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 Pupil 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
Child Lures Prevention
National Center for Missing & Exploited Children

In early October 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, the program combines a play-based observational screening of children with a "Child Fair" for parents to learn more about child and family related services in the area. Each year, a number of agencies such as the Franklin Library, Franklin Police Department and the Franklin Recreation Department send representatives to discuss their services with parents. School Psychologists, Speech & Language Pathologists, Early Childhood teachers and other district staff will be on hand to discuss screening results and answer any questions you have about your child's development. Parents of three year old children will be notified of the program in September and are instructed to contact the Pupil Services Department for an appointment.

Drug Abuse Resistance Education

In Franklin Public Schools, the DARE program is offered to all 5th grade students as part of their health education program. Trained police officers from the City of Franklin Police Department have been providing the DARE program to our students since 1989. In Franklin Public Schools, DARE is one component of a more comprehensive K - 12 effort to prevent alcohol, tobacco, and other drug use. DARE is funded by the district Drug Free Schools & Communities Entitlement grant and donations.

DARE Lessons

Students will be able to:

#1 - Purpose & Overview of DARE
Explain the steps in the DARE Decision Making Model - Define, Assess, Respond, Evaluate

#2 - Tobacco & You
Identify harmful effects of tobacco to the body, correct personal misconceptions about tobacco use, and apply the DARE Decision-Making Model.

#3 - Smoke Screen
Draw conclusions regarding the impact of advertising on the sale of alcohol, compare and contrast the effects of marijuana and tobacco on the body, and practice use of the DARE Decision Making Model.

#4 - Alcohol & You
Identify harmful effects of alcohol to the body and brain, recognize personal misconceptions about alcohol, and practice use of the DARE Decision-Making Model.

#5 - The Real Truth
Identify harmful effects of inhalants on the body, recognize the powerful effects of alcohol advertising, and identify five alternatives to drug use.

#6 - Friendship Foundations
Describe qualities of positive friendships and social support networks, and use the DARE Decision-Making Model to respond to peer pressure.

#7 - Putting It Together
Identify five ways to refuse drug offers, demonstrate confident response styles in refusing drug offers, and apply the Decision Making process to health issues and problems.

#8 - Personal Action
Demonstrate decision making skills regarding internal pressure situations, and compose a report stating what they have learned in DARE and how they plan to use it in the future

# 9 - Practice! Practice! Practice!
Students will present five healthy ways to express needs, wants and feelings, and practice refusal and negotiation skills to enhance health,

#10 - DARE Culmination Lesson
Students will participate in a DARE culminating activity, which recognizes individual achievement and reinforces knowledge and skills they have learned. Parents invited to attend!

Comments from Franklin Parents...

"We already had a strong commitment established in our home before the program, but DARE reinforced this greatly."

"It is so much easier to talk about this subject or bring it up because I can start with, "so what did you learn in DARE today?"

"It's important for a child to be prepared for the future in school and life, especially when it comes to alcohol and drugs. The program also lets the children know that they have support from their parents and the community."

"I love the Dare program because it also teaches me. I can ask questions and my 5th grader loves to tell us her knowledge on this."

Homebound Instruction may be provided for students who are enrolled in Franklin Public Schools under the following circumstances:

• If the student's medical or psychiatric condition prohibits the student from attending all or partial days of school for a minimum of three consecutive school weeks, as documented by a licensed physician.
• If the student has frequent but intermittent absences due to a chronic medical condition, as documented by a licensed physician and which significantly impedes educational progress.

A district homebound instructional team shall consider physician's recommendations in evaluating and determining the student's need for homebound instruction.

In the case of a Child with Disabilities, Homebound Instruction may be included as part of the student's IEP and Placement.

No student may be denied Homebound Instruction on the basis of sex, race, national origin, ancestry, creed, pregnancy, marital or parental status, sexual orientation, or physical, mental, emotional, or learning disabilities.

Homebound Instructional Team

• A Homebound Instructional Team shall be convened by the school administrator and the school social worker for the purpose of evaluating and determining individual student's needs for homebound instruction. The Homebound Instructional Team may be comprised of: building administrator, guidance counselor, school social worker, school nurse, teacher(s), adult student, minor student as appropriate, parent/guardian, and others as determined by the team.
• If Homebound Instruction is approved by the Team, the Homebound agreement shall include:

1. Anticipated beginning and ending dates of Homebound Instruction
2. Anticipated number of hours of Homebound Instruction required per week
3. Expectation of work to be completed
4. Coursework modifications and adjustments as needed
5. Identification of coursework not available through Homebound Instruction

• At the secondary level, the School Guidance Counselor will be responsible for coordinating and monitoring the Homebound Instruction. At the elementary level, the school based teachers will be responsible for this.
• To obtain a Homebound Instruction Request Form, contact the Building Administrator.

