a decision to opt-out of the disclosure of “directory data” within 14 days of receiving annual notice of the district’s “directory data” policy.

The district may also disclose personally identifiable information without consent if the disclosure is necessary to protect the health or safety of a student or other persons.

Finally, in accordance with federal law and district policy, the district will disclose each secondary student’s name, address and telephone listing to a military recruiter or institution of higher education, upon request, unless parents or eligible students have completed and submitted district forms opting out of such disclosures. See Sec. 9528, PL107-110, Every Student Succeeds Act-2015; Sec. 544, PL 107-107, National Defense Authorization Act for Fiscal Year 2002; and Board of Education Policy 4156.

The right to file a complaint with the U. S. Department of Education concerning alleged failures by the district to comply with the requirements of FERPA. The name and address of the Office that administers FERPA is: Family Policy Compliance Office, U.S. Department of Education, 400 Maryland Avenue, S.W., Washington, DC 20202-4605.

Model Notification of Rights Under the Protection of Pupil Rights Amendment (PPRA)

PPRA affords parents of elementary and secondary students certain rights regarding the conduct of surveys, collection and use of information for marketing purposes, and certain physical exams. These include, but are not limited to, the right to:

• Consent before students are required to submit to a survey that concerns one or more of the following protected areas (“protected information survey”) if the survey is funded in whole or in part by a program of the U.S. Department of Education (ED) –

  1. Political affiliations or beliefs of the student or student’s parent;

  2. Mental or psychological problems of the student or student’s family;

  3. Sex behavior or attitudes;

  4. Illegal, anti-social, self-incriminating, or demeaning behavior;

  5. Critical appraisals of others with whom respondents have close family relationships;

  6. Legally recognized privileged relationships, such as with lawyers, doctors, or ministers;

  7. Religious practices, affiliations, or beliefs of the student or student’s parent; or

  8. Income, other than as required by law to determine program eligibility.

• Receive notice and an opportunity to opt a student out of –

  1. Any other protected information survey, regardless of funding;

  2. Any non-emergency, invasive physical exam or screening required as a condition of attendance, administered by the school or its agent, and not necessary to protect the immediate health and safety of a student, except for hearing, vision, or scoliosis screenings, or any physical exam or screening permitted or required under State law; and

  3. Activities involving collection, disclosure, or use of personal information collected from students for marketing or to sell or otherwise distribute the information to others. (This does not apply to the collection, disclosure, or use of personal information collected from students for the exclusive purpose of developing, evaluating, or providing educational products or services for, or to, students or educational institutions.)

• Inspect, upon request and before administration or use –

  1. Protected information surveys of students and surveys created by a third party;

  2. Instruments used to collect personal information from students for any of the above marketing, sales, or other distribution purposes; and

  3. Instructional material used as part of the educational curriculum.

These rights transfer from the parents to a student who is 18 years old or an emancipated minor under State law.

The Madison Metropolitan School District (the “District”) will directly notify parents of these policies at least annually at the start of each school year and after any substantive changes. The District will also directly notify, such as through U.S. Mail or email, parents of students who are scheduled to participate in the specific activities or surveys noted below and will provide an opportunity for the parent to opt his or her child out of participation of the specific activity or survey. The District will make this notification to parents at the beginning of the school year if the District has identified the specific or approximate dates of the activities or surveys at that time. For surveys and activities scheduled after the school year starts, parents will be provided reasonable notification of the planned activities and surveys listed below and be provided an opportunity to opt their child out of such activities and surveys. Parents will also be provided an opportunity to review any pertinent surveys. Following is a list of the specific activities and surveys covered under this direct notification requirement:

• Collection, disclosure, or use of personal information collected from students for marketing, sales, or other distribution.

• Administration of any protected information survey not funded in whole or in part by ED.

• Any non-emergency, invasive physical examination or screening as described above.

