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School Board The Monroe City School Board is committed to providing educational opportunities for all students appropriate to individual abilities; to monitor and improve the quality and performance of the school system; to assume a leadership role; to employ staff members dedicated to the maintenance of an outstanding school system; and to emphasize continued involvement by the citizenry for the benefit of the young people of the district. ​ Additionally, the Board’s goals as reflected in the annual budget are: ​ Interpret the educational needs and aspirations of the community through the formulation of policies which stimulate the learner and the learning process; Manage the school system in accordance with statutory requirements; Provide leadership in each school in order that the goals and objectives of the school system (as set forth in the Board Policy Manual and the budgets) can be effectively carried out; Maintain two-way communication with the various publics served by the schools in order to interpret public attitudes, to identify policies and procedures of the schools, and to encourage public involvement with and understanding of the schools; and, Develop and provide the data appropriate for the management functions of planning, evaluating, organizing, controlling, and executing. ​ Quick Links ​ ​ Policies Board Minutes Team Divison I Mr. Michael Sampognaro Schools Clark Magnet Elementary Cypress Point Elementary Sallie Humble Elementary Carroll Junior/Senior High Neville High Sherrouse School ​ Division II Mrs. Jennifer Haneline Schools Clark Magnet Elementary Lexington Elementary Sallie Humble Elementary Lee Junior High Neville High Sherrouse School Division III Mr. William "Bill" Willson Schools Clark Magnet Elementary L exington Elementary Sallie Humble Elementary Lee Junior High Neville High Sherrouse School Division IV Mr. Daryll Berry Schools Clark Magnet Elementary L exington Elementary Roy Neal Shelling Elementary Sallie Humble Elementary Carroll Junior/Senior High Sherrouse School ​ Division V Mrs. Betty Ward Cooper Schools Clark Magnet Elemen tary Carver Elementary Clara Hall Elementary Jefferson Upper Elementary Lexington Elementary Minnie Ruffin Elementary Martin Luther King Middle Carroll Junior/Senior High Wossman High Sherrouse School Division VI Mr. Brandon Johnson Schools Clark Magnet Elementary Barkdull Faulk Elementary Berg Jones Elementary Jefferson Upper Elementary Minnie Ruffin Elementary Martin Luther King Middle Wossman High Sherrouse School Division VII Mrs. Brenda Shelling Schools Clark Magnet Elementary Barkdull Faulk Elementary Berg Jones Elementary Clara Hall Elementary Jefferson Upper Elementary Madison James Foster Elementary Carroll Junior/Senior High Lee Junior High Martin Luther King Middle Neville High Wossman High Sherrouse School School Board Member Districts

Sherrouse School Location... 300 Sherrouse Avenue Monroe, LA 71203 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Contact Us​ ​ (318) 343-3258 ​ ​ ​ MISSION STATEMENT Sherrouse School is established with the belief that all children can learn. We recognize that the traditional school setting does not meet the needs of all children. Keeping children in school is of paramount importance. To that end, we will provide new educational experience for our students. Welcome to Sherrouse School! ​ Our aim is to help you be successful in modifying your attitude/behavior so you can return to your home school. With the assistance of the school administration and faculty, with efforts by the parents/guardians, and with your commitment, this goal can be attained. We believe in you and are here to help you. ​ The discipline alternative program is structured so you may continue your educational program in lieu of activation of a suspension or expulsion from the MCS (Monroe City Schools) district. Sherrouse’s DAP provides you with an OPPORTUNITY to begin a new, positive experience that will help you in your future educational and career endeavors. With an honest effort on your part and a willingness to change, you can be on the path that will lead back to your home school. Best wishes and much success. ​ ​ This website is under construction and the process of being updated where possible. Please check back for more information. ​ You can contact the school about their social media presence through Facebook, Instagram, Twitter, and Remind!

