District Notices

The D.C. Everest Area School District's ADA Coordinator is Sarah Trimner, Director of Talent and Culture, 6100 Alderson Street, Weston, WI  54476, 715-359-4221, strimner@dce.k12.wi.us.

Since the summer of 1988, when the D.C. Everest Area School District completed a comprehensive inspection of district buildings to determine the presence of asbestos containing material, initiatives to eliminate and control the presence of asbestos have been implemented. Some amounts of asbestos containing material remain in district buildings. The District conducts a surveillance of all sites every six (6) months and the District receives updated reports. 
An Asbestos Management Plan is on file and available for inspection in the Principal's Office of each school. The management plans for all schools are available for inspection in the office of Jason Jablonski, 6206 Alderson Street, Weston, Wisconsin 54476. Phone (715) 359-4221, ext. 4103.

July 1, 2024

Information about assessments for Title 1 and all students.

D.C. Everest Area School District Career and Technical Education Program

The mission of the D.C. Everest Career and Technical Education Department in partnership with the community is to provide opportunities for all students to acquire and apply academic, technological, employment and life skills in order to ensure success in an ever-changing global society. The District’s curriculum will provide every student with the opportunity to participate in learning experiences, to explore potential careers and, when appropriate, acquire the occupational skills necessary for the transition from school to the world of work. For purposes of this policy, "career and technical education" shall be defined as a program designed to provide educational experiences and guidance for students to plan and prepare for a future:

• in the labor market as employable individuals immediately after graduation with productive, saleable skills;
• in education beyond high school with the opportunity to gain a marketable job skill(s) that will assist them in achieving career goals;
• in the world of work while continuing their education in order to help offset higher education expenses.

The Board shall provide a career and technical education program which shall include:

• Technology and Engineering Education;
• Agricultural Education;
• Family and Consumer Education;
• Business Education;
• Marketing Education.

The Board directs that any efforts to recruit students to participate in a particular career and technical education program must include literature and comparable recruitment efforts for students with disabilities in a format and context in which they can communicate. The career and technical education program may also include a shared-time program outside of school and/or a work-study program involving the employment of qualified students. The D.C. Everest School District does not discriminate on the basis of race, color, religion, national origin, ancestry, creed, pregnancy, marital status, parental status, sexual orientation, sex, (including transgender status, change of sex or gender identity), or physical, mental, emotional, or learning disability (“Protected Classes”) in any of its student programs and activities. Designated Compliance Officers for Title IX, Section 504, and Title II of ADA:

Gina Lehman, Director of Student Services, 6100 Alderson Street, Weston, WI  54476, 715-359-4221, gilehman@dce.k12.wi.us;

Sarah Trimner, Director of Talent & Culture, 6100 Alderson Street, Weston, WI  54476, 715-359-4221, strimner@dce.k12.wi.us;

Julie Weller, Director of Special Education,  6100 Alderson Street, Weston, WI  54476,  715-359-4221, jweller@dce.k12.wi.us.

D.C. Everest Area School District 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, (describe the public agency’s child find activities). 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 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 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.

Date Adopted / Last Revised

January 2025 (effective until amended). Future amendments may be fully adopted under administrative authority with notice to the School Board

The Purpose of this Plan

This Early Literacy Remediation Plan, which is required by state law, addresses reading instruction, assessment, and remediation with a primary, but not exclusive, focus on five-year-old kindergarten through third grade. See § 118.016(6). The Plan is intended to help the District and its staff to: 

• Achieve the goals that the District has established for student learning within the District’s reading program.
• Identify students who may be struggling with reading and literacy development. 
• Structure and provide literacy-related interventions and learning support to students who have an identified need.
• Improve the District’s reading curriculum and instructional practices. 

Another purpose for creating this Plan is to provide parents, guardians, and other caregivers with information about:

• The reading readiness and early literacy assessments that the District administers to students in kindergarten through third grade. 
• How the District uses the results of reading readiness assessments and other information to plan and provide instructional interventions and added learning support for individual students, if needed. 
• The notices that the District provides to families about the results of student assessments, as well as other communications that families may receive about their child’s reading skills and literacy development. 

Note: As further explained in the “Parent Notifications” section (below), the term “parent,” when used in this Plan, should be understood to include legal guardians and certain other caregivers acting as a child’s parent for school purposes.

Primary District Contact(s) Regarding this Plan

If any District families or other District stakeholders have questions about this Plan, the District’s overall approach to reading instruction in kindergarten through third grade, or the District’s approach to literacy-related assessments and learning supports, please contact: 

Jeff Lindell, Assistant Superintendent of Learning

Translation

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Por favor contactar a Xia Yang si necesitas que este mensaje sea traducido.

Location on Website 

The most current version of this Plan can be found at a link located on the following School District web page: https://www.dce.k12.wi.us/district-info/district-notices

Overview of the District’s Approach to Early Literacy Instruction

Foundational Elements

Early literacy instruction in the District is built on a foundation of:

• Licensed, professional educators who understand the life-long importance of each child’s early literacy education and who have specific training in the areas of reading instruction and literacy development. 
• District-adopted student academic standards in reading and English language arts. 
• The District’s sequential curriculum plans in reading and English language arts for kindergarten through third grade. 
• The curricular materials and instructional methods that are used to implement the District’s academic standards and curriculum-based learning objectives.
• An adaptable framework for early literacy instruction that provides sufficient flexibility to foster continuous learning growth and enhance engagement for all students.  

Key Features of Early Literacy Instruction in the District 

The following are some of the key features of the District’s approach to early literacy instruction:

• The District emphasizes the consistent use of instructional methods that reflect evidence-based best practices and the selection and use of curricular materials that have been designed and shown to be effective tools for early literacy development. 
• The District offers differentiated pathways for student learning that can accommodate the needs of students who demonstrate advanced literacy skills as well as the needs of students who are struggling to reach and/or maintain grade-level literacy skills.  
• The District uses a variety of assessment techniques, both formal and informal, to determine each student’s current skills and knowledge, to identify any learning gaps related to literacy development, and to measure learning and growth following instruction and any interventions. 
• As further described below, the District relies on a system of learning support—consisting of a wide range of interventions, instructional and curricular modifications, and other remedial services—to meet the needs of students who need assistance reaching or maintaining grade-level literacy skills. 

Learning Support for Students Who Need Assistance Reaching or Maintaining Grade-Level Literacy Skills 

The District uses a system of instructional interventions and supports to help District educators to identify options for adjustments if initial interventions and supports are not creating results that match expectations for improvement. The primary focus of this Early Literacy Remediation Plan is on the District’s implementation of the state-mandated early literacy assessments and various state-mandated student intervention processes. However, the District’s approach to early literacy instruction recognizes that, in some cases, it is possible to identify individual learning needs and adjust instruction in a manner that will help a student make progress in building their grade-level literacy skills before the student is identified as being in need of more formal and more intensive interventions. 

