Policies & Procedures

Fort Wayne Community Schools offers its staff and students access to the Internet. The Internet is an electronic network globally connecting computers and individuals. 

5163 Internet Access

Technology greatly increases our students’ educational opportunities. Technology, especially the Internet, allows students to transcend the four walls of their classroom enabling them to experience places they may never have been able to visit otherwise. The Internet provides both students and staff access to information and opportunities that were previously difficult to obtain, untimely, or, in many cases, unavailable. Students can research and access information directly from universities and libraries from the convenience of their own classroom. At the same time, Internet access involves issues of security, privileges, and questions concerning the appropriateness of certain kinds of information. Moreover, in order for such access to be utilized appropriately, students and staff must be trained and be aware of the rights, privileges, and responsibilities connected with such access. Additionally, parents must be informed of their shared responsibility for their children’s safe use of the Internet.

Fort Wayne Community Schools is committed to providing Internet access to students and staff in an equitable, meaningful, and safe manner. The mission of Fort Wayne Community Schools is to educate all students to high standards enabling them to become productive, responsible citizens. Since access to information is a vital part of learning, Internet access will be made available to all students; however, this access will be a part of educational activities that promote and foster student learning. Unfortunately, public places like the Internet can be dangerous. The Internet can put students in contact with inappropriate and potentially harmful material and people. To help protect our students, Fort Wayne Community Schools employs Internet filters and security devices on all student Internet connections. Ultimately, however, staff are responsible for ensuring appropriate access and enforcing policies that are consistent with current state and district standards.

Appropriate training will be provided to all staff that have direct contact with students related to the implementation of this policy. All training regarding this policy will be age and content-appropriate.

The superintendent is authorized to develop regulations, procedures, and guidelines governing the acceptable use of the Internet. Those regulations, procedures, and guidelines should be consistent with applicable law and appropriately balance the needs and concerns of the school corporation, its staff, students, and parents.

5163.1 Staff, Student, and Parent Notification of District-Provided Access to the Internet

Fort Wayne Community Schools offers its staff and students access to the Internet. The Internet is an electronic network globally connecting computers and individuals. The Internet is a tool for learning. This technology will help schools by allowing students and staff to:

1. immediately access research information and resources;
2. collaborate with other individuals and groups around the world;
3. visit distant places without leaving the classroom.

Staff and families should be aware that some material accessible via the Internet contains items that are illegal, defamatory, inaccurate, or potentially offensive. In addition, it is possible to purchase certain goods and services via the Internet which could result in unwanted financial obligations for a student’s parent or guardian.

While the district’s intent is to make Internet access available in order to further educational goals and objectives, students may find ways to access other materials as well. Even technical methods or systems to regulate student Internet access do not guarantee compliance with the district’s acceptable use policy. That notwithstanding, the district believes that the benefits to students of access to the Internet exceed the disadvantages. Ultimately, however, staff are responsible for ensuring appropriate access and enforcing policies that are consistent with current state and district standards. Toward that end, Fort Wayne Community Schools makes the district’s complete Internet policy and procedures available upon request to all staff, parents, guardians, and other members of the community, and provides parents and guardians the option of requesting for their children alternative activities not requiring Internet use.

5163.2 District and Staff Responsibility for FWCS-Provided Access to Electronic Information, Services, and Networks

In making decisions regarding student access to the Internet, Fort Wayne Community Schools considers its own stated mission, goals, and objectives. Electronic information and research skills are now fundamental to our society, and an important component of citizenship and many vocations. Access to the Internet enables students to explore thousands of libraries, databases, bulletin boards, and other resources while communicating with people around the world. The district expects that faculty will blend thoughtful use of the Internet throughout the curriculum and will provide guidance and instruction to students in its use.

Students should use Internet resources in accordance with the guidance and direction of the staff. While students will be able to move beyond those resources to others that have not been reviewed by staff, they shall be provided with classroom instruction, guidelines and lists of resources particularly suited to learning objectives. Classroom instruction will include topics related to safe Internet practices and online behavior. This includes interacting with others on social networking websites and in chat rooms and cyberbullying awareness and response.

1. Students utilizing district-provided Internet access must first have the permission of and must be supervised by Fort Wayne Community Schools professional staff. Students utilizing school-provided Internet access are responsible for good behavior online just as they are in a classroom or other area of the school. The same general rules for behavior and communications apply as outlined in the FWCS Student-Parent Handbook.
2. The purpose of district-provided Internet access is to facilitate communications in support of research and learning. Student use must be in support of and be consistent with the educational objectives of Fort Wayne Community Schools. Access is a privilege, not a right. Access entails responsibility.
3. Internet access and electronic network services provided by Fort Wayne Community Schools are for educational purposes; therefore, Fort Wayne Community Schools has the right to place reasonable restrictions on the material accessed through or posted to the network.
4. Users should not expect that files, emails, and other electronic communications stored on or sent to school-based computers and network servers will be private. Electronic communications and files stored on school-based computers and network servers may be treated like school lockers. Administrators and faculty may monitor files and communications to maintain system integrity and insure that users are acting responsibly.
5. All student use of district-provided electronic network services is governed by the School Behavior Code as documented in the FWCS Student-Parent Handbook. Additionally, the following specific uses of school-provided Internet or other electronic network access are not permitted:
   1. to access, upload, download, or distribute pornographic, obscene, or sexually explicit material;
   2. to transmit obscene, abusive, or sexually explicit language;
   3. to engage in personal attacks, bullying/cyber-bullying, or harassment, including prejudicial or discriminatory attacks;
   4. to violate any local, state, or federal statute;
   5. to use for financial or commercial gain;
   6. to vandalize, damage, or disable the property of another individual or organization;
   7. to access another individual’s materials, information, or files without permission; and,
   8. to violate copyright or otherwise use the intellectual property of another individual or organization without permission.
6. Any violation of district policy and rules may result in loss of district-provided access to the Internet. Additional disciplinary action may be warranted in keeping with the existing Student-Parent Handbook. When and where applicable, law enforcement agencies may be involved.

5163.3 Notice to Parents/Guardians Regarding Responsibility for Student Use of FWCS-Provided Access to Electronic Information, Services, and Networks

While the intent of FWCS is to make Internet access available in order to further educational goals and objectives, students may find ways to access other materials as well. Due to the open nature of the Internet, it is impossible for FWCS to institute technical methods or systems to regulate students’ Internet access which will guarantee that students cannot access undesirable material. That notwithstanding, FWCS believes that the benefits to students of access to the Internet exceed the disadvantages. The school staff has a responsibility to monitor individual use of the Internet and take appropriate disciplinary action when necessary.

