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Policies & Procedures
- The Board of Directors - Series 1000
- Curriculum/Instruction - Series 2000
- Students - Series 3000
- Community Relations - Series 4000
- Personnel - Series 5000
- Administration - Series 6000
- Financial Management - Series 7000
- Non-Instructional Operations - Series 8000
- School Facilities - Series 9000
- Snohomish Aquatic Center Policies & Procedures
Curriculum/Instruction - Series 2000
Student Learning Goals- 2000
A basic education is an evolving program of instruction that is intended to provide students with the opportunity to become responsible and respectful global citizens, to contribute to their economic well-being and that of their families and communities, to explore and understand different perspectives, and to enjoy productive and satisfying lives. With the involvement of parents and community members, the goal of the district is to provide opportunities for every student to develop the knowledge and skills essential to:
1. Read with comprehension, write effectively, and communicate successfully in a variety of ways and settings and with a variety of audiences;
2. Know and apply the core concepts and principles of mathematics, social, physical, and life sciences, civics and history, including different cultures and participation in representative government, geography, arts, and health and fitness;
3. Think analytically, logically, and creatively, and to integrate technology literacy and fluency as well as different experiences and knowledge to form reasoned judgments and solve problems; and
4. Understand the importance of work and finance and how performance, effort, and decisions directly affect future career and educational opportunities.
Parents are primary partners in the education of their children, and students take responsibility for their learning. How instruction is provided to meet these learning goals is the decision of the School Board and district educators. An assessment system for determining if students have successfully learned the essential academic learning requirements based on the student learning goals will be adopted by the district, as required by state law.
- RCW 28A.150.210 - Basic Education – Goals of school districts
- RCW 28A.655.010 - Washington commission on Student Learning Definitions
- RCW 28A.655.100 - Performance goals- Reporting Requirements
Adoption Date: January 22, 1992
Revised Date:January 27, 2021
Accountability Goals- 2004
Annually, the Board will do the following:
1. Adopt district-wide performance improvement goals for the measures included in the Washington school improvement framework.
2. Direct each school in the district that enrolls students in grades three (3) through eight (8) and/or high school to establish goals to increase the measures included in the Washington school improvement framework consistent with state and district goals.
The district and each school in the district will establish English language arts and mathematics improvement goals using the requirements of the Elementary and Secondary Education Act (the “ESEA”) to determine the increase in requirements described above for all students and for each of the groups required by the ESEA.
The district and each school will establish annual performance improvement goals in accordance with the following:
1.As a starting point for determining annual performance improvement goals, the district and each school will use the most recently available results of the school improvement framework.
2.The performance improvement goals for assessments administered in the spring of 2027 must be consistent with the goals outlined in the state consolidated plan. At a minimum, the district and each school must adopt the following goals:
a. Ninety percent of students eligible to be assessed will meet standard on the required state assessments.
b. The graduation rate for all students and each of the groups required by the ESEA will not be less than ninety percent.
c. Performance improvement goals using the requirements of the ESEA to determine the increase in the percentage of students making progress toward English Language Learners Proficiency Assessment for ELL students included in the Washington school improvement framework.
3. The district and each school must establish goals for each of the Washington school improvement framework indicators for all students and for each of the groups required by the ESEA.
Annually, the Board will report the following information:
1. The district’s performance improvement goals;
2. Student performance relative to the goals; and
3. District and building plans to achieve the goals, including curriculum and instruction, parent and guardian involvement, and resources available to parents and guardians to assist students in meeting the state standards.
In each school’s annual performance report, the district will include school-level goals, student performance relative to the goals, and a summary of school-level plans to achieve the goals.
- Policy 4000- Public Information Program
- Legal Reference:
- RCW 28A.655.100- Performance goals Reporting requirements
- RCW 28A.655.110- Annual school performance report _ Model report form
- WAC 180-105-020- Reading and mathematics
- WAC 180-105-060- High school graduation
- WAC 180-105-040- Definitions
Adoption Date: December 9, 1998
Revised Date: January 27, 2021
School Improvement Plans- 2005
Each school will develop and adopt a school improvement plan or process, with annual review for progress and necessary changes. Each school will submit its plan to the Board of Directors by December 31st of each year for approval.
Each school improvement plan or process will be data driven and will promote a positive impact on student learning. A positive impact on student learning means promoting the continuous achievement of the state learning goals and essential academic learning requirements, and the achievement of nonacademic growth in areas like public speaking, leadership, interpersonal relationship skills, teamwork, self-confidence and resiliency. The intent is that students can meet the goals of Washington’s basic education system: to become responsible citizens, to contribute to their own economic well-being and that of their families and communities, and to enjoy productive and satisfying lives.
Each school improvement plan or process will be based on a building self-review that includes the active participation and input of building staff, students, parents and community members.
Each school improvement plan or process will address the following elements:
1. Characteristics of effective schools as identified by the Office of the Superintendent of Public Instruction (OSPI) and the educational service district (a plan may focus on one or several of the characteristics for up to three years);
2. Safe and supportive learning environments;
3. Educational equity factors including gender, race, ethnicity, culture, language and physical and mental ability;
4. Use of technology;
5. Parent and community involvement; and
6. Other factors identified by the school community for inclusion in the plan or process.
Any school participation in a program of school improvement assistance through the state accountability system or the federal Elementary and Secondary Education Act will constitute sufficient compliance with this policy.
- WAC 180-16-220- Supplemental basic education program and approval requirements
Adoption Date: March 12, 2003
Revised Date: March 25, 2009
Revised Date: January 13, 2021
Course Design, Selection, and Adoption of Instructional Materials- 2020
The Board recognizes its responsibility for the improvement and growth of the educational program of the schools. To this end, the course design will be evaluated, adapted and developed on a continuing basis. Instructional materials will be selected to ensure alignment with state learning standards and enable all students to master foundational skills and knowledge to achieve college and career readiness.
For the purpose of policy and procedure 2020, the following definitions will apply:
Course Design is the process that includes identifying and sequencing essential content supporting students’ skill development towards state learning standards. Course design involves providing appropriate instructional materials, professional development, and support systems for teachers as they implement the course.
Instructional Materials are all materials designed for use by students and their teachers as learning resources to help students to acquire facts, skills, and/or to develop cognitive processes. These instructional materials, used to help students meet state learning standards, may be printed or digital, and may include textbooks, technology-based materials, other educational media, and assessments. They may carry different licensing types from open to all rights reserved. For the purposes of this policy, there are five categories of instructional materials:
- Core Instructional Materials are the primary instructional resources for a given course. They are District approved and provided to all students to help meet learning standards and provide instruction towards course requirements.
- Alternative Core Materials are the primary instructional materials for a given course that are used with a subset of students. These materials are intended to replace approved core materials and may be used for specialized course offerings or flexible learning environments.
- Intervention Materials are designed to support strategic or intensive intervention for students who are at risk of not meeting established learning standards. Intervention materials are used with students to accelerate progress toward particular learning goals based on systematic assessment, decision-making, and progress monitoring.
- Supplemental Materials are used in conjunction with the core instructional materials of a course. These items extend and support instruction. They include, but are not limited to, books, periodicals, visual aids, video, sound recordings, computer software and other digital content.
- Temporary Supplemental Materials are those items used in conjunction with the core instructional materials of a course that are of interest or value for a short period of time and are chosen within District established guidelines. They are not intended to supplant the adopted curriculum nor be used on a regular instructional basis. Examples might include timely articles from relevant, reliable sources, websites, or news broadcasts. The use of temporary supplemental materials for time periods of over one year requires consideration of the material as either part of the core instructional material for a course or supplemental material for the course depending on the nature and scope of the material.
Instructional Materials Committee
The Instructional Materials Committee (IMC) is the body that makes core instructional materials adoption recommendations to the School Board based on Superintendent established procedures.
The Superintendent or designee will establish procedures for course design that:
- Provide for the regular review of selected content areas and implementation of any suggested changes.
- Provide for involvement of community representatives and staff members at appropriate times.
Selection and Adoption of Curriculum Materials
The primary objective in selecting instructional materials is to implement, enrich and support the educational program of the schools. All instructional materials will be selected in conformance with the following:
- Applicable state and federal laws,
- Goals and/or learning standards of the District and state, and
- Procedures and criteria established by the Instructional Materials Committee which address the criteria detailed in the corresponding procedure 2020P.
The Board is responsible for the adoption of all core materials used in the District.
The Superintendent, or designee, will establish procedures for core material, alternate core, and intervention material selection and adoption using criteria around evidence-based practices.
The Superintendent or designee will ensure that a listing of all core instructional materials used within the school curriculum is maintained in the District and is available for public review either in-person or online.
The intent of the Board is that the Superintendent delegates responsibility for examining, evaluating, and selecting all supplemental and temporary supplemental materials to the professional staff of the District. This includes preparing all student reading lists. Staff will rely on reason and professional judgment in the selection of high quality supplemental materials that align to state learning standards and are appropriate for the instructional program and developmental level and interests of their students.
- Policy 2027- District Ownership of Staff-Created Work
- RCW 28A.150.230 District school directors’ responsibilities
- RCW 28A.320.230 Instructional materials – Instructional Materials Committee
- RCW 28A.320.170 Tribal history and culture (as amended by SSB 5433)
- RCW 28A.405.060 Course of study and regulation – Enforcement – Withholding salary warrant for failure
Chapter 28A.640.RCW Sexual Equality
- WAC 392-190-055 Textbooks and instructional materials – Scope Elimination of bias
Adoption Date: January 22, 1992
Revision Dates: September 8, 1993, March 8, 1995, March 25, 2009, August 22, 2018
Course Design, Selection, and Adoption of Instructional Materials- 2020P
For the purpose of this procedure, the definitions from Policy 2020 will apply.
District course design and core instructional materials should be regularly reviewed to ensure their ongoing alignment with state law, teaching and learning standards, and research-based best practices. All students will receive high quality core instruction and, as appropriate, strategic and intensive intervention supports matched to student needs.
The Superintendent or designee will establish a regular cycle of course design review and development that includes examination by review committees composed of District subject area coordinators and, as appropriate, external content area experts. This review cycle should be based on student need, changing demographics and funding. The cycle should cover each content area to ensure current course relevance. The course design process should review:
1. Relevance, rigor, and alignment to state learning standards;
2. Efficacy of core, alternate core, and intervention instructional materials that support student learning;
3. Processes and resources used to access student progress and address teacher professional learning;
Recommendations of this review may lead to:
1. Affirmation of continued use of current processes and instructional materials;
2. Establishment of a timeline for completion of recommended tasks;
3. Creation and assignment of tasks to subcommittees as required to select, write, or revise the course design;
4. Recommendation of new instructional materials selection to the Instructional Materials Committee;
5. Design of course implementation and staff development plans;
6. Identification of projected budget needs in accordance with established timelines; and/or
7. Maintained communications with impacted stakeholders.
Social Studies Curriculum Review or Adoption
In compliance with RCW 28A.320.170, when the Board adopts or reviews the District’s social studies curriculum, it will incorporate history, culture and government of the nearest federally recognized Indian tribe or tribes utilizing curriculum available on the Office of the Superintendent of Public Instruction (OSPI) website. The District may modify the OSPI curriculum to incorporate elements that have a regionally specific focus or may incorporate the curriculum into existing instructional materials.
During regularly scheduled reviews and revisions of their social studies and history curriculum thereafter, the District will collaborate with any federally recognized Indian tribe within its boundaries and with neighboring Indian tribes to expand and improve instructional materials about Indian tribes and to create programs of classroom and community cultural exchange.
The District will collaborate with OSPI on curricular areas regarding tribal government and history that are statewide in nature.
New Courses or Major Modification to Existing Courses
New course offerings or major course modifications that propose significant changes to course objectives or scope will be reviewed by the Superintendent or designee prior to being scheduled to ensure that the course is rigorous, utilizes appropriate instructional materials, and is a carefully considered part of the school’s college and career pathways.
When the implementation of new or modified courses requires the adoption of new instructional resources, those resource recommendations will be forwarded to the Instructional Materials Committee (IMC) for consideration by the process outlined below.
Selection and Adoption of Instructional Materials
For the purposes of this procedure, instructional materials used in the School District will be classified as core, alternative core, intervention, supplemental, and temporary supplemental and will be selected according to the procedures that follow. The principal is responsible for ensuring the continuing familiarity of his/her certificated staff with the requirement of this policy and procedure. The District office will provide such technical assistance as may be necessary to accomplish this.
Instructional Material Delivery Formats
Instructional materials may be delivered in many formats, and may include textbooks, technology-based materials, or other educational media.
Open Educational Resources
Open Educational Resources (OER) are teaching and learning resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others. A wide variety of free, high quality instructional content is available from supplemental to core instructional materials. District staff are encouraged to consider OER when selecting instructional materials. OER are subject to the same selection and adoption procedures as other instructional materials outlined in this document.
When instructional materials are technology based, District educational technology staff should be consulted regarding the technological impacts of the suggested program. Equity of access for students and teachers must be considered for all core materials delivered in digital formats.
Instructional Materials Committee
The Instructional Materials Committee (IMC) is formed to establish and monitor such procedures as may be necessary for the evaluation and recommendation of core materials used by the District in conformance to stated criteria. The committee will act upon requests for core material approval and will evaluate and act upon citizens’ requests for reconsideration of materials.
Committee meetings will be held on a schedule determined by the District. Special meetings may be called by the committee chairperson if necessary. The committee secretary will provide department heads, principals, and program developers with copies of the committee meeting schedule.
The committee will consist of: Six (6) teachers, four (4) parents (persons who have child(ren) attending Snohomish Schools), two (2) community at-large representatives (persons who may or may not have children in Snohomish Schools), two (2) building administrators; the administrative assistant for Teaching and Learning Services, and the Executive Director of Teaching and Learning Services. An effort will be made to balance the committee with K-12 representation and some members may serve in more than one role. All members will be appointed by the Superintendent or designee. The Executive Director of Teaching and Learning Services will serve as the chairperson of this committee, and the administrative assistant will serve as the secretary. Action by the committee will require that a quorum (a majority of committee members) be present.
Criteria for Selection of Core Instructional Materials
Core instructional materials will be selected based upon the degree to which they:
A. Demonstrate likelihood of impact as shown by scientific or evidence-based research;
B. Enable implementation of the District’s developed curriculum and meet state standards and College Readiness requirements;
C. Provide sufficient flexibility to meet the varied needs and abilities of the students served;
D. Provide clear and appropriate differentiation components for English Language Learners, special education students, students with academic opportunity gaps, and highly capable students;
E. Where appropriate, present balanced but differing views of issues, controversial or otherwise, in order that students may develop critical analysis and informed decision- making skills;
F. Demonstrate consideration of appropriate format(s) (including technological, visual, and/or auditory components);
G. Support an equitable access to learning and learning materials for all students; including the provision of appropriate, high-quality accessible instructional materials to all students with disabilities who require them;
H. Provide and equal educational opportunity for all students without discrimination based on sex, race, creed, religion, color, national origin, age, veteran or military status, sexual orientation, gender expression or identity, the presence of any sensory, mental or physical disability or the use of a trained dog guide or service animal by a person with a disability. Recognizing that under certain circumstances biased materials may serve as appropriate resources to present contrasting and differing points of view, and biased materials may be employed in order to teach students about bias, stereotyping, and propaganda in historical or contemporary contexts. The Washington Models for the Evaluation of Bias Content in Instructional Materials, published by the Office of Superintendent of Public Instruction (OSPI) should be consulted in the selection process to further to the goal of eliminating content bias: https://www.k12.wa.us/CurriculumInstruct/InstructionalMaterialsReview.aspx; and
I. Other instructional criteria developed by the adoption committee.
Identification of Core Instructional Materials
Core materials will be initially selected by the Adoption Committee made up of certificated staff and administrators as the Superintendent or designee may assign. Materials must meet the Criteria for the Selection of Core Materials above.