Parents who believe their rights have been violated may file a complaint with:

Student Privacy Policy Office
U.S. Department of Education
400 Maryland Avenue, SW
Washington, D.C. 20202

Under Section 504 of the Rehabilitation Act of 1973, as amended, 29 U.S.C. § 794 (Section 504) and the Americans with Disabilities Act (ADA) of 2008, the Madison Metropolitan School District does not discriminate on the basis of disability against students with disabilities.

A person with a disability is someone who:

• has a mental or physical impairment which substantially limits one or more major

• life activity(ies) (e.g., caring for one’s self, performing manual tasks, seeing, hearing, eating, sleeping, walking, standing, lifting, bending, speaking, breathing, learning, reading,

• concentrating, thinking, communicating and working); or

  • has a record of such an impairment; or

  • is regarded as having such an impairment.

Federal laws and regulations protect the rights of individuals with disabilities in programs and activities that receive Federal funding from the U.S. Department of Education (ED), such as public school districts. There are also Federal laws designed to provide equal opportunities for those who have disabilities by prohibiting discrimination in areas such as government, employment, etc. The Madison Metropolitan School District Board of Education and the Madison

Metropolitan School District recognize its responsibility to adopt policies and practices that do not discriminate against its personnel and students. No discrimination against any person with a disability will knowingly be permitted in any of the programs, activities, and practices in the Madison Metropolitan School District.

If the parent or legal guardian disagrees with the determination made by a professional employee of the Madison Metropolitan School District, they have the right to file a complaint with: the Wisconsin Department of Public Instruction, the U.S. Department of Education’s Office for Civil Rights (Region V) and/or the U.S. Department of Justice.

To file a complaint, please contact:

MMSD Affirmative Action Officer
545 West Dayton Street
Room 104
Madison, WI 53703-1995

Phone: 608-663-1530 / Fax: 608-204-0348

Please read the MMSD Board Policy for more information:

Board Policy 4039

Please read the MMSD Board Policy for more information:

Board Policy 3721

Please read the MMSD Board Policy for more information:

Board Policy 4403

Connect to the Curriculum - Show a video only when the educational value is clear and the video is aligned to the curriculum.

Limit Screen Time - Avoid showing full-length films; use film clips or short videos. In the event an educator feels it critical to show a full-length film, permission from the building principal is required and we must have purchased a license to do so. The educator must be able to justify the educational value and explain the curricular alignment.

Follow Copyright Law - Show films only when you have express permission and a license to do so. The terms of service for streaming services such as Netflix, Hulu, Amazon Prime indicate that these services can never be used to show movies in school or other public places.

Adhere to Rating Guidelines (G, PG, & PG-13) - To ensure the video is suitable for your audience check the rating before showing to students. If a child is under the age of the rated film (PG-13), permission from the building principal is required. The educator must justify the educational value and explain the alignment with the curriculum. If the principal approves, the educator must obtain written permission from each child’s parent/guardian before showing the video.

Showing R-rated Movies - Movies with an R-rating have been identified as having material that is not suitable for children under the age of 17 and therefore should not be shown at school. In the event an educator feels it is critical to show an R-rated movie every effort should be made to only show clips; regardless, permission from the building principal is required. The educator must be able to justify the educational value, explain the alignment with the curriculum, and articulate a plan to avoid / address inappropriate content. If the principal approves the movie, the educator must obtain written permission from each child’s parent/guardian before showing the video.

Opting Out & Alternative Activities - In instances where parent/guardian approval is required, the educator must plan educational alternatives aligned with the objectives of the movie lesson. If a parent/guardian does not wish for their child to view the video or if written approval is not returned (after ample time and multiple attempts), the educator may send the student to a supervised area with an alternative assignment.