The District also recognizes that literacy-related interventions and remedial reading services need to be coordinated with other District programs and services that can have overlapping goals and purposes. For example, a student who is struggling with certain literacy skills and who could benefit from targeted reading interventions may also be a student with a disability who has an Individualized Education Program (IEP) in place or an English Learner who has a plan in place for developing proficiency in English. 

When providing learning support, there is a common emphasis on identifying individual needs, matching instruction and interventions to those needs, and monitoring learning to determine whether the interventions are helping the student to make progress. 

Wisconsin Early Literacy Assessments in Kindergarten through Third Grade 

Scope of this Section of the Plan

This section of the Early Literacy Remediation Plan identifies the following early literacy assessments that, under state law, the District is required to administer to students who are enrolled in four-year-old kindergarten through third grade: 

• The fundamental skills screening assessment (4K) 
• The universal screening assessment (5K through third grade)
• Diagnostic literacy assessments (some students in 5K through third grade)
• The state’s standardized third grade reading test 

In addition to these formal, state-mandated assessments, District educators also use a variety of other assessment methods and assessment tools to evaluate students’ skills, needs, and learning progress related to reading and other aspects of early literacy. 

Fundamental Skills Screening Assessment (4K)

The Assessment Tool

The state of Wisconsin has selected aimswebPlus as the fundamental skills screening assessment that is administered to students who are enrolled in four-year-old kindergarten (4K). 

This assessment is individually administered and takes approximately three to four minutes per student.

It is a state-mandated and state-selected reading readiness screening tool. See § 118.016(2). State law does not allow families to choose whether to have their child(ren) participate in this assessment. 

Purpose/Content of the Assessment 

The purpose of the fundamental skills screening assessment is to evaluate students who are enrolled in 4K on:

• phonemic awareness
• letter sound knowledge 

Timing of the Assessments 

The District administers the fundamental skills screening assessment to 4K students at least two times* during the school year. 

1. The first administration takes place within 45 calendar days of the start of the school term for students each fall. 
2. The second administration occurs in the second half of the school year, at least 45 calendar days before the last day of the regular annual school term.

Note: In the 2024-25 school year, the District is required to administer the assessment only one time. The 2024-25 schedule may be modified due to this exception. 

Parent Notice of Assessment Results

As further addressed in the “Parent Notifications” section of this Plan, parents will be notified of the assessment results within 15 calendar days after the assessment is scored. 

How the District Uses the Results of this Assessment 

It is not unusual for students enrolled in 4K to be at many different levels of reading readiness. With that in mind: 

• The results of a fundamental skills screening assessment do not automatically trigger either a mandatory “diagnostic assessment” or mandatory learning interventions. 
• The District will use the assessment results as one data point to determine if a student should be monitored, referred for any type of further evaluation, or considered for instructional modifications or interventions. 

See also the later section of this Plan titled, “Using Student Assessment and Intervention Data to Evaluate Early Literacy Instruction.” 

Universal Screening Assessment (5K through Third Grade)

The Assessment Tool 

The state of Wisconsin has selected aimswebPlus as the reading screener that is administered to students who are enrolled in five-year-old kindergarten (5K) through third grade. 

In 5K and first grade, it is individually administered and takes approximately 10 minutes per student.  In second and third grade, an individually administered subtest takes approximately two minutes per student, and a group administered subtest takes approximately 15 minutes. 

It is a state-mandated and state-selected screening tool. See § 118.016(3)(a). State law does not allow families to choose whether to have their child(ren) participate in this screening assessment. 

Purpose/Content of the Assessment 

The purpose of the universal screening assessment is to evaluate students enrolled in 5K through third grade in the following areas:

• Phonemic awareness
• Decoding skills
• Alphabet knowledge
• Letter sound knowledge
• Oral vocabulary

The screening assessment used in 5K to third grade: 

• Attempts to identify students who may be struggling with reading skills and literacy-related learning objectives.
• Provides a basic checkpoint on a student’s reading progress during the school year.
• Can help classroom teachers to identify, on both a group and individual basis, any skills or learning objectives that may need some reinforcement and the content that students may be ready to learn next.

Timing of the Assessments 

The District administers the universal skills screening assessment to students who are enrolled in 5K through third grade at least three times * during each school year, as follows:  

• Within 45 calendar days of the start of the school term for students each fall. 
• Near the middle of the annual school term. 
• In the second half of the school year, at least 45 calendar days before the last day of the regular annual school term. 

Note: In the 2024-25 school year, the District is required to administer the assessment only two times. The schedule may be modified due to this exception.

Parent Notice of Assessment Results 

As further addressed in the “Parent Notifications” section of this Plan, parents will be notified of the assessment results within 15 calendar days after the assessment is scored. 

How the District Uses the Results of this Assessment 

As defined in state law, a student is considered to be “at-risk” with respect to early literacy learning if the student scores below the 25th percentile on a specific universal screening assessment. 

• 5K: Early Literacy Composite (combined performance on Letter Naming Fluency and Letter Word Sounds Fluency)
• 1-3: Oral Reading Fluency

For each 5K to third-grade student who is determined to be “at-risk” of reading difficulty based on the results of the screener, the District will:

• Administer a diagnostic literacy assessment to help further evaluate the student’s skills and needs. 
• Start or, if applicable, continue the process of developing and implementing a personal reading plan for the student. 

For students who are not considered “at-risk,” the District will use the assessment results as one data point to help determine if a student should be monitored, further evaluated, or considered for possible interventions or remedial reading services. 

See also the later section of this Plan titled, “Using Student Assessment and Intervention Data to Evaluate Early Literacy Instruction.”

Diagnostic Literacy Assessments (5K through Third Grade)

The Assessment Tool 

The District has selected the following tools for use as diagnostic literacy assessment(s) within the District: 

• aimswebPlus: Additional assessments within the aimswebPlus suite will be administered to gather information to inform instruction.  The assessments are individually administered and group administered. Depending on grade level, the individually administered assessments will take between three to five minutes, and the group administered assessments will take between 15 and 30 minutes.
• iReady Offline Literacy Tasks: Assessments within the iReady suite will be administered to gather information to inform instruction.  The assessments are individually administered and group administered. Depending on grade level, the individually administered assessments will take between one to three minutes, and the group administered assessments will take between 15 and 30 minutes.

In instances where section 118.016(3)(b) requires the District to administer a diagnostic assessment, state law does not provide families with an opportunity to choose to opt their child(ren) out the assessment. 

Purpose/Content of the Assessment 

A diagnostic assessment is used to evaluate a student’s early literacy skills in the following areas:

• Phonemic awareness
• Decoding skills
• Alphabet knowledge
• Letter sound knowledge
• Oral vocabulary
• Rapid naming
• Phonological awareness
• Word recognition
• Spelling
• Vocabulary
• Listening comprehension
• When developmentally appropriate for the student, oral reading fluency and reading comprehension

See §§ 118.016(1)(b) and 118.016(3)(b). As an assessment of skills, a diagnostic assessment can help to identify a child’s potential learning gaps with greater precision. However, the District’s diagnostic literacy assessments do not determine whether a student may have any medical or developmental condition or disability that may be affecting the child’s learning.