Office of MIS and Instructional Technology Role of MIS The primary mission of MIS is to develop and deliver a technology vision that supports the goals and objectives of Monroe City Schools for both the present and the future. ​ MIS supports approximately 5000 computers, printers, and peripheral devices among the 21 networked district sites. The team performs installations, configurations, imaging, disposal, hardware repair, software installations, software packaging, troubleshooting, inventory, training, and licensing for various types of equipment in the district. ​ ​ Network Information and Infrastructure ​ The MCS network is connected via fiber, as part of a former E-rate project. This high-speed, wide-area network allows the district to locate services centrally and to provide multimedia applications and a host of other technologies requiring high speed connectivity to all campuses in the district. Because this network is owned by MCS, there are no recurring costs of leased connections for in-district communications. ​ Information Systems ​ MIS supports the movement of data between student, personnel, business and other applications that sustain students and staff. These applications include instructional programs, textbooks, library system, cafeteria point of sale system, district-wide email system, and special education systems. Darren Ductoe , MIS Director, 318-325-0601 Jodie Moorhead Instructional Technology Facilitator, 318-325-0601, x5402 ​ Services: ​ Support of district software related to the maintenance of all student data Support of district software related to human resources and financial data Support of the district instructional program Reporting of data to the LDE Transfer of data between additional applications that support the student, human resources, and financial areas ​ ​ ​ Role of Instructional Technology ​ Provides an all-inclusive, instructionally sound, student-centered program in which technology plays a meaningful role in supporting, extending, and individualizing learning opportunities for all students. ​ ​ Services ​ Created and oversees the District Plan for Educational Technology Designed and administers the 21st Century Classroom Initiative Provides high-quality professional development activities that enable personnel to meet the National Educational Technology Standards for Teachers or the National Educational Technology Standards for Administrators and enable district students to meet the K-12 Louisiana Technology Standards for Students Assists teachers with technology-connected, standards-based lesson plan development and publishes a lesson plan database on the district website Initiates projects that promote the appropriate use of technology Provides and oversees the following systems: Google GSuite, Clever SSO, COMPASS Technical Components, Computerized Testing, IT Professional Development, Office 365, SMART, GALE Databases, Follett Systems, and WorldBook Web Maintains the district website ​ ​ ​ Other Information from Instructional Technology Acceptable Use Policy Instructional Resources for Technology and Educational Programs Professional Development Philosophy and Opportunities

Certification The Certification Specialist in the Human Resources Division works with teachers in obtaining initial certificates, Practitioner Licenses and renewing certificates with the State Department of Education. Assistance is provided in determining the Highly Qualified requirements. ​ Reshemah Williams Certification Specialist 318-325-0601, x3007 ​

Clara Hall Elementary School Click on flyer to register! Location... 1000 Plum Street Monroe, LA 71202 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Contact Us​ ​ (318) 322-8501 ​ ​ ​ Administration ​ Principal - Brittany Robinson ​ ​ ​ Welcome to Clara Hall Elementary! Welcome to Clara Hall Elementary School! Clara Hall Elementary School is located at 1000 Plum Street in Monroe, Louisiana. Our school serves approximately 345 students in grades pre-kindergarten through second grade. Clara Hall's faculty and staff passionately believe that each child can learn and be successful in our competitive world. When you visit our classrooms you will hear and see the excitement of children learning. This does not happen by chance. It only happens because of the commitment and dedication of our staff. At Clara Hall our motto is: ​ Every Child, Every Day, Whatever It Takes! This website is under construction and the process of being updated where possible. Please check back for more information. ​ You can contact the school about their social media presence through Facebook, Instagram, Twitter, and Remind!

School Choice 2024-2025 Which schools in Monroe City Schools are eligible for school choice transfers? ​ Barkdull Faulk Elementary Berg Jones Elementary Carroll Junior High School Carver Elementary Clara Hall Accelerated School Madison James Foster Elementary Martin Luther King, Jr. Junior High School Minnie Ruffin Elementary Roy Neal Shelling, Sr. Elementary Thomas Jefferson Upper Elementary Why were these schools identified as “schools in need of improvement” and how do they compare to other schools in Monroe City Schools and other schools in Louisiana? According to Louisiana State guidelines, the identified schools were deemed “academically unacceptable” with a letter grade of D or F. This letter grade is based on the school data from the 2022-2023 school year. What are the schools doing to address the issue of achievement, and what are the school system and the Louisiana State Department of Education doing to help them address the problem? The school system administration (school site and district staff), supported by outside experts, will evaluate all areas of instruction at the identified schools. This evaluation will include observations and interviews, as well as analysis of relevant student performance data. The information obtained will be used to prepare School Improvement Plans. The plans will require classroom instruction and teacher training to focus on improving the areas in which students are having difficulty. The school will implement best practice reading, writing, and math strategies, tutorial programs, and technology-assisted instruction. Consultants will work along with the administration and staff to identify the most effective instructional practices for the diverse student population that attend the schools in need of improvement. The State Department of Education will be helping to address academic issues through additional funding and technical assistance through Federal and School Redesign funding sources. Additional assistance includes: ​ In-school reinforcement of skills/tutoring Staffing with highly-qualified teachers and paraprofessionals Effective professional development programs for all instructional staff based on evidence-based best practices targeting student engagement and academic success Additional support through professional school counselors, content leader teachers, state and district support personnel School-based content-specific tutors provided during the school day for students identified with weaknesses in math and ELA One-to-one computer access Summer acceleration and programs Computer-based assessments in core subjects Wide selection of elective courses including Band, Choir, Orchestra, and Talented Art Clubs and organizations such as Jr. Beta and Student Council Positive Behavior Intervention Supports (PBIS) initiatives Community partnerships with various organizations and groups How can I become involved in addressing the issues that caused the schools to be identified as a school in need of improvement? Families are encouraged to arrange a private conference with their child’s teachers to discuss ways to improve academic performance. Families are also invited to participate as members of the School Improvement Team at their schools. The School Improvement Team is a group made up of the principal, assistant principal, teachers and parents that work to improve the education and overall learning experience for all students. Even if a family member does not serve as a member of the School Improvement Team, he or she may attend meetings of the team to discuss possible changes in any area of instruction to improve the school. Do I have to transfer my child to another school? No. We are providing families with this opportunity as an option. The decision is entirely up to you, so you should base your decision on what you think is best for your child. If you choose to have your child attend school at his/her home school, continue with the registration process as required. If you do choose to transfer your child, he or she must remain at the receiving school for the full school year. Is my child guaranteed a place at JS Clark Magnet School or Neville Junior High School? Every effort will be made to honor parents’ requests for transfer. However, students will be granted enrollment at the receiving school based upon enrollment limits, individual achievement scores, and income levels as prescribed by the Every Student Succeeds Act (ESSA). How will my child get to a receiving school? If your transfer application is approved, your child will have free transportation to JS Clark Magnet School or Neville Jr. High School. Transportation will be provided by the Monroe City School Board. Specific bus information will be available at the District Office by Tuesday, August 9, 2024. Should your child become ill and need to go home early, parents must provide transportation home. Transportation will not be provided for your child to attend activities before or after school such as extracurricular activities or for parents to attend parent meetings and evening programs. *Please note: Depending on residence, bus pickup could be as early as 6:30 a.m. Return home could be as late as 4:00 p.m. If my child transfers to JS Clark for elementary school or Neville Jr. High School, will he/she have choice for the next grade band school? No. School Choice transfers do not extend beyond the grade levels served by the receiving school. Currently, no Monroe City high schools are eligible for school choice. What is the deadline for applying for transfer? If you decide you want to send your child to JS Clark Magnet School or Neville Jr. High School, the Choice Request Form must be returned to the Superintendent’s Office by 3:00 p.m. on Friday, April 12, 2024 . If we do not receive the Choice Request Form from you by 3:00 p.m. on Friday, April 12, 2024, your child will remain at his/her home school. LATE APPLICATIONS WILL NOT BE ACCEPTED. When will you tell me if my transfer application is approved? Parents will receive an official notification by Friday, May 10, 2024, informing them if their transfer application is approved. Who should I contact if I have additional questions? Parents with additional questions should reach out to Dr. Cassie Owens, Director of Testing and Accountability, at 318-325-0601.

