PUPIL NONDISCRIMINATION SELF‐EVALUATION REPORT
(s. 118.13, PI 9)
School District of the Menomonie Area
Approved by School Board on: 11/28/2011
Cycle IV
November 18, 2011
PI 9 District Designee:
Christine McMasters, Director of Student Services
215 Pine Ave NE, Menomonie WI 54751
Phone: 715-233-3217 Email:
DPI Contact: Paul Sherman, Pupil Non-Discrimination Program Consultant
Phone: 608-267-9157 Email:
Table of Contents
- Contributors to the Plan
- Introduction to the Pupil Nondiscrimination Self‐Evaluation
- Wisconsin State Statute 118.13 & Administrative Rule PI 9.06
- Methods, Practices, Curriculum and Materials used in School Counseling PI 9.06(1)(c)
- Participation Trends and Patterns and School District Support of Athletic,
Extracurricular and Recreational Activities PI 9.06(1)(e)
VI. 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)
- Methods Used in Conducting the Self‐Evaluation PI 9.06(2)
Appendix A: Student Athletic Interest Form
Appendix B: Policy 411 Equal Educational Opportunity
Section I—Contributors to the Pupil Nondiscrimination Self-Evaluation Cycle IV Report PI-9.06(2)
The following individuals were responsible for the development, writing and/or review of the Pupil Nondiscrimination Self Evaluation Cycle IV Report:
Name / PositionChristine McMasters / Director of Student Services
Christine Stratton / District Administrator
Bart Boettcher / MHS Associate Principal/Athletic Director
Mark Anderson / MMS Associate Principal
Bob Lichty / HS Guidance Counselor
Nancy Horner / MS Guidance Counselor
Opportunities to Participate in the Writing and/or Development of the Pupil Nondiscrimination Self-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:
- Discussion item at Administrative meetings ( 10/24/11 ASC Admin, 10/26/11 Principals and ASC Admin)
- Student Surveys at the middle/high school level (Oct/Nov 2011)
- Discussion item at Pupil Services meeting (10/6/2011)
- Discussion item at school PTO/PTA and Site Council meetings (October/November 2011)
- Information on website seeking input from community (Oct/Nov 2011)
Opportunities to Participate in the Final Review/Evaluation of the Pupil Nondiscrimination Self-Evaluation Cycle IV Report PI-9.06(2)
- Copy of report and data provided to school board members (11/28/11)
- Review opportunity with pupil services (12/6/11)
- Report posted on district website (11/22/11)
Section II
Introduction to the Pupil Nondiscrimination Self Evaluation
The self‐evaluation required by PI 9.06, Wis. Admin. Code, is more than simply a legal requirement. It is an invaluable tool that can be usedto 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 educationalopportunity within their own districts and then reported on their evaluation to the Department of Public Instruction. This process is referredto as Cycle I. The focus of Cycle I was primarily on whether compliance had been achieved with the procedural requirements establishedunder s.118.13, Stats., Wisconsin’s pupil nondiscrimination law. School districts were asked, for example, whether the requisitenondiscrimination policies and procedures had been developed and implemented.
CYCLE II: In 2000‐2001, districts were required to conduct a second self‐evaluation, which was referred to as Cycle II. The Cycle II evaluationrequired more than an assessment of whether compliance has been achieved with the procedural requirements of the law. In Cycle II, schooldistricts 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: During the 2006‐2007 school year, districts were required to complete Cycle III of the self‐evaluation. Reporting requirementsunder Cycle III are much different than under Cycle I or II because of a detailed data analysis conducted by the department. After a review ofall data collection requirements, the department identified only three required data elements of the self‐evaluation that were not currentlycollected and evaluated:
“…methods, practices, curriculum, and materials used in counseling…” (PI 9.06(1)(c), Wis. Admin. Code)
“[p]articipation trends and patterns and school district support of athletic, extracurricular and recreational activities” (PI 9.06(1)(e), Wis.Admin. Code).
“[t]rends and patterns in awarding scholarships and other forms of recognition and achievement provided or administered by the schooldistrict” (PI 9.06(1)(f), Wis. Admin. Code)
CYCLE IV: In 2011, districts are required to complete Cycle IV of the self‐evaluation. Cycle IV requires districts to evaluate the same threeelements 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.
SECTION III: LEGAL BASIS FOR AN EQUITY PLANNING PROCESS
FOR CREATING EQUITY IN WISCONSIN SCHOOLS
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 onceevery 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 ininstruction, counseling, and pupil assessment and testing.
d) Trends and patterns of disciplinary actions, includingsuspensions expulsions and handling of pupil harassment.
e) Participation trends and patterns and school district support of athletic, extracurricular and recreational activities.
f) Trends and pattens 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 educationopportunity and nondiscrimination.
(2) The board shall provide an opportunity for participation in the
evaluation by pupils, teachers, administrators, parents and residentsof the school district.
