assessments

Basic Reading Inventory (BRI)

The Basic Reading Inventory (BRI) is administered to all students in grades 2-12 throughout the year. All students are tested in the fall and spring with some students being tested in winter. These results are analyzed by the Building Leadership Team and trendlines of progress are created to assess student achievement toward reading comprehension, fluency (rate of reading), and accuracy (pronunciation).

Iowa Tests

The Iowa Assessments have replaced the Iowa Basic Tests which were called ITBS and ITED.

Armed Services Vocational Aptitude Battery (ASVAB)

What is the ASVAB?

The Armed Forces Vocational Aptitude Battery is a series of tests developed by the Department of Defense in the 1960s. Until recently, the battery consists of 10 individual tests of the following subjects: Word Knowledge, Paragraph Comprehension, Arithmetic Reasoning, Mathematics Knowledge, General Science, Auto & Shop Information, Mechanical Comprehension, Electronics Information, Numerical Operations, and Coding Speed. In December 2002, DOD eliminated Numerical Operations and Coding Speed from the ASVAB, and added a new section titled "Assembling Objects."

There are currently three versions of the ASVAB. Results from any one of them can be used for military recruiting purposes.

High School Version. The "High School Version" is officially called "Form 18/19." It's a paper-based ASVAB commonly given to juniors and seniors in high school through a cooperative program between the Department of Defense and the Department of Education. The test is offered at more than 13,000 high schools and post secondary schools in the United States. The primary purpose of this test is not for enlistment in the military (although the test scores can be used for military enlistment). The primary purpose of this test is to help school counselors and students discover where a student's basic aptitude lies. Approximately 900,000 students take Form 18/19 ASVAB each year.

Paper ASVAB for Recruiting. The paper version of the ASVAB used for military recruiting is officially known as "Forms 20-22." This version is given by the Armed Forces for enlistment purposes only. While the questions on the high school version and the recruiting version are different, they are equal in difficulty. Few people take the paper recruiting version of the ASVAB these days because most folks interested in joining the military take the computerized version of the ASVAB at the Military Entrance Processing Station (MEPS).

CAT-ASVAB. The third version of the test is the CAT-ASVAB, which is a computerized version of the Forms 20-22 ASVAB. As each question is answered on the computer screen, the computer automatically selects the next question. Most people find that they score better on the CAT-ASVAB than they do on the paper-versions. This is because, for overall ASVAB score calculation (not individual line scores), the mathematics knowledge (MK) and arithmetic reasoning (AR) questions on the ASVAB are "weighted," with harder questions worth more points than easier questions. On the CAT-ASVAB, when one gets an answer right, the computer automatically selects a more difficult question (worth more points). If one gets a question wrong, the computer selects an easier question for the next question.

The ASVAB is not an IQ test. It does not measure intelligence. The battery of tests were designed specifically to measure an individual's aptitude to be trained in specific jobs.

History of the ASVAB

The Army began general testing of draftees during World War I. In order to provide a means of classifying draftees, the Army developed the Army Alpha Test, which consisted of 212 multiple-choice and true/false questions on the following subjects: vocabulary, sentence structure, arithmetic problems, number series, general knowledge, and "common sense."

When it became apparent that many draftees could not read or write, and therefore could not be properly classified using the Army Alpha Test, the army developed the Army Beta Test, which minimized verbal knowledge and used only pictures and diagrams.

During World War II, the Army replaced the Alpha & Beta Tests with the Army General Classification Test. This test consisted of 150 questions on the following topics: vocabulary, arithmetic problems, and block counting. More than 9 million recruits took this test during World War II. Interestingly, the tests showed that only 63 percent could read/write above a third grade level.

During this time, a completely separate "aptitude test" was being administered by the Navy (The Air Force was still part of the Army).

When Congress passed the Selective Service Act in 1948, they mandated that the Department of Defense develop a uniform screening test to be used by all of the services. In response, DOD developed the Armed Forces Qualification Test (AFQT). The test consisted of 100 multiple-choice questions in the following subjects: vocabulary, arithmetic, spatial relations, and mechanical ability. This test was given to recruits from 1950 to the mid 1970s. The separate tests were used to form a composite AFQT score, and each service was allowed to set their own minimum score standards.

