Washington Wavelength

October/November 2020

FROM THE PRINCIPAL

Dear Washington Families,

We can all agree that the start of this school year has certainly been like no other. Despite the many new challenges our students and staff have faced, I am proud to say that we are off to a great start. Although teaching and learning looks different in many ways the Washington staff have maintained their focus on providing high quality instruction and services for our students and families. I have been especially impressed with the efforts of our students who have quickly adapted to new protocols and procedures to support a safe learning environment.  Additionally, I would like to express my gratitude to all of the Washington parents for supporting and reinforcing safe practices at home.This support has been a critical factor in the successful return to in-person learning. We look forward to seeing everyone at conferences on October 21st and 22nd. 

Warmest Regards, 

Matt Peerenboom, Principal

Health/Safety Reminders: 

• It’s a good idea to send a back up mask with your child each day if possible. 
• Although we are utilizing a couple of new exits at the end of the school day, the parking lot is still not to be used as a pick up location. For the safety of students this parking lot is for staff parking and visitors during the day. 
• Students should bring a clean water bottle with them to school to prevent the use of the drinking fountains. Bottle filling stations are available. 

IMPORTANT DATES

OCTOBER 

• 9 - No P4J, Planning Day
• 21 - Parent Teacher Conferences 4-7 PM
• 22 - No School, Parent Teacher Conferences 8:00 AM-7 PM
• 23 - No School

NOVEMBER

• 3 - Picture Retake Day
• 6 - No P4J, Planning Day
• 19 - End of 1st Trimester
• 20 - No School, Teacher PD Day
• 25 - No School
• 26 - No School, Happy Thanksgiving
• 27 - No School, Thanksgiving Break

Please like and follow our Facebook page Washington Elementary School - Home

Reminder

Remember to pay your child’s consumable fees ($32.00/child).

If you are entering the building please have your mask on.

Stop-Drop & Go 

Do not park and leave your vehicle in this area.  After you Stop and Drop, please remember to GO...Many children are being dropped off and your child will join these children walking to the playground and doors.  If you feel more comfortable you can park your car outside of the Stop-Drop & Go area and walk your child to the appropriate area.

Also for safety reasons, please drop children off at the street.  DO NOT pull into the parking lot.

No Animals

Please remember…Janesville City ordinance forbids dogs, cats, horses or other animals from being on playgrounds or school grounds.  Please keep your pets at home or in the car when you drop off or pick up your child.

 

Grade Level/Special Area News

P4J

We have enjoyed getting to know your students over the past month and look forward to a great year!  

Each month, P4J hosts family activities for P4J students and their families.  Information will be sent home in your child's folder.  In October, they will be hosting a virtual ZooZort activity on October 15th.  Families will learn about different animals that are featured.  

Parent-Teacher conferences will be held October 21st and 22nd.  Please watch for more information!  

Thank you for connecting with our classroom on Class Dojo!  We enjoy sharing what is happening in our classroom with you! 

Kindergarten

Kindergarten is off to a great start!  We have been learning our school routines and are continuing to work on alphabet, math, social, and digital skills. 

For the children’s safety, please send shoes that are easy for our kindergarteners to put on and take off themselves.  Also make sure sweatshirts, jackets, backpacks, etc. are labeled with your child’s name.

The Take Home Folder is a great communication tool between home and school. Please make sure to check it everyday for notes from your child’s teacher and/or the office, and the behavior log. Also, make sure to check your child’s backpack. It may have some memorable things in there to show what we are learning in Kindergarten!

First Grade

The first graders are off to a great start!  We have spent the month of September learning the rules, procedures, and routines of our new classrooms.

Please check your child's blue Home Folder each night for sight word flashcards, Decodable paper books, Math Home Connections, important notes, and completed work from the day.  

Remember to send a water bottle full of water each day, as the water fountains are currently off limits.

In Writing we have been working on writing in complete sentences with an emphasis on starting with capitals, ending with periods, and writing in lowercase letters in the middle of words and sentences.  Students will continue to develop personal narrative pieces and expand their writing skills.

In Math, we are using new materials this year within the Bridges Math program.  We spend a great deal of time developing number fluency up to 20.  This is done with many hands on materials such as games, number racks, connecting cubes, ten frames and counters.

In Reading and Language Arts, we will continue to work on reading and writing short vowel words, adding beginning blends, nouns, verbs, and adjectives.  Students will learn a variety of strategies to use when they come to unknown words in their reading.

Second Grade

Welcome back to our returning and new Patriot Families!  This is certainly a very different beginning to the new year.  The children have been doing a nice job wearing their masks. Please check with your child that their mask fits and it hasn’t stretched out.  The gaiters tend to be difficult to stay up because they have smaller heads.

We have been introducing and practicing second grade routines, especially with our technology.  In the event we have to pivot to virtual, the children should be familiar with Seesaw and how to access assignments.  You are able to see their completed work when you access your Seesaw account.

One of our major focuses this year is math.  We are using a new program that uses lots of hands-on explorations.  There will be math homework 2 - 3 times per week.

As you have seen, Fry words are sent home with your child on Mondays.  Spend a few minutes each day reviewing them.  Fridays we assess how well they have mastered being able to read the words rapidly and fluently. 

We also encourage your child to read 20 minutes each day.  They may partner-read more difficult text with a grown-up or read independently.  Practice Makes Better!

As a reminder, our special area classes will try to instruct outdoors as often as the weather will allow.  I would encourage making sure your child comes with a jacket/sweatshirt.

Third Grade

3rd grade is off to a great start!  As teachers, we are impressed with the students’ flexibility, understanding, and positivity as we practice safety routines here at school.  We know it isn’t easy and you may get groans at home about wearing masks, but they are doing great.  

We are busy getting into our reading, writing, and math routines.  The school district has started a new math program called Bridges.  Students are doing a great job getting into these new routines as well.  There will be homework sent a couple nights a week.  Please complete this the night it’s sent home or the following night.  In Science we are learning about life cycles and in Social Studies we are learning about government.  

Please remember to send a water bottle, already filled, as the drinking fountain is not being used.  However, we are able to use the filling station.

Fourth Grade

We are off to a great start in fourth grade!  The students are working hard and adjusting well.  In reading we are learning to summarize a text and answer questions using text evidence.  

Our math goals include practicing efficient strategies to solve multiplication and division problems. Please make sure your child is practicing their multiplication facts 0-12 at home. 

In Social Studies we are exploring maps and the history of Wisconsin.  

During science we are analyzing the structures of plants and animals.  

Thank you for all you do to make your child successful!

Fifth Grade

Fifth grade has started the year off with a bang!  We are currently studying about our government and how it works in social studies.  

In writing we are completing a biography presentation on a famous person who has had a positive effect on our lives today. 

We have a new math curriculum that we are discovering along with learning the ropes with our brand new iPads. The technology skills the students have are amazing and they are discovering new things each day.  

Notes from the Music room

Kindergarten:  

It has been a pleasure meeting and getting to know these new students in kindergarten.  They have been such troopers during such challenging times, dealing with masks and social distancing, all while smiling and learning new things!  I have been so impressed with them!! 

In music we are working on learning about Steady Beat and how the beat keeps the music together.  We are singing songs about the beat and playing games that have a steady beat incorporated into them as well.  One of these games is also a name game that helps us, and especially me, begin to learn the students’ names.  We also incorporate some high and low melody into this game.  We have also been reading about and reviewing the alphabet, and I have a fun song where they each have their own bean bags to use, and they follow the directions given in the song that have to do with the letter from the alphabet, and they use their bean bags along with the directions.  They love it, and it’s so much fun to watch the students!  Technology has been a focus for us as we begin the school year, too.  We are making sure we know how to get into ClassLink, where we find all the important apps we need.  The students have used ClassLinks to find Seesaw, our online learning platform in case we go virtual, and they also have been working on one of our online music resources called Quaver’s Marvelous World of Music where the students find all sorts of wonderful lessons and games and songs.  We are also working on making connections.

1st Grade:

Even if things are very different in school right now due to COVID-19, it makes me so happy to see the students’ faces again and to be back working with them face-to face.  The students have been working on their new iPads to review how to get into ClassLinks, where they find all of the apps the students need for learning.  One of those apps is for Quaver’s Marvelous World of Music, which is an amazing online curriculum resource!  There are games, lessons, songs, videos, and creative apps they can use to enhance their learning in music.

The students have been reviewing how important a Steady Beat is to music and singing, “The Steady Beat Song” from last year to review how music needs a steady beat to keep the music together. We also talked about other things around us that can have a steady beat as well, like our own heartbeats!  We also read the book, Chicka, Chicka, Boom Boom, I read using a steady beat.  We made connections between that book and our steady beat song, and we also added some language focus by discussing the rhyming words throughout the book.  We talked about how songs are a lot like poems set to music and how they usually rhyme, too!

We will continue to talk about beats and how there are strong and weak beats, and we will be practicing these skills on various rhythms instruments.

2nd Grade: 

I have been so excited to be back working face to face with these students!  We have been reviewing the Steady Beat and how it is the heartbeat of the music, keeping it together and running smoothly.  We sang a song called, “A Beat in My Feet” where we not only get to march to the steady beat during the instrumental interlude, but we also sneak some language skills in by learning/reviewing different ways to make a long E sound.  We spell the words Beat and Feet during the singing of the song, so we talk about how both the words rhyme, and they both have a long E sound, but they make that sound in different ways:  ea or ee.  The song also counts music grouped into 4s, which is a very common way that beats are grouped together in music. We talk about how beats are like bananas:  they like to be in bunches, such as bunches of 2, 3 or 4, and they don’t like to be alone.  This is teaching the students about Meter in music and patterns of numbers.  The students discussed how 4 is an important number in music and made a connection between the groups of beats in the song and how our two spelling words have 4 letters in them.

We will continue to review how there are strong and weak beats, and we will be using various rhythm instruments to perform music focussing on these concepts.

3rd Grade:

The students have been working on their new iPads and figuring out how to log into Seesaw and find music activities I assign them.  They also have been logging into ClassLinks to find our amazing Quaver icon that is an infinite online musical world with so many awesome lessons, activities, songs, games, and creatives that the students can explore.  I asked the students to create an instrumental music composition that could be 4-8 measures long on one of the Creatives called, QGrooves Lite.  Here they drag measure-long loops of sound, sounds that are from 9 different styles of music and consist of keyboard, percussion, synthesizer, drums, and bass loops, into empty measure boxes.  The students used patterns and explored with the endless choices of sounds to create their own musical masterpiece!  The classes then got to hear each other’s compositions on the SMARTboard, and it was so cool to hear everyone’s songs!!

We are also reviewing melody and the Treble Clef Staff, using Every Good Boy Does Fine and FACE to remember the lines and spaces on this staff.  We started playing a game on Quaver called, “Staff Champion” to practice our pitch-reading skills.  We will be applying these skills to an October song and playing sections of melodies on Xylophones, Metallophones, and Glockenspiels.

4th Grade:

The students have been working on their new iPads and figuring out how to log into Seesaw and find music activities I assign them.  They also have been logging into ClassLinks to find our amazing Quaver icon that is an infinite online musical world with so many awesome lessons, activities, songs, games, and creatives that the students can explore.  I asked the students to create an instrumental music composition that could be 4-8 measures long on one of the Creatives called, QGrooves Lite.  Here they drag measure-long loops of sound, sounds that are from 9 different styles of music and consist of keyboard, percussion, synthesizer, drums, and bass loops, into empty measure boxes.  The students used patterns and explored with the endless choices of sounds to create their own musical masterpiece!  The classes then got to hear each other’s compositions on the SMARTboard, and it was so cool to hear everyone’s songs!!

We are also reviewing melody and the Treble Clef Staff, using Every Good Boy Does Fine and FACE to remember the lines and spaces on this staff.  We started playing a game on Quaver called, “Staff Champion” to practice our pitch-reading skills.  We will be applying these skills to an October song and playing sections of melodies on Xylophones, Metallophones, and Glockenspiels.

