Wellness Policy

Madison Metropolitan School District (District) will be a place where all students and staff are and feel healthy, safe, supported, engaged, and challenged. The District recognizes that physical, social-emotional, and mental health and well-being are linked to academic achievement and college, career, and community readiness. A healthy school environment, supported by healthy staff, fosters increased student learning. In partnership with families and the community, the District aims to establish and maintain healthy, safe, welcoming, and just learning environments and experiences where students, staff, and families can thrive. As a system committed to anti-racism, equity, and belonging, the District is committed to dismantling health inequities and eliminating disparities to ensure optimal health and well-being for our entire learning community.

The Wellness Policy outlines the District’s unified, comprehensive, and collaborative approach to School Wellness, which aims to ensure district and school improvement endeavors support the optimal health and well-being of all students and staff. Efforts to implement School Wellness in MMSD are aligned with the Centers for Disease Control & Prevention (CDC)’s Whole School, Whole Community, Whole Child (WSCC) framework. This policy applies to all students, staff, and schools/buildings in the district during the school day. Specific measurable goals and outcomes are identified within each section.

A. The Superintendent’s Designee and the Wellness Coordinator will convene a representative district wellness council that meets annually to advise in the development, implementation, and periodic review of the Wellness Policy.

B. The district wellness council will include representatives that reflect the diversity of the community including but not limited to students, families, community members, and school and district staff including representatives of the school food authority, health and physical education, health services, building services, school safety, school board members, school administrators, health care medical advisors, and mental health professionals. Annual public communication will occur to invite stakeholders to join the district wellness council.

A. Implementation Oversight:
The Superintendent is responsible for ensuring that the Wellness Policy is implemented throughout the district. At the district level, departments will work collaboratively to support schools with the implementation of the policy as well as the development, review, and updates to the policy. Principals and building-level administration will ensure compliance at their school/site. At the school level, the School Nurse will serve as the school’s point person connecting the school/site to district-level wellness and programming, and serve as an advocate to promote school wellness for students and staff within school-level decision-making processes. The district encourages schools within the district to establish an ongoing school wellness committee that supports implementation, policy monitoring, and reporting to the district wellness council.

B. Assessment of Progress & Accountability:
Every three years, the District will take part in and report the results of its triennial assessment, which includes tools to assess the quality of the Wellness Policy language in alignment with any relevant U.S. Department of Agriculture (USDA) Final Rule, school/district compliance, and progress made in attaining the goals of the Wellness Policy.

C. Documentation:
The District will retain records to document the presence of and compliance with the Wellness Policy, including but not limited to:

1. Current and previous Board-approved Wellness Policy
2. Documentation demonstrating the Wellness Policy has been made available to the public
3. Recent district and school-level assessment of the implementation
4. Documentation of efforts to review and update the Wellness Policy

D. Policy Updates:
The Wellness Policy will be reviewed at least every three years and revised if appropriate. Updates will be based on the results of the triennial assessment, district priorities, stakeholder input, school and community needs, emerging scientific information, and/or new federal or state regulations.

E. Notification to the Public:
Per Board of Education notice requirements, the District will create culturally and linguistically accessible communication to inform families, staff, and community members annually of basic information about the Wellness Policy, including but not limited to:

1. Policy content and any updates
2. District and school-level implementation progress
3. Names and contact information of the district and school leaders coordinating the district wellness council
4. Information on the district wellness council’s involvement and the Wellness Policy revision process

A. School Meals:
All schools within the District shall participate in USDA child nutrition programs, including the National School Lunch Program (NSLP) and the School Breakfast Program (SBP). All food and beverages served or offered to students enrolled in Madison School & Community Recreation (MSCR) Afterschool and Enrichment programs will meet the USDA Smart Snacks in School nutrition standards. Families will be provided information annually about eligibility for free/reduced meal prices. The application is found with the District’s online enrollment process. The District will ensure that a child's eligibility status is not disclosed at any point in the process of providing free or reduced-price meals unless with written consent from the family or unless family or student self discloses said status, including notification of the availability of free or reduced price benefits, certification and notification of eligibility, provision of meals in the cafeteria, and the point of service. Students with unpaid balances will be given regular reimbursable meals and not stigmatized.

