Family Resources
For times when you don't need basic, everyday school information, the information below can be helpful resources to keep you in the loop on different programs available to our students and families.
- Assessment
- Attendance Guidelines
- Bullying Prevention
- Crisis Prevention & Response Resources
- Emergency Communications
- Exceptional Learners Family Resources
- Honors Programs
- Parent Student Handbook
- Premier Driving
- Standard Response Protocol
- Student Health
Assessment
Your child's education is very important. You want to see your child learn and grow. Throughout the school year, your child will take different tests to assess their learning and growth. As a parent or family member, sometimes it is hard to know what test is being taken and when or even what the test is for. This area is here to help answer those questions. You can learn more about the test that your child is taking, understand your child's test results, and become more familiar with policies related to each statewide assessment.
I AM
WHAT IS I AM?
I AM measures student achievement and growth according to Indiana’s Content Connectors aligned to the Indiana Academic Standards. I AM is the summative accountability assessment for students with significant cognitive disabilities in grades 3-8 and 10. It assesses:
- English/Language Arts (Grades 3-8 and 10)
- Mathematics (Grades 3-8 and 10)
- Science (Grades 4, 6, and Biology)
- Social Studies (Grade 5)
WHO IS I AM FOR?
Only students with an IEP as determined by case conference; grades 3-8 and 10.
WHEN IS I AM?
April
HOW CAN I LEARN MORE ABOUT I AM?
The Indiana Department of Education has created several resources and timelines to help you understand I AM and to help you prepare your child for testing:
ILEARN
WHAT IS ILEARN?
ILEARN measures student achievement and growth according to Indiana Academic Standards. ILEARN is the summative accountability assessment for Indiana students and assesses:
- English/Language Arts (Grades 3-8)
- Mathematics (Grades 3-8)
- Science (Grades 4 and 6)
- Social Studies (Grade 5)
- Biology (High School)
- U.S. Government – Optional (High School)
WHO IS ILEARN FOR?
Students in grade 3-8 and High School Biology
WHEN IS ILEARN?
Grades 3-8 Session: April
High School Biology Session: April
HOW CAN I LEARN MORE ABOUT ILEARN?
The Indiana Department of Education has created several resources and timelines to help you understand ILEARN and to help you prepare your child for testing:
WIDA
WHAT IS WIDA?
The Elementary and Secondary Education Act, as amended by the Every Student Succeeds Act (ESSA), requires state education agencies to establish and implement standardized, statewide entrance and exit procedures for English learners (Section 3113). In accordance with federal regulations, all states are required to:
- identify the languages other than English present in their student population;
- assess the language proficiency of students in order to place them in the appropriate language development program; and
- administer an annual assessment of English proficiency, which includes measuring a student’s oral language, reading, and writing skills in English.
The purpose of the English Language Proficiency Assessments is to determine a student's level of English proficiency. WIDA ACCESS is the English Language Proficiency Assessment administered in Indiana. The W-APT placement test (kindergarten) and the WIDA Screener (grades 1-12) function as a screener that is used for both initial and English Language (EL) program placement of students who are identified as Limited English Proficient (LEP). The annual assessment, ACCESS and Alternate Access, is administered to determine a student's current level of English proficiency. The annual assessment is also used for accountability purposes.
WHO IS WIDA FOR?
Grades K-12.
WHEN IS WIDA?
January
HOW CAN I LEARN MORE ABOUT WIDA?
The Indiana Department of Education has created several resources and timelines to help you understand WIDA and to help you prepare your child for testing:
Attendance Guidelines
Every day a student is absent is a lost opportunity for learning. Too many absences not only can affect achievement for the absent student but also can disrupt learning for the entire class.
Research shows that students who consistently miss school are at risk of lower academic achievement, failure and even dropping out of school altogether.
Indiana State Senate Bill 282, entitled Truancy Prevention Policy (IC 20-33-2.5), and Indiana House Bill 1243 require us to make changes to our attendance policy beginning this school year. These bills require:
- School boards to adopt a policy that will apply to students who are absent 5 days within a 10-week period unless the absence is (1) excused or (2) in conformity with a note on file from a physician, therapist, or other professional under a student’s IEP, service plan, or 504 plan.
- The superintendent or attendance officer to notify the prosecutor when a student has been identified as a habitual truant (defined as a student who has 10 unexcused absences).
Indiana Department of Education’s definitions regarding attendance:
- IC 18-2-6.5 IDOE defines “chronic absenteeism” as students absent from school for 10 percent or more of a school year for any reason.