In the 1960s, DOD decided to develop a standardized military selection & classification test, and administer it throughout U.S. High schools. ASVAB tests were first used in high schools in 1968, but it wasn't used for military recruiting until a few years later. In 1973, the draft was ended and the nation entered the contemporary period in which all military recruits are volunteers. Three years later, in 1976, the Armed Services Vocational Aptitude Battery (ASVAB) was introduced as the official mental testing battery used by all services.

In December, 2002, DOD removed two sub-tests from the ASVAB, and included one new test. Removed were Numerical Operations and Coding Speed. Added was a new test called "Assembling Objects."

What's an "ASVAB Score?"

There is no overall "ASVAB Score." When you hear someone saying "I got an 80 on my ASVAB," they are talking about their AFQT (Armed Forces Qualifying Test) score, not an "overall" ASVAB Score.

The AFQT is important. It determines whether or not you can join the military. The AFQT score is not derived from all portions of the ASVAB. Indeed, the AFQT score is determined from only four areas of the ASVAB: Word Knowledge (WK), Paragraph Comprehension (PC), Arithmetic Reasoning (AR), and Mathematics Knowledge (MK).. The score is computed as follows:

The first step is to determine your Verbal Expression (VE) Score. This is done by adding the value of your ASVAB Word Knowledge (WK) Score to the values of your Paragraph Comprehension (PC) Score. This result is then compared to a chart which gives you your scaled VE Score.

The formula to derive the AFQT "raw Score" is 2VE + AR (Arithmetic Reasoning) + MK (Mathematics Knowledge).

It's important to understand here that the AFQT score is not computed with the AR "Line Score" and the MK "Line Score" that you see on your ASVAB scores sheet. The AR and MK scores shown on the score sheet is "number correct." However, the score used to compute AFQT score is the "weighted score," which takes into consideration the difficulty level of the question.

This formula results in the AFQT "raw score," which is then converted into a percentile score. 

In 1980, a study, known as the "Profile of American Youth," was conducted by the Department of Defense in cooperation with the Department of Labor. DOD administered the ASVAB to a total of 11,914 individuals, ranging in age from 16 to 23, from July to October 1980. The purpose of the Profile of American Youth was to obtain data on the vocational aptitudes of current youth and to establish current national norms for the ASVAB.

The person's AFQT score is a percentile score, based on the population of test-takers in the above study. The percentiles are based upon a 99 point scale with 99 being the highest.

So, if an individual has an AFQT score of 50, then his/her AFQT "raw score" is better than 50 percent of the individuals who took the test in the above mentioned study.

AFQT Categories

For enlistment purposes, AFQT Scores are divided into the following categories:

Category I - 93-100

Category II - 65-92

Category IIIA - 50-64

Category IIIB - 31-49

Category IVA - 21-30

Category IVB - 16-20

Category IVC - 10-15

Category V - 0-9

In the early 90s, Congress passed a law stating that no Category V recruits could be accepted for enlistment in any of the military services, and no more than 20 percent of accessions could be in Category IV. Additionally, Congress required that any Category IV accessions had to be high school diploma graduates (no GEDs).

However, the military services have even stricter standards for enlistment. See our ASVAB Minimum Score Chart for minimum AFQT scores required to join each of the military services.

ASVAB "Norms" Updated

The last time ASVAB percentile scores were developed was in 1980. That means, folks taking the ASVAB today have their percentile scores computed based on the group who took the test 24 years ago. However, effective July 1, 2004, DoD has "re-normed" the ASVAB, which results in different overall scores for those taking the ASVAB after July 1. For details, see our article, The ASVAB has Just Gotten a Little Harder.

The ASVAB Test

The ASVAB contains nine separately timed sub-tests:

• General Science (GS) - 25 questions with an 11 minute time-limit.

• Arithmetic Reasoning (AR) - 30 questions with a 36 minute time-limit.

• Word Knowledge (WK) - 35 questions with an 11 minute time-limit.

• Paragraph Comprehension (PC) - 15 questions with a 13 minute time-limit.

• Auto & Shop (AS) - 25 questions with an 11 minute time-limit.

• Mathematics Knowledge (MK) - 25 questions with a 24 minute time-limit.

• Mechanical Comprehension (MC) - 25 questions with a 19 minute time-limit.