B. Nutrition Standards & Menus:
All schools within the District are committed to offering school meals that are accessible to all students and meet current nutrition requirements established by local, state, and Federal statutes and regulations (including guidance or final rules issued by the Food and Nutrition Service, USDA regarding nutrition standards under 7 CFR Parts 210 and 220). Menus will be created/reviewed by a Registered Dietitian and will be made available on district and/or individual school websites and other electronic means. When possible, school meals will include fresh, locally-grown foods from farms engaged in sustainable practices, and these foods will be promoted in the cafeteria, school, and classroom. In practicing good food procurement methods, the District will support a regional food system that is ecologically sound, economically viable, and socially responsible to influence the creation and availability of a local, equitable, and sustainable good food purchasing system.

C. Food & Nutrition Staff Training:
All school nutrition program directors, managers, and staff will meet hiring expectations and annual continuing education/training requirements established by local, state, and Federal statutes and regulations (including guidance or final rules issued by the Food and Nutrition Service, USDA regarding professional standards for child nutrition professionals under 7 CFR Parts 210 and 235).

D. Meal Seat Time:
The District will provide students adequate time to eat, with at least 10 minutes of seated time for breakfast and 20 minutes of seated time for lunch.

E. Special Dietary Needs & Allergies:
The District will accommodate special dietary needs and food allergies as required by federal regulations. Students, regardless of dietary restrictions, will be provided a reimbursable meal based on the USDA Food and Nutrition Guidelines.

F. Drinking-Water Access:
All students and staff will have access to free, safe, unflavored drinking water during mealtimes where school meals are served, and also throughout the school day and during the extended school day through water fountains, water bottle filling stations where available, and other access points in school buildings. All students and staff can bring and carry approved water bottles filled with only water in school buildings, classroom spaces, and across the school campus during the school day. All newly constructed schools and schools undergoing major renovations will have touchless water bottle filling stations installed per the following guidelines: a minimum of one water bottle filling station per 200 occupants, a minimum of one water bottle filling station on each floor and wing of a school building, and a minimum of one water bottle filling station in or near the gymnasium, outdoor recreation spaces, and other high traffic areas. 

G. Standards for Foods and Beverages Sold Outside School Meals:
All foods and beverages sold outside of the school meal programs, during the school day, will meet Federal regulations for school meal nutrition standards and the USDA Smart Snacks in School nutrition standards. In addition to meeting Smart Snacks in School standards, which require no added caffeine in elementary and middle school foods/drinks, all high schools will limit the sale of beverages with caffeine sold to students to under 100mg per beverage. These standards will apply in all locations and through all services where foods and beverages are sold during the school day, which may include but are not limited to à la carte, vending machines, school stores, fundraisers, and snack or food carts.

H. Standards for Foods Offered/Provided:All food and beverages served and offered to students on the school campus during the school day, outside of the school meal programs, will meet USDA Smart Snacks in School nutrition standards. Such events include school-wide or large group celebrations, parties, and whole-classroom snack offerings. Foods and beverages will not be used as a reward for learning or behavior, used in classroom projects as manipulatives (small candies for counting), or in activities that involve students handling and possibly eating the food item. Schools are encouraged to use physical activity as a reward.

I. Fundraising:
Fundraisers involving food and beverages taking place on the school campus during the school day will meet USDA Smart Snacks in School nutrition standards. Schools are encouraged to participate in fundraising activities that promote healthy eating and physical activity.

J. Nutrition Education:
Students will receive nutrition education as a part of the sequential, comprehensive, standards-based 4K-12 Health Education curriculum. The District will teach, model, encourage, and support healthy eating among students through skills-based and participatory instruction. Nutrition education should include enjoyable, developmentally appropriate, culturally relevant activities, including but not limited to cooking demonstrations, taste tests, farm visits, and school gardens that link nutrition education back to the school food environment. Where possible, nutrition education should also be integrated into other subject areas such as math, science, physical education, etc.

K. Food and Beverage Marketing & Promotion in Schools:
All foods and beverages sold to students on the school campus during the school day must meet the USDA Smart Snacks in School nutrition standards. The District will help to promote healthy food and beverage choices by electing not to participate in aggressive marketing of non-compliant Smart Snacks and caffeinated products. This includes using images of products on items, including but not limited to the exterior of vending machines, message boards, educational materials, flyers, posters, athletic equipment, and scoreboards. The District will promote participation in school meals through the school’s public announcement systems or digital media on televisions or marquees, etc. The District understands the influence staff have on student health and well-being, and learning. All staff are encouraged to engage in healthy practices such as adult social-emotional wellbeing, healthy eating, and physical activity. 

A. All students in grades K-12 will receive regular comprehensive health education instruction at frequencies that meet the requirements set by the Wisconsin Department of Public Instruction (DPI). Health education will be taught by qualified and trained professionals in alignment with DPI licensure requirements. A professional staff member will be designated as the coordinator for health education, who will regularly evaluate and revise health education curriculum materials.