(3) The board shall prepare a written report of the evaluation whichshall be available for examination by residents of the school district
SECTION IV: METHODS, PRACTICES, CURRICULUM AND MATERIALS USED IN 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 thedistrict.
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 andadvanced performance for all students.
SCHOOL COUNSELING PHILOSOPHY:
The School Counseling program in the Menomonie Area School District is an integral part of the primary educational mission of the School District of the Menomonie Area, to improve and maximize learning for all students. This program supports, facilitates, and encourages classroom instruction and student achievement. Our comprehensive school counseling program is proactive and preventive in its focus. It assists students in becoming productive workers, fair-minded citizens, and lifelong learners. More specifically, the school counseling program works to build assets and resiliency in youth that will enhance academics, encourage self-awareness, foster interpersonal communication skills, provide career awareness, develop employment readiness, and impart life skills for all students.
DEFINITION OF THE PROGRAM:
The comprehensive school counseling program integrates academic, career, and personal/social development. The school counseling program reflects the progression of student development from Pre-Kindergarten through grade 12 and is delivered through the direct service program components of the guidance curriculum, individual planning, and responsive services. All program components are implemented by certified school counselors. Counseling, consultation, collaboration, coordination, case management, guidance curriculum, and program evaluation are the primary delivery methods in the program. The counseling program helps ensure equal opportunity for ALL students to participate fully in the educational process.
CAREER AWARENESS
Menomonie High School students are encouraged to plan a four year “program of study” leading to high school graduation, continuing post-secondary education, and/or successful job entry. Course selection is related to a combination of factors including required courses, the student’s aptitude and interests, and post-secondary education entrance requirements. The School District of the Menomonie Area subscribes to the WISCareers website, which students can access from any Internet ready computer and use in conjunction with their classes.
Students in grades 4-8 also use the WISCareers program to enhance their work skills awareness and job readiness skills. Using several age-appropriate screeners and surveys students begin to develop their individual learning portfolios. There is also a Career Day capstone experience for the 8th graders related to their interest areas. Community members in 16 different career areas come to the middle school to inspire students with their own career journey stories.
Our elementary students are beginning to explore WISCareer’s elementary site which is full of career awareness games, activities and experiences all relates to students in grades Pre-K to 5. Guest speakers are also used to expose students to the world of work.
Data Examined / Findings / Analysis and Supporting information / RecommendationsSchool district equity policies and practices. / Pupil Nondiscrimination policy is included in all student handbooks and course registration handbooks 6-12 and a letter is handed out on the first day of school at all elementary schools.
Policy 411 was reviewed and presented for first reading to the school board on 10/24/11 and final vote on 11/14/11. / Policy 411, Course Handbooks and Registration Handbooks, Parent letter / Post the Pupil Nondiscrimination policy on district website. Continue all other practices.
Equity and diversity are integrated into all aspects of counseling to ensure nondiscrimination
No forms of bias or stereotyping are present in counseling strategies
Data Examined / Findings / Analysis and Supporting information / RecommendationsCounselor training and education / Level I and II Comprehensive School Counseling work needs to be completed.
Pupil Services Department has not had a program review in more than 5 years.
Conferencing is happening at all levels.
All counselors are highly trained with DPI
licensure and master’s degrees in school
counseling. / Level I and II binder, conferencing brochure,
Staff licensure is up-to-date, curriculum maps, student handbooks. / Pupil Services Program review.
Updating the curriculum maps and posting on website.
Opportunities for students to explore new, nontraditional career, or high wage opportunities
Data Examined / Findings / Analysis and Supporting information / RecommendationsWIScareers program, guest speakers / Career awareness K-12 / Lessons K-12, use of Wiscareers / Continue
Carl Perkins Projects / CTE projects partially funded by Carl Perkins are tied to programs of study that are high wage/high demand/ and or high skill areas. / Completion of projects and Carl Perkins year-end reports. / Continue
Participation in Chippewa Valley Career Valley Expo / All 8th grade students participate in a careers unit and attend a regional Expo / Collaboration with the Workforce Development Corp and attendance. / Continue
The counselors in the School District of Menomonie District provide accommodations and support services to families through various methods. Referrals to outside agencies are provided. These support services are provided during 5th, 8th, and 10th grade Conferencing, 9th Grade Orientation, and during the school year as students and family needs arise. Counselors provide a list of alternatives to public high school for students who are pursuing home-school, school choice options, or have been expelled,
Conferencing and 9th grades Orientation provide academic planning time for counselors, students, and parents as well as helping families and students plan for their future by researching careers, post secondary opportunities including education, work, and military. High School classes are chosen to assist students in reaching their post secondary plans. Student academic concerns have been addressed for the past several years through the Response to Intervention (RtI) process. All district schools have Student Assistant Teams (SAT) who screen and then match interventions to identified student needs. The elementary schools are in their 2nd year and the High Schools and Middle School in their first year of Positive Behavior System (PBIS) initiative to address school wide positive behaviors. All district schools have Student Assistant Teams (SAT) who meet on a regular basis screen student academic and behavior concerns and \then match interventions to identified student needs.
