The Mequon-Thiensville School District is required by law to annually communicate important policies and procedures which impact student and employee safety, responsibilities, and rights. Please take time to review the official annual notices below.
- Student Academic Standards
- School Accountability Report (Report Card)
- School and School District Performance Report
- Notice of Educational Options
- Student Assessments
- General Student Nondiscrimination
- Title IX
- Student Nondiscrimination in Relation to Career & Technical Education
- Student Religious Accommodations
- Education of Homeless Children & Youth
- Student Privacy (FERPA)
- Human Growth & Development Instruction
- Special Education
- Special Needs Scholarship Program
- Title I Program Information
- Programs for English Language Learners
- Education for Employment Program
- Academic & Career Planning Services for Students
- Student Attendance
- Program or Curriculum Modifications
- Use or Possession of Electronic Communication Devices
- Student Bullying
- Student Locker Searches & School Property
- Early College Credit Program (Dual Enrollment)
- Student Records
- Directory Data Designations & Opt-Outs (Includes Recruiter Access)
- Concussion, Head Injury & Sudden Cardiac Arrest Information
- Notice of Suicide Prevention Resources
- Child Nutrition Programs & Free and Reduced-Price Meal Information & Meal Charge Policy Notification
- Student Wellness Policy
- Asbestos Management Plan Notification
Per Wisconsin Act 55, the Board of Education provides the following notice, which clearly identifies the pupil academic standards in the Mequon-Thiensville School District:
The Mequon-Thiensville School District is committed to maximizing the academic growth of all students through the implementation of rigorous academic standards. Academic standards in the Mequon-Thiensville School District are leveraged as a tool to determine the proper level of instructional rigor, evaluate the organizational effectiveness, benchmark student and teacher output and assist in the ongoing assessment of curricular resources.
Standards are viewed as the foundation for instructional expectations. Instructionally, it is the goal of the Mequon-Thiensville School District to ensure that every student experience annual growth every school year enrolled. It is through the use of instructional standards in which we are able to gauge student academic growth.
In establishing academic standards for students in the Mequon-Thiensville School District, it is the expectation that:
In order to best equip our students to fulfill their post-secondary aspirations through exemplary performance on state assessments coordinated by the Department of Public Instruction and post-secondary access assessments like the ACT, the Mequon-Thiensville School District Board of Education has adopted the following academic standards:
The District has reviewed all of the above-mentioned standards and deems said standards to be rigorous and appropriate for instruction. The aforementioned standards are consistent and in alignment with the District’s educational philosophy, organizational goals and strategic plan.
Read more about MTSD Academic Standards
The purpose of the state accountability system (the Accountability Report Cards, also known as the School and District Report Cards) is to provide a rating system that meaningfully differentiates school and district outcomes across the performance spectrum.
The Mequon-Thiensville School District Significantly Exceeds Expectations on the 2021-2022 District Report Cards issued in November 2022 by the Wisconsin Department of Public Instruction (DPI) with an overall score of 85.4. The District's ranked score is the 6th highest score among 364 K-12 public school districts in the state. MTSD has significantly exceeded expectations all eight years the District Report Cards have been produced.
Read more about MTSD School Report Cards
Our schools can celebrate many points of pride. Achievements and awards are noteworthy, but what distinguishes the Mequon-Thiensville School District is the unrelenting dedication of our workforce, parents and the community to the success of all students. Our calling is to launch each child into their own best version of success. Our commitment to success for each student is rooted in the ideals of equity, opportunity and excellence for all.
The annual report to the community details our commitment to meeting the needs of all learners in order to prepare them for the future, how we strive to sustain a culture of excellence, and how we manage our resources for continued fiscal strength.
Pursuant to Wisconsin State Statute 115.28 (54m), notice must be provided regarding the educational options available to all students who are at least three years old, but not yet 18 years old. Each of the following areas linked below represent educational options for Wisconsin students:
- Public school
- Private school*
- Private school participating in a parental choice program (Private School Choice Programs)
- Special Needs Scholarship Program
- Charter school
- Virtual school
- Open Enrollment
- The Early College Credit Program (and Dual Enrollment)
- Youth Apprenticeship Program
- Home-Based Private Education
*NOTE: not all private schools operating in Wisconsin are listed in the directory
Student knowledge, skills, and abilities are measured through a variety of methods in classrooms in order to develop an understanding of each student’s unique talents, strengths and opportunities for growth and support. Assessment of student academic performance is used to evaluate the needs and progress of students, assess programming effectiveness, and ensure data-driven decision-making throughout the organization. The Mequon-Thiensville School District uses the following types of assessments:
Formative assessments of student academic performance are used to evaluate the needs and progress of students, analyze programming effectiveness and ensure data-driven decision-making throughout the organization. Formative assessment is used to:
- Determine what students already know and need to learn.
- Measure growth in individual student achievement/progress.
- Inform instruction to address identified student needs.
- Assign appropriate intervention and enrichment opportunities, providing descriptive, diagnostic feedback that enhances student learning.
- Evaluate the effectiveness of curriculum, instruction, and programming at the classroom, grade level, school, and district levels.
