We are forming our 3-Year-Old playgroups for the 2026-27 school year!  This is an inclusive playgroup for 3-year-olds to promote sharing, turn-taking, and friendship skills facilitated by the Franklin Public School Early Childhood Staff at Ben Franklin Elementary. We are looking for same-age peers who have met all typical developmental milestones to be models for peers with special education needs.  Please click here to see all registration details and to apply.  Please complete the application by Friday, April 10, 2026.

Each year, Franklin Public Schools holds a screening for all three-year-old children who reside in the district boundaries. Known as Child Development Days, this program combines a play-based observational screening of children with community information for parents to learn more about child and family related services in the area. Franklin Public Schools Early Childhood Team consisting of a School Psychologist, Early Childhood Teacher, Speech & Language Pathologist, Occupational Therapist and Physical Therapist are available to discuss screening results and answer any questions you have about your child's development.

Parents of three-year-old children are instructed to secure an appointment by visiting the QR code below or go to tinyurl.com/fpscdd. Please call Chelsea Wegner at 414-525-7626 or email chelsea.wegner@franklin.k12.wi.us with any questions. 

This year families will have two opportunities to sign up for a screening. Please click here to view the informational brochure and see the flyer below for additional information. 

Franklin Public Schools has been teaching Child Abuse Prevention since 1986 through a collaborative effort of the Franklin Police Department and the Franklin School District Student Services Team (School Social Workers, School Psychologists, and School Guidance Counselors). As part of the School Guidance Curriculum, classroom sessions are conducted in each elementary classroom and at the secondary level through the health curriculum in order that all children receive some instruction on safety issues and decision making in their approach to and understanding of personal safety in various environments. Franklin Police officers have presented along with the Pupil Services staff in primary-level classrooms and at the high school level in order to help students better understand their personal safety and the resources available to assist them when confronted with safety concerns.

An example of a primary grade level curriculum is as follows:

• Review personal Safety rules (Say no, Get Away, Tell Someone)
• Everyone has the right to feel safe
• Define Safety - Early warning signs (stomach, sweating, heart rate, breathing, headache, shaking, dry mouth)
• Nothing is so awful that you can't talk about it with someone
• Keep telling until you feel safe
• Clarification of personal support systems (adults you can trust and talk to)
• Who is a stranger? define/discuss
• Define physical abuse (being punished severely- usually involves injuries)
• Safe and unsafe responses to abuse
• Define sexual abuse - Touching of private parts (parts normally covered by your swimsuit), asking you to touch their private parts, showing of private parts
• Anyone could be an abuser, even someone we know or love
• The victim is never responsible for the behavior of the offender
• The offender is responsible and needs help
• Abusive behavior should never be kept a secret

Please refer to the following links for resources and updated information regarding Child Abuse Safety:

Prevent Child Abuse WI

National Center for Missing & Exploited Children

Informational Dyslexia Guidebook

Per 2019 Wisconsin Act 86, Wisconsin’s Department of Public Instruction (DPI) collaborated with an advisory committee comprised of individuals representing the Wisconsin Branch of the International Dyslexia Association (WIBIDA) and the Wisconsin State Reading Association (WSRA) to create an informational guidebook about dyslexia and related conditions.  

The informational dyslexia guidebook required by 2019 Wisconsin Act 86 is online at https://dpi.wi.gov/reading/dyslexiaguidebook.

As required by Act 86, the guidebook contains:

• Screening processes and tools available to identify dyslexia and related conditions
• Interventions and instructional strategies that have been shown to improve academic performance of pupils with dyslexia and related conditions
• Resources and services related to dyslexia and related conditions