Refer to the following Wisconsin DPI web-site for further clarification of Homebound Instruction:

DPI Homebound Instruction Q&A for Families

Approximately 35% of adolescent girls in the United States become pregnant at least once before age 20. Evidence shows that 14% of high school- aged males report causing at least one pregnancy. FPS believes that preventive efforts to minimize risk factors for early parenthood and to promote positive parenting of children born to teen parents are important and necessary. A team approach is the best to meet the diverse and complex needs of our students.

The well being of pregnant and parenting adolescents influences the physical, cognitive, behavioral, and emotional status of their children. Teen parents are at risk for dropping out of school and more likely to have additional teen pregnancies impacting their current and future socio-economic level. The adolescent's physical, developmental, social, and economic concerns need to be considered when planning academic accommodations and connecting these students with community resources. Students are supported to maintain regular attendance through established regular contact with teachers, administrators and pupil services personnel during the school day.

The team working with the pregnant and/or school age parent collaborates with the student, family, school staff, and medical provider to plan for the care and academic success. The school nurse provides support and interventions to the student as the pregnancy progresses and recommends modifications necessary for the safety and well being of the student in the school setting. Social workers and counselors monitor academic requirements, progress and potential barriers. By developing a supportive relationship with student, the school team can positively affect the student's future by encouraging follow up with community resources and referrals. The goal for the school age parent is to return to school as soon as possible and to promote their academic success.

What is the student assistance program?

The Franklin Public Schools recognize that students and their families may experience a number of concerns that may interfere with learning and youth development. Examples are:

• emotional or behavioral difficulties
• social or peer relationship problems
• family stresses such as illness, death, divorce
• alcohol and other drug use
• physical and sexual abuse

The Student Assistance Program offers students opportunities to participate in a wide range of student assistance groups which helps to build personal social competencies and fosters resiliency.

How do students become involved in student assistance groups?

Students are identified through a referral process. Referrals may come from:

• school staff
• parents
• community agencies

At the high school level, a student may also be encouraged to participate in a group as result of a violation of school policies.

Participation in student assistance groups requires active parent permission for students in grades K - 8. Parents are asked to notify the high school administration if they do not want their son or daughter to participate in student assistance groups. All referrals are confidential and involvement in groups is voluntary. Students and their parents are referred to community resources when needed.

What types of groups are available?

The following groups provide educational experiences and practice building personal and social skills. These are not therapy or treatment groups. Pupil Services personnel refer families to community agencies when students may benefit from professional counseling services.

Assessment Group: Students will assess their alcohol and/or other drug use patterns and consequences.

Concerned Persons Group: Students will learn how chemical abuse and dependency affects families and friendships, and will learn effective coping strategies.

Aftercare Support Group: Students returning from chemical dependency treatment will receive school based aftercare support.

Family Change: Students will develop skills needed to cope with social and emotional stresses that may arise from divorce, separation, and remarriage.

Grief/Loss: Students will learn the stages of grief and loss and how to cope with social and emotional aspects of loss.

Anger Management: Students will develop skills in problem solving, communication and conflict resolution.

Peer Relationships: Students will develop skills needed to improve relationships and friendships with peers.

Social Skills: Students will learn and practice appropriate interaction with others.

Study Skills: Students will develop skills in anxiety management, goal setting, and effective study habits.

Other groups may be organized to meet specific student needs.

Who works with students?

Franklin Public Schools Pupil Services personnel (guidance counselors, school social workers and school psychologists) and a team of teachers at each school have been trained in the Student Assistance Program and small group facilitation. Groups may be co-facilitated between Pupil Services personnel and teachers.

When do student groups meet?

Groups meet for one class period or 45 minutes per week for up to eight weeks. Group meeting times change weekly, so that students and teaching staff do not regularly miss the same class.

Is there other help available?

Each school has a team of Pupil Services personnel (guidance counselors, school social workers, and school psychologists) that provide:

• crisis intervention
• assessment and evaluation of learning skills, social, emotional and physical development
• behavioral consultation
• home visits
• counseling
• referral to community mental health and treatment agencies

The school nurse provides the health service in FPS as program coordinator, through direct and indirect services and as a consultant. The school nurse has the responsibility for providing leadership in the areas of school nursing practice, school health policies and school health programs. The school nurse is a professional Registered Nurse (RN), holding a RN license from the state of Wisconsin and a school nurse DPI certification. All students who are identified as having a significant health condition (such as seizure disorder, diabetes, asthma, etc.) and require help or accommodations have an Individualized Health Plan (IHP) developed by the school nurse. The designated school personnel implement the IHP appropriately to meet the child's specific health needs.

The school nurse is responsible also for delegation and supervision of nursing or medical related tasks. The school health program includes planning, implementation and evaluation of district wide activities that promote and maintain students' health. These include services through the IEP process, related services for children with special health care needs, maintenance of school health records, medication administration and emergency services.