• Electronics Information (EI) - 20 questions with a 9 minute time-limit.

• Assembling Objects (AS) - 16 questions with a 9 minute time-limit.

See our ASVAB Sample Questions page for samples of questions you'll find on each area of the ASVAB.

Pre-Qualification Tests

Recruiters now have access to a special computer program that gives a mini-ASVAB test in their office. This computerized test only asks questions in the four ASVAB sub-test areas which are used to determine the overall ASVAB Score (AFQT Score). Most people find that this "mini-test" gives a pretty good indication of how well they will score on the actual ASVAB Test.

Studying for the ASVAB

The ASVAB test isn't designed to be difficult. In fact, most of the sub-tests ask questions that are on a high-school level. It is possible to study to increase your ASVAB scores. The ASVAB scores are determined from your current knowledge in the nine sub-test areas. You can increase your score by increasing your knowledge, i.e., going to the library and studying high school level text books in those particular areas.

There are several ASVAB Study Guides available on the market, including my own book, ASVAB for Dummies.

A word of caution about ASVAB Study Guides. They are great tools to use to give yourself "self-tests" to determine which subject areas you should study up on. However, I've seen too many people waste time and money by purchasing an ASVAB Study Guide, then spend hours trying to memorize the questions and answers in the Study Guide. The ASVAB test is highly-controlled. I can guarantee you that no author of an ASVAB Study Guide has access to the actual questions asked on the ASVAB. At most, the ASVAB Study Guide can show you similar questions.

The proper way to use any ASVAB Study Guide is to use the practice tests included to "self-test," to determine which areas of the ASVAB you need to study more. Then, use other resources (such as high school or college text books) to study up on the subject. 

Another hint -- remember, only four areas of the ASVAB are used to compute the overall ASVAB Score. If your concern is scoring high enough to qualify for the service of your choice, you should concentrate your study areas on those areas. Also, don't waste too much time studying areas of the ASVAB that are used for job qualification for jobs you have no interest in. For example, if you're not interested in a maintenance job, don't waste too much time studying up on Auto & Shop information.

Retesting

ASVAB results are valid for two years. After taking an initial ASVAB Test (any ASVAB test taken in school doesn't count as an "initial test"), one can retake the ASVAB after 30 days. After the re-test, one must wait at least six months before they can take the test again. The military services use the latest ASVAB scores, not the highest, for service and job qualifications. (Note: In extreme circumstances, such as suspected test-compromise, the MEPS commander can direct a re-test before the 30 day/six month window).

While each of the services have their own policies governing when or if a retest will be given, in general a retest is not allowed for the mere purpose of improving your scores (unless the overall score is below the minimum acceptable by that service). In the Army and Air Force, if one scores high enough to qualify, then one is only allowed to retest if something unusual happened during the test, and there is substantial evidence to show that the score(s) do not reflect the applicant's true potential. An example would be a high school honor student who accidentally mis-marked the answer sheet, resulting in an extremely low score. The fact that the individual is an honor student would be evidence that the low score is below their actual potential.

In the Navy, a retest can be authorized only if the following two conditions are met:

1. There is evidence of substantial improvement in education or language ability, such as earning a high school diploma or GED, or completion of the Navy Functional Skills Course, since the last ASVAB was taken; and

2. There is a positive reason for the retest, such as to qualify for a specific job program.

The Marine Corps allows re-tests only under specific conditions. Per MCO P1100-72B (Marine Enlisted Recruiting), Part F, Paragraph 2c(3), the Corps will allow a re-test one month after the initial test, and six months after the second test, if evidence shows that due to the applicant's education, experience, and maturity, the acheived score is significantly below the applicant's capabilities.

Re-testing cannot be done for the sole purpose of increasing scores to qualify for certain enlistment options. There must be clear evidence that the test scores are below the applicant's potential (reference MCO P1100-72B, table 3-7, note #2).

Job Qualification

The AFQT score is used solely to determine whether or not a person is eligible to join a particular branch of the military. The AFQT score is not used to determine whether or not someone is qualified to be trained in a specific military job. Military job qualification is determined based on "Composite Scores," which are made up of individual ASVAB sub-test scores.