Ultimately, however, parents and guardians are responsible for setting and conveying the standards that their children should follow when using media and information sources including the Internet. Parents will be provided with the complete FWCS Internet policy and procedures. Fort Wayne Community Schools also provides parents and guardians with the option of requesting for their minor children alternative activities not requiring Internet use.

Outside of school, families bear responsibility for the same guidance of Internet use as they exercise with information sources such as television, telephones, radio, movies, and other media.

5163.4 Disclaimer

Fort Wayne Community Schools makes no warranties of any kind, either expressed or implied, for the Internet access it is providing. The district will not be responsible for any damages users suffer, including, but not limited to:

1. the loss of data resulting from delays or interruptions in service;
2. the accuracy, nature, or quality of information stored on any electronic media, hard drives, or servers;
3. the accuracy, nature, or quality of information gathered through district-provided Internet access;
4. personal property used to access district computers or networks or for district-provided Internet access;
5. unauthorized financial obligations resulting from district-provided access to the Internet.

All site pages include a link to Let's Talk, our online feedback system. This includes an option to provide feedback related to an accessibility barrier or issue. Our goal is to respond to all feedback within three business days. Feedback related to accessibility issues will be addressed by our technology department.

Absenteeism and truancy are major obstacles to ensuring the education of students, and both excused and unexcused absences count against school accountability scores. These procedures implement Board Policy 5200, Attendance, and 5215, Habitual Absence, and conforms with the requirements of Indiana law and reporting obligations of the Indiana Department of Education and State Attendance Officer.  

Students Counted as Present. Per Ind. Code § 20-33-2-3.2, “attend” means to be physically present: (1) in a school; or (2) at another location where the school’s educational program in which a person is enrolled is being conducted; during regular school hours on a day in which the educational program in which the person is enrolled is being offered. FWCS will record and report all students that meet the State’s definition of attend as present.

Codes:

• PI = present/in attendance; this includes 
  • students that receive homebound instruction
  • students on field trips 
  • students participating in Work Based Learning 
  • students receiving instruction via Edgenuity at any location
  • students at the Allen County Juvenile Center (ACJC).  Detention in any other facility that provides instruction will be considered exempt (DT). Please see Section 2 below. 
• PV = present virtually; used only for remote, e-learning days, and the Virtual Academy. The instruction must be for an “all school planned or unplanned virtual day” per the IDOE.
• OFF = student is present but in the main office, nurse’s office, counselor’s office, etc. 

Absences Counted as Present (Exempt). The State recognizes the following absences as exempt from the in-person attendance requirements. FWCS shall report these as present to the State. 

Codes:

• AB = Absent but Counted Present  
  • Serving as a page or honoree of the Indiana General Assembly (IC 20-33-2-14) 
  • Serving on the precinct election board or as a helper to a political candidate or party on the day of a municipal, primary or general election (IC 20-33-2-15)  
  • Serving as an active-duty member of the armed forces, including the National Guard for at least 15 days in a school year (IC 20-33-2-17)  
  • Serving with the Civil Air Patrol for up to five (5) days (IC 20-33-2-17.2)
  • The student or a member of the student’s household exhibits or participates in the Indiana State Fair for educational purposes (IC 20-33-2-17.7) 

Bylaws and Policies of the School Board of Fort Wayne Community Schools incorporate quotations from the statutes and administrative code of the State of Indiana as well as from the federal statutes and regulations.

In order to maximize the learning of all students, classrooms and school must provide an environment that minimizes disruptions. The FWCS Code of Conduct includes both standards of conduct designed to maintain a productive educational environment and a student support system designed to address individual needs and promote social, emotional and behavioral growth.  This balanced approach is most effective when school staff and parents/guardians work together as a team to guide students to function appropriately in the school environment and as citizens of the community.

Students must follow the district-wide Code of Conduct before, during and after school. Students and parents/guardians should read and understand this Code of Conduct to help model positive behavior for their children and prevent behavioral problems that could lead to disciplinary action.

WHAT TO EXPECT IF YOUR STUDENT MISBEHAVES
If your student misbehaves, administrators will investigate the incident. A meeting will be held with your student to discuss the behavior. If a corrective strategy is used, the family will be notified.

SUSPENSIONS
If an out-of-school or in-school suspension is necessary, the student will have an opportunity to hear the charges against him/her and to present his/her side of the situation. Parents will also be offered the opportunity to meet to discuss the suspension.  The reason(s) of the suspension will be provided to the parents and student.

ALTERNATIVE CONSEQUENCE LEVEL 4 PROBATIONARY CONTRACT
Administration may develop an alternative disciplinary consequence within the school building. This will be documented in a written contract with the student, parent and others as appropriate.  The purpose of the probationary contract is to reinforce expected behaviors and monitor behavior improvements.

REQUEST FOR EXPULSION OR ALTERNATIVE PLACEMENT
Students whose behavior falls in a category/level 4 may be referred for an expulsion/alternative placement hearing. During this meeting, the school presents evidence to support the request and the student and parent are given a chance to respond to the evidence.

The hearing examiner will determine the result of the hearing which could include an alternative placement, expulsion, return to school, return to school with probationary restrictions.

LEVELS OF RESPONSE
A variety of corrective responses may be used progressively, beginning with lowest level indicated first.

Level 1: Classroom and Building Based Corrective Responses – may be appropriate when student has no prior incidents and interventions have not been put in place.  

Level 2: Support Staff, Administrative and Classroom Teacher Corrective Responses – may be appropriate when supports have been put in place to address behavior but the behavior has continued to negatively affect the learning and/or safety of the student and others.

Level 3: Intensive Personalized Corrective Responses – may be appropriate when interventions and supports have been put in place and/or the behavior seriously affects the student and/or the safety of others. Behaviors may be severe enough to warrant a Level 3 corrective response. Response to the offense(s) at this level could include suspension.   

Level 4: Corrective Responses for Serious Violations - may be appropriate when a student’s behavior seriously affects the learning environment or the safety of the student and/or others in the school. Response to the offense(s) at this level could include extended suspension, expulsion and/or referral to law enforcement. 

Philosophy

FWCS believes co-curriculars are an extension of the educational process. The sole purpose of interscholastic athletics and education based co-curriculars is to teach life-long lessons that can be learned from participation in co-curriculars. The student will learn the value of hard work, caring more for others than self, positive competitive spirit, a healthy lifestyle, personal accountability, and a sense of honor and unity toward all co-curriculars.

All FWCS cc-curricular departments expect all participating students to adhere to high moral and ethical standards and to obey the law.

