2019-20 Stoughton Back to School

Stoughton

A special supplement to the Stoughton Courier Hub and Great Dane Shopping News July 24 and July 25, 2019

2019-20

Clockwise from top: Stoughton High School students celebrate after graduation ceremonies in June; River Bluff Middle School students rehearse for the musical comedy “Guys and Dolls JR.”; and a Fox Prairie Elementary School kindergarten student works on a class activity.

Creating conditions for our students to thrive Greetings!

On behalf of all of us at the Stoughton Area School District, I hope you are all enjoying your summer and want to thank you for taking the time to look through our annual Back to School tab.

As you will read in these pages, this tab highlights just some of the ways that our District creates conditions for our students to thrive – academically, socially, and emotionally – so that they can be future ready. The process of preparing our students for the

future starts when they first come through our doors as kindergarten students and continues through graduation day. Each of us here in the District has a role to play in that effort.

I am proud of the work that is taking place in our schools. This year, our students again garnered recognition for excellence in areas such as leadership and service. We created

new learning spaces in the field of STEAM (Science, Technology, Engineering, Art and Math); afforded students new opportunities to learn about subjects such as global citizenship and climate change; and partnered with our community to support our students’ needs.

These are just some examples of the great things that are happening

in our schools. If you would like to learn more, I would encourage you to follow our District through our various communications platforms that are listed on the back page.

We are proud to be an asset to the Stoughton community and look forward to what the future brings.

Thank you again for your all your support and have a great summer!

Tim Onsager District Administrator Stoughton Area School District

Excellence

2 Stoughton Back to School - July 24 and 25, 2019

SHS collects two awards for excellence Stoughton High School collected two different awards for excellence last school year (2018-19).

In the fall, the WIAA (Wisconsin Interscholastic Athletic Association) recognized the school with an Award of Excellence for the second straight year. That program recognizes WIAA member schools for achievements in the areas of sportsmanship, ethics, The WASC integrity, leadership and Spirit of character. SHS was one of Excellence 15 schools in the State of Award Wisconsin to receive the program inaugural award in the fall recognizes of 2017. It was one of only schools for six schools to be a repeat achievements recipient in the fall of 2018.

in leadership development, school spirit, sportsmanship and service.

SHS followed up that honor by being recognized as the Region 5 winner in the Wisconsin Association of School Councils (WASC) Spirit of Excellence award program, which recognizes schools for achievements Above, Stoughton High School student senators gather after reading to elementary school students in leadership development, school spirit, for the Read Across America program. SHS was named the Region 5 winner of the Spirit of Excellence sportsmanship and service to school and award for achievements in leadership development, school spirit, sportsmanship and service to the community.

District and the community.

Each year, a selection committee composed of members from WASC and other organizations selects one high school from each of WASC’s six regions to receive the award, according to the WASC website. From that pool, one school is selected as the state winner. SHS was named the state winner in March 2016 prior to being named the Region 5 winner earlier this year.

The WASC is a statewide organization of middle, junior and senior high school student councils and/or student leadership groups dedicated to the continuation and expansion of leadership development and student responsibilities in Wisconsin, according to its website.

SASD educator awarded Kohl Fellowship

Right, students gather around WIAA Award of Excellence plaque that the school received in the fall. SHS has won the award, which recognizes achievements in sportsmanship, ethics, integrity, leadership and character, for two consecutive years.

“My personal educational philosophy is that students need and deserve...a caring teacherstudent relationship,” writes River Bluff reading specialist Sarah Miller. “Each year, I ask students to complete a self-expression project that involves bringing in pictures or other artifacts from home or creating a ‘selfie’ constructed of words that describe them. I learn about students’ lives to connect them to meaningful books. Students know that if they need a safe space, my door is always open.”

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Miller’s work building relationships with students and families has now been recognized outside of Stoughton. This year, she was named a Herb Kohl Educational Foundation Teacher Fellow.

The annual program recognizes educators for their “superior ability to inspire a love of learning in their students, their ability to motivate others, and their leadership and service within and outside the classroom.”