The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against a standard or benchmark. Examples of summative assessments might include end of module assessments or projects.
Student knowledge, skills, and abilities are measured through a variety of methods in classrooms in order to develop an understanding of each student’s unique strengths and opportunities for growth. As an additional assessment tool, Wisconsin public school students participate in state standardized assessments of student performance in the core subject areas of English, mathematics, science, and social studies.
Learn more about standardized assessment on the Wisconsin Department of Public Instruction website.
Benefits of Annual State Assessments Include:
- Each student’s state assessment performance provides parents and students with a profile of the student’s strengths and weaknesses in each subject area tested.
- Parents and students can see student growth from year to year.
- Educators use assessment data to observe student performance in the core subject areas, as well as observe any performance gaps among demographic groups, and use this information toward continual improvement.
- Assessment results allow us to benchmark and analyze student achievement in our district as compared to the achievement of students in other district schools, across the state, and across the nation.
Read more about MTSD Student Assessment
This policy states that the school district provides an appropriate range of accommodations and services necessary for qualifying students to learn in public education programs and activities, in accordance with Section 504 of the 1973 Rehabilitation Act.
The district shall follow all the provisions under Section 504 of the Rehabilitation Act of 1973, which provides that "no otherwise qualified individual with a disability shall, solely by reason of his/her disability, be excluded from 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]
The district is committed to identifying, evaluating and providing a free appropriate public education (FAPE) to students within its jurisdiction who are disabled within the definition of Section 504, regardless of the nature or severity of their disabilities. The district recognizes and acknowledges that students may be disabled and eligible for services under Section 504 even though they do not qualify for or require special education and/or related services pursuant the IDEIA (Individuals with Disabilities Education Improvement Act). Students eligible for services under the IDEA will be served under existing special education programs.
If a student has a physical or mental impairment that significantly limits his or her learning, but does not require specially designed instruction to benefit educationally, the student will be eligible for reasonable, but more than standard, accommodations and/or modifications of the regular classroom or curriculum in order to have the same access to an education as students without disabilities. Such accommodations and/or modifications will be provided pursuant to a Section 504 Accommodation Plan.
Parents/guardians are invited and encouraged to participate fully in the evaluation process. If the parent or guardian disagrees with the determination made by the district's professional staff, the parent/guardian may request a hearing with an impartial hearing officer.
The district does not discriminate in admission or access to, participation in, treatment, or employment in its programs or activities. The district’s policies and practices will not discriminate against employees and students with disabilities, will provide equal opportunity for employment, and will make accessible to qualified individuals with disabilities its facilities, programs, and activities. No discrimination will be knowingly permitted against any individual with a disability on the sole basis of that disability in any of the programs, activities, policies, and/or practices in the district.
As used in this policy and the implementing administrative guidelines, "an individual with a disability" means a person who has, had a record of, or is regarded as having, a physical or mental impairment that substantially limits one or more major life activities. Major life activities are functions such as caring for one's self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working.
The compliance officer is responsible for coordinating the district's efforts to comply with and fulfill its responsibilities under Section 504 and Title II of the Americans with Disabilities Act (ADA). A copy of the Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act, including copies of their implementing regulations, may be obtained from the compliance officer. The compliance officer can be reached at:
Executive Director of Student Services/Compliance Officer
5000 W. Mequon Road
Mequon, WI 53092
Notice of the board's policy on nondiscrimination in employment and education practices and the identity of the district's Section 504/ADA Compliance Officer will be posted throughout the district, and published in the district's recruitment statements or general information publications.
The district will provide in-service training and consultation to staff on the education of persons with disabilities, as necessary and appropriate.
The district will adopt a system of procedural safeguards that will provide for prompt and equitable resolution of complaints alleging violations of Section 504/ADA. Due process rights of students with disabilities and their parents under Section 504 will be enforced.
The Mequon-Thiensville School District shall not discriminate against any person in admission to the District or deny participation in, deny the benefits of, in any curricular, extracurricular, pupil services, to any program, or activity, school-sponsored food service programs, standards and rules of behavior, including pupil harassment, disciplinary actions, including suspensions and expulsions, acceptance and adminstration of gifts, bequests, scholarships and other aids, benefits and services to pupils from private agencies, organizations, or persons, or facilities usage on the basis of sex, race, religion, national origin (including Limited English Proficiency), ancestry, creed, pregnancy, marital or parental status, sexual or transgender orientation or physical, mental, emotional, or learning disability or handicap as required by law.
This policy also prohibits discrimination as defined by Title IX of the Education Amendments of 1972 (sex), Title VI of the Civil Rights Act of 1964 (race, color, and national origin), Section 504 of the Rehabilitation Act of 1973 (handicap), and Americans with Disabilities Act (disability).
Discrimination complaints shall be processed in accordance with established procedures.
The Mequon-Thiensville School District shall provide appropriate educational services or programs for students who have been identified as having a handicap or disability, regardless of the nature or severity of the handicap or disability.
The Mequon-Thiensville School District encourages informal resolution of discrimination complaints. A formal complaint resolution procedure is available, however, to address allegations of violations of the District's equal educational opportunities policy.
