Legal Notifications

Act 20: Early Literacy Remediation Plan

Early Literacy Remediation Plan

Green Bay Area Public School's Early Literacy Plan Publication date: 2024-25
Mission Statement The Mission of the Green Bay Area Public School District is to educate all students to be college, career and community ready inspired to succeed in our diverse world. Vision Statement Green Bay Area Public School graduates will be academic achievers, communicators and connectors, architects of their own success, leaders and teammates, empowered to navigate their own life’s journey. Academic Achievers perform at high levels in their studies and demonstrate a commitment to learning. Communicators and Connectors effectively communicate and collaborate with others, showing teamwork and empathy. Personal Architects take responsibility for their actions and choices, actively pursuing personal growth with a vision for their own successes. Leaders and Teammates exhibit the qualities to lead and inspire others, as well as work collaboratively. Empowered Navigators develop and sharpen practical skills to journey through everyday life.

Green Bay Area Public School's Early Literacy Plan
Publication date: 2024-25

Mission Statement

The Mission of the Green Bay Area Public School District is to educate all students to be college, career and community ready inspired to succeed in our diverse world.

Vision Statement

Green Bay Area Public School graduates will be academic achievers, communicators and connectors, architects of their own success, leaders and teammates, empowered to navigate their own life’s journey.

Academic Achievers perform at high levels in their studies and demonstrate a commitment to learning.
Communicators and Connectors effectively communicate and collaborate with others, showing teamwork and empathy.
Personal Architects take responsibility for their actions and choices, actively pursuing personal growth with a vision for their own successes.
Leaders and Teammates exhibit the qualities to lead and inspire others, as well as work collaboratively.
Empowered Navigators develop and sharpen practical skills to journey through everyday life.

Universal Approach to High Quality Instruction
The universal classroom provides all students with high-quality, grade-level instruction, including systematic and explicit instruction of foundational reading skills. Green Bay Area Public Schools recognizes the differences among learners: their individual interests, learning styles, and how they construct new learning. Instruction is expected to be culturally responsive, collaboratively constructed, informed by data, and include a means for monitoring student learning. Differentiated instruction is an organized, yet flexible way of adjusting instructional methods to meet individual student academic and academic behavioral learning needs. In addition to differentiated instruction, the Green Bay Area Public School District has adopted evidence-based programs, practices, frameworks, and resources. Multilevel Systems of Support is a framework within the Green Bay Area Public School District that helps educators identify students strengths and challenges, and provide differentiated support to meet individual needs. Links to standards: Wisconsin Standards for English Language Arts, DPI 2020 Wisconsin Essential Elements for English Language Arts, DPI 2022 Wisconsin Model Early Learning Standards Fifth Edition The 2020 Edition \| WIDA

Universal Approach to High Quality Instruction

The universal classroom provides all students with high-quality, grade-level instruction, including systematic and explicit instruction of foundational reading skills. Green Bay Area Public Schools recognizes the differences among learners: their individual interests, learning styles, and how they construct new learning. Instruction is expected to be culturally responsive, collaboratively constructed, informed by data, and include a means for monitoring student learning.

Differentiated instruction is an organized, yet flexible way of adjusting instructional methods to meet individual student academic and academic behavioral learning needs. In addition to differentiated instruction, the Green Bay Area Public School District has adopted evidence-based programs, practices, frameworks, and resources.

Multilevel Systems of Support is a framework within the Green Bay Area Public School District that helps educators identify students strengths and challenges, and provide differentiated support to meet individual needs.

Links to standards:

Wisconsin Standards for English Language Arts, DPI 2020
Wisconsin Essential Elements for English Language Arts, DPI 2022
Wisconsin Model Early Learning Standards Fifth Edition
The 2020 Edition | WIDA

Early Literacy Assessments
Reading Readiness Screeners	Parent/Caregiver Communication
Statewide 4K Fundamental Skills Screening Assessment Pearson aimswebPLUS (phonemic awareness & letter-sound knowledge) Screening windows/dates: All 4K learners will take the fundamental reading skills screener on or before the 45th day of programming in the fall and again on or before the 45th day prior to the last day of programming in the spring.	Parents and caregivers can expect to receive communication within 15 days of the scoring of the statewide early literacy screener. Reports will be sent twice per year in the fall and spring. Please notify the school of your preferred language and mode of communication.
Statewide 5K-3 Universal Screener Pearson aimswebPLUS (phonemic awareness, letter-sound knowledge, alphabetic knowledge, decoding & oral vocabulary) Screening windows/dates: All 5K through grade 3 learners will take the universal reading screener on or before the 45th day of school in the fall, once mid-year, and on or before the 45th day prior to the last day of school in the spring.	Parents and caregivers can expect to receive communication within 15 days of the scoring of the statewide early literacy screener. Reports will be sent three times per year- fall, winter, and spring. Please notify the school of your preferred language and mode of communication.