Air Force. The Air Force has four composite score areas made up from the individual ASVAB sub-tests, known as MAGE8. The four composite score areas that make up MAGE are:

• Mechanical Aptitude Score - Determined from General Science (GS), Mechanical Comprehension (MC), and Auto/Shop (AS).

• Administrative Aptitude Score - Numerical Operations (NO), Coding Speed (CS), and Verbal Expression (VE). (Note: With the elimination of NO and CS from the ASVAB, a "dummy score" is now inserted there, so the Administrative Score is actually determined directly from the VE Score).

• General Aptitude Score - Determined from Arithmetic Reasoning (AR) and and Verbal Expression (VE).

• Electronics Aptitude Score - Determined from General Science (GS), Arithmetic Reasoning (AR), Mathematics Knowledge (MK), and Electronics Information (EI).

See our Air Force Enlisted Job Description & Qualifications pages to see what composite scores are required for each Air Force enlisted AFSC (job).

Army. The Army determines job qualification from ten separate composite scores made up from various sub-tests of the ASVAB. The Army Composite Scores are:

• Clerical (CL) - Determined from Verbal Expression (VE), Arithmetic Reasoning (AR), and Mathematics Knowledge (MK).

• Combat (CO) - Determined from Verbal Expression (VE), Coding Speed (CS), Auto & Shop (AS) and Mechanical Comprehension (MC). Note: Because CS has been removed from the ASVAB, a "dummy score" is inserted for this area.

• Electronics (EL) - Determined from General Science (GS), Arithmetic Reasoning (AR), Mathematics Knowledge (MK) and Electronic Information (EI).

• Field Artillery (FA) - Determined from Arithmetic Reasoning (AR), Coding Speed (CS), Mathematics Knowledge (MK) and Mechanical Comprehension (MC). Note: Because CS has been removed from the ASVAB, a "dummy score" is inserted for this area.

• General Maintenance (GM) - Determined from General Science (GS), Auto & Shop (AS), Mathematics Knowledge (MK) and Electronics Information (EI).

• General Technical (GT) - Determined from Verbal Expression (VE) and Arithmetic Reasoning (AR).

• Mechanical Maintenance (MM) - Determined from Numerical Operations (NO), Auto & Shop (AS), Mechanical Comprehension (MC) and Electronic Information (EI). Note: Because NO has been removed from the ASVAB, a "dummy score" is inserted for this area.

• Operators and Food (OF) - Determined from Verbal Expression (VE), Numerical Operations (NO), Auto & Shop (AS) and Mechanical Comprehension (MC). Note: Because NO has been removed from the ASVAB, a "dummy score" is inserted for this area.

• Surveillance and Communications (SC) - Determined from Verbal Expression (VE), Arithmetic Reasoning (AR), Auto & Shop (AS) and Mechanical Comprehension (MC).

• Skilled Technical (ST) - Determined from General Science (GS), Verbal Expression (VE), Mechanical Comprehension (MC) and Mathematics Knowledge (MK).

See our Army Enlisted Job Description & Qualifications pages to see what composite scores are required for specific Army MOS's (jobs).

Marine Corps. The Marine Corps determines job qualifications from four separate composite scores made up from various sub-tests of the ASVAB. The Marine Corps Composite Scores are:

• Clerical (CL)- No Marine Corps enlisted job uses this composite anymore. In 2002, all enlisted MOS's which had a requirement for a CL composite score were converted to GT scores.

• Electronics Repair, Missile Repair, Electronics & Communications (EL) - Determined from General Science (GS), Arithmetic Reasoning (AR), Mathematics Knowledge (MK) and Electronic Information (EI).

• General Maintenance, Construction, Utility and Chemical Maintenance (MM) - Determined from General Science (GS), Auto & Shop (AS), Mathematics Knowledge (MK) and Electronics Information (EI).

• General Technical, Special and Officer Programs (GT) - Determined from Verbal Expression (VE) and Arithmetic Reasoning (AR).

See our Marine Corps Enlisted Job Description & Qualifications pages to see what composite scores are required for specific Marine Corps MOS's (jobs).

Navy & Coast Guard. The Navy and the Coast Guard use direct ASVAB line scores for job qualification determination. See our Navy Enlisted Job Description & Qualification pages and our Coast Guard Enlisted Job Description & Qualification pages for ASVAB line score requirements for specific Navy and Coast Guard ratings (jobs).