Advanced Learning, offered starting in kindergarten, provides advanced instruction and learning opportunities that broaden, deepen and stretch beyond grade level expectations when students are ready for this next level of challenge. Students identified to receive these supports show high capabilities or the potential for high performance. Advanced Learning is not just about reading and math. It’s about all content areas, including leadership, creativity and the arts. If you feel your student would benefit from Advanced Learning services and supports, we invite you to complete an inquiry form either on the Advanced Learning website or in person at your child’s school. Just ask in the office. For more information, you can find our Advanced Learning Plan at advanced.madison.k12.wi.us.

English as a Second Language (ESL)

English as a Second Language (ESL) services foster both English language development and academic achievement for students who are not yet fully proficient in English. These services are provided through collaboration among ESL teachers, Bilingual Resource teachers (BRT), and classroom teachers. Services are aligned to English language proficiency standards and grade-level academic standards to support the development of students’ English proficiency and academic achievement. ESL programs are offered at all MMSD schools and in some alternative programs to assist our students from over 100 different home language backgrounds. Students may also receive primary language support from a Bilingual Resource Specialist (BRS). Support from BRS is available in Spanish, Chinese (Mandarin), Hmong, Khmer, Lao, Korean, Tibetan, French, Arabic, Mandinka, Telugu and Nepali.

Bilingual Education

The goals of bilingual education programs are for students to acquire academic skills and content knowledge at grade- level in students’ primary language while developing English language skills. The MMSD has implemented two different program models to serve the needs of English Learners.

Developmental Spanish-English Bilingual Education (DBE) Program and Hmong Bilingual Program

In Developmental Bilingual programs and the Hmong Bilingual Program, bilingual learners receive instruction in both Hmong or Spanish and English. Students’ language skills and cultures are utilized to enhance learning and promote academic achievement in all content areas.The goals of this program are for students to develop bilingual/biliteracy skills, to attain high levels of academic achievement, and to develop cross-cultural skills.

Dual-Language Immersion (DLI)

Dual-Language Immersion programs serve both native English speakers and English Learners in the same classroom setting. The goals of this program are for students to develop bilingual/biliteracy skills, to attain high levels of academic achievement, and to develop cross-cultural skills. Dual language immersion programs are offered at several schools and at Nuestro Mundo Community School, an MMSD charter school.

The Madison Metropolitan School District’s Human Growth and Development (HGD) curriculum will support partnerships between families, community, and schools to provide students with the knowledge, skills, and resources necessary to promote and obtain optimal mental, emotional, social, and physical health and well-being for all students. It is the district’s vision that through our Human Growth and Development curriculum, all students are empowered to reach their full potential as healthy and safe individuals. Our guiding principles including the following:

• All students in grades 4K-12 will receive developmentally-appropriate, medically accurate, non-stigmatizing, culturally relevant, and inclusive Human Growth and Development instruction.

• Human Growth and Development Instruction is aligned with the National Sexuality Education Standards, the Center for Disease Control’s Health Education Curriculum Assessment Tool (HECAT), and the National Health Education Standards.

• Students will participate in skills-based lessons that will provide opportunities to strengthen health literacy and increase functional health knowledge.

Student Learning Outcomes per grade level include topics of Understanding Bodies, Identity, Healthy Relationships & Ally Behavior, and Personal Safety.