Any questions concerning this policy, or policy compliance, should be directed to:
5000 W. Mequon Rd.
Mequon, WI 53092
The responsibilities of the Compliance Officer identified above include serving as the District's Title IX Coordinator (sex discrimination and sexual harassment issues and complaints), Section 504 Coordinator (handicap/disability discrimination issues and complaints), and coordinator of all other student non-discrimination-related issues and complaints.
It is the policy of the Mequon-Thiensville School District that no person may be illegally discriminated against in employment based on disability in accordance with the ADA, or any other factor prohibited by state or federal law.
Reasonable accommodations shall be made for qualified individuals with a disability, unless such accommodations would impose an undue hardship on the District or fundamentally alter the nature of the programs.
Requests for accommodations under the Americans With Disabilities Act or under the Wisconsin Fair Employment Act from current employees must be made in writing in accordance with District policy.
All District Academic & Career Planning (career and technical education) opportunities are offered to students on a nondiscriminatory basis (without regard to race, color, national origin, sex, disability, etc.). Additional information regarding such programming in grades 6-12 can be obtained on the District's website or by contacting Matthew Wolf, Academic & Career Planning Coordinator at email@example.com or 262-238-5891.
The Mequon-Thiensville School District shall provide for the reasonable accommodation of a student’s sincerely held religious beliefs. Requests for accommodations shall be made in writing and approved by the building principal. Accommodations may include, but not necessarily be limited to, exclusion from participation in an activity, alternative assignments, and make up opportunities for course work missed due to religious observances. Any accommodations granted under this policy shall be provided to students without prejudicial effect.
McKinney-Vento is the primary piece of federal legislation dealing with the education of children and youth experiencing homelessness in U.S. public schools. It was reauthorized as Title X, Part C, of the No Child Left Behind Act in January 2002.
Children who meet the federal definition of “homeless” will be provided a free and appropriate public education in the same manner as all other students of the district and will not be stigmatized or segregated on the basis of their status as homeless.
No homeless student will be denied enrollment based on a lack of proof of residency. No board policy, administrative guideline, or practice will be interpreted or applied in such a way as to inhibit the enrollment, attendance or school success of homeless children.
A homeless child lacks a fixed, regular and adequate nighttime residence. A homeless child is defined as one:
- Whose family has lost housing due to economic difficulties and is living with other people
- Who is living in a hotel, motel, campground, temporary trailer park or shelter due to the lack of other adequate accommodation
- Who has been abandoned at a hospital
- Who is awaiting foster care placement
- Who has a nighttime residence in a place not normally used for housing
Homeless students will be provided services comparable to other students in the District including:
- Transportation services
- Educational services for which the homeless student meets eligibility criteria including services provided under Title I of the Elementary and Secondary Education Act, educational programs for children with disabilities, and educational programs for students with limited English proficiency
- Programs in vocational and technical education
- Programs for gifted and talented students
- School nutrition programs
For more information on the McKinney-Vento Homeless Assistance Act, please contact your school’s social emotional coach. The homeless liaison can be reached at:
William (Tres) Mansfield
Director of Student Social, Behavorial and Health Services
5000 W. Mequon Road
Mequon, WI 53092
The Family Educational Rights and Privacy Act (FERPA) affords parents and students who are 18 years of age or older ("eligible students") certain rights with respect to the student's education records. These rights are:
- The right to inspect and review the student's education records within 45 days after the day the [Name of school (“School”)] receives a request for access. Parents or eligible students who wish to inspect their child’s or their education records should submit to the school principal [or appropriate school official] a written request that identifies the records they wish to inspect. The school official will make arrangements for access and notify the parent or eligible student of the time and place where the records may be inspected.
- The right to request the amendment of the student’s education records that the parent or eligible student believes are inaccurate, misleading, or otherwise in violation of the student’s privacy rights under FERPA. Parents or eligible students who wish to ask the [School] to amend their child’s or their education record should write the school principal [or appropriate school official], clearly identify the part of the record they want changed, and specify why it should be changed. If the school decides not to amend the record as requested by the parent or eligible student, the school will notify the parent or eligible student of the decision and of their 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 provide written consent before the school discloses personally identifiable information (PII) from the student's education records, except to the extent that FERPA authorizes disclosure without consent. One exception, which permits disclosure without consent, is disclosure to school officials with legitimate educational interests. The criteria for determining who constitutes a school official and what constitutes a legitimate educational interest must be set forth in the school’s or school district’s annual notification for FERPA rights. A school official typically includes a person employed by the school or school district as an administrator, supervisor, instructor, or support staff member (including health or medical staff and law enforcement unit personnel) or a person serving on the school board. A school official also may include a volunteer, contractor, or consultant who, while not employed by the school, performs an institutional service or function for which the school would otherwise use its own employees and who is under the direct control of the school with respect to the use and maintenance of PII from education records, such as an attorney, auditor, medical consultant, or therapist; a parent or student volunteering to serve on an official committee, such as a disciplinary or grievance committee; or a parent, student, or other volunteer assisting another school official in performing his or her tasks. A school official typically 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 school discloses education records without consent to officials of another school or school district in which a student seeks or intends to enroll, or is already enrolled if the disclosure is for purposes of the student’s enrollment or transfer. [NOTE: FERPA requires a school or school district to make a reasonable attempt to notify the parent or student of the records request unless it states in its annual notification that it intends to forward records on request or the disclosure is initiated by the parent or eligible student.]