Family History Survey Component

In connection with a diagnostic assessment, the District will also provide an opportunity for the student’s parent to complete a family history survey to provide additional information about any learning difficulties in the student’s family. 

Eligible Students and Timing of the Assessments 

The District is required to administer a diagnostic assessment to a student if either of the following applies:

• The results of a universal screening assessment indicate that the student is “at-risk” with respect to early literacy learning.
  • If the student’s “at-risk” status relates to the first screening assessment of the school term, then the diagnostic assessment is to be completed by the second Friday of November.
  • If the student’s “at-risk” status relates to the second or third screening assessment of the school term, then the diagnostic assessment is to be completed within 10 calendar days of the screener. 
• A teacher or parent who suspects that the student may be demonstrating characteristics of dyslexia submits a request for a diagnostic assessment.*
  • The assessment must be conducted within 20 calendar days of the request. 

Note: This requirement applies to requests submitted beginning on January 1, 2025. 

To the extent permitted by state law for a student who is already receiving interventions and services under a personal reading plan, the District may determine that a student does not need to repeat a diagnostic assessment that the student has already taken in the same school year, even if there is a secondary basis under which the student has qualified for the diagnostic assessment.

It is possible that the District may determine that other students could benefit from completing a diagnostic assessment that would not be mandatory under state law. 

Parent Notice of Assessment Results 

As further addressed in the “Parent Notifications” section of this Plan, parents will be notified of the assessment results within 15 calendar days after the assessment is scored. 

Additional Parent Communications

As further addressed in the “Parent Notification” section of this Plan, the District will provide information about dyslexia to the parent of each student the District is required to assess using a diagnostic assessment. 

If a student’s score on a diagnostic assessment places the student in the “at-risk” classification, then the District is also required to provide special education referral information to the student’s parent. 

How the District Uses the Results of this Assessment 

Like the 5K to third-grade screening assessments, a student is also considered to be “at-risk” with respect to early literacy learning if the student scores below the 25th percentile on a diagnostic assessment. 

For each student who is “at-risk,” the District will start or, if applicable, continue the process of developing and implementing a personal reading plan for the student. 

If a student already has a personal reading plan in place at the time that the student completes a diagnostic assessment, the results of the diagnostic assessment will be used to inform possible changes to the plan and may be used to help monitor the student’s progress.

For students who are not considered “at-risk,” the District will use the assessment results as one data point to help determine if the student should be monitored or otherwise further considered for possible interventions or services. 

See also the later section of this Plan titled, “Using Student Assessment and Intervention Data to Evaluate Early Literacy Instruction.”

The State’s Standardized Third Grade Reading Test

The Assessment Tool 

The Wisconsin Forward Exam in the area of English language arts (ELA) is used as the reading test that school districts must administer annually to students enrolled in third grade. See § 121.02(1)(r). Some students with significant cognitive disabilities may participate in an alternative assessment. 

The Wisconsin Department of Public Instruction may designate one or more sub-scores within the ELA area of the Forward Exam for school districts to use for specific purposes. 

The Forward Exam is an online assessment. The District estimates that it will typically take a combined total of about 125 minutes for a student to complete the ELA sections of the Forward Exam.

Purpose/Content of the Assessment 

The Forward Exam is a summative assessment that evaluates cumulative learning. The test is research-based. The ELA part of the Forward Exam includes sections that cover reading, language, and writing. 

Timing of the Assessments 

The Forward Exam is administered in the spring of each school year during a testing period established annually by the Wisconsin Department Public of Instruction.

Parent Notice of Assessment Results 

The District will provide each student’s parent with the results of their child’s performance on the Forward Exam once those results are available.

How the District Uses the Results of this Assessment 

The District uses the results of the reading/literacy portion of the annual third grade Forward Exam for a variety of purposes, including the following: 

• If a student has a personal reading plan in place as an “at-risk” student during third grade, the results of the assessment (or the applicable sub-score(s)) may be used to evaluate the student’s progress and to determine whether the student has successfully completed the reading plan. 
• Even if a student does not have a personal reading plan in place at the time that the District receives the Forward Exam results, the District will identify and provide appropriate interventions or remedial reading services if the

District determines that either of the following applies: 

• The student has failed to score above the state minimum performance standard on the applicable ELA/reading portion of the Forward Exam and it is determined that the student’s test performance accurately reflects the student’s reading ability. 
• The student has not met the minimum performance benchmarks that show that the student is meeting the grade-level reading objectives that are specified in the District’s reading curriculum plan. The results of the Forward Exam serve as one indicator that may be used to make this determination. 

See also the later section of this Plan titled, “Using Student Assessment and Intervention Data to Evaluate Early Literacy Instruction.”

Early Literacy Learning Supports and Interventions

What Are “Interventions”?

Providing an “intervention” typically means applying the systematic use of a technique, program, or practice that has been designed and shown to improve learning in specific areas of student need. To be effective, interventions must be accurately matched to the student’s needs, and the student’s response to the interventions (i.e., the student’s learning and progress toward goals) needs to be monitored, with adjustments being made as needed.

Various state statutes and administrative regulations establish standards and requirements for learning “interventions” that are provided in the specific context of early literacy instruction. For example: 

• § 118.016(5) (defining requirements for personal reading plans).
• § 118.016(1)(i) (defining “intervention” as the term is used in connection with personal reading plans).
• § 121.02(1)(c)3 (specifying standards for interventions and remedial reading services that are provided to a 5K to third-grade student determined to be “at risk” based on a reading readiness assessment).

General Examples of Literacy-Related Interventions and Methods for Providing Interventions

Depending on the student’s needs, interventions may be embedded in regular classroom instruction, delivered in a small group setting, delivered in a one-on-one setting, and/or provided using some other appropriate method. The following are some examples of the types of reading interventions and learning supports that the District commonly uses in connection with early literacy instruction and some of the methods that may be used to provide those interventions and supports: 

• Delivering instruction through multimodal strategies, such as audible, verbal, visual, and tactile methods (i.e., tracing, writing, using manipulatives, etc.).  
• Using targeted repetition and reinforcement of explicit instruction through re-teaching, teaching using alternative strategies, and/or using alternative materials. 
• Identifying critical points during instruction for providing the student with prompts, coaching, learning checks, and specific feedback. 
• Making ongoing adjustments to a student’s placement in instructional groups (whole group, small group, and/or individual) for different learning objectives and skill practice. 
• Using appropriately vetted technology-based resources. 

Interventions Used to Address Characteristics of Dyslexia 

State law requires this Early Literacy Remediation Plan to include a description of the interventions that the District uses to address characteristics of dyslexia. In doing so, it is important to understand that dyslexia is generally recognized as a neurobiological condition that exists on a continuum. At a very general level, the condition is often characterized by difficulties, at varying degrees of severity, with accurate and fluent word recognition, spelling, and decoding. Those difficulties can detract from the child’s reading experience, impede comprehension, and affect the growth of key literacy-related skills. Some children without dyslexia demonstrate some of the characteristics that are associated with dyslexia.