Steps below offer a framework for the process of identifying core instructional materials to recommend to the School Board for adoption.
A. The Adoption Committee will engage in professional development to further their understanding of pertinent academic standards, research-based instructional strategies, and applicable state requirements;
B. The Adoption Committee will use selection criteria in evaluating available resource materials and determining which resource materials should be considered for adoption;
C. The Adoption Committee will determine resources to be field tested by teachers of the committee as appropriate;
D. Feedback from teachers, students, and parents on the field-tested resources will be solicited using Form 2020F.1;
E. The Adoption Committee will reflect on feedback collected from the field test and from teachers, students, and parents and make a recommendation on what resource to propose;
F. Teaching and Learning Services will provide opportunities for community members to review resources being recommended for adoption;
G. The Instructional Materials Committee (IMC) will receive recommended District material proposals through Teaching and Learning Services. Core material will be reviewed according to Superintendent established procedures to ensure compliance with the above selection criteria and by using instructional material evaluation tools listed on the OSPI website: https://www.k12.wa.us/CurriculumInstruct/InstructionalMaterialsReview.aspx
H. The Executive Director of Teaching and Learning Services will present recommendation of resources to adopt to the Superintendent; and
I. The Superintendent or designee will provide recommended resources to the School Board for approval.
Adoption of Core Instructional Materials
New core material will be approved by the Board prior to their use in classrooms.
Regularly Scheduled Core Material Updates
Any courses using Open Educational Resources (OER) as their core material will annually convene a representative group of District teachers of the course to revise and improve the core material. Adaptations will be based on teacher and student suggestions and data from state or District assessments identifying areas of lower student performance. Revised versions of the core material will be implemented for the following school year.
If the adaptations to the core material results in significant changes to course objectives or scope, the revised resource will be forwarded to the IMC for consideration and, formal recommendation for Board adoption.
Exceptional Needs or Rapidly Changing Circumstances
The Superintendent or designee may authorize the acquisition of alternative core instructional materials to meet exceptional needs or rapidly changing circumstances. However, expanded use of core instructional materials selected for exceptional needs will require adoption through the formal process.
College in the High School, and/or Advanced Placement (AP) courses may have varying course designs as necessitated by their course credit transfer requirements.
The Superintendent or designee may consider the use of field testing as part of the adoption process. Field testing can provide a flexible opportunity to investigate the effectiveness of curricular approaches, instructional materials, and/or assessment resources through careful experimentation for an identified purpose based on student needs.
Trial-use core instructional material of an experimental, field-test nature may be authorized for use by the Superintendent or designee for a period of no more than one school year prior to adoption through the formal process.
Citizen Access to View Core Materials
Members of the community are invited to review any core instructional materials in current or proposed use. Such review may be accomplished at the school, in the District office, or online. The review and examination process should be arranged in a way to avoid disrupting the educational program. The review of core materials should be undertaken with the knowledge of District objectives in mind.
Intervention Instructional Material Selection
Instructional materials designed to support strategic or intensive intervention for students who are at risk of not meeting established learning standards will be approved by the Superintendent or designee based upon evidence from reputable sources (e.g., National Center on Response to Intervention, Johns Hopkins Best Evidence Encyclopedia).
Alternative Core Instructional Material Selection
The Superintendent or designee will establish procedures through which schools may be approved to use alternative core materials for specialized course offerings or flexible learning environments. In many cases, the Superintendent or designee may decide that selection of these alternative core materials be made by certificated staff designated by the building principal.
Supplemental Material Selection
Supplemental materials will not require IMC approval or Board adoption.
The Superintendent or designee will delegate responsibility for examining, evaluating, and selecting all supplemental and temporary supplemental materials to the principal. Staff will rely on reason and professional judgment in the selection of high-quality supplemental materials that align to state learning standards and are appropriate for the instructional program and developmental level and interests of their students. While supplemental materials do not require item-by-item approval of the IMC, staff are expected to thoroughly preview such materials and to give due consideration to the text complexity, developmental level of students; appropriateness of language or images; bias against racial, gender, ethnic, or other social groups; and other sensitive issues.
Temporary Supplemental Material Selection
Professional District staff will rely on reason and professional judgment in the selection of high quality temporary supplemental materials that are appropriate for the instructional program and developmental level and interests of their students.
Protest Procedure for Instructional Materials
The District will affirmatively restrict or remove student access to instructional material only for legitimate pedagogical reasons that clearly outweigh the educational value, if any, of the material to be restricted. Such material must be considered in its entirety and in context when assessing educational value. Legitimate reasons to restrict access may include (1) factual errors or material omissions, (2) obscenity or pervasive vulgarity, (3) educational unsuitability or inappropriateness for age and grade level, or (4) limited shelf space or other resource constraints. The District will not restrict access to materials based on (1) political or religious views, (2) disagreement with ideas, (3) discomfort, or (4) personal tastes.
When a parent/guardian or employee challenges any instructional materials used or restricted from use in schools, the following steps should be taken:
1. Concerns should first be discussed with the certificated staff and/or the school principal in light of the above standards. All parties are urged to resolve the concerns at this level.
2. If the concerns cannot be resolved through discussion at the school level, the parent/guardian or employee may register a request for reconsideration using form 2020F6 with the Superintendent or designee. This request will be forwarded to the Instructional Materials Review committee. The IMC will review the complaint and establish a timely process for consideration of the complaint. Challenged instructional material that is in use will continue to be used until a decision is rendered.
All instructional material reconsideration decisions will be by majority vote of the IMC. Absent a majority vote, no change in use will result. Decisions of the committee will be delivered in writing to the Superintendent, complainant, and affected staff within ten (10) school business days. Any written request to the Board to review the IMC’s decision must then be submitted within ten (10) school business days.
Adoption Date: January 22, 1992
Revision Dates: September 8, 1992, March 8, 1995, February 7, 2001, March 25, 2009, August 22, 2018, October 21, 2019
Request for Curricular Materials Selection Form- 2020F1
Instructional Materials Committee Checklist Form (Within Cycle)- 2020F2
Instructional Materials Committee Recommendation For (Within Cycle)- 2020F3
Instructional Materials Committee Checklist Form (Outside Cycle)- 2020F4
Instructional Materials Committee Recommendation Form (Outside Cycle)- 2020F5
Request for Consideration of Curriculum Materials Form- 2020F6
Instructional Materials Committee Recommendation Form: Reconsideration- 2020F7
Request for Literary Works- 2020F8
Course Addition- 2020F9
Library Information and Technology Programs- 2021
The purpose of the Snohomish School District library information and technology programs is to foster the enjoyment of reading, as well as reading for a purpose that supports student mastery of the state learning requirements and standards in all subject areas. The programs will provide a broad, flexible array of services, resources, and instruction.
The Teacher-Librarian, through the library information and technology programs, will collaborate as an instructional partner and information specialist to help all students meet the content goal in all subject areas and to assist high school student in completing their High School and Beyond Plans.
Additionally, the Teacher-Librarian’s duties may include, but are not limited to, integrating information and technology into curriculum and instruction; providing instruction to students and staff regarding the use of emerging learning technology; providing instruction to students regarding appropriate use of computers and mobile devices at school; helping teachers and staff access and use information ethically by following professional conduct, honoring privacy, and respecting others; instructing students in digital citizenship; promoting a culture of reading within the school community; and providing individual support and guidance for students.
The Superintendent will establish procedures for the selection of materials with the understanding that media literacy resources will consist of a variety of multi-media sources and perspectives. Residents or staff members of a district who wish to express a concern about specific materials included in any school collection may do so according to the procedures outlined in No. 2021P, with the understanding that the criteria and rationale for reconsideration of library resources differs from the criteria and rationale for reconsideration of classroom/curricular instructional materials.
- Policy 2020 – Course Design, Selection and Adoption of Instructional Materials
- RCW 28A.320.230 Instructional Materials – Instructional materials committee
- RCW 28.320.240 School library information and technology programs – Resources and materials – Teacher-librarians
- WAC 392-204-005 Purpose and Authority
- WAC 392-204-009 Definitions
- WAC 392-204-020 School library media program
- WAC 392-204-025 Services
Adoption Date: January 22, 1992
Revised Date: August 23, 2023
Library Information and Technology Programs Procedures- 2021P
Library Information and Technology Program Procedures
A. Library Collection Development
This procedure guides Teacher-Librarians and informs the community about the process for selecting, acquiring, evaluating and maintaining library information and technology program materials. The objective of each program is to implement, support and enrich the educational program of the district.
To best meet the unique needs of each school, the district will strive to create a library collection based upon an assessment of student and staff needs. This will be accomplished by:
1. Providing resource materials, both curricular and personal for students and faculty;
2. Providing materials that meet the interest, vocabulary, maturity, language, accessibility, and ability levels of all students;
3. Create a culture of reading in the school community by developing a diverse, student-focused collection of materials that ensures all students can find something of quality to read and by facilitating school-wide reading initiatives along with providing individual support and guidance for students; and
4. Including materials in the collection because of their academic, literary and/or artistic value and merit.
B. Library Materials and Electronic Resources
Library materials or digital services are those items accessible through the library information and technology program that provide support for an area in the curriculum, information for independent study, or resources for enrichment and recreational interest. Electronic resources include access to electronic books, documents, databases and websites.
C. Suggestions for Acquisition Suggestions for acquisition or electronic resources may originate from students, parents, community members and teachers. Library information and technology staff will weigh requests, evaluate materials, and select those that fulfill the needs of the instructional program. Teacher-Librarians in each school determine the final selections.
1. Sources for the selection of materials include but are not limited to:
a. Vendor catalogs, State Award Lists, Adopted Standards: National Council of Social Studies; National Council of Teachers of English; National Council of Teacher of Math; Follet Titlewave, Orca Books, Overdrive, Scholastic, Junior Library Guild, GoodReads, American Historical Fiction, Basic Book Collection for Elementary Grades, The Best in Children’s books, Children and Books, Children’s Catalog, Elementary School Library Collection, European Historical Fiction and Biography, Guide to Sources in Educational Media, Junior High School Catalog Reference Books For School Libraries, Subject Guide To Children’s Books in Print, Subject Index to Books for Intermediate Grades, Subject Index to Books for Primary Grades, Industry recognized podcasts for children’s literature, Industry recognized list of Best Books of the year, and Westinghouse Learning Directory.
b. Current review journals:
- Publisher’s Weekly
- Follet Titlewave
- Science Books and Films
- Common Sense Media
- Kirkus Reviews
- School Library Journal
- Bulletin of the Center for Children’s Books
- Horn Book
2. All items selected for placement in the school library will:
a. Support and be consistent with the general educational goals of the State of Washington and Snohomish School District and the aims and objectives of individual schools and specific courses;
b. Support and be consistent with school library media and information literacy standards established by the American Association of School Librarians as well as content area standards established by the Office of the Superintendent of Public Instruction (OSPI);
c. Meet high standards of quality in factual content and presentation;
d. Contain appropriate subject matter for the age, emotional development, ability level, learning styles, and social development of the students for whom they are selected;
e. Serve the intended purpose, in both physical format and appearance for library materials;
f. Help students gain an awareness of our pluralistic society;
g. Motivate students and staff to examine their own duties, responsibilities, rights, and privileges as participating citizens in our society, and to make informed judgements in their daily lives;
h. Withstand scrutiny based on their strengths rather than be rejected for their weakness;
i. Clarify historical and contemporary forces by presenting and analyzing intergroup tension and conflict objectively, placing emphasis on recognizing and understanding social and economic problems; and
j. Create a culture of reading in the school community by developing a diverse, student-focused collection of quality reading materials.
E. Gifts/Donations Materials donated to the school library will be accepted or declined in accordance with the criteria applied to the purchase of materials.
F. Collection Assessment De-selection of outdated and damaged materials is a natural part of the library’s life cycle and maintenance of the quality and integrity of the collection. The Teacher-Librarian will evaluate the library collection on a continuing bases in order to assure that the collection meets the mission statement and goals of the Snohomish School District.
G. Consideration for De-selection
a. Currency – The subject matter is out of date or no longer relevant to the instructional program;
b. Physical Condition – Item is worn, soiled, or missing pages;
c. Not circulating for a reasonable amount of time;
d. Superseded by newer editions;
e. Perpetuates cultural, ethnic, or sexual stereotypes;
f. Inappropriate reading level; or
g. Unneeded duplication of materials
H. Request for Reconsideration of Library Media Materials When a concern is expressed about library resources, the Teacher-Librarian will consider the resident or staff member of the district’s right to express an opinion and the principles of intellectual freedom.
1. Informal Reconsideration Parent(s)/guardian(s), citizens or employees district wishing to make a complaint regarding library resources will be asked to direct their complaint to the Teacher-Librarian. All parties are urged to resolve the concern at this level. The Teacher-Librarian will attempt to resolve the issue informally by:
a. Discussing the request with the complainant and listening carefully to the concerns expressed;
b. Explaining why the material was selected, and how its inclusion in the collection was guided by the district collection development policy/procedure;
c. Sharing review sources for the item in question.
d. If the informal process does not resolve the matter, the complainant may submit a formal request for reconsideration of Materials for Library Media Center using form 2020F6. The form must be submitted to the Teaching and Learning department. Library materials in question will remain in the collection until the process is completed and a final decision is made.
2. Formal Reconsideration The building principal will be informed whenever a parent/guardian, citizen or staff member of the district submits a Request for Reconsideration of Library/Media Materials form (2020F6). The form, together with a copy of the challenged materials process will be given to the complainant by the principal.
The formal process will follow the process required by Procedure 2020P for a written challenge, with the understanding that the criteria and rationale for reconsideration of library materials differs from classroom/district adopted materials.
Step One of the formal process: Once the formal Request for Reconsideration of Book or Instructional Materials form is submitted, the school principal will establish an Building Level Ad Hoc Committee from within the school of origin. The members of this committee will include the principal, Teacher-Librarian, at least two ELA teachers, and teachers or paraeducators that may be able to give insight into the materials based on their teaching/staff assignment.
The Building Level Ad Hoc Committee will:
a. Examine the Citizen’s Request for Reconsideration of Book or Instructional Materials form;
b. Read and evaluate the book/material in question;
c. Thoroughly study all materials referred and read available reviews. The general acceptance of the materials should be checked by consulting standard evaluation aids and holdings in other schools;
d. Discuss the book/material in the context of the educational program and the audience for which it was selected;
e. Consider the entire work, rather than extracting passages or parts, weighing the values and faults against each other, and weighing the conflicting opinions based on the materials as a whole; and
f. Provide their recommendations regarding the formal request for reconsideration to the Instructional Materials Committee.
g. Consult with the district Director of Equity and Inclusion.
Step Two of the formal process: Once the Building Level Ad Hoc Committee has made its recommendations, the request for reconsideration will be brought before the Instructional Materials Committee. When reviewing a request for reconsideration of library materials the Instructional Materials Committee will:
a. Examine the Request for Reconsideration of Curriculum Materials or Materials for Library Media Center form;
b. Read and evaluate the book/material in question;
c. Thoroughly study all materials referred and read available reviews. The general acceptance of the materials should be checked by consulting standard evaluation aids and holdings in other schools;
d. Discuss the book/material in the context of the educational program and the audience for which it was selected;
e. Consider the entire work, rather than extracting passages or parts, weighing the values and faults against each other, and weighing the conflicting opinions based on the materials as a whole; and
f. Base the final decision upon the appropriateness of the material for its intended educational use.
g. The Board will be notified if a book is recommended for removal.