- IC 18-2-6.5 defines “habitual truancy” to include students absent ten (10) days or more from school within a school year without being excused or without being absent under parental request filed with the school.
Attendance Notifications
We send automated Attendance Notifications to parents/guardians (via email) whose children are marked “Absent” on a given school day to notify them of the absence or late arrival.
You will receive a notification of your child’s absence when they have missed the following number of days:
- 3rd Unexcused Absence: Letter
- 5th Excused/Unexcused Absence: Letter and Administrator Call
- 5th Excused/Unexcused Absences (in a 10 week period): Parent Conference
- 8th Excused/Unexcused Absence: Letter
- 10th Excused/Unexcused Absence: Letter and notification sent to the Prosecutor
- 15th Unexcused Absence: Letter and notification to DCS
What Can Families Do?
Attending school regularly helps children feel better about school and themselves. Start building this habit on the first day of school so they learn right away that going to school on time, every day is important. Good attendance will help children do well in high school, college and in their careers.
What you can do:
- Avoid scheduling vacations when school is in session.
- Build regular routines for bedtime and the morning.
- Lay out clothes and pack backpacks the night before.
- Talk about the importance of regular attendance and about how your child feels about school.
- Don’t permit missing school unless your child is truly sick. Use a thermometer to check for a fever. Remember that stomach aches and headaches may be signs of anxiety.
- If your child seems anxious about going to school, talk to teachers, school counselors, or other parents for advice on how to make him/her feel comfortable and excited about learning.
- Avoid medical appointments when school is in session.
- Keep a chart recording your child’s attendance at home. At the end of the week, talk with your child about what you see.
- Develop back up plans for getting to school if something comes up. Ask a family member, neighbor or another parent for help.
Additional information regarding the Attendance Policy can be found in the Parent/Student Handbook.
Thank you for your support.
Bullying Prevention
Crisis Prevention & Response Resources
This digital manual represents a multi-disciplinary effort to improve student mental health, safety, and school climate at SCM.
Special thanks to the following team of professionals for making this project possible:
- Social Workers: Lynn Kamiak, Michele Hadary, Kristin Ermeti, and Rose Clark
- Director of Exceptional Learners: Matthew Johns
- School Psychologist: Nick Marchi
Bullying (Relational Aggression) | Substance Abuse Education/Support |
Indiana State Suicide Prevention Plan | Suicide Prevention Tech-Based Resources |
Emergency Communications
The following information is to clarify how families will receive communications in case of an emergency. Phone numbers and email addresses used for communications pull from the information in Skyward. Login to your Skyward account to verify your contact information is correct.
NON-THREATENING INCIDENT
Parents may be notified by call, email and/or text regarding the incident depending on the circumstances and nature of the event.
EMERGENCY INCIDENT
- Our first priority is to protect students and staff.
- Parents should not call or go to the school unless directed otherwise.
- Parents should avoid contacting students during an emergency.
- Please do not rely on unofficial reports of information coming from word of mouth, social media and/or any source other than the official School City of Mishawaka communication.
- Parents will be notified by call and email as soon as possible.
- Information will also be shared on the district website at MishawakaSchools.com.
AFTER AN EMERGENCY
- Be patient and wait for information.
- If off-site family reunification is necessary, please remember to follow the emergency pick-up procedures communicated at that time. State-issued photo ID will be required.
Incident at School Communication Protocol
Weather Related School Closures/Delays Communication Protocol
Exceptional Learners Family Resources
Federal and state law requires that local school districts identify, locate, and evaluate every child who may have a disability requiring special education services. This is called Child Find.
Indiana Disability Resource Finder
Indiana Institute of Disability and Community
The Office of Early Childhood and Out-of-School Learning Suspension and Expulsion Policy (#5702)
Working with Indiana Vocational Rehabilitation
Honors Programs
School City of Mishawaka recognizes that some students perform at, or show the potential to perform at an outstanding level of accomplishment in the core academic areas of language arts and mathematics. These students are found in all socio-economic, cultural, and ethnic backgrounds, and this school corporation recognizes the need to identify such students through systematic, on-going procedures. The high ability program provides a supportive learning climate that will enrich learning so students can maximize academic potential and develop emotionally and socially in order to be contributing members of society.