5th Grade:

This year, as 5th Graders, the students will see me for music 3 times a week instead of 2.  Since Beginning Band and Orchestra were moved from 5th Grade to 6th Grade last year, I get to introduce the idea of band, orchestra, and choir to the students that 3rd music class of the week.  We watch videos and short performances featuring the individual instruments, and the students have the opportunity to rate their interest for each instrument and write at least one fact about the instruments that they learned.  At the beginning of January, the students will need to decide if they want to take Choir, Band, Orchestra, or Music Exploration when they enter 6th grade next school year.  They need to have one music class as a 6th grader, so I am able to give them the information they need to make a decision they feel will most interest them and fit their interests and talents.

The students have also been working on their new iPads and figuring out how to log into Seesaw and find music activities I assign them.  They also have been logging into ClassLinks to find our amazing Quaver icon that is an infinite online musical world with so many awesome lessons, activities, songs, games, and creatives that the students can explore.  I asked the students to create an instrumental music composition that could be 4-8 measures long on one of the Creatives called, QGrooves Lite.  Here they drag measure-long loops of sound, sounds that are from 9 different styles of music and consist of keyboard, percussion, synthesizer, drums, and bass loops, into empty measure boxes.  The students used patterns and explored with the endless choices of sounds to create their own musical masterpiece!  The classes then got to hear each other’s compositions on the SMARTboard, and it was so cool to hear everyone’s songs!!

We are also reviewing melody and the Treble Clef Staff, using Every Good Boy Does Fine and FACE to remember the lines and spaces on this staff.  We started playing a game on Quaver called, “Staff Champion” to practice our pitch-reading skills.  We will be applying these skills to an October song and playing sections of melodies on Xylophones, Metallophones, and Glockenspiels.

A Few Lines from Washington’s Art Studio

Welcome back to school for the 2020-2021 year! Art has taken on a very unique look this year.  As I write this article, almost all of our art classes have been outside in the grass or on the sidewalks. The students have been doing a fabulous job staying focused and engaged as we problem-solve due to the constantly changing weather elements and exterior distractions that we encounter while creating art. I cannot say enough about the great job our Washington’s Creative Artists are doing, and I have challenged them to do some hard work!

The theme for our school year is focused around the dot.  All of our 2nd through 5th Grade students have been exploring the process of circular weaving.  They created their circular looms using the concept of an analog clock.  This was made easier by completing a drawing-along activity of an analogy clock, accessing the site www.artforkidshub.com. We are currently in the process of documenting our weaving success in Seesaw; the weaving materials are beginning to leave school and head home.  Feel free to have some fun exploring the weaving process with your children.

Our Kindergarten and First Grade students have just completed a mixed media project that started with a dot.  This project was intended to be a “Dots for Doors” project.  After watching the students with ideas of their own, many now look dot-ish!  Once we photograph and digitally record this project in Seesaw, it will head home to decorate your doors!

As you read this newsletter, the students have moved on to new dot-inspired projects.  I am currently working on organizing our ‘dot distribution center’, allowing students to access many dot-ish supplies that can be used to inspire their creativity and imagination.

Mrs. Gee Gee Jannene, Art teacher

PE News:

The year has gotten off to a fantastic start!  All of the grades have been learning the classroom procedures and expectations for physical education class. Our Physical Activity Rules are: Active eyes and ears, Helpful hands and words, Follow directions, and Move safely. This will ensure a great learning environment for all students that participate in PE.  We will try to be outside as much as possible so please watch the weather and dress with jackets, hats, and gloves if needed.   We have also been discussing the importance of being active not only physically but what it does for us mentally as well.  Being active at least one hour a day is our goal at this age! 

Our younger students at Washington have been learning several bones and muscles.  The cardiac muscle (heart) is our most important muscle in our body.  Without a strong, healthy heart our daily tasks would be very difficult and we would not feel our very best. We have also been discussing the importance of being active not only physically but what it does for us mentally as well.  Being active at least one hour a day is our goal at this age! 

Kindergarten students through 2nd grade have also been practicing their locomotor skills.  These movement skills are so important for our students to know how to slide, gallop, skip, leap, hop, jump.  We have just completed working on kicking skills and foot dribbling skills.  Lastly, the students are working on a variety of motor skills such as overhand and underhand throwing skills, plus hand dribbling skills.

Grades 3rd, 4th and 5th have completed various recess games.  One, three, five stay Alive, Dr. Recess Kickball, and Fitness kickball are among their favorite games.  Motor skills such as overhand throwing, kicking, punting, place kicking have been covered.  Jump rope skills, batting/softball, and golf will be next for our units.  

I look forward to a wonderful, active, and “learning many new concepts” year in physical education.  If you should have any questions or concerns please contact me using the information listed below.

“Every Child Stronger, Every Life Longer!”

Mrs. Sherry Hintz

Washington Elementary, Physical Education 

608-743-7248 direct line

shintz@janesville.k12.wi.us

 

Schoolwide Title I Program Notice

As a school with a low-income rate of 55.56%, Washington School receives federal Title I funds to support the learning of all students through a Schoolwide Title I Program. Schoolwide programs serve all children in a school. All staff, resources, and classes are part of the overall schoolwide program. The purpose is to ensure all students, including those most in need, are positioned to  meet the state's challenging academic standards.  Schoolwide Title I schools annually complete a needs assessment to identify the school’s strengths and areas for improvement in student achievement, develop strategies and actions steps  to address how the goals identified will be achieved,  and evaluates and updates the plan as needed.

Schoolwide Title I schools are required to engage parents and families in the Title I planning and evaluation process as well as provide opportunities for parents and families to engage in supporting their child’s education.  Parents of children enrolled in Title I schools have the right to

• Timely information about services provided;
• Access to a description of the curriculum, the forms of assessment used to measure student progress, and the achievement levels of challenging state standards;
• Opportunities or meetings to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their children upon their request; 
• Response to their suggestions in a timely manner.

Copies of the Schoolwide Title I Plan and the Title I Parent and Family Engagement Policy are available upon request. Please contact the school secretary at (phone number) or (email) to request a copy.

MOVING???

If you will be moving from your current home address, please contact the Washington school office at 608-743-7200 as soon as possible to determine what paperwork you will need to fill out for your child to continue attending his/her current school.  Please note: if you are moving to an address outside the School District of Janesville in most cases your child is eligible to continue attending the School District of Janesville as long as you complete the appropriate paperwork within the required timeline.

If you have any questions about school placement for a particular address, please contact Open Enrollment Specialist Deen Hartley at 743-5152.  The New Student Enrollment Office is open year round.

If you are the parent of an elementary student and will be moving over the summer months when the elementary schools are closed, please contact Open Enrollment Specialist Deen Hartley at 743-5152 or the New Student Enrollment Office at 743-5072 or 743-5153 to complete the appropriate paperwork.

Request for School Transfer/Placement (Intra District Transfers) within the School District of Janesville Attendance Areas

Due to Move:

If you move within the School District of Janesville during the school year and wish to remain at your current school, please ask the school office for a Request to Remain in Current School Following Move to New Attendance Area Form (blue).  Complete the form and return it to the school office.

Due to Parent Choice:

If you wish to apply to have your student transferred/placed in another school within the district next school year (2021-2022), please ask the school office for a School Transfer/Placement Within the School District Form (yellow).  Completed forms will be accepted from December 1 through December 15, 2020 only.  Submit your Request for School Transfer/Placement Within the School District Form (yellow) to your home school attendance area office. Parents applying for a Request for School Transfer/ Placement Within the School District will be notified of approval or disapproval by January 15, 2021.  Parents applying for a Request for School Transfer/Placement Within the School District for incoming Kindergarten students will be notified of approval or non-approval after they have enrolled their child during the Kindergarten Enrollment period with the New Student Enrollment Office.  If you have questions, please contact the school office of your home school attendance area. 

Open Enrollment or Public School Choice 

If during the school year, you move outside the School District of Janesville and you wish to remain at your current school please contact the Open Enrollment Specialist at 743-5152 and request a tuition waiver form within two weeks of your move.  This will allow you to be eligible to attend your current school for the remainder of the current year tuition free.  To continue attending the School District of Janesville after the 2020-2021 school year, you will also need to complete an open enrollment application.  Application instructions are provided to the School District of Janesville by the Department of Public Instruction (DPI) and should be available by late January 2021.  This year applications will be accepted February 1 – April 30, 2021. If you have questions regarding Open Enrollment or Public School Choice, please contact the Open Enrollment Specialist at 743-5152. 

Public School Open Enrollment Timelines 

The State of Wisconsin has announced the application period for open enrollment (also known as public school choice) begins in February for the following school year.  Open Enrollment laws permit children to attend a public school in a school district other than the one in which they live. The open enrollment application period for the 2021-2022 school year is from February 1, 2021 – April 30, 2021.  Parents are encouraged to apply on-line at dpi.wi.gov/open-enrollment.  Although on-line application is recommended, paper applications may be obtained from the Department of Public Instruction or any school district after February 1, 2021 and must be delivered (hand-delivery is recommended) to the nonresident school district during the application period. Paper applications to attend Janesville must be submitted to the Open Enrollment Specialist in the New Student Enrollment Office no later than 4:00 p.m. on April 30th (a postmark does not constitute timely submission).  Applications turned in prior to February 1st will be returned as not valid and must be resubmitted after February 1st but before April 30^th at 4:00 p.m.

Enrollment in a requested school or program is subject to space and other limitations and is not guaranteed. Transportation is the responsibility of the parent. Habitual truancy may result in recommendation for the student to return to their home district. 

Under School District of Janesville board policy, students who attended the district under open enrollment the previous year are not required to reapply for the following school year. 

An application is required for each sibling in the family.  For example, if a family has one child in elementary school that has been approved for open enrollment and a new student entering kindergarten next year, the student entering kindergarten must apply for open enrollment in order to attend the School District of Janesville.

Parents will be informed in June whether their open enrollment applications have been approved or denied.  The student’s school or program placement will be provided in June. 

If you have questions, please contact the Open Enrollment Specialist at 743-5152.

Kindergarten Enrollment 2021-2022 School Year

School District Residents

If you have a child turning 5 (five) years old prior to September 1, 2021 and they are not currently enrolled in a School District of Janesville Pre-school for Janesville (P4J) or Early Childhood (EC) program it is time to enroll in the Janesville Public School District.  Enrollment will take place from December 1, 2020, through December 15, 2020, at the Educational Services Center located at 527 S. Franklin St. (administration building) in the New Student Enrollment office by appointment only.  Please call (608) 743-5153 or (608) 743-5072. If you cannot attend the enrollment period please make an appointment as soon as possible to enroll after December 15, 2020.  Enrollment in the district is required for participation in orientation.  When you enroll, you will need your child’s birth certificate for proof of age, proof of residency (top portion of a utility bill, or current lease) to determine school assignment, immunization records and photo identification 

The window for Requests for School Transfer/Placement within the School District (yellow forms) for incoming kindergarten students are available from December 1, 2020, through December 15, 2020, and should be submitted through the enrollment process. Enrollments are completed by appointment only. Forms are available at all schools, as well as at the Educational Services Center.  If you have questions regarding this process contact Deen Hartley at 743-5152.  The status of requests will be determined by January 15, 2021 if they are turned in by December 15^th.  If you have a student currently attending a school under a School Transfer/Placement within the School District, it does not automatically qualify your kindergarten student for attendance at the same school; however, siblings are generally assigned to the same school.  In order for your kindergarten student to attend the same school as a sibling, you must submit a request during the Kindergarten Enrollment time frame. If you know of a child in your neighborhood or from community activities that would be entering kindergarten for the 2021-2022 school year, please pass this enrollment information on.

Non-District Residents

If you are a non-resident of the School District of Janesville and have a child turning 5 (five) years old prior to September 1, 2021 and would like your child to attend the School District of Janesville you must also apply for OPEN ENROLLMENT.  The timeline for Open Enrollment is February 1, 2021, to April 30, 2021.  Currently open enrolled non-residents in a P4J or EC program do not need to re-apply. If you have questions regarding the Open Enrollment process, please contact Deen Hartley at 743-5152.