The decision of the Instructional Materials Committee may be appealed by a concerned party to the Board of Directors, by submitting a written request to the Superintendent’s Office within ten (10) school days of receiving the Instructional Materials Committee’s decision.
The purpose of the Board of Director’s review will be to determine whether the committee applied the appropriate criteria and followed the proper process. If the correct criteria and process were followed by the Instructional Materials Committee, the decision of the committee stands.
If it is determined they were not followed, the Board of Directors will determine the outcome of the reconsideration of the library materials.
The Superintendent or designee will notify the concerned parties of the findings of the Board’s decision.
The decision regarding materials that have gone through the process of reconsideration will not be subject to reconsideration for a minimum of three years, unless there is a substantive change of circumstances as determined by the Superintendent.
Revised Date: September 15, 1992, August 23, 2023
Electronic Resources and Internet Safety Procedures- 2022
The Board of Directors recognizes that an effective public education system develops students who are globally aware, civically engaged, and capable of managing their lives and careers. The Board also believes that students need to be proficient and safe users of information, media, and technology to succeed in a digital world. A successful public education system develops students who are well prepared.
The District will develop and use electronic curriculum resources and communication resources (such as Email) as a powerful and compelling means for students to learn core subjects and applied skills in relevant and rigorous ways, and for staff to educate them in such areas of need. It is the District’s goal to provide students with rich and ample opportunities to use technology for important purposes in schools just as individuals in workplaces and other real-life settings use these tools. The District’s technology will enable educators and students to communicate, learn, share, collaborate and create; to think and solve problems; to manage their work; and to take ownership of their lives.
To help ensure student safety and citizenship with electronic resources, students will be educated about appropriate online behavior, including interacting with other individuals, on social networking platforms, other websites, and cyberbullying awareness and response. Additionally, the District maintains software systems that filters internet content accessible through the district network.
To promote Internet safety and appropriate online behavior of students and staff as they use electronic resources and access materials from the Internet, the Superintendent or designee is authorized to develop or adopt Internet safety procedures, acceptable use guidelines, and, for students, related instructional materials for every grade level. In developing such procedures, guidelines, and instructional materials, the District should take into account District electronic resources, community norms, privacy rights, responsible use, and issues of concern with student or staff use of electronic resources.
As a component of District Internet safety measures, all electronic resources, including computer networks, in all District facilities capable of accessing the Internet will use filtering software to prevent access to obscene, racist, hateful or violent material. However, given the ever-changing nature of the Internet, the District cannot guarantee that a student will never be able to access objectionable material.
Further, when students use the Internet from school facilities for educational purposes, district staff will make a reasonable effort to supervise student access and use of the internet. If material is accessed that violates district policies, procedures or student guidelines for electronic resources or acceptable use, District staff may instruct the person to cease using that material and/or implement sanctions consistent with district policies, procedures, guidelines, or student codes of conduct.
- Policy No.2025- Copyright Compliance
- Policy No.2020- Course Design, Selection & Adoption of Instructional Materials
- Policy No.3207- Prohibition of Harassment, Intimidation and Bullying
- Policy No.3231- Student Records
- Policy No.3241- Student Discipline
- Policy No.4040- Public Access to District Records
- Policy No.4400- Election Activities
- Policy No.5281- Disciplinary Action and Discharge
- 18 USC 2510-2522 Electronic Communications Privacy Act Pub. L. No. 110-385 Protecting Children in the 21st Century Act Chapter 28A.650.RCW – Education technology
- RCW 28A.150.210 – Basic Education – Goals of school districts
- RCW 28A.655.075 – Essential academic learning requirements and gradr level expectations for educational technology and technology fluency
Adoption Date: October 25, 1995
Revision Dates: September 12, 2001, February 13, 2013, May 25, 2016, August 22, 2018
Electronic Resources and Internet Safety Procedures- 2022P
Acceptable Use Guidelines/Internet Safety Requirements
These procedures are written to support the Electronic Resource and Internet Safety Policy of the district and are to promote positive and effective digital citizenship among students and staff. Digital citizenship includes the norms of appropriate, responsible, and healthy behavior related to current technology use, including digital and media literacy, ethics, etiquette, and security. The term also includes the ability to access, analyze, evaluate, develop, produce, and interpret media, as well as internet safety and cyberbullying prevention and response. Successful technologically-fluent digital citizens recognize and value the rights, responsibilities, and opportunities of living, learning, and working in an interconnected digital world. They cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world. Expectations for student and staff behavior online are no different from face-to-face interactions.
Use of Personal Electronic Devices
In accordance with all district policies and procedures, students and staff may use personal electronic devices (e.g. laptops, mobile devices and e-readers) to further the educational and research mission of the district. School staff will retain the final authority in deciding when and how students may use personal electronic devices on school grounds and during the school day. Personal devices used for school activities (on or off school premises) are subject to the same procedures as district provided services.
The district network includes wired and wireless devices and peripheral equipment, files and storage, e-mail and Internet content (such as blogs, websites, collaboration software, social networking sites, wikis, etc.). This also applies to district provided devices (such as laptops, tablets, and hot spots) for student’s use outside of the school premises.
All use of the network, and its components, must support education and research and be consistent with the mission of the district.
1. Use of the district network has been established for specific and directed educational purposes and school-related business and operations.The term “educational purpose” includes classroom activities, career development, and research.
2. The district restricts the use of district network resources to authorized users, and equipment. The district network has not been established as a public forum. The district has the right to place reasonable restrictions on the material accessed or posted through the district network.
a. District resources are provided “as is” for personal devices.
b. The district does not warrant personal devices that use district resource damage, or loss of data, introduction of malicious software, or corruption of software.
3. Users of the district network must first agree to the appropriate Acceptable Use Agreement. The user’s acceptance of the electronic version of the Agreement signifies the user’s acknowledgement and agreement to abide by the Acceptable Use Agreement. Users may be required to agree to the respective Acceptable Use Agreement more than once each year. A hard copy of the Acceptable Use Agreement is located in the student handbook and is available at the school or on the district website in Policy and Procedure Section 2022.
4. Individuals with district network user accounts are responsible for all activity conducted on or through the district network via their user account. Each district network user account is to be used only by the authorized holder of the account for the authorized purpose(s). The district will provide ways for users to maintain required privacy of information, such as through screen locking or similar processes.
5. The district reserves the right to prioritize use of, and access to the system. The district may limit or exclude users’ ability to access parts or functions of the district network and other resources that can be accessed through the district network.
6. Any use of the district network must comply with state and federal law and other district policies, procedures, and guidelines regarding computer and internet use.
Doing or assisting any of the following activities via the district network is prohibited:
1. Engaging in any activity that violates local, state, and/or federal laws.
2. Interfering with or disrupting other district network users, services or equipment. This
includes distribution of unsolicited advertising, propagation of malicious code and viruses, denial of service types of attacks, and/or using the district network to attempt or make unauthorized entry into any other resource accessible via the district network.
3. Making unauthorized copies of or changes to files or other data not their own.
4. Using the district network to access confidential student, employee, or other information that the user is not specifically authorized to access
5. Vandalizing, altering, dismantling, disfiguring, preventing rightful access to or otherwise interfering with the integrity of the district network or any computer-based information and/or information resources accessible via the district network. In this context, “vandalism” means to harm, materially inhibit, or destroy any such items, or to attempt to do any of those things.
6. Using the district network in a manner that violates the district’s prohibition against harassment, intimidation, and bullying in Policy 3207 and Procedure 3207P.
7. Using the district network for personal or private gain, personal business, commercial solicitation, or personal compensation of any kind.
8. Supporting or opposing political candidates, ballot measures, or any other political activity.
9. Using the district network to access, upload, post, store, transmit, publish, or display harassing, intimidating, bullying, defamatory, libelous, scandalous, intentionally inaccurate, discriminatory, abusive, profane, sexually oriented, or threatening content of any form, including materials, language, photographs, videos, or messages, either public or private.
10. Downloading, installing or using unlicensed or unauthorized software, files, or other applications on the District network or devices or on personal devices while connected to the district network.
11. Engaging in plagiarism or violation of copyright laws or other intellectual property rights.
The Snohomish School District reserves the right to:
1. Monitor and manage all activity on the district network.
2. Notify parents of their students’ activity on the district network, subject to any restrictions of applicable law.
3. Determine acceptable use standards for the district network and enforce disciplinary consequences for any breach of Procedure 2022P. Disciplinary action, if any, for students, staff, and other users will be consistent with the district’s policies, procedures, and standard practices. Consequences may include revocation of access privileges, suspension of access to the district network, computers, or other devices, other school disciplinary action, and/or appropriate legal action. Specific disciplinary measures will be determined on a case- by-case basis.
4. Prohibit or prevent unauthorized devices from accessing the district network.
No Expectation of Privacy
The district reserves the right to monitor, inspect, copy, review, and store, without prior notice, information about the content of usage of:
A. The district network, including when accessed on personal electronic devices and on
devices provided by the district, including laptops, netbooks, and tablets;
B. User files and disk space utilization;
C. Applications and bandwidth utilization;
D. User document files, folders, and electronic communications;
F. Internet access; and
G. Any and all information transmitted or received in connection with network and email.
No student or staff user should have any expectation of privacy when using the district’s network. The district reserves the right to disclose any electronic messages to law enforcement officials or third parties as appropriate. All documents or records are subject to the public records disclosure laws of the State of Washington.
District Limitation of Liability
The district makes no warranties of any kind, either express or implied, that the functions or the services provided by or through the district network will be error-free or without defect. The district will not be responsible for any damage users may suffer, including theft or loss of data or interruptions of service. The district is not responsible for the accuracy or quality of the information obtained through or stored on the district network. The district will not be
responsible for financial obligations arising from unauthorized use of the district network. The district will not be responsible for any damage to personal computing devices that intentionally or unintentionally access the District network.
District Network Code of Conduct
Individuals who use the district network or resources must abide by the following Code of Conduct:
1. I will protect my logon and personal information from others. I will never give out personal information via the district network, such as my home addresses/phone numbers, credit card number, Social Security number or drivers’ license number.
2 I will respect the privacy of other users. I will not use others’ passwords.
3. I will always use the internet responsibly. I will not use the district network to access pornographic or otherwise inappropriate material. I will immediately inform my teachers, parents or a district administrator if I encounter any information that is inappropriate, discriminatory, harassing, hateful or obscene.
4. Unless I have specific permission from the district, I will make sure that anything I publish using the district network is done in my name only, and not on behalf of the district. If I upload content using the district network, I will make sure that I have the authority to make it available to others.
5. I will follow appropriate online behavior, including interacting with other individuals on shared documents, social networking websites, and in chat rooms, .
a. I will not access, send, or post inappropriate, hateful, discriminatory, harassing, or obscene messages.
b. I will not develop or distribute programs or messages that harass other users or infiltrate a computer. I will not “hack” the district network (e.g., by introducing or transmitting viruses, worms, “chain letters,” global mailings, etc.).
c. I will not modify or copy files/data of other users without their consent.
d. I will not click on links embedded in e-mails from unknown senders, or even in emails
that appear to be from someone I know but that are unusual or suspicious to me.
6. I will obey copyright and other intellectual property laws. I will not bind the district to any license or other contract, including any click-to-agree license or other agreement, unless I have express authority from the district to do so.
7. I will follow any district instructions regarding maintenance or care of the district network. I will not delete or add peripheral equipment to the district network without permission. I will not destroy, modify or abuse the district network hardware or software in any way. This includes:
a. Installing or running any program I am not authorized to access.
b. Reconfiguring system or software settings unless instructed to by district technology staff.
8. I will not use the district network for commercial or political purposes.
9. I understand that the district may restrict or remove my user account if it is determined that I have engaged in unauthorized activity or am violating any part of Procedure 2022P, including this Code of Conduct.
Adoption Date: October 25, 1995
Revision Dates: March 25, 1998, September 12, 2001, August 12, 2009, August 28, 2011, January 28, 2011, May 25, 2016, August 22, 2018, August 31, 2020
Procedure 2022P- Electronic Resources and Internet Safety Procedures
Online Learning- 2024
The Snohomish School District Board of Directors believes that a variety of learning options, including online courses and programs, are important for 21st Century learners. The Board recognizes that the online learning environment may provide students with unique opportunities to become self-disciplined learners with life-long learning skills. Further, the Board believes that online learning may provide opportunities for students to access curriculum and specialized courses in a flexible learning environment that might not otherwise be available. Therefore, the Board supports online learning opportunities that are accessible to students in the school district.
The Board directs the Superintendent or designee to develop procedures to implement this policy and to provide information to parents, guardians, and students regarding online learning options within the district. The procedures will include, but not be limited to, a description of student access to online learning courses/programs, student eligibility criteria, the types of online courses available to students within the district, methods the District will use to support student success, payment of course fees and other costs, granting of course credit and conditions under which no credit will be awarded, and procedures with regard to online learning and students with disabilities.
Cross References: Board Policy
- 2022 Electronic Resources
- 2255 Alternative Schools
- 2410 High School Graduation Requirements
- Chapter 28A.225RCW Compulsory School Attendance and Admission
- Chapter 28A.250RCW Online Learning
- RCW 28A.230.090 High School graduation requirements or equivalencies – Reevaluation of graduation requirements – Review and authorization of proposed changes – Credit for courses taken before attending high school – Postsecondary credit equivalencies
- RCW 28A.320.035 Contracting out – Board’s powers and duties – Goods and services
- RCW 28A.150.220 Basic Education – Minimum instructional requirements – Program accessibility – Rules
- Chapter 180-51WAC High School Graduation Requirements
- WAC 392-121-182 Alternative learning experience requirements
- WAC 392-121-188 Instruction provided under contract
- WAC 392-410-310 Equivalency course of study – Credit for correspondence courses, electronically mediated courses, and college courses
- Chapter 392-502 WAC Online learning – Approval of multidistrict on-line Providers
Adoption Date: October 13, 2010
Revised Date: June 12, 2019
Online Learning Procedures- 2024P
1. Online Course – An “online course” means a course or grade-level coursework which:
- More than half of the content is delivered electronically using the Internet or other computer-based methods;
- More than half of the teaching is conducted from a remote location or electronic tools;
- A certificated teacher has the primary responsibility for the student’s instructional interaction. Instructional interaction between the teacher and the student includes, but is not limited to, direct instruction, review of assignments, assessment, testing, progress monitoring, and educational facilitation; and
- Students have access to the teacher synchronously and/or asynchronously.
2. Online School Program – An “online school program” means a school program that offers a sequential set of online courses or grade-level coursework that may be taken in a single school term or throughout the school year in a manner that could provide a full-time basic education program if desired by the student. The student may enroll as a part-time or full-time student.
3. Online provider – means any provider on an online course or program, including multidistrict online providers, all school district online learning programs, and all regional online learning programs.
4. Online Learning Support Team – Designated District/school staff who will provide assistance to the student in accessing courses, understanding coursework and maintaining satisfactory progress in the course.
B. Student Access to Online Courses and Online School Programs
The District will facilitate access to the following types of online courses:
1. District created and taught online courses;
2. District taught online courses created by a third-party contracted provider; and
3. Courses created and taught online by OSPI approved online providers.
The District will facilitate access to the following types of online school programs:
1. District created and taught online school programs;
2. District sponsored programs created and taught by OSPI approved online providers;
3. District sponsored programs created by third-party course providers and taught by district teachers; or
4. Out-of-District online school programs accessed through an interdistrict transfer. The district reserves the right to determine the online provider(s) it will sponsor for courses and programs.
