The statute for charter public schools refers back to the SAME STATUTE as applied to all traditional public schools.

http://www.legis.state.wi.us/statutes/Stat...


CHAPTER 118 GENERAL SCHOOL OPERATIONS

118.01 applies to all school in WI.

118.40 is the section of the statutes that apply to charter schools

118.40 Subsection: (1m) #4. The methods the school will use to enable pupils to attain the educational goals under s. 118.01.



118.01 Educational goals and expectations. (1) PURPOSE.
Public education is a fundamental responsibility of the state.
The constitution vests in the state superintendent the supervision
of public instruction and directs the legislature to provide for the
establishment of district schools. The effective operation of the
public schools is dependent upon a common understanding of
what public schools should be and do. Establishing such goals and
expectations is a necessary and proper complement to the state’s
financial contribution to education. Each school board should
provide curriculum, course requirements and instruction consistent
with the goals and expectations established under sub. (2).
Parents and guardians of pupils enrolled in the school district
share with the state and school board the responsibility for pupils
meeting the goals and expectations under sub. (2).
(2) EDUCATIONAL GOALS. (a) Academic skills and knowledge.
Since the development of academic skills and knowledge is the
most important goal for schools, each school board shall provide
an instructional program designed to give pupils:
1. Basic skills, including the ability to read, write, spell, perform
basic arithmetical calculations, learn by reading and listening
and communicate by writing and speaking.
2. Analytical skills, including the ability to think rationally,
solve problems, use various learning methods, gather and analyze
information, make critical and independent judgments and argue
persuasively.
3. A basic body of knowledge that includes information and
concepts in literature, fine arts, mathematics, natural sciences,
including knowledge of the elements of agriculture and the conservation
of natural resources, and social sciences, including
knowledge of the rights and responsibilities of the family as a consumer,
cooperative marketing and consumers’ cooperatives.
4. The skills and attitudes that will further lifelong intellectual
activity and learning.
5. Knowledge in computer science, including problem solving,
computer applications and the social impact of computers.
(b) Vocational skills. Each school board shall provide an
instructional program designed to give pupils:
1. An understanding of the range and nature of available
occupations and the required skills and abilities.
2. Preparation to compete for entry level jobs not requiring
postsecondary school education.3. Preparation to enter job−specific vocational training programs.
4. Positive work attitudes and habits.
(c) Citizenship. Each school board shall provide an instructional
program designed to give pupils:
1. An understanding of the basic workings of all levels of government,
including the duties and responsibilities of citizenship.
2. A commitment to the basic values of our government,
including by appropriate instruction and ceremony the proper reverence
and respect for and the history and meaning of the American
flag, the Declaration of Independence, the U.S. constitution
and the constitution and laws of this state.
3. The skills to participate in political life.
4. An understanding of the function of organizations in society.
5. Knowledge of the role and importance of biological and
physical resources.
6. Knowledge of state, national and world history.
7. An appreciation and understanding of different value systems
and cultures.
8. At all grade levels, an understanding of human relations,
particularly with regard to American Indians, Black Americans
and Hispanics.
(d) Personal development. Each school board shall provide an
instructional program designed to give pupils:
1. The skills needed to cope with social change.
2. Knowledge of the human body and the means to maintain
lifelong health, including:
a. Knowledge of the theory and practice of physical education,
including the development and maintenance of physical fitness;
b. Knowledge of the true and comparative vitamin content of
food and food and health values of dairy products and their importance
for the human diet; and
c. Knowledge of physiology and hygiene, sanitation, the
effects of controlled substances under ch. 961 and alcohol upon
the human system, symptoms of disease and the proper care of the
body. No pupil may be required to take instruction in these subjects
if his or her parent files with the teacher a written objection
thereto. If a pupil does not take instruction in these subjects as a
result of parental objection, the pupil may not be required to be
examined in the subjects and may not be penalized in any way for
not taking such instruction, but if the subjects receive credit
toward graduation, the school board may require the pupil to complete
an alternative assignment that is similar to the subjects in the
length of time necessary to complete. Instruction in physiology
and hygiene shall include instruction on sexually transmitted diseases
and shall be offered in every high school.
3. An appreciation of artistic and creative expression and the
capacity for self−expression.
4. The ability to construct personal ethics and goals.
5. Knowledge of morality and the individual’s responsibility
as a social being, including the responsibility and morality of family
living and the value of frugality and other basic qualities and
principles referred to in article I, section 22, of the constitution
insofar as such qualities and principles affect family and consumer
education.
6. Knowledge of the prevention of accidents and promotion
of safety on the public highways, including instruction on the relationship
between highway safety and the use of alcohol and controlled
substances under ch. 961.
7. The skills needed to make sound decisions, knowledge of
the conditions which may cause and the signs of suicidal tendencies,
knowledge of the relationship between youth suicide and the
use of alcohol and controlled substances under ch. 961 and knowledge
of the available community youth suicide prevention and
intervention services. Instruction shall be designed to help prevent
prevent
suicides by pupils by promoting the positive emotional
development of pupils.
8. Knowledge of effective means by which pupils may recognize,
avoid, prevent and halt physically or psychologically intrusive
or abusive situations which may be harmful to pupils, including
child abuse, sexual abuse and child enticement. Instruction
shall be designed to help pupils develop positive psychological,
emotional and problem−solving responses to such situations and
avoid relying on negative, fearful or solely reactive methods of
dealing with such situations. Instruction shall include information
on available school and community prevention and intervention
assistance or services and shall be provided to pupils in elementary
schools.