Miller has taught at River Bluff since 2015 and has “had a great impact in the area of literacy” at the school, River Bluff said in announcing the award to its families. Her work there has included co-organizing

a summer book club for students to reduce summer reading loss; starting a Harry Potter book club to encourage student literacy; and incorporating social justice themes into literacy programming.

“I inspire students’ love of learning by using praise and encouragement to build their belief in themselves and their ability to accomplish amazing things... I am a cheerleader for my students,” she wrote in her Kohl application.

The Kohl Teacher Fellowship program recognizes and supports teaching excellence and innovation in the State of Wisconsin, according to its website. Every year, the Herb Kohl Education Foundation honors 100 educators from across Wisconsin.

Engagement

July 24 and 25, 2019 - Stoughton Back to School 3

River Bluff students study climate change on expedition Living in a house in the mountains. Collecting samples from the desert for analysis in a lab. Learning about ecosystems and climate change. It was all part of a special learning experience for a pair of River Bluff eighthgraders this last school year.

Helena Kohlhoff and Gage Bailey in March spent a week in Nevada near the Great Basin Desert participating in the “Climate Change and Caterpillars” learning experience offered through the JASON Argonaut Expedition program. The JASON Project is a nonprofit organization that provides curriculum and learning experiences in science, technology, engineering and math for students and related professional development for teachers.

River Bluff Middle School piloted several JASON units

this year for students in grades seven and eight. As part of that participation, students could apply for the Argonaut program, which allows students to “travel to research locations around the world to work side-by-side with scientists and engineers,” according to the JASON website.

Kohlhoff and Bailey joined a team of other students and scientists at the University of Nevada-Reno to study and simulate how changes in climate could impact insects.

In addition to collecting data from the field and simulating in the lab how different forms of UV light can affect insects, the students also learned about the importance of how species interact with one another in an ecosystem; flew drones to take pictures of trees for research; and attended multiple lectures.

A key feature of the Argonauts Expedition is that it afforded students an opportunity to engage in hands-on field science alongside professionals.

“It was a lot different than here because you are actually doing the work instead of just basing it off what you read in a textbook,” Bailey said in a presentation earlier this year.

The JASON Argonaut Expedition program annually offers participating schools an opportunity for their students and teachers to apply for a spot on an expedition, whether it is to study Caterpillars and Climate Change in Nevada or Bees and Pollinators in Costa Rica.

River Bluff’s continuing participation in JASON means every year it will have an opportunity to send students on an Argonaut Expedition.

River Bluff students Gage Bailey and Helena Kohlhoff spent a week in Nevada this year to study climate change through the JASON Argonaut Expedition program.

DID YOU KNOW? “JASON’s Student and Teacher Argonauts...travel to research locations around the world to work side-by-side with scientists and engineers.”

Summer travels help students learn about U.S., Germany National Cemetery, U.S. Holocaust Memorial Museum, George Washington’s Mount Vernon, the Newseum, the National Air and Space Museum and many other places in just a few days.

GAPP, U.S. students live with a host student and their family in Germany, attend school and sightsee while they forge friendships and More than two-dozen develop their language eighth-graders from skills. The students’ River Bluff Middle German counterparts School spent several then come to the days in Washington, Separately, a group of United States for a Above, Stoughton High D.C., learning about Stoughton High School similar experience in School students learn U.S. history. students spent several the fall. about the German weeks in Germany The annual trip to through an exchange GAPP is sponsored by language and culture. our nation’s capitol program. the German Foreign Right, River Bluff gives students the Office and the U.S. opportunity to visit Every other year, SHS Department of State’s students stop outside sites such as the participates in the Bureau of Educational the White House on National Archives, the German American and Cultural Affairs. their trip to Washington, Capitol Building, Ford’s Partnership Program D.C., this summer.

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Two different groups of Stoughton students were able to learn about history outside of the classroom this summer.

Community

4 Stoughton Back to School - July 24 and 25, 2019

Sandhill Kindness Revolution spreads message of respect Sandhill Elementary School last school year joined with community partners to spread a message of kindness.

In March, the school kicked off its own Kindness Revolution program inspired by a national nonprofit initiative that seeks to raise awareness of values such as kindness and leadership.

A Fox Prairie student smiles after a trip down a slide at the school’s new playground. Fox’s Working for Kids group helped raise approximately $27,500 toward the project.