- The right to file a complaint with the U.S. Department of Education concerning alleged failures by the [School] to comply with the requirements of FERPA. The name and address of the Office that administers FERPA are:
U.S. Department of Education
400 Maryland Avenue, SW
Washington, DC 20202
FERPA permits the disclosure of PII from students’ education records, without consent of the parent or eligible student, if the disclosure meets certain conditions found in § 99.31 of the FERPA regulations. Except for disclosures to school officials, disclosures related to some judicial orders or lawfully issued subpoenas, disclosures of directory information, and disclosures to the parent or eligible student, § 99.32 of the FERPA regulations requires the school to record the disclosure. Parents and eligible students have a right to inspect and review the record of disclosures. A school may disclose PII from the education records of a student without obtaining prior written consent of the parents or the eligible student –
- To other school officials, including teachers, within the educational agency or institution whom the school has determined to have legitimate educational interests. This includes contractors, consultants, volunteers, or other parties to whom the school has outsourced institutional services or functions, provided that the conditions listed in § 99.31(a)(1)(i)(B)(1) - (a)(1)(i)(B)(3) are met. (§ 99.31(a)(1))
- To officials of another school, school system, or institution of postsecondary education where the student seeks or intends to enroll, or where the student is already enrolled if the disclosure is for purposes related to the student’s enrollment or transfer, subject to the requirements of § 99.34. (§ 99.31(a)(2))
- To authorized representatives of the U. S. Comptroller General, the U. S. Attorney General, the U.S. Secretary of Education, or State and local educational authorities, such as the State educational agency (SEA) in the parent or eligible student’s State. Disclosures under this provision may be made, subject to the requirements of § 99.35, in connection with an audit or evaluation of Federal- or State-supported education programs, or for the enforcement of or compliance with Federal legal requirements that relate to those programs. These entities may make further disclosures of PII to outside entities that are designated by them as their authorized representatives to conduct any audit, evaluation, or enforcement or compliance activity on their behalf, if applicable requirements are met. (§§ 99.31(a)(3) and 99.35)
- In connection with financial aid for which the student has applied or which the student has received, if the information is necessary for such purposes as to determine eligibility for the aid, determine the amount of the aid, determine the conditions of the aid, or enforce the terms and conditions of the aid. (§ 99.31(a)(4))
- To State and local officials or authorities to whom information is specifically allowed to be reported or disclosed by a State statute that concerns the juvenile justice system and the system’s ability to effectively serve, prior to adjudication, the student whose records were released, subject to § 99.38. (§ 99.31(a)(5))
- To organizations conducting studies for, or on behalf of, the school, in order to: (a) develop, validate, or administer predictive tests; (b) administer student aid programs; or (c) improve instruction, if applicable requirements are met. (§ 99.31(a)(6))
- To accrediting organizations to carry out their accrediting functions. (§ 99.31(a)(7))
- To parents of an eligible student if the student is a dependent for IRS tax purposes. (§ 99.31(a)(8))
- To comply with a judicial order or lawfully issued subpoena if applicable requirements are met. (§ 99.31(a)(9))
- To appropriate officials in connection with a health or safety emergency, subject to § 99.36. (§ 99.31(a)(10))
- Information the school has designated as “directory information” if applicable requirements under § 99.37 are met. (§ 99.31(a)(11))
- To an agency caseworker or other representative of a State or local child welfare agency or tribal organization who is authorized to access a student’s case plan when such agency or organization is legally responsible, in accordance with State or tribal law, for the care and protection of the student in foster care placement. (20 U.S.C. § 1232g(b)(1)(L))
- To the Secretary of Agriculture or authorized representatives of the Food and Nutrition Service for purposes of conducting program monitoring, evaluations, and performance measurements of programs authorized under the Richard B. Russell National School Lunch Act or the Child Nutrition Act of 1966, under certain conditions. (20 U.S.C. § 1232g(b)(1)(K))
The Mequon-Thiensville School District has made a commitment to provide health education to all students. One vital element of health education is the instruction of Human Growth and Development. While the parent/guardian is and will continue to be the primary educator, the Mequon-Thiensville School District will provide accurate and current information and materials that promote health and awareness to the students. Mequon-Thiensville School District firmly believes that a comprehensive Human Growth and Development curriculum is about the development of the whole student. The curriculum emphasizes the individual's safety, respect, responsibility and sexual risk avoidance.
Click here to view the MTSD Human Growth & Development Course Scope and Sequence.
The Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act of 1973 and Title II of the Americans with Disabilities Act are federal laws that address the rights of individuals with disabilities. IDEA is a federal funding statute that provides limited financial aid to states to ensure adequate and appropriate services for children with disabilities. Section 504 is a broad civil rights law that protects the rights of individuals with disabilities in programs and activities that receive federal financial assistance from the U.S. Department of Education. The Americans with Disabilities Act (ADA) was enacted in 1990 and extends the prohibition of discrimination established by Section 504 to entities that do not receive federal financial assistance. Specifically, Title II of the ADA protects individuals with disabilities from discrimination on the basis of disability in the services, programs, or activities of all state and local governments.
Read more about MTSD Special Education
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.
Some Mequon-Thiensville School District schools receive funding through the Title I program. Title I of the Every Student Succeeds Act (ESSA/ESEA) is a federal funding program designed to close achievement gaps and ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education. Part A, the largest part of the program, allocates funding to districts and other local educational agencies (LEAs) according to a formula based on numbers/percentages of children from low-income families. LEAs distribute much of the funding directly to individual public schools and use the rest to support other efforts within the LEA that benefit students needing additional academic support.
Many schools receiving Part A funding operate Schoolwide Programs, implementing overall school improvements to ensure that systems, practices, and programs are effectively aligned to reduce gaps and support every student’s achievement. Other schools use their Part A funds to operate Targeted Assistance Programs, which provide services to a subgroup of identified students.
Program elements include:
- Needs assessment and program plan design, to ensure services are designed to meet identified needs and help ensure that resource allocation is aligned with equity goals
- Family engagement, to allow family perspectives to inform programming efforts and to promote coordination of school and family efforts to support students
- Appropriately licensed teachers, to help ensure children from low-income families have equitable access to high-quality instruction
- Equitable participation by private school students, to ensure that eligible students in private schools benefit from Title I services, even though private schools cannot receive Title I funds directly
- Coordination with early childhood care providers, to support transitions to Kindergarten
The culturally and linguistically diverse student population of the Mequon-Thiensville School District brings over 25 different native languages into our classrooms. It is the fundamental philosophy of the school district to provide equal educational opportunities to all students. The mission of Mequon-Thiensville School District English Services is to provide English Language Learners with equitable learning opportunities that lead them to English language proficiency so that they are empowered to experience social, emotional and academic success.
Read more about MTSD's ELL Program
The vision of the Mequon-Thiensville School District is to be an exemplary educational leader that supports and challenges all students to achieve their full potential. The Mequon-Thiensville School District will carry out the District’s mission and vision through the following goals:
- Maximizing the academic achievement and personal growth of each Mequon-Thiensville student,
- Achieving more effective decision-making through improved systems and processes,
- Ensuring fiscal stability and appropriate resources for programming and facilities, and
- Ensuring a climate and culture to sustain excellence.
Education for Employment (E4E) or PI-26 is legislation that requires Academic and Career Planning to take place in all public schools in the State of Wisconsin.
The main objectives include:
- Prepare all students for future employment
- Ensure technical literacy to promote lifelong learning
- Promote good citizenship
- Promote cooperation among business, industry, labor, post-secondary schools, and public schools
- Establish a role for public schools in the economic development of Wisconsin
E4E is a school district program designed to build students’ skills for workforce readiness. Through its implementation the program authentically engages students in developing their future identity to support their personal growth and achieve their career aspirations by providing meaningful experiences and making learning connections to build confidence, gain focus, and develop passion that informs their career pathway.
Read more about MTSD's Education for Employment Plan
Each student has his or her own constellation of talents, interests and strengths. Academic and Career Planning, or ACP, is an adult-supported process that provides students in grades 6-12 with the opportunity to uncover their unique interests and strengths and investigate careers that dovetail with their passions and abilities. The process continues through the identification of middle and high school instructional activities aligned to a student's particular field of interest, and the development of a plan for understanding next steps in planning for the future.
Our ACP program authentically engages students in developing their future identity by providing meaningful experiences and making learning connections to build confidence, gain focus, and develop the passion that informs their career pathway. Our objective is that students will develop their sense of internal motivation and a vision for their future so that each student graduates with a sense of purpose, capable of taking advantage of vast opportunities to reach his or her career aspirations.
MTSD uses Xello to help students explore their future academic and career options. Xello is an online program that helps our students in Grades 6-12 create their very own, unique roadmap for college, career, and future success. Interactive assessments highlight career pathways aligned with a student's skills, interests, and unique personality.
Read more about MTSD's Academic & Career Planning Program
The school requires all students to attend school regularly in accordance with the laws of Wisconsin. The school’s educational program is predicated upon the presence of the student and requires continuity of instruction and classroom participation. The regular contact of students with one another in the classroom and their participation in a well-planned instructional activity under the guidance of a competent teacher are vital to this purpose.
In accordance with state law, all children between 6 and 18 years of age shall attend school regularly during the full period and hours, religious holidays accepted, that the school is in session. All students must attend until the end of the term of the school year in which the child becomes 18 years of age unless they fall under an exception under state law, this policy or administrative guidelines.
Read more about MTSD Student Attendance
The Superintendent or designee shall continuously study and evaluate the program of instruction with the purpose of recommending to the Board such modifications, additions or deletions which shall improve the program and keep it current with educational delivery and content as well as the needs and interests of the students it serves.