Due to the broad range of severity of “characteristics of dyslexia” and due to the many different underlying causes or reasons that students may exhibit those characteristics in connection with reading and other literacy-related skills, there is no single, standardized program or schedule of interventions that can be applied to appropriately address the needs of all students with dyslexia, with related conditions, or who have demonstrated characteristics of dyslexia. Interventions for such students should reflect individual needs.

As is also true for many other students who need learning support when they are having difficulty developing grade-level literacy skills, early literacy learning supports or interventions identified for a student with dyslexia or with characteristics of dyslexia should: 

• Be based on the components of “science-based early reading instruction,” as defined in state law, including both addressing any proficiency gaps in foundational skills (e.g., phonemic awareness and phonics) and incorporating instruction in other critical reading skills (e.g., fluency, vocabulary, and comprehension). 
• Be comprehensive in relation to the student’s needs so that the learning leads to reading comprehension and engagement.
• Be explicit so that the student understands what needs to be learned and why.
• Build upon the student’s strengths as a bridge to addressing needs.
• Provide guided and monitored practice.
• Be coordinated with whole-group/universal instruction. Subject to individual needs, this includes coordination with the pace, sequencing, and goals of universal instruction, as well as using consistent instructional language between universal instruction and intervention(s). 
• Be assessed frequently to monitor learning, to guide ongoing instruction, and to determine when interventions should be modified or when an intervention can be discontinued.

The following are some examples of how the District approaches learning supports and interventions for students with dyslexia and for other students who demonstrate characteristics of dyslexia:

• Students with dyslexia and related conditions often need additional and specifically-targeted instruction and practice with some or all of the following: phonological awareness, phonemic awareness, alphabetic principle, phonics, morphology, and fluency. 
• For students with dyslexia and related conditions, word-level difficulties often negatively affect reading comprehension. When this is noticed, instruction and interventions should emphasize letter-sound correspondences. 
• Students with dyslexia and related conditions may need more frequent monitoring and feedback during opportunities for practice and application.
• Licensed educators can provide specific guidance to help a student select appropriate texts and can structure opportunities to monitor the student’s word recognition, word solving, comprehension, and engagement during independent reading time. 
• If the student has an IEP, the special education and any other services or instructional modifications that may be specified in the IEP may sometimes relate to reading and literacy and may be in the nature of interventions. 
• Students with dyslexia, with conditions related to dyslexia, or who demonstrate characteristics of dyslexia can often benefit from some of the same types of interventions and learning supports, using some of the same methods of implementation, as are provided to other students who are struggling with reading and with the development of other literacy skills. (See within this section of this Plan for some examples.) 

See generally Wisconsin’s Informational Guidebook on Dyslexia and Related Conditions, Wisconsin Department of Public Instruction (July 2021), available on this page.

Personal Reading Plans for “At-Risk” Students (5K through Third Grade) 

Eligibility for a Personal Reading Plan

If a student who is enrolled in five-year-old kindergarten through third grade is identified as “at-risk” based on the results of either a universal screening assessment or a diagnostic assessment, then the District will develop and implement a written personal reading plan for the student. 

An assessment score below the 25th percentile qualifies a student as “at-risk.” 

In direct consultation with the student’s parent and based on re-screening, a diagnostic assessment, or some other evidence-based evaluation, the District may make a determination that an “at-risk” result on a screening assessment was inaccurate or invalid and that the student is not in need of a personal reading plan. Such decisions will be addressed on a case-by-case basis with the involvement of a licensed District reading specialist.

Required Content for a Personal Reading Plan 

A personal reading plan for an “at-risk” student will include at least all of the following:

• A statement of the student’s specific early literacy learning needs, as identified by skills that were evaluated on the applicable assessment.
• Goals and benchmarks for the student’s progress toward grade-level literacy skills.
• A description of the interventions and any additional instructional services that will be provided to the student to address the student’s learning needs and promote the growth of the student’s early literacy skills. 
• The programming using “science-based early reading instruction,” as defined in state law, that the student’s teacher will use to provide reading instruction to the student, addressing the areas of phonemic awareness, phonics, fluency, vocabulary, and comprehension. 
• A description of how the student’s progress will be monitored. 
• Important: Monitoring activities must occur on at least a weekly basis. 
• Strategies and activities that the student’s parent is encouraged to use to help the student achieve grade-level literacy skills. 
• Any additional programs or services that may be available and appropriate to help accelerate the student’s early literacy skill development. 

Plan Creation and Implementation 

The District will follow any applicable statutory deadlines for the initial creation of a personal reading plan for an “at-risk” student. As of the date this Early Literacy Remediation Plan was written, the statutory deadlines were as follows: 

• By no later than the 3rd Friday of November* if the student is identified as “at-risk” based on the results of either (1) the first universal screening assessment that is administered in any school year or (2) the results of a diagnostic assessment that was administered due to the results obtained from that first universal screening assessment. 
• Within 10 calendar days after the administration of any other universal screening or diagnostic assessment required by state law that has identified the student as “at-risk” (i.e., excluding the assessments that are covered by the November deadline specified in the previous paragraph). 

Note: This deadline is inapplicable during the 2024-25 school year. 

Once a personal reading plan has been created for an “at-risk” student, the District shall begin providing the interventions described in the plan as soon as practicable.  

To the extent permitted by applicable law and when not in conflict with other possible obligations (e.g., under the IDEA for a student with a disability), the District retains discretion to modify the content of a student’s personal reading plan.

Parent Communications Related to a Student’s Personal Reading Plan 

The District will provide the parent of a student who receives a personal reading plan with the information and notifications that are listed and described in the applicable subsection of the “Parent Notifications” section of this,Early Literacy Remediation Plan. 

Administrative Procedures and Administrative Oversight

The Assistant Superintendent of Learning has primary administrative responsibility for the creation, dissemination, and monitoring of administrative procedures and protocols that District staff will use to create and manage the implementation of student personal reading plans. Changes to such supplemental procedures and protocols would not be considered amendments to this Plan.

Those procedures and protocols will address issues such as:

• The format/template the District will use for personal reading plans. 
• Authority and procedures for modifying a student’s personal reading plan.
• District expectations for documentation of intervention delivery. 
• District expectations for documentation of progress monitoring activities.
• The format and standards for relevant parent notifications (see below).
• The content and format of 10-week progress reports (including the initial 10-week notification of progress and subsequent follow-up reports of overall progress), which shall be consistent with the content requirements established in the “Parent Notifications” section of this Plan. 
• Standards and procedures for determining plan completion and “exiting” a student from interventions, which shall be consistent with applicable statutory standards for these processes.

