DPI
Pupil Nondiscrimination
Evaluation Report:
Cycle IV – Spring 2011
*Complete Evaluation Report and Related Requirements
Prior to November 18, 2011
School District NORTH CRAWFORD
Approved by the School Board on
November 17, 2011
PI 9 District Designee:
Dr. Daniel Davies, District Superintendent
47050 Co. Rd. X, Soldiers Grove, WI 54655
608-735-4318
608-735-4311
DPI Contact: Paul Sherman, Pupil Nondiscrimination Program Consultant
Phone: 608-267-9157 Email:
CESA 3 Contact: Tom Martin
Phone: 608-822-3276 ext. 242 Email:
TABLE OF CONTENTS
v Section I - General Overview Of PI-9 Pupil Nondiscrimination
o Introduction To The Pupil Nondiscrimination Evaluation
o Wisconsin State Statute 118.13
v Section II - Contributors To The Evaluation Report
v Section III - Method, Practices, Curriculum And Materials Used In
School Counseling 9.06(1)c
v Section IV - Participation Trends And Patterns And School District Support
of Athletic, Extracurricular And Recreational Activities 9.06(1)e
v Section V - Trends And Patterns in Awarding Scholarships And Other Forms Of
Recognition And Achievement Provided Or Administered By The
District 9.06(1)f
v Section VI - Methods Used In Conducting an Evaluation 9.06(2)
v Section VII – Written Report PI-9.06(3)
Section I - General Overview of PI-9 Pupil Nondiscrimination
Introduction to the Pupil Nondiscrimination Evaluation
(Source - DPI website: http://dpi.wi.gov/sped/pndg-toc.html )
The evaluation required by PI 9.06, Wis. Admin. Code, is more than simply a legal requirement. It is an invaluable tool that can be used to strengthen our commitment and efforts to foster equitable and successful schools for all students.
Cycle I: Between 1989 and 1994, Wisconsin school districts evaluated the status of pupil nondiscrimination and equality of educational opportunity within their own districts and then reported on their evaluation to the Department of Public Instruction. This process is referred to as Cycle I. The focus of Cycle I was primarily on whether compliance had been achieved with the procedural requirements established under s. 118.13, Stats., Wisconsin’s pupil nondiscrimination law. School districts were asked, for example, whether the requisite nondiscrimination policies and procedures had been developed and implemented.
Cycle II: In 2000-2001, districts were required to conduct a second evaluation, which was referred to as Cycle II. The Cycle II evaluation required more than an assessment of whether compliance has been achieved with the procedural requirements of the law. In Cycle II, school districts were asked to assess the effectiveness of their efforts in achieving pupil nondiscrimination and equality of educational opportunity. In other words, school districts were asked to report “how they are doing” in achieving these goals.
Cycle III: In 2006-2007, districts were required to complete Cycle III of the evaluation. Reporting requirements under Cycle III were much different than under Cycle I or II because of a detailed data analysis conducted by the department. Cycle III required districts to evaluate these three elements, create an evaluation report, and assure the department of their work:
· “Methods, practices, curriculum, and materials used in … counseling…”
(PI 9.06(1)(c), Wis. Admin. Code)
· “Trends and patterns in awarding scholarships and other forms of recognition and achievement provided or administered by the school district” (PI 9.06(1)(f), Wis. Admin. Code)
· “Participation trends and patterns and school district support of athletic, extracurricular and recreational activities” (PI 9.06(1)(e), Wis. Admin. Code).
Cycle IV: In 2011, districts were once again required to complete Cycle IV of the evaluation. Cycle IV required districts to evaluate the same three elements as in Cycle III, create an evaluation report, and assure the department of their work. The following report has been constructed to meet this requirement.
Wisconsin State Statute 118.13 and Administrative Rule PI 9.06
Wisconsin State Statute 118.13 / Administrative Rule PI 9.06118.13 Pupil discrimination prohibited. (1) No person may be denied admission to any public school or be denied participation in, be denied the benefits of or be discriminated against in any curricular, extracurricular, pupil services, recreational or other program or activity because of the person’s:
-Sex
-Ancestry
-Sexual orientation
-Race
-Religion
-National Origin
-Creed
-Pregnancy, marital or parental status
-Physical, mental, emotional or learning disability
/ PI 9.06 Evaluation. (1) In order to provide the information necessary for the state superintendent to report on the compliance with s. 118.13, Stats., as required under s. 118.13 (3) (a)3., Stats., each board shall evaluate the status of nondiscrimination and equality of educational opportunity in the school district at least once every 5 years on a schedule established by the state superintendent. The evaluation shall include the following:
a) School board policies and administrative procedures.
b) Enrollment trends in classes and programs.
c) Methods, practices, curriculum and materials used in instruction, counseling, and pupil assessment and testing.
d) Trends and patterns of disciplinary actions, including suspensions expulsions and handling of pupil harassment.
e) Participation trends and patterns and school district support of athletic, extracurricular and recreational activities.
f) Trends and patters in awarding scholarships and other forms of recognition and achievement provided or administered by the school district.
g) School district efforts to achieve quality of education opportunity and nondiscrimination.