All content will be consistent with the applicable statutes and regulations of the Department of Public Instruction, appropriate state agencies and state and federal statutes.
The Superintendent or designee will provide curriculum recommendations to the Board for approval. Board approved classes shall be offered each year unless enrollment does not justify offering the course, or a highly qualified instructor is unavailable. Enrollment will be a minimum of 18 unless specifically approved otherwise.
The Superintendent or designee will ensure course descriptions and course guides for grades 6-12 are available via the District website.
Students may use personal wireless electronic devices (WED) before or after school, during the school day, and at school-sponsored, school-approved or school-related activities only when and where deemed appropriate and at the discretion of the teacher and/or District-authorized personnel. The use of a WED in a locker room, restroom or other areas where privacy is a concern is prohibited.
Students who possess such items do so at their own risk. Items lost, damaged and/or stolen will not be the responsibility of the District, nor shall the District be responsible for preventing loss, damage and/or theft to any personal WED.
Possession or use of a WED may not, in any way:
- disrupt the educational process of the District;
- endanger the health or safety of the student or others;
- invade the rights of others;
- involve illegal or prohibited conduct of any kind.
A student who uses a WED to record or capture audio, videos, and/or pictures of an individual without proper consent is considered to have violated the privacy rights of another. Transmitting said audio, video, and/or photograph is included under this violation.
Students who possess or use a WED in violation of this policy shall have their WED or the WED used during the incident confiscated and held until the end of the school day and/or the end of the school-sponsored, school-approved or school-related activity, or until a parent or guardian of the student responsible for using the WED or owners of the WED is available and present to pick up the WED.
After an investigation and determination of whether there was a violation under this policy, the parent or guardian of the student responsible for using the WED or owners of the WED may be directed to delete any content in question from the WED. Depending on the nature of the violation, the WED may be turned over to law enforcement.
Possession of a WED is a privilege, which may be forfeited by any student who fails to abide by the terms of this policy or otherwise engages in misuse of this privilege.
Violations of this policy may result in disciplinary action against the student, up to and including expulsion.
Aggressive behavior toward a student is strictly prohibited and will not be tolerated. This prohibition includes physical, verbal, and psychological abuse.
Aggressive behavior is defined as inappropriate conduct that is repeated often enough, or of more serious nature, to negatively impact a student's educational, physical, or emotional well-being. This type of behavior is a form of intimidation and harassment, although it need not be based on any of the legally protected characteristics.
Bullying is defined as a person willfully and repeatedly exercising power or control over another with hostile or malicious intent (i.e., repeated oppression, physical or psychological, of a less powerful individual by a more powerful individual or group). Bullying can be physical, verbal, electronically transmitted, psychological (e.g.,emotional abuse), through attacks on the property of another, or a combination of any of these.
Read more about MTSD's approach to Bullying & Harassment
The Board of Education has charged school authorities with the responsibility of safeguarding the safety and well-being of the students in their care. In the discharge of that responsibility, school authorities may search school property such as lockers used by students or the person or property including vehicles of a student, in accordance with the following policy.
The Board acknowledges the need for in-school storage of student and staff possessions and shall provide storage places including desks and lockers for that purpose. Desks and lockers are public property and school authorities may make regulations regarding their use. The district retains ownership and possessory control of student/staff desks and lockers and the same may be searched at random by school personnel at any time. A showing of reasonable cause or suspicion is not a necessary precondition to a search under this paragraph. Students and staff shall not have an expectation of privacy in lockers, desks or other school property as to prevent examination by a school official. The board directs the school principals to provide students and staff with written notice of this policy at least annually and that routine inspections be done at least annually of all such storage places.
The Board directs that the searches may be conducted by the superintendent, building principals, assistant principals, school resource officer, athletic director, teachers and/or other persons designated by the superintendent.
Read more about searches in the MTSD Student/Parent Handbook
Dual Enrollment/Credit courses permit eligible students to take a specific class or classes during their high school years and simultaneously earn credit at both the high school and college level. These courses can play a strong role in helping students graduate from high school, transition into college successfully, and reduce the amount of time and costs needed to complete their college degree requirements. College credits earned through a Dual Enrollment program are actual college credits earned through the partnering college. The grade(s) earned as dual credits are on an official transcript from the partnering college and can be transferred to other colleges and universities. For example, credits earned through UW-Whitewater could transfer to UW-Milwaukee or The Ohio State. The dual enrollment/credit courses offered in high school are college level courses. A college course requires more time and personal responsibility than the typical high school class. Students should pay careful attention to their overall course load. Students need to plan their schedules to avoid excessive conflict with course requirements. Homestead counselors are available for scheduling questions and assistance. Students taking a course for dual credit receive credits from the university at a reduced cost. Course fees can change on an annual basis and have not yet been finalized for the coming academic year.
In order to provide appropriate educational services and programming, the board of education must collect, retain and use information about individual students. Simultaneously, the board recognizes the need to safeguard students’ privacy and restrict access to students’ personally identifiable information.