Monitoring Activities for Students Receiving Reading Interventions

Purpose of Monitoring

As a student receives literacy-related interventions or remedial reading services, it is critical to monitor the student’s learning to (1) assess the student’s progress, (2) confirm and better understand the student’s learning needs, and (3) evaluate the effectiveness of the interventions. 

As examples, progress may be monitored and documented with respect to: 

• Any long-term or short-term or interim goals and benchmarks that may be defined for the student’s learning and progress.
• The degree to which the student was able to receive and actively participate in the interventions, services, or any adapted instruction defined for the student.

Examples of Monitoring Methods and Tools  

Monitoring activities during the implementation of reading interventions for a student may include activities such as: 

• A review of relevant schoolwork completed by the student. 
• Observations of the student’s demonstration of knowledge and skills that are relevant to the student’s area(s) of deficiency and to the goals and benchmarks that may be defined for the interventions.
• Structured assessments of specific knowledge and skills. 

Examples of specific tools that the District may use to monitor and evaluate a student’s progress during interventions, when appropriate for the individual student, include the following:

• Any of the District’s approved diagnostic assessment(s), as identified in this Plan (above), or any relevant portion(s) of a diagnostic assessment. 
• Charted curriculum-based measurement
• Other tools that may be identified on an individualized basis for monitoring the student’s progress (e.g., within a personal reading plan or some other student-specific schedule of interventions). 

Frequency of Monitoring under a Personal Reading Plan for an “At-Risk” Student

When any “at-risk” student is receiving reading interventions defined in a personal reading plan, monitoring activities shall occur on at least a weekly basis, as further described in the student’s plan. 

• The primary focus of the weekly monitoring will be on specific skill areas, goals, and benchmarks that were targets of recent interventions, services, and instruction. 
• Each week’s monitoring activities do not need to address all skill areas, goals, and benchmarks identified within the student’s plan. 

In the aggregate, the weekly monitoring activities shall be structured to permit timely determinations of whether the student is demonstrating an adequate rate of progress toward reaching grade-level literacy skills, including for purposes of the initial 10-week progress report and any follow-up reports of the student’s overall progress. Under state law, decisions whether the student is demonstrating an adequate rate of progress under a personal reading plan (and, therefore, at least some of the planned monitoring activities) must include an assessment of the following: 

• For a student enrolled in 5K, an assessment of the student’s “nonword” or “nonsense word” fluency and the student’s phoneme segmentation fluency. 
• For a student enrolled in first grade, second grade, or third grade, an assessment of the student’s oral reading fluency. 

Parent Notifications - General Information Relating to Parent Notifications under this Plan

Legal Requirement

State law requires this Early Literacy Remediation Plan to include a “parent notification policy.”  See § 118.016(6)(e). This section (including all of the subsections in this section) serves as that mandatory policy. 
For emphasis and clarity, some of the parent notifications addressed in this section are also mentioned in other parts of this Plan.  

Meaning of the Term “Parent” within this Plan

Unless expressly defined differently, when the term “parent” appears in this section and in other sections of this Plan, the term means a person to whom both of the following apply: 

• The person falls under the definition of “parent” that is set forth in section 115.76(12)(a) of the state statutes; and 
• When a Plan provision involves the District’s disclosure of personally-identifiable information from the student’s education records, the person is authorized to receive or review the information in question under the federal Family and Educational Rights and Privacy Act (FERPA) and its implementing regulations. For example, the person may satisfy FERPA’s definition of a parent, or the District may have received written consent for the disclosure to the person.

In general, this will normally include, but not necessarily be limited to, a biological parent, an adoptive parent, a legal guardian, certain foster parents, or a person who is lawfully “acting as a parent of a child” (e.g., a person acting as a parent for school purposes in the absence or unavailability of a biological/adoptive parent or legal guardian, such as under a documented delegation of parental authority). It does not include, for example, a person whose parental rights have been terminated or a person who has lost the right to access or receive the student’s pupil records due to the outcome of court proceedings.

Electronic Format Generally Permissible 

The notifications and communications required to be provided to a parent “in writing” under this Plan may be provided to the parent in an electronic format unless any of the following applies: 

• Any statute, regulation, or authoritative interpretation of the applicable law prohibits the use of an electronic format for the specific notice. 
• Providing the notice or information in an electronic format would be insufficient to meet the District’s obligations to effectively communicate with a parent who has a disability. 
• An administrator with oversight responsibility for a particular communication directs District staff to provide the specific communication in other than an electronic format. 

District staff may also elect to provide certain notices to a parent in more than one format (e.g., both a paper copy and an electronic copy). 

Language Assistance Related to Parent Notifications

“Limited English proficient” (LEP) individuals are individuals whose primary language is other than English and who have limited proficiency with speaking, reading, writing, or audibly understanding English. If a parent has limited English proficiency, the District will provide notification of the results of any reading readiness assessment (i.e., screening or diagnostic assessment) in a language that the student’s parent is able to understand. Further, to the fullest extent practicable and consistent with any legal requirement(s), other parent communications required under this Plan shall likewise be provided to an LEP parent with appropriate translation or with other appropriate language assistance. 

If a family has questions or specific needs related to language assistance, the family (or the family’s representative or advocate) can contact Xia Yang. 

Thov sau ntawv rau Xia Yang yog koj xav tau ib tus neeg txhais cov lus no rau koj.

Por favor contactar a Xia Yang si necesitas que este mensaje sea traducido.

Notifications Relating to Reading Readiness Assessments

Specific Notifications Relating to Assessments

Notice of the Results of Reading Readiness Assessments

• “Reading readiness assessments” include the fundamental skills screening assessment (4K), the universal screening assessment (5K through third grade), and any diagnostic assessments (5K through third grade).
• The District will provide the results of each reading readiness assessment, in writing, to each student’s parent no later than 15 calendar days after the student’s assessment is scored. 
• The notification of results will include at least all of the information required under state law. (See § 118.016(4).)

Notice of Special Education Referral Information 

• If a diagnostic assessment indicates that a student is “at-risk,” then information about how to make a special education referral under section 115.777 of the state statutes must be included with the results of the diagnostic assessment. 

Parent Notification of Information about Dyslexia

• The District will provide a notice of information about dyslexia, in writing, to the parent of each student that the District is required to assess for early literacy development using a diagnostic assessment.
• When required, the information about dyslexia may be provided any time after it is known that the parent’s child will be taking a diagnostic assessment, but it shall be provided no later than the date on which the District provides the parent with notice of the results of the diagnostic assessment
• The notification will cover at least all information specified in state law. 

Notifications Relating to Student Personal Reading Plans

Specific Notifications Relating to Student Personal Reading Plans

Parent Copy of a Personal Reading Plan; Parent Signature

• Upon initial creation.  The District will promptly provide a copy of a personal reading plan that has been developed for an “at-risk” student to the student’s parent. 
• Upon changes to the plan.  The District will promptly notify the student’s parent of any substantive modifications to a personal reading plan by providing a copy of the amendment(s) or an entire revised copy of the plan. 
• Timing.  The District expects that a copy of an “at-risk” student’s personal reading plan (or an amended plan) will normally be provided to a parent prior to implementation. 
• Parent signature.  State law requires a parent to return a signed copy of the student’s personal reading plan to the school. Unless otherwise required by the Department of Public Instruction, an acknowledgement of receipt of the plan shall be sufficient. 