School District of Janesville:  CONFIDENTIALITY OF PERSONALLY IDENTIFIABLE INFORMATION OBTAINED THROUGH CHILD FIND ACTIVITIES

The School District of Janesville is required to locate, identify, and evaluate all children, with disabilities, including children with disabilities attending private schools in the school district, and homeless children.  The process of locating, identifying, and evaluating children with disabilities is known as child find.  This agency conducts the following child find activities each year in the form of Early Childhood and Speech and Language Developmental Screenings. This notice informs parents of the records the school district will develop and maintain as part of its child find activities.  This notice also informs parents of their rights regarding any records developed.

The school district gathers personally identifiable information on any child who participates in child find activities.  Parents, teachers, and other professionals provide information to the school related to the child’s academic performance, behavior, and health.  This information is used to determine whether the child needs special education services.  Personally identifiable information directly related to a child and maintained by the school is a pupil record. Pupil records include records maintained in any way including, but not limited to, computer storage media, video and audiotape, film, microfilm, and microfiche. 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 are not pupil records.

 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 at least five years after the child 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. The school district informs parents when pupil records are no longer needed to provide special education. 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, address, telephone listing, 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 name of the school most recently previously 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 [or appropriate school official] 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. 
• The right to request the amendment of the student's education records that the parent or eligible student believes is inaccurate or misleading. Parents or eligible students may ask [Name of] 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 why it 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 the 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, No Child Left Behind Act of 2001; and section 118.125(2)(a) to (m) 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, or support staff member (including health or medical staff and law enforcement unit personnel); a person serving on the school board; a person or company with whom the district has contracted to perform a special task (such as an attorney, auditor, medical consultant, or therapist); or a parent or student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official in performing his or her tasks. A school official has a legitimate educational interest if the official needs to review 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 the district discloses "directory data" without consent, unless the parent notifies the district that it may not be released without prior parental consent. 
• 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.

 

Child Find Notice

“The school district must locate, identify and evaluate all resident children with disabilities, including children with disabilities attending private schools, regardless of the severity of their disabilities.” The school district has a special education program to locate and screen all children with suspected disabilities who are residents of the district and who have not graduated from high school. Upon request the school district will screen any resident child who has not graduated high school to determine whether a special education referral is appropriate. A request may be made by contacting Kimberli Peerenboom, Director of Pupil Services for the School District of Janesville at 743-5061, or by writing her at 527 S. Franklin St., Janesville WI 53548. 

Annually the district conducts developmental screening of preschool children. Each child's motor, communication and social skills are observed at various play areas. Each child is weighed and measured, and the child's hearing and vision is checked. The information is used to provide the parent with a profile of their child's current development and to provide suggestions for follow up activities. Parents learn about community services available to them and speak with representatives of agencies serving families. The information from screening is also used to determine whether a child should be evaluated for a suspected disability. When school staff reasonably believe a child is a child with a disability, they refer the child for evaluation by a school district Individualized Education Program (IEP) team. Developmental screening will be a part of the kindergarten screening this Spring. Watch for dates at your local school. 

A physician, nurse, psychologist, social worker or administrator of a social agency who reasonably believes a child brought to him or her for services is a child with a disability has a legal duty to report the child to the school district in which the child resides. Before referring the child, the person making the referral must inform the child's parents that the referral will be made. The referral must be in writing and include the reason why the person believes the child is a child with a disability. Others who reasonably believe a child is a child with a disability may also refer the child to the school district in which the child resides. A referral of a child residing in the School District of Janesville may be sent to Kimberli Peerenboom at the school district address above."

BULLYING PREVENTION

The School District of Janesville Board of Education strives to provide an educational environment where every student feels safe, respected and welcomed.  The Board also strives to provide an educational environment where every staff member can serve students in an atmosphere that is free from significant disruptions and obstacles that impede learning and performance. Bullying can have harmful social, physical, psychological and/or academic effects for those who engage in these behaviors, victims of such behaviors, and bystanders who observe acts of bullying.  The District prohibits any form of bullying behavior by students towards other students, school employees, volunteers, or any other person(s).

Bullying includes aggressive or hostile behavior that is intentional and involves an imbalance of power between the bully and the bullied. Bullying is a form of victimization and is not necessarily a result of or part of an on-going conflict. Bullying is defined as any conscious, willful, or deliberate acts, or attempted acts, through the use of words, images, gestures or other physical actions, including electronically transmitted acts, that are intended to cause physical injury, emotional distress or property damage. Bullying includes, but is not limited to, behaviors motivated by an actual or perceived distinguishing characteristic or factor including sex, race, national origin, ancestry, religion, color, creed, pregnancy, marital or parental status, sexual orientation, gender identity, or physical, mental, emotional or learning disability.  Bullying may also be motivated by any other distinguishing factor such as gender identity, physical appearance, or social, economic or family status.

Examples of acts of bullying include physical intimidation, force or assault, humiliation, sexual or racist remarks, extortion, verbal or written threats, taunting, put downs, name calling, threatening or menacing looks or gestures, spreading cruel rumors, and social exclusion.  This includes acts of cyber-bullying that involve sending or posting inappropriate, insulting or threatening messages or images through electronic communication systems such as the Internet, e-mail, cell phones or other personal devices.

Bullying is prohibited on District grounds, at District-related activities, or on transportation to and from school or District-sponsored activities. Harassing bullying behavior is prohibited in all educational environments, regardless of whether the facility or location is owned, leased, or otherwise used or provided by the District. 

Acts of bullying that originate off school premises and outside of the school’s control may be subject to the provisions of this policy and related procedures if the conduct is determined to be substantially disruptive to the educational process and the day-to-day operations of a school.  This includes, but is not limited to, threats made outside of school hours that communicate intent to be carried out during any school-related or school-sponsored program or activity, or on any vehicles used for transportation to and from school and school-sponsored activities.

All complaints about bullying shall be promptly investigated. The District shall respect the privacy of the complainant, the individual(s) against whom the complaint is filed, and the witnesses as much as practicable and in a manner consistent with the Board’s legal obligations to investigate, take appropriate action, and conform to discovery or disclosure requirements. Disclosure of information related to the complaint shall be made only to those with a legitimate need to know.  All records generated as a result of the complaint and appeal processes shall be maintained as confidential to the extent permitted by law.

If the investigations finds bullying has occurred, school officials shall take prompt and necessary action up to and including behavioral interventions and support, disciplinary action, and/or referral to law enforcement officials or social services.  Consequences shall be unique to the nature of the behavior, the developmental level of the student, and the history of problem behaviors.  Remedial measures shall be designed to correct the problem behavior, prevent other occurrences, and protect the victim.

The District shall also take appropriate action against any student or District employee who retaliates against any person who makes a good-faith report of alleged bullying or against any person who testifies, assists, or participates in an investigation or hearing related to such behavior.

Employees found to have facilitated or participated in bullying behavior against students or to have been aware that bullying was taking place and failed to report the behavior are considered to be in violation of the prohibition expressed by this policy and may be subject to disciplinary action.

This policy shall be distributed annually to all students enrolled in the School District, parents/guardians, and all District employees.  It shall also be distributed to organizations in the community having cooperative agreements with the schools.  The District shall provide a copy of the policy to any person upon request.

Records shall be maintained on the number and types of reports made, and sanctions imposed for violations of this policy in accordance with established procedures.

REF: State Statute 111.31
State Statute 115.28(31)
State Statute 118.01(2)(d)8
State Statute 118.02(9t)
State Statute 118.13
State Statute 118.155
State Statute 118.195
State Statute 118.20
State Statute 120.13(1)
State Administrative Code PI 9
State Administrative Code PI 41
State Criminal Statutes 947.0125
State Criminal Statutes 947.013
State Criminal Statutes 948.51(2)
Title IX, Education Amendments of 1972
Title VI, Civil Rights Act of 1964
Section 504 of the Rehabilitation Act of 1973
Civil Rights Act of 1991
Individuals with Disabilities Education Act

CROSS REF:
Board Policy 5020, Student Nondiscrimination
Administrative Regulation 5020.1, Public Notification of Student Nondiscrimination Policy
Administrative Regulation 5020.2, Student Discrimination Complaint Procedure
Administrative Regulation 5020.3, Student Discrimination Incident Report
Board Policy 5021, Sexual Harassment
Administrative Regulation 5021.1, Complaint Procedures Relative to Sexual Harassment
Administrative Regulation 6724.1, Guidelines/Use of Technology by Students and Staff
Administrative Regulation 6724.2, Student Internet Access and Safe Use

Board of Education
Janesville, Wisconsin
2009; 2011, August 2014

Washington Wavelength

December 2020/January 2021

FROM THE PRINCIPAL

Dear Washington Families, 

While Thanksgiving looked different for many of us this year, it is my hope that you were still able to find some time to relax and appreciate the things that matter most to you. Whether you are a parent, student, or staff member this school year continues to present many challenges that test our limits and stretch our capacities. I have always been grateful for the positive partnerships we have maintained with families at Washington. This year, especially, I want to express my appreciation for the support, understanding, and cooperation during these unparalleled times. As we continue our efforts to provide quality learning experiences, this ongoing support will be vital. I am confident that with the dedicated staff and supportive families working together we can successfully navigate through the weeks and months ahead, whatever they may look like. Thank you again for all you do to support your child’s education. 

Warm Regards, 

Matt Peerenboom, Principal

Important Dates

 DECEMBER

• 18 - No P4J, Planning Day
• 23-1/3 - Winter Break, No School

JANUARY

• 4 - School Resumes
• 14 - End of 1st Semester
• 15 - No P4J, Planning Day
• 18 - Martin Luther King Jr. Day, No School

Please like and follow our Facebook page Washington Elementary School - Home

Stop-Drop & Go 

Do not park and leave your vehicle in this area.  After you Stop and Drop, please remember to GO...Many children are being dropped off and your child will join these children walking to the playground and doors.  If you feel more comfortable you can park your car outside of the Stop-Drop & Go area and walk your child to the appropriate area.  Also for safety reasons, please drop children off at the street.  DO NOT pull into the parking lot.

Mask Up 

As a friendly reminder, please make sure your student brings a mask to school each day.  Masks should securely cover their noses and mouths.  Several students have ill fitting face coverings that fall down and don’t stay up on their nose.  Masks should be washed regularly.  Thanks for your help!

Grade Level/Special Area News

P4J

We have been focusing on a letter every week.  We are learning the name of the letter, the sound it makes, and how to write the letter.  Each week a letter is sent home to decorate with two pictures that begin with the letter.  Please send the letters back to school on Friday so that students can share them in class.  

We have begun checking out books from Washington's library that will stay at school for us to use in the classroom.  Students will continue to bring home their Reading Folder.  Please read with your child every day.  Reading with your child has many benefits to helping them learn how to read and also is a great way to spend time with each other.  

Please continue to practice zipping coats and putting on winter gear at home.  Please send a warm coat, hat, and mittens to school every day and snow pants and boots when there is snow on the ground.  We go outside everyday unless the wind chill is below zero.  

Kindergarten

Please make time during this busy month of December to complete your family project of the Polar Express train.  The students and staff love to see all the different trains hanging in our kindergarten hallway! 

Please send your child every day with proper outdoor clothing for recesses.  This includes a winter coat, hat, gloves, boots and snow pants when the snow arrives.  Kindergarteners should be working hard to be independent with dressing themselves in their winter gear and tying shoes as they are transferring from boots to shoes many times a day at school. 

Warm up to a good book this winter with your child!  Reading to your child is a perfect opportunity to spend time together while practicing letter names and sounds and sight words!

First Grade

In Math, the first graders have been practicing efficient math strategies to add and subtract within 10 and 20, building an understanding of place value with tens and ones, and solving addition and subtraction story problems with pictures, numbers, and words.  During the months of December and January, we will be locating, identifying and ordering numbers to 120 on a number line, counting forward and backward by 1s, 5s and 10s, adding, subtracting, and solving word problems using a number line, and measuring, ordering, and comparing height in inches.  