Student "personally identifiable information" includes those items identified by statute, 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
- information requested by a person who the district reasonably believes knows the identity of the student to whom the education record relates
The superintendent or designee 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 district employees. The district shall maintain student records for the legal duration required by Wisconsin state law.
Student records shall be available only to students and their parents or guardians, eligible students, designated school officials who have a legitimate educational interest in the information, or to other individuals or organizations as permitted by law.
The term "eligible student" refers to a student who is 18 years-of-age or older. All parents or guardians shall have equal access to student records unless stipulated otherwise by court order or law. In the case of eligible students, parents/guardians may be allowed access to the records without the student's consent, provided the student is considered a dependent under section 152 of the Internal Revenue Code.
A school official is a person employed by the district as an administrator, supervisor, teacher/instructor, or support staff member (including health or medical staff and law enforcement unit personnel), a person serving on the board, a person or company with whom the district has contracted to perform a special task (such as an attorney, auditor or medical consultant), a contractor, consultant, volunteer or other party to whom the district has outsourced a service otherwise performed by district employees (e.g. a 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/her tasks (including volunteers).
Legitimate educational interest is defined as a "direct or delegated responsibility for helping the student achieve one (1) or more of the educational goals of the District" or if the record is necessary in order for the school official to perform an administrative, supervisory or instructional task or to perform a service or benefit for the student or the student's family. The board directs that reasonable and appropriate methods (including but not limited to physical and/or technological access controls) are used to control access to student records and to make certain that school officials obtain access to only those education records in which they have legitimate educational interest.
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, if the student is an eligible student, without the written consent of the student, except to those persons or parties stipulated by the board's policy and administrative guidelines and/or those specified in the law.
The district can provide directory information to parent teacher organizations only for educational purposes with parent consent. Directory information, family or student contact information shall not be used for commercial, political or advertising purposes by these groups or anyone who has access to the information.
Each year the superintendent or designee shall provide public notice to students and their parents of the district's intent to make available, upon request, certain information known as "directory information." The board designates as student directory information the following:
- student's name
- electronic mail address
- telephone number
- date and place of birth
- major field of study
- participation in officially-recognized activities and sports
- height and weight, if a member of an athletic team
- dates of attendance
- date of graduation
- awards received
Parents and eligible students may refuse to allow the board to disclose any or all of such directory information upon written notification to the board within 14 days after receipt of the district administrator's annual public notice.
In accordance with federal and state law, the board shall release the names, addresses and telephone listings of secondary students to a recruiting officer for any branch of the United States Armed Forces or an institution of higher education who requests such information. A secondary school student or parent or guardian of the student may request in writing that the student's name, address and telephone listing not be released without prior consent of the parent, guardian or eligible student. The recruiting officer is to sign a form indicating that any information received by the recruiting officer shall be used solely for the purpose of informing students about military service and shall not be released to any person other than individuals within the recruiting services of the Armed Forces. The district administrator is authorized to charge mailing fees for providing this information to a recruiting officer.
Whenever consent of the parent, guardian, or eligible student is required for the inspection and/or release of a student's health or education records or for the release of directory information, a parent or guardian may provide such consent unless agreed to otherwise in writing by all parents/guardians or specifically stated by court order. If the student is under the guardianship of an institution, the superintendent or designee shall appoint a person who has no conflicting interest to provide such written consent.
The district may disclose directory information of former students without student or parent or guardian consent, unless the parent, guardian or eligible student previously submitted a request that such information not be disclosed without their prior written consent.
Directory information shall only be provided for educational purposes. It shall not be provided for commercial, political or advertising purposes.
The district shall not permit the collection, disclosure, or use of personal information collected from students for the purpose of marketing or for selling that information, or otherwise providing that information to others for that purpose.
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.
Starting with any youth athletic activity season that begins on or after July 1, 2022, school districts and other persons who operate certain youth athletic activities have an obligation under section 118.2935 to distribute information about the nature and risk of sudden cardiac arrest during such activities. The specific information that must be distributed will be developed and made available by the Department of Public Instruction, working in conjunction with medical experts and other stakeholders. In addition:
(1) The information about sudden cardiac arrest must be provided in connection with any youth athletic activity, as defined under section 118.293(1)(c), that is offered to persons who are 12 years of age or older.
(2) At the beginning of the season of any covered activity (for seasons that start on or after July 1, 2022), the operator of the youth athletic activity must distribute the information sheet to each person who will be coaching the activity and to each person who wishes to participate in the youth athletic activity.
(3) The information about sudden cardiac arrest must be included in the same information sheet that addresses the nature and risk of concussions and head injuries in youth athletic activities (see the previous item in this document, above).
Because the information about sudden cardiac arrest must be combined on the same information sheet as the already-required information about concussions and head injuries, consider the following points about coordinating the two mandates:
(1) As mentioned above, information about cardiac arrest is only required to be provided in connection with activities offered to persons who are 12 years of age or older. In contrast, concussion and head injury information must be provided in connection with any “youth athletic activity,” including those offered to children who are under 12 years of age.