Working for Kids raises more than $27K to support new Fox playground Fox Prairie Elementary School students happily provided some input into what kind of equipment swarmed over the school’s new playground after they wanted. In addition to slides, climbing its official ribbon-cutting ceremony in early June. equipment and swings, the new playground also includes features for students with special The new playground was made possible in part needs. by the school’s Working for Kids group, which raised $27,500 toward the project after two All three Stoughton elementary schools have years of fundraisers. Fox students voted on the Working for Kids groups that help organize color scheme for the new playground and also events and fundraisers to benefit their schools.

At Sandhill, the effort started inside the school with an assembly followed by students talking within their classrooms about how they can promote dignity and respect. Students then created 30 wooden “Kindness Cranes” that were decorated with positive messages and then placed at local businesses, churches and other sites throughout the community.

The program, titled “Kindness in Our Community,” was well-received by students, families and the community, said principal Jeff Fimreite.

Sandhill Elementary School students kick off the school’s Kindness Revolution during an all-school assembly in March.

Sandhill produced a list of the sites where the cranes could be found and then encouraged families to find each crane and even take pictures of their scavenger hunt and post them to social media.

“It helped connect people to places they might not regularly go to on a regular basis,” Fimreite said of the program, which he plans to do again next school year.

Partnership helps launch computer science program Last school year (2018-19), our District started providing computer science classes through the TEALS (Technology Education and Literacy in Schools) program, which connects high schools with industry professionals to learn about computer science.

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“TEALS...[pairs] experienced and trained software engineer professionals with classroom teachers,” according to the program website. Over the course of two years, the classroom teacher gradually assumes the responsibilities of teaching the course without volunteer support, the website says.

Last school year, Stoughton High School began offering students Introduction to Coding and Computer Science Principles classes. The former helps acquaint students with programming languages (Snap, Python) so they can code their own programs and apps and learn the underlying principles of algorithms, data structures and computational thinking skills. The latter helps students learn about the computing world around them.

Innovation

July 24 and 25, 2019 - Stoughton Back to School 5

Conference centers on global citizenship More than 60 Stoughton High School students attended a Go Global Conference in February 2019 to learn more about how world languages are used in daily lives outside of the classroom and about topics such as global citizenship.

The conference, funded through our District’s Innovation Grant program, invited community partners to visit with groups of students and share experiences as wide-ranging as studying in China, leading a nonprofit in El Salvador, practicing international dancing and serving in the Peace Corps in Uganda. The conference featured eight different presentations delivered to small groups of students who rotated through three sessions.

Maya Kadakia and Mandjou Mara, directors of the Limanya Drum Ensemble, a Madison-based group that performs traditional music and dance from Guinea and Mali, connected languages and culture to music and dance through their presentation. The pair spoke about their experience learning languages and performing African dance and music while teaching students several dance techniques.

Max Fergus, a Stoughton High School alumnus and CEO of Live Undiscovered Music (a Madison startup that has launched a music-streaming platform), spoke with students about his experience working in Shanghai, China, as a financial analyst for a life science venture capital firm and how it impacted the creation of his company.

Ron Geason talked about his service in the Peace Corps in Kabale, Uganda, while two representatives from the University of Wisconsin-Madison Study Abroad program shared information about the UW programs.

The dance director of the Limanya Drum and Dance Ensemble, a Madison-based group that performs traditional music and dance from Guinea and Mali, addresses a group of Stoughton High School students during the school’s Go Global Conference on February 26. Dozens of students attended the conference to learn more about how world languages are used in daily lives outside of the classroom and about topics such as global citizenship.

Elizabeth Garcia Hall, director of hospitality for the Food Fight Restaurant group, talked about how languages and cultures (specifically Spanish) are used in the restaurant business and service industry.

“I learned how foreign languages can be useful in all aspects of life, not just within school,” one student wrote in their reflection.

Stoughton resident Catherine Chan shared her story about being born in Hong Kong and the nuances of Chinese culture, and the Stoughton High School Norwegian Dancers demonstrated some of their traditional dances to classmates.