Early Literacy Assessments

Reading Readiness Screeners

Parent/Caregiver Communication

Statewide 4K Fundamental Skills Screening Assessment
Pearson aimswebPLUS
(phonemic awareness & letter-sound knowledge)

Screening windows/dates:
All 4K learners will take the fundamental reading skills screener on or before the 45th day of programming in the fall and again on or before the 45th day prior to the last day of programming in the spring.

Parents and caregivers can expect to receive communication within 15 days of the scoring of the statewide early literacy screener.
Reports will be sent twice per year in the fall and spring.
Please notify the school of your preferred language and mode of communication.

Statewide 5K-3 Universal Screener
Pearson aimswebPLUS
(phonemic awareness, letter-sound knowledge, alphabetic knowledge, decoding & oral vocabulary)

Screening windows/dates:
All 5K through grade 3 learners will take the universal reading screener on or before the 45th day of school in the fall, once mid-year, and on or before the 45th day prior to the last day of school in the spring.

Parents and caregivers can expect to receive communication within 15 days of the scoring of the statewide early literacy screener.
Reports will be sent three times per year- fall, winter, and spring.
Please notify the school of your preferred language and mode of communication.

Diagnostic Literacy Assessments
The information from the early reading screener is one way that your child’s teacher will learn about your child's reading skills. If your child’s score is below the 25th percentile on the Reading Readiness Screener, your child will take a diagnostic assessment. The diagnostic results help identify specific literacy skills that will inform your child’s grade level reading goals. Results are shared via a family report sent to guardians of record in Infinite Campus within 15 days of the assessment.
Assessment title(s)	Assessment description	Skill area(s)	Technical specifications
HMH Amira by Houghton Mifflin Harcourt Paper version for students who cannot participate in digital Assessment: TPRI, provided by Houghton Mifflin Harcourt (TPRI = Texas Primary Reading Inventory)	The Amira Diagnostic is a configuration of subtests designed to evaluate a student's specific strengths and challenges in the areas of Phonological Awareness, Decoding/Phonics, High Frequency Word Recognition, and Vocabulary.	rapid naming phonological awareness word recognition spelling vocabulary listening comprehension When developmentally appropriate: oral reading fluency reading comprehension	Web access, computer -headphones recommended Paper materials provided; letter tiles needed for TPRI

Diagnostic Literacy Assessments

The information from the early reading screener is one way that your child’s teacher will learn about your child's reading skills. If your child’s score is below the 25th percentile on the Reading Readiness Screener, your child will take a diagnostic assessment. The diagnostic results help identify specific literacy skills that will inform your child’s grade level reading goals. Results are shared via a family report sent to guardians of record in Infinite Campus within 15 days of the assessment.

Assessment title(s)

Assessment description

Skill area(s)

Technical specifications

HMH Amira by Houghton Mifflin Harcourt

Paper version for students who cannot participate in digital Assessment: TPRI, provided by Houghton Mifflin Harcourt
(TPRI = Texas Primary Reading Inventory)

The Amira Diagnostic is a configuration of subtests designed to evaluate a student's specific strengths and challenges in the areas of Phonological Awareness, Decoding/Phonics, High Frequency Word Recognition, and Vocabulary.

rapid naming
phonological awareness
word recognition
spelling
vocabulary
listening comprehension