(2) When a student participates in multiple school-sponsored youth athletic activities during the same school year, the statute that addresses concussions and head injuries (section 118.293) allows public and private schools to rely on a single signed and returned information sheet for the duration of each school year (i.e., rather than distributing and receiving a new signed sheet for each separate activity). In the absence of any contrary guidance from the DPI, it appears to be reasonable for schools to apply the same once-per-school- year allowance to the information requirement related to sudden cardiac arrest.
(3) Section 118.2935 itself does not include language that expressly requires the return of a signed copy of the information about cardiac arrest prior to participation in the athletic activity. However, because the information about sudden cardiac arrest must be included on the same sheet as the information about concussions and head injuries, and because a signed copy of the concussion and head injury sheet must be returned prior to participation, the practical impact is that the signed sheet will need to be returned to the school or other activity operator before a person is permitted to participate. Under section 118.293, the returned sheet must be signed by the participant and, if the participant is under the age of 19, by his or her parent or guardian.
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.
The district participates in the National School Lunch Program offering a variety of healthy meal options to students every day. Lunch is provided through a private contractor, Aramark Corporation. The cost for K-5 students is $2.30 and 6-12 students is $2.55, including a carton of milk. Menus are posted on the district website. For students choosing to bring a bag lunch from home, milk is available to purchase for $.30/carton.
The district uses a ticketless lunch system. Students access their lunch account by entering their student identification number assigned to them upon enrollment in school. Food service personnel have a list of students and their identification number to assist younger students.
To participate in the school lunch program, a food service account should be established. Money may be deposited into student accounts online through myschoolbucks.com or by sending money to school in an envelope marked with your child’s name and student identification number.
Students desiring a meal and who are unable to pay at mealtime will be provided a regular meal (excludes a la carte items) and grace period by which to satisfy the debt before an alternative meal is substituted. Grace periods for each level are as follows:
- Elementary: Up to five meals of unpaid meal charges
- Middle School: Up to three meals of unpaid meal charges
- High School: Unpaid meal charges are not allowed
Once the grace period has expired, the student will be offered an alternative meal. The alternative meal offered once the grace period expires will meet the USDA guidelines. This alternative meal will be offered until the unpaid meals have been paid and account brought current, or an application for free or reduced meals has been approved. The application is available on the district website or at the school, and must be renewed annually. Those students who have received free or reduced meals in the previous school year will receive a grace period of 30 school days by which to submit a new application. Once the application has been processed, the student’s new eligibility status will take effect.
For additional food service information please call 262-238-5648 or visit www.mtsd.k12.wi.us/departments/nutrition.
Additional school nutrition information can be found at Nutrition and Meals. Parents can sign up for Nutrislice to receive digital menus that provide the ingredients, calories, protein and carb counts. Students and families can also use filtering tools to identify foods that may contain allergens, including milk, egg, wheat, soy, peanuts, tree nuts, fish, or shellfish.
For easy access to digital menus, visit your device’s app store and download the Nutrislice app to your mobile device. Links to online menus can also be found in the header and footer sections of the MTSD website and on this page. And for those who prefer the printable PDF menus, you can still find those in the Nutrislice digital menu as well.
Kitchen staff uses a rigorous system or kitchen safety measures and staff professional development to mitigate any concerns of cross-contamination of allergens via tools such as cutting boards or utensils. If your child has a food allergy and wishes to participate in the school breakfast or lunch program, please feel free to contact Aramark to discuss modifications for your child, or to ask questions.
Food Service Director for Aramark
The District Strategic Plan recognizes the nexus between physical, social, and emotional health and the academic success of students. The District’s purpose is to educate our students around wellness.
The Board, however, believes this effort to support the students' development of healthy behaviors and habits cannot be accomplished by the schools alone.
Under AHERA (Asbestos Hazard Emergency Response Act), all primary and secondary schools are required to develop and implement a plan for managing all building materials which contain asbestos. Included in the AHERA Act is the requirement to annually notify all workers and building occupants (or their guardians) of asbestos-related activities.
Beginning in 1988, all buildings owned, leased, or “under the control of” the School District were inspected by EPA accredited inspectors, with building material samples analyzed by an independent laboratory. Based on the inspection, the School District prepared and the state approved a comprehensive management plan for managing the asbestos.
Where the asbestos-containing materials are found, the District has in place an Operations and Maintenance program.
The District has accomplished the following compliance mandates regarding the administration of asbestos in school buildings:
- Environmental Management Consulting, Inc. (EMC) was contracted to be the school’s consultant for asbestos for the school year.
- The District is continuing with the Operations and Maintenance Program as designed for the School District. This ensures that all asbestos materials are kept in good condition in good condition.
- Periodic “surveillance” in each area containing asbestos has been completed every six months by our consultant. Also, the buildings are re-inspected by an accredited inspector every three years.
- In the past year the District conducted no asbestos removal activities
All outside contractors shall contact the lead maintenance person before commencing work. Our goal at the District is to be in full compliance with asbestos regulations.
A copy of the Asbestos Management Plan is available for review by contacting the District Office. Questions related to this plan or any other asbestos concerns should be directed to the District’s Designated Person:
Kyle Thompson, Director of Maintenance and Operations