- Academic and Career Planning Services for Students
- Academic Standards
- Annual Asbestos Notification
- Annual Notification of Board of Education Policies
- Child Nutrition Programs
- Community Service Fund 80
- Concussion & Head Injury Information
- COVID Health Related Information
- COVID - Determining Release from Quarantine for Daycare & School Settings
- Discrimination / Harassment / Bullying Complaint Form
- Early College Credit Program
- Education for Employment Plan
- Education of Homeless Children & Youths
- Educational Options
- Free and Reduced-Price Meal Information
- Human Growth & Development
- Meal Charge Policy
- Meningococcal Disease Information
- Parental Notice for Billing Medicaid for Health-Related Services in Student's Individualized Education Program
- Program or Curriculum Modifications
- Programs for English Language Learners
- Recruiter Access to Students/Records
- Returning to School After COVID-19
- School and School District Performance Reports
- School Accountability Report
- School Wellness Policy
- Special Needs Scholarship Program
- Start College Now
- Student Achievement Level and Academic Growth on State Academic Assessments
- Student Assessments
- Student Attendance
- Student Bullying
- Student Directory Data
- Student Nondiscrimination in Relation to Career and Technical Education
- Student Nondiscrimination and Student Religious Accommodations
- Student Privacy
- Student Records
- Suicide Prevention Resources Annual Notice
- Title I Programs
- Title II American Disabilities Act
- Title IX Coordinator(s) & Complaint Process Notice
- Use of Video Cameras on Buses
- Use of Technology Devices/Possession of Electronic Communication Devices
- Vision and Hearing Information
- Student Locker Searches
Academic and Career Planning Services for Student
Academic and Career Planning (ACP) is a collaboratively developed, student-driven process for planning success in middle school, high school, and post-secondary academic and career development. The purpose of ACP is to engage students in career exploration and planning. Students will engage in activities and experiences to inform and support planning educational, training and career goals after high school. The School District of Elmbrook will use Xello, and electronic tool, as part of the overall ACP process.
The District offers parents multiple opportunities during the school year to participate in the ACP process and progress of their child. The ACP process is shared with parents in an electronic format. It will be highlighted throughout the year in school updates and during the registration process. Parents can continue to request individual meetings with school counselors to discuss career and academic planning. For more information regarding ACP please visit the district website or by contacting Amie Farley, Director of College, Career and Life Readiness in the Teaching and Learning Department.
Annual Notification of Board of Education Policies
The School District of Elmbrook is governed by Wisconsin State Statutes and Board Policies. Please follow this link search and view all Board policies.
Community Service Fund 80 Summary
The School District of Elmbrook operates a community service fund. There is a budget for three main purposes that operate under Fund 80. These include community use of district pools, fourth of July parade, and community use of district facilities. All three operate outside of the usual instructional timeframe and are open to all residents of the district based on age appropriateness. Fund 80 is tax supported. Community Service Fund 2020-21.pdf
Concussion and Head Injury Information
School districts are required by section 118.293 of the state statutes to distribute a concussion and head injury information sheet to (1) each person who will be coaching a youth athletic activity and (2) each student who wishes to participate in the activity at the beginning of a youth athletic activity season, except as otherwise specifically provided. This information can be found in the district Concussion Policy and Practice Statement.
COVID Health Related Information
Engaging in face-to-face learning while the virus causing COVID-19 remains in circulation, and while no vaccine is yet available, requires thoughtful considerations and careful and detailed planning. The Wisconsin Department of Public Instruction (DPI) offers school districts guidance regarding considerations, strategies, and rationale for making decisions. These tools provide school nurses and school staff with resources to implement the strategies. You are encouraged to visit DPI Health Services website for the latest information. Elmbrook will be following the guidance from DPI and Waukesha Health and Human Services related to isolation, quarantine and returning to school. Details available in July 2020 are outlined in Returning to School After COVID-19 and COVID line graph.