In Writing, we have created books about our pet monsters and written our own autobiographies.  In December and January, we focus on Informational writing by researching and writing about ocean animals and Opinion writing as we write about our favorite seasons and give reasons to support our opinions. 

In Reading, we have been learning to read and write words with beginning and final blends.  We will be learning to read and write words with digraphs (th, sh, ch, wh, ph) and words that have long vowel sounds with the silent -e at the end.  (make, kite, wrote, tube).  The students are continuing to increase their Sight Word knowledge.  Practicing the weekly flashcards that come home help with this.  They are also working on increasing their fluency skills.  Having your child read the paper decodable books that come home several times a week increases fluency and confidence in reading.  Thanks for all the help you give your child at home with developing these skills.  

Remember we go outside twice a day for recess, even during the cold weather.  Please remind your child to bring their warm winter gear every day.

Second Grade

During the month of December, our second graders will be taking part in a gingerbread man unit.  We will be comparing and contrasting different versions of the story, as well as working on other English language arts skills.  Your child will be bringing home a gingerbread person that as a family you will want to disguise so it won’t get eaten.  Be as creative as you wish.  We have had many clever disguises over the years. 

We will be starting a new unit in Science.  Students will be discovering that matter is all around.  We will be exploring the properties of the different matter.  This is always a second grade favorite.

PLEASE, PLEASE, PLEASE make sure your child is bringing at least 2 masks that fit to school.  Our students' health and safety are important to us.  You may leave a spare one here at school.

Are you ready for some cool weather?  The winter season is here and it is important that our students have proper winter attire.  You may want a second bag to bring their winter gear to and from school.  It can be difficult to put snow pants as well as home folders in the backpacks.

Third Grade

The third-graders are already off to a busy start for the new trimester!  In math, we are working on understanding multiplication by practicing doubling, count-bys, using repeated addition, arrays, ratio tables, and number lines.  We have also been exploring fractions, which is a great math skill to discuss and build upon when cooking.  Our next unit is multi-digit addition and subtraction and estimating. 

In science we will begin our simple machines unit and magnets!  

Our social studies unit this trimester is Economics, so we will be learning how money works in our world!  It’s very fun and exciting. 

Our writing unit is informational writing, so students will be conducting research on a topic and writing a paper about it.

Fourth Grade

We continue to have a successful fourth grade year!  Our fourth graders have been working diligently the past two months.  We recently had our first library book checkout.  Students are able to check out two books every two weeks, but the books need to remain at school. In reading we have been learning how close reading strategies can help us to better understand the text we are reading.  Our math goals include learning and practicing a variety of multiplication strategies to solve problems with larger numbers.  Please continue to have your child practice his/her multiplications facts at home.  In social studies we continue to learn about the history of Wisconsin and will also be studying the various geographical regions of Wisconsin.  During science we will be learning all about electrical circuits. 

Please remember to have your child dress appropriately for the cold weather.  Weather permitting, students will go outside at least twice daily.  Thank you for your continued support this year.  It is very much valued and appreciated!!

Fifth Grade

Fifth graders have been learning all about adding and subtracting fractions in Bridges math and are now ready to move on to place value and decimals. 

In writing, students finally accomplished the informative unit by writing a 5 paragraph essay biography about a famous person in history.  We will be transitioning into our persuasive writing unit which is where they will persuade their reader which state is the best state.  

Our first novel Watson's go to Birmingham was a complete success and now our second novel Holes has gripped the kids imaginations. 

In social studies, we explored the colonization of America and are now starting the Revolutionary war Unit and how this country was founded. 

In science, we are digging deeper into the unit on the watery planet. 

The students this year have really impressed us.  Their determination and responsibility in keeping our school safe while working really hard on their academics and character have not gone unnoticed.  

Please continue to encourage your students in learning their math facts at home and reading to self 20 minutes a day.  Thank you for all your continued support.  It is much appreciated.

Notes from the Music room

5th Grade:  The 5th graders are playing ukuleles and working on some basic chords that can be played along with many popular songs.  We have been playing along with Imagine Dragon’s “Thunder” and American Author’s “Best Day of My Life,” and the Hawaiian native Israel Kamakawiwo’ole’s version of “Somewhere Over the Rainbow” recently.  We will add some winter and holiday songs to our repertoire.  The students are also finishing up their Friday focus on band and orchestra instruments and various choir videos.  Keep an eye out for a Middle School Music Course Selection Sheet that your students will be bringing home the week of December 14th.  These forms will need to be returned to school by the end of the week of December 21st.  They will then be turned in to the middle school band, orchestra, and choir teachers.  Official middle school course selection happens mid-January.

4th Grade:  4th grade students have been strumming chords along with popular songs on YouTube, such as American Author’s “Best Day of My Life”, Imagine Dragon’s “Thunder”, and Hawaiian native Israel Kamakawiwo’ole’s version of “Somewhere Over the Rainbow.”  We will be adding some winter and holiday tunes to our repertoire in the upcoming weeks.  It has been so fun to watch the students jamming along, tapping their toes, and rocking out to these songs as they hear how what they are playing fits into the songs they are hearing.  They get really excited, and I love it!

3rd Grade:  3rd Graders have been busy learning several basic chords they are playing on the ukuleles.  It has been so cool to watch the students’ eyes light up when they are playing along with YouTube songs such as Imagine Dragon’s “Thunder” and American Author’s “Best Day of My Life!”  They are smiling under their masks, tapping their toes, and dancing in their seats as they play along.  It’s like they are part of a band!!  We are also working on the Hawaiian native Israel Kamakawiwo’ole’s version of “Somewhere Over the Rainbow”, and we will be adding some winter and holiday songs to our repertoire over the next few weeks.

2nd Grade:  The students have been introduced to the music staff and how it is used to write and read music.  They were playing songs like “Twinkle, Twinkle, Little Star” and “Old MacDonald” on our Xylophones, Metallophones, and Glockenspiels, reading the melody from cards I created.  They will now be composing their own simple melodies using the bottom two lines on the Treble Clef Staff, with Quarter Notes and Eight Note pairs for the rhythm choices.  They will then perform their compositions for the class.  It’s very exciting!

1st Grade:  The 1st graders have been working on melody and rhythm, and they have performed melodies like “Mary Had a Little Lamb”, “Row, Row, Row Your Boat”, and “Old MacDonald” on our Xylophones, Metallophones, and Glockenspiels.  They learned about the science of sound when they noticed that each bar on these instruments is a different size, which creates different pitches.  They also are learning about the Music Alphabet and noticed how each bar on the instruments has a letter on it from the Music Alphabet.  The students will now become composers and write their own short melodies using the first two lines of the Music Staff, and they will perform these melodies for the rest of the class when they are finished composing them.  It’s awesome to see their creative minds at work!

Kindergarten:  Kindergartners have been learning about the Music Alphabet and how each of the 7 pitches are what we use to compose songs.  These 7 pitches keep repeating over and over in different octaves.  The students have been playing melodies such as “Twinkle, Twinkle, Little Star” and “Mary Had a Little Lamb” on Xylophones, Metallophones, and Glockenspiels while reading the pitch letters off of music cards I created.  They learned about science and sound when they noticed the bars on these instruments are all different sizes to create different pitches.  The bigger the bar, the lower the sound, the smaller the bar, the higher the sound.  They also discovered that each bar has a letter on it from the Music Alphabet.  The students will now become composers and create their very own short melody to be performed for the rest of the class when they are completed.  I love watching the students excitedly perform on the instruments and get their creative juices flowing as they write their own melodies!

A Few Lines from Washington’s Art Studio

Wow, we are already into our second trimester of this unique 2020-2021 school year!  The students are still enjoying Art outside most days.  Even though we have to make countless spontaneous decisions, hands down the students would rather be outside!  The snow will not stop us.  We are anticipating new white snow to be like a blank piece of white paper; adding lines, color, or shaping it into forms.  Thank you in advance for reminding your students to come dressed and prepared to be outside each and every day.

The theme for our school year continues to focus ‘around’ the dot.  By the time you read this newsletter the students will be working on projects that depict the ‘symbols of the season, starting with a circle.’  These activities may possibly be inspired by the drawing-along site www.artforkidshub.com. 

I am so proud of all of our students as they have become very efficient at accessing, engaging in, and submitting their works of art in Seesaw.  Since Halloween I have worked to have a drawing choice board accessible at all time via activities in Seesaw.  These choice boards get the students into YouTube for Kids; a safer space to be on the Internet.  Students are also in the habit of taking pictures of their work and then taking the originals home to enjoy in the moment.

As you read this newsletter, I am entering my final weeks of teaching Art here at Washington Elementary.  I have made the very difficult decision to retire at semester, which is January 14th.  I am personally excited that my older son and his wife are expecting their first child in early February.  Mr. Jannene and I will have new titles as grandparents to our much-anticipated granddaughter.  Thank you for entrusting your children to me on a daily basis.  I will miss all of my creative artists here at Washington, and I do hope and plan to be back to sub in the future. 

Until we meet again...

Mrs. Gee Gee Jannene, Art teacher

PE News

PE has sure looked a bit different this school year but the basic need for movement, exercise, and learning new skills has not.  The approach to the various units this year in PE has been to get as many different pieces of equipment into the hands of our students as possible while we are in person and to become proficient in using that equipment in the units that we are covering in class. So far, this year, we have covered several mini-units of lacrosse, football, soccer, softball, golf, and long and short jump rope activities.  Within these mini- units the motor skills and movement patterns that we have been focusing on have included underhand and overhand throwing, catching, kicking, punting, striking, hand and foot dribbling, plus locomotor movements for our younger students (skip, hop, gallop etc.).  As much as we have been outside the uncertainty of weather conditions along with the amount of equipment needed for the up and coming units will lend itself for us to be inside using the gym after Thanksgiving. 

The month of December and January will include tennis, floor hockey, and basketball.  If the snow should fall upon us, and the temperatures are right, grades 3-5 will be going outside for a short unit with snowshoes.  It has been several years since we have been able to use them so I would like to take advantage of that when we have the opportunity.  Please be ready with the proper gear for being outside in the snow; jackets, snow pants, mittens, hats and boots will be needed for snowshoeing.  I am very sorry to inform you that my students in grades K-2 that you will have to wait until your shoe size becomes larger before the snowshoes will stay on your feet.  Please be patient, it will happen soon enough! As I come to the close of this Washington Wavelength letter I would like to inform you that I will be retiring at the end of this semester on January 14th.  Please know that I did not enter into this decision lightly.  With 30 years of teaching physical education, 28 of those years in Janesville, and 26 years at Washington Elementary School it is time for me to close this chapter.  My husband has been my biggest supporter for my career and now I am looking forward to supporting him in his career/business.  I would like to thank all of the Washington students, parents and teachers for supporting my ideas, activities, and beliefs when it comes to a person’s health and wellness.  It really is for a lifetime! “Every Child Stronger, Every Life Longer!”

Mrs. Sherry Hintz

Washington Elementary, Physical Education

608-743-7248 direct line shintz@janesville.k12.wi.us

Schoolwide Title I Program Notice

As a school with a low-income rate of 55.56%, Washington School receives federal Title I funds to support the learning of all students through a Schoolwide Title I Program. Schoolwide programs serve all children in a school. All staff, resources, and classes are part of the overall schoolwide program. The purpose is to ensure all students, including those most in need, are positioned to  meet the state's challenging academic standards.  Schoolwide Title I schools annually complete a needs assessment to identify the school’s strengths and areas for improvement in student achievement, develop strategies and actions steps  to address how the goals identified will be achieved,  and evaluates and updates the plan as needed.

Schoolwide Title I schools are required to engage parents and families in the Title I planning and evaluation process as well as provide opportunities for parents and families to engage in supporting their child’s education.  Parents of children enrolled in Title I schools have the right to

• Timely information about services provided;
• Access to a description of the curriculum, the forms of assessment used to measure student progress, and the achievement levels of challenging state standards;
• Opportunities or meetings to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their children upon their request; 
• Response to their suggestions in a timely manner.

Copies of the Schoolwide Title I Plan and the Title I Parent and Family Engagement Policy are available upon request. Please contact the school secretary at (phone number) or (email) to request a copy.