When developmentally appropriate:

oral reading fluency
reading comprehension

Web access, computer -headphones recommended

Paper materials provided; letter tiles needed for TPRI

Student Supports
Personal Reading Plans Students who score below the 25th percentile on the reading readiness screener will receive a personalized reading plan. This plan includes: a description of the science-based early literacy programming; early literacy assessment data; overall early literacy analysis; student goals and support plan; additional services to accelerate early literacy skills; recommendations for culturally relevant early literacy learning; record of attendance and progress; record of communication with parent/caregiver(s) Personal Reading Plans for individual students may include interventions from this menu. Depending on the student’s needs, interventions may be embedded in regular classroom instruction, delivered in a small group setting, delivered in a one-on-one setting, and/or provided using some other appropriate method. The school will provide a copy to families/caregivers no later than the third Friday in November or within 10 days of a subsequent screener or diagnostic assessment requested by parent/teacher. Families/caregivers can expect to receive updates about the student’s progress at least every 10 weeks.
Wisconsin's Informational Guidebook on Dyslexia and Related Conditions See Wisconsin's Informational Guidebook linked here.
Promotion Policy Please visit BoardDocs, to view the District's Grade Promotion, Retention and Acceleration Policy, 345.4.

Student Supports

Personal Reading Plans

Students who score below the 25th percentile on the reading readiness screener will receive a personalized reading plan. This plan includes:
- a description of the science-based early literacy programming;
- early literacy assessment data;
- overall early literacy analysis;
- student goals and support plan;
- additional services to accelerate early literacy skills;
- recommendations for culturally relevant early literacy learning;
- record of attendance and progress;
- record of communication with parent/caregiver(s)
Personal Reading Plans for individual students may include interventions from this menu.
Depending on the student’s needs, interventions may be embedded in regular classroom instruction, delivered in a small group setting, delivered in a one-on-one setting, and/or provided using some other appropriate method.
The school will provide a copy to families/caregivers no later than the third Friday in November or within 10 days of a subsequent screener or diagnostic assessment requested by parent/teacher.
Families/caregivers can expect to receive updates about the student’s progress at least every 10 weeks.

Wisconsin's Informational Guidebook on Dyslexia and Related Conditions
See Wisconsin's Informational Guidebook linked here.

Promotion Policy
Please visit BoardDocs, to view the District's Grade Promotion, Retention and Acceleration Policy, 345.4.

Family and Community Engagement
Family Notification Policy Families are notified via School Messenger and TalkingPoints (communication service that translates documents). Families that do not have access to these communicative resources will receive direct contact from the classroom teacher regarding student results, supported by bilingual paraprofessionals for families with a preferred language other than English. WI Dyslexia Handbook is linked into results letters. Information about how to request a special education evaluation is included in the letters, as well. Early Literacy Screener Notification English \| Spanish \| Hmong \| Somali Early Literacy Screener Results Letters English \| Spanish \| Hmong \| Somali Early Literacy Diagnostic Results Letters English \| Spanish \| Hmong \| Somali Early Literacy Assessment Guides aimswebPlus Parent Report \| Amira Parent Report
Family & Community Engagement Strategies Universal Screening parent notification: Students in grades 4K-3 participate in an early literacy universal screener assessment. The results are reported to families within 15 days after a student completes it, and includes the following: The pupil's score on the reading readiness assessment. The pupil's score in each early literacy skill category assessed by the reading readiness assessment. The pupil's percentile rank score on the reading readiness assessment, if available. The definition of “at-risk” and the score on the reading readiness assessment that would indicate that a pupil is at-risk. Language description of the literacy skills the reading readiness assessment is designed to measure. Students performing in the lowest 25th percentile on the literacy universal screener will have a personal reading plan developed. The school will provide a copy of the reading plan to families as well as provide progress updates after 10 weeks. Family Conferences: Family-teacher conferences provide communication on student progress, including reading assessment information to support families’ understanding of student progress and grade-level expectations. Interpreters are provided to families as needed. Systems for Two-Way Communication: Schools establish timely two way communication systems with families. Building Opportunities, Family and Community Engagement Opportunities: Schools provide families with ideas to enhance literacy learning at home. Some events include meet and greet, open house and family engagement nights. Interpreters are provided at various events. Parent Teacher Organizations/Groups are another opportunity for parents to support schools. Report Cards: Report cards are sent home three times a year in PK-5 to demonstrate student progress toward Wisconsin's English Language Arts State Standards.

