High School Student Handbook - South Milwaukee School District

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separately from behaviors of lifelong learners unless the behaviors are part of essential academic standards. Behaviors of life-long learners are a combination of life-skills that adults are expected to demonstrate daily including punctual attendance, professional language, respectful and responsible behavior, active participation, honesty and integrity, and sincere effort. The behaviors of lifelong learners are based on the district’s life skills matrix. Six behavior categories are identified: • Acquire the Capacity and Motivation for Lifelong Learning. This life-skill deals with assuming responsibility for personal goal setting, self-motivation, and commitment to personal improvement. • Productive worker. This life-skill deals with developing employability skills that will enhance career opportunities and personal growth. • Develop Physical and Emotional Wellness. This life-skill deals with making healthy life-style choices, demonstrating a balance among various areas of responsibility (social/family/work/school). • Respects Cultural Diversity and Pluralism. This life-skill deals with showing respect for diversity and working cooperatively with people of differing backgrounds. • Citizenship. This life-skill deals with taking an active role in and contributing to the classroom environment. • Character. This life-skill deals with showing respect for the rights of self, others, and of property as well as demonstrating honesty, integrity, and empathy. Of the six life skills, teachers will holistically assess citizenship, character, and productive worker traits using the following indicators in class to determine the mark for behaviors: attendance, log entries for behavior, completion of homework and practice, participation in class, effort demonstrated, and cooperation in teams. With comments as necessary, teachers will provide one of the following marks that reflect life-skill behaviors exhibited in class: • Exceeds Expectations: The student has demonstrated behaviors that strongly align with life-long learning and preparation for post-high school plans. • Satisfactory: The student has demonstrated behaviors that align well with life-long learning and preparation for post-high school plans. • Needs Improvement: The student has demonstrated behaviors that do not align with lifelong learning and preparation for post-high school plans. If a child receives the mark “needs improvement” or “exceeds expectations,” teachers will provide corresponding comments. Teachers may provide comments with the mark of satisfactory. This information will be provided in Powerschool, progress reports, and report cards and can be used as a tool to guide discussion during parent/teacher conferences. Students and parents play a critical role in the grading process. Students’ Role and Responsibilities • Attend school regularly. • Complete schoolwork in a thoughtful, timely manner that is reflective of your best effort. • Prepare for assignments and assessments in order to develop knowledge, skills, understandings, and work habits. • Take ownership for the honesty and integrity of all assignments/assessments. • Respond to feedback in order to further develop knowledge, skills, understandings, and work habits. 42
• Seek to maintain a balance in all of the learning activities in life. • Take initiative to check personal progress and communicate concerns and questions with teachers. • Advocate for variety and flexibility in assignments and assessments. • Ask questions, seek additional support, and try new learning strategies as necessary. • Review and monitor progress over time. • Contribute to a productive learning environment. • Take responsibility for one’s learning. Parent/Guardians’ Role and Responsibilities • Ensure good attendance. • Understand and reinforce expectations for quality student work. • Throughout the learning process, place more emphasis on learning by students that focuses on the development of skills, (analyzing, synthesizing and evaluating), content knowledge, understandings, and work habits. • Monitor student progress in meeting course learning objectives in a manner that empowers students to develop personal responsibility and autonomy. • Promote using feedback as an important part of the learning process. • Support and model a balance in all of the learning activities in life. • Provide current contact information (work, home phone numbers, email) and contact teachers with concerns regarding progress. • Advocate for variety and flexibility in assignments and assessments. • Encourage students to ask questions, seek additional support, and try new learning strategies as necessary. • Review and monitor progress over time. • Attend parent-teacher conferences. • Encourage and model appropriate behaviors. RESIDENCY Any student seeking entrance into the district must reside within the established boundaries of the district, except as otherwise provided by law. Parents/guardians of a student that resides in the district with someone other than the parents/guardians will be required to complete a Determination of Residency Status form. Students may not reside in the district with someone other than the parents/guardians for the sole purpose of attending school in the district. Parents/guardians of a student who moves out of the district during the school year must complete a tuition waiver form to remain a student in the district (Policy 420). RESOURCE TIME Classes end at 2:40pm. Resource time, 2:42-3:00 pm, is a time dedicated for teachers to meet with students to assist with homework and other needs. It is also the time when after-school detentions are served. Students have an obligation to see their teachers and report to detention if assigned before attending athletic/activity practices.. SCHEDULE CHANGES The procedure for requesting a class change may require input from several sources, including; parents, teachers, Guidance Counselors, and Associate Principals. Students should see their Guidance Counselor to request a class change. 43
Page 1 and 2: South Milwaukee High School
Page 3 and 4: ELECTRONIC DEVICES EMERGENCY PROCED
Page 5 and 6: TECHNOLOGY: STUDENT APPROPRIATE USE
Page 7 and 8: SCHOOL BOARD OF EDUCATION Patricia
Page 9 and 10: DAILY SCHEDULE LUNCH A LUNCH B LUNC
Page 11 and 12: DATE EVENT 5/2/2011 AP EXAMS (May 2
Page 13 and 14: • you need graduation information
Page 15 and 16: • Students will not be allowed to
Page 17 and 18: 3. Required legal appearances 4. De
Page 19 and 20: parent/guardian if they fail to cau
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Page 23 and 24: 4. Students must not have any unexc
Page 25 and 26: evacuated. Students and staff of th
Page 27 and 28: 2. Knowingly conveyed or caused to
Page 29 and 30: Special Notes Parents may indicate
Page 31 and 32: 1 Credit - Awarded for the successf
Page 33 and 34: When students must take medication
Page 35 and 36: elease the student with a pass. Stu
Page 37 and 38: Section 118.35). LOST AND FOUND A l
Page 39 and 40: ut is not limited to: inappropriate
Page 41: 5011. (Please see Policy 411 and Ru
Page 45 and 46: designated period of time. SKATEBOA
Page 47 and 48: TECHNOLOGY: STUDENT APPROPRIATE USE
Page 49 and 50: 2. School equipment is for school-r
Page 51 and 52: ACTIVITIES & ATHLETICS Co-curricula
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Page 55 and 56: e. Failure to use school transporta
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Page 59 and 60: h) may make any other appropriate r

High School Student Handbook - South Milwaukee School District

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