The conference concluded with a whole group session that explored the idea of global citizenship and gave students the opportunity to reflect on what they learned from the conference and on their future goals.

“My future goals include making a difference in people’s lives,” wrote another student. “In college I will be majoring in Psychology and Forensics, which I hope will make a difference.

I also wish to travel, especially around Europe. I will be a global citizen by making sure all of my choices help my community and the people who live there.”

Students learn to build what they imagine with new 3D printer Part of the vision for Kegonsa Elementary School’s new 3D (three-dimensional) printer is for students to “know that if they can picture it, they can build it,” said Library Media Specialist Kristin Rosenberg.

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Kegonsa acquired its printer in the spring and installed it inside its STEAM (Science, Technology, Engineering, Art and Math) Lab, which adjoins the school’s Library Media Center.

Within a few weeks, students were using the printer to make Mother’s Day gifts from designs that they had selected online. The next step is for students to learn some computer-aided design (CAD) skills so they can create their own designs and then use the printer to produce their own objects or prototypes. The CAD program could be accessible online to students via their Chromebooks, meaning students could access the program either during their time in the library or during their free choice time in the classroom, Rosenberg said.

The hope is that experience with the 3D printer helps connect students with further STEAM learning opportunities and develop skills such as

A Kegonsa Elementary student watches as the school’s new 3D printer produces an object.

The new printer has been a great addition to the school’s STEAM (Science, Technology, Engineering, Art and Math) lab. critical thinking and problem solving, especially as students learn how to navigate setbacks.

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Erin Conrad, Kegonsa Elementary School principal, talked about her time living and working in El Salvador as the head of a nonprofit organization and how it impacted her career as a principal. She also talked about the benefits and applications of learning another language and living in another country.

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6 Stoughton Back to School - July 24 and 25, 2019

School finance highlights from new state budget Ever y t wo years, the State of Wisconsin goes through a biennial budget process. The outcome of that budget can have a significant, direct impact on how SASD creates its budget and the resources that are available to support programs and services for students. On July 3, 2019 Governor Evers signed the state’s 2019-21 budget into law.

Here are a couple school finance highlights from that budget and the estimated impact that they will have for Stoughton.

Revenue Limit per Student State Budget: The state is allowing schools to increase how much they receive per student in the revenue limit by $175 in 2019-20 and $179 in 2020-21.

SASD Impact: The revenue limit impacts the majority of our funding. The formula is complex but to summarize conceptually, a district receives a certain amount per student and that amount is multiplied by a three year membership average. The amount determined in that calculation is the maximum amount a district may receive in the form of equalized aid and property taxes. An increase in the amount per student helps support increasing expenses in our budget. An inverse relationship between aid and taxes exists in that formula. See the simplified example below: (A) Amount per student: $10,000 (B) 3 year membership average: 2,000 ( C ) E q u a l i z e d a i d d e te r m i n e d by D P I :

$13,000,000

a decrease in the total amount of resources available to the district. If the district wants to A * B = Maximum Allowable Revenue Limit maintain the total amount of resources available Maximum Allowable Revenue Limit - C = in lieu of making reductions, the decrease in aid Allowable Tax Levy will result in an increase in property taxes. $10,000 * 2,000 = $20,000,000 $20,000,000 - $13,000,000 = $7,000,000 Special Education Aid State Budget: The state is investing additional In this example, the only way total allowable resources into special education aid in both resources increase is if the total student 2019-20 and 2020-21 for the first time in over membership increases or the amount per ten years. student increases. SASD is experiencing enrollment declines so the increase per student SASD Impact: Special education aid is funding is important to help support inflation and to received above and beyond what a district prevent significant resource loss due to declining receives in the revenue limit (equalized aid and enrollment. property taxes). How much any district receives is based on aidable special education expenses from the prior year (salaries and benefits). The General Equalization Aid current reimbursement rate is approximately State Budget: The state is investing additional 25% and it is anticipated to increase to about resources into equalization aid in both 2019-20 30% over the next two years. This will provide and 2020-21 to support public schools. an estimated $58,000 to our district in 2019-20 and $290,000 in 2020-21.