B. Schools will utilize a written, sequential, comprehensive health education curriculum that aligns with national and state standards and the CDC’s Health Education Curriculum Assessment Tool (HECAT). Health education instruction will be skills-based, culturally and developmentally appropriate, medically accurate, non-stigmatizing, inclusive for all students, and will incorporate the CDC's characteristics of an effective health education curriculum.

A. All students will have equitable access to a range of physical activity opportunities throughout the school day, including students with disabilities and students with special health care needs. Physical activity during the school day will not be withheld as punishment for any reason. Physical activity may include, but is not limited to, recess, classroom physical activity breaks, outdoor education, or physical education classes. Students will not be required to engage in physical activity as a behavioral consequence.

B. Physical Education:
All students K-12 will take part in sequential physical education instruction in frequencies that meet the requirements set by the DPI, unless otherwise allowable per state law or Board policy. All physical education instruction is taught by a licensed/certified teacher who is endorsed to teach physical education, meeting the requirements set by the DPI. The written, sequential, comprehensive physical education curriculum is aligned to national and state standards and will provide students with learning opportunities to acquire the knowledge and skills needed to promote lifelong, physically active lifestyles. Instruction will be developmentally appropriate, culturally & linguistically responsive, and inclusive for all students. Students should not be pulled from physical education to receive instruction in other content areas or to provide students with interventions. An Individualized Education Program (IEP) team may decide a student requires specially designed physical education to address specific disability-related needs. Specially designed physical education is a special education service, and may be provided in general or special education settings, based on the determination of the student's IEP team. Supplementary aids and services may also be provided in a regular physical education class to ensure the student is able to participate and make progress, based on the determination of the student's IEP team. In Wisconsin, any licensed physical education teacher (530) may legally teach students with disabilities in regular physical education programs, including providing specially designed physical education. Physical education teachers will receive annual professional learning opportunities specific to physical education which includes specially designed physical education.

C. Recess:
All students will receive daily recess or space in their schedules for selfs elected opportunities to engage in physical activity and/or take a break from academic work during the school day. All elementary schools will offer at least 30 minutes of recess on all regularly scheduled school days. Middle schools will ensure all students have access to at least 20 minutes of recess daily. High schools will provide access to time during their lunch block to engage in self selected opportunities.

D. Active Classrooms:
Students will be offered regular opportunities for physical activity breaks and brain breaks during planned academic instruction in the classroom throughout the school day. Screen-free breaks are recommended.

E. Outdoor Learning:
Schools are encouraged to offer opportunities throughout the school day for all students to engage in experiential, environmental, and nature based outdoor learning in school gardens, school forests, school natural areas, and other outdoor classrooms. The District will promote MSCR outdoor programming.

F. Co-Curricular Activities & Out of School Time:
The District will promote opportunities for all students to participate in physical activities outside of the school day. Activities may include school clubs, activities, intramurals, MSCR afterschool, evening, and weekend programming, WIAA interscholastic athletics, and adaptive sports and/or exhibition matches/meets.

G. Active Transportation:
The District will support and promote walking, bicycling, and other forms of active transportation to and from school. All schools will work cross-departmentally in collaboration with the Office of School Safety to develop and communicate School Traffic Plans to maximize the safety of students walking, biking, riding the bus, and/or carpooling to and from school. The multi-agency Traffic Safety Team will engage in collaboration with community based organizations, including programs such as Safe Routes to Schools, and local governmental entities to maximize support to schools. 

A. The District will ensure all students 4K-12 have access to Health Services in the school setting delivered by highly-qualified Registered Nurses or Advanced Practice Nurse Providers. To the extent possible, all health offices will be covered by either a Nurse or a Nurse Assistant during the school day. 

B. The District strives to deliver culturally responsive and inclusive school-based
services, which may include:

1. Prevention, health, and wellness education
2. Physical and Mental Health supports
3. Health screenings (vision, hearing, dental, sports physicals)
4. Chronic and acute disease case management and health care (asthma, diabetes, allergies, etc.)
5. First-aid and emergency care
6. Coordination of care related to existing and potential health problems
7. Referrals to students and families for community health services
8. Partnership with district-wide departments to ensure a healthy school community
9. Partnership with community organizations to remove barriers to care and improve student health (including immunization clinics, mental health care coordination)

A. Schools and departments will use the district’s Universal Framework for Culture & Climate to identify strategies to prioritize the cultivation of just and equitable learning and working environments.