MOVING???

If you will be moving from your current home address, please contact the Washington school office at 608-743-7200 as soon as possible to determine what paperwork you will need to fill out for your child to continue attending his/her current school.  Please note: if you are moving to an address outside the School District of Janesville in most cases your child is eligible to continue attending the School District of Janesville as long as you complete the appropriate paperwork within the required timeline.

If you have any questions about school placement for a particular address, please contact Open Enrollment Specialist Deen Hartley at 743-5152.  The New Student Enrollment Office is open year round.

If you are the parent of an elementary student and will be moving over the summer months when the elementary schools are closed, please contact Open Enrollment Specialist Deen Hartley at 743-5152 or the New Student Enrollment Office at 743-5072 or 743-5153 to complete the appropriate paperwork.

Request for School Transfer/Placement (Intra District Transfers) within the School District of Janesville Attendance Areas

Due to Move:

If you move within the School District of Janesville during the school year and wish to remain at your current school, please ask the school office for a Request to Remain in Current School Following Move to New Attendance Area Form (blue).  Complete the form and return it to the school office.

Due to Parent Choice:

If you wish to apply to have your student transferred/placed in another school within the district next school year (2021-2022), please ask the school office for a School Transfer/Placement Within the School District Form (yellow).  Completed forms will be accepted from December 1 through December 15, 2020 only.  Submit your Request for School Transfer/Placement Within the School District Form (yellow) to your home school attendance area office. Parents applying for a Request for School Transfer/ Placement Within the School District will be notified of approval or disapproval by January 15, 2021.  Parents applying for a Request for School Transfer/Placement Within the School District for incoming Kindergarten students will be notified of approval or non-approval after they have enrolled their child during the Kindergarten Enrollment period with the New Student Enrollment Office.  If you have questions, please contact the school office of your home school attendance area. 

Open Enrollment or Public School Choice 

If during the school year, you move outside the School District of Janesville and you wish to remain at your current school please contact the Open Enrollment Specialist at 743-5152 and request a tuition waiver form within two weeks of your move.  This will allow you to be eligible to attend your current school for the remainder of the current year tuition free.  To continue attending the School District of Janesville after the 2020-2021 school year, you will also need to complete an open enrollment application.  Application instructions are provided to the School District of Janesville by the Department of Public Instruction (DPI) and should be available by late January 2021.  This year applications will be accepted February 1 – April 30, 2021. If you have questions regarding Open Enrollment or Public School Choice, please contact the Open Enrollment Specialist at 743-5152. 

Public School Open Enrollment Timelines 

The State of Wisconsin has announced the application period for open enrollment (also known as public school choice) begins in February for the following school year.  Open Enrollment laws permit children to attend a public school in a school district other than the one in which they live. The open enrollment application period for the 2021-2022 school year is from February 1, 2021 – April 30, 2021.  Parents are encouraged to apply on-line at dpi.wi.gov/open-enrollment.  Although on-line application is recommended, paper applications may be obtained from the Department of Public Instruction or any school district after February 1, 2021 and must be delivered (hand-delivery is recommended) to the nonresident school district during the application period. Paper applications to attend Janesville must be submitted to the Open Enrollment Specialist in the New Student Enrollment Office no later than 4:00 p.m. on April 30th (a postmark does not constitute timely submission).  Applications turned in prior to February 1st will be returned as not valid and must be resubmitted after February 1st but before April 30^th at 4:00 p.m.

Enrollment in a requested school or program is subject to space and other limitations and is not guaranteed. Transportation is the responsibility of the parent. Habitual truancy may result in recommendation for the student to return to their home district. 

Under School District of Janesville board policy, students who attended the district under open enrollment the previous year are not required to reapply for the following school year. 

An application is required for each sibling in the family.  For example, if a family has one child in elementary school that has been approved for open enrollment and a new student entering kindergarten next year, the student entering kindergarten must apply for open enrollment in order to attend the School District of Janesville.

Parents will be informed in June whether their open enrollment applications have been approved or denied.  The student’s school or program placement will be provided in June. 

If you have questions, please contact the Open Enrollment Specialist at 743-5152.

Kindergarten Enrollment 2021-2022 School Year

School District Residents

If you have a child turning 5 (five) years old prior to September 1, 2021 and they are not currently enrolled in a School District of Janesville Pre-school for Janesville (P4J) or Early Childhood (EC) program it is time to enroll in the Janesville Public School District.  Enrollment will take place from December 1, 2020, through December 15, 2020, at the Educational Services Center located at 527 S. Franklin St. (administration building) in the New Student Enrollment office by appointment only.  Please call (608) 743-5153 or (608) 743-5072. If you cannot attend the enrollment period please make an appointment as soon as possible to enroll after December 15, 2020.  Enrollment in the district is required for participation in orientation.  When you enroll, you will need your child’s birth certificate for proof of age, proof of residency (top portion of a utility bill, or current lease) to determine school assignment, immunization records and photo identification 

The window for Requests for School Transfer/Placement within the School District (yellow forms) for incoming kindergarten students are available from December 1, 2020, through December 15, 2020, and should be submitted through the enrollment process. Enrollments are completed by appointment only. Forms are available at all schools, as well as at the Educational Services Center.  If you have questions regarding this process contact Deen Hartley at 743-5152.  The status of requests will be determined by January 15, 2021 if they are turned in by December 15^th.  If you have a student currently attending a school under a School Transfer/Placement within the School District, it does not automatically qualify your kindergarten student for attendance at the same school; however, siblings are generally assigned to the same school.  In order for your kindergarten student to attend the same school as a sibling, you must submit a request during the Kindergarten Enrollment time frame. If you know of a child in your neighborhood or from community activities that would be entering kindergarten for the 2021-2022 school year, please pass this enrollment information on.

Non-District Residents

If you are a non-resident of the School District of Janesville and have a child turning 5 (five) years old prior to September 1, 2021 and would like your child to attend the School District of Janesville you must also apply for OPEN ENROLLMENT.  The timeline for Open Enrollment is February 1, 2021, to April 30, 2021.  Currently open enrolled non-residents in a P4J or EC program do not need to re-apply. If you have questions regarding the Open Enrollment process, please contact Deen Hartley at 743-5152.

School District of Janesville:  CONFIDENTIALITY OF PERSONALLY IDENTIFIABLE INFORMATION OBTAINED THROUGH CHILD FIND ACTIVITIES

The School District of Janesville is required to locate, identify, and evaluate all children, with disabilities, including children with disabilities attending private schools in the school district, and homeless children.  The process of locating, identifying, and evaluating children with disabilities is known as child find.  This agency conducts the following child find activities each year in the form of Early Childhood and Speech and Language Developmental Screenings. This notice informs parents of the records the school district will develop and maintain as part of its child find activities.  This notice also informs parents of their rights regarding any records developed.

The school district gathers personally identifiable information on any child who participates in child find activities.  Parents, teachers, and other professionals provide information to the school related to the child’s academic performance, behavior, and health.  This information is used to determine whether the child needs special education services.  Personally identifiable information directly related to a child and maintained by the school is a pupil record. Pupil records include records maintained in any way including, but not limited to, computer storage media, video and audiotape, film, microfilm, and microfiche. 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 are not pupil records.

 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 at least five years after the child 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. The school district informs parents when pupil records are no longer needed to provide special education. 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, address, telephone listing, 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 name of the school most recently previously 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 [or appropriate school official] 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. 
• The right to request the amendment of the student's education records that the parent or eligible student believes is inaccurate or misleading. Parents or eligible students may ask [Name of] 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 why it 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 the 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, No Child Left Behind Act of 2001; and section 118.125(2)(a) to (m) 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, or support staff member (including health or medical staff and law enforcement unit personnel); a person serving on the school board; a person or company with whom the district has contracted to perform a special task (such as an attorney, auditor, medical consultant, or therapist); or a parent or student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official in performing his or her tasks. A school official has a legitimate educational interest if the official needs to review 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 the district discloses "directory data" without consent, unless the parent notifies the district that it may not be released without prior parental consent. 
• 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.

 

Child Find Notice

“The school district must locate, identify and evaluate all resident children with disabilities, including children with disabilities attending private schools, regardless of the severity of their disabilities.” The school district has a special education program to locate and screen all children with suspected disabilities who are residents of the district and who have not graduated from high school. Upon request the school district will screen any resident child who has not graduated high school to determine whether a special education referral is appropriate. A request may be made by contacting Kimberli Peerenboom, Director of Pupil Services for the School District of Janesville at 743-5061, or by writing her at 527 S. Franklin St., Janesville WI 53548. 

Annually the district conducts developmental screening of preschool children. Each child's motor, communication and social skills are observed at various play areas. Each child is weighed and measured, and the child's hearing and vision is checked. The information is used to provide the parent with a profile of their child's current development and to provide suggestions for follow up activities. Parents learn about community services available to them and speak with representatives of agencies serving families. The information from screening is also used to determine whether a child should be evaluated for a suspected disability. When school staff reasonably believe a child is a child with a disability, they refer the child for evaluation by a school district Individualized Education Program (IEP) team. Developmental screening will be a part of the kindergarten screening this Spring. Watch for dates at your local school. 

A physician, nurse, psychologist, social worker or administrator of a social agency who reasonably believes a child brought to him or her for services is a child with a disability has a legal duty to report the child to the school district in which the child resides. Before referring the child, the person making the referral must inform the child's parents that the referral will be made. The referral must be in writing and include the reason why the person believes the child is a child with a disability. Others who reasonably believe a child is a child with a disability may also refer the child to the school district in which the child resides. A referral of a child residing in the School District of Janesville may be sent to Kimberli Peerenboom at the school district address above."

BULLYING PREVENTION

The School District of Janesville Board of Education strives to provide an educational environment where every student feels safe, respected and welcomed.  The Board also strives to provide an educational environment where every staff member can serve students in an atmosphere that is free from significant disruptions and obstacles that impede learning and performance. Bullying can have harmful social, physical, psychological and/or academic effects for those who engage in these behaviors, victims of such behaviors, and bystanders who observe acts of bullying.  The District prohibits any form of bullying behavior by students towards other students, school employees, volunteers, or any other person(s).

Bullying includes aggressive or hostile behavior that is intentional and involves an imbalance of power between the bully and the bullied. Bullying is a form of victimization and is not necessarily a result of or part of an on-going conflict. Bullying is defined as any conscious, willful, or deliberate acts, or attempted acts, through the use of words, images, gestures or other physical actions, including electronically transmitted acts, that are intended to cause physical injury, emotional distress or property damage. Bullying includes, but is not limited to, behaviors motivated by an actual or perceived distinguishing characteristic or factor including sex, race, national origin, ancestry, religion, color, creed, pregnancy, marital or parental status, sexual orientation, gender identity, or physical, mental, emotional or learning disability.  Bullying may also be motivated by any other distinguishing factor such as gender identity, physical appearance, or social, economic or family status.

Examples of acts of bullying include physical intimidation, force or assault, humiliation, sexual or racist remarks, extortion, verbal or written threats, taunting, put downs, name calling, threatening or menacing looks or gestures, spreading cruel rumors, and social exclusion.  This includes acts of cyber-bullying that involve sending or posting inappropriate, insulting or threatening messages or images through electronic communication systems such as the Internet, e-mail, cell phones or other personal devices.

Bullying is prohibited on District grounds, at District-related activities, or on transportation to and from school or District-sponsored activities. Harassing bullying behavior is prohibited in all educational environments, regardless of whether the facility or location is owned, leased, or otherwise used or provided by the District. 

Acts of bullying that originate off school premises and outside of the school’s control may be subject to the provisions of this policy and related procedures if the conduct is determined to be substantially disruptive to the educational process and the day-to-day operations of a school.  This includes, but is not limited to, threats made outside of school hours that communicate intent to be carried out during any school-related or school-sponsored program or activity, or on any vehicles used for transportation to and from school and school-sponsored activities.