Martin Luther King, Jr., Junior High School Please help us by filling out the following surveys about MLK's PBIS program. Please fill out the appropriate form for either Student or Parent. Just click the correct link to begin! You will be taken to a Google Form for each survey. ​ Student PBIS Survey ​ https://docs.google.com/forms/d/1YC_eKHXjwAkVTeQXInx_ZbjwvXxpZz-YRn9ouxb527M/edit ​ ​ Parent PBIS Survey ​ https://docs.google.com/forms/d/1dJCdfOsqGlvtwAYldhx4E0shi-6W5xptEl4bqnD_wCI/edit ​ Click on the flyer to register! Location... 1709 Parkview DriveStreet Monroe, LA 71202 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Contact Us​ ​ (318) 387-1825 ​ ​ ​ Administration ​ Principal - Michael Price ​ Administrative Assistant - Claudell Mack ​ ​ ​ MISSION STATEMENT ​ To provide students the foundation to become educated, productive citizens in a culturally diverse society! ​ ​ ​ Welcome to Martin Luther King, Jr. Junior High! Martin Luther King, Jr., Junior High School serves 7th-and 8th-grade students with a wide variety of activities and opportunities where they can explore their full potential as young adults, both on campus and in the community! We expect nothing less than the best as we are WILDCATS on the PROWL! ​ P roviding R igorous and Relevant O pportunities that W ill enhance L earning! ​ ​ Calling All Students! - Registration for 21st Century Community Now Open Students, if you are interested in attending an enrichment class for the 21st Century Community Learning Center for the 2023-2024 school year, please fill out this form. You must be a student enrolled at MLK Junior High. You must be signed in to your MCS Google account to register. ​ ​ Register HERE! ​ This website is under construction and the process of being updated where possible. Please check back for more information. ​ You can contact the school about their social media presence through Facebook, Instagram, Twitter, and Remind!

Office of Human Resources and Licensure R ole ​ The Division of Human Resources for Monroe City Schools is dedicated to meeting the needs of employees and to recruiting quality personnel in a caring, ethical, and professional manner to provide students a quality education. This department is committed to attracting and retaining the finest caliber employees. We provide quality, responsive service to applicants, administrators, teachers, and support staff in the areas of policies and procedures and employment eligibility including compliance with certification and highly qualified requirements. ​ ​ Services ​ The Human Resources Division provides support in the areas of recruiting and staffing, teacher certification, employee observation/evaluation, compensation, employee benefits, retirement systems, workers' compensation, and employee leave. The Human Resources professionals maintain employee records, process new employees hiring packets, and issue contracts, as well as assist in retirement or resignation. ​ The Human Resources Division also oversees the Management Information Systems (MIS) department. It provides support for district business operations and academic goals. ​ Dana Mullins Director 318-325-0601, x3016 ​ To fill out an online application, please visit the MCS Frontline Online Application Site . ​ ​ ​ ​ ​ ​ For more information , visit each of the pages below... ​ Certification Employee Benefits Employee Leave *Employee Information Retirement Substute Locator Program Workmen's Compensation MCS Available Positions

Parental Involvement Monroe City Schools Parental Involvement in Education Policy ​ Monroe City Schools believes that a child's parents are not only the child's first teachers, but they also are the most important teacher that the child will have. The school district, the school administration and staff, the parents, and the community have the responsibility of nurturing and enhancing each child's intellectual abilities and developmental skills. Clearly, schools must work more closely with parents if we are to effectively address the needs of our children. Monroe City Schools is dedicated to providing appropriate help, both to the schools and to the parents, in the development of a team effort toward this goal. Monroe City Schools Parents Involvement Provisions ​ Monroe City Schools will provide parents with information regarding the district's plans for implementation of the No Child Left Behind Act of 2001 (NCLB). Monroe City Schools will hold an annual district-wide meeting so that parents can have the opportunity to review the district's NCLB Title I Program. Monroe City Schools shall provide notice in the local printed news of the availability of the district's Title I Program Application for public review and comment. Monroe City Schools' Title I program will provide to parents of participating students a copy of the district's parent involvement policies and will involve parents in the development of these policies. Monroe City Schools' parental involvement program includes activities and procedures of sufficient size, scope, and quality as to provide reasonable assurance of substantial progress toward achieving the goals for school improvement and parental involvement as the implementation of the No Child Left Behind Act of 2001. Specific activities that will be implemented by the district are: provide technical assistance and support to the Title I schools in planning and implementing parent involvement activities utilizing the EPATT Program. (Such as: strategies for academic improvement and Content Standards) Title I staff: administrators, principals, key teachers and parents will conduct/participate in regular parent trainings and meetings at all schools. These meetings will be held during the day (grade level), after school and on Saturdays. These training sessions will focus on the parents' role in supporting, reinforcing, and nurturing their children in an academically feasible learning environment at home. A district instructional newsletter will be disseminated every eight weeks. The newsletter, prepared by the district's parental involvement Title I Program, EPATT (Empowering Parents As Teachers, Too) staff will provide content standard based activities by grade levels (Ex: Early Childhood, Grades 1-3, Grades 4-5, Grades 7-9, Grades 10-12). Parents will be given the newsletter at conferences with teachers, workshops, and at various school activities. Newsletters will also be available at the Central Office and Instructional Service Center. Parents at identified Title I schools are encouraged to come to the Parent Resource Center located "L.I.F.T." (Lots of Ideas for Teachers) Center for assistance with strategies and activities they can do at home with their children. conduct an annual review and assessment, with the involvement of parents, to determine the effectiveness of the district's parental involvement program. provide reasonable support for parent involvement activities as parents may