Parent Notification of Pupil Progress under a Personal Reading Plan

• Initial 10-week progress report.  After the school has been providing the interventions described in an “at-risk” student’s personal reading plan for 10 weeks, a member of the District’s instructional staff shall prepare a written progress report and provide the report to the student’s parent.
• Subsequent reports of overall progress under a personal reading plan.
  • Subject to a determination that the student has completed the plan, the initial 10-week progress report and each subsequent report of a student’s overall progress under a personal reading plan shall specify a date by which the school will provide the next overall progress report. 
  • The date of the next progress report shall normally be no later than a date that is promptly after the interventions have been provided for another 10 school weeks, but it may be an earlier date. 
• Content of progress reports.  The reports of overall progress described in this subsection will include at least the following content: 
  • A summative determination as to whether the student is making an adequate or inadequate rate progress with their literacy skills under the personal reading plan. (Note: State law defines the term “inadequate rate of progress” and establishes criteria for measuring progress. See §§ 118.016(1)(g) and 118.016(5)(c).)
  • A statement of specific changes or recommendations that the school is making (if any) with respect to interventions, monitoring, etc.
  • Subject to a determination that the student has completed the personal reading plan, a date by which the school will provide the next overall progress report. (See above for timing expectations).

Parent Notification of Completion of a Personal Reading Plan  

• The District will promptly notify the student’s parent if the District determines that a student has successfully completed a personal reading plan and that the student will “exit” the plan and plan interventions. 

Parent Notification of Noncompletion of Personal Reading Plan as of the End of Third Grade

• If, as of the end of third grade, an “at-risk” student has not successfully completed a personal reading plan that was in place for the student during that third-grade school year, The Everest System of Support (ESS) Team, including parents, shall make a determination of the student’s status for the subsequent school year under applicable District policies:
  • The noncompletion of the student’s third-grade personal reading plan.
  • The District’s intended approach to reading instruction and support for the student in the subsequent school year. 
  • If the student is being promoted to fourth grade, any additional information that the District is required to provide under section 118.33(5m) of the state statutes and/or under the District’s related third-to-fourth-grade promotion policy, once that policy has been adopted and takes effect.  Note: The District’s approach to implementing section 118.33(5m) and the District’s third-to-fourth-grade promotion policy, required beginning in the 2025-26 school year, are currently outside the scope of this Plan.

The D.C. Everest area School District, pursuant to the Family Education Rights and Privacy Act and State Statue 118.125(1)(d) and (2)(j) has designated the following as Directory Data as provided in said Act and Statute: a student's name; photograph; participation in officially-recognized activities and sports; height and weight, if a member of an athletic team; date of graduation; and degrees and awards received.

Except for data identified by policy as "directory data," student "personally identifiable information" includes, but is not limited to: the student's name; the name of the student's parent or other family members; the address of the student or student's family; a personal identifier, such as the student's social security number, student number, or biometric record; other indirect identifiers, such as the student's date of birth, place of birth, and mother's maiden name; other information that, alone or in combination, is linked or linkable to a specific student that would allow a reasonable person in the school community, who does not have personal knowledge of the relevant circumstances, to identify the student with reasonable certainty; or information requested by a person who the District reasonably believes knows the identity of the student to whom the education record relates.

Reference to "directory data," includes reference to "directory information," in the context of the Family Educational Rights and Privacy Act (FERPA).

The Board is responsible for the records of all students who attend or have attended schools in this District. Only records mandated by the State or Federal government and/or necessary and relevant to the function of the School District or specifically permitted by this Board will be compiled by Board employees.

In all cases, permitted, narrative information in student records shall be objectively-based on the personal observation or knowledge of the originator.

Student records shall be available only to students and their parents, eligible students, designated school officials who have a legitimate educational interest in the information, or to other individuals or organizations as permitted by law.

Once every calendar year, the Assistant Superintendent of Learning, will see that a notice is published listing the type of records that are considered “Directory Data.” Principals will publish a brief directory data notice in their school newsletters, which will include information on how to obtain a copy of the student records notice. After the parents or adult student have been notified, they will have two (2) weeks to advise the school district in writing of any or all of the items they refuse to permit the district to designate as “Directory Data” about that specific student.

Under the “No Child Left Behind Act of 2001,” Section 9528, a school district is required to release name, address, and telephone listing of secondary school students upon request by military recruiters or institutions of higher education without prior written parental consent. The district must comply with such a request. The District is also required to notify parents of secondary students that they may request that their student’s name, address and telephone number not be released to military recruiters or institutions of higher education with prior written parental consent. This notice is required of districts receiving Federal Funds.

The Board shall not collect or use personal information obtained from students or their parents for the purpose of marketing or for selling that information.

See policy 8330 - Student Records

D.C. Everest School District Local Wellness Policy Triennial Assessment Report Card Date Completed: May 2024

Section 1: District Policy Assessment

Overall Rating: 2.7

Ratings are based on a four-point scale to measure success in meeting/complying with each policy statement.  

0 = objective not met/no activities completed

1 = objective partially met/some activities completed

2 = objective mostly met/multiple activities completed

3 = objective met/all activities completed

Section 2: Progress Update

The D.C. Everest wellness policy is very concise and centered on the required components.  The most recent update to the D.C. Everest Wellness Policy was 2023.  Our overall average score increased from 2.5 to 2.7, as measured by each school assessing each component of the district wellness policy.  The next triennial progress report will be conducted in May 2027.  

The D.C. Everest School District Wellness Policy is posted on the School District webpage.  It is the responsibility of the wellness policy co-chairs to ensure compliance with the established district-wide wellness policy.  Each principal was asked to evaluate their building’s compliance with each statement in the wellness policy. The following data is noted:

Highlights:

• Partnership between the Senior High kitchen and Evergreen Farms (Plant Science class) to offer a daily salad bar with student-grown lettuce.
• More than 25% of food service purchases are from WI.
• Elementary schools all have newly formed wellness committees.

Focus for improvement:

• The majority of elementary schools are not providing students at least 20 minutes to eat lunch after being seated.
• The district can make improvements to encourage foods offered on the school campus meet or exceed the USDA Smart Snacks in School nutrition standards including those provided at celebrations and parties and classroom snacks brought by staff or family members.

Section 3: Model Policy Comparison

A required component of the triennial assessment is to utilize the Rudd Center’s Wellness School Assessment Tool (WellSAT) for comparison of the Local Wellness Policy to a Model Wellness Policy. The WellSAT includes 67 best practice policy items related to nutrition education; nutrition standards for foods; physical education and activity; wellness promotion and marketing; and implementation, evaluation, and communication. The comparison identified policy strengths and areas for improvement.  Overall, DC Everest scored high in total comprehensiveness of the wellness policy, reflecting the extent to which recommended best practices are included in the policy. 