All complaints about bullying shall be promptly investigated. The District shall respect the privacy of the complainant, the individual(s) against whom the complaint is filed, and the witnesses as much as practicable and in a manner consistent with the Board’s legal obligations to investigate, take appropriate action, and conform to discovery or disclosure requirements. Disclosure of information related to the complaint shall be made only to those with a legitimate need to know.  All records generated as a result of the complaint and appeal processes shall be maintained as confidential to the extent permitted by law.

If the investigations finds bullying has occurred, school officials shall take prompt and necessary action up to and including behavioral interventions and support, disciplinary action, and/or referral to law enforcement officials or social services.  Consequences shall be unique to the nature of the behavior, the developmental level of the student, and the history of problem behaviors.  Remedial measures shall be designed to correct the problem behavior, prevent other occurrences, and protect the victim.

The District shall also take appropriate action against any student or District employee who retaliates against any person who makes a good-faith report of alleged bullying or against any person who testifies, assists, or participates in an investigation or hearing related to such behavior.

Employees found to have facilitated or participated in bullying behavior against students or to have been aware that bullying was taking place and failed to report the behavior are considered to be in violation of the prohibition expressed by this policy and may be subject to disciplinary action.

This policy shall be distributed annually to all students enrolled in the School District, parents/guardians, and all District employees.  It shall also be distributed to organizations in the community having cooperative agreements with the schools.  The District shall provide a copy of the policy to any person upon request.

Records shall be maintained on the number and types of reports made, and sanctions imposed for violations of this policy in accordance with established procedures.

REF: State Statute 111.31
State Statute 115.28(31)
State Statute 118.01(2)(d)8
State Statute 118.02(9t)
State Statute 118.13
State Statute 118.155
State Statute 118.195
State Statute 118.20
State Statute 120.13(1)
State Administrative Code PI 9
State Administrative Code PI 41
State Criminal Statutes 947.0125
State Criminal Statutes 947.013
State Criminal Statutes 948.51(2)
Title IX, Education Amendments of 1972
Title VI, Civil Rights Act of 1964
Section 504 of the Rehabilitation Act of 1973
Civil Rights Act of 1991
Individuals with Disabilities Education Act

CROSS REF:
Board Policy 5020, Student Nondiscrimination
Administrative Regulation 5020.1, Public Notification of Student Nondiscrimination Policy
Administrative Regulation 5020.2, Student Discrimination Complaint Procedure
Administrative Regulation 5020.3, Student Discrimination Incident Report
Board Policy 5021, Sexual Harassment
Administrative Regulation 5021.1, Complaint Procedures Relative to Sexual Harassment
Administrative Regulation 6724.1, Guidelines/Use of Technology by Students and Staff
Administrative Regulation 6724.2, Student Internet Access and Safe Use

Board of Education
Janesville, Wisconsin
2009; 2011, August 2014

Washington Wavelength

February 2021/March 2021

FROM THE PRINCIPAL

Dear Washington Families,As Mother Nature is reminding us that winter is not yet over, I am also reminded that we are already beyond the halfway point of the school year. I continue to be impressed with the efforts of our students and staff to maintain a safe environment and a commitment to learning. I also continue to feel great gratitude towards the parents and families of Washington students. Your continued support, understanding, and flexibility have made our work of educating children under these challenging circumstances much more feasible. As we move closer to the third trimester of the year, here are a few items to take note of. Parent/teacher conferences are coming up on March 3rd and 4th. We will be conducting them virtually again, as we did in the fall. More information regarding sign ups with your child’s teacher will be communicated in the near future. 

1.    Our PTA is still seeking individuals for open positions for next year. The president and treasurer positions are still available. Please email Mr. Peerenboom at Washington or reach out to our current PTA president at pta.washington@yahoo.com or their Facebook page if you have any interest, or would like more information. 

2.    The results from the parent survey, taken back in December of 2020, have arrived and I am pleased to share a couple of the highlights. Our two highest scores were A) I have access to my child’s teacher(s) when needed (4.58 out of 5) and B) I am confident my child’s school is handling the COVID-19 challenge to keep my child safe (4.44 out of 5.0). The two areas that we have identified as focus areas are A) I am confident that my child will not fall behind in school (4.06 out of 5.0) and B) I have the resources needed to help my child learn (4.20 out of 5.0). Although these were the two lowest scores on the survey, we are pleased that the scores still came in above a 4.0 on the 5.0 scale. 

Our goal at Washington is to provide the highest quality instruction and services to all students, no matter what model of learning we are in. We have always, and will continue to, utilize data to identify strengths and areas of need related to the academic, social, and emotional needs of our students. We appreciate the quality relationships we maintain with families and continue to welcome your feedback and communication. 

Respectfully, 

Matt Peerenboom, Principal

 

Important Dates

February

19 - No School for Elementary Students, Staff Professional Development Day

26 - No P4J, Planning Day

March

3 - Parent Teacher Conferences 4 PM-7 PM

4 - No School, Parent Teacher Conferences 8:00 AM-7 PM

5 - No School

14 - Daylight Savings Time Begins

19 - No P4J, Planning Day

22-26 - Spring break, No School

Please like and follow our Facebook page Washington Elementary School - Home

Stop-Drop & Go 

Do not park and leave your vehicle in this area.  After you Stop and Drop, please remember to GO...Many children are being dropped off and your child will join these children walking to the playground and doors.  If you feel more comfortable you can park your car outside of the Stop-Drop & Go area and walk your child to the appropriate area.  Also, for safety reasons, please drop children off at the street.  DO NOT pull into the parking lot.

Mask Up 

As a friendly reminder, please make sure your student brings a mask to school each day.  Masks should securely cover their noses and mouths.  Several students have ill-fitting face coverings that fall down and don’t stay up on their nose.  Masks should be washed regularly.  Thanks for your help!

Grade Level/Special Area News

P4J

P4J Students have been working on recognizing letters and practicing letter sounds.  We have been naming the letters in our names and writing our names.  

In February and March, we will focus on Valentines, Dental Health, Dr. Seuss stories and rhymes, and St. Patrick's Day.  We will be continuing to work on our fine motor skills of cutting, holding a pencil/crayon, picking up small items, and writing our names.  Families can work on these skills at home as well by: lacing beads, making beaded or cheerio/fruit loop necklaces, playing with playdough, cutting, and writing names.  

We will also continue working on our counting and 1 to 1 correspondence. Playing board games at home can help with these skills and helps students practice taking turns.

Kindergarten

February is a busy month celebrating Groundhog’s Day, the 100th Day of School, Valentine’s Day, and Children’s Dental Health Month! 

Also, in February we will be completing assessments for trimester 2.  Please continue to practice and review – counting, number recognition, shapes, letters, sounds, words, and tying shoes. 

For Valentine’s Day, we will be doing activities in the classroom.  Due to COVID this year, please do not send valentines or treats to school. 

Please be sure your child is dressed for winter.  Snow pants and boots are a MUST in order to play in the snow.  All students go outside unless it is below zero.

First Grade

Upcoming topics in first grade will be about Presidents' Day, the moon, transportation, where our food comes from, and amazing animal features and adaptations.

In reading, we will be learning about all the different ways to make the long vowel sounds (ee, ea, ai, ay, oa, ow, ar, ir, er, ur).  Comparing and contrasting along with informational writing will be the focus.  

Our upcoming unit in math involves 2-D and 3-D shapes and their attributes. 

Second Grade

During the next several weeks, our second graders will be reading a variety of biographies. Through this literature, we will integrate our social studies program into our reading.  The students will become more adept at using the variety of text features to improve their understanding of non-fiction material.  

In math, the children have enjoyed our measuring unit and are getting quite good at estimating distances.  Our next focus will be on place values.  We will be exploring values to 1,000 as well as place value with money.  Continue to be on the lookout for math home connections that are sent home two to three times a week. 

We will be finishing up our matter unit, focusing on how matter can change.  This has been an engaging unit for the students.  Our final topic in Science for the year will be plants.

Please check with your child that they have all the necessary tools to do their work in the classroom.  We are about halfway through the school year and many students are in need of crayons, pencils, dry erase markers and glue.  Don’t forget to make sure your child has a spare mask that fits here as well.

Continue to encourage your child to come to school with the proper winter attire.  We have found it helps when they bring their winter gear to and from school in a separate bag.  It can be difficult to put snow pants as well as home folders in the backpacks.

Third Grade

In 3rd grade we have been busy. We've been working on non-fiction writing and will be starting persuasive writing soon. 

We are starting measurement in Math and Reading, we have been working on finding textual evidence to back up comprehension.

Fourth Grade

We are having a successful fourth grade year! In reading we are continuing to use text evidence in answering comprehension questions.  Our math goals include understanding measurements, elapsed time, fractions, and decimals. Please continue to have your child practice his/her multiplications facts at home.  In social studies we are learning about the history of Wisconsin and will also be studying the various geographical regions of Wisconsin. In science we are exploring electric circuits. Please remember to have your child dress appropriately for the cold weather. Weather permitting, students will go outside at least twice daily. Thank you for your continued support this year. It is very much valued and appreciated!

Fifth Grade

Fifth grade students have been exceptional at staying safe while learning. Work ethic and completing a task correctly the first time has been our focus these past few months. Our mid-year STAR assessment went really well with A LOT of growth! Make sure to ask your student about his or her score. Looking forward to February and March, we have a lot of exciting content to learn. 

·  Math: Bridges and number corners are going strong! We are starting to focus on dividing and multiplying whole numbers and decimals, beginning to cover double and triple digits. This will then merge into multiplying and dividing fractions. Please continue to have students memorize their math facts.

·  Reading: Students have been working really hard on learning independence with Journeys. Completing the various activities and understanding what they are reading is a huge part of this process. If students can read aloud at home that would be really helpful for their reading with expression.

·  Writing: We will continue cycling through personal narrative, informative, and persuasive writing projects.

·  Social Studies: We are working through slavery and the causes of the Civil War which will lead us to westward expansion and the plight of the Native Americans.

·  Science: Continuing our study on the sun, moon, stars and planets, the students are really enjoying learning about our solar system. 

·  Forward test preps: Seeing that the Forward test will be taking place in early April, Math and Reading Forward test preps will be given out once a week for the students. If they don't complete them in the time allotted at school it will turn into homework.  Tuesday they are due to be corrected and checked. On Tuesday or Wednesday afternoon students bring the corrected tests home for homework and fix any mistakes. The final copy will be turned in by Friday morning to review as a lesson. 

Once again, thank you for your behind the scenes support and encouragement with your students. It goes a long way!

Notes from the Music room

5th Graders are focusing on music symbol review, beginning with notes and rests and their values.  We are remembering how music has a lot of math in it, especially fractions.  The names of the notes and their accompanying rests and what they are worth directly correlate with fractions of Whole, Half, Quarter, and Eighth, as well as Sixteenths.  We will be performing and composing rhythms using these notes and rests.  Right before winter break, the 5th Graders were learning about Form in music, which is organizing music into sections.  It’s like a recipe for writing a song.  We learned about several different Forms that music can be written in including AB or Verse and Refrain/Chorus, which most songs we hear on the radio and in church are written in.  We also learned about ABA, Theme and Variations, and Rondo or ABACA Forms.  The students are now working in an app called GarageBand in which they are composing their own song in Rondo or ABACA Form.  I cannot wait to hear their final compositions!  There are so many choices for sounds and instruments in GarageBand to spark their creativity while they work on this Rondo Form.

In 4th Grade the students are working on Form, which is like a recipe for writing a song.  It is organizing music into parts or sections.  We learned about several forms right before winter break such as AB Form.  I explained that AB is the most common form we find songs written in, like the songs we hear on the radio or in church.  The A section is the verse, where the words change every time and it tells the story.  The B section is the chorus or the refrain, the catchy part that everyone remembers because the words and music are the same every time you hear it, and this part keeps coming back between the verses.  They also learned about Theme and Variations Form.  I compared this to when people rearrange their living room or bedroom to change things up a bit.  You’re not tearing down walls or getting all new furniture.  You keep the same basic room and furniture, which is the main Theme, but you move things around, maybe get some new pillows or a new bedspread or a lamp to make the room look a bit refreshed and new, which is the variation.  The students are now composing their own song in an app called GarageBand in which they choose from different instruments and record loops of sound, layering them on top of each other, to create an ABACA or RONDO Form song.  It is exciting to hear the different combinations of sounds and instruments the students are coming up with as they learn about Form, and I can’t wait to hear their compositions when they’re all completed!