C. Type of Online Courses Available
The district will facilitate access to the following types of online courses:
1. Credit recovery courses allowing students to make up failed credits needed for graduation;
2. World language courses;
3. Courses which may already be offered in the student’s school but are inaccessible to the student due to scheduling or other factors;
4. Courses not available at the student’s school that meet four-year college entrance requirements;
5. Standard-level courses meeting high school graduation requirements;
6. Grade level coursework for middle school and
7. A course from a provider that is not approved by OSPI that meets the criteria for district use.
D. Student Eligibility Criteria
The district will facilitate access to online learning courses primarily for students enrolled in grades 7-12. Students taking an online course or participating in a district created online school program must adhere to the following criteria:
- Have completed any required prerequisites and provide teacher/counselor recommendations to confirm that he/she possesses the academic skills and demonstrated abilities needed to function effectively in an online learning environment;
- Comply with existing district policies for registering/enrolling in an online course; and
- Students interested in attending an online school program in another district must follow the applicable interdistrict transfer procedures prior to entering that program.
E. Online Course Support
The district will provide the following support to students enrolled in approved online courses to which the district facilitates access to help support the students’ success:
- All online students will receive assistance from appropriate members of the online learning support team;
- Counselors will advise students in selecting and registering for online learning options to which the District facilitates access;
- A member of the online learning support team will have regular contact via email, face-to-face meetings or some other means of communication with online students to ensure they are connecting to the online coursework and the online teacher and are making satisfactory progress in their online coursework; and
- The district will offer access to online computers on a space available basis.
- Online courses offered to students for which the district claims state education funding or that are included as part of the legally required annual average total instructional hour offering will be paid for by the school district. Students/families may be responsible for fees as specified by any applicable district fee schedule; and
- Online courses offered to students for which the district claims no state education funding and that are not included as part of the legally required annual average total instructional hour offering will be paid for by students and/or their parents/guardians, not the district. Students and/or their parents/guardians may also be responsible for fees as specified by such online course and/or online school program provider.
G. Granting of High School Credit for Online Courses
- The district will award credit and grades for online high school courses successfully completed by a student that meets the district’s graduation requirements and are provided by an approved online provider. Credit for online courses will be granted in the same manner as other course offerings in the district.
- Currently enrolled students must notify the district prior to enrolling in an online course or program provided outside of the District. The student and/or parent will seek prior approval in writing, and will be informed, in writing of whether or not the course or program is eligible for academic credit from the district;
- For students transferring credit from online courses or programs taken while enrolled outside of the district, credit will be granted according to the applicable District transfer credit procedures; and
- For an eligible online course, if course credit is earned, the course will be recorded on the transcript using the standardized identifier for online courses provided in the Comprehensive Education Data Research System (CEDARS).
H. Information to Students and Parents or Guardians
The district will provide information to the parent/guardian and student regarding online learning opportunities. The information may be provided through publication of these procedures, as well as information on the district’s webpage, counseling office brochures, newsletters, the student handbook and/or other appropriate district communication resources. Information provided will include descriptions of online courses, enrollment information, potential fees, a description of credit awarded for courses, student eligibility requirements, and methods the district will use to support students in online courses.
I. Criteria for District Use of Non-OSPI Approved Online Courses
- The district may offer courses to student from providers not on the OSPI approved list only after ensuring that they meet the criteria for district use of non-approved providers as posted on the OSPI website; and
- The district will ensure proper documentation when using non-approved online providers.
J. Student Responsibilities
- Adhere to the district’s code of conduct for academic integrity;
- Comply with course participation and completion requirements;
- Maintain high academic involvement;
- Notify the district if participation in an online course/program ceases or changes;
- Maintain agreed-upon levels and kinds of communications with the online learning support team member(s) throughout the term of the online course; and
- Participate in an online course/program orientation.
K. Parent or Guardian Responsibilities
- Parents or guardians are responsible for costs/fees as outlined in Section F;
- Parents or guardians are responsible for seeking appropriate technology – per district recommendations – for student participation in coursework outside of the school day or designated online learning period; and
- Parents or guardians are responsible for complying with any applicable course/program participation and/or completion requirements.
L. District Responsibilities
- Inform parents/guardians prior to student enrollment in any online course or program;
- Inform staff, parents/guardians and students of the online courses that are available through the District, including any applicable online course prerequisites, technology requirements, credit determinations, student supports, and possible fees;
- Provide online students who remain enrolled in the district and who participate in the online course during the school day with computing hardware and connectivity required for participation in the online course;
- Inform staff, parents/guardians and students of how to seek and access technology resources and technological requirements beyond the school day;
- Provide online students with access to an online learning support team;
- Ensure communication between the student’s online learning support team and parent/guardian;
- Ensure online courses are appropriately identified with CEDARS coding; and 8. Inform students and their parent/guardian of rescheduling options or grade impacts in the event a student withdraws from an online course prior to completion.
M. Guidelines with Regard to Online Schools and Special Education
The district will comply with the Special Education Guidelines for Online Schools for Online Learning and Students with Disabilities, to the extent required by applicable law.
Adoption Date: October 13, 2010
Revised Date: May 7, 2012
Revised Date: June 12, 2019
Copyright Compliance- 2025
The Board recognizes that federal law makes it illegal to duplicate copyrighted materials without authorization of the holder of the copyright, except for certain exempt purposes.
Severe penalties may be imposed for unauthorized copying or using conforms to the "fair use" doctrine.
Under the “fair use” doctrine, unauthorized reproduction of copyrighted materials is permissible for such purposes as criticism, comment, news reporting, teaching, scholarship, or research. If duplicating or changing a product is to fall within the bounds of fair use, these four standards must be met for any of the foregoing purposes:
- The purpose and character of the use. The use must be for such purposes as teaching or scholarship.
- The nature of the copyrighted work. Staff may make single copies of: book chapters for use in research; instruction or preparation for teaching; articles from periodicals or newspapers; short stories, essays, or poems; and charts, graphs, diagrams, drawings, cartoons or pictures from books, periodicals, or newspapers in accordance with these guidelines.
- The amount of substantiality of the portion used. Copying the whole of a work cannot be considered fair use; copying a small portion may be if these guidelines are followed.
- The effect of the use upon the potential market for or value of the copyrighted work. If resulting economic loss to the copyright holder can be shown, even making a single copy of certain materials may be an infringement, and making multiple copies presents the danger of greater penalties.
While the district encourages its staff to enrich the learning programs by making proper use of supplementary materials, it is the responsibility of district staff to abide by the district's copying procedures and obey the requirements of the law.
Any staff member who is uncertain as to whether reproducing or using copyrighted material complies with the district's procedures, or is permissible under the law, should contact the Superintendent or the person designated as the copyright compliance officer. The latter will also assist staff in obtaining proper authorization to copy or use protected material and computer software when such authorization is required.
The Superintendent or designee will notify the Federal Copyright Office of the district’s agent for receiving notifications that users of the district’s internet network have infringed copyright and will also post the name, address, phone number, and email address of the agent on the district’s website.
- Policy 2022 – Electronic Resources
- P.L. 105-304, Digital Millennium Copyright Act of 1998
- P.L. 94-553, Federal Copyright Law of 1976 (U.S. Code, Title 17)
Adoption Date: January 22, 1992
Revised Date: June 28, 2023
- The purpose and character of the use. The use must be for such purposes as teaching or scholarship.
Copyright Compliance Procedures- 2025P
Staff may make copies of copyrighted school district materials that fall within the following guidelines. Where there is reason to believe that the materials to be copied does not fall within these guidelines, prior permission needs to be obtained from the principal. Staff members who fail to follow this procedure may be held personally liable for copyright infringement.
Authorized Reproduction and Use of Copyrighted Material in Print
- Materials of the Internet should be used with caution because they may be copyrighted.
- Proper attribution (author, title, publisher, place, and date of publication) should always be given.
- Notice should be taken of any alternations to copyrighted works, and such alternations should only be made for specific instructional objectives.
- Care should be taken in circumventing any technological protection measures. While materials copied pursuant to fair use may be copied after circumventing technological protections against unauthorized copying, technological protection measures to block access to materials may not be circumvented.
In preparing for instruction, a teacher may make or have made a single copy of:
- A chapter from a book;
- An article from a newspaper or periodical;
- A short story, short essay or short poem, whether or not from a collective work; or
- A chart, graph, diagram, drawing, cartoon or picture from a book, periodical or newspaper.
A teacher may make multiple copies of certain text for classroom use or discussion if the copying meets the tests of “brevity, spontaneity and cumulative effect” set by the following guidelines. Copies may not exceed one copy per student. Each copy must include a notice of copyright:
- A complete poem of less than 250 words and two (2) pages long, may be copied; excerpts from longer poems cannot exceed 250 words;
- Complete articles, stories or essays of more than 500 words and less than 2,500 words may be copied;
- Excerpts from prose works that are more than 500 words and less than 1,000 words or 10% of the work, whichever is less, may be copied;
- Each numerical limit included in items 1, 2 and 3 above may be expanded to permit the completion of an unfinished line of a poem or prose paragraph;
- One chart, graph, drawing, cartoon, illustration or picture per book or periodical issue may be copied; and
- Special works" cannot be reproduced in full; this includes children's books combining poetry, prose or poetic prose. Short special works may be copied up to two (2) published pages containing not more than ten percent (10%) of the work.
B. Spontaneity – The copying should be at the “instance and inspiration” of the individual teacher when there is not a reasonable length of time to request and receive permission to copy between the inspiration of the decision to use the work and the moment of its use for maximum teaching effectiveness.
C. Cumulative Effect – Teachers are limited to using copied material for only one course in the school where the copies are made. No more than one (1) short poem, article, story, essay or two (2) excerpts from the same author may be copied, and no more than three (3) works can be copied from a collective work or periodical column during one (1) class term. Teachers are limited to nine (9) instances of multiple copying newspapers and current new sections of other periodicals.
Performances by teachers or students of copyrighted dramatic works without authorization from the copyright owner are permitted as part of a teaching activity in a classroom or instructional setting. All other performances require permission from the copyright owner.
The copyright law prohibits using copies to replace or substitute for anthologies, consumable works, compilations, or collective works. “Consumable works” include workbooks, exercises, standardized tests, test booklets and answer sheets. Teachers cannot substitute copes for the purchase of books, publishers’ reprints, or periodicals, nor can they repeatedly copy the same item from term-to-term.
Copying cannot be directed by a “higher authority” and students cannot be charged more than the actual cost of photocopying.
Teachers may use copyrighted material on interactive panels for instructional purposes.
Authorized Reproduction and Use of Copyrighted Materials in the Library
A library may make a single copy or three (3) digital copies of:
- An unpublished work that is in its collection;
- A published work in order to replace it because it is damaged, deteriorated, lost or stolen, provided that an unused replacement cannot be obtained at a fair price; or
- A work that is being considered for acquisition, although use is strictly limited to the purpose of making an acquisition decision. Technological protection measures may be circumvented for purposes of copying materials in order to make an acquisition decision.
Copies made pursuant to the above three (3) circumstances may not be otherwise distributed or made available to the public outside of the library premises.
A library may provide a single copy of copyrighted material to a student or staff member at no more than the actual cost of photocopying. The copy must be limited to one article of a periodical issue or a small part of other material, unless the library finds that the copyrighted work cannot be obtained elsewhere at a fair price. In the latter circumstance, the entire work may be copied. In any case, the copy must contain the notice of copyright and the student or staff member will be notified that the copy is to be used only for private study, scholarship or research. Any other use may subject the person to liability for copyright infringement.
At the request of a teacher, copies may be made for reserve use. The same limits apply as for single or multiple copies designated in "Authorized Reproduction and Use of Copyrighted Material in Print."
Authorized Reproduction and Use of Copyrighted Music
A teacher may make a single copy of a song, movement, or short section from a printed musical work that is unavailable except in a larger work for purposes of preparing for instruction.
A teacher may make multiple copies for classroom use of an excerpt of not more than ten percent (10%) of a printed musical work if it is to be used for academic purposes other than performance, provided that the excerpt does not comprise a part of the whole musical work that would constitute a performable unit, such as a complete section, movement, or a song.
In an emergency, a teacher may make and use replacement copies of printed music for an imminent musical performance when the purchased copies have been lost, destroyed, or are otherwise not available.
A teacher may make and retain a single recording of student performances of copyrighted material when it is made for the purpose of evaluation or rehearsal.
A teacher may make and retain a copy of excerpts from recordings of copyrighted musical works for use as aural exercises or examination questions.
A teacher may edit or simplify purchased copies of music provided that the fundamental character of the music is not distorted. Lyrics must not be altered or added if none exist.
Performance by teachers or students of copyrighted musical works is permitted without the authorization of the copyright owner as part of a teaching activity in a classroom or instructional setting. The purpose must be instructional rather than for entertainment.
Performances of nondramatic musical works that are copyrighted are permitted without the authorization of the copyright owner, provided that:
- The performance is not for a commercial purpose;
- None of the performers, promoters or organizers are compensated; and
- Admission fees are used for educational or charitable purposes only.
All other musical performances require permission from the copyright owner.
Off-Air Recording of Copyrighted Programs
Television programs, excluding news programs, transmitted by commercial and non-commercial television stations for reception by the general public without charge may be recorded off-air simultaneously with broadcast transmission (including simultaneous cable retransmission) and retained by a school for a period not to exceed the first forty-five (45) consecutive calendar days after date of recording. Upon conclusion of this retention period, all off-air recordings must be erased or destroyed immediately.
An off-air recording may be used once by individual teachers in the course of instructional activities and repeated once only when reinforcement is necessary, during the first ten (10) school days in the forty-five (45) calendar day retention period.
Off-air recordings may be made only at the request of and used by individual teachers and may not be regularly recorded in anticipation of requests. No broadcast program may be recorded
off-air more than once at the request of the same teacher, regardless of the number of times the program may be broadcast.
A limited number of copies may be reproduced from each off-air recording to meet the legitimate needs of teachers. Each additional copy must be subject to all provisions governing the original recording.
After the first ten (10) school days, off-air recordings may be used up to the end of the forty-five (45) calendar day retention period only for evaluation purposes, i.e., to determine whether or not to include the broadcast program in the teaching curriculum. Permission must be secured from the publisher before the recording can be used for instructional purposes after the ten (10) day period.
Off-air recordings need not be used in their entirety, but the recorded programs may not be altered from their original content. Off-air recordings may not be physically or electronically combined or merged to constitute teaching anthologies or compilations.
All copies of off-air recordings must include the copyright notice on the broadcast program as recorded.
Authorized Reproduction and Use of Copyrighted Computer Software
Schools have a valid need for high-quality software at reasonable prices. To assure a fair return to the authors of software programs, the school district will support the legal and ethical issues involved in copyright laws and any usage agreements that are incorporated into the acquisition of software programs.
The following guidelines apply:
- All copyright laws and publisher license agreements between the vendor and the district will be observed;
- Staff members will take reasonable precautions to prevent copying or the use of unauthorized copies on school equipment;
- A back-up copy may be made if the copy is for back-up purposes only and all back-up copies are destroyed when the district no longer legally possess the software; and
- The principal is authorized to sign a software license agreement on behalf of the school. A copy of this agreement will be retained by the principal.
Fair Use Guidelines for Education Multimedia
- Fair use does not include posting a student or teacher’s work on the Internet if it includes portions of copyrighted materials. Permission must be obtained from the original copyright holder(s) before such projects are placed online;
- Students may incorporate portions of copyrighted materials in producing educational multimedia projects for a specific course, and may perform, display, or retain the projects; and
- Educators may perform or display their own multimedia projects to students in support of curriculum-based instructional activities. The projects may be use:
a. In face-to-face instruction;
b.In demonstrations and presentations, including conferences;
c. In assignments to students;
d.For remote instruction if distribution of the signal is limited;
e.Over a network that cannot prevent duplication for fifteen(15) days; after fifteen (15)days a copy may be saved on-site only; or
f.In their personal portfolios.
