Annual Notice of Special Education Referral and Evaluation Procedures
Upon request, the School District of Beloit is required to evaluate a child for eligibility for special education services. A request for evaluation is known as a referral. When the district receives a referral, the district will appoint an Individualized Education Program (IEP) team to determine if the child has a disability, and if the child needs special education services. The district locates, identifies, and evaluates all children with disabilities who are enrolled by their parents in private (including religious) schools, elementary schools and secondary schools located in the school district.

A physician, nurse, psychologist, social worker, or administrator of a social agency who reasonably believes a child brought to him or her for services is a child with a disability has a legal duty to refer the child, including a homeless child, to the school district in which the child resides. Before referring the child, the person making the referral must inform the child's parent that the referral will be made.

Others, including parents, who reasonably believe a child is a child with a disability may also refer the child, including a homeless child, to the school district in which the child resides.

Referrals must be in writing and include the reason why the person believes the child is a child with a disability. A referral may be made by contacting Melissa Beavers, Executive Director of Pupil Services, School District of Beloit, at (608) 361-4020, or by writing him/her at 1500 Fourth Street, Beloit, WI, 53511.

Aviso Anual de Recomendación para educación especial y procedimientos de evaluación.
A solicitud, el Distrito Escolar de Beloit está obligado a evaluar a un menor para determinar si éste requiere servicios de educación especial. Se conoce como recomendación a una solicitud de evaluación. Cuando el distrito recibe una recomendación, el distrito designará un equipo de Programa Individualizado de Educación (IEP, por sus siglas en inglés) para determinar si el menor tiene una discapacidad, y si el menor necesita servicios de educación especial. El distrito ubica, identifica, y evalúa a todos los menores con discapacidades que son matriculados por sus padres en escuelas privadas (incluyendo religiosas), escuelas primarias y escuelas secundarias localizadas en el distrito escolar.

Un médico, enfermera, psicólogo, trabajador social, o administrador de una institución social quien crea razonablemente que un menor que ha sido llevado al mismo para recibir servicios es un menor con discapacidad, tiene el deber legal de recomendar a este menor, incluso si es un menor sin hogar, al distrito escolar en el cual vive el menor. Antes de recomendar al menor, la persona que hace la recomendación debe informar a sus padres que se hará dicha recomendación.

Otros, incluyendo a los padres, quienes crean razonablemente que algún menor es un menor con discapacidad pueden también recomendar al menor, incluso si es un menor
sin hogar, al distrito escolar en el cual vive el menor. Las recomendaciones deben hacerse por escrito y deben incluir la razón por la cual la persona cree que el menor es un menor con discapacidad.

Las recomendación debe hacerse contactando a MELISSA BEAVERS Director de Educación Especial, DISTRITO ESCOLAR DE BELOIT, en el (608) 361-4026 o escribiéndole a 1500 FOURTH STREET.

If you want to see the state qualification for your child's teacher you can find it on the DPI website.

Homeless Student Notifications (McKinney-Vento)
Schools are required to notify parents of homeless children (and unaccompanied youth) of the following rights:

• The availability of a local district staff person as a liaison for homeless children. 
• Immediate enrollment and school participation, even if educational and medical records and proof of residency are not available. 
• The availability of educational opportunities and related opportunities for homeless students (preschool to age 21), including unaccompanied youth. 
• Enrollment and transportation rights, including transportation to the school of origin. “School of origin” is defined as the school the child attended when permanently housed or when last enrolled. 
• Written explanation of why a homeless child is placed other than in a school of origin or school requested by the parent, with the right to appeal within the local dispute resolution process. 
• Meaningful opportunities for parents to participate in the education of their children.
• Parents/Guardians/UHY have the right to dispute/appeal decisions made by the district regarding eligibility, school selection or enrollment.

Title I Overview
Title I is a federal program that provides additional funding to school districts with “high percentages of low income students”.  The stated purpose of Title I is to “ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging State academic achievement standards and academic assessments.”  This purpose can be accomplished by:

1. ensuring that high-quality academic assessments, accountability systems, teacher preparation and training, curriculum, and instructional materials are aligned with challenging State academic standards so that students, teachers, parents, and administrators can measure progress against common expectations for student academic achievement;
2.  meeting the educational needs of low-achieving children in our Nation's highest-poverty schools, limited English proficient children, migratory children, children with disabilities, Indian children, neglected or delinquent children, and young children in need of reading assistance;
3. closing the achievement gap between high- and low-performing children, especially the achievement gaps between minority and nonminority students, and between disadvantaged children and their more advantaged peers;
4. holding schools, local educational agencies, and States accountable for improving the academic achievement of all students, and identifying and turning around low-performing schools that have failed to provide a high-quality education to their students, while providing alternatives to students in such schools to enable the students to receive a high-quality education;
5. distributing and targeting resources sufficiently to make a difference to local educational agencies and schools where needs are greatest;
6. improving and strengthening accountability, teaching, and learning by using State assessment systems designed to ensure that students are meeting challenging State academic achievement and content standards and increasing achievement overall, but especially for the disadvantaged;
7. providing greater decision making authority and flexibility to schools and teachers in exchange for greater responsibility for student performance;
8. providing children an enriched and accelerated educational program, including the use of schoolwide programs or additional services that increase the amount and quality of instructional time;
9. promoting school wide reform and ensuring the access of children to effective, scientifically based instructional strategies and challenging academic content;
10. significantly elevating the quality of instruction by providing staff in participating schools with substantial opportunities for professional development;
11. coordinating services under all parts of this title with each other, with other educational services, and, to the extent feasible, with other agencies providing services to youth, children, and families;
12. affording parents substantial and meaningful opportunities to participate in the education of their children.