- Advanced College Project (ACP) - Indiana University
- Advanced Placement (AP) Courses
- Early College Program
Advanced College Project (ACP) - Indiana University
What is ACP
The Advance College Project (ACP) is a partnership between Indiana University and participating high schools within the states of Indiana, Ohio, and Michigan. ACP offers college credit to qualified high school seniors (and some juniors) who enroll in IU general education courses that are offered at their local high schools during the regular school day and taught by certified high school teachers who hold adjunct lecturer status with Indiana University. ACP courses are administered from the IU Bloomington campus, as well as IU East, IU Kokomo, IU Northwest, IU South Bend and IU Southeast.
ACP began in 1982-83 with six Indiana high schools, enrolling 269 students, and offering chemistry, math, and English composition courses. Today, ACP operates in more than 100+ high schools across Indiana and in Michigan and Ohio and works with more than 350+ instructors who teach ACP courses to well over 4,000 students earning more than 30,000 IU credit hours. Student response to ACP coursework demonstrates that the ACP experience is beneficial. As new schools are brought into ACP, educational opportunities for college-bound high school students expand.
ACP is for high school students, generally juniors and seniors, who have adequate preparation and the desire for more advanced work. Through its course offerings, ACP provides an opportunity for high school students to begin college work while in high school. ACP is not a gifted and talented program. ACP courses are actual college courses intended to allow a wide range of students to engage in college-level work for college credit. ACP courses are designed for students with a solid academic foundation, interests that can be furthered by acquiring college credit prior to high school graduation, and a serious commitment to completing the ACP course successfully.
ACP courses provide both high school and college credit (concurrent enrollment) and, therefore, allow students to fulfill requirements for high school graduation and requirements for college admission while beginning a college transcript. The same general standards that apply for admission to Indiana University apply to students seeking to enroll in ACP courses. However, student participation in ACP courses does not constitute admission to IU.
Benefits of ACP
The Advance College Project (ACP) offers many benefits to students, teachers, and high schools, creating a winning situation for all involved.
- Benefits for Students:
- Earn dual high school and college credits while still in high school and possibly shorten time for college graduation
- Participate in an enriched and challenging curriculum that reduces the duplication between the last years of high school and the first years of college
- Receive more individualized instruction than might be possible in college from teachers who are selected and trained by IU department faculty
- Experience college-level expectations through ongoing evaluation that validates equivalency and comparability to college courses using college texts
- Improve abilities and skills to do college work for credit and gain confidence that derives from success in the college-level course
- Pay less for credit hours than regular IU students
- Benefits for Teachers:
- Develop professional relationships and share ideas and techniques with other ACP teachers and faculty coordinators
- Attend the summer seminar (for new ACP teachers) paid for by the ACP program
- Receive professional development opportunities through IU, such as the annual review seminars and computer-assisted models (like CALM in chemistry and similar programs in math and physics)
- Receive allowance from ACP to purchase books and materials that would assist in teaching the IU course
- Have access to IU facilities including the libraries, labs, media resources, and recreation centers (membership fee required)
- Benefits for Participating High Schools:
- Improve curriculum coordination between the high school and the colleges
- Satisfy parent and student demand for on-site, high-quality, advanced courses
- Give qualified secondary teachers an opportunity to offer college courses
- Partner with an outstanding research and teaching university
- Receive assistance from ACP with meeting state education guidelines
- Respond to community and statewide educational needs
Admission Standards
High school seniors and some juniors who have a solid academic preparation and a desire for more advanced work are good candidates for Advance College Project (ACP) classes. The basic premise of ACP is to provide an opportunity for high school students to succeed in college course work.
ACP students, at a minimum:
- Should be on track toward fulfilling the basic academic preparation for admission to a four-year college or university;
- Have a GPA of 2.70 or higher on a 4.00-point scale (as evidenced by a college preparatory curriculum and advanced coursework);
- Have appropriate high school endorsements from teachers and guidance counselors.
Further, acceptance to take an ACP course does not guarantee admission to IU. To achieve regular admission to IU, students must apply through the Office of Admissions at the selected campus.
These are minimum standards for admission to the ACP program. Fulfilling these minimum requirements does not guarantee acceptance to take an ACP course; some high schools may require additional academic criteria for prospective ACP students. Each high school decides, based upon the number of students interested in ACP and scheduling limitations, the number of course sections and when each course will be offered. Check with your school guidance counselor for information about other requirements specific to your high school.