Educators may use copyrighted materials in a multimedia project for two (2) years, after that permission must be requested and received.
The following limitations restrict the portion of any given work that may be used pursuant to fair use in an educational multimedia project:
- Motion media: ten percent (10%) or three (3) minutes, whichever is less;
- Text materials: ten percent (10%) or 1,000 words, whichever is less;
- Poetry: an entire poem of fewer than 250 words, but no more than three (3) poems from one author or five (5) poems from an anthology. For poems of greater than 250 words, excerpts of up to 250 words may be used, but no more than three (3) excerpts from one poet or five (5) excerpts from an anthology;
- Music, lyrics, and music video: Up to ten percent (10%), but no more than thirty (30) seconds. No alterations are allowed that change the basic melody or fundamental character of the work;
- Illustrations, cartoons an photographs: No more than five (5) images by an artist, and no more than ten percent (10%) or fifteen (15) images whichever is less, from a collective work; and
- Numerical data sets: Up to ten percent (10%) or 2,500 field or cell entries, whichever is less.
Circumstances will arise when staff are uncertain whether or not copying is prohibited. In those circumstances, the Superintendent or designated copyright compliance officer should be contacted. The following prohibitions must be observed: :
- Reproduction of copyrighted material shall not be used to create or substitute for anthologies, compilations, or collective works.
- Unless expressly permitted by agreement with the publisher and authorized by district action, there shall be no copying from copyrighted consumable materials such as workbooks, exercises, test booklets, answer sheets and the like.
- Staff will not:
- Use copies to substitute for the purchase of books, periodicals, music recordings or other copyrighted material except as permitted by district procedure;
- Copy or use the same item from term to term without the copyright owner's permission;
- Reproduce or use copyrighted material at the direction of someone of higher authority;
- Copy or use more than nine instances of multiple copying of protected material in any one term;
- Copy or use more than one short work or two excerpts from works of the same author in any one term; or
- Copy or use protected material without including a notice of copyright. The following is a satisfactory notice:
NOTICE: THIS MATERIAL MAY BE PROTECTED BY COPYRIGHT LAW.
Revised: January 8, 1991
Revised Date: June 28, 2023
Animals in Schools and Buildings- 2030
The Snohomish School District is committed to providing a healthy and safe environment for all students and staff. It is the policy of the Snohomish School District to only allow the following animals inside District schools and buildings or on District property :
1. Service animals;
2. Therapy Animals; and
3. Animals used as part of an instructional program.
1. Service Animals
A. Students and/or adults with disabilities may be accompanied by a “service animal” as required by federal laws and state laws. This policy governs the presence of service animals in schools, on school property, including school buses and at school activities.
A “service animal” means any dog or miniature horse that is individually trained to do work or perform tasks for the benefit of an individual with a disability, including a physical, sensory, psychiatric, intellectual, or other mental disability. The work or tasks performed by the service animal must be directly related to the individual’s disability.
B. The crime deterrent effects of an animal’s presence and the provision of emotional support, well-being, comfort, or companionship do not constitute work or tasks.
C. It is a civil infraction to misrepresent an animal as a service animal.
2. Therapy Dogs/Cats
A. The use of therapy dogs (or cats under specific circumstances) is a goal driven, instructional intervention or activity with an articulated purpose and may also reduce human stress and anxiety that is directed and delivered by a certificated therapy animal handler. The handler’s responsibility will be the care of the animal and fulfilling the purpose for which they are on campus. The therapy animal should not interfere with the handler’s ability to fulfill district responsibilities. Therapy animals must be certified by an agency listed in the procedures 2030P.
3. Animals used in Instructional programs
A. Requests to include animals in the instructional program of the classroom or school will be approved by the principal and CTE Director. Health issues (allergies, vaccinated status of the animal, indoor air quality concerns) involving students and staff will be addressed before permission is granted to allow the animal in school. Students will be given an opportunity to opt out of the activity without disruption of their learning.
B. If the instructional program involving the animal is ongoing and the animal will remain at school when school is not in session (evenings), the classroom teacher will be responsible for overseeing all aspects of animal care. Animals may not be left at school unattended over weekends or school breaks (the exception to this will be fish and insects).
C. Animals which are unacceptable for schools include, but are not limited to, wild animals, poisonous animals, wolf-hybrids, ducks, aggressive animals bred or trained to demonstrate aggression toward humans, and/or animals that have demonstrated similar aggression in the past.
D. Only animals (mammals, birds, butterflies, fish and reptiles) bred in captivity will be allowed on school property (after principal approval) due to the wide variety of diseases carried by wild animals.
E. Students are not allowed to touch or have physical contact with any animals in the classroom without having a hold-harmless liability waiver on file signed by a legal guardian. This waiver must be sent to risk management at the district office. Animals that are part of the instructional program will be under the control of their adult owner or the teacher at all times.
F. Animals will not be transported in a district owned vehicle.
Any animal may be restricted from District property should the animal become aggressive or a nuisance, including service, therapy dogs/cats and animals used for instructional programs. The Superintendent will develop procedures to implement the policy.
- WAC 246-366A-080 (Effective July 1, 2011)
Adopted: May 11, 2011
Revised: February 23, 2022
Animals in Schools and Buildings Procedures- 2030P
I. Service Animals
A. Service animals are any dog or miniature horse that is individually trained to do work or
perform tasks for the benefit of an individual with a disability, including a physical,
sensory, psychiatric, intellectual, or other mental disability. The work or tasks performed
by the service animal must be directly related to the individual’s disability.
Examples of work or tasks include, but are not limited to the following:
- Assisting individuals who are blind or have low vision with navigation and other
- Alerting individuals who are deaf or hard of hearing to the presence of people or
- Providing nonviolent protection or rescue work,
- Pulling a wheelchair,
- Assisting an individual during a seizure,
- Alerting an individual to the presence of allergens,
- Retrieving items, such as medicine or the telephone,
- Providing physical support and assistance with balance and stability to individuals
with mobility disabilities, and
- Helping persons with psychiatric and neurological disabilities by preventing or
interrupting impulsive or destructive behaviors.
- Assisting individuals who are blind or have low vision with navigation and other
A student’s parent/guardian who believes their child needs to bring a service animal to
school must submit a written request to the building principal. The principal will not ask
about the nature or extent of a person’s disability but may make two inquires to
determine whether an animal qualifies as a service animal. The principal may ask if the
animal is required because of a disability and what work or task the animal has been
trained to perform. The principal must not require documentation, such as proof that
the animal has been certified, trained, or licensed as a service animal, or require that
the service animal demonstrate its task. The principal may not make these inquiries
about a service animal when it is readily apparent that an animal is trained to do work
or perform tasks for a person with a disability.
Use of a service animal by an employee with a disability will be allowed when such use is
necessary as a reasonable accommodation to enable the employee to perform the
essential functions of their job or to access benefits of employment provided to all
employees in the same job classification. An employee who wishes to bring a service
animal to school must submit a written request to the building principal. The building
principal, in consultation with the Section 504 coordinator or director of special services,
as appropriate, will determine whether to permit the service animal in school.
The use of a service animal by an individual with a disability will not be conditioned on
the payment of a fee, security deposit, or surcharge.
B. Requirements for Service Animal Access
Before a service animal will be permitted in school, on school property or at school
sponsored events, the student’s parent or the employee must provide a description of
the task(s) the service animal is expected to perform in assisting the person with a
The district will provide access to a person with a disability who needs a service animal
provided that the tasks performed by the service animal are directly related to the
disability; and the animal has been individually trained to perform a task, is
housebroken; is free of disease and parasites, has a harness, leash or tether so it cannot
run free and is under the control of the person with a disability.
A service animal must be licensed and immunized in accordance with the laws,
regulations and ordinances of the City of Snohomish, Snohomish County and the State
C. Service Animals at School-Sponsored Events
Individuals with disabilities may be accompanied by their service animals to events or
activities open to the public that are held in schools or on school property.
The building administrator may revoke or exclude the service animals for the reasons
set forth in paragraph “V” Removal or Exclusion of a Service or Therapy Animal from
School or School Property.
II. Therapy Animals
Therapy animals are to only be in authorized areas school building for the times allotted by the
principal. Therapy animal oversight will be a collaborative responsibility of the school
administrator, the sponsoring staff member, and the team lead to ensure that the integrity and
intent of the program are being met. Therapy cats will only be allowed during afterschool
A. Therapy Animal Proposal Phase
Prior to a handler or staff member wishing to have a therapy dog or cat participate at a
school or in a program the handler or staff member will:
1) Schedule a meeting with the school administrator. Prior to meeting with the
administrator, the sponsoring staff member or handler must read the district
policy and procedures for utilizing therapy animals. They must complete the
therapy animal proposal form (2030F1) and include the purpose and intended
outcomes for the animals visit, the educational goals that will be achieved by the
therapy animals’ presence, frequency of the visits, how equity of opportunities
with the therapy dog or cat will be addressed, dates, times, and educator who
will be overseeing the visits. This proposal form must be submitted to the
school administrator one week prior to the scheduled meeting.
2) During the meeting the handler or sponsoring staff member and administrator
will discuss the proposal. The handler must be prepared to satisfactorily answer
any questions that the administrator may have.
3) Following the meeting, the school administrator will determine if the request
should be moved to the application phase. Within (5) school days the school
administrator will communicate the decision to the handler or sponsoring staff
B. Therapy Animal Application Process
To apply for permission to use therapy dogs or cats in the Snohomish School District the
following process must be completed. The information will be submitted to the
Superintendent or designee. Permission must be granted prior to the implementation of
the therapy animal coming on to district property.
1) The school administrator will write an e-mail to the handler or sponsoring staff
member communicating the approval of the proposal, which will begin the
application process, to be completed using form 2030F2. Principal approval does
not ensure acceptance of the application.
2) The lead handler and/or sponsoring staff member must submit an application
packet that includes the therapy animal certification, proof of insurance
provided by the certifying agency, fecal test results, the proposal form (2030F1)
that was shared with the school administrator.
The proposal and application process must be completed each school year.
Approval may be rescinded at any time at the sole discretion of the Superintendent or
designee. This will result in the exclusion from all district schools.
C. Prior to the Therapy Animal Starting in the School Setting
The school administrator will ensure that the following conditions are met:
1) Staff and families are given notice that the program or activity will be happening
with descriptions, instructional purpose, educational goals and outcomes of the
program, dates, and times.
2) There are opportunities for all students to access the program or activity.
3) Opportunity will be given for students to opt out of the program or activity
without disruption of their learning.
4) A hold harmless liability waiver (2030F4) will be sent home prior to the activity
taking place. The waiver must be signed by a legal guardian. A copy of the waiver
will be sent to risk management at the district office. If the activity is happening
after school and parents will be present, a permission slip will not be needed.
5) Parents will be notified as to who they should contact if they would like more
information, have questions or concerns.
D. Therapy Animal Certification
Animal assisted therapy is a goal driven intervention or activity that is directed and/or
delivered by a certified therapy animal handler. The purpose of the certification process
is to ensure that the therapy animal has the right temperament for therapy dog or cat
work and that the dog or cat and handler have met the criteria by passing the
1) The certification must be updated every two years. The certification must remain
current at all times
2) In addition to certification the handler must provide proof that vaccinations are
up to date and provide fecal test results. In addition, the animal must be clean,
well-groomed and housebroken.
3) The district will accept therapy dogs (during afterschool activities therapy cats *) who
can show proof of certification from the following agencies:
*Note: According to the Asthma and Allergy Foundation in the United States, as many as
three in 10 people with allergies have allergic reactions to cats and dogs. Cat allergies
are about twice as common as dog allergies. Cats may be allowed in after school
programs where the therapy cats and dogs can be separated.
Training and certifications by other agencies will not be accepted.
III. Parents or Animal Handlers
Parents or animal handlers who will be present in school for the purpose of assisting with a
service animal or a therapy animal are required to submit to a sex offender registry and
criminal background check. In addition, parents and handlers must comply with all standards of
conduct that apply to school employees and volunteers and submit their volunteer application
Visitors’ badges will be provided when checking in at the main office while on campus and must
be visible at all times. Visitors’ badges will not be required for after school activities
1. Neither the district, nor its employees, are responsible for the cost, care or supervision of
the service or therapy animal.
2. A service or therapy animal must be under the control of its handler. A service animal
must also have a harness, leash or other tether, unless either the handler is unable
because of a disability to use a harness, leash or other tether, or the use of the harness,
leash or other tether would interfere with the service animal’s safe, effective
performance of work or tasks, in which case the service animal must be otherwise under
the handler’s control (e.g., voice control, signals or other effective means);
3. The animal is to be in the control of the handler at all times. It is the responsibility of the
handler to watch for signs of stress in the animal and respond accordingly. Under no
circumstances is anyone other than a certificated handler to be put a position to control,
supervise or provide care for the animal. Disposal of animal waste is the responsibility of
handler and will not be managed by school custodial or maintenance staff.
4. The owner/handler of the service or therapy animal is responsible for any and all damage
caused by the service animal at school, on school premises or at school activities.
Insurance coverage will be provided by the agency which certifies the therapy dog or cat.
5. Damage to school property will be documented by the school administrator and reported
to the business office. Injuries will be documents on the Accident/Incident Report
(3418F3) and reported to the school administrator and Superintendent or designee.
V. Removal or Exclusion of a Service or Therapy Animal from School or School Property
The building principal or district administrator may request an individual to remove a service or
therapy animal from school, a school sponsored activity, or school property if the animal is out
of control and the animal’s handler does not take effective action to control the animal.
Examples of the animal being out of control include, but are not limited to the following.
1. The presence of the animal poses a direct threat to the health and/or safety of others;
2. The animal significantly disrupts or interferes with the instruction program, school
activities or student learning. However, annoyance on the part of the others is not an
unreasonable risk to property or others to justify the removal of the service animal;
3. The presence of the animal would result in a fundamental alteration of any school
4. The individual in control of the animal fails to appropriately care for the animal, including
feeding, exercising, taking outside for performance of excretory functions and cleaning
up after the animal;
5. The animal fails to consistently perform the function(s)/service(s) to assist or
accommodate the individual with the disability;
6. The animal is ill; or
7. The animal is not housebroken.
If the district excludes a service animal, it will provide the individual with a disability the
opportunity to participate in the service, program, or activity without having the service animal
on the premises.
A parent, employee, or visitor whose service or therapy animal has been excluded or removed
may appeal the decision to the Superintendent or designee.
VII. Animals Used in Instructional Programs
Prior to granting or denying requests to include animals in the school’s instructional program
the principal and CTE Director will evaluate and document the following items with the staff member:
1. Whether there is an educational benefit to be gained by the inclusion of the animal in
the instructional program, including the purpose, instructional goals, and student
2. Whether there is an appropriate plan for the control and handling of the animal;
3. That any health concerns involving students, staff or other animals have been
thoroughly addressed, for instance; allergies, the vaccination status of the animal,
indoor air quality concerns, or the transmission of disease from the animal;
4. Notification to families must occur when animals are included in a classroom activity.
Should parents/guardians choose to opt their student out of the activity there will be no
educational impact to the student;
5. The animal’s health, safety and well-being have been appropriately evaluated by a
veterinarian or documentation provided to and reviewed by the principal;
6. The employee’s plan for sanitary issues, including the treatment of animal wastes,
storage and preparation of food, personal protective equipment required, and the
personal hygiene of staff who will come in contact with the animal. Disposal of
animal waste is not the responsibility of the custodial staff and will be taken care of by
the instructor; and
7. The employees’ commitment to remove the animal from district property on weekends
and school breaks to care for the animal.