request. provide parent literacy/parent involvement activities and support through use of several supplemental services. All parental involvement strategies either at the district level or at the school level are written, budgeted for, or implemented throughout other budget programs and departments. Personnel at all levels meet, plan and execute strategies as a district, (Ex: Titles I, II, V, General Education, Special Education, LEP, Vocation/Adult Education, PTOs, Head Start, Reading First, K-3 Initiative, Nursery Schools, Even Start). All of the programs listed share the same parents in some instances. The total family is considered and involved. Coordination of personnel, funds, and programs are integrated and supported by all. provide parents with reports of progress and other appropriate information about federal programs. Upon request, parents will be provided information about the certification of teachers and administrators. provide school report cards and conduct informative workshops for clarity. Parents at school site meetings will be informed of the purpose and use of the Louisiana Parent Information Center. The district LEP Coordinator and Title I Staff will hold informative meetings regularly with LEP families. These meetings will address academic proficiency meeting State standards. School-wide will conduct monthly family and community workshops/meetings designed to explain and promote academic excellence. Ex: Family Math, Family Saturday Morning Out, Grandparents' Evening, and Honors' Night. The district's parental involvement policy is distributed and communicated to all the schools by the Director of Instructional Services and the Parental Involvement Coordinating Teacher. Schools devise and revise parental involvement policies based on goals of the district. School policies are communicated and implemented as part of schools' compacts signed by parents, principals, teachers, and students. Effective parental involvement activities are measured by participation, volunteerism and increased academic performance. Barriers that might exist will be addressed at the school site. The principal, building level committee in conjunction with the school improvement committee will address all concerns through annual, monthly Title I meetings and conferences. The director and the Title I administrative staff will be available to give direction and assistance to schools, staff, and parents. District-wide in-service training will address barriers that may occur. ​ Teacher/ Parent Student Compacts will serve as the mechanism schools will use to ensure that academic compacts will be designed and executed by each school and the outcome evaluated by Title I and other district administrative staff The Title I administrative staff along with the Title I parental involvement outreach program staff will conduct school site meetings in conjunction with parent conferences annually. At such meetings, parents' comments will be requested and collected. The Title I program and allocation of funds will be explained. Oral and written feedback will be requested as to how the reserved I % funds should be spent. The Title I EP ATT staff will conduct parent training after school and on Saturdays. Parent involvement strategies will be developed. Parents will be assisted in helping other parents become involved in activities such as: Family Math Night, Family Saturday Morning Out, Street Captains, and Block Tutoring. Parents will be afforded professional development opportunities through site training after school and on Saturdays, "L.I.F.T." Center in-services on Saturdays and state, regional, and national conferences. Parents will also be invited to share in technology training sessions with teachers and support staff. The Title I administrative staff will meet with each school principal and the school improvement committees three times a year. During the meeting, personnel are trained on ways of communicating with and to parents in verbal and written forms. Samples are provided. Training Sessions involve dramatizations, role-playing, questions, and answers, etc ​ During or after four weeks of school, parents are notified of the professional qualifications of teachers and paraprofessionals. The district has developed and disseminated an official letter to be sent to parents. The letters are mailed from the school sites and the Instructional Service Center. ​ The Parent Involvement Policy will be attached to the compact and sent home by every child. Additional policies will be disseminated at Open House meetings and parent conferences. ​ School-Parent Relation Goals ​ The Monroe City School Board shall require individual Title I schools to jointly develop, with the involvement of parents of participating students, a parent involvement plan. Parents shall be provided the opportunities to assist in the development of the school's Title I program and the school's parent involvement activities. The school staff and parents shall assume and share responsibility for the implementation of the parent involvement plan. Such efforts shall encompass the following: ​ Each Title I school shall hold an annual meeting to inform parents of the school's participation in Title I and explain to the parents their right to participate in the Title I program. Each Title I school shall appoint at least (2) parents to the school's Title I Planning School Improvement Committee and shall involve these parents in the planning and implementation of the school's Title I program. Each Title I school shall offer a flexible number of meetings for parents at various times during the day so that all parents have the opportunity to participate in parent involvement activities. Specific activities that shall be implemented by each Title I school are: provide parents with appropriate reports of student progress and student expectations; provide assistance and support to parents in helping them to work with children to improve student performance; Co conduct an annual review and assessment, with the involvement of parents, to determine the effectiveness of the school's parent involvement program; develop jointly, with parents a school/parent compact which describes the school's responsibilities for parent involvement in supporting their child's learning; provide family literacy/parent involvement activities and support to parents of students who are the most "at-risk" and those who are most economically disadvantaged: provide parents reasonable access to the school staff, and opportunities to volunteer and participate in their child's learning; provide training to teachers and staff in reaching out to parents, communicating with parents as partners, and building coordination and collaboration with parents; involve community-based organizations and businesses in parent involvement and family literacy activities Le. Children's Coalition, LaChip, Volunteers of America: Louisiana Promise; Ouachita Junior League; and develop and implement plans and strategies for improving parent involvement and family literacy activities; and reserve not less than 1 percent (1%) of the school's Title I allocation for parent involvement and family literacy activities. 