Areas of policy strength:

• Adherence to regulations and requirements of the Child Nutrition standards set forth for Breakfast, Lunch, and After School Programming.
• Overall promotion of physical activity following DPI guidelines and recommendations by the Society for Health and Physical Educators (SHAPE) national organization and the Center for Disease Control (CDC).

The D.C. Everest School District, in partnership with the community, is committed to being an innovative education leader in developing knowledgeable, productive, caring, creative, responsible individuals prepared to meet the challenges of an ever-changing global society. “Portrait of a Graduate” has been identified as one of the D.C. Everest Area School District Strategic Goals aligned with “Great Place to Learn” and is defined as follows: Develop pathways that connect D.C. Everest students with the world. Provide opportunities for every D.C. Everest student to graduate with meaningful academic, service, and community-based experiences. We consider this work essential in preparing our students to become college and career ready. As a result, relevant programming and services have been added to increase the engagement and learning experiences for our students. Each of our goals is designed to promote equity and innovation - fostering a culture that provides each individual with the tools and opportunities they need to succeed now and into the future. Education for Employment “Education for Employment” programs and services have been implemented in the D.C. Everest School District and can be viewed in the following links:

School Board Presentation June 2024

• Academic and Career Planning Website Long Range Plans As we move forward in preparing our students to become College and Career Ready, the district has identified the following goals and objectives for the 2023-2024 school year:
• Individualized Support: Student’s college and career readiness will be supported by a continuous relationship with an adult advisor who is knowledgeable regarding the student’s interests, goals, and plans. Advisory time for regular one-to-one conferencing support will be built into a weekly school schedule.
• Professional Development: The district prioritized professional development for high school advisors and will provide training in conferencing, tools (Grade Guardian, College & Career Ready Student Dashboard, Canvas), and resources for staff and students.
• Family Engagement: The district will expand the outreach to parents/guardians so they can take an active role in their child’s academic and career planning. Emphasis will be placed on communication through Canvas and updating the District Academic and Career Planning Website.

Please see Policy 5330 and Administrative Guideline 5330 for the Epinephrine Auto-Injector Plans.

 

Annual Notice Homeless Children and Youth

The McKinney-Vento Act defines homeless children and youth as: • Children and youth who lack a fixed, regular, and adequate nighttime residence, and includes children and youth who : − share the housing of other persons due to loss of housing, economic hardship, or a similar reason − live in motels, hotels, trailer parks, or camping grounds due to the lack of alternative adequate accommodations − live in emergency or transitional shelters − abandoned in hospitals − living in a primary nighttime residence that is a public or private place not designed for or ordinarily used as a regular sleeping accommodation for human beings − living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or similar settings; and − migratory children who qualify as homeless because the children are living in circumstances described above.

If you are personally aware of or are acquainted with any children or youth who may qualify according to the above criteria, the D.C. Everest School District provides the following assurances to parents and guardians of homeless children and youth and unaccompanied homeless youth:

• The child or youth shall be immediately enrolled and allowed to fully participate in school, even if unable to produce records normally required for enrollment (e.g., academic records, immunization and other required health records, proof of residency, or other documentation) or has missed application or enrollment deadlines during any period of homelessness.
• Homeless children and youths are not stigmatized or segregated on the basis of their status as homeless and have full and equal educational and related opportunities.
• Meaningful opportunities to participate in the education of their children including special notices of events, parent-teacher conferences, newsletters, and access to student records.
• Immediate enrollment and transportation to the school of origin. “School of origin” means the school that a child or youth attended when permanently housed or the school in which the child or youth was last enrolled, including a preschool.
• Written explanation of any decisions related to school selection or enrollment made by the school, the local educational agency, or the State educational agency involved, including the rights of the parent, guardian, or unaccompanied youth to appeal and receive prompt resolution of such decisions.

Please email Lisa Morgan, homeless liaison for the School District, or call 715-359-4221, ext. 5610, or for additional information about the rights and services described above.

Sections 10 U.S. C. 503(c) and 20 U.S.C. 7908 federal statutes require school district receiving federal education funds to provide, upon request made by a military recruiter or an institution of higher education access to secondary school students' names, addresses and telephone listings unless access to such information has been restricted by an opt-out decision. In addition, secondary students' email addresses are among the data items that may be requested, but only by military recruiters.

Adult students and parents of secondary school students under the age of 18 may submit a written requiest to the District that the student's name, address, telephone listing, and electronic mail address not be relased to military recuiters or institutions of higher education without prior written parental consent.  The District must comply with such request.

The D.C. Everest School District does not discriminate on the basis of race, color, religion, national origin, ancestry, creed, pregnancy, marital status, parental status, sexual orientation, sex, (including transgender status, change of sex or gender identity), or physical, mental, emotional, or learning disability (“Protected Classes”) in any of its student programs and activities.

The following staff are designated to receive inquiries regarding the non-discrimination policies:

Sarah Trimner
Director of Talent & Culture
6100 Alderson St.
Weston, WI 54476 715-359-4221, ext. 1225 

Kelley Strike
Assistant Superintendent of Operations
6100 Alderson Street, Weston, WI 54476
715-359-4221, ext. 1243

The D.C. Everest School District incorporates Integrated Pest Management (IPM) procedures as set forth by the State of Wisconsin Department of Agriculture, Trade and Consumer Protection for the control of structural and landscape pests. The objective of IPM is to provide necessary pest control while minimizing pesticide use. Contact Jason Jablonski, 6206 Alderson Street, Weston, WI  54476, 715-359-4221, ext. 4103, for further information. (July 1, 2024)

Policy explaining accommodations made for students' religious beliefs.

Policy about school nutrition services, negative balances, meal charges, etc.

Learn about the D.C. Everest Wellness Policy (po8510)

 

The D.C. Everest Area School District provides assurance that no student is discriminated against because of the student's sex, race, color, religion, national origin, ancestry, creed, pregnancy, marital or parental status, sexual orientation, or physical, mental, emotional, or learning disability. 

The District has conducted a self-evaluation of its status of pupil nondiscrimination. The following areas of student activity have been reviewed: 

• School Board policies and administrative procedures.  
• Enrollment trends in classes and programs. 
• Methods, practices, curriculum and materials used in instruction, counseling, and pupil assessment and testing. 
• Trends and patterns of disciplinary actions, including suspensions, expulsions, and handling of pupil harassment.   
• Participation trends and patterns and school district support of athletic, extracurricular and recreational activities. 
• Trends and patterns in awarding scholarships and other forms of recognition and achievement provided or administered by the district.
• School district efforts to achieve equality of educational opportunity and nondiscrimination. 
• School district technology, including electronic communications by school district staff.