Title I funds provide supplemental services to children in Title I schools in the form of Targeted Assistance or Schoolwide Programs. The Targeted model provides direct services to students with the greatest need for supplemental services. The Schoolwide program model provides services to all students with the focus on students with the greatest need. Both program models provide supplemental instruction and additional support to improve the academic performance of students. 

Title I schools for 2020 - 2021 are listed below with their corresponding model program:
Targeted Programs     
Beloit Early Learning (BEL)

Schoolwide Programs      
Aldrich Intermediate 
Beloit Learning Academy (BLA)
Converse Elementary
Cunningham Intermediate
Fruzen Intermediate 
Gaston Elementary
Hackett Elementary
McNeel Intermediate
Merrill Elementary
Robinson Elementary
Todd Elementary

Questions?
Theresa Morateck
Executive Director, Teaching, Learning & Equity
(608) 361-404022
tmorateck@sdb.k12.wi.us

Brooke Walker
Administrative Assistant for Grants – Finance
608-361-4034
bwalker@sdb.k12.wi.us

WHAT ARE ACADEMIC STANDARDS?
Standards specify what students should know and be able to do in the classroom. Wisconsin has academic standards for separate content areas.

WHY ARE STANDARDS IMPORTANT?
Standards serve as goals for teaching and learning. Setting high standards enables students, parents, educators, and citizens to know what students should have learned at a given point in time. Clear statements about what students must know and be able to do are essential to ensure that our schools offer opportunities to acquire the knowledge and skills necessary for success.

WHAT STANDARDS ARE IN EFFECT THIS SCHOOL YEAR?
State law requires the District to provide the parents and guardians of all enrolled students with notice of the academic standards in mathematics, science, reading and writing, geography, and history that have been adopted by the School Board and that will be in effect during each school year. Accordingly, the District academic standards that will be in effect in these specific content areas for this school year are listed with electronic links to the detailed version of the standards.

ENGLISH LANGUAGE ARTS STANDARDS
The District has adopted the Wisconsin Model Academic Standards for English Language Arts, as formerly adapted to Wisconsin by the Wisconsin Department of Public Instruction. A complete copy of these standards can be located and reviewed at: https://dpi.wi.gov/standards.

MATHEMATICS STANDARDS
The District has adopted the Wisconsin Model Academic Standards for Math. A complete copy of these standards can be located and reviewed at: https://dpi.wi.gov/standards.

SCIENCE STANDARDS
The District has adopted the Wisconsin Standards for Science. A complete copy of these standards can be located and reviewed at: https://dpi.wi.gov/science/standards

SOCIAL STUDIES
The District has adopted the Wisconsin Model Academic Standards for Social Studies. A complete copy of these standards can be located and reviewed at: https://dpi.wi.gov/standards

OTHER CONTENT AREAS
All subject areas have academic standards that guide curriculum and lesson development. Wisconsin Model Academic Standards comprise the basis for all course content, except in English Language Arts and Mathematics where CCSS are in place as well as in Science. The full list of Wisconsin Model Academic Standards can be viewed at: https://dpi.wi.gov/standards

Who can I contact for more information about the District’s academic standards?
If you have any questions about this notice, please contact: Theresa Morateck, Executive Director of Teaching, Learning and Equity, tmorateck@sdb.k12.wi.us, 608-361-4031.

This notice is issued pursuant to section 120.12(13) of the state statutes.

Title IX
The School District of Beloit is required to respond to all reports of sexual harassment. Any person with actual knowledge of sexual harassment that occurred in an educational program or activity against a person in the United States must report the sexual harassment to the Title IX Coordinator. A report may be made either orally or in writing to the Title IX Coordinator by phone, email, mail, or any other means to ensure the receipt of the report. The Title IX Coordinator(s) are listed below.
 
Didi Almendares, Executive Director, Human Resource
dalmendares@sdb.k12.wi.us

To provide full transparency, you can access the Title IX Policy or the Title IX Training Outline.

Per Act 86, the informational Dyslexia Guidebook discusses screening, instruction and intervention, and resources that can support improved learning for school-aged individuals with characteristics of dyslexia. The audience for the information is broad and includes but is not limited to parents and families, educators, interventionists or reading teachers, and educational leaders.