All participating students, coaches and co-curricular departments will maintain a unified spirit of respect for FWCS programming by supporting one another. All FWCS coaches will be held accountable with the responsibility of modeling these expectations.

Code of Conduct

Students volunteer to participate in the co-curricular and interscholastic athletic program are expected to accept the responsibilities associated with their choice. Student athletes are expected to be committed to a high degree of conduct and set a positive example for all students throughout their entire athletic career. It is a privilege to be a student athlete. A student athlete is expected to make the appropriate choices in his/her personal conduct and life-style. If a student elects to be an athlete, the student also chooses to make that commitment.

Rules and Policies

All student athletes must adhere to the standards and rules established by the Indiana High School Athletic Association and presented in the FWCS Athletic Handbook. All rules and policies are in effect 365 days of the year and will be enforced by the principal or the principal’s designee.

The coach of each sport has the authority to add additional rules and policies concerning his/her sport.

FWCS Code of Conduct (Policy No. 5160X)

5160.l -Extracurricular/Co-Curricular Participants 
Participation in school activities is a privilege which carries with it varying degrees of responsibility, recognition and reward. Participating students represent their school and other members of the student body, and it is their duty to conduct themselves in a manner that is positive for themselves, their families, their school and their community.

Participants in the school’s extracurricular and co-curricular activities shall be governed by local and state laws, related state association regulations, the FWCS Code of Conduct, the Extracurricular/Co-curricular Code of Conduct and disciplinary action by the principal or his/her designee.

In addition, with the approval of the principal or designee, each coach, club sponsor or faculty adviser of an extracurricular/ co-curricu-lar activity may develop and impose eligibility rules with respect to attendance or other matters which may be in addition to the general behavior requirements of the FWCS Code of Conduct, school behavior codes, or this Extracurricular/
Co-curricular Code. These rules and regulations shall be properly distributed to and reviewed by all participants in that particular activity before that activity begins.

Members of athletic programs are also reminded of the IHSAA rules regarding conduct of contestants, both in and out of school, and scholastic eligibility.

This Code applies to all students who are connected with any school sponsored or school-sanctioned extracurricular/co-curricular ac-tivity which includes clubs and athletic programs in various sports, academic competitions, competitive groups that are an extension of the curricular program, such as speech and debate teams, VICA, Business Professionals, COE and DECA contests and competitive music events such as jazz band, concert band, marching band, solo and ensemble contests, etc. This list is not to be considered all-inclusive.

5160.3-Enforcement
Any alleged violations of the Code of Conduct shall be investigated by the principal or his/her designee. Prior to the initiation of any penalty under this Code, a conference between the principal or his/ her designee and the student and parent will be held within two weeks, during which an informal fact-finding session and discussion, if appropriate, shall occur.

If the principal or the principal’s designee determines that a violation has occurred and that an appropriate remedy involves or includes suspension from extracurricular/co-curricular activity, the suspension from extracurricular/co-curricular activity shall be in accordance with the following guidelines:

First Offense of a Code Violation

If a violation has occurred and if the student is willing to participate in an FWCS-approved assessment and indicated follow-up therapy at the student’s expense or with the current FWCS Student Assistance program, the student will be suspended from participation for 25% of the sports season or activity. If the student chooses not to participate in the assessment/ therapy phase, then the suspension would be for 50% of the season or activity. If less than 25% of the season or activity remains or the violation occurs between seasons or activities, the penalty shall be extended into the next season or activity in which the student participates for the equivalent remaining percentage of that next season or activity until the total suspension equals 25% or 50% as appropriate.

The offense and action taken will be recorded and filed in the office of the principal or principal’s designee and a copy filed with the area administrator and the executive director of FWCS Student Services.

Second Offense of a Code Violation

The penalty shall be suspension from participation and forfeiture of eligibility for any honors or awards related to any season or activity from which the student is suspended for one calendar year from the date of the second offense along with recommended therapy.

The offense and action taken will be recorded and filed in the office of the principal or principal’s designee and a copy filed with the area administrator and the executive director of FWCS Student Services.

Further Code Violations

The penalty shall be suspension from participation in all sports or extracurricular activities as appropriate for the remainder of the student’s high school career.

The offense and action taken will be recorded and filed in the office of the principal or principal’s designee, and a copy filed with the District Athletic Administrator and Chief of Family & Community Engagement and Schools of Success.

5160.4-Appea/ Procedure
Any student has the right to appeal a decision based on the established disciplinary hearing (due process) proceedings as outlined in the Code of Conduct. All sanctions will remain in force pending the appeal hearing and the hearing examiner’s final decision.

Family Educational Rights and Privacy Act (FERPA) Notification of Rights and Directory Information Policy

MLL Grading Guidelines – Secondary Schools (grades 6-12)

WIDA Performance Definitions for the Levels of English Language Proficiency
At the given level of English language proficiency, English language learners will process, understand, produce, or use:

Grading guidelines for classroom teachers:

• Teachers will make appropriate accommodations in instruction and assessment according to the student’s ILP (Individual Learning Plan).
• Students will receive letter grades.
  
   

Grading guidelines for classroom teachers:

• Students do not receive ELL services or accommodations.
• Students will receive regular letter grades with no modifications.
   

Additional information:

• Students with Limited English Proficiency (LEP, levels 1.0-4.9):
  • Must be provided English language development instruction and support
  • Must have access to the core curriculum
• Grades based on instruction and assessment with accommodations count the same as
• regular grades in a student’s GPA and are not distinguished on a transcript.
• An ELL student cannot fail a course if language is the sole barrier to success.
• An ELL student can fail a course if the student is unsuccessful for reasons other than language, such as failure to complete appropriately-accommodated work. Consider:
  • What accommodations have been implemented from the ILP?
  • How has instruction been made comprehensible to ELL students?
     

FWCS does not tolerate the unjust or prejudicial treatment of any individual or group’s actual or perceived race, color or ethnic group, religion or religious practice, national origin, sex, gender identity, sexual orientation, political affiliation, age, marital status, military status, veteran status, disability or any other basis prohibited by state or federal law. The immediate remedy for any act of discrimination shall be to end it, treat the individual equitably, and, as much as practically possible, to eradicate any effects of discrimination. Discipline should be imposed where appropriate.

FWCS Nondiscrimination Grievance Procedure

FWCS Sexual Discrimination and Harassment Grievance Procedure

1. Political affiliations or beliefs of the student or student’s parent;
2. Mental or psychological problems of the student or student’s family;
3. Sex behavior or attitudes;
4. Illegal, anti-social, self-incriminating, or demeaning behavior;
5. Critical appraisals of others with whom respondents have close family relationships;
6. Legally recognized privileged relationships, such as with lawyers, doctors, or ministers;
7. Religious practices, affiliations, or beliefs of the student or parents; or
8. Income, other than as required by law to determine program eligibility.