SASD Impact: Stoughton continues to decline in enrollment while experiencing increasing Per Pupil Aid property values. State aid is distributed based State Budget: The state is investing additional on wealth, which is determined using total resources into per pupil categorical aid. property value per student. Since our property value per student is above the state average, our SASD Impact: This aid is a flat amount per aid is reduced and distributed to districts who student that all districts receive above and have a lower property value per student. Even beyond what districts receive in the revenue though more resources are being allocated into limit. The increase per pupil is $88 and will equalization aid by the state, SASD is estimated result in an additional $250,000 - $275,000 to receive a decrease in aid of about 12%. annually moving forward.

Using the example above, you can see that the decrease in aid, doesn’t necessarily mean

Lunches for Vikings continues through August 30 These free sack lunches include a sandwich, fruit or vegetable, snack (chips, pretzels, etc.) and a water.

Lunches for Vikings, our summer meals program, started earlier this summer and goes until August 30.

Through this program, free, nutritious meals are available five days a week for children who are in need and live in the Stoughton Area School District.

The program is a collaborative effort of the whole community, with our school district, city and youth center, faith communities and area businesses working together.

This summer, lunches will be available MondayFriday until August 30 at the following locations and times: • 11:30 a.m. - 11:50 a.m. - Kegonsa Elementary School (near the front door) • 12:00 - 12:20 p.m. - Stoughton High School (by the baseball diamond on Jackson Street) • 12:30 - 12:50 p.m. - Bay View Heights (909 Charles Lane outside the office)

Last summer (2018), a total of 3,355 lunches were distributed over 59 days at three sites.

That is an increase of almost 80% compared to the 1,866 lunches distributed in the summer of 2017. If you would like more information, have questions or would like to volunteer, contact lunchesforvikings@gmail.com or visit www. lunchesforvikings.com.

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Upcoming SASD Dates Central Registration August 15 and 20 Stoughton High School First Day of School September 3 Annual Meeting October 21 Administration Building

Legal Notices

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Stoughton Area School District nondiscrimination statement It is the policy of the Stoughton Area School Distr ict that no person may be denied admission to any public school in this District or be denied par ticipation in, be denied the benefits of, or be discriminated against in any curricular, extra-curricular, pupil services, recreational, or other program or activity because of the person’s sex, race, national origin, ancestry, creed, religion, pregnancy, marital or parental status, sexual or ientation, or physical, mental, emotional, or learning disability as required by Wis. Stat. § 118.13. The District also prohibits discrimination on any basis prohibited by applicable state or federal law, including Title IX of the Education Amendments of 1972 (sex), Title VI of the Civil Rights Act of 1964 (race and national or igin), and Section 504 of the Rehabilitation Act of 1973 (handicap). In addition, the District prohibits discrimination on the basis of transgender status including gender expression, gender identity and gender nonconformity.

All vocational education programs follow the District’s policies of nondiscrimination. In addition, arrangements will be made to ensure that the lack of English

language skills is not a barrier to directed to: admission or participation.

Director of Human Resources Stoughton Area School District The District encourages informal Stoughton, WI 53589 resolution of complaints under this policy. A formal complaint (608) 877-5021 re s o l u t i o n p ro c e d u re i s a l s o available to address allegations Inquiries related to Section 504 of violations of the policy in the of the Rehabilitation Act of 1973, Stoughton Area School District. which prohibits discrimination on The informal and formal complaint the basis of handicap, or Title IX procedures are outlined in Series as it relates to students, should be directed to: 600 of the Board Policies.

Any questions concerning Wis. Stat. § 118.13, Title IX as it relates to staff, or Title VI of the Education Amendments of 1972, which prohibit discrimination, should be

Director of Student Services Stoughton Area School District Stoughton, WI 53589 (608) 877-5041

For more Notices, visit the Stoughton Area School District website at www.stoughton.k12.wi.us

July 24 and 25, 2019 - Stoughton Back to School 7

Legal Notices

Public Release: National School Lunch and Breakfast Programs, Special Milk Program The Courier Hub; Stoughton Food Pantry; Dane county Human Services, Stoughton; Stoughton Library. The Courier Hub published on July 25, 2019. The others were mailed on July 25, 2019.