95% of the 1% set aside allocations for family involvement is allowed for schools to use for parent trainings, Saturday morning academic fairs, and materials for parent training. Monies are tracked by the Federal Programs office. Schools are then given amounts and requested materials, stipends, and in-district travel which are. approved by the Executive Director of Instructional Services and executed by fiscal clerks. Transaction records are kept at the school site and at the Federal Programs Office. with the assistance of its Title I, Part A schools, provide assistance to parents of children served by the school district or school, as appropriate, in understanding topics such as the following, by undertaking the actions below: .:. the State's academic content standards, the State's student academic achievement standards, the State's and local academic assessments including alternate assessments, No Child Left Behind requirements .:. the requirements of Part A, and how to monitor their child's progress, and follow the curriculum, electronically: system-wide calendar » faculty websites Parent Command Center Scope & sequence of curriculum » MCS Library Automation Project

Substitute Locator Program ​ Frontline Education's Attendance Management System, Aesop, is an automated substitute request and placement system. Teachers register their absences either by calling a toll-free number or by logging on to Aesop online. Aesop has the capability of looking for available substitute teachers immediately. Substitute teachers can view and fill available teaching assignments anytime they wish by utilizing the same toll-free number as teachers or Aesop online. ​ To secure a substitute teacher, click on the Aesop link at the top of the Monroe City School's homepage (under the "Log Me Into" menu) or call the toll-free number 1-800-942-3767 . ​ The substitute teaching application will soon be available through our website. In the meantime, interested applicants may contact Debi Fandal. Applicants' completed applications must include contact information for three professional references and verification of the highest education degree or diploma attached to the application. Verification can include a copy of a high school diploma or transcript, a copy of a GED certificate, a copy of a teaching certificate, a college transcript, or a copy of a college diploma. Official transcripts submitted directly to our office are preferred. Completed applications should be submitted to the Office of Human Resources with required attachments. Substitute applicant workshops are conducted periodically throughout the year. Watch the main MCS website for more information. ​ Dana Mullins Director, Aesop System Coordinator 318-325-0601, x3016 ​ ​

Guidelines for Use of Seclusion and Physical Restraint with Exceptional Students View the PDF version of page below. ​ ​ Louisiana Revised Statute 17:416.21 (Act 328 of 2011) and Louisiana Bulletin 1706 (Regulations for Students with Disabilities, rev. 2012) mandate that each Local Educational Agency develop and disseminate guidelines for use of seclusion and physical restraint to parents/guardians of exceptional students. ​ Comprehensive policies and procedures that include descriptions of methods and procedures for seclusion, physical transport, intervention, and control as well as procedures for parent notification, staff training, direct monitoring, data analysis, and documentation are available for review at each school site and at the Monroe City Schools website. Copies of these documents will be provided upon request. General guidelines for use of seclusion and physical restraint for students with exceptionalities in Monroe City Schools are as follow: ​ Seclusion or physical restraint will be used only when all other classroom interventions have been attempted and proven unsuccessful in remediating self-injurious or physically aggressive behaviors and then only to prevent the immediate escalation of aggressive behavior and imminent physical injury to other students or faculty. Physical control techniques that result in minimal discomfort and no physical injury to the student will be implemented exclusively. Interventions used will not interfere with a student’s ability to breathe freely or communicate with others. Students will not be restrained in a manner that places excessive pressure on the back or chest that may present a risk of asphyxia. Neither seclusion nor physical intervention will be used as a form of discipline or punishment, as a threat to control, bully or to obtain compliance, for convenience of school personnel, or when unsafe, unreasonable, or unwarranted. Seclusion is prohibited for addressing behaviors such as general noncompliance, self-stimulation, and academic refusal. Seclusion and physical restraint will not be used after imminent substantial risk of injury no longer exists. Seclusion will not be used to isolate a student from needed educational instruction. Staff will not attempt to gain compliance by reminding a student of behaviors that have resulted in physical restraint or seclusion the past. If a student has a medical or psychological condition that precludes seclusion and/or physical intervention, as certified in a written statement by a licensed health care provider, physical restraint will not be used with that student. That student’s Individualized Education Plan (IEP) team will develop and implement interventions to address that student’s individual needs. No mechanical devices such as stockinettes, web straps, or tie downs will be used for physical restraint. Adaptive devices such as braces, postural aids, and other equipment prescribed through the Individualized Education Plan (IEP) to assist a student to benefit from his/her educational programming are not considered to be restraints. Only school personnel that have specific experiential training in the safe and proper application of prescribed techniques will employ seclusion and physical restraint. Only approved procedures will be used. All trained personnel are required to assist, if needed, when physical transport or restraint is implemented. Physical restraint or seclusion will not serve as the sole means of behavioral intervention and support for any student with a disability. Special education students who have a documented history of physical aggression will have a behavior management plan included as a component of their Individualized Education Plan. This behavior plan will designate when seclusion or physical restraint is used and the behavioral consequences that will follow the use of seclusion or restraint. Seclusion and physical restraint used for reasons other than the imminent risk of harm