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‚ÄčSchool District of Monroe Pupil Services Department

The School District of Monroe Pupil Services Department strives to provide academic, social, emotional and behavioral support to all students to ensure success and improve student outcomes.

Service Philosophy:
The School District of Monroe Pupil Services Department employs a multi-tiered system of support that includes prevention, early intervention, and when necessary, intensive intervention. These services strive to ensure that students are enrolled, attending, engaged and on-track to graduate. Pupil Services staff work closely with student, staff and parents to identify individual needs and provide supports that are most appropriate for their needs.

Pupil Services Staff:
The Pupil Services Department staff is consists of a variety of professionals that dedicate their efforts to meeting the needs of the students they serve. Here is a brief overview of these positions and their roles within our schools:
  • School Counselors: School counselors make a measurable impact in every student’s life, assisting with academic, career and personal/social development. School counselors provide a variety of services including teaching guidance curriculum, providing individual counseling, facilitating small group instruction, offering academic consultation, and serving as a liaison with parents.
  • School Nurse: The school nurse supports learning by implementing strategies that promote student and staff health and safety. The nurse takes a leadership role in serving as the coordinator of all school health programs, such as addressing health needs, providing health education, consulting on nutrition, maintaining all appropriate state and federal health records, and supporting staff wellness.
  • School Health Assistants:  School health assistants provide essential care for students in our schools. The health assistants provide a variety of duties, including distributing prescribed medications, providing emergency medical care, providing care for medically fragile students, monitoring student health issues, and supporting the school nurse as necessary.
  • School Psychologists: School psychologists are uniquely qualified members of school teams that support students' ability to learn and teachers' ability to teach. They apply expertise in mental health, learning, and behavior, to help students succeed academically, socially, behaviorally, and emotionally. School psychologists provide a variety of services, including individual counseling therapy, academic consultation, behavioral support, intervention development, data collection, and advocacy for students with special needs.

Click on this Pupil Services Staff link to view a directory of the professionals that work in each school building. 

Bullying Prevention:
The District strives to provide a safe, secure and respectful learning environment for all students in school buildings, on school grounds, in school buses and at school-sponsored activities. Bullying has a harmful social, physical, psychological and academic impact on bullies, victims and
bystanders. The District consistently and vigorously addresses bullying so that there is no disruption to the learning environment and learning process.

The School District of Monroe utilizes a widely-accepted operational definition of bullying that was adopted from the PACER National Bullying Prevention Center. The District defines bullying as the following:

  1. Behavior that Hurts Others
    • bullying can be direct (hitting, fighting, name calling)
    • bullying can be indirect (gossiping, excluding others)
  2. Behavior that is Intentional
    • bullying behavior is willful behavior with intent and deliberation
  3. Behavior that is Difficult to Stop
    • bullying behavior is persistent despite repeated attempts to stop the behavior
    • bullying is harassment and the victim must inform the person that the behavior is unacceptable and unwanted 
The School District of Monroe has a 5-pronged plan that is utilized to address bullying:
  1. Awareness 
    • A variety of events and special programs to create discussion around the issue of bullying and the importance of addressing this it
  2. Curriculum & Character Education
    • Guidance curriculum is provided at the elementary and middle school levels to provide specific strategies for dealing with instances of bullying
    • Kindness and Courage Retreats are provided to help build a culture of kindness, acceptance and empathy, as well as help students stand up for one another during conflict
    • Link Crew is a yearlong transition program that is provided to all incoming freshmen at Monroe High School to develop safe relationships and a positive school culture 
  3. Social-Emotional Screener (BESS)
    • The District utilizes a standardized social-emotional screening survey called the Behavioral and Emotional Screening System (BESS) for all students in grades 4th through 12th
    • The purpose of this survey is to identify underlying social and/or emotional deficits that may have an adverse impact on student performance
    • Parents are offered the opportunity to opt their children out of this survey
    • Students identified as having needs receive appropriate support from school staff and/or are referred to community resources
  4. Response
    • All bullying incidents are handled per the School District of Monroe Anti-Bullying Policy
    • Students that have 3 substantiated instances of bullying are officially identified as a "bully" for school purposes and receive intervention and education to address these behaviors (in addition to appropriate discipline)
  5. Communication
    • Students are regularly encouraged to contact a teacher or administrator if they have any concerns regarding bullying
    • The District also has an online bullying reporting system called Sprigeo that allows students to report incidents without fear of retaliation 