3rd Grade students have been learning about how music is organized into sections, which is called Form.  It’s like recipes for writing music.  They explored several different forms right before winter break, such as AB Form, ABA, Theme and Variations, and Rondo or ABACA Forms.  We spent a lot of time discussing AB form, since this form is the most-used in popular music of all styles and we hear songs written in this form on the radio all day long.  Another name for this form is Verse and Refrain/Chorus.  The verses are the part of the song that tells the story.  The music is the same, but the words change each time there’s a new verse.  The chorus or refrain is the catchy part of the song, the part where the words and music are the same, and this part keeps coming back between the verses.  We also briefly discussed Theme and Variations, and I compared it to rearranging a room in your house.  The room is still the same, and you keep most of the same furniture and decor, but you change things around, maybe add a new chair or picture on the wall, paint the walls or get a new rug, but it’s still the same room and it doesn’t look completely different.  You keep the basic theme, but just change and spice it up in different ways.  The students are now composing an ABA song on an app called GarageBand.  ABA is the form Mozart composed, “Twinkle, Twinkle, Little Star” in, with the first part coming back again at the end of the song.  GarageBand is filled with a vast amount of choices for instruments and instrument sounds/styles that the students can create their songs from, and I can’t wait to hear their songs when they are finished!!

The students in 2nd Grade began reviewing the Music Alphabet, which only has 7 letters/pitches that keep repeating over and over in different octaves, and the Music Staff.  They reviewed how the 5 lines and 4 spaces on the Treble Clef Staff stand for pitches/letters from the music alphabet.  When you place a note on a line or space on that staff, you know what pitch to sing or play, and the type of note you see tells you how long to hold that pitch for.  The 2nd grade classes each collectively wrote a 3-measure rhythm using quarter and eighth notes.  I then sent them that rhythm into an activity in Seesaw so they could create a melody on the first 2 lines of the Treble Clef Staff, which are E and G, using that rhythm.  They dragged either an E or a G into each note, and the app then placed the notes onto the correct line of the staff.  The students are now practicing how to draw and place the notes on the 2 lines of the staff themselves, and then each student will perform their E and G composition on either a xylophone, metallophone, or a Glockenspiel for the rest of the class.  It’s all very exciting, but I’m trying to keep my ‘composure’, Lol!!

1st Graders have been working with Quarter and Eighth notes and rhythms since the beginning of the school year.  They have now been introduced to the full Treble Clef Staff after only learning about the first 2 lines of the staff last year.  They know that the 5 lines and 4 spaces on the staff stand for pitch letters from the Music Alphabet, which begins just like the regular alphabet but only has 7 letters, so it ends on G.  After G, those 7 letters keep repeating over and over again in higher or lower octaves. Each class created a 2-measure rhythm pattern using quarter and eighth notes.  I then sent them that rhythm into an activity in Seesaw in which they dragged the letters E or G into each note to create a 2-pitch melody with that class rhythm.  The students have been afocusing on the first 2 lines on the Treble Clef Staff, which are E and G, so they used these 2 staff lines to create their short melody.  Now the students are practicing drawing and placing the Quarter and Eighth notes onto the E and G lines on a full staff themselves.  When they are finished writing their melody, each student will perform their composition for the rest of the class on either a xylophone, metallophone, or Glockenspiel.  The students are very excited to play these melody instruments again and to perform their compositions for their peers.

In Kindergarten, we have been very busy reviewing the Music Alphabet and learning about the Music Staff!  The students learned that the Music Alphabet is the same as the alphabet we make words from, but it is much shorter!  The Music Alphabet begins with A, but it only has 7 letters, so the last letter is G!  Then those same 7 letters repeat over and over again in higher or lower octaves.  Each letter in this Music Alphabet represents a sound or pitch that we put into different orders and patterns to create a melody.  Next, I introduced the Music Staff to the students and showed them how they each have a ‘handy’ tool that looks like a Music Staff if they turn it sideways.  This ‘handy’ tool is their hand!!  We count the 5 lines (5 fingers) and 4 spaces (the 4 spaces in between their 5 fingers) from the bottom up, and each line and space represent a pitch letter from the Music Alphabet.  When you put a note, such as a Quarter Note worth one beat, or two Eighth Notes, which each equal a half of a beat, onto a line or space on the Music Staff, it tells you what pitch to sing or play that note on.  We have begun exploring and playing melodies written on the bottom two lines of the Music Staff, which are E and G.  The classes each created a 2-measure rhythm using Quarter and Eighth Notes, and now they are going to write their own notes on the E and G lines of the Music Staff.  After they have written the notes on the Music Staff, they will perform their composition for the rest of the class on either a xylophone, metallophone, or a Glockenspiel.  I can’t wait to hear their songs and watch them proudly perform their musical creations!

A Few Lines from Washington’s Art Studio

Hello Washington Elementary community!  My name is Ms. Lawrence and I have the pleasure of announcing that I am the new art teacher.  I am from Hatfield, Wisconsin and graduated from the University of Wisconsin - Stout.  That being said, I am new to the area and am enjoying discovering all that lies in this city and school district.  I have already felt so welcomed by everyone.  I am looking forward to a great remainder of this school year with your Rockstar students, and thank you for having me!

PE News

Hello Washington Families,

I wanted to take this wavelength to introduce myself.  My name is Zach Hutson, and I am the new Physical Education teacher that took over for Sherry Hintz on January 15^th.  The transition was smooth as I came in before I officially started to get to know the children before I became the official teacher here. 

Since your children have already met me and know a little bit about me, I would like to introduce myself to the rest of the family as well.  I grew up in McFarland, WI and have stayed around that area for my whole life as most of my family lives there.  Growing up, I played or was involved in almost every kind of sport as I could be.  Because of being involved in so many sports, and being such an active child, I always knew I wanted to be a P.E. teacher.  After I graduated high school, I moved on to UW-Whitewater to start getting my degree to be one.  While I was at college, I was part of the club ultimate frisbee team there and was voted by the team to be one of the captains, which ended up giving me more leadership skills and even teaching skills in the long run.  Towards the end of my time at college, I completed 12 weeks of student teaching, which included six weeks at an elementary school and six weeks at a secondary school.  My primary school was in the Monona Grove School District and my high school was in Oregon, WI.  Throughout my student teaching, I learned a lot of the best practices to teach and hope to continue growing as a teacher.  I graduated from UW-Whitewater in the spring of 2019 and substitute taught through March when Covid hit, which now brought me to working at your children’s school.

I am amazed at how welcomed I have been into this school by all the staff, and especially how excited the children are to see me every day.  I took the first week to just get introduced to your children and tried as best as I could to remember all their names, but I am still working on that as I have so many to remember.  After getting to know their names a bit, we switched into basketball and will be staying in that unit for the next two weeks.  I am still working out the plan for the rest of the year, and I will send the entire plan out with the next letter.

Lastly, I wanted to talk about some policies, which I’m sure Mrs. Hintz already reviewed.  One being to just ask that you all continue to send your children to school with tennis shoes on the three days a week that they have P.E. with me because other shoes are hard to run in and run the risk of them tripping and possibly getting injured.  Second, if your child has any injuries or health concerns, please send me a doctor note or a note from yourself if at all possible, so I can know what restrictions they should have when they are able to participate again.  Lastly, I wanted to remind you of the three areas they will get graded on in my class: demonstrating motor skills of the unit, understanding and using content vocabulary, and having responsible, personal, and social behaviors that respect self and others.

I have kept a lot of the rules from Mrs. Hintz in place so the students don’t have to transition and learn new ones, and I will always have safety as a top priority in my class. If you have any questions or concerns, feel free to send me an email or call to my office phone. I look forward to having a great second half of the school year and getting to know all of the students more as the year progresses. 

Sincerely,

Zach Hutson Email: zachary.hutson@janesville.k12.wi.us Direct phone line: 608-743-7248

Schoolwide Title I Program Notice

 As a school with a low-income rate of 55.56%, Washington School receives federal Title I funds to support the learning of all students through a Schoolwide Title I Program. Schoolwide programs serve all children in a school. All staff, resources, and classes are part of the overall schoolwide program. The purpose is to ensure all students, including those most in need, are positioned to meet the state's challenging academic standards.  Schoolwide Title I schools annually complete a needs assessment to identify the school’s strengths and areas for improvement in student achievement, develop strategies and actions steps to address how the goals identified will be achieved, and evaluates and updates the plan as needed.

Schoolwide Title I schools are required to engage parents and families in the Title I planning and evaluation process as well as provide opportunities for parents and families to engage in supporting their child’s education.  Parents of children enrolled in Title I schools have the right to

·  Timely information about services provided;

·  Access to a description of the curriculum, the forms of assessment used to measure student progress, and the achievement levels of challenging state standards;

·  Opportunities or meetings to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their children upon their request; 

·  Response to their suggestions in a timely manner.

Copies of the Schoolwide Title I Plan and the Title I Parent and Family Engagement Policy are available upon request. Please contact the school secretary at (phone number) or (email) to request a copy.

MOVING???

If you will be moving from your current home address, please contact the Washington school office at 608-743-7200 as soon as possible to determine what paperwork you will need to fill out for your child to continue attending his/her current school.  Please note: if you are moving to an address outside the School District of Janesville in most cases your child is eligible to continue attending the School District of Janesville as long as you complete the appropriate paperwork within the required timeline.

 

If you have any questions about school placement for a particular address, please contact Open Enrollment Specialist Deen Hartley at 743-5152.  The New Student Enrollment Office is open year-round.

 

If you are the parent of an elementary student and will be moving over the summer months when the elementary schools are closed, please contact Open Enrollment Specialist Deen Hartley at 743-5152 or the New Student Enrollment Office at 743-5072 or 743-5153 to complete the appropriate paperwork.

 

Request for School Transfer/Placement (Intra District Transfers) within the School District of Janesville Attendance Areas

 

Due to Move:

 

If you move within the School District of Janesville during the school year and wish to remain at your current school, please ask the school office for a Request to Remain in Current School Following Move to New Attendance Area Form (blue).  Complete the form and return it to the school office.

 

Due to Parent Choice:

 

If you wish to apply to have your student transferred/placed in another school within the district next school year (2021-2022), please ask the school office for a School Transfer/Placement Within the School District Form (yellow).  Completed forms will be accepted from December 1 through December 15, 2020 only.  Submit your Request for School Transfer/Placement Within the School District Form (yellow) to your home school attendance area office. Parents applying for a Request for School Transfer/ Placement Within the School District will be notified of approval or disapproval by January 15, 2021.  Parents applying for a Request for School Transfer/Placement Within the School District for incoming Kindergarten students will be notified of approval or non-approval after they have enrolled their child during the Kindergarten Enrollment period with the New Student Enrollment Office.  If you have questions, please contact the school office of your home school attendance area. 

 

Open Enrollment or Public-School Choice 

 

If during the school year, you move outside the School District of Janesville and you wish to remain at your current school please contact the Open Enrollment Specialist at 743-5152 and request a tuition waiver form within two weeks of your move.  This will allow you to be eligible to attend your current school for the remainder of the current year tuition free.  To continue attending the School District of Janesville after the 2020-2021 school year, you will also need to complete an open enrollment application.  Application instructions are provided to the School District of Janesville by the Department of Public Instruction (DPI) and should be available by late January 2021.  This year applications will be accepted February 1 – April 30, 2021. If you have questions regarding Open Enrollment or Public-School Choice, please contact the Open Enrollment Specialist at 743-5152. 