6th Grade

HGD Topic	Student Learning Outcomes
Understanding Bodies	Describe the function of the external and internal body parts in reproduction & menstrua-tion and understand there are naturally occurring variations in human bodies (e.g., inter-sex, vulvas, circumcised and intact penises). Identify medical accurate sources of information and identify trusted adults, including parents, caregivers, and health care professionals, whom students can ask questions about puberty, adolescent development, and sexual health. Define abstinence and the three types of sexual intercourse (vaginal, oral, and anal sex). Explain STIs (including HIV), the prevalence of STIs, and how they are and are not transmitted.
Identity	Understand family history and culture and how one is connected to the collective history and culture of others in their identity groups. Understand overlapping identities combine to make me who I am and that none of my group identities on their own fully defines me or any other person. Define racism and intersectionality and describe how a person’s identity impacts their ex-periences with the world around them. Access valid and reliable sources of information for/about different identities (including, culture, SOGIE, etc.).
Healthy Relationships & Ally Behavior	Compare and contrast the characteristics of healthy and unhealthy relationships. Demonstrate communication skills that will support healthy relationships including peer resistance skills, delay tactics, negotiation, and collaboration skills. Demonstrate strategies to use social media safely, legally, and respectfully. Demonstrate ways to communicate respectfully with and about people of all identities, including gender identities and sexualities. Demonstrate strategies to communicate consent and how to show respect for the boundaries of others.
Personal Safety	Define sex trafficking, sexual exploitation, and gender-based violence. Define interpersonal and sexual violence (e.g., sexual harassment, sexual assault, incest, rape, domestic violence, coercion, dating violence, sex trafficking) and describe their impacts on sexual health. Demonstrate how to communicate with trusted adults for help (e.g., bullying, harassment, abuse, trafficking, etc.).

7th Grade

HGD Topic	Student Learning Outcomes
Understanding Bodies	Describe the function of the external and internal body parts in menstruation & reproduction and understand there are naturally occurring variations in human bodies (e.g., inter-sex, vulvas, circumcised and intact penises). Compare and contrast behaviors, including abstinence, to determine the potential risk of pregnancy and/ or STI (including HIV) transmission. Explain there are many methods of short- and long-term contraception that are safe and effective and describe how to access them. Describe the signs, symptoms, or lack thereof, and potential impacts of STIs (including HIV).
Identity	Analyze how peers, family, and a person’s overlapping identities can influence attitudes, beliefs, and expectations about the world around them. Define sexual identity and explain a range of identities related to sexual orientation (e.g., heterosexual, bisexual, lesbian, gay, queer, twospirit, asexual, pansexual).
Healthy Relationships & Ally Behavior	Analyze the similarities and differences between friendships, romantic relationships and sexual relationships. Evaluate the impact of technology (e.g., use of smartphones, GPS tracking) and social media on relationships (e.g., consent, communication). Define sexual consent and sexual agency. Identify factors (e.g., body image, self-esteem, alcohol and other substances) that can affect the ability to give or perceive consent to sexual activity. Demonstrate ways to promote dignity and respect and effectively communicate support for eve-ryone (e.g., race, gender, sexuality,ethnicity, socio-economic status, differing abilities, immigra-tion status, family configuration) including other students, their family members, and members of the school community.
Personal Safety	Describe strategies a person could use, when it is safe to do so, to intervene when someone is being sexually harassed, abused, or someone they know is perpetuating unhealthy or coercive behaviors. Identify community resources and/ or other sources of support, such as trusted adults, including parents and caregivers, that students can go to if they are or someone they know is being sexually harassed, abused, assaulted, exploited, or trafficked.

8th Grade

HGD Topic	Student Learning Outcomes
Understanding Bodies	List at least four methods of contraception that are available without a prescription (e.g., abstinence, condoms, emergency contraception, withdrawal). Describe the steps to using barrier methods correctly (e.g., external and internal condoms, dental dams). Identify medically accurate sources of information about STIs, including HIV, such as local STI/ HIV prevention, testing, and treatment resources and develop a plan to eliminate or reduce risk of unintended pregnancy and STIs (including HIV).
Identity	Recognize that all people (including myself) have certain advantages and disadvantages in society based on who they are and where they were born. Express pride and confidence in one’s own identity without perceiving or treating anyone else as inferior.
Healthy Relationships & Ally Behavior	Describe strategies a student might use to end an unhealthy relationship, including involving a trusted adult who can help. Describe how power differences, such as age, gender, socioeconomic status, immigration status, race, or unequal position (e.g. student/teacher, supervisor/employee) may impact relationships. Analyze how peers, family, media, society, culture, and a person’s intersecting identities can influence attitudes, beliefs, and expectations about relationships. Describe what constitutes sexual consent, its importance, and legal consequences of sexual behavior without consent. Advocate with friends, family, and community members to promote justice and equality for all.
Personal Safety	Demonstrate how to ask for help or assistance to improve or maintain personal health. Describe strategies that sex traffickers/exploiters use to recruit youth and ways to reduce risks related to sex trafficking and other potentially harmful situations. Demonstrate how to access credible sources of information and resources for survivors of interpersonal violence, including sexual violence, and sex trafficking. Explain why a person who has been sexually harassed, abused, or assaulted, or has been a victim of incest, rape, domestic violence, or dating violence is never to blame for the actions of the perpetrator.