Adopted: February 23, 2022
Therapy animal Proposal Form- 2030F1
Therapy Animal Application Form- 2030F2
Animals in the Classroom Form- 2030F3
Hold Harmless Form- 2030F4
Program Evaluation- 2090
The district will provide a clear statement of expectations and/or standards for instructional
programs, provide staff the resources and support to achieve these stated expectations and/or
standards, and have guidelines for evaluating instructional programs and services to determine
how well expectations and/or standards are met.
The district will utilize a variety of educational measurement and assessment processes to:
1. Determine the effectiveness of the instructional programs;
2. Assess the progress of individual students in attaining students learning goals or
3. Identify the needs of individual students who are not progressing at their expected rates;
4. Identify students who are in need of specialized programs.
No test or measurement devices containing any questions about a student's or his/her family's
personal beliefs and practices in family life, morality/sex and religion will be administered,
unless the parent or guardian gives written permission for the student to take such a test,
questionnaire or examination.
Parents who wish to examine any assessment materials may do so by contacting the
Superintendent. Some assessment materials may not be able to be reviewed in advance of its
administration if the review may compromise the integrity of the assessment. Parents will be
notified of their child’s performances on any test or assessment conducted under the
Washington State Assessment Program. Parent approval is necessary before administering an
individual intelligence test or a diagnostic personality test.
District staff will prepare an annual report that reflects the degree to which district goals and
objectives related to the instructional program have been accomplished. The Superintendent
will annually review the assessment processes and procedures to determine if the purposes of
the evaluation program are being accomplished. Specifically, the district will adjust its
curriculum if student performance under the Washington State Assessment Program indicates
the district’s students need assistance in identified areas.
- Policy 4000 – Public Information Program
- Chapter 28A.230 RCW Compulsory Coursework and Activities
- RCW 28A.655.100 Performance goals – Reporting requirements
- WAC 392-500-020 Pupil tests and records – tests – school district policy
- WAC392-500-030 Pupil tests and records—Certain tests,
- WAC 392-500-035 Pupil tests and records – Diagnostic personality tests –
Parental permission required
Adoption Date: January 22, 1992
Revised: January 25, 1995, February 14, 2018
Program Evaluation Procedures- 2090P
A district program evaluation committee, that represents the staff will meet at least once per year to review the district assessment program. The committee will submit its recommendation to the Superintendent for the following year's testing program by May 15. The recommendation will include all standardized assessment activities to be conducted during the year, which are mandated by the district, the state of Washington or various categorically funded programs. The test committee shall be responsible for: In its review, the committee will consider such factors as:
1. Validity. Do the proposed assessment materials measure the district’s objectives? Are the items compatible with the district scope and sequence?
2. Administration. Are directions clear for the teacher and for the students? Is the format user friendly?
3. Interpretation of Results. Are results reported in a form that is meaningful to the teacher, the student, the district, and parents?
The proposed schedule will be approved by principals and by the Superintendent. The schedule will be distributed to individual schools by August 15. The district office will be responsible for ordering tests of any format, distributing assessment and scoring materials, and distributing administrative instructions or providing professional development as needed. After tests have been scored the assessment office will be responsible for:
1. Preparing reports on test results for board, instructional staff, parents/guardians and the general public.
2. Interpreting scores for staff and interested persons
3. Disseminating individual scores to staff responsible for counseling, screening and special placement of individuals
Adopted: January 22, 1992
Revised: February 14, 2018
Educational Opportunities for Student with a Military Parent- 2100
The Board recognizes that children with a parent in the military encounter unique educational and emotional challenges related to enrollment, course placement, and graduation because of frequent moves and deployment of their parents. To facilitate the placement, enrollment, graduation, and provision of special services for students transferring into or out of the district because of their parents being on full-time active duty in the uniformed services of the United States, including members of the National Guard and Reserve on active duty orders, the district supports and will implement its responsibilities outlined in the Interstate Compact on Educational Opportunity for Military Children (Compact), as adopted by the state of Washington. Uniformed services include the Army, Navy, Air Force, Marine Corps and Coast Guard, as well as the Commissioned Corps of the National Oceanic and Atmospheric Administration and public health services.
Eligible students are those enrolled in kindergarten through 12th grade who are children of active-duty personnel, active duty personnel or veterans who have been severely injured and medically discharged for a period of one year after discharge or retirement, and active duty personnel who die on active duty or as a result of injuries sustained on active duty for a period of one year after death. Students are not eligible for the provisions of the Compact if they are children of inactive National Guard or military reserves, retired personnel and veterans not included above, or U.S. Department of Defense personnel and other federal civilian service and contract employees not defined as active-duty members of uniformed service.
The Superintendent will establish procedures to ensure full compliance with the law and to facilitate communication and coordination between sending/receiving schools in Washington and other Compact-member states.
In addition to the Compact, Washington’s Compulsory School Attendance and Admission law specifically addresses residency requirements for student with a parent in the military. The district will conditionally accept applications for enrollment and course registration, including electronic applications, when a family serving in the military is transferred to, or is pending transfer to, a military installation within the state while on active duty pursuant to official military orders.
Within fourteen days of the arrival date stated on official military documentation, the parent must provide the district with proof of residence in the district. Any of the following constitutes proof of residence in the school district: A temporary on-base billeting facility; a purchased or leased residence, or a signed purchase and sale agreement or lease agreement for a residence; or any federal government housing or off-base military housing, including off-base military housing provided through a public-private venture.
- Chapter 28A.225 RCW Compulsory School Attendance and Admission
- Chapter 28A.705 RCW Interstate compact on educational opportunities for military children
Adoption Date: August 10, 2022
Educational Opportunities for Students with a Military Parent Procedures- 2100P
This procedure applies to eligible school-aged children enrolled in kindergarten through 12th grade.
Enrollment and Educational Records
A. For every child of a parent in the military in transition, the custodian of records in the sending school will provide on request unofficial or “hand-carried” education records to the parents so the student may transfer to another school. The receiving school will, upon receipt of the hand-carried records, enroll and appropriately place the student based on this information, pending validation by official records.
B. Simultaneous with enrollment and conditional placement of the student, the receiving school will request from the sending school the student’s official education records. Upon receipt of this request, the sending school will provide these official records to the receiving school within ten business days, excluding school breaks (spring, summer and holidays).
C. The parent or guardian of an eligible child in transition must obtain and provide documentation on a health department approved Certificate of Immunization Status (CIS) form regarding all immunizations required by the Washington State Department of Health on or before the child’s first day of school. Students must obtain all immunizations required by the state of Washington within 30 calendar days from the date of enrollment. For vaccines administered in a series, the first of the series must be obtained within the first 30 calendar days from enrollment.
D. In order to be enrolled in the district under the special rules of the Interstate Compact on Educational Opportunity for Military Children (Compact), students must provide, in addition to immunization records, official military orders showing that the child’s parent is a qualified member in the sending state. If a child formerly resided with a legal guardian other than the parent in the military, the student may provide proof of guardianship or other documentation to satisfy eligibility under the Compact. The student must also provide documentation from the sending school indicating the student’s record of attendance, academic information, and grade placement, in addition to evidence of the student’s date of birth.
E. A child of a parent in the military in transition will be allowed to continue their enrollment in the receiving school at the same grade level in which the student was enrolled in the sending school, regardless of age. A student who has satisfactorily completed the prerequisite grade level in the sending school is eligible for enrollment in the next highest grade level in the receiving school, regardless of age. A student transferring after the start of the school year in the receiving school will enter the school on the student’s validated level from an accredited sending school.
F. A child of a parent in the military in transition who is placed in the care of a noncustodial parent or other person standing in loco parentis living in a jurisdiction other than that of the custodial parent may continue to attend the school in which the student was enrolled while residing with the custodial parent. The school may not charge tuition in order to attend but may charge tuition for optional programs for which tuition is normally required. Transportation to and from the school is the responsibility of the non-custodial parent, unless otherwise required by law.
G. A custody order, special power of attorney or other applicable document relative to the guardianship of a child of a parent in the military and executed under the applicable law of each member state will be sufficient for the purposes of enrollment and other actions requiring parental participation and consent.
A. The district will waive specific course requirements for graduation if similar course work has been satisfactorily completed in the sending school. If not waived, the district will provide reasonable justification for the denial and will use its best efforts to provide alternative means of satisfying the requirement so that graduation may occur on time. Receiving schools may also waive additional requirements (volunteer work, graduation project) in order to facilitate on-time graduation.
B. For students entering high school in the 11th and 12th grades the Office of Superintendent of Public Instruction, in accordance with state law, will determine completion of graduation testing requirements by considering current Washington student transfer options. These options will be considered as an alternative to graduation testing requirements in the receiving school. If such options cannot be accommodated for a student in the student’s senior year, the following Section C will apply.
C. If a student transfers at the beginning or during their senior year and cannot graduate on time from the receiving school after all options have been considered, the receiving school will coordinate with the sending school to ensure that the student receives a diploma from the sending school if the student meets all the sending school’s requirements. If the sending school is not a member of the Compact, the receiving school will use best efforts to facilitate the student’s on-time graduation.
Attendance, Placement and Co-curricular Activities
A. The district will initially place a child of a parent in the military in transition who transfers before or during the school year in educational courses based on the student’s enrollment in the sending school and/or education assessments conducted at the sending school, to the extent that such courses are provided by the receiving school and if space if available. This includes but is not limited to: highly capable programs, honors, international baccalaureate, advanced placement, English as a second language and technical/career courses. The receiving school may perform subsequent evaluations to ensure the appropriate placement and continued enrollment of the student. The receiving school may allow the student to attend similar education courses in other schools within the district if the receiving school does not offer such courses.
B. In compliance with the federal requirements of the Individuals with Disabilities Education Act (IDEA), the receiving district will initially provide comparable services to a student with disabilities based on their current Individualized Education Program (IEP) developed at the sending school. The receiving school will also make reasonable accommodations and modifications to address the needs of incoming students with disabilities subject to a Section 504 plan. The district will also continue a student’s program under Title II of the Americans with Disabilities Act. The receiving school may perform subsequent evaluations to ensure the appropriate placement and continued eligibility of the student.
C. The district will facilitate the opportunity for the transitioning student’s inclusion in extracurricular activities, regardless of application deadlines, with consultation from the Washington Interscholastic Activities Association, and to the extent the student is qualified, and space is available. Application deadlines include tryouts, summer conditioning and other coach or district prerequisites.
Absence Related to Deployment Activities
A student whose parent or legal guardian is a full-time, active member of the uniformed services and has been called to duty for, is on leave from or immediately returned from deployment to a combat zone or combat support posting will be granted excused absences at the discretion of the Superintendent or designee to visit with the student’s parent or legal guardian relative to such leave or deployment.
Assistance for Families
Families needing assistance concerning rights under the Compact should contact: Teaching and Learning Department at TLS@sno.wednet.edu
Director of Youth Education Support Services
Child Youth and School Services
Joint Base Lewis McChord
School Liaison Officer
Naval Station Everett
Adoption Date: August 10, 2022
Program Compliance- 2106
Annually, on or before October 1, the Superintendent will determine if the district is in compliance with the following program requirements:
a. Current basic curriculum materials are available for required courses of study;
b. Provision is made for the supervision of instructional practices and procedures;
c. A program of guidance, counseling and testing services are maintained for students in all grades offered by the school district;
d. A learning resources program is maintained at each building;
e. The physical facilities of each school are adequate and appropriate for the educational program offered;
f. There is adequate provision for the health and safety of all students within the custody of the school district;
g. Appropriate measures are taken to safeguard all students and school district permanent records against loss or damage;
h. Current policies and procedures pertaining to the administration and operation of the school district are available online or in each school's administrative office;
i. The district is in compliance with the statutes which prohibit unequal treatment of individuals on the basis of sex, race, creed, religion, color, age veteran or military status, sexual orientation, gender expression or identity, the presence of any sensory, mental or physical disability, or the use of a trained guide dog or service animal by a person with a disability, and national origin in activities supported by common schools, and which require equal access to any youth groups listed as a patriotic society in Title 36 of the United States Code;
j. Equivalence among schools in teacher, administrators and auxiliary personnel and equivalence in the provision of curriculum materials and supplies among schools who receive Title I funds;
k. Within each school, the school principal has determined that appropriate student discipline is established and enforced. The school principal has conferred with the certificated employees in the school building in order to develop and/or review district disciplinary standards and the uniform enforcement of those standards; and
l. Written high school graduation requirements and rules have been adopted by the school district Board of Directors.
- Policy 1310 Policy Adoption, Manuals and Administrative Procedures
- Policy 2020 Course Design, Selection, and Adoption of Instructional Materials
- Policy 2090 Program Evaluation
- Policy 2104 Federal and/or State Funded Special Instructional Programs
- Policy 2410 High School Graduation Requirements
- Policy 3200 Rights and Responsibilities
- Policy 3210 Nondiscrimination
- Policy 3231 Student Records
- Policy 3410 Student Health
- Policy 4000 Public Information
- Policy 4040 Public Access to District Records
- Policy 5240 Evaluation of Staff
- Policy 6800 Safety Operations and Maintenance of School Property
Adoption Date: January 22, 1992
Revised Date: April 23, 1997 Revised, January 27, 2021
Comprehensive Early Literacy Plan- 2107
The district recognizes that early literacy is fundamental to students' development of listening, speaking, reading, writing and critical thinking skills. The district will develop and implement reading and early literacy services to kindergarten through fourth grade students based on student need for additional support.
The plan will include:
1. Annual use of screening assessments and other tools (e.g., Washington kindergarten inventory of developing skills, Washington state early learning and development guidelines for birth through third grade, the second-grade reading assessment under RCW 28A.300.310, local assessments) to identify at-risk readers; and
2. Research-based family involvement and engagement strategies, including those to help families and guardians assist student reading and early literacy skills at home.
In order to keep parents informed and engaged in their student’s reading progress, the district will require that report cards for students in kindergarten through fourth grade include information regarding the student’s progress toward reading skill acquisition and whether the student is reading at grade level.
If the student is not reading at grade level, the teacher and other appropriate school personnel will: 1) Advise the parent or guardian as to which interventions and/or strategies the district will use to help improve the student’s reading skills; and 2) Provide strategies for parents or guardians to use at home to assist their student in improving their reading skills.
Requirement specific to third grade students
Prior to the return of the results of the statewide student assessment in English language arts, teachers and parents of students in third grade who are reading below grade-level or who, based on formative or diagnostic assessment and other indicators are likely to score in the below basic level (level one in a four-level scoring system on the statewide student assessment) on the third grade statewide student assessment in English language arts will meet to discuss the student's progress. Teachers may use a regularly scheduled parent-teacher conference to satisfy this meeting requirement.
At the meeting, the teacher will inform the parents/guardians of:
- The requirements of this policy;
- The intensive reading improvement strategies that will be available to students before fourth grade; and
- The district's grade placement policy for the following year.
If a third-grade student scores below grade level on the third-grade statewide student assessment in English language arts and no meeting took place as set forth above, the principal or designee will notify the student's parents/guardians of:
- The fact that their student scored below basic;
- The requirements of this policy with regard to such a score;
- The intensive improvement strategy options available;
- The school district's grade placement policy;
- Contact information for a school district employee who can respond to questions and provide additional information; and
- A reasonable deadline for obtaining the parent's consent regarding the student's improvement strategies that will be implemented and the student's grade placement.
The district must obtain parent/guardian consent regarding appropriate grade placement and the intensive improvement strategy to be implemented. For students to be placed in fourth grade, the strategies discussed must include one provided, supported or contracted by the school district that includes a summer program or other options developed to meet the needs of students to prepare for fourth grade. The strategy must be implemented in consultation with the student’s parents/guardians.
If the district does not receive a response from a parent/guardian by the deadline or within a reasonable time thereafter, the principal or designee will make a decision on the student’s grade placement for the following year and the intensive improvement strategies that will be implemented during the following school year. If the principal and parent cannot agree on the appropriate grade placement and improvement strategies from the list of available options, the district will honor the parent’s request.