Discrimination / Harassment / Bullying Complaint Form
Early College Credit Program
The 2017 Wisconsin Act 59 eliminated the Course Options and Youth Options programs.The Course Options statute was changed to Part-time open enrollment. The Youth Options statute (118.55) was renamed the Early College Credit Program (ECCP). The ECCP statute allows Wisconsin public and private high school students to take one or more courses at an institution of higher education for high school and/or college credit. Under this section, “institution of higher education” means an institution within the University of Wisconsin System, a tribally controlled college, or a private, nonprofit institution of higher education located in the state. Students can take up to 18 credits during the fall, spring, and summer semesters. While technical colleges are not eligible institutions under the new program, pupils that have completed 10th grade will continue to have the option to take courses at technical colleges through a separate statute, Start College Now 38.12(14). School districts should contact the Wisconsin Technical College System listed below for more information on technical college dual credit options. All changes are effective 7/1/2018.
- Children and youth sharing the housing of other persons due to loss of housing, economic hardship, or a similar reason (sometimes referred to as double-up); living in motels, hotels, trailer parks, or camping grounds due to lack of alternative adequate accommodations; living emergency or transitional shelters; abandoned in hospitals; or awaiting foster care placement.
- Children and youth who have a primary nighttime residence that is a public or private place not designated for, or ordinarily used as, a regular sleeping accommodation for human beings.
- Children and youth who are living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or similar settings.
- Migratory children who qualify as homeless because they are living in circumstances described above.
There shall be immediate enrollment and school participation, even if educational and medical records and proof of residency are not available. All educational opportunities and related opportunities for homeless students (preschool to age 21), including unaccompanied youth, shall be the same as for the general student population.
Enrollment and transportation rights, including transportation to the school of origin. “School of origin” is defined as the school the child or youth attended when permanently housed or the school in which the child or youth was last enrolled.
Meaningful opportunities for parents to participate in the education of their children. These shall include: special notices of events, parent-teacher conferences, newsletters, and access to student records.
The local district staff person (liaison) for homeless children is Pam Brees, Social Worker, 262-781-3500 and email@example.com.
Human Growth and Development
The Human Growth and Development Instruction policy outlines an advisory committee, outline of outcomes by grade level, and parental rights to review the curriculum and process to exempt their child(ren) from instruction. Parents/Guardians of students receiving instruction K-8 and high school shall receive annual notice with required information.
Parental Notice for Billing Medicaid for Health-Related Services in Student's Individualized Education Program
This is the notification of your rights under the Individuals with Disabilities Education Act (IDEA) regarding Medicaid billing. IDEA allows certain services provided under an IEP to be covered by Medicaid. The Wisconsin Medicaid school-based services benefit is a way for school districts to receive additional federal revenue. These services include attendant care services, nursing services, physical therapy, occupational therapy, speech and language services, specialized medical transportation, psychological services, counseling, social work services, and developmental testing and assessment.
In order for a school district to request these funds, you, as the parent, must be notified of your rights under IDEA regarding this process. After notification and before a school district may seek recovery of costs, you must sign a one-time consent form that gives the school district permission to bill Medicaid and share student information. This notice is not consent for the school district to bill Medicaid, which is a separate form signed after you have received this notification.
Programs for English Learners
The district English Learner teachers provides the following information to parents/guardians of children with limited English proficiencies.
- the reasons for identifying the child as limited English proficient and for placing the child in the program
- the child’s level of English proficiency
- how that level was determined and the status of the child’s academic achievement
- methods of instruction in the program in which their child is placed and those of other available programs
- how the program will meet the educational strengths and needs of their child
- how the program will help their child learn English and meet age-appropriate academic achievement standards
- the specific exit requirements for the program
- in the case of a child with a disability, how the program meets the child’s IEP objectives
- information about parental rights. For a student not identified as limited English proficient prior to the beginning of the school year, the district must notify parents within the first two weeks of the child being placed in such a program.
Special Education (Child Find)
Upon request, the School District of Elmbrook is required to evaluate a child for eligibility for special education services. A request for evaluation is known as a referral. When the district receives a referral, the district will appoint an Individualized Education Program (IEP) team to determine if the child has a disability, and if the child needs special education services. The district locates, identifies, and evaluates all children with disabilities who are enrolled by their parents in private (including religious) schools, elementary schools and secondary schools located in the school district.