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HARASSMENT POLICY

Initiations, Bullying, Harassment,
and Hazing

Initiations, hazing, bullying, harassment and abuse are violations of school district policies, rules regulations and, in some cases, may also be a violation of criminal or other laws. The school district has the authority to report violations of this rule to law enforcement officials.

Students who feel they have been harassed or bullied should:

• Communicate to the harasser or bully that the student expects the behavior to stop, if the student is comfortable with doing so. If the student needs assistance communicating with the harasser or bully, the student should ask a teacher, counselor, or principal to help.

• If the harassment or bullying does not stop or the student does not feel comfortable confronting the harasser or bully, the student should:

  • Tell a teacher, counselor, or principal; and

  • Write down exactly what happened, keep a copy and give another copy to the teacher, counselor or principal including:

    • What, when, and where it happened;

    • Who was involved;

    • Exactly what was said or what the harasser or bully did;

    • Witnesses to the harassment or bullying;

    • What the student said or did, either at that time or later;

    • How the student felt; and,

    • How the harasser or bully responded.

Sexual harassment may include unwelcome sexual advances, requests for sexual favors and other verbal or physical conduct of a sexual nature. Harassment or bullying on the basis of age, color, creed, national origin, race, religion, marital status, sex, sexual orientation, gender identity, physical attributes, physical or mental ability or disability, ancestry, political party preference, political belief, socioeconomic status or familial status includes conduct of verbal or physical nature that is designed to embarrass, distress, agitate, or trouble persons when:

• Places the student in reasonable fear of harm to the student's person or property;

• Has a substantial detrimental effect on the student's physical or mental health;

• Has the effect of substantially interfering with the student's academic performance; or

• Has the effect of substantially interfering with the student's ability to participate in or benefit from the services, activities, or privileges provided by a school.

Sexual harassment includes, but is not limited to:

• Verbal, physical, or written harassment or abuse;

• Pressure for sexual activity;

• Repeated remarks to a person with sexual or demeaning implications; and,

• Suggesting or demanding sexual involvement, accompanied by implied or explicit threats.

Harassment or bullying based upon factors other than sex includes, but is not limited to:

• Verbal, physical, or written harassment or abuse;

• Repeated remarks of a demeaning nature;

• Implied or explicit threats concerning one's grades, job, etc; and,

• Demeaning jokes, stories, or activities.

INSTRUCTION

Balanced Literacy

Balanced Literacy incorporates all reading approaches realizing that students need to use numerous devices in order to become proficient readers.  It provides and improves the skills of reading, writing, thinking, speaking and listening for all students. A Balanced Literacy program not only balances the reading philosophies, it also balances reading and writing instruction.  In a balanced literacy program, students read in order to write and write in order to read.  

Differentiated Instruction

There are different learning styles and levels among students in classrooms and teachers look for instructional strategies to reach all students. Differentiation at Whiting occurs in four main areas:

Product - What the student produces at the end of the lesson to demonstrate the mastery of the content: tests, evaluations, projects, reports, or other activities. Based on students' skill levels and educational standards, teachers may assign students to complete activities that demonstrate mastery of an educational concept (writing a report), or in a method the student prefers (composing an original song about the content, or building a 3-dimensional object that explains mastery of concepts in the lesson or unit). The product is an integral component of the differentiated model, as the preparation of the assessments will primarily determine both the ‘what’ and ‘how’ instruction will be delivered.

Content - The most basic content of a lesson should cover the standards of learning set by the district or state. Some students in a class may be completely unfamiliar with the concepts in a lesson, some students may have partial mastery of the content - or display mistaken ideas about the content, and some students may show mastery of the content before the lesson begins. The teacher may differentiate the content by designing activities for groups of students that cover different areas of Bloom's Taxonomy. For example, students who are unfamiliar with the concepts may be required to complete tasks on the lower levels of Bloom's Taxonomy: knowledge, comprehension, and application. Students with partial mastery may be asked to complete tasks in the application, analysis and evaluation areas, and students who have high levels of mastery may be asked to complete tasks in evaluation and synthesis.