Family and Community Engagement

Family Notification Policy

Families are notified via School Messenger and TalkingPoints (communication service that translates documents). Families that do not have access to these communicative resources will receive direct contact from the classroom teacher regarding student results, supported by bilingual paraprofessionals for families with a preferred language other than English.
WI Dyslexia Handbook is linked into results letters. Information about how to request a special education evaluation is included in the letters, as well.

Family & Community Engagement Strategies

Universal Screening parent notification: Students in grades 4K-3 participate in an early literacy universal screener assessment. The results are reported to families within 15 days after a student completes it, and includes the following:

The pupil's score on the reading readiness assessment.
The pupil's score in each early literacy skill category assessed by the reading readiness assessment.
The pupil's percentile rank score on the reading readiness assessment, if available.
The definition of “at-risk” and the score on the reading readiness assessment that would indicate that a pupil is at-risk.
Language description of the literacy skills the reading readiness assessment is designed to measure.

Students performing in the lowest 25th percentile on the literacy universal screener will have a personal reading plan developed. The school will provide a copy of the reading plan to families as well as provide progress updates after 10 weeks.

Family Conferences: Family-teacher conferences provide communication on student progress, including reading assessment information to support families’ understanding of student progress and grade-level expectations. Interpreters are provided to families as needed.

Systems for Two-Way Communication: Schools establish timely two way communication systems with families.

Building Opportunities, Family and Community Engagement Opportunities:
Schools provide families with ideas to enhance literacy learning at home. Some events include meet and greet, open house and family engagement nights. Interpreters are provided at various events.

Parent Teacher Organizations/Groups are another opportunity for parents to support schools.

Report Cards: Report cards are sent home three times a year in PK-5 to demonstrate student progress toward Wisconsin's English Language Arts State Standards.

Strategic Use of Data
Administrative Responsibility for Data Management, Reporting and Annual Early Literacy Curriculum District Administrators, along with elementary principals shall have primary administrative responsibility for establishing and monitoring data-tracking procedures related to this Early Literacy Remediation Plan. The Associate Superintendent of Continuous School Improvement, Director of Literacy, Associate Director of Data and Assessment and Associate Director of Literacy Intervention shall have primary administrative responsibility for ensuring that the District annually reports assessment and intervention data to the Department of Public Instruction, as required by section 118.016(7). The District’s reading goals along with the data that the District tracks in connection with reading readiness assessments and early literacy interventions will be used to evaluate and improve the District’s early literacy curriculum and instructional practices. This data will also inform the Districts budgetary needs in relation to reading instruction, staffing, resources for professional development, instructional materials, library materials, as well as revisions to the current reading goals.

Strategic Use of Data

Administrative Responsibility for Data Management, Reporting and Annual Early Literacy Curriculum

District Administrators, along with elementary principals shall have primary administrative responsibility for establishing and monitoring data-tracking procedures related to this Early Literacy Remediation Plan.
The Associate Superintendent of Continuous School Improvement, Director of Literacy, Associate Director of Data and Assessment and Associate Director of Literacy Intervention shall have primary administrative responsibility for ensuring that the District annually reports assessment and intervention data to the Department of Public Instruction, as required by section 118.016(7).

The District’s reading goals along with the data that the District tracks in connection with reading readiness assessments and early literacy interventions will be used to evaluate and improve the District’s early literacy curriculum and instructional practices. This data will also inform the Districts budgetary needs in relation to reading instruction, staffing, resources for professional development, instructional materials, library materials, as well as revisions to the current reading goals.

Asbestos

Asbestos Hazard Emergency Response Act

The Asbestos Hazard Emergency Response Act (AHERA) is a federal regulation that became effective in 1988. This rule required local education agencies to identify asbestos-containing building materials (ACBM) in public and private schools by visually inspecting school buildings for suspect materials, sampling such materials to determine if they are or are not ACBM.

The rule requires local education agencies to submit asbestos management plans to the state. The plan was submitted to the state in 1989 and is strictly adhered to.

For AHERA compliance the schools conduct a six-month inspection performed by the District Asbestos Management Coordinator or their designee and a three-year inspection by NorthStar Environmental Testing, an asbestos consulting service. All friable asbestos found during these inspections is immediately removed or repaired in compliance with AHERA regulations.

The Green Bay Area Public School District’s present strategy for management of asbestos is to remove or repair all friable asbestos found during inspections, remove all asbestos floor tile damaged and friable, remove all damaged and friable ceiling tile, and remove all plaster, wallboard and insulation on all heating and water piping before building additions, renovation or retrofit.