B. Schools and departments will take part in annual climate surveys to assess student, staff, and family experiences.

C.The District is committed to a strengthened and sustained focus on transformative Social Emotional Learning (tSEL), making connections to students' experiences, identities, and the contexts in which they live. All students will have access to tSEL learning opportunities (explicit and/or embedded) in academic content areas.

D. Schools will create learning environments that welcome and affirm the diverse identities (e.g., race, national origin, ethnicity, Disability, gender identity and expression, sexual orientation, religion) of students, staff, and families. The District will continue to support policies and practices focused on non-discrimination and anti-bullying as outlined in Board Policies.

E. The District will support a whole school approach to restorative justice and practices by partnering with schools to build authentic relationships and community, transform conflict and respond to harm, and provide individual support. 

A. The District will provide Student Services to reduce barriers to learning that impact well-being to help students be college, career, and community ready. Services will be delivered by qualified and trained professionals in alignment with DPI licensure requirements.

B. The District will continue to grow and sustain the tiered systems of support for social-emotional learning and mental health and well-being, in collaboration with community mental health providers.

A. The District is committed to ensuring that the school environment protects and promotes the health and safety of all students, families, and staff. The physical school environment encompasses the school buildings and the surrounding areas and facilities. A healthy school environment should consider the physical condition of schools during regular operations and renovations. It must also safeguard students and staff from physical dangers, as well as biological and chemical agents present in the air, water, or soil, including those that may be introduced into the school.

B. Schools and departments will take part in annual climate surveys to assess student, staff, and family experiences regarding school and building safety.

C. In the planning of newly constructed schools and buildings undergoing major renovations, the Wellness Policy will provide guidance and be considered in conjunction with the Building Services’ plan, centering student and staff health and wellbeing in the design of spaces, including but not limited to classroom safe zones, water-filling stations, restrooms, green spaces, eating spaces, restorative spaces, etc.

D. The District encourages community use of school facilities and school use of community facilities for physical activity and wellness programming consistent with Board Policies.

E. The District will oversee the District Safety Plan and support schools in the development and implementation of individual School Safety Plans, including critical response and crisis management.

A. The District will promote systems that support a healthy work-life balance and create healthy working conditions. Schools and department leaders will work to establish and maintain working environments that support the social emotional health and well-being of all staff with a focus on healthy relationships, positive interpersonal communication, respectful collaboration, and support for purposedriven work.

B. Staff well-being programming will be based on the needs of our schools and staff as measured in building staff climate surveys, anonymized Employee Assistance Program (EAP) and health care utilization data, and through intentional conversations and listening sessions with staff.

C. The District will engage in ongoing, cross-departmental collaboration to establish systems that promote staff well-being by aligning common messaging and integrating supports and resources.

D. Strategies, programs, and practices to support staff well-being will include but are not limited to healthcare benefits, EAP, the Mindfulness in MMSD program - offering educator-led, mindfulness-focused learning and practice opportunities open to all district staff, and MSCR programming. The District will continue to explore opportunities for joint initiatives and customized programs with MSCR to enhance employee well-being.

A. The District will continue to expand upon co-created and co-designed systems and practices where youth and their voices are integrated into authentic decision making processes and future program development, both at the school and district level, that impact the well-being and educational experiences of all students across the district, centering the voices of those who have historically been and continue to be marginalized and excluded within our educational system.

B. To center youth voice in connection with School Wellness, the District will engage with pre-existing diverse student bodies to include youth representatives in the district wellness council membership.

A. The District is committed to facilitating spaces with families that are mutually beneficial and/or enriching, where authentic community is being cultivated, and family voices are permitted. Engagement shall foster experiences where families feel welcomed, heard, and empowered to engage in the school community in meaningful ways to regularly promote health and well-being.

B. During school and/or district-based family engagement spaces (programs, activities, or events), efforts will be made to promote and foster health and wellbeing by connecting families with culturally and linguistically responsive resources and experiences, such as providing physical activity opportunities at the school. 

C. To center family voice in connection with School Wellness, the District will engage  with pre-existing connections to diverse family bodies to include family representatives in the district wellness council membership.

A. The District is committed to working collaboratively with community spaces and organizations to support the health and well-being of students and staff, which reflects the diverse perspectives within our community. As directed by the Department of Strategic Partnerships, these partnerships are formalized through service agreements, school-community partnerships, Community Schools initiatives, and volunteer programs, as outlined in Board Policy.

B. To center community involvement in School Wellness, the District will engage with diverse community spaces and organizations to include community representatives as members of the district wellness council.