Process - How the material in a lesson is learned may be differentiated for students based on their learning styles, taking into account what standards of performance are required for the age level. This stage of differentiation allows students to learn based either on what method is easiest for them to acquire knowledge, or what may challenge them most: some students may prefer to read about a topic (or may require practice in reading), and others may prefer to listen (or require practice in listening), or acquire knowledge by manipulating objects associated with the content. Information may be presented in multiple ways by the teacher, and may be based on any available methods or materials.

Interest - Students are allowed to design multiple areas of the learning. They guide what they want to learn, how they want to learn, and how they will prove that the learning happened. This can be done by allowing students choices.

Fluency

Fluency is defined as the ability to read with speed, accuracy, and proper expression. In order to understand what they read, children must be able to read fluently whether they are reading aloud or silently. When reading aloud, fluent readers read in phrases and add intonation appropriately. Their reading is smooth and has expression.

Children who do not read with fluency sound choppy and awkward. Those students may have difficulty with decoding skills or they may just need more practice with speed and smoothness in reading. Fluency is also important for motivation; children who find reading laborious tend not to want read! As readers head into upper elementary grades, fluency becomes increasingly important. The volume of reading required in the upper elementary years escalates dramatically. Students whose reading is slow or labored will have trouble meeting the reading demands of their grade level.

Rocket Reading

Fluency Rubric

Reading Recovery

Question, Answer, Relationship (QAR)

QAR basically defines itself.  It is the relationship between questions and their answers. There are four basic types of question and answer relationships.

1. Right There -- In this type of QAR, the answer is found in the text.  Also, the words in the question and the words in the answer are usually in the same sentence.  The reader can point to the answer.

2. Think and Search -- In this type of QAR, the answer is found in the text.  However, the words in the question and the words in the answer are not found in the same sentence.  The reader must put together different parts of the text to get the answer.

3. Author and Me (or Author and You) -- The answer is not found in the text.  The reader has to put together the information the author provides with information the reader already knows to come up with the answer.  

4. On My Own (or On Your Own) -- The reader does not use the text at all to answer the question.  The answer is based on the reader's opinions and experiences.  

Below are several sites with information and/or sample problems for QAR.  Some have graphics or visuals as well.  It's worth looking at each site to see the different ways the material is presented.

Using Question-Answer Relationships • This page, from Lincoln High School, provides an overview of each type of question and clue words to help identify the type.  It is unique in that it also provides a correlation for each type to Bloom's Taxonomy. 

Instructional Reading Strategy: QAR • This page, from Indiana University, provides a description of QAR, how to use QAR, graphics, and sample questions.

Question-Answer Relationships • This page, from Reading Quest, provides definitions, samples, and a downloadable chart and concept map.

Question/Answer/Relationship • This page, from FCAT Express, explains QAR and gives descriptors for each type.

Read Alouds

A read aloud is a planned oral reading of a book or print excerpt, usually related to a theme or topic of study. The read aloud can be used to engage the student listener while developing background knowledge, increasing comprehension skills, and fostering critical thinking. A read aloud can be used to model the use of reading strategies that aid in comprehension.

How to Effectively Read Aloud

• Introduce the text with a short sentence or two that relates the book to the students

• Set a purpose for listening by sharing the reason you selected the book.

• Ask a conceptual question to the students.

• Interrupt your reading at selected points to emphasize a planned focus point.

  • Hint: Mark these points with sticky notes so that you remember to stop and your reason for stopping.

  • Sticky notes can also be used to quickly note student reactions or queries.

  • Stop to do a think aloud, ask a question of yourself or of your students, provide opportunities for students to make personal connections

  • Do not overdo the stopping points-- keep in mind your audience, time limits and purpose for the reading and for the stopping. You do want to maintain a sense of story as you read-- too many stopping points will lose that.

• Discuss what students learned. Through discussion students can synthesize and extend their understanding of the reading. They can connect their prior knowledge to the new information presented in the reading. They can make intertextual connections to other literature. This time for reflection is the key to making the reading an instructional activity.

Resource and Credits:

http://www.esiponline.org/classroom/foundations/reading/readalouds.html

MISSION & VISION

Mission

“Together, our mission is to prepare students to be responsible citizens in today’s world.”

Vision

Our vision, in partnership with our families and community, is to prepare students to become productive citizens in today's world by providing a positive educational and social environment with a challenging, diversified curriculum in a community committed to progress.