RELEASE STATEMENT The Stoughton Area School District today announced its policy for children unable to pay the full price of meals served under the National School Lunch Program and School Breakfast Program or milk for split-session students served under the Special Milk Program. Each school office and the central office has a copy of the policy, which may be reviewed by any interested party.

The following household size and income criteria will be used for determining eligibility. Children from families whose annual income is at or below the levels shown are eligible for free and reduced price meals or free milk if a split-session student does not have access to the school lunch or breakfast service.

Educational Options The following summarizes Stoughton Area School District’s (SASD) educational options for children who reside in the District pursuant to section 118.57 of the state statute.

The District’s primary education path and instructional program for students involves progression from 4-year-old kindergarten through Grade 12, leading to a high school diploma.

Some of the specific education programs offered to eligible students who are enrolled in and attending SASD include the following: • Early childhood special education (for students who are at least 3-years old, but not yet school age) • Special Education for students with disabilities • English language learner education for students for whom English is not their primary language • Gifted and Talented education known as Journeys • Career and Technical Education (CTE) programs at both the middle and high school • Summer School programming, Summer Excel • Online courses The most recent state-assigned performance category (201718) shows that Fox Prairie Elementary School (Grades K-5) Exceeds Expectations, Kegonsa Elementary School (Grades K-5) Meets Expectations, Sandhill Elementary School (Grades K-5) Exceeds Expectations, River Bluff Middle School (Grades 6-8) Meets Expectations, and Stoughton High School (Grades 9-12) Exceeds Expectations.

Application forms are being sent to all homes with a notice to parents or guardians. To apply for free or reduced price meals or free milk, households must fill out the application and return it to the school (unless notified at the start of the school year that children are eligible through direct certification). Additional copies are available at the office in each school. The information provided on the application will be used for the purpose of determining eligibility and may be verified at any time during the school year by agency or other program officials. Applications may be submitted at any time during the year.

To obtain free or reduced price meals or free milk for children in a household where one or more household members receive FoodShare, FDPIR, or Wisconsin Works (W-2) cash benefits, list the FoodShare, FDPIR or W-2 case number, program name, list the names of all school children, sign the application, and return it to the school office.

For the school officials to determine eligibility for free or reduced price meals or free milk of households not receiving FoodShare, FDPIR or W-2 cash benefits, the household must provide the following information requested on the application: names of all household members, total number of household members, and the adult signing the application form must also list the last four digits of his or her Social Security Number or mark the box to the right of “Check if no SSN”. Also, the income received by each household member must be provided by amount and source (wages, welfare, child support, etc.).

Educational options for students who are enrolled in the Stoughton Area School District that involve part-time attendance at an educational institution other than a school of the Stoughton Area School District include the following: • Early College Credit Program (ECCP) • Provides opportunities to apply for approval to take up to a total of 18 college credit courses at an Institution of Higher Education and is available to students in grades 9-12 • is subject to state and local eligibility requirements, including the limitation that the courses must satisfy a high school graduation requirement; and • includes certain District-approved dual credit opportunities that the District offers in conjunction with a partner institution of higher education.

• See policy 723 Early College Credit Program • Start Technical College, which • High school students in good academic standing and who have no record of significant disciplinary problems, as determined by the School District, may have the opportunity to take college courses at a local technical college • (See policy 725 Start Technical College Now)

Additional educational options for children who reside in the District that involve full-time enrollment/attendance at a school, program, or other educational institution that is not a school or instrumentality of the Stoughton Area School District include: • Technical college: High school students meeting certain age and other eligibility requirements may be permitted to attend a technical college or certain other programs If a hearing is needed to appeal the decision, the policy contains an outline of the hearing procedure. for the purpose of completing a program leading to the If a household member becomes unemployed or if the household size changes, the family should contact the student’s high school graduation or to a high school school. Such changes may make the household eligible for reduced price meals or free meals or free milk if the equivalency diploma household income falls at or below the levels shown above, and they may reapply at that time.