Fort Wayne Community Schools’ (FWCS) mission is to educate all students to high standards, enabling them to become productive, responsible citizens. To assist students in obtaining this mission, FWCS has developed a student support system, the FWCS Pyramid for Success™, as a framework for tiers of increasingly intense supports or enhancements that are assigned based on identified student needs.

The Readiness to Learn side of the Pyramid is dedicated to the development of the individual social, emotional and behavioral characteristics that foster high levels of achievement and success in life. Just as academic concerns are opportunities for instruction and growth, so are student behavioral concerns. Corrective responses to these concerns include both supports and consequences combined with behavioral processing and/or instruction in appropriate behavior. Students are explicitly taught how to function in a learning environment with the goal of transferring these skills to life circumstances.

Readiness to Learn Side of the Pyramid for Success™

Possible Interventions

PROGRESSIVE LEVELS OF CORRECTIVE RESPONSES

Corrective responses are organized through the FWCS Pyramid for Success™ three tier structure and become increasingly more in-tense as students’ behavioral needs increase. Corrective responses provide a profound emphasis on what we want students “to do.” These include a focus on instruction in appropriate behavior, cultural responsiveness and problem solving to meet individual needs. Corrective responses include Tier 1 Supports that are applied flexibly based on identified student needs. Corrective responses can also be organized through Tier 2 Functional Behavior Assessments (FBAs) and Behavior Intervention Plans (BIPs) to consistently address the causes of behavioral concerns across varied settings and times. Long-term Tier 3 intensive personalized plans may include various combinations of corrective responses.

A teacher and/or an administrator may use various levels of corrective responses in an attempt to change student behavior including, but not limited to, counseling with the student, assigning detentions, having conferences with parents, assigning extra responsibilities or time in school, placing the student in a “time-out” room or an in-school suspension room, assigning community service projects, refer-ring the student to the Student Support Team (SST) or removing a child from class for a day pending review of the situation. The school principal/designee and teacher may cooperatively remove the student from the class for more than one day if this consequence would be beneficial in solving the problem. After conducting an appropriate investigation, a school administrator may suspend a child for up to five days. In some cases, a school principal may recommend a student be placed in an alternative program or be expelled. Levels of corrective responses include the following:

Level 1: Classroom and Building Based Corrective Responses

Level 1 Corrective responses are appropriate for discipline incidents that should be managed by the teacher independent of adminis-trative support and usually does not warrant a discipline referral or removal from class. These address behaviors that are of low-level intensity, passive in nature and /or non-threatening. Level 1 corrective responses usually will not include removal from instruction. A level 1 incident involving bus behaviors may be handled by the bus driver but should be reported to school administration for docu-mentation purposes and /or possible administrative follow up. 

Level 2: Administrative Corrective Responses

Level 2 Corrective responses are appropriate for discipline incidents that could be managed with assistance from an administrator. These infractions will be addressed with corrective responses that will not include removal from school but may include in-school suspension.

Level 3: Intensive Personalized Corrective Responses

Level 3 Corrective responses are appropriate for discipline incidents that significantly interfere with others’ safety and learning, are of a threatening or harmful nature and /or legal violations that warrant higher level administrative involvement. Committing a Level 3 infraction may result in in -school or an out of school removal on the first violation.

Level 4: Corrective Responses for Serious Violation

Level 4 Corrective responses are appropriate for violations that seriously affect the learning environment or the safety of students and/or others in the school. Corrective responses at the level include extended suspension, expulsion, and/or referral to law enforcement. 

LEVELS OF CORRECTIVE RESPONSES AND CORRESPONDING TIERS OF THE PYRAMID FOR SUCCESS

Level 1 corrective responses are appropriate for discipline incidents that should be managed by the teacher independent of administrative support and usually does not warrant a discipline referral or removal from class. These address behaviors that are of low-level intensity, passive in nature and/or non-threatening. Level 1 corrective responses usually will not include removal from instruction. A Level 1 incident involving bus behaviors may be handled by the bus driver but should be reported to school administration for documentation purposes and/or possible administrative follow-up.

Level 2 corrective responses are appropriate for discipline incidents that could be managed with assistance from an administrator. These infractions will be addressed with corrective responses that will not include removal from school but may include in-school suspension.

Level 3 corrective responses are appropriate for discipline incidents that significantly interfere with others' safety and learning, are of a threatening or harmful nature and/or legal violations that warrant higher level administrative involvement. Committing a Level 3 infraction may result in in-school or an out of school removal on the first violation.

Level 4 corrective responses are appropriate for violations that seriously affect the learning environment or the safety of students and/or others in the school. Corrective responses at the level include extended suspension, expulsion, and/or referral to law enforcement.

Students deserve to learn in a distraction-free environment and should not worry that others might record and share their participation in educational programming. Additionally, schools must protect the confidentiality of student information under state and federal law.  Similarly, employees deserve to come to work without worrying about being recorded by others. Although Indiana law does not criminalize the surreptitious recording of every type of conversation or interaction, FWCS forbids recording on FWCS property except as authorized in this procedure.

Procedure for Recording on FWCS Property

Students deserve to learn in a distraction-free environment and should not worry that others might record and share their participation in educational programming. Additionally, schools must protect the confidentiality of student information under state and federal law.

Similarly, employees deserve to come to work without worrying about being recorded by others. Although Indiana law does not criminalize the surreptitious recording of every type of conversation or interaction, FWCS forbids recording on FWCS property except as authorized in this procedure.  

Recording by FWCS

If FWCS records a student and maintains the recording, it becomes part of the student’s educational record. The Family Educational Rights and Privacy Act (FERPA) prohibits the disclosure of education records without the consent of parents, guardians, or students that are eighteen or older.

