Assignment of Students

In schools with multiple classrooms per grade (WCS and CES):  Placement of students in the classrooms must balance the needs of the child, the composition of the class, and the integrity of the educational program.  The appropriate placement for all students will be initially considered by the faculty and Principal and shall include weighing the following factors:

• Class size;
• Heterogeneously balanced classes (gender, academic performance, effort, behavior)
• Relationships with siblings in the school; previous siblings with the teacher, etc.;
• Past peer interactions (negative and positive)
• Parent input and preference

Children will also be placed in heterogeneously balanced groupings.  The teachers and principal will meet to construct the classrooms based on the criteria listed above. Families’ input is welcome as one part of the process and should be discussed with the current teacher by May. The principal will make final placement determinations.  Once assigned to a classroom, a student will only be reassigned for compelling reasons related to the above considerations.  Decisions may be appealed to the superintendent/school board.

Entrance Age

The entrance age for kindergarten students in the district will be 5 years of age on or before September 1 of the enrollment year. Grade placement of all other newly-enrolled students will be determined by the building principal based on Policy G9- Grade Advancement: Retention, Promotion & Acceleration of Students.

Parent/Guardian Concerns

Parent/Guardian Concern Process

From time to time, a parent, community member or staff member might have a concern about actions taken by an administrator, individual teacher, paraprofessional, bus driver or another staff member. The staff would be glad to talk with any person who has a concern, try to understand the concern, and to help to resolve the situation.  To this end, and to be sure that the process goes smoothly and fairly, we have adopted the following procedure:

1. A parent/Guardian, community member or staff member who has a concern should go directly to that person first to try to resolve the issue.
2. If the person who has the concern calls the administrator, school board, and/or superintendent, the aggrieved party will be encouraged to consult with the person with whom they have the concern.
3. The school board, as well as the superintendent, will turn the concerns over to the building administrator rather than take immediate action.
4. The building administrator will inform the staff person about the issue after he/she has encouraged the person voicing the complaint to talk with him/her. 
5. If the issue cannot be resolved by talking with the staff member directly involved, then the building administrator will assist in solving the problem with the person and staff member.
6. Every attempt will be made to keep staff members informed about issues that arise.  It is important that the process is fair and equitable and, to this end, every effort will be made by the administrator to provide available information.
7. Some issues may require confidentiality, which would prohibit the administrator from contacting the staff member (i.e. an issue that is a mandatory SRS report).
8. For the protection of children, as well as staff members, the building administrator will do his/her best to keep everyone informed and to act in the best interests of the school community.
9. If a teacher/staff person is a member of the union it is advisable that a union representative be present to document any concerns, which have been noted.   (A union representative might or might not be present at a meeting between the administrator, the person making the contact, and the staff member.  This is at the staff member’s discretion).

Concerns with building-level administration should follow the above procedures, substituting superintendent for building administrator.

Restraint and Seclusion- Rule 4500

The purposes of State Board Rule 4500 are to create and maintain a positive and safe learning environment in schools; promote positive behavioral interventions and supports in schools; and ensure that students are not subjected to the inappropriate use of restraint or seclusion. Annually, at or before the beginning of the academic year, each school (defined in 4500.3(10) shall inform all school personnel and parents of students enrolled in the school of the policies pertaining to the use of physical restraint and seclusion and the intent to emphasize the use of positive behavioral interventions and supports and its intention to avoid the use of physical restraint or seclusion to address targeted student behavior. This is also a reminder to make sure all staff receive adequate training and support for de-escalation strategies and personal safety as alternatives to the use of restraint and seclusion. Learn more about Restraint and Seclusion in Schools.