There remains ACBM in all Green Bay Area Public School District schools that is not a health hazard to students or school personnel. The Asbestos Inspection Reports and Asbestos Management Plans is available for review at the Facilities and Related Services office at the District Office Building, 200 South Broadway, by appointment only, when such appointment is made with the IEQ Coordinator at least one working day in advance. Copies of the documents are available from the Facilities and Related Services office and will be charged in accordance with the District’s fee schedule for public records requests and will be provided in accordance with the timelines consistent with public records requests.

The Board of Education has appointed the District’s Manager of Facilities Maintenance and Internal Service Systems as the District’s designated Asbestos Management Coordinator.

Academic Standards

The Green Bay Area Public School District adheres to a standards-based approach to curriculum development. School Board Policy 330 further outlines this commitment, stating that “the Board of Education shall adopt District learning standards and benchmarks that address what students should know and be able to do at various stages of their educational experience within the District. The learning standards shall be aligned with the state academic standards, but determined at the local level. The standards and benchmarks shall guide all curriculum and instruction decisions in addressing the individual needs of all students. The District's curriculum and instruction program will also be aligned with applicable state law requirements.”

State law requires the District to provide the parents and guardians of all enrolled students 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 below. Electronic links to the detailed version of the applicable standards are provided. If a parent or guardian would like to review a copy of any of the standards in an alternative format, they may contact the Director of Curriculum. The following chart lists curricular content areas and the Board-adopted standards that guide curriculum development and classroom instruction:

Curricular Area	Academic Standards
Early Learning Standards	Wisconsin Model Early Learning Standards
English Language Arts (includes Reading and Writing)	Wisconsin Standards for English Language Arts
Mathematics	Wisconsin Standards for Mathematics
Science	Wisconsin’s Standards for Science
Social Studies	Wisconsin Standards for Social Studies

Additionally, with regards to emphasizing content-area literacy in all subjects, Wisconsin and the Green Bay Area Public School District have adopted the Wisconsin Standards for Disciplinary Literacy. Additional resources relative to this commitment are located here.

Child Find Confidentiality Notice

GREEN BAY AREA PUBLIC SCHOOL DISTRICT CONFIDENTIALITY OF PERSONALLY IDENTIFIABLE INFORMATION OBTAINED THROUGH CHILD FIND ACTIVITIES

This information in this publication is available in Hmong, Somali and Spanish by contacting the Green Bay Area Public School District at (920) 448-2000.

The Green Bay Area Public School District is required to locate, identify, and evaluate all children, with disabilities, including children with disabilities attending private schools in the school district, and homeless children. The process of locating, identifying, and evaluating children with disabilities is known as child find. This agency conducts the following child find activities each year: The school district has a special education screening program to locate and screen all children with disabilities who are residents of the district and who have not graduated from high school.

Upon request, the school district will screen any resident child who has not graduated high school to determine whether a special education referral is appropriate. A request may be made by contacting Jacqueline Hauser, Director of Special Education, Green Bay Area Public School District, at 920-448-2136, or by writing to her at 200 South Broadway, Green Bay, Wisconsin, 54303. Throughout the school year, the school district conducts developmental screening of preschool children. The early learning development team assesses each child’s overall development, including motor, communication, and social skills. The information is used to provide the parent with a profile of their child’s current development and to provide suggestions for follow-up activities. Parents learn about community services available to them and speak with representatives of agencies serving families. The information from screening is also used to determine whether a child should be evaluated for a suspected disability. When school staff reasonably believes a child is a child with a disability, they refer the child for evaluation by a school district Individualized Education Program (IEP) Team. For more information, you may contact the early learning development team at 920-448-2102. This notice informs parents of the records the school district will develop and maintain as part of its child find activities. This notice also informs parents of their rights regarding any records developed.

The school district gathers personally identifiable information on any child who participates in child find activities. Parents, teachers, and other professionals provide information to the school related to the child’s academic performance, behavior, and health. This information is used to determine whether the child needs special education services. Personally identifiable information directly related to a child and maintained by the school is a pupil record.