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 refer the child, including a homeless child, to the school district in which the child resides. Before referring the child, the person making the referral must inform the child's parent that the referral will be made.
Others, including parents, who reasonably believe a child is a child with a disability may also refer the child, including a homeless child, to the school district in which the child resides.Referrals must be in writing and include the reason why the person believes the child is a child with a disability. A referral may be made by contacting Jill McDonald, Director of Student Services for the School District of Elmbrook at 262.781.3030, or by writing her at 3555 N. Calhoun Road, Brookfield, WI 53005.
Special Needs Scholarship Program
This notice serves to inform parents and guardians of students with disabilities that the State of Wisconsin has established the Special Needs Scholarship Program. Under this scholarship program and as further specified in state law, a child with a disability who has been denied the opportunity to attend a nonresident school district under the full-time open enrollment program may be eligible to receive a scholarship from the Department of Public Instruction (DPI) that allows the child to attend an eligible private school that is participating in the Special Needs Scholarship Program.
This is a state-administered program. A parent or guardian who is interested in the Special Needs Scholarship Program should independently verify the participating private schools and the specific terms, eligibility criteria, and application procedures of the scholarship program with the DPI.
The Special Needs Scholarship Program is further defined under section 115.7915 of the state statutes. However, special eligibility requirements not found in that statute exist for program scholarships that are awarded for private school attendance that initially begins in the 2016-17 school year. Additional information about the program should be available on the website of the Wisconsin Department of Public Instruction.
Start College Now (Formerly Youth Options)
“Start College Now” will allow high school students the opportunity to take college courses at Wisconsin Technical Colleges. The process is very similar to Youth Options. 38.12 (14) will lay out all the aspects of the program. In addition, feel free to review and download the application. Students looking to take courses in the fall semester must turn in the application by March 1, 2018. For spring semester courses the same application is used, however the due date is October 1, 2019.Youth Options is no longer an operational program as of June 30, 2018. Due to the need for high school students to take college-level courses while in high school the new program has been developed.
Student Achievement Level and Academic Growth on State Academic Assessments
Parents of students at a school receiving Title I funds will receive information on the academic level and growth of their child on each state academic assessment.
In addition to district and classroom specific assessments, the School District of Elmbrook administers standardized examinations annually to students in all grade levels. The State of Wisconsin requires 4th, 8th, 9th, 10th, and 11th grade examinations administered to students enrolled in the district.
Parents of students at a school receiving Title I funds can view the district policy 6162.5-Student Assessment, regarding student participation in required assessments at any point online.
The following information can be found on the district's website for the state and district-required assessments:
- the subject matter assessed, the purpose for which the assessment is designed and used, and the source of the requirement for the assessment
- where such information is available, the amount of time students will spend taking the assessment and the schedule for the assessment, and the time and format for disseminating results.
Student Nondiscrimination in Relation to Career and Technical Education
All-District career and technical education opportunities are offered to students on a nondiscriminatory basis. Additional information regarding such programming in grades 6-12 and the application admissions criteria at the college-level can be obtained on the District's website or by contacting Amie Farley, Director of College, Career and Life Readiness in the Teaching and Learning Department 262.781.3030. 3555 N. Calhoun Road, Brookfield, WI 53005
Student Nondiscrimination and Student Religious Accommodations
The Board shall include the following statement in all pupil and staff handbooks, course selection handbooks, and other published materials distributed to the public describing school activities and opportunities:
No person shall be denied admission to any public school in the School District of Elmbrook or be denied participation in, be denied the benefits of or be discriminated against in any curricular, co-curricular, pupil services, recreational or other program or activity because of the person's sex, race, religion, color, national origin, ancestry, creed, pregnancy, marital or parental status, sexual orientation, or physical, mental, emotional, learning disability, or handicap. The complaint process can be found in the practice statement attached to policy 6005-Equality of Educational Opportunity-Pupil Nondiscrimination/Anti-
Suicide Prevention Resources Annual Notice
To address mental health conditions like depression and anxiety, schools must foster emotional safety for students and teachers alike. The cumulative goal of education is to offer students opportunities to develop interrelated academic, personal, and social competencies that have a long-term impact on their lives. We want students to be academically prepared as well as emotionally prepared when they graduate from high school. This Annual Notice is to provide information on suicide prevention resources, identifying the warning signs, and what you can do if you are concerned about a student.