(2) The board shall provide an opportunity for participation in the evaluation by pupils, teachers, administrators, parents and residents of the school district.
(3) The board shall prepare a written report of the evaluation which shall be available for examination by residents of the school district.
Section II - Contributors to the Pupil Nondiscrimination
Evaluation Cycle IV Report
PI-9.06(2)
The following individuals were responsible for the development, writing and/or review of the Pupil Nondiscrimination Evaluation Cycle IV Report:
Name / PositionDr. Daniel Davies / District Superintendent
Dr. Daniel Davies & Mr. Brandon Munson / K-12 Principals
Mrs. Hillary Day / K-12 School Counselor
Mr. Dave Bergum / Activities Director
Mrs. Patricia Wenske / Director of Pupil Services
Mrs. Angie Boland / Executive Secretary
Opportunities to Participate in the Writing and/or Development of the Pupil Nondiscrimination Evaluation Cycle IV Report
PI-9.06(2)
Opportunity for participation in the writing and/or development of this report was offered to pupils, teachers, administrators, parents and residents of the school district in the following manner:
þ Open meeting portion of a scheduled school board meeting
¨ Individual meetings
þ Focus groups for students
¨ Focus groups for parents
¨ Focus groups for district residents
þ Staff meeting for school personnel
¨ Discussion item at an administrative meeting
þ Public notice in a local newspaper
þ Newsletter article/announcement
¨ Principal bulletins article/announcement
¨ Letters home to students and parents
¨ Online survey or comments
þ Posted notice on school website
¨ ______
Other:
Opportunities to Participate in the Final Review/Evaluation of the Pupil Nondiscrimination Evaluation Cycle IV Report
9.06(2)
Opportunity to participate in the final review of this report was offered to pupils, teachers, administrators, parents and residents of the school district in the following manner:
¨ Open meeting portion of a scheduled school board meeting
¨ Individual meetings
¨ Focus groups for students
¨ Focus groups for parents
¨ Focus groups for district residents
¨ Staff meeting for school personnel
¨ Discussion item at an administrative meeting
¨ Public notice in a local newspaper
¨ Newsletter article/announcement
¨ Principal bulletins article/announcement
¨ Letters home to students and parents
¨ Online survey or comments
¨ Brochure distributed
¨ ______
¨ ______
Other:
Section III - Methods, Practices, Curriculum and
Materials used in School Counseling
PI-9.06 (1)(c)
The purpose of this section is to ask the district to examine the method, practices, curriculum and materials used in PK-12 school counseling to determine whether all students are being included in the learning process.
By evaluating this area, school districts will have an opportunity to:
1. Ensure that the goals of equity and excellence for all students are demonstrated through the school counseling practices in the district.
2. Determine whether and how current methods, practices, and materials influence student achievement.
3. Identify and develop ways to ensure that every student is provided with an optimal learning environment that leads to proficient and advanced performance for all students
School Counseling PI-9.06 (1)(c)
Suggested Questions for Consideration
Methods & Practices / How are accommodations and support services provided to students? (Students with disabilities, ELL, etc…) How are accommodations and support services provided to families?DD: Did not answer
HD: School counseling services are provided for all students; the school counselor is involved in many IEP processes as well as on the in-school audit team which reviews all students and their needs twice a year. The school counselor is available for large group and individual counseling for students and as a resource for parents and community members.
BM: Determined per IEP
DB: Did not answer
PW: Our school counselor works with our Special Education team which now involves the RTI process. CESA #3 services serve our ELL program
Are culturally and linguistically accessible support services to students and families provided?
DD: Did not answer
HD: The school counselor can use books and technological resources to assist students and families with issues. Our student database system is also set up to translate to other languages.
BM: Yes
DB: Did not answer
PW: Did not answer
Public comment: No. We have students who are Disadvantaged at speaking English, but it took over a year to get help.-teacher
I don’t see any extra effort for our foreign exchange students. I haven’t had a non-English speaking student other than them for a few years. KB
Does academic planning and support services assist students in closing the achievement gap?
DD: Did not answer
HD: All students are provide the same opportunities for classes and the school counselor can assist them with additional support such as tutors or our after school program. We also have a PALS (mentoring) program, which is designed to help students who need a little extra assistance.
BM: Yes
DB: Did not answer
PW: Yes, our school counselor assists in progress monitoring which occurs three times per year in grades k – 10.