and use of procedures contrary to those approved listed shall be considered unreasonable and are strictly prohibited. In an emergency situation, physical restraint or seclusion may be used with any student to prevent injury to that student or others. However, every behavioral incident that involves physical intervention is subject to review by principals, administrative staff, community advocates, and parents. Staff is advised to be extremely cautious when using physical interventions when students do not have such interventions included in their Individualized Education Plans. Personnel will not discuss any aspect of seclusion or physical restraint with any student at any time. Once an incident of seclusion or physical restraint is ended, teachers and others will return to teaching and providing opportunities for students to earn positive reinforcers. When seclusion or physical restraint is implemented, the student’s principal or a designee must notify the student’s parent or guardian before the end of that school day. The principal must also notify the Director of Student Support Services or a designee before the end of that day and review, sign, and fax a copy of the intervention report to that Director within 24 hours. A copy of the documents will be forwarded to parents and the school’s Behavior Interventionist as soon as possible. 1. After a seclusion/restraint incident, the Special Education teacher will convene the IEP Team within 10 days to review and revise accommodations, modifications, and/or behavior intervention plans in an effort to prevent future occurrences. That school's Special Education Program Manager must be present at the IEP meeting. Physical Restraint/Seclusion Incident Reporting data will be analyzed at least annually. Procedures will be reviewed and revised as necessary in the interim to ensure appropriateness and effectiveness. Data will be used to track the number of incidents of physical restraint/seclusion by students, staff, and type of incidents, description, and number of injuries sustained by student and/or staff and the nature of any such injuries, and other factors such as precipitating events and other observable factors. Related data will be available to parents/guardians of children and other interested parties upon request. ​ A copy of these guidelines will be provided to parents/guardians of students with disabilities and exceptional students at age of majority at least annually, either as a freestanding document or as a component of a more comprehensive Students Rights and Responsibilities Handbook.

MCS School Wellness Policy The Monroe City School Board is committed to the optimal development of every student. The School Board believes that for students to have the opportunity to achieve personal, academic, developmental and social success, the School Board shall strive to ensure positive, safe and health-promoting learning environments at every level, in every setting, throughout the school year. ​ It is the School Board’s desire to ensure environments and opportunities for all students to practice healthy eating and physical activity behaviors throughout the school day while minimizing commercial distractions. Specifically, the School Board shall establish goals and procedures to ensure that: ​ Students in the Monroe City public schools have access to healthy foods throughout the school day ? both through reimbursable school meals and other foods available throughout the school campus ? in accordance with Federal and state nutrition standards: Students receive quality nutrition education that helps them develop lifelong healthy eating behaviors; Students have opportunities to be physically active before, during and after school; Schools engage in nutrition and physical activity promotion and other activities that promote student wellness; School staff are encouraged and supported to practice healthy nutrition and physical activity behaviors in and out of school; The community is engaged in supporting the work of the School Board in creating continuity between school and other settings for students and staff to practice lifelong healthy habits; and The School Board establishes and maintains an infrastructure for management, oversight, implementation, communication about and monitoring of the policy and its established goals and objectives. ​ School Health Advisory Council (SHAC) The School Board shall establish a School Health Advisory Council (SHAC) to advise the School Board on physical activity for students, physical and health education, nutrition, and overall student health. The council members shall be appointed by the School Board and shall include parents of students and individuals representing the community, as well as school health and food service professionals. The School Health Advisory Council shall assist in implementation, periodic review, and updating of the School Wellness policy. The Superintendent or his/her designee shall be responsible for assuring compliance with established district-wide nutrition and physical activity wellness policies. In each school, the principal or designee shall oversee compliance with those policies in his/her school and shall report on the school’s compliance to the Superintendent or his/her designee. School food service staff, at the school or district level, shall assess compliance with nutrition policies within school food service areas and report on this matter to the Superintendent (or if done at the school level, to the school principal). Implementation The School Board shall develop and maintain a plan for implementation to manage and coordinate the execution of the School Wellness policy. The plan shall delineate roles, responsibilities, actions and timelines specific to each school; and include information about persons responsible for making changes; as well as specific goals and objectives for nutrition standards for all foods and beverages available on the school campus, food and beverage marketing, nutrition promotion and education, physical activity, physical education and other school-based activities that promote student wellness. This School Wellness policy and any progress reports shall be maintained on the School Board’s website. Triennial Progress Assessments At least once every three (3) years, the School Board shall evaluate compliance with the School Wellness policy to assess the implementation of the policy and document the assessment for each school under its jurisdiction. The School Wellness policy shall be assessed and updated as indicated at least every three (3) years, following the triennial assessment. ​ ​ Recordkeeping The School Board shall retain records to document compliance with the requirements of the School Wellness policy at the Monroe City School Board central office. Documentation maintained in this location shall include, but not be limited to: The written School Wellness policy; Documentation demonstrating