Disability Support:
Special Education: The School District of Monroe provides a continuum of educational services to children with disabilities, ages 3 through 21. At no charge to the parent, school personnel will conduct an educational evaluation and subsequently determine the student’s eligibility for special education, based Wisconsin eligibility criteria. For more information, visit the Monroe Special Education webpage. 

Section 504: The School District of Monroe provides services for students who have disabilities that impact major life activities. Through accommodations to the learning environment students with handicapping conditions are able to access general education. 
A student that meets eligibility criteria will receive services under Section 504 of the Rehabilitation Act. 

Section 504 is a federal law designed to protect the rights of individuals with disabilities in programs and activities that receive Federal financial assistance from the U.S. Department of Education (ED). Section 504 states, "No otherwise qualified individual with a disability in the United States... shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance . . . ."

Some examples of conditions that may qualify a student for a  Section 504 Service Agreement include diabetes, epilepsy, disorders of attention, disorders of bowel function, and allergies. Other disabilities such as  low vision, poor hearing, heart disease or chronic illness may not be obvious, but if they substantially limit a major life function that impacts the ability to receive a appropriate education as defined by Section 504,  they may also be qualifying conditions for services. 

If you believe your child may be eligible for services, please contact your child's school psychologist. The District will ask for your permission to conduct an evaluation to determine if your child has a qualifying disability, and the extent to which the disability impacts major life function. 

If it is determined that your child qualifies under Section 504 law, you will be invited to a meeting to help develop a plan that describes the services that your child requires to access education. These services will be provided at no charge to  you. 

As a student with a qualified disability, your child has certain rights that are described in the Procedural Safeguards Notice.

For additional information, please contact your child's school psychologist.

Positive Behavioral Interventions & Supports (PBIS):

Positive Behavior Interventions and Supports (PBIS) is a proactive approach to establishing the behavioral supports and social culture and needed for all students in a school to achieve social, emotional and academic success. Attention is focused on creating and sustaining multi-tiered systems of support that improve lifestyle results (personal, health, social, family, work, recreation) for all youth by making targeted misbehavior less effective, efficient, and relevant, and desired behavior more functional.

Frequently, the question is asked, “Why should we have to teach kids to be good? They already know what they are supposed to do. Why can we not just expect good behavior?” In the past, school-wide discipline has focused mainly on reacting to specific student misbehavior by implementing punishment-based strategies including reprimands, loss of privileges, office referrals, suspensions, and expulsions. Research has shown that the implementation of punishment, especially when it is used inconsistently and in the absence of other positive strategies, is ineffective. Introducing, modeling, and reinforcing positive social behavior is an important step of a student’s educational experience. Teaching behavioral expectations and rewarding students for following them is a much more positive approach than waiting for misbehavior to occur before responding. The purpose of PBIS is to establish a climate in which appropriate behavior is the norm.

Data-based decision-making aligns curricular instruction and behavioral supports to student and staff needs.  Each of our schools has applied PBIS by establishing clear expectations for behavior that are taught, modeled, and reinforced across all settings and by all staff.  In Monroe, there are three basic expectations that are consistent in all five schools: Be Respectful, Be Responsible, Be Safe. This consistency across buildings provides a foundation that supports the use of effective academic and social/emotional instruction. 

PBIS has proven its effectiveness and efficiency as an Evidence-Based Practice. (Sugai & Horner, 2007). In Monroe, PBIS has resulted in a 35% reduction in office discipline referrals since the 2010-11 school year.