Public comment: We have a team planning each week where we discuss students and ways to help them.-teacher
I feel pretty isolated when it comes to planning/modifying for any of my students. KB
How do counselors emphasize that courses, programs, opportunities and careers are open to all students regardless of sex, race, religion, national origin, ancestry, creed, pregnancy, parental status, martial status, sexual orientation, physical disability, mental disability, emotional disability and learning disability?
DD: Did not answer
HD: The school counselor addresses these issues head on in the classroom environment by discussing the variety of opportunities for all students and the biases out there regarding non-traditional occupations/opportunities. The counselor also works with the school to work coordinator to provide a variety of opportunities for all students.
BM: No answer
DB: Did not answer
PW: The new School Counseling Curriculum dictates equity for all.
What strategies do counselors use to monitor their own biases and stereotypes?
DD: Did not answer
HD: Feedback from students, parents and community members as well as administrative evaluations.
BM: No answer
DB: Did not answer
PW: School wide committees, which work with our school counselor on such items as scholarships and our awards days.
Curriculum / Is the district trained and implementing the Wisconsin Comprehensive School Counseling Model? Explain how the model has improved the program. Is there a written counseling curriculum for the district?
DD: Yes
HD: Level one training is complete and there is a guidance manual. The model has helped by streamlining some processes that can help get program objectives out to every students; specifically developmental guidance lessons and career and academic counseling opportunities.
BM: Yes, written curriculum
DB: Did not answer
PW: Yes.
How are counseling and support services aligned with classroom curriculum, instruction and assessment?
DD: Did not answer
HD: The whole purpose of the school counseling department is to provide resources and opportunities for students to become independent well-adjusted, productive members of our society. All things in the school counseling department reflect those objectives. We also have district standards for the school counseling curriculum.
BM: No answer
DB: Did not answer
PW: We utilize Eclipse software to integrate our curriculum, instruction and assessment.
How is the counseling curriculum implemented in the PK-12 classroom?
DD: CLASSROOM INSTRUCTION BY COUNSELOR. COUNSELOR WILL MEET WITH CLASSES AND INDIVIDUALS AS NEEDED. STUDENT AND PARENTS MAY REGISTER ONLINE.
HD: For grades 4K-5 the school counselor meets with every class every six days. With grades 6-8 the school counselor meets with classes 2 times per month. For grades 9-12 the school counselor meets with classes on an as needed basis.
BM: Weekly classroom programming with elementary students; monthly with middle school
DB: Did not answer
PW: Our School Counselor conducts lessons throughout our PK-12 system.
What is the process that involves all students in academic planning? What is the process that involves students in career planning?
DD: SEVERAL CLASSROOM EXPLORATION ACTIVITIES ARE SCHEDULED ANNUALLY; COLLEGE VISITS, CAREER EXPLORATION CLASS, VISITING COLLEGE REPS
HD: All students are given the basic information in the large classroom setting. The counselor then meets with the students individually starting in 8th grade to provide a more direct academic counseling. Students in grades 6-8 have a careers class, which helps explore their options for 6 weeks.
BM: No answer
DB: Did not answer
PW: Our School Counselor has built in individual conferences to address academic and career planning.
Public comment: Academic scheduling takes place through the guidance office. Career planning comes through a few outlets, but most is coordinated through guidance and school-to-work. KB
Materials / What methods are used to insure that bias and stereotyping are absent from counseling resources and materials?
DD: Did not answer
HD: Resources are reviewed and updated on a yearly basis by the school counselor.
BM: No answer
DB: Did not answer
PW: As an administrative team, we follow the new Wisconsin Comprehensive School Counseling Model.
When selecting instructional materials, what written guidelines are followed to insure that all perspectives are included and consideration is given to all protected groups listed in PI-9? (sex, race, religion, national origin, ancestry, creed, pregnancy, parental status, martial status, sexual orientation, physical disability, mental disability, emotional disability and learning disability)
DD: Did not answer
HD: The school counseling program follows the discrimination policy of the school district when selecting materials.
BM: No answer
DB: Did not answer
PW: Did not answer
Are materials and resources published and/or available in languages other than English?
DD: YES AS NEEDED
HD: Materials are currently only available in English in the school counseling office, but the school counselor could order any resources in other languages as they are needed.
BM: No answer
DB: Did not answer
PW: Through DPI forms that are available in Spanish and Hmong.
Public comment: No
Don’t know KB
Does this department and department materials still refer to the name “Guidance” or is the new term “School Counseling” in place?
DD: SCHOOL COUNSELING IS IN PLACE
HD: Many items do still have the term guidance; specifically the Developmental Guidance Classes. When the school counselor send out official letters from the office they are signed as the School Counselor
BM: Guidance
DB: Did not answer
PW: Guidance
Section IV - Trends and Patterns of School District Support of