Pupil records include records maintained in any way including, but not limited to, computer storage media, video and audiotape, film, microfilm, and microfiche. Records maintained for personal use by a teacher and not available to others and records available only to persons involved in the psychological treatment of a child are not pupil records.

The school district maintains several classes of pupil records.

"Progress records" include grades, courses the child has taken, the child's attendance record, immunization records, required lead screening records, and records of school extra-curricular activities. Progress records must be maintained for at least five years after the child ceases to be enrolled.
"Behavioral records" include such records as psychological tests, personality evaluations, records of conversations, written statements relating specifically to the pupil's behavior, tests relating specifically to achievement or measurement of ability, physical health records other than immunization and lead screening records, law enforcement officers' records, and other pupil records that are not "progress records." Law enforcement officers' records are maintained separately from other pupil records. Behavioral records may be maintained for no longer than one year after the child graduates or otherwise ceases to be enrolled, unless the parent specifies in writing that the records may be maintained for a longer period of time. The school district informs parents when pupil records are no longer needed to provide special education. At the request of the child's parents, the school district destroys the information that is no longer needed.
"Directory data" includes the student's name, address, telephone listing, date of birth, major field of study, participation in officially recognized activities and sports, weight and height of members of athletic teams, dates of attendance, photographs, degrees and awards received, and the name of the school most recently previously attended by the student.
"Pupil physical health records" include basic health information about a pupil, including the pupil's immunization records, an emergency medical card, a log of first aid and medicine administered to the pupil, an athletic permit card, a record concerning the pupil's ability to participate in an education program, any required lead screening records, the results of any routine screening test, such as for hearing, vision or scoliosis, and any follow-up to the test, and any other basic health information, as determined by the state superintendent.

Any pupil record relating to a pupil's physical health that is not a pupil physical health record is treated asa patient health care record under Wis. Stat. §§ 146.81 to 146.84. Any pupil record concerning HIV testing is treated as provided under Wis. Stat. § 252.15.
The Family Educational Rights and Privacy Act (FERPA), the Individuals with Disabilities Education Act (IDEA), and Wis. Stat. § 118.125, afford parents and students over 18 years of age ("eligible students")the following rights with respect to education records:

The right to inspect and review the student's education records within 45 days of receipt of the request. Parents or eligible students should submit to the school principal a written request that identifies the records(s) they wish to inspect. The principal will make arrangements for access and notify the parent or eligible student of the time and place where the records may be inspected. The school district will comply with the request without unnecessary delay and before any meeting about an individualized education program, or any due process hearing, and in no case more than 45 days after the request has been made. If any record includes information on more than one child, the parents of those children have the right to inspect and review only the information about their child or to be informed of that specific information. Upon request, the school district will give a parent or eligible student a copy of the progress records and a copy of the behavioral records. Upon request, the school district will give the parent or eligible student a list of the types and locations of education records collected, maintained, or used by the district for special education. The school district will respond to reasonable requests for explanations and interpretations of the records. A representative of the parent may inspect and review the records.
The right to request the amendment of the student's education records that the parent or eligible student believes is inaccurate or misleading. Parents or eligible students may ask the Green Bay Area Public School District to amend a record that they believe is inaccurate or misleading. They should write the school principal, clearly identify the part of the record they want changed, and specify why it is inaccurate or misleading. If the district decides not to amend the record, the district will notify the parent or eligible student of the decision and the right to a hearing regarding the request for amendment. Additional information regarding the hearing procedures will be provided to the parent or eligible student when notified of the right to a hearing.
The right to consent to disclosures of personally identifiable information in the student's education records, except to the extent that federal and state law authorizes disclosure without consent. The exceptions are stated in 34 CFR 99.31, Family Educational Rights and Privacy Act regulations; Sec. 9528, PL107-110, Every Student Succeeds Act of 2015 and Wis. Stat. §§ 118.125(2)(a) to (m) and sub. (2m). One exception that permits disclosure without consent is disclosures to school officials with legitimate educational interests. A school official is a person employed by the district as an administrator, supervisor, instructor, or support staff member (including health or medical staff and law enforcement unit personnel); a person serving on the school board; a person or company with whom the district has contracted to perform a special task (such as an attorney, auditor, medical consultant, or therapist); or a parent or student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official in performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility. Upon request, the district discloses education records without consent to officials of another school district in which a student seeks or intends to enroll, or is already enrolled if the disclosure is for purposes of the student’s enrollment or transfer. Also the district discloses "directory data" without consent, unless the parent notifies the district that it may not be released without prior parental consent.
The right to file a complaint with the U. S. Department of Education concerning alleged failures by the District to comply with the requirements of FERPA. The name and address of the Office that administers FERPA is: Family Policy Compliance Office, U.S. Department of Education, 400 Maryland Avenue, S.W., Washington, DC 20202-4605.