Advanced Placement (AP) Courses
Research consistently shows that AP students are better prepared for college than students who don’t take AP, regardless of their exam score. They’re more likely to enroll and stay in college, do well in their classes, and graduate in four years. Taking AP can help you:
Get a Taste of College
Get familiar with college-level work—and boost your confidence by tackling it.
Develop College Skills
Time management, critical thinking, scholarly writing—AP courses and exams help you hone the skills you’ll need in college and career.
Discover Your Passion
Studying a subject in depth could give you new insights and even put you on the path to a career.
Boost Your GPA
Taking an AP course and exam can boost your GPA. Check with your school for more information.
Mishawaka High School offers several Advanced Placement (AP) courses. To learn more about what it takes to take AP, AP and your future, the AP experience and the reward, click the link below:
Early College Program
MHS has had a significant dual credit program for several years in partnership with Indiana University, Ivy Tech Community College, and Vincennes University. A recent expansion of the dual credit program at MHS now makes it possible for a student to earn a one-year certificate or an Associate’s degree in General Studies through Ivy Tech at little or no cost to the student. Additionally, Early College (EC) students have the option to earn an Associate’s degree through Bethel University with their REACH program.
WHAT IS EARLY COLLEGE?
The Early College program is an opportunity for high school students to earn college credits while still attending high school. Through dual-credit courses, students can complete college-level work, saving time and money and getting a jump start on their college education!
SAVE ON TUITION
Earn college credits at no cost while in high school! Save thousands of dollars and transfer into college or trade school with at least one year already completed. Start your post-high school life with more advantages.
PREPARE FOR COLLEGE
Dual credit classes offer a taste of college-level coursework, helping students build the study habits, critical thinking skills, and discipline needed for success in higher education.
TRANSFER CREDITS
Dual-credit programs like the Indiana College Core or associate degree provide structured pathways to make sure the credits transfer to Indiana state schools, so students know their efforts will count toward their college education.
EARLY COLLEGE RESOURCES
Parent Student Handbook
Premier Driving
Standard Response Protocol
The “Standard Response Protocol is courtesy of the “I Love U Guys” Foundation
Easy to understand. Easy to implement.
A uniform, planned, and practiced response to any incident is the foundation of a safe school. Safe business. Safe community. The SRP is action-based, flexible, and easy to learn. It rationally organizes tactics for response to weather events, fires, accidents, intruders and other threats to personal safety.
The SRP’s development is ever-evolving, created with extensive collaboration between experts such as first responders, public safety, school, districts, and communities. Its tactics are data-driven, researched and based on experience and contemporary practices.
On the Same Page. Everyone.
The benefits of SRP become quickly apparent. By standardizing the vocabulary, all stakeholders can understand the response and status of the event.
For students, this provides continuity of expectations and actions throughout their educational career. For teachers, this becomes a simpler process to train and drill. For communities, it leverages the growing adoption of the protocols from residents of all ages. For first responders, the common vocabulary and protocols establish a greater predictability that persists through the duration of an incident.
People easily understand the practices and can reinforce the protocol. Additionally, this protocol enables rapid response determination when an unforeseen event occurs.
SRP is Action Based
The Standard Response Protocol (SRP) is based on the response to any given situation not on individual scenarios. Like the Incident Command System (ICS), SRP demands a specific vocabulary but also allows for great flexibility. The premise is simple - these five specific actions that can be performed during an incident. When communicating these, the action is labeled with a "Term of Art" and is then followed by a "Directive." Execution of the action is performed by active participants.
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Hold is followed by the Directive: "In Your Room or Area" and is the protocol used when hallways need to be kept clear of occupants. |
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Secure is followed by the Directive: "Get Inside. Lock Outside Doors" and is the protocol used to safeguard people within the building. |
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Lockdown is followed by "Locks, Lights, Out of Sight" and is the protocol used to secure individual rooms and keep occupants quiet and in place. |
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Evacuate may be followed by a location, and is used to move people from one location to a different location in or out of the building. |
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Shelter and state the Hazard and Safety Strategy for group and self protection. |
Student Health
Your school nurse is a registered nurse who is present to strengthen, facilitate and enhance the educational process by improving and protecting the health status of children. We are able to offer health services through our partnership with Saint Joseph Regional Medical Center.
All medical forms can be filled out in Skyward. However, if you do need a printable form for the school nurse to administer medication, the forms can be found below:
Medication Form A: Authorization to administer Medication Form
Medication Form B: Authorization to posses and self-administer inhalers, EPI-Pens, and insulin.