that the policy has been made available to the public; Documentation of efforts to review and update the School Wellness policy; including an indication of who is involved in the update and methods the School Board uses to make stakeholders aware of their ability to participate on the School Health Advisory Council; Documentation to demonstrate compliance with the annual public notification requirements; The most recent assessment on the implementation of the School Wellness policy; Documentation demonstrating the most recent assessment on the implementation of the School Wellness policy has been made available to the public. Community Involvement, Outreach, and Communications The School Board is committed to being responsive to community input, which begins with awareness of the School Wellness policy. The School Board shall inform parents of the improvements that have been made to school meals and compliance with school meal standards, availability of child nutrition programs and application procedures, and a description of and compliance with nutrition standards. The School Board shall use electronic mechanisms, such as e-mail or displaying notices on the School Board’s website, as well as non-electronic mechanisms, such as newsletters, presentations to parents, or sending information home to parents, to ensure that all families are actively notified of the content of, implementation of, and updates to the School Wellness policy, as well as how to get involved and support the School Wellness policy and activities/initiatives. The School Board shall ensure that communications are culturally and linguistically appropriate to the community, and accomplished through means similar to other ways that the School Board and individual schools are communicating important school information with parents. ​ Annual Notification of Policy The School Board shall actively inform families and the public each year of basic information about the School Wellness policy, including its content, any updates to the policy, a nd implementation status. The School Board shall make this information available via the School Board’s website and/or district-wide communications. ​ ​ Nutrition School Meals The Monroe City School Board is committed to serving healthy meals to children, with plenty of fruits, vegetables, whole grains, and fat-free and low-fat milk; that are moderate in sodium, low in saturated fat, and have zero grams trans-fat per serving (nutrition label or manufacturer’s specification); and to meeting the nutrition needs of school children within their calorie requirements. All public schools within Monroe City participate in the United States Department of Agriculture (USDA) child nutrition programs, including the National School Lunch Program (NSLP), the School Breakfast Program (SBP). All public schools within Monroe City shall be committed to offering school meals through the NSLP and SBP programs, and other applicable Federal child nutrition programs, that: Are accessible to all students; Are appealing and attractive to children; Are served in clean and pleasant settings; Meet or exceed current nutrition requirements established by local, state, and Federal statutes and regulations. Water To promote hydration, free, safe, unflavored drinking water shall be available to all students throughout the school day and throughout every school campus. The School mealtimes. ​ Competitive Foods and Beverages The School Board is committed to ensuring that all foods and beverages available to students on the school campus during the school day support healthy eating. The foods and beverages sold and served outside of the school meal programs (e.g., “competitive” foods and beverages) shall meet the nutrition standards as outlined in 7 CFR 210.11. These standards aim to improve student health and well-being, increase consumption of healthful foods during the school day and create an environment that reinforces the development of healthy eating habits. ​ To support healthy food choices and improve student health and well-being, all foods and beverages outside the reimbursable school meal programs that are sold to students on the school campus during the school day shall meet or exceed the USDA nutrition standards. These standards shall apply in all locations and through all services where foods and beverages are sold, which may include, but are not limited to, à la carte options in cafeterias, vending machines, school stores and snack or food carts. Food and Beverage Marketing in Schools It is the intent of the School Board to protect and promote student health by restricting advertising and marketing in the schools to only those foods and beverages that are permitted to be sold on campus, consistent with this School Wellness policy and its implementation plan. Other Food and Beverages Provided, but not Sold, on School Campuses The School Board has developed the following guidelines for foods and beverages which are provided, but not sold, during the school day: Celebrations and parties. The School Board will provide a list of healthy party ideas to parents and teachers, including non-food celebration ideas. Classroom snacks brought by parents. The School Board will provide to parents a list of foods and beverages that meet Smart Snacks nutrition standards. Rewards and incentives. The School Board will provide teachers and other relevant school staff a list of alternative ways to reward children. Foods and beverages will not be used as a reward, or withheld as punishment for any reason, such as for performance or behavior. Nutrition Promotion Nutrition promotion and education positively influence lifelong eating behaviors by using evidence-based techniques and nutrition messages, and by creating food environments that encourage healthy nutrition choices and encourage participation in school meal programs. Students and staff shall receive consistent nutrition messages throughout schools, classrooms, gymnasiums, and cafeterias. Nutrition promotion shall also include marketing and advertising nutritious foods and beverages to students as well as encouraging participation in school meal programs. ​ Nutrition Education The School Board shall teach, model, encourage and support healthy eating by all students. Schools shall provide nutrition education and engage in nutrition promotion that: Is designed to provide students with the knowledge and skills necessary to promote and protect their health; Is part of not only health education classes but also integrated into other classroom instruction through subjects such as math, science, language arts, social sciences, and elective subjects; Includes enjoyable, developmentally-appropriate, culturally-relevant and participatory activities, such as cooking demonstrations or lessons, promotions, taste-testing, farm visits, and school gardens; Promotes fruits, vegetables, whole-grain products, low-fat and fat-free dairy products, and