DPI Suicide Prevention website
News about any upcoming QPR suicide prevention trainings can be found in District announcements.
Title I Programs
Parents may request the following information about their child’s teachers or paraprofessionals in their children’s classroom:
- The grade level and subject the teacher is certified to teach
- the type of license the teacher holds (i.e., emergency, provisional, or regular license)
- the undergraduate and/or graduate degree of the teacher
Parents of students at a school receiving Title I funds will also receive:
- a notification if their child has been taught for 20 consecutive days or more by a teacher who does not meet the requirements of being “highly qualified.”
- the achievement level of their child after the state academic assessments are available
- a notification when their school has been named a Title I Priority or Focus school.
The 2020-2021 Title I Schools are: Burleigh Elementary School, Swanson Elementary School, Wisconsin Hills Middle School, and Brookfield Central High School.
The District follows the guidelines set forth in the Section 504/ADA Handbook, as well as all provisions under Section 504 of the Rehabilitation Act of 1973, which state that “No otherwise qualified individual with a disability in the United States…shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance…” [29 U.S.C. Sec. 794]. An individual with a disability means any person who (i) has a physical or mental impairment which substantially limits one or more major life activities, (ii) has a record of such impairment, or (iii) is regarded as having such an impairment.
Section 504 regulations require that school districts provide reasonable accommodations and/or related services necessary for qualified disabled students to participate in and benefit from public education programs and activities. A qualified disabled person is (i) of an age during which non-disabled persons are provided such services, (ii) of any age during which it is mandatory under state law to provide such services to disabled persons, or (iii) to whom a state is required to provide a free and appropriate public education under Section 612 of the Education of the Handicapped Act.
The provision of an appropriate education is the provision of regular or special education and related aids and services that (i) are designed to meet individual educational needs of disabled persons as adequately as the needs of non-disabled persons are met and (ii) are based upon adherence to procedures that address the educational setting, evaluation and placement, and procedural safeguards. The District must make reasonable accommodations to the known physical or mental limitations of an otherwise qualified disabled student unless it can be demonstrated that the accommodations would impose an undue hardship on the operation of the programs. In determining reasonable accommodations, a Section 504 evaluation team shall use a variety of evaluation and assessment techniques and procedures to determine if the student has a physical or mental impairment that substantially limits one or more major life activities. When a student is found to have such a condition, a 504 Plan shall be developed and implemented with parent consent. The 504 Plan shall be reviewed and revised at least annually and a re-evaluation shall be completed every three years. District guidelines related to the application of Section 504 to students are outlined in the Practice Statement 6006. Section 504 complaints can be filed under Policy and Practice Statement 6006. Click here for answers to Frequently Asked Questions about Section 504.
Any person may report sex discrimination or sexual harassment to the Title IX Coordinator(s) in person, or via email or telephone at any time of the day via The Discrimination/Harassment/Bullying Complaint Form attached to policy 6005-Equality of Educational Opportunity-Pupil Nondiscrimination/Anti-Harassment on page 4 and 5 of the accompanying practice statement.
The training materials used to train our Title XI coordinators can be found here.
Title IX Coordinators:
Tanya L. Fredrich, PhD Assistant Superintendent of Teaching and Learning: Student Services
(262) 781-3030 ext 1188
3555 North Calhoun Rd, Brookfield, WI 53005
Michael Sereno, Ed.D Assistant Superintendent of Teaching and Learning: Curriculum, Instruction & Assessment
(262) 781-3030 ext 1115
3555 North Calhoun Rd, Brookfield, WI 53005