 

Public School Open Enrollment Timelines 

 

The State of Wisconsin has announced the application period for open enrollment (also known as public school choice) begins in February for the following school year.  Open Enrollment laws permit children to attend a public school in a school district other than the one in which they live. The open enrollment application period for the 2021-2022 school year is from February 1, 2021 – April 30, 2021.  Parents are encouraged to apply on-line at dpi.wi.gov/open-enrollment.  Although on-line application is recommended, paper applications may be obtained from the Department of Public Instruction or any school district after February 1, 2021 and must be delivered (hand-delivery is recommended) to the nonresident school district during the application period. Paper applications to attend Janesville must be submitted to the Open Enrollment Specialist in the New Student Enrollment Office no later than 4:00 p.m. on April 30th (a postmark does not constitute timely submission).  Applications turned in prior to February 1st will be returned as not valid and must be resubmitted after February 1st but before April 30^th at 4:00 p.m.

 

Enrollment in a requested school or program is subject to space and other limitations and is not guaranteed. Transportation is the responsibility of the parent. Habitual truancy may result in recommendation for the student to return to their home district. 

 

Under School District of Janesville board policy, students who attended the district under open enrollment the previous year are not required to reapply for the following school year. 

 

An application is required for each sibling in the family.  For example, if a family has one child in elementary school that has been approved for open enrollment and a new student entering kindergarten next year, the student entering kindergarten must apply for open enrollment in order to attend the School District of Janesville.

 

Parents will be informed in June whether their open enrollment applications have been approved or denied.  The student’s school or program placement will be provided in June. 

 

If you have questions, please contact the Open Enrollment Specialist at 743-5152.

Kindergarten Enrollment

2021-2022 School Year

 

School District Residents

If you have a child turning 5 (five) years old prior to September 1, 2021 and they are not currently enrolled in a School District of Janesville Pre-school for Janesville (P4J) or Early Childhood (EC) program it is time to enroll in the Janesville Public School District.  Enrollment will take place from December 1, 2020, through December 15, 2020, at the Educational Services Center located at 527 S. Franklin St. (administration building) in the New Student Enrollment office by appointment only.  Please call (608) 743-5153 or (608) 743-5072. If you cannot attend the enrollment period please make an appointment as soon as possible to enroll after December 15, 2020.  Enrollment in the district is required for participation in orientation.  When you enroll, you will need your child’s birth certificate for proof of age, proof of residency (top portion of a utility bill, or current lease) to determine school assignment, immunization records and photo identification 

 

The window for Requests for School Transfer/Placement within the School District (yellow forms) for incoming kindergarten students are available from December 1, 2020, through December 15, 2020, and should be submitted through the enrollment process. Enrollments are completed by appointment only. Forms are available at all schools, as well as at the Educational Services Center.  If you have questions regarding this process contact Deen Hartley at 743-5152.  The status of requests will be determined by January 15, 2021 if they are turned in by December 15^th.  If you have a student currently attending a school under a School Transfer/Placement within the School District, it does not automatically qualify your kindergarten student for attendance at the same school; however, siblings are generally assigned to the same school.  In order for your kindergarten student to attend the same school as a sibling, you must submit a request during the Kindergarten Enrollment time frame. If you know of a child in your neighborhood or from community activities that would be entering kindergarten for the 2021-2022 school year, please pass this enrollment information on.

Non-District Residents

If you are a non-resident of the School District of Janesville and have a child turning 5 (five) years old prior to September 1, 2021 and would like your child to attend the School District of Janesville you must also apply for OPEN ENROLLMENT.  The timeline for Open Enrollment is February 1, 2021, to April 30, 2021.  Currently open enrolled non-residents in a P4J or EC program do not need to re-apply. If you have questions regarding the Open Enrollment process, please contact Deen Hartley at 743-5152.

 

School District of Janesville
 CONFIDENTIALITY OF PERSONALLY IDENTIFIABLE INFORMATION OBTAINED THROUGH CHILD FIND ACTIVITIES

 

The School District of Janesville is required to locate, identify, and evaluate all children, with disabilities, including children with disabilities attending private schools in the school district, and homeless children.  The process of locating, identifying, and evaluating children with disabilities is known as child find.  This agency conducts the following child find activities each year in the form of Early Childhood and Speech and Language Developmental Screenings. This notice informs parents of the records the school district will develop and maintain as part of its child find activities.  This notice also informs parents of their rights regarding any records developed.

The school district gathers personally identifiable information on any child who participates in child find activities.  Parents, teachers, and other professionals provide information to the school related to the child’s academic performance, behavior, and health.  This information is used to determine whether the child needs special education services.  Personally identifiable information directly related to a child and maintained by the school is a pupil record. Pupil records include records maintained in any way including, but not limited to, computer storage media, video and audiotape, film, microfilm, and microfiche. 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 are not pupil records.

 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 at least five years after the child 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. The school district informs parents when pupil records are no longer needed to provide special education. 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, address, telephone listing, 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 name of the school most recently previously 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 [or appropriate school official] 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. 
• The right to request the amendment of the student's education records that the parent or eligible student believes is inaccurate or misleading. Parents or eligible students may ask [Name of] 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 why it 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 the 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, No Child Left Behind Act of 2001; and section 118.125(2)(a) to (m) 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, or support staff member (including health or medical staff and law enforcement unit personnel); a person serving on the school board; a person or company with whom the district has contracted to perform a special task (such as an attorney, auditor, medical consultant, or therapist); or a parent or student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official in performing his or her tasks. A school official has a legitimate educational interest if the official needs to review 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, the district discloses "directory data" without consent, unless the parent notifies the district that it may not be released without prior parental consent. 
• 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.

 

Child Find Notice

“The school district must locate, identify and evaluate all resident children with disabilities, including children with disabilities attending private schools, regardless of the severity of their disabilities.” The school district has a special education program to locate and screen all children with suspected disabilities who are residents of the district and who have not graduated from high school. Upon request the school district will screen any resident child who has not graduated high school to determine whether a special education referral is appropriate. A request may be made by contacting Kimberli Peerenboom, Director of Pupil Services for the School District of Janesville at 743-5061, or by writing her at 527 S. Franklin St., Janesville WI 53548. 

Annually the district conducts developmental screening of preschool children. Each child's motor, communication and social skills are observed at various play areas. Each child is weighed and measured, and the child's hearing and vision is checked. The information is used to provide the parent with a profile of their child's current development and to provide suggestions for follow up activities. Parents learn about community services available to them and speak with representatives of agencies serving families. The information from screening is also used to determine whether a child should be evaluated for a suspected disability. When school staff reasonably believe a child is a child with a disability, they refer the child for evaluation by a school district Individualized Education Program (IEP) team. Developmental screening will be a part of the kindergarten screening this Spring. Watch for dates at your local school. 

 

A physician, nurse, psychologist, social worker or administrator of a social agency who reasonably believes a child brought to him or her for services is a child with a disability has a legal duty to report the child to the school district in which the child resides. Before referring the child, the person making the referral must inform the child's parents that the referral will be made. The referral must be in writing and include the reason why the person believes the child is a child with a disability. Others who reasonably believe a child is a child with a disability may also refer the child to the school district in which the child resides. A referral of a child residing in the School District of Janesville may be sent to Kimberli Peerenboom at the school district address above."

 

BULLYING PREVENTION

The School District of Janesville Board of Education strives to provide an educational environment where every student feels safe, respected and welcomed.  The Board also strives to provide an educational environment where every staff member can serve students in an atmosphere that is free from significant disruptions and obstacles that impede learning and performance. Bullying can have harmful social, physical, psychological and/or academic effects for those who engage in these behaviors, victims of such behaviors, and bystanders who observe acts of bullying.  The District prohibits any form of bullying behavior by students towards other students, school employees, volunteers, or any other person(s).

Bullying includes aggressive or hostile behavior that is intentional and involves an imbalance of power between the bully and the bullied. Bullying is a form of victimization and is not necessarily a result of or part of an on-going conflict. Bullying is defined as any conscious, willful, or deliberate acts, or attempted acts, through the use of words, images, gestures or other physical actions, including electronically transmitted acts, that are intended to cause physical injury, emotional distress or property damage. Bullying includes, but is not limited to, behaviors motivated by an actual or perceived distinguishing characteristic or factor including sex, race, national origin, ancestry, religion, color, creed, pregnancy, marital or parental status, sexual orientation, gender identity, or physical, mental, emotional or learning disability.  Bullying may also be motivated by any other distinguishing factor such as gender identity, physical appearance, or social, economic or family status.

Examples of acts of bullying include physical intimidation, force or assault, humiliation, sexual or racist remarks, extortion, verbal or written threats, taunting, put downs, name calling, threatening or menacing looks or gestures, spreading cruel rumors, and social exclusion.  This includes acts of cyber-bullying that involve sending or posting inappropriate, insulting or threatening messages or images through electronic communication systems such as the Internet, e-mail, cell phones or other personal devices.

Bullying is prohibited on District grounds, at District-related activities, or on transportation to and from school or District-sponsored activities. Harassing bullying behavior is prohibited in all educational environments, regardless of whether the facility or location is owned, leased, or otherwise used or provided by the District. 

Acts of bullying that originate off school premises and outside of the school’s control may be subject to the provisions of this policy and related procedures if the conduct is determined to be substantially disruptive to the educational process and the day-to-day operations of a school.  This includes, but is not limited to, threats made outside of school hours that communicate intent to be carried out during any school-related or school-sponsored program or activity, or on any vehicles used for transportation to and from school and school-sponsored activities.

All complaints about bullying shall be promptly investigated. The District shall respect the privacy of the complainant, the individual(s) against whom the complaint is filed, and the witnesses as much as practicable and in a manner consistent with the Board’s legal obligations to investigate, take appropriate action, and conform to discovery or disclosure requirements. Disclosure of information related to the complaint shall be made only to those with a legitimate need to know.  All records generated as a result of the complaint and appeal processes shall be maintained as confidential to the extent permitted by law.

If the investigations finds bullying has occurred, school officials shall take prompt and necessary action up to and including behavioral interventions and support, disciplinary action, and/or referral to law enforcement officials or social services.  Consequences shall be unique to the nature of the behavior, the developmental level of the student, and the history of problem behaviors.  Remedial measures shall be designed to correct the problem behavior, prevent other occurrences, and protect the victim.

The District shall also take appropriate action against any student or District employee who retaliates against any person who makes a good-faith report of alleged bullying or against any person who testifies, assists, or participates in an investigation or hearing related to such behavior.

Employees found to have facilitated or participated in bullying behavior against students or to have been aware that bullying was taking place and failed to report the behavior are considered to be in violation of the prohibition expressed by this policy and may be subject to disciplinary action.

This policy shall be distributed annually to all students enrolled in the School District, parents/guardians, and all District employees.  It shall also be distributed to organizations in the community having cooperative agreements with the schools.  The District shall provide a copy of the policy to any person upon request.

Records shall be maintained on the number and types of reports made, and sanctions imposed for violations of this policy in accordance with established procedures.

REF: State Statute 111.31
State Statute 115.28(31)
State Statute 118.01(2)(d)8
State Statute 118.02(9t)
State Statute 118.13
State Statute 118.155
State Statute 118.195
State Statute 118.20
State Statute 120.13(1)
State Administrative Code PI 9
State Administrative Code PI 41
State Criminal Statutes 947.0125
State Criminal Statutes 947.013
State Criminal Statutes 948.51(2)
Title IX, Education Amendments of 1972
Title VI, Civil Rights Act of 1964
Section 504 of the Rehabilitation Act of 1973
Civil Rights Act of 1991
Individuals with Disabilities Education Act

CROSS REF:
Board Policy 5020, Student Nondiscrimination
Administrative Regulation 5020.1, Public Notification of Student Nondiscrimination Policy
Administrative Regulation 5020.2, Student Discrimination Complaint Procedure
Administrative Regulation 5020.3, Student Discrimination Incident Report
Board Policy 5021, Sexual Harassment
Administrative Regulation 5021.1, Complaint Procedures Relative to Sexual Harassment
Administrative Regulation 6724.1, Guidelines/Use of Technology by Students and Staff
Administrative Regulation 6724.2, Student Internet Access and Safe Use

Board of Education
Janesville, Wisconsin
2009; 2011, August 2014