healthy food preparation methods; Emphasizes caloric balance between food intake and energy expenditure (promotes physical activity/exercise); Links with school meal programs, cafeteria nutrition promotion activities, school gardens, and other school foods and nutrition-related comm unity services; P hysical Activities ​ Physical Education The School Board shall provide students with physical education, using an age-appropriate, seq uential physical education curriculum consistent with national and state standards for physical education. The physical education curriculum shall promote the benefits of a physically active lifestyle and will help students develop skills to engage in lifelong healthy habits. All School Board elementary (K-8) students shall receive physical education for at least 30 minutes per day throughout the school year. High school students are required to have a minimum of 1.5 Carnegie units in physical education to graduate. The School Board physical education program shall promote student physical fitness through individualized fitness and activity assessments and shall use criterion-based K-8 are required by state law to receive at least thirty (30) minutes of physical activity per day. High school students shall be encouraged to incorporate physical activity into their day. A substantial percentage of students’ physical activity can be provided through a comprehensive school physical activity program. Such programs reflect strong coordination and synergy across all of the components: quality physical education as the foundation; physical activity before, during and after school; staff involvement and family and community engagement. Schools shall ensure that varied physical activity opportunities are in addition to, and not as a substitute for, physical education. To the extent practicable, the School Board shall ensure that its grounds and facilities are safe and that equipment is available to students to be active. ​ Classroom Physical A ctivity Breaks (Elementary and Secondary) The School Board recognizes that students are more attentive and ready to learn if provided with periodic breaks when they can be physically active or stretch. Thus, students shall be offered periodic opportunities to be active or to stretch throughout the day on all or most days during a typical school week. Teachers shall be encouraged to provide short (3-5-minute) physical activity breaks to students during and between classroom time at least three (3) days per week. Such physical activity breaks shall complement, not substitute, for physical education class, recess, and class transition periods. The School Board shall provide resources and links to resources, tools, and technology with ideas for classroom physical activity breaks. Resources and ideas are also available through USDA and other organizations which promote health and wellness. ​ Active Academics Teachers shall be encouraged to incorporate movement and kinesthetic learning approaches into “core” subject instruction when possible (e.g., science, math, language arts, social studies and others) and do their part to limit sedentary behavior during the school day. The School Board shall support classroom teachers incorporating physical activity and employing kinesthetic learning approaches into core subjects by providing annual professional development opportunities and resources, including information on leading activities, activity options, as well as making available background material on the connections between learning and movement. Teachers shall serve as role models by being physically active alongside the students whenever feasible. ​ Other Activities that Promote Student Wellness The School Board shall integrate wellness activities across the entire school setting, not just in the cafeteria, other food and beverage venues and physical activity facilities. The School Board shall coordinate and integrate other initiatives related to physical activity, physical education, nutrition and other wellness components so all efforts are complementary, not duplicative, and work towards the same set of goals and objectives promoting student well-being, optimal development and strong educational outcomes. ​ Public schools in Monroe City shall be encouraged to coordinate content across curricular areas that promote student health, such as teaching nutrition concepts in mathematics, with consultation provided by either the school or the School Board’s curriculum experts. All efforts related to obtaining federal, state or other organizational recognition for efforts, or grants/funding opportunities for healthy school environments shall be coordinated with and complementary of the School Wellness policy, including but not limited to ensuring the involvement of the School Health Advisory Council. ​ All school-sponsored events shall adhere to the School Wellness policy guidelines. All school-sponsored wellness events shall include physical activity and healthy eating opportunities when appropriate. Remember, always use Common Sense when preparing for cold/flu season, as well as other illnesses. Definitions In accordance with 7 CFR 210.11, for purposes of this policy: School day shall be defined as beginning at midnight until thirty (30) minutes after the official school day ends. School campus shall be defined as all areas of the property under the jurisdiction of the school that are accessible to students during the school day. Revised: December, 2009 Revised: June, 2010 Revised: June, 2014 Revised: July 11, 2017 Ref: PL 108-265 (Section 204, Child Nutrition and Women, Infants, and Children (WIC) Reauthorization Act of 2004); 42 USC 1751 et seq. (Richard B. Russell National School Lunch Act); 42 USC 1771 et seq. (Child Nutrition Act of 1966); 7 CFR 210 (National School Lunch Program); 7 CFR 220 (School Breakfast Program); La. Rev. Stat. Ann. §17:17.1, 17:197.1; Board minutes, 8-5-14, 7-11-17. Project AWARE (Advancing Wellness and Resilience in Education) One of three school districts in Louisiana to be awarded Project AWARE through Louisiana Department of Education's 5-year grant from U. S. Substance Abuse and Mental Health Services Administration, Monroe City Schools works to create a trauma-sensitive environment by increasing access to mental health services, providing professional development and instruction in trauma-informed care for school staffs, and raising awareness around the mental health issues confronting school-aged children. We take seriously the task of addressing the needs of the whole child in order to improve mental, social, and behavioral welfare, in addition to nurturing each student's academic achievement. If your student experiences issues affecting his or her learning, ability to cope, and/or general well-being, please email us at wellness@mcschools.net . A member of our wellness team will contact you as soon as possible. ​ View the PDF version of the MCS Wellne ss Policy