Wellness Policy

View Printable Policy
View Policy Assessment Tool
Code No. 507.9R1

The following three goals have been adopted by the Board of Education to promote healthy students by supporting wellness, good nutrition and regular physical activity as a part of each student's total learning environment:

• Goal #1: Nutrition Education and Healthy Nutrition Environment
  *Through the district's classrooms and food service programs.

• Goal #2: Physical Activity and Other School-based Activity
  *Through the district's physical education program.
  *Through the district's before/after school extra-curricular activities.

• Goal #3: Community Sponsored Activities that Promote Student Wellness
  *Through the district's sharing of information with all staff and
  after-school programs.
  *Through the district's support of parental efforts and through
  community-based physical activities occurring outside of school.

Our board, administration and staff welcome the ongoing interest and support of our parents and patrons in our efforts to support and promote good nutrition and physical activity made possible through the cooperation with community-based programs.

In order to effectively implement the new Wellness Policy, Whiting Community Schools will be making several changes in the best interest of our student's health, nutrition and education as outlined above. Some of the changes being implemented include:

• The soda and other vending machines will have timers for the purpose of limiting access during the school day.

• Healthier, alternative vending will be made available to the students for their use during appropriate times of the day.

• The school district's food service program has adopted higher nutrition standards for the breakfast and lunch programs.

• Nutrition education will continue to be emphasized at all levels of the district's K-12 educational system.

• Physical education classes will continue to be designed to promote active student involvement and participation.

• Cooperation with community-based organizations will continue for the purpose of promoting good nutrition and physical activity for our community's before and/or after-school programs.

Wellness Policy

The board promotes healthy students by supporting wellness, good nutrition and regular physical activity as a part of the total learning environment. The school district supports a healthy environment where students learn and participate in positive dietary and lifestyle practices. By facilitating learning through the support and promotion of good nutrition and physical activity, schools contribute to the basic health status of students. Improved health optimizes student performance potential.

The school district provides a comprehensive learning environment for developing and practicing lifelong wellness behaviors. The entire school environment, not just the classroom, shall be aligned with healthy school district goals to positively influence a student's understanding, beliefs and habits as they relate to good nutrition and regular physical activity.

The school district supports and provides proper dietary habits contributing to students' health status and academic performance. All foods available on school grounds and at school-sponsored activities during the instructional day should meet or exceed the school district nutrition standards and in compliance with state and federal law. Foods should be served with consideration toward nutritional integrity, variety, appeal, taste, safety and packaging to ensure high-quality meals. The district's local meal guidelines will not be less restrictive than USDA guidelines.

The school district will make every effort to eliminate any social stigma attached to, and prevent the overt identification of, students who are eligible for free and reduced-price meals. Toward this end, the school district may utilize electronic identification and payment systems; provide meals at no charge to all children, regardless of income; promote the availability of meals to all students; and/ or use nontraditional methods for serving meals, such as "grab-and-go" or classroom breakfast.

The school district will consult with individuals in evaluating the Wellness Policy. Those individuals may be administrators, school lunch personnel, delegation from teaching staff to include physical education, a student, a parent, and/or community member.

The nutrition guidelines for all foods available will focus on promoting student health and reducing childhood obesity in the school district.

Note: This policy is written to require a school wellness committee. The committee is not required by the federal law. The school district is merely required to consult with a specific group of individuals. Boards not choosing to have a committee need to re-write the fifth paragraph to reflect the school district's practice.

For more detailed discussion of this issue, see IASB's Policy Primers, May 7, 2012, May 27, 2010 and October 17, 2005.

Legal Reference:       Richard B. Russell National School Lunch Act, 42 U.S.C. 1751 et seq. (2005)
                                   Child Nutrition Act of 1966, 42 U.S.C. 1771 et seq.,
                                   Iowa Code 256.7(29), 256.11(6)
                                   281 IAC 12.5(19), 12.5(20), 58.11

Cross Reference:      504.5  Student Fund Raising
                                   504.6  Student Activity Program
                                   710      School Food Services

Approved:  May 15, 2006                     Reviewed:  March 18, 2013 & July 28, 2014                       Revised: March 18, 2013

WHITING COMMUNITY SCHOOL DISTRICT - 2012