1. FWCS employs an extensive video surveillance system. For practical and security reasons, FWCS will not allow third parties to view video surveillance without approval of a Security, Legal, Human Resources, or Cabinet-level administrator. FWCS does not have the server capacity to preserve all video surveillance, and parents or guardians may only view video surveillance when administrators elect to maintain recordings as part of a student’s education record.
2. District personnel must obtain a signed FWCS Media Release from a parent, guardian, or student if eighteen or older before they may share any audio or visual recording of a student with the media.
3. Under no circumstance should a teacher, school assistant, or any other school-based employee use recording equipment to document student disciplinary occurrences, regardless of the intended audience.
4. FWCS does not record and maintain every type of meeting with students and families, including case conferences, individualized education program (IEP) team meetings or 504 plan meetings.
5. FWCS will record and maintain expulsion hearings, which become part of the student’s educational record.
6. Employees are prohibited from capturing any form of audio, video, or digital recording in the workplace without prior administrative approval. This restriction applies to all devices and technologies, including but not limited to smart glasses, mobile phones, body cameras, AI, and any other recording equipment. Recording of meetings, interactions, or activities involving students, parents, staff, or other FWCS personnel is not permitted unless expressly authorized in advance.

Recording by Parents, Guardians, or Other Parties

1. In general, parents, guardians or other parties may not record meetings with FWCS personnel.  
2. If parents or guardians believe they need to record a meeting, they must provide FWCS with two days’ notice and receive prior approval. FWCS may also elect to record the meeting, at which point the recording would become part of the student’s educational record.
3. FWCS employees may end any meeting, telephone call, or interaction with a parent, guardian or third party if they become aware that the individual is recording without prior approval.  

Recording by Students

1. Students may not use audio or visual recording devices without approval of an administrator. That includes many forms of wearable recording devices, such as smart glasses or body cameras.
2. FWCS may authorize students to use recording devices with prior approval – for an educational purpose directed by a teacher – but under no circumstance will FWCS allow a student to record throughout the school day.
3. It is a Code of Conduct offense for any student to record on FWCS property in violation of this procedure.
4. Any device that enables a third party to listen in to a class must be disabled on FWCS school grounds. 

Approved by Cabinet May 13, 2025; updated April 27, 2026

This Procedure implements FWCS Board Policy 5345, Child Abuse and Neglect, and is based on Indiana’s Model School Protocol for Reporting Allegations of Child Abuse, developed by the Department of Child Services (DCS), the Indiana Department of Education and law enforcement. This document explains the responsibilities of school personnel and establishes a reporting procedure and methods of cooperation among agencies involved.  

When an FWCS employee has “reason to believe” that a student is the victim of abuse or neglect:

1. Ensure student safety. Your first priority is to keep students safe. Only then should you contact DCS or local law enforcement.
2. Immediately report to law enforcement or DCS.   
   1. Inform your schools SRO or security personnel if available and the Director of Security (260467-2125); or  
   2. Call the Indiana Child Abuse and Neglect Hotline at 1-800-800-5556  
3. Inform school administration. You must report to law enforcement and may not assume that your school administration has or will do so.  
4. Complete the Child Abuse and Neglect Report Form. Send the completed form to Health and Wellness Services. Do not keep a copy in the student’s file. DCS is required by law to provide a report to the school within thirty days to explain the outcome any investigations; if you receive that form, please send it to Health and Wellness Services to file with the initial report.  

Reason to believe means “evidence that, if presented to individuals of similar background and training, would cause the individuals to believe that a child was abused or neglected." I.C. 31-9-2-101.  

Reporting

• When employees are unsure whether they have "reason to believe" that a child is the victim of abuse or neglect, they should make a report.  
• Failure to report suspected abuse or neglect is a crime. A person who, in good faith, makes a report of suspected abuse and neglect is immune from any civil or criminal liability under Indiana law.
• The identity of the reporter is confidential by statute. DCS accepts child abuse and neglect allegations from persons who wish to remain anonymous, however DCS encourages individuals to provide contact information to Intake Specialists.
• Your reporting obligation supersedes any right of privileged communication. Employees must report all suspected child abuse even if told in confidence by the child. I.C. 25-23.6-6-1  

Investigation

After an employee reports suspected child abuse or neglect, FWCS should not attempt to further investigate the situation unless instructed otherwise by DCS or law enforcement; they are responsible for the investigation, not FWCS. Their staff is trained in child forensic interviewing and may be better able to accurately assess the situation.  

When law enforcement or DCS tells you that they are opening an investigation:  

1. Do not investigate further.  
2. After 48 hours, check the status of the external investigation.
   1. For law enforcement investigations, contact the Director of Security.
   2. For DCS investigations, contact the FWCS/DCS Education Liaison, Travis Stahl (317-5157329).  Approved by Cabinet May 2, 2017; update approved October 11, 2021 FORT WAYNE COMMUNITY SCHOOLS  Procedure for Reporting Child Abuse and Neglect
3. Talk through the disciplinary action or independent investigation you intend to pursue so that our organizations can work cooperatively to keep children safe.

Release of Student Records to Law Enforcement/DCS

When FWCS reports abuse and neglect, FWCS may release relevant education records to law enforcement or DCS. Where FWCS is not the report source, law enforcement or DCS may need a release, warrant, subpoena or other court order unless an exception to FERPA applies. Staff may always contact the FWCS General Counsel with any questions about the release of education records.

Interviewing Children

Interviewing students in the middle of a school day can disrupt a school’s educational environment. However, DCS may interview students at school if a DCS employee presents:

1. appropriate credentials (i.e. DCS badge); and  
2. one of the following three documents:
3. a written statement that DCS has parental consent;  
4. a court order; or  
5. a written statement that exigent circumstances exist.

The statement can be in the form of an email or handwritten document, but must be in writing.  School staff should not keep the statement in the student’s file, but should send it to the Health and Wellness Department. Staff shall take measures to keep the statement and interview confidential. FWCS must allow the DCS employee to interview the student alone if the employee requests to do so. I.C. 31-33-8-7(f)  

Parent Notification

Schools should not inform parents when they initiate a report or when DCS or law enforcement arrive to interview a student. DCS has the obligation of informing parents and will obtain the necessary consent to interview students or releases for education records. After DCS interviews a child or takes a child into custody, the school may notify the parent(s) or guardian(s)/custodian(s) to give them the names and telephone numbers of the law enforcement officer or DCS case manager for the family to contact.

When a Child Is Taken into Protective Custody

A child may be taken into protective custody by a law enforcement officer, a probation officer, or a DCS Field Case Manager acting with probable cause to believe the child is a child in need of services. The removing party must complete the FWCS Protective Custody Receipt. All questions should be directed to the removing party.  

Approved by Cabinet May 2, 2017; update approved October 11, 2021 

This Procedure implements Fort Wayne Community Schools Board Policy 3213, Responsibility for Student Supervision and Welfare, and conforms with the statutory and regulatory requirements of IC 20-20-40 et. seq., 513 IAC and the rules of the Indiana Commission on Seclusion and Restraint. FWCS mandates that any behavioral intervention by District staff must be consistent with a child’s right to be treated with dignity and respect, and to be free from abuse. In FWCS schools, appropriate student behavior will be promoted and taught. The District believes that all children have the right to be free from physical or mental abuse, aversive behavioral interventions that compromise health or safety, and any physical restraint or seclusion imposed solely for purposes of discipline or convenience.