9-12th Grade

HGD Topic	Student Learning Outcomes
Understanding Bodies	Explain the human reproductive and sexual response systems, including the role of hormones and pleasure, and that there are naturally occurring variations in human bodies (e.g., intersex). Compare and contrast the advantages and disadvantages of contraceptive and disease prevention methods (e.g., abstinence, condoms, emergency contraception). Demonstrate the steps to using barrier methods correctly (e.g., external and internal condoms, dental dams). Explain the range of ways pregnancy can occur - including IV and surrogacy, and under-stand the signs of pregnancy, pregnancy testing, and prenatal care. Define reproductive justice and explain its history and how it relates to sexual health.
Identity	Recognize traits of the dominant culture, home culture and other cultures, and be conscious of how one expresses their identity as they move between those spaces. Explain how support from peers, families, schools, and communities can improve a person’s health and well-being in regards to sexual orientation and gender identity.
Healthy Relationships & Ally Behavior	Compare and contrast characteristics of healthy and unhealthy romantic and/ or sexual relationships. Advocate for school and community policies and programs that promote dignity and respect for people of all. Analyze cultural and social factors (e.g., sexism, homophobia, transphobia, racism, able-ism, classism) that can influence decisions regarding sexual behaviors. Describe effective ways to communicate consent and desires as they relate to intimacy, pleasure, and sexual behavior. Analyze factors (e.g., body image, self-esteem, alcohol and other substances) that can affect the ability to give and receive sexual consent. Develop a plan to get out of an unsafe or unhealthy relationship, including when situations may require adult and/ or professional support.
Personal Safety	Describe the types of abuse (e.g., physical, emotional, psychological, financial, and sexual) and the cycle of violence as it relates to sexual abuse, domestic violence, dating violence, and gender-based violence. Develop a plan to get out of an unsafe or unhealthy situation, including when they require adult and/ or professional support.

Families who desire additional information on Human Growth & Development may do so by contacting the building principal. Families may exempt their child from all or part of this unit of instruction by filing a written request for exemption with the principal or classroom teacher prior to instruction. Students must be given an alternative assignment if missing this content would affect their passing a class required for graduation.

Please read the MMSD Board Policy for more information:

Board Policy 4132

Please read the MMSD Board Policy for more information:

Board Policy 3537

Any child’s parent or guardian, or the child if the parent or guardian is notified, may submit a request to the school board, in writing, to provide the child with program or curriculum modifications, including but not limited to:

1. A work study program.

2. Homebound study, including nonsectarian correspondence courses or other courses of study approved by the school board or nonsectarian tutoring provided by the school in which the child is enrolled.

3. Apply to enroll  in any alternative public school or program located in the school district in which the child resides.

4. Modifications within the child’s current academic program.

5. Enrollment in any nonsectarian private school or program, located in the school district in which the child resides, which complies with the requirements of 42 U.S.C. 2000d.

6. Enrollment in any public educational program located outside the school district in which the child resides.

The school board or a designee will render a decision, in writing, within 90 days of a request for a program modification, except that if the request relates to a child who has been evaluated by an individualized education program team and has not been recommended for special education, the school board or a designee will render its decision within 30 days of the request. If the district denies the request, the district shall give its reasons for the denial.