If a student does not have a score in English language arts on the third grade statewide assessment but the district determines or is able to anticipate (using district or classroom-based formative or diagnostic assessments or another standardized assessment), that the student is equivalent to below basic, the district will follow the same process for third grade students listed above.
Students in the transitional bilingual instruction program are exempt from this process, unless the student has participated in the program for three school years and receives a score of below basic on the third-grade statewide student assessment in English language arts. Students with disabilities whose individualized education program (IEP) includes specially designed instruction in reading or English language arts are exempt from this process.
Intensive reading and literacy improvement strategies
The district will choose and implement intensive reading and literacy improvement strategies from a state menu of best practices established by the Office of the Superintendent of Public Instruction (OSPI).
The district may use a practice or strategy not present on the state menu of best practices for two years initially. If the district is able to demonstrate that it has achieved improved outcomes for students over the previous two school years at a level commensurate with best practices on the state menu, OSPI must approve use of the strategy for one additional school year. Subsequent approval is dependent on continuing improvement.
Students with disabilities whose individualized education program (IEP) includes specially designed instruction in reading or English language arts will be provided reading and literacy improvement strategies as provided in the IEP.
In any school where more than forty percent of tested students received a score of basic (level two on a four level scoring system) or below basic on the third grade statewide student assessment in English language arts in the previous school year, the district will implement an intensive reading and literacy improvement strategy from the state menu or an alternative strategy as referenced above for all students in grades kindergarten through four at the school.
The district will require each school to report the number of students in kindergarten through fourth grade who are reading below grade level and the interventions being provided to those students to improve their reading. The information will be disaggregated by subgroups of students.
- Policy 2421 Promotion/Retention
- RCW 28A.320.202 Comprehensive system of instruction and services in reading and early literacy
- RCW 28A.655.203 Reading skills- report cards
- RCW 28A.655.230 Reading skill- Meeting for grade placement and strategies for student improvement – Exceptions
- RCW 28A.655.235 Intensive reading and literacy improvement strategy – Calculation of tested students at or below basic on third grade student assessment - State menu of best practices.
Adoption Date: December 9, 1998
Revised Date: January 27, 2021
Learning Assistance Program- 2108
The district will implement a learning assistance program designed to enhance educational opportunities for students enrolled in kindergarten (K) through twelfth (12th) grade who do not meet state English language arts or mathematics standards by providing supplemental instruction and services to those students.
Selection of Students
Students identified by the district to participate in the learning assistance program will be limited to:
1. Students who score below standard for their grade level using multiple measure of performance, which may include the statewide student assessments or other assessments and performance measurement tools administered by the school or district;
2. Students who are in grade eleven (11th) or twelve (12th) and are not on track to meet state or local graduation requirements;
3. Students identified in eighth (8th) grade in need of high school transition services, which may continue up through the end of ninth (9th) grade; or
4. Students who are identified by the district significantly at-risk of not being successful in school and to be served under the district’s readiness to learn program.
The district will use best practices in providing learning assistance program services to participating students. The district will select practices and strategies in accordance with WAC 392-162-041.
Coordination with Other Programs
The district may coordinate federal, state, and local programs in order to serve the maximum number of students who are below grade level in basic skills. Students receiving assistance in another special needs program may also be served in the learning assistance program if they meet student eligibility and selection requirements.
Annual Report to OSPI
The district will submit an annual report to the Office of the Superintendent of Public Instruction (OSPI) detailing the following:
1.The amount of academic growth gained by students participating in the learning assistance program
2.The number of students who gain at least one year of academic growth;
3.The specific practices, activities, and programs used by each school building that received learning assistance funds; and
4.The number of students served by the learning assistance program during the school year who were able to exit the program because student academic growth resulted in meeting the academic standard for grade level.
- Policy 6100 Revenue from Local, State and Federal Sources
- Policy 4130 Title I Parental Involvement
- Chapter 28A.165 RCW Learning assistance program
- WAC 392-162 Special service program – Learning assistance
Adoption Date: January 22, 1992
Revised Date: December 9, 2020
Instruction in Basic Skills, Work Skills and Course Requirements- 2111
Basic Skills, Work Skills and Course Requirements
In order to assure compliance with the basic skills, work skills, and course requirements of WAC 180-16-200, the superintendent shall implement procedures for verifying compliance at the outset of each school year as well as monitoring continuing compliance throughout the year. The procedures shall provide for:
1. Examining the proposed schedule and course offerings available to secondary students prior to each semester for compliance with the state requirements;
2. Reviewing any subsequent changes to the schedule of secondary course offerings to assure continued compliance;
3. Reviewing the schedule of secondary courses after the beginning of each semester to verify compliance;
4. Reviewing the elementary curriculum and hours of attendance annually to assure its continued compliance with the state requirements; and
5. Maintaining a record of the schedule of secondary course offerings for each semester and the schedule of hours of instruction offered to elementary and secondary students which will verify compliance with the requirements.
Adoption Date: January 22, 1992
Instruction in Basic Skills, Work Skills and Course Requirements Procedures- 2111P
Basic Skills, Work Skills and Course Requirements
In order to assure continuing compliance with the state minimum requirements for teaching of basic skills and work skills and for the total instructional hours:
Each secondary building administrator shall:
- Analyze any proposed course schedule to assure compliance with the minimum requirements of WAC 180-16-200 for basic skills, work skills and total hours of instructional offering;
- Review any change in the schedule to assure continued compliance;
- Retain as a permanent record the final printed schedule of course offerings to verify compliance with the requirements for both the mix of work skills and basic skills instruction and the total hours of instruction made available to students;
- Maintain a record of temporary deviations from the regular schedule, such as assemblies, in order to monitor the continued compliance with the minimum percentage requirements for work skills, basic skills and "other" instructional activities; and
- Provide the superintendent with a copy of all current records which verify continuing compliance with the course mix requirements of the Basic Education Act.
Each elementary building administrator shall:
- Maintain a record of the total hours of instruction scheduled for each elementary grade;
- Identify any instructional activities that do not constitute basic skills on the record;
- Ensure that the total instructional time made available to students meets the minimum required and that 95 percent of the instructional program in grades 1-3 and 90 percent in grades 4-6 are in the basic skills; and
- Provide the superintendent with a copy of all current records which verify continuing compliance with the course mix requirements of the Basic Education Act.
Revised: January 22, 1992
Continuous Progress Education- 2112
Continuous Progress Education
The board acknowledges its responsibility for developing and implementing the educational program designed to provide for sequential intellectual and skill development necessary for students to progress on a continuous basis from elementary through secondary school.
The superintendent is directed to develop instructional programs which will enable each student to learn at his/her best rate. The educational program shall strive to provide for:
- placement of a student at his/her developmental functional level;
- curriculum and instruction considered to be most appropriate to the student's learning style; and
- evaluation to determine if the desired student learning outcomes have been achieved.
Each year the superintendent shall determine the degree to which the educational program is being developed and implemented. Accomplishment reports submitted annually shall provide the board with the necessary information to make future program improvement decisions.
Adoption Date: January 22, 1992
Substance Abuse Program- 2121
The Board recognizes that the abuse of alcohol, drugs, and controlled substances, including marijuana (cannabis) and anabolic steroids, is a societal problem and may represent an impairment to the normal development, well-being and academic performance of students. To ensure the safety, health and well-being of all students, the Board is committed to the development of a program which emphasizes drug and alcohol abuse prevention, intervention, aftercare support and necessary corrective actions. The program will address the legal, social and health consequences of drug and alcohol use, and provide information about effective techniques for resisting peer pressure to use illicit drugs or alcohol. The program will be ageappropriate and developmentally based for all students in all grades.
The Board recognizes the effects to the school, home and community resulting from the abuse of alcohol, drugs, and controlled substances, including marijuana and anabolic steroids. While the primary obligation to seek assistance rests with the student and the student’s parent(s)/guardian(s), school staff will work with the home and community to develop and implement a comprehensive prevention and intervention program. The Board of Directors will seek the support, cooperation and coordination of public and private agencies through formation of an advisory committee, including representatives from the instructional staff, students, parents, state and local law enforcement staff and the county coordinator of alcohol and drug treatment or a representative of a treatment provider.
The Superintendent or designee is directed to develop and implement procedures to assess the scope of the problem of the use of addictive substances such as alcohol, drugs, and controlled substances, and to reduce and/or eliminate the problems associated with the use of alcohol, drugs and controlled substances.
Parents and interested community members are encouraged to visit the school and/or classroom to observe classroom activities and review instructional materials. At the conclusion of each year, the district will evaluate the effectiveness of the program.
- Policy No. 5203 Staff Assistance Program
- Policy No. 3241 Student Discipline
- RCW 28A.170.075 Findings - Intent
- RCW 28A.210.310 Prohibition on use of tobacco products on school property
- RCW 69.50.101 Definitions
- RCW 69.51a.060 Crimes – Limitations of chapter
- 20 U.S.C. § 7101 et seq. Safe and Drug-free Schools and Communities Act
- 21 U.S.C. § 811 Controlled Substances Act
Adoption Date: January 22, 1992
Revised Date: August 26, 2020
Equity in Accessibility to Course- 2121
Courses of study must reflect the needs of students. As needs change, program and course offerings must respond. At the beginning of each school year, the superintendent shall advise the board of any program changes, additions, or deletions that are planned for the year.
Courses, except for human sexuality classes or portions thereof, shall be accessible to all students regardless of gender.
Courses may require entry level performance standards, and/or prerequisite classes. Performance standards may be determined by student demonstration, recommendations, or previous grades in that content area.
Curriculum guides developed by staff as part of their duties shall become the property of the district.
Adoption Date: January 22, 1992
Equity in Accessibility to Course Procedures- 2121P
Equity in Accessibility to Courses
No course of study or program offering shall be added or eliminated without approval of the superintendent, nor shall any basic alteration or reduction of a course of study or program offering be made without such approval.
Information regarding course prerequisites must be provided in writing to students and parents in the district/building handbooks.
Revised: January 22, 1992
Sexual Health Policy- 2125
Sexual Health Instructional Program
Sexual Health is an important part of a child’s education. The intent of this policy is to ensure the Sexual Health curriculum is medically and scientifically accurate, age appropriate, suitable for all students regardless of sex, race, creed, religion, color, national origin, sexual orientation, gender expression or identity, and the presence of any sensory, mental or physical disability. The District’s sexual health education program will be consistent with the Guidelines for Sexual Health Information and Disease Prevention developed by the Department of Health (DOH) and the Office of Superintendent of Public Instruction (OSPI) in accordance with RCW 28A.300.475.
The Superintendent will establish procedures for the adoption of the Sexual Health Instructional Program which will be consistent with state law and will include involvement of parents, community representatives and staff members.
- The Resource Adoption Committee will identify a minimum of two curricula and materials to evaluate for the adoption process.
- Sexual health education, including information about parts of the body, reproduction, and related topics, will be included in the curriculum request to the School Board for approval.
- The approval of the curriculum will include the complete instructional program, consisting of teaching materials, texts, handouts, videos and any other resource materials needed to provide instruction.
- Opportunities will be made available for parents to review the materials that will be used and parents/guardians may request that their child be excused from Sexual Health class sessions. A parent/guardian who wishes to have their student excused from sexual health education may do so by filling a written request (2125F.1 or 2125F.2) prior to the planned instruction. • The Sexual Health Instructional Program, as used in this policy, will include specific identifiable curriculum and resource materials. Any revisions, version updates, or changes will be subject to the adoption process. This policy is specifically for the Sexual Health Curricula and does not include the general Health Curricula.
- Any Sexual Health Instructional Program used (or being evaluated or adopted) will be accessible in electronic or hard copy format for the public to view. Regardless of the format the materials will be a complete representation of the Sexual Health Instructional Program.
- No Sexual Heath Instructional Program will be presented to the Board for adoption or used in the District until after the established adoption procedures have been completed. The District may conduct a field test with the Sexual Health Instructional Program.
- If any community representative objects to compliance with the steps taken with this process, the community representative may request evidence of compliance with this procedure from the Superintendent or designee.
- Community input is desired and valued.
- 2126 - HIV-AIDS Prevention Education
- 2020 – Course Design, Selection and Adoption of Instructional Materials
- RCW 28A.300.475 Medically accurate sexual health education - Curricula – Participation excused – Parental review
- RCW 28A.600.480(2) Reporting of harassment, intimidation, or Bullying – Retaliation prohibited – Immunity
- WAC 392-410-140 Sexual health education – Definition – Optional course or subject matter – Excusal of students
Adoption Date: January 22, 1992
Revision Date: October 24, 2018
Sexual Health Procedures- 2125P
All instruction and materials for the District’s sexual health education program, will meet the following criteria:
A. Medically and scientifically accurate;
B. Age appropriate;
C. Appropriate for students regardless sex, race, creed, religion, color, national origin, sexual orientation, gender expression or identity, and the presence of any sensory, mental or physical disability.
D. Consistent with the Guidelines for Sexual Health Information and Disease Prevention;
E. Include instruction about abstinence;
F. Include information about contraceptives;
G. Include information about methods to prevent sexually transmitted diseases
The District’s program will provide sexual health education as defined by the Healthy Youth Act (RCW 28A.300.475).
A. Sexual health education:
The Healthy Youth Act defines sexual health education as:
1. The physiological, psychological and sociological developmental processes experienced by an individual;
2. The development of intrapersonal and interpersonal skills to communicate respectfully and effectively to reduce health risks and choose healthy behaviors;
3. Health care and prevention resources;
4. The development of meaningful relationships and avoidance of exploitative relationships; and
5. Understanding of the influences of family, peers, community and the media throughout life on healthy sexual relationships.
B. Medically and scientifically accurate:
The Healthy Youth Act defines medically and scientifically accurate as information that is verified or supported by research in compliance with scientific methods, is published in peer review journals, where appropriate, and is recognized as accurate and objective by professional organizations and agencies with expertise in the field of sexual health including but not limited to, the American College of Obstetricians and Gynecologists, the Washington State Department of Health (DOH) and the Federal Centers for Disease Control and Prevention.
Guidelines for Sexual Health Information and Disease Prevention: This publication, prepared by the DOH and the Office of Superintendent of Public Instruction (OSPI), provides the fundamental framework for establishing a medically and scientifically accurate sexual health education program for students. A copy of the Guidelines for Sexual Health Information and Disease Prevention is located on the DOH and OSPI Web sites.
Adoption of a Sexual Health Education Program
The District must ensure that all instructional materials are medically and scientifically accurate. All sexual health education programs must include information on methods to prevent pregnancy, HIV infection, and other sexually transmitted disease, and that abstinence as the only one hundred percent effective means of preventing pregnancy. . Abstinence may not be taught to the exclusion of instruction on contraception and disease prevention.
When choosing curriculum, District staff may examine the list of materials reviewed for medical and scientific accuracy that are located on the DOH website at www.doh.wa.gov. In determining curriculum, the District staff may review the OSPI’s list of commonly used sexual health education curricula that were reviewed for their alignment with the guidelines. Although the list is not exhaustive, the list is updated annually and is posted on the OSPI website at www.k12.wa.us. The District’s will ensure that the sexual health education program is consistent with the Guidelines for Sexual Health Information and Disease Prevention.
Resource Adoption Committee
The Resource Adoption Committee will identify curriculum and will consist of the Executive Director of Teaching and Learning, administrators and teachers. The Resource Adoption Committee will research and identify at least two (2) separate curricula and supporting materials for the consideration of the Sexual Health Curriculum Adoption Committee.