I.  Use of Restraint

1. Every effort shall be made to avoid the need for the use of restraint or seclusion of a student. 
2. Physical restraint shall only be used when a student is displaying physical behavior that presents imminent risk of injury to the student or others.
3. Restraint shall only be employed as a last resort after other less restrictive methods of de-escalating a situation have been attempted without success.
4. While transporting a student on a moving vehicle, a bus harness or other safety equipment may be required and is permissible for safety purposes. The need and use of any bus harness or safety equipment used to restrain a student during transportation must be documented. FWCS does not authorize the use of any other mechanical or chemical restraints.
5. The use of any drug, medication or other chemical to control behavior or restrict freedom of movement (except as authorized by a licensed physician or other qualified health care professional) is prohibited.
6. A school employee may never give a student any drug or medication that is not a standard treatment or dosage, or both, for the student’s medical or psychiatric condition unless otherwise prescribed by a physician.
7. Restraint shall only be utilized by staff members who have received crisis intervention training by FWCS with the exception of rare and clearly unavoidable emergency circumstances when fully trained school personnel are not immediately available.  Untrained staff will request assistance from trained staff as soon as possible.  Upon arrival of trained staff, untrained staff will allow trained staff to intervene.  
8. Physical restraint of a student may only be used for a short period of time and shall be discontinued as soon as the imminent risk of injury to self or others has dissipated, usually a matter of minutes.  
9. Every instance in which restraint is used shall be carefully, continuously and visually monitored to ensure the appropriateness of its use and safety of the child, other children, teachers, and other personnel.

II.  When Restraint Procedures Shall Not Be Employed

1. Physical restraint shall not be used unless the student’s behavior poses imminent risk of injury to self or others and other less restrictive interventions are ineffective.
2. A verbal threat or verbally aggressive behavior does not itself indicate an imminent risk of injury, and shall not result in restraint.
3. Destruction or damage to property does not constitute a risk of imminent injury unless in so doing an imminent risk of injury to the student or others is created.  
4. When a known medical or physical condition of the student would make the restraint procedures dangerous for that student (e.g. students with heart or circulatory conditions, asthma, etc.) restraints will not be used.
5. Restraint shall never be used as a punishment, or to force compliance with staff commands.
6. FWCS does not authorize or use Prone (student held down lying face down on a horizontal surface) or Supine (student held down lying face up on a horizontal surface) forms of restraint and these shall be avoided. 
7. Seclusion or restraint shall never be used in a manner that restricts a child’s breathing or blood flow or harms the child.

III.  Use of Seclusion

1. Every effort shall be made to avoid the need for the use of seclusion of a student.
2. Seclusion shall not be used except when used as a last resort and only when:
   1. The student’ behavior poses imminent risk or injury to self or others, and other less restrictive interventions are ineffective.
   2. Other less restrictive interventions are ineffective.
3. A student shall never be secluded by a school employee who has not received appropriate training by the FWCS District in the use of restraint procedures except in rare and clearly unavoidable emergency circumstances when fully trained school personnel are not immediately available.  Untrained staff shall request assistance from trained staff as soon as possible. 
4. Seclusion of a student may only be used for a short period of time and shall be discontinued as soon as the imminent risk or injury to self or others has dissipated, usually a matter of minutes.
5. Every instance in which seclusion is used shall be carefully, continuously, and visually monitored to ensure the safety of the student, other students and school employees.
6. Immediately after the imminent risk or injury to self or others has dissipated, the student should no longer be secluded and a school employee, not involved with the restraint, shall examine the student to ascertain if any injury has been sustained during the restraint of the student.

IV.  When Seclusion Procedures Shall Not Be Employed

1. Seclusion shall not be used unless the student’s behavior poses imminent risk of injury to self or others and other less restrictive interventions are ineffective.<
2. A verbal threat or verbally aggressive behavior does not itself indicate an imminent risk of injury, and shall not result in seclusion of a student.
3. Destruction or damage to property does not constitute a risk of imminent injury unless in so doing an imminent risk of injury to the student or others is created.  
4. When a known medical or physical condition of the student would make seclusion dangerous for that student, the student may not be secluded.
5. Seclusion shall never be used as a punishment, or to force compliance with staff commands.
6. Seclusion shall never be used unless a school employee can continuously monitor the student for visual or auditory signs of physiological distress and can communicate with the student.

V.  Time-Out

Time-out is a behavior-reduction procedure in which access to reinforcement is withdrawn for a certain period of time. Time-out occurs when the ability of a student to receive normal reinforcement in the school environment is restricted. Time0-out shall be both developmentally and behaviorally appropriate and shall be short in duration. See Appendix A for Best Practices.

VI.  Training

1. FWCS will provide appropriate staff members with training about the 
   1. appropriate use of effective alternatives to physical seclusion and restraint;
   2. conflict de-escalation procedures;
   3. the dangers of seclusion and restraint;
   4. positive supports and behavioral intervention techniques;
   5. procedures for contacting fully trained and CPI certified staff when behavioral crises occur;
   6. the safe use of seclusion and restraint; and debriefing practices and procedures.   
2. This training will be recurrent and will be provided to new staff as needed.
3. Nonviolent Crisis Intervention® (CPI) techniques will be used including both de-escalation and restraints with elementary and secondary intensive special education students.  
4. A team of 6 staff members will be trained in elementary buildings based on data in >Nonviolent Crisis Interventions®(CPI) which will include both de-escalation and restraint procedures. Secondary teams will be trained in de-escalation techniques only except for staff working with intensive special education students.

VII.  Reporting, Documentation and Debriefing Requirements

Immediately after the student has restored emotional and behavioral control following the use of seclusion or restraint, a staff member not involved with the incident shall examine the student to ascertain if any injury has been sustained.

1. The building administrator or designee shall verbally notify the parent/guardians by the end of the school day in which the seclusion or restraint occurred or as soon as practical.
   1. The principal or designee will update the parent/guardian on the student’s current physical and emotional state and,
   2. Will discuss strategies to assist the parent/guardian in dealing with any residual effects of the incident.
2. Incident Report
   1. Staff involved in the use of restraint or seclusion will complete the FWCS Seclusion, Restraint and CPI Incident Report from within one school day after the event.
   2. The building administrator or designee will send a copy of the written report to Johnnie Grimes at the Family and Community Engagement Center as well as  the parent or guardian.