Any decision made by the school board, or a designee of the school board, in response to a request for program or curriculum modifications shall be reviewed by the school board upon request of the child’s parent or guardian. The school board will render its determination upon review in writing, if the child’s parent or guardian so requests.

All MMSD schools participate in a process called School Improvement Planning (SIP), designed to bring together staff and the greater school community to set specific, measurable goals for each school. This district-wide process provides supports and tools for schools to be able to meet goals. Each school’s SIP is displayed on its website. The SIP helps the school to make incremental and lasting progress, holds them accountable, and provides a focus for celebrating their successes.

The MMSD Student Services Department works with all schools on identification and Individual Education Program (IEP) or 504 Plan development for students with a disability who require special education and related services or accommodations in their schools. These services are provided in accordance with the Individuals with Disabilities Education Act (IDEA), a federal law that guarantees all students with disabilities the right to a free and appropriate, public education FAPE) in the least restrictive environment (LRE).

The special education needs of students are met through a coordinated effort between general education and special education staff. Every attempt is made to provide services in the student’s school of residence and in the general education classroom. Each student has the opportunity for educational experiences aligned with grade-level general education standards and appropriate to their individual academic and social-emotional strengths.

The Madison Metropolitan School District’s schools have been recognized for creating inclusive learning environments where students with a disability are valued members of the learning community and included in the general education curriculum and general education setting. Services must be delivered as outlined in the student’s Individual Education Program (IEP).

It is very important that students bring to school only those things they need for learning. To avoid classroom disruption, theft and/or loss, items such as electronic games, personal CD players, trading cards, and toys should not be brought to school. All students’ property and any outdoor clothing should be labeled with their name. Each school has a Lost and Found center. Parents are encouraged to help their child keep track of their belongings and check the Lost and Found regularly. Items not claimed at the end of each quarter are donated to local charities.

Health Services

Each school has a nurse and nurse’s assistant on staff to provide health-related services including: administration of medication during the school day, hearing and vision screening, reviewing immunization records, caring for sick or injured students, help with chronic illness management and assistance in finding health care. Feel free to contact the school nurse about any health concerns you may have about your child.

Psychology

School psychologists are uniquely trained qualified members of school teams that support students’ ability to learn and teachers’ ability to teach. They apply expertise in mental health, learning, and behavior, to help children and youth succeed academically, socially, behaviorally, and emotionally. School psychologists partner with families, teachers, school administrators, and other professionals to create safe, healthy, and supportive learning environments that strengthen connections between home, school, and the community.

Social Work

School social workers help students in crisis or in conflict, give guidance in family/friend relationships, help students learn protective behaviors, keep track of student attendance concerns and provide referrals to outside community services.

Counseling

MMSD school counselors are innovative leaders who actively work to identify and remove barriers to student achievement and well-being by championing practices that create equitable, safe, inclusive, and positive learning environments for all students. School counselors engage students in exploring and identifying interests and aspirations and play an essential role in providing all students the academic & postsecondary advising and social-emotional supports needed to experience personal success.

The Madison schools partner with local organizations to provide tutor and mentor programs for students in all grade levels who could benefit from assistance in coursework and/or from additional time with a supportive adult. Tutors and mentors are recruited throughout the year, and training sessions are offered regularly by MMSD staff and other area experts. All school volunteers must successfully pass the district’s criminal background check (“Disclosure Statement”). These are conducted through the MMSD Human Resources office, and forms are available online at the MMSD website.

Tutor and mentor options and resources vary across schools, and services may be offered both during the school day and after school. In some cases, the district provides after-school programs in neighborhood centers as well. Information on tutor and mentor programs is available in the school office and on the district website: www.madison.k12.wi.us.

(Formerly Youth Options)

Please read the MMSD Board Policy for more information:

Board Policy 4029