Culturally and linguistically accessible support services are provided by interpreters to support classes, parent communication, and IEP meetings. Students that are identified as English Language Learners ELL) are provided with academic plans that include support services and testing accommodations.
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, marital status, sexual orientation, and disability by providing the same information to all students. Youth Options is offered to all students with the choice of completing courses at a university, technical college, or online. High School courses are available to all students with the option of an audit or pass/fail for students with disabilities if the course is above their ability level. At the elementary level an attempt is made to balance the ratio of boys to girls and ethnicity in classes.
Counselors monitor their own biases and stereotypes through feedback to each other during counseling department meetings and from principals during evaluations. Counselors also review materials they purchase to ensure racial diversity. A peer review of curriculum is conducted prior to purchase to help insure diversity and to insure that all perspectives are included and consideration given to all protected groups listed in PI-9 (sex. race, religion, national origin, ancestry, creed, pregnancy, parental status, marital status, sexual orientation, physical disability, emotional disability, and learning disability).
Beginning in 2008-09 Menomonie counselors were trained on the WI Comprehensive School Counseling model through levels one and two and developed the district Comprehensive School counseling Program manual. One of the results of this training was the district implementing student/parent counseling Conferencing at the 5th, 8th, and 10th grades. Content themes were also developed as well as Crosswalks with academic courses. Standards and benchmarks are outlined by month and topic at different grade levels. Counseling activities and curriculum are aligned to the revised (2009) DPI standards for School counseling. The new term School Counseling has been in use since 2007.
The School Counseling curriculum is delivered in a variety of methods including individual and small group counseling, parent meetings, classroom presentation (such as WisCareers), and assemblies. At staff meetings and district staff development activities counselors share what they can offer to students. Counseling topics are presented in classes across the curriculum by classroom teachers and counselors.
Students are involved in career awareness and planning beginning in kindergarten. There is at least one unit or activity at each grade level in grades K-5. Elementary students are presented with nontraditional career choices such as male nurses and female firefighters. In middle school, students receive direct instruction in career choice through WisCareers as well as attending a career fair. At the 9th and 10th grade levels students also receive direct instruction in WisCareers in English classes. Senior Internship students participate in Reality Day where they have the opportunity to experience a real life simulation of having a job, paying bills, and balancing family needs. College and military recruiters are available to students in the guidance office during the day or in the cafeterias over lunch. Businesses are invited to discuss their companies and careers.
In reviewing the methods, practices, curriculum, and materials in PK-12 counseling, the following recommendations are made for improvement in the counseling department:
1. Counselors will complete Level 2.5 and move on to Level 3 of the Comprehensive Counseling training.
2. The counseling curriculum and overall counseling plan will be reviewed.
3. More standard forms and materials should be provided in Hmong.
SECTION V: TRENDS AND PATTERNS OF SCHOOL DISTRICT SUPPORT OF ATHLETIC, EXTRACURRICULAR, AND RECREATIONAL ACTIVITIES PI 9.06(1)(e)
In this section, the district reviewed participation trends in PK‐12 athletic, extracurricular and recreational activities to determine whether all of the protected groups participate and/or are encouraged to participate in these school sponsored activities.
By evaluating this area, we will have the opportunity to:
1. Foster and promote the goals of equity and inclusiveness in athletic, extracurricular, and recreational programs and any school sponsored or approved activity.
2. Determine whether current practices might deter some students from participating in these activities.
3. Identify and develop ways to increase participation of underrepresented groups.
4. Identify and formulate ways for students to develop and act on knowledge and skills for fairness, equity, inclusiveness, and human relations and diversity.
Participation data for Menomonie High School athletics and activities were reviewed. Data was disaggregated for both race/ethnicity, sex, and disability. This data was compared to district-wide data to determine if any trends or patterns of participation exist. The population at the high school for the 2010 school year (1031 students) was comprised of .6% American Indian, 9.4% Asian, 1.5% Black, 2.6% Hispanic, .3 Pacific Islander, and 82.6% White. According to data derived from Skyward we had 1729 recorded athletic or activity involvements (including repeats) with 8.9% (154 student involvements) of those students whose race/ethnicity was other than White/Caucasian as compared to the total population of 14.4%. Overall, minority students are under-represented in Athletics/Activities by 5.5%. Students with disabilities represented 96 of the 1031 students participating in athletics/activities or 9.3% as compared to the high school total population of students with disabilities which is 14.1%. Overall, students with disabilities are underrepresented in athletics/activities by 4.8%.