Residents may request a copy of the report by contacting:

Gina Lehman
Director of Student Services
D.C. Everest Administration Building
6100 Alderson Street
Weston, WI  54476
gilehman@dce.k12.wi.us or 715-359-4221, ext. 1351

Wis. Stats. 118.13 & PI 9 Wisconsin Administrative Code 

Upon request, D.C. Everest Area School District 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 Julie Weller, Director of Special Education, D.C. Everest Area School District, at 715-359-4221, or by writing her at 6100 Alderson Street, Weston, WI 54476.

The Special Needs Scholarship Program (SNSP) allows a student with a disability, who meets certain eligibility requirements, to receive a state-funded scholarship to attend a participating private school. The Special Needs Scholarship Program is governed by Wisconsin Statute 115.7915 and Wisconsin Administrative Code Chapter PI 49. 

Source for Special Needs Scholarship.

The D.C. Everest Area School District maintains student records for each student attending school in the District. These records include:

1) progress records are student records that include a statement of courses taken by the student, the student's grades, the student's immunization records, the student's attendance record, any lead screening records required under Wis. Stat. § 254.162, and records of the student's extra-curricular activities.

2) behavioral records include student records other than progress records and directory data/information. Examples include: standardized achievement tests, psychological tests, personality evaluations, records of conversations, written statements relating specifically to an individual student's behavior, tests relating specifically to achievement or measurement of ability, student physical health records other than his/her immunization records, and law enforcement records.

3) student physical health records include basic health information about a student, including the student's immunization records, an emergency medical card, a log of first aid and medicine administered to the student, an athletic permit card, a record concerning the student's ability to participate in an education program, the results of any routine screening test such as for hearing, vision, or scoliosis, and any follow-up to such test, and any other basic health information as determined by the State Superintendent of Public Instruction.

The Board’s policy on Student Records (po8330) and Student Records Administrative Guideline (ag8330) are available on the District website or by calling the building Principal or District Office. “Directory Information” includes those student records that identify a student’s:

• Name
• Participation in officially recognized activities and sports
• Height and weight, if a member of an athletic team
• Date of graduation
• Photographs
• Degrees or awards received.

Parents/Legal guardians shall have 14 days from their child's start of school to inform the school that all or any part of their child's directory data may not be released with out the prior consent of the parent, guardian or guardian ad litem.

Only directory information regarding a student shall be released to any person or party, other than the student or his/her parent, without the written consent of the parent or eligible student except to those persons or parties stipulated by the Board’s policy and administrative guidelines and/or those specified in the law. It is not a disclosure of personally identifiable information from the student’s education records without express written consent to disclose information/records to school officials with legitimate educational interests.

Information regarding the definitions of “school official” and “legitimate educational interests” are included in Board Policy po8330 and Administrative Guideline ag8330. Parents/Eligible students have the right to:

• inspect and review the student’s education records within 45 days after the submission of a signed and dated written request for access. This request should be given to the school principal. Details of the process are found in Administrative Guideline ag8330;
• request an amendment to the student’s education records if the parent or eligible student believes the information to be inaccurate, misleading, or otherwise in violation of the student’s privacy rights;
• request a hearing, if the District refuses to amend records believed by the parent or eligible student to be misleading or inaccurate, or otherwise in violation of the student’s privacy rights under FERPA, and to appeal that decision, if the parent/eligible student is dissatisfied with the results of the hearing. Complaints regarding the content of student records may be made in accordance with established procedures in Administrative Guideline ag8330;
• consent to the disclosure of information contained in the student’s education records, provided that the consent specifies the records that may be disclosed, states the purpose of disclosure, and identifies the party or class of parties to whom the disclose may be made except to the extent that state and federal laws authorize disclosure without consent.
• limit the disclosure of personally identifiable information defined as directory information within Policy 8330 or to such other disclosures not required by law;
• file a complaint with the Family Compliance Office of United States Departmentof Education, 400 Maryland Ave. SW, Washington, D.C. 20202-4605.

Information regarding the process of “opting out” of directory data/information disclosures is included in Board Policy po8330 and Administrative Guideline ag8330.

A secondary eligible student or the parent/guardian or the student may request the student’s name, address, and telephone listing not be released to military recruiters or institutions of higher education without prior written parental/eligible student consent. The District shall comply with such request. Unless the secondary eligible student or the parent/guardian has restricted access to such information as outlined above, the District shall provide access to secondary school student’s names, addresses, and telephone listings to a recruiting officer for any branch of the United States Armed Forces or an institution of higher education who requests such information.

All student records relating to a specific student shall be transferred to another school or school district without consent in accordance with state law.

Suicide signs, concerns, and prevention resources.

Notice of Nondiscrimination

The D.C. Everest Area School District is committed to providing equal educational and employment opportunities.  The District does not discriminate on the basis of sex, race, color, religion, national origin, ancestry, creed, pregnancy, marital or parental status, sexual orientation, gender identity or expression, age, or physical, mental, emotional or learning disability, or any other reason prohibited by state or federal law, in any of its programs or activities, applications for admission, or employment.  For additional information on the District’s nondiscrimination policies, see School Board Policies 2266 (Nondiscrimination on the Basis of Sex in education Programs or Activities), 1422, 3122, and 4122 (Nondiscrimination and Equal Employment Opportunity).

The District shall provide for the reasonable accommodation of a student’s sincerely held religious beliefs with regard to examinations and other academic requirements.  Requests for accommodations shall be made in writing and approved by the building principal.

The District does not discriminate on the basis of sex and prohibits sex discrimination in any education program or activity that it operates, including employment, as required by Title IX and its regulations.  Inquiries about Title IX may be referred to the District’s Title IX Coordinator, the U.S. Department of Education’s Office for Civil Rights, or both.  For more information regarding the District’s Title IX grievance process, including how to report conduct that may constitute sex discrimination and how to file a Title IX complaint, refer to Board Policy 2266. https://go.boarddocs.com/wi/dcea/Board.nsf/Public

The following individuals have been designated as the District’s Title IX Coordinators, as well as the Compliance Officers for the District’s Nondiscrimination and Access to Equal Educational/Employment Opportunity Policies listed above:

Title IX Coordinator:

Gina Lehman

Director of Student Services

6100 Alderson Street

Weston, WI  54476

gilehman@dce.k12.wi.us

(715) 359-4221, ext. 1351

Assistant Title IX Coordinator:

Sarah Trimner

Director of Talent and Culture

6100 Alderson Street

Weston, WI  54476

(715) 359-4221, ext. 1225

The Board’s nondiscrimination policy and grievance procedures can be located here. (search for po2266).

OCR's regional office in Chicago can be reached at:

Chicago Office

Office for Civil Rights

U.S. Department of Education

John C. Kluczynski Federal Building

230 S. Dearborn Street, 37th Floor

Chicago, IL  60604

Telephone: 312-730-1560

FAX: 312-730-1576; TDD: 800-877-8339

Email OCR

Contact information for OCR is available here

 

Dyslexia guidebook from the Department of Public Instruction.