VIII.  Annual Review, Planning Process and Oversight

1. The Family and Community Engagement Center will coordinate data, planning and oversight of the use of restraint procedures in FWCS.
2. The Code of Conduct Action Committee will conduct an annual review of all individual and program-wide data associated with this policy.  The Committee shall review the following components related to the use of restraint:

• Incident reports;
• Procedures used during restraint, including the proper administration of specific FWCS approved restraint techniques;
• Preventative measures of alternatives tried, techniques or accommodations used to avoid or eliminate the need of the future use of restraint;
• Documentation and follow up of procedural adjustments made to eliminate the need for future use of restraint
• Injuries incurred during a restraint;
• Notification procedures;
• Staff training needs;
• Specific patterns related to staff or student incidents;
• Environmental considerations, including physical space, student seating arrangements, and noise levels.

3. Upon review of the data, the Committee shall identify any issues and/or practices that require further attention and provide written recommendations to the Superintendent of Schools for changes in policies or practices.
4. The Committee can recommend review of the training program to ensure the most current knowledge and techniques are reflected in the FWCS training curriculum. Revision Date: 

These policies were developed through a collaborative process involving middle and high school educators, strengthened through multiple feedback cycles, and informed by input from district leaders and stakeholders.

The purpose of grading in Fort Wayne Community Schools is to provide fair, consistent, and timely communication of a student’s progress towards mastery of academic standards as they grow from Explorers to Connectors to Graduates. The policy emphasizes academic achievement while promoting self-direction and accountability.

Goals of This Policy

• Maintain academic rigor and integrity.
• Provide a clear and balanced structure for evaluating student performance.
• Grading is based on mastery of the standards.
• Encourage students to complete all assignments and take responsibility for their learning.
• Ensure daily assignments and learning experiences provide meaningful evidence of progress toward mastery.
• Ensures that students, families, and stakeholders experience clear expectations and consistency among classrooms/schools in regard to student performance.

Non-academic factors (for example: behavior, attendance, attitude, punctuality, and effort) are important and contribute to a student’s achievement, but will not be a part of the academic grade. Two non-academic factors, work ethic and behavior, may be evaluated and reported on separately for each course on mid-term and final grade reports, in addition to course-by-course attendance and tardy information recorded.

Core Competencies

• At all school levels, students will receive ongoing teacher feedback around: 

• Creativity and Innovation

• Critical & Analytical Thinking

• Effective Collaboration

• Engaging Communication

• Cultural Agility

• Self-Direction

FWCS will continue to develop the best method to communicate student growth on competencies. This will be a separate measure from academic grade. 

FWCS Shared Definitions

A formative assessment is an assessment for learning that is used during instruction to monitor student understanding, provide timely feedback, and guide instructional decisions. Formative assessments help identify strengths, misconceptions, and areas for improvement before a summative evaluation and may or may not be graded. Examples include exit tickets, classroom discussions, observations, quick writes, practice quizzes, drafts, self-assessments, peer reviews, and other activities that inform instruction and support student learning.

A summative assessment is an assessment of learning that is used to evaluate student mastery of grade-level standards or learning targets at the end of a period of instruction. Summative assessments measure what students know and are able to do and are used to determine grades and communicate achievement. Examples include unit tests, final exams, research projects, essays, performance tasks, presentations, portfolios, and other culminating assessments that demonstrate student learning.

FWCS Grading Scale (Grades 6-12)

Policy and Purpose
The grading scale reflects Portrait of a Graduate success indicators as a unified grading scale across secondary classrooms.

Students should be given high school credit for grades D- through A+.  Students earning an F in a high school course (in high school or in middle school) will need to retake the course through the school or other existing credit recovery strategies employed by the district. Dual Credit or Dual Enrollment classes may utilize a different grading scale, based on university policy.

High School Grading Categories

Tests/Projects (50% of grade)
This category consists of tests, larger projects, larger papers, larger labs, presentations, and other culminating tasks.
Quiz (20% of grade)
This category consists of checks for understanding used to guide further class instruction that are culminating in nature. Examples include, but are not limited to, traditional quizzes, short essays, labs, presentations, etc.
Classwork (20% of grade)
This category consists of formative checks for understanding of day-to-day learning, such as bellwork, assignments, exit tickets, etc.
Finals (10% of grade)
This category consists of the high schools’ end-of-semester assessments.  These assessments should be cumulative in nature.  Final exams or final projects are required for all high school courses. Note that if a student qualifies for the final exam exemption (see final exam exemption policy), the gradebook ignores the calculation of an empty category in grade computation.

Middle School Grading Categories

Tests/Projects (50% of grade)
This category consists of tests, larger projects, larger papers, larger labs, presentations, and other culminating tasks.
Quiz (30% of grade)
This category consists of checks for understanding used to guide further class instruction that are culminating in nature. Examples include, but are not limited to, traditional quizzes, short essays, labs, presentations, etc.
Classwork (20% of grade)
This category consists of formative checks for understanding of day-to-day learning, such as bellwork, assignments, exit tickets, etc.

Student Feedback & Communication to Families 

Teachers must give students and parents feedback via the gradebook on academic progress in middle and high school.  This feedback should focus on providing timely, clear, and actionable information regarding academic progress.  Teachers should input grades for formative assignments (homework, classwork, etc.) within one week of collecting and summative assignments (quizzes, tests, projects, etc.) within two weeks of collecting.

Parent Notification of Academic Risk (K-8 MATH)

Ind. Code § 20-32-6.5-3(c) 
Not later than fifteen (15) days after a school determines that a student in kindergarten through grade 8 is at risk of not achieving grade level proficiency in mathematics, the school shall provide notice to the student’s parent or guardian. The notice should provide:

1. Specific information about how the student is performing.
2. Information about the intervention the student will receive from the school.
3. A list or description of any recommended resources available for use at home to support the student's academic growth in mathematics.

Zero Policy

Effective as of the 2025-26 school year, any missing work will receive a zero (0%) in the gradebook until the assignment is submitted and assessed. 

Retake Policy

Students have the option to redo formative assignments (homework, classwork, etc) within the current unit that were turned in on time for a better grade based on feedback received.

Tests can be retaken. In order to be eligible to retake:

• The student must have put forth reasonable effort on the original assessment, based on teacher discretion and professional judgement.
• Students will complete remediation based on individual student mastery level of the standards assessed. Remediation requirements must be approved by administration. 
• Retakes must happen as soon as reasonably possible after receiving feedback on the original test.
• The grade that is higher between the original and retake will be entered in the gradebook.
• Building-level QIT will determine specific policies on retaking before/during/after school.