• Full-time Open Enrollment involving physical attendance in a public school of a nonresident district or attendance Children formally placed in foster care are also eligible for free meal benefits. Foster children may be certified as through a virtual charter school that is associated with a eligible without a household application. Households with foster children and non-foster children may choose to nonresident school district include the foster child as a household member, as well as any personal income available to the foster child, on • Private school for students with a disability. Beginning the same application that includes their non-foster children. in 2016-17, a child with a disability who meets the program’s specific eligibility requirements may apply to The information provided by the household on the application is confidential. Public Law 103-448 limits the attend an eligible, participating private school under a release of student free and reduced price school meal eligibility status to persons directly connected with the scholarship awarded through the state’s “Special Needs administration and enforcement of federal or state educational programs. Consent of the parent/guardian is Scholarship Program,” as established under section needed for other purposes such as waiver of text book fees.

115.7915 of the state statutes • Enrollment in a private school of the family’s choosing, at Non-discrimination Statement: the family’s own cost In accordance with Federal civil rights law and U.S. Department of Agriculture (USDA) civil rights regulations and • Private school participating in a parental choice program policies, the USDA, its Agencies, offices, and employees, and institutions participating in or administering USDA • Enrollment in a home-based private educational program programs are prohibited from discriminating based on race, color, national origin, sex, disability, age, or reprisal as provided under state law or retaliation for prior civil rights activity in any program or activity conducted or funded by USDA. Educational options for children who reside in the Stoughton Persons with disabilities who require alternative means of communication for program information (e.g. Braille, Area School District but who are enrolled in and attending a large print, audiotape, American Sign Language, etc.), should contact the Agency (State or local) where they private school or home-based private educational program applied for benefits. Individuals who are deaf, hard of hearing or have speech disabilities may contact USDA include the following: through the Federal Relay Service at (800) 877-8339. Additionally, program information may be made available • Private school students in the high school grades have in languages other than English. the opportunity to apply for approval to take up to two courses per semester in a District school, pursuant to To file a program complaint of discrimination, complete the USDA Program Discrimination Complaint Form, (ADsection 118.145(4) of the state statutes 3027) found online at: http://www.ascr.usda.gov/complaint_filing_cust.html, and at any USDA office, or write a • Students who are enrolled in a home-based private letter addressed to USDA and provide in the letter all of the information requested in the form. To request a copy education program have the opportunity to: of the complaint form, call (866) 632-9992. Submit your completed form or letter to USDA by: • Apply for approval to take up to two courses per semester in public schools as provided (1) mail: U.S. Department of Agriculture under section 118.53 of the state statutes Office of the Assistant Secretary for Civil Rights • Participate in district interscholastic athletics 1400 Independence Avenue, SW (with the guidelines of the WIAA for eligibility) Washington, D.C. 20250-9410; and extracurricular activities as provided under section 118.133 of the state statutes (2) fax: (202) 690-7442; or Under the provisions of the free and reduced price meal and free milk policy Director of Taher Food Service Inc. will review applications and determine eligibility. If a parent or guardian is dissatisfied with the ruling of the official, he/she may wish to discuss the decision with the determining official on an informal basis. If the parent/guardian wishes to make a formal appeal, he/she may make a request either orally or in writing to: Erica J. Pickett, Director of Business Services, 320 North Street, Stoughton, WI 53589.

(3)

email: program.intake@usda.gov.

This institution is an equal opportunity provider.

Any questions regarding the application should be directed to the determining official.

For more information about any of the education options listed in this notice, please contact the SASD Director of Instruction, SASD District Administrator,, or the Wisconsin Department of Public Instruction http://dpi.wi.gov/ed-options.

INSIDE SASD 8 Stoughton Back to School - July 24 and 25, 2019

OUR SCHOOLS Fox Prairie Elementary 1601 West South St. 877-5100 Kegonsa Elementary 1400 Vernon St. 877-5200 Sandhill Elementary 1920 Lincoln Ave. 877-5400 River Bluff Middle School 235 North Forrest St. 877-5500 Stoughton High School 600 Lincoln Ave. 877-5600 4K Program 877-5404

Clockwise from top, a Fox Prairie Elementary student learns computer coding; Stoughton High School Norwegian Dancers perform at the State Capitol; Sandhill Elementary students give a thumbs up to the school Kindness Revolution; Kegonsa Elementary staff bid students farewell for the summer; and River Bluff Middle School students participate in one of the school’s Community Nights.