Child Find Referral Process

Green Bay Area Public School District Annual Notice of Special Education Referral and Evaluation Procedures - 2025-2026 School Year

The Green Bay Area Public School District 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 Jacqueline Hauser, Director of Special Education, Green Bay Area Public School District, at 920-448-2136,
or by writing her at 200 South Broadway, Room 219, Green Bay, Wisconsin, 54303.

Directory Data

Educational Options

Human Growth and Development

Wisconsin Statute 118.019(3) encourages all school boards to make available to students instruction in topics related to human growth and development. The kindergarten through grade 12 program in the Green Bay Area Public School District offers information and instruction appropriate to each grade level. The program includes instruction in the following areas:

Self-esteem, responsible decision making and personal responsibility.
Interpersonal relationships.
Discouragement of adolescent sexual activity.
Family life and skills required of a parent.
Human sexuality.
Sex stereotypes and protective behavior.

Complete curriculum materials dealing with these areas are available upon request for inspection in the district curriculum office.

Parents may choose to opt their children out of instruction in human growth and development. Students who have been exempted from human growth and development instruction will still receive instruction in knowledge of physiology and hygiene; sanitation; the effects of controlled substances and alcohol upon the human system; symptoms of disease and the proper care of the body; and knowledge of effective means by which students may recognize, avoid and prevent and halt physically or psychologically intrusive or abusive situations which may harmful to students as required by Wis. Stat. 118.01(2)(d)(2c) and 118.01(2)(d)(8). Contact your child’s teacher for this option.

Indoor Air Quality

Indoor Environmental Quality

The Green Bay Area Public School District has implemented an Indoor Environmental Quality (IEQ) Management Plan. The Plan is available to staff, students, parents, and the public for review and outlines the District’s procedures for ensuring the quality of indoor air for each school within the District.

The Plan is available for review at the Facilities and Related Services office at the District Office Building, 200 South Broadway, by appointment only, when such appointment is made with the IEQ Coordinator at least one working day in advance. Copies of the documents are available from the Facilities and Related Services office and will be charged in accordance with the District’s fee schedule for public records requests and will be provided in accordance with the timelines consistent with public records requests.

Non-Discrimination Notice

Parents Right to Know Teacher Qualifications

The Green Bay Area Public Schools hires quality personnel for all its positions. If no fully certified teachers are available for a position, the next most qualified person is hired and enrolled in course work to complete the certification. This sometimes happens in bilingual or special education, for example. The District provides numerous professional learning sessions to help staff review the latest strategies to instruct students. The Elementary and Secondary Education Act (ESEA) requires schools to offer parents the opportunity to request information on the following staff qualifications:

Whether the teacher has met Wisconsin licensing criteria to serve the grade assigned.
Whether the teacher is teaching under an emergency or provisional status.
Whether the teacher is teaching in the field of discipline of the certification of the teacher.
The professional qualifications of a paraprofessional providing services to the student.

To obtain this information, contact the Human Resources Department at (920) 448-3583.

Public Records Law Notice

Sign Language Services

Standards Resources

State Assessments Notifications

Student Surveys

Title IX Non-Discrimination Notice

Transparency in Coverage

Wisconsin's Informational Guidebook on Dyslexia and Related Conditions

Written SEA Complaint Procedures

Please note: The District has navigated to housing and maintaining all Board of Education Policies, Rules and Exhibits in a new application, BoardDocs. Accordingly, policy links contained in some of the documents on this page may no longer function, but all District Policies and Rules can be accessed through BoardDocs and clicking "Policies" in the upper right-hand side of the screen. All policies are still maintained in the same series, and are also searchable by text and titles. If you have any questions or difficulty utilizing BoardDocs to access District Policies and Rules, please reach out to the Legal Department at (920) 448-2039, or email Heather Nelson.