Projects and essays must have built-in checks to allow the teacher to monitor progress, provide feedback, and redirect as needed until the due date of the project. Teacher feedback should be documented and students should adjust work based on feedback at checkpoints. Students will be allowed to resubmit projects and essays after the due date only if they made the appropriate adjustments from teacher feedback from each checkpoint. 

This policy may be adjusted for AP, IB, Dual Credit, and Dual Enrollment courses, depending on existing policies from the IB board, AP-TIP, university awarding the college credit, etc. Otherwise, the FWCS policy will be followed. 

Late Work

Unsubmitted assignments will receive a deduction of 10% per day that it is late. No late assignment will receive a score lower than 60% as long as the assignment was completed accurately. Teacher discretion may be used with this policy and may be modified as needed for Dual Credit/Enrollment classes.

Make-Up Work

Students are expected to make up work that was missed while they were absent.  Students with absences will be given the number of absent days plus one to complete missing assignments and assessments. Special consideration may be given at the discretion of the teacher, counselor, or administrator. 

Semester Exam Exemption Policy: High School ONLY

Students who achieve at least a 94% attendance rate for the semester and are passing all courses (C or higher) will be exempt from final exams. On final exam days, these students will not be required to attend and will receive an exemption code in the gradebook for the exam. Students enrolled in AP, IB, dual credit and dual enrollment courses may be required to complete the final exam due to university policies. Non-comprehensive school policies may differ. See the Final Exam Exemption Policy document for more details.

Enrichment Work 

Enrichment work may be utilized at teacher discretion and offered to all students in situations where students go above and beyond basic academic expectations. Credit may not be given for classroom donations or other nonacademic factors. Any extra opportunities should be reasonable in scale and not result in gross overinflation of grades. Grades should not exceed 100%. 

Academic Dishonesty

The determination that a student has engaged in academic dishonesty shall be based on the judgment of the classroom teacher or other supervising professional employee, taking into consideration written materials, observation, or information from students.  

Students may use Artificial Intelligence (AI) only when explicitly authorized by the teacher. For more information, see FWCS Guidance on AI.

Students found to have engaged in academic dishonesty shall be subject to disciplinary penalties as well as academic penalties that may include a failing grade on the assignment/assessment and/or no opportunity to retest or complete an alternate assignment. The protocol will follow the staff handbook as outlined by the building principal.

Special Education Students

Special education practices ensure fairness and equity for students with identified disabilities that require specialized instruction to access the curriculum.

All Individualized Education Plans (IEP) and 504 Plan accommodations must be followed with fidelity by all teachers.

*Applied Skills courses are based on Indiana’s alternate standards, called the Indiana Content Connectors, which focus on individualized learning and access to grade-level skills for students with significant cognitive disabilities. Grades are based on exposure to skills, participation, effort, engagement, progress, and completion of adapted activities rather than traditional testing alone. Because instruction is individualized, students may demonstrate learning in a variety of ways with appropriate supports. 

Multilingual Learners

Multilingual Learner practices support fairness and equity for students who are learning academic content in English while they are simultaneously acquiring English language proficiency. 

Grading policies for Multilingual Learners (MLs) in middle/high schools should prioritize assessing content knowledge over English language proficiency through processes such as: Scaffolding to follow students’ Individual Learning Plans (ILPs) and native language support.

Per Federal Guidance, ML students should not receive failing grades solely due to their limited English proficiency. See the MLL Grading Policy for more details.

High Ability Students

High ability learner practices ensure fairness and equity for students who are identified in the areas of language arts and/or math. While this identification may require differentiated access to instruction, FWCS grading policy should generally be followed for this group of students. Exceptions include twice-exceptional students, multilingual learners, or students with a documented individualized learning plan that provides necessary accommodations. 
 

• Used for students that arrive late at school or for individual periods at the secondary level

• Used for students that leave school before the end of the school day

• First offense: office call to parent/guardian
• Second offense: office letter to parent/guardian
• Third offense: parent/guardian notification and a meeting with parent/guardian
• Fourth offense: documentation in the student’s discipline record
• Ten tardies may result in a referral to the school’s Student Support Team (SST) and possible revocation of lottery placement (if applicable)

• If a student arrives to class within the first ten (10) minutes of class, the teacher must address the tardiness
• The teacher will mark the student as tardy in the attendance system
• The teacher may implement classroom-level consequences, such as a warning or a minor penalty, in accordance with the teacher’s classroom management plan

• If a student arrives more than ten minutes after class, the teacher must refer the student to the office
• The student must report to the office to obtain a tardy pass before being allowed to enter the classroom
• The office will document the tardiness and determine appropriate consequences based on the student’s tardy record

• First offense: verbal warning from teacher (nonpunitive)
• Second offense: teacher discussion with student about cause of tardiness
• Third offense: parent/guardian notification and a meeting with the student
• Fourth offense: documentation in the student’s discipline record
• Fifth offense: disciplinary action as deemed appropriate by the administration
• Subsequent Offenses: Escalated disciplinary actions, which may include in-school suspension or other measures and possible revocation of lottery placement (if applicable)

Approved by Cabinet August 5, 2025

Per Indiana law and to support a safe, focused learning environment, student-owned wireless communication devices must remain stored away, powered off, and inaccessible to a student for the entirety of the time a student is present on school property for the instructional day – from the first bell until dismissal. Wireless communication devices include, but are not limited to:

• Cell phones
• Smart watches with cellular or other communication capabilities
• Earbuds/headphones
• Tablets, laptops, gaming devices, and other personal electronic communication devices

FWCS Expectations

Each secondary student will be assigned an Electronic Device pouch and is responsible for:

• Bringing the pouch to school each day.
• Securing their wireless communication device in the pouch upon arrival.
• Keeping the pouch closed throughout the instructional day.
• Maintaining the pouch in good condition.

The student's family will be charged $30 for a lost or intentionally damaged pouch.

During the school day, students may only use school-sanctioned technology when directed by school staff for instructional purposes.

If a Student Uses a Personal Wireless Communication Device during school hours:

• The device will be confiscated and securely stored in the school office.
• A parent/guardian must pick up the device during school office hours.

Why This Matters–Focus on Learning. Minimize Distractions.

Limiting personal device use helps students:

• Stay engaged in learning.
• Reduce distractions.
• Increase face-to-face interaction.
• Improve academic focus and well-being.
• Create a safer and more respectful school environment.

Thank you for partnering with FWCS to create classrooms where every student can focus, learn, and succeed.

Learn More About our Cell Phone Pouches