Sexual Health Curriculum Adoption Committee
The Sexual Health Curriculum Adoption Committee will review the curriculum recommended by the Resource Adoption Committee to ensure that all sexual health curricula, comply with applicable federal and state law and is relevant to the particular needs or unusual characteristics of the District. Additionally, this committee will ensure the Sexual Health curriculum is medically and scientifically accurate, age appropriate, suitable for all students regardless of sex, race, creed, religion, color, national origin, sexual orientation, gender expression or identity, and the presence of any sensory, mental or physical disability.
Sexual Health Curriculum Adoption Committee Membership
This committee will consist of the District’s Instructional Materials Committee (IMC) as organized in Policy 2020 which include six (6) teachers, four (4) parents (persons who have child(ren) attending Snohomish Schools, two (2) building administrators; the administrative assistant for Teaching and Learning Services, the Executive Director of Teaching and Learning Services, and two (2) community at-large representatives (persons who may or may not have child(ren) in Snohomish Schools). In addition to the IMC Committee, the District will include (2) community members chosen by an application process for the Sexual Health Curriculum Adoption Committee. The District will advertise via its website and communicate through each school open positions for this committee. An application form will be required, and the participants will be chosen by the information provided.
An effort will be made to balance the committee with K-12 representation and some members may serve in more than one role. All members will be appointed by the Superintendent or his/her designee. The Executive Director of Teaching and Learning Services will serve as the chairperson of this committee, and the administrative assistant for Teaching and Learning Services will serve as the secretary. Action by the committee will require that a quorum be present.
As part of the adoption process the District may conduct a field test. The Sexual Health Curriculum Adoption Committee will recommend to the Superintendent whether the field test should be opt-in or opt-out. The Superintendent will make the decision on the opt-in or optout status. Field testing can provide a flexible opportunity to investigate the effectiveness of curricular approaches, instructional materials, and/or assessment resources through careful experimentation for an identified purpose base on student needs. The schools and classes will be identified, and permission forms and materials will be provided to parents. If parents decide to have their child not participate in the class, they will be offered alternative educational opportunities that are exclusive of the sexual health subject.
Parent and Community Input
- Curriculum and materials under consideration will be made available to the public in electronic or hardcopy format for public review. All textbooks and other major items can be viewed at the District office.
- There will be two public meetings held to present information and gain public feedback and any written comments. Both meetings will be completed prior to the Sexual Health Curriculum Adoption Committee meeting. Sexual Health Curriculum Adoption Committee Review and Recommendation
- The Sexual Health Curriculum Adoption Committee will have an opportunity to review staff, parent, student, and community comments and confirm that the process was followed in choosing the curriculum to be recommended to the Board of Directors.
- Three options are available for the Sexual Health Curriculum Adoption Committee: they can recommend adoption, request revisions to the curricula which would be taken back to the Resource Adoption Committee for revisions and review or dismiss the curricula and direct the Resource Adoption Committee to research new material.
- If any revisions are made, if necessary, the curriculum will be brought back again to the Sexual Health Curriculum Adoption Committee for a second review. • The Executive Director of Teaching and Learning will recommend to the Superintendent the Sexual Health Curriculum as recommended by the Sexual Health Curriculum Adoption Committee.
- The Superintendent will ensure that all policies and procedures have been followed and any adjustments made prior to Board action.
- The Superintendent will recommend the chosen Sexual Health Curriculum to the Board for their approval. The approval process will require two Board meetings, first being informational and the second approval.
Parent/Guardian Material Review Process One month prior to providing instruction in sexual health education, the District will notify parents that all instructional materials are available to parents/guardians for review. The materials will include written materials and electronically formatted materials. The opportunity for review will be provided at a time and place convenient for parent/guardian participation such as evenings.
Parental/Guardian Notification Process
One month prior to teaching sexual health education, each school will provide written notice to parents of the planned instruction. A parent/guardian who wishes to have their student excused from sexual health education may do so by filling a written request (2125F.1 or 2125F.2) prior to the planned instruction.
Protest Procedure for Instructional Materials
When a parent/guardian or employee challenges any instructional materials used or is requesting material be restricted from use in the schools, the following steps should be taken:
1. Concerns should first be discussed with the certificated teacher and/or the school principal. All parties are urged to resolve the concern at this level.
2. If the concerns cannot be resolved through discussion at the school level, the following steps will be taken, and the challenged instructional material will continue to be used until a decision is rendered:
3. The parent/guardian or employee may register a request for reconsideration with the Superintendent or designee. This request will be forwarded to the Instructional Material Committee (IMC). The IMC will review the complaint and will respond with their recommendation, in a timely manner, to the Superintendent. The Superintendent will notify the complainant of the decision in writing within ten (10) school business days.
Adoption Date: October 24, 2018
Sexual Health Opt-out Form for 5th and 6th grade- (English) 2125F1a
Sexual Health Opt-out Form for Secondary (English)- 2125F1b
HIV/AIDS Prevention Education- 2126
The life-threatening dangers of HIV (human immunodeficiency virus) and AIDS (acquired immune deficiency syndrome and its prevention will be taught in the district. HIV/AIDS prevention education will be limited to the discussion of the life-threatening dangers of the disease, its transmission and prevention. Students will receive such education at least once each school year beginning no later than the fifth grade.
The HIV/AIDS prevention education program will be developed according to the policy and procedures for the course design, selection and adoption of instructional materials. The curricula and materials used in the HIV/AIDS education program will either be the model curricula and resources available through OSPI or, if developed by the school district, be approved for medical accuracy by the State Department of Health, HIV/AIDS Prevention and Education Services (Office on AIDS). District-developed curricula will be submitted to the HIV/AIDS Prevention and Educational Services accompanied by an affidavit of medical accuracy stating that the material in the district-developed curricula has been compared to the model curricula for medical accuracy and that in the opinion of the district, the district-developed materials are medically accurate. Upon submission of the affidavit and curricula, the district may use these materials until the approval procedure to be conducted by HIV/AIDS Prevention and Education Services has been completed.
At least one month before teaching HIV/AIDS prevention education in any classroom, the district will conduct, during convenient hours for the parents and guardians of the students, presentations concerning the curricula and material that will be used for such education. Parents/guardians will be notified of these presentations and that the curricula and materials are available for review. It will also be available for parents/guardians to review at the district office after the presentation. No student may be required to participate in HIV/AIDS prevention education if the student's parent or guardian, having attended one of the district presentations, objects in writing to participation using the districts opt-out form (2125F1a for 5th and 6th grades and opt-out form 2125F1b for secondary students).
The curriculum for HIV/AIDS prevention education will be designed to teach students which behaviors place a person dangerously at risk of infection from the human immunodeficiency virus (HIV) and methods to avoid such risk including, at least:
- The dangers of drug abuse, especially that involving the use of hypodermic needles;
- The dangers of sexual intercourse, with or without condoms; and
- Effective techniques for resisting peer pressure
The program of HIV/AIDS prevention education will stress the life-threatening dangers of contracting HIV/AIDS and will stress that abstinence from sexual activity is the only certain means for the preventing the transmission of HIV through sexual contact. The instruction will also stress that condoms and other artificial means of birth control are not certain means of preventing the transmission of the HIV/AIDS virus; and, reliance on condoms and other artificial means of birth control puts a person at risk for exposure to the disease.
- 3414 - Infectious Diseases
- 2125 – Sexual Health Education
- 2020 – Course Design, Selection and Adoption of Instructional Materials
- RCW 28A.230.070 AIDS Education in public schools- Limitations – Program adoption – Model curricula – Student’s exclusion from participation
- RCW 28A.300.475 Medically accurate sexual health education – Curricula Participation excused – Parental review
- RCW 70.24.250 Office on AIDS – Repository and clearinghouse for AIDS education and training materials – University of Washington duties
Adoption Date: October 23, 1991
Revision Date: March 14, 2018
Suicide Prevention- 2145
The Snohomish School District Board of Directors recognizes suicide, crisis prevention and promotion of good health of all students and staff to be important. In addition, any suicide or death of a student or staff member is an important and complex issue to be taken seriously. In both cases, the district’s actions should be thoughtful, pre-planned, and sensitive to all affected. In the event of any student or staff suicide or death, a coordinated response will be launched to support students, staff, and the community.
While district staff may recognize warning signs and assist with initial risk assessment, the district staff are unable to provide in-depth mental health counseling. Instead, district staff who gain knowledge of a suicide threat are expected to report this information to the building principal or designee, who will notify the affected student’s family, unless notification of the parents will jeopardize the student’s safety. Appropriate resource information for referral will be provided for further assessment and counseling.
The purpose of this policy is to protect the health and well-being of all district students and staff by having established procedures in place. The district will develop and implement procedures to achieve the board’s goals and objectives regarding suicide, crisis prevention and response.
- 3211 - Transgender Students
- 3207 - Prohibition of Harassment, Intimidation and Bullying
- 2140 - Guidance and Counseling
- RCW 28A.410.226 Washington professional educator standards board — Training program on youth suicide screening — Certificates for school nurses, social workers, psychologists, and counselors — Adoption of standards.
- RCW 28A.410.043 School Counselor Certification
- RCW 28A.320.1271 Model school district plan for recognition, initial screening, and response to emotional or behavioral distress in students.
- RCW 28A.320.127 Plan for recognition, screening, and response to emotional or behavioral distress in students.
Adoption Date: March 14, 2018
Suicide Prevention Procedures- 2145P
Suicide and Crisis Prevention and Response Procedures
A. Suicide and Crisis Prevention
Suicide prevention strategies may include, but are not limited to, efforts to promote a positive school climate that enhance students’ feelings of connectedness with the school and each other, and is characterized by respectful relationships among students and staff.
The district recognizes the need to offer mandatory training per RCW 28A.410.226 for school personnel who will respond to a student in crisis. The suicide, crisis prevention and response training will include information regarding risk and protective factors, a review of district policy and procedures, and the sharing of confidential information. The district will also provide a health education program.
1. Student Responsibility
The district will encourage students to notify a staff member when they experience suicidal thoughts, or intentions, or when they suspect, or have knowledge of another student’s despair and/or suicidal thoughts or intentions.
2. Staff Training
The district’s suicide prevention training will help staff identify and respond to students at risk for suicide. The training will be offered under the direction of a district counselor/psychologist and/or in cooperation with one or more community mental health or public health agencies and may include information on:
a. Identifying risk factors such as previous suicide attempts, history of depression or mental illness, substance use problems, bullying and harassment, family history of suicide or violence, feelings of isolation, interpersonal conflicts, a recent severe stressor or loss, family instability and other factors;
b. Warning signs that may indicate suicidal intentions, including changes in students’ appearance, personality or behavior;
c. School and community resources/services; and
d. District procedures for intervening when a student attempts, threatens, discloses the desire to commit suicide or displays other indicators.
3. Principal/Designee Prevention Planning
School administrative teams will designate specific individuals to be promptly contacted regarding a suicide threat including the school counselor, psychologist, nurse, Superintendent or designee, the student’s parent/guardian and, as necessary, local law enforcement or mental health agencies. The student support team will develop a re-entry plan, including a student/staff support plan for use after a suicide attempt.
Whenever a staff member suspects or has knowledge of a student’s suicidal intentions he/she will take proper steps to support the student, promptly notify the principal or school counselor and request that appropriate school staff conduct an initial risk interview. The principal or counselor will then notify the student’s parents/guardians as soon as possible, unless notification of the parents will jeopardize the student’s safety. The district may also refer the student to mental health resources in the community.
C. Parent Responsibility
If a student is determined to be at risk, the principal or designee will contact the parent/guardian and:
1. Ask the parent/guardian whether he or she is aware of the student’s mental state;
2. Ask the parent/guardian how he/she will obtain mental counseling or appropriate support for the student;
3. Provide names of community counseling resources, and offer to facilitate the referral if appropriate;
4. Determine the parent’s/guardian’s intent to seek appropriate services for the student; and
5. Discuss the student’s re-entry into school.
In the event that a death happens or a suicide occurs or is attempted, the principal or designee will follow the crisis intervention procedures contained in the school crisis intervention plan. After consultation with the Superintendent or designee and the student’s parents/guardians about facts that may be divulged in accordance with the laws governing confidentiality of student record information, the principal or designee may provide students, parents/guardians, and staff with information, counseling and/or referrals to community agencies as needed. School administrators may receive assistance from school counselors or other mental health professionals in determining how best to discuss the suicide or attempted suicide with students and staff. Following a suicide, the district will also assess the impact within all schools and the local community and provide appropriate information and support.
The district’s suicide prevention policy and procedure and the crisis intervention plan will be available through the student, staff, volunteer and parent/guardian handbooks, on the district website and in school and district offices. All requests for specific information regarding an incident will be directed to the building principal or designee.
The district will utilize school counselors, the crisis telephone hotline, physician/health care providers, mental health specialists, coaches and youth leaders, parents and clergy as resources for prevention and intervention. Community resources include:
1. Prevention Resources:
a. Washington Youth Suicide Prevention Program,
b. Washington State Department of Health,
c. Snohomish County Government,
1-800-584-3578 or 425-258-4357; and
d. 211 System – This is an information referral service, it assists with providing resources in your community.
2. Crisis Response Resources:
a. Emergency Response: 911
b. Local Crisis Hotline:
Snohomish County Government,
1-800-584-3578 or 425258-4357
c. National LifeLine:
1-800-273 and Talk (8255)
d. Local Community Mental Health Center:
Community Health Center of Snohomish County,
Adoption Date: March 14, 2018
Co-Curricular Program- 2150
The Board recognizes that the goals and objectives of the district can best be achieved by providing a broad offering of purposeful learning experiences, some of which are more appropriately conducted outside of the approved curriculum of the district. Such activities will ordinarily be conducted wholly or partly outside the regular school day and will be available to all students who voluntarily elect to participate. The co-curricular program encompasses approved curriculum-related activities.
The Board will approve all activities included within the Associated Student Body (ASB) program. The principal is authorized to approve curriculum-related activities that are not part of the ASB program and will make school facilities available for them and designate staff members to support and supervise them.
The district will not exclude any person from participation in any co-curricular program, deny any person the benefits of such a program or otherwise discriminate against any person in any co-curricular program on the basis of the categories identified in the district’s Nondiscrimination policy.
The criteria to be used by the principal for approving curriculum-related activities are:
A. The purposes and/or objectives will be part of a specific program or course offering;
B. The participating students will be currently enrolled in a related course or program or possess the entry level knowledge and/or skills to successfully participate in the activity;
C. The group will be supervised by a qualified staff member;
D. The cost of the activity must not be prohibitive to student or district;
E. The activity must comply with Title IX requirements;
F. All activity must take place on school premises unless approved in advance by the school principal; and
G. The activity must not be secretive in nature.
Curriculum related activities, whether approved by the Board as part of the ASB or by the principal, must meet at least one of the following criteria:
A. The subject matter of the activity is actually taught or will soon be taught in a regularly offered course;
B. The subject matter of the activity concerns the body of courses as a whole;
C. Participation in the activity is required for a particular course; or
D. Participation in the activity results in academic credit.
The Superintendent or designee will develop appropriate procedures for proper planning, funding, approval and implementation of all activities offered within the above guidelines.
The district will evaluate its intramural and interscholastic program at each school at least once each year to ensure that equal opportunities are available to members of both sexes with respect to participation in interscholastic, club and/or intramural programs. When determining whether equal opportunities are available, the district will consider each of the factors listed under WAC 392-190-025(3).
- Policy 2151 Interscholastic Activities
- Policy 3210 Nondiscrimination
- Policy 3510 Associated Student Bodies
- Policy 4260 Use of School Facilities
- 20 U.S.C. 4071 et seq. Equal Access Act
- RCW 28A.325.020 Associated student bodies – Powers and responsibilities affecting
- RCW 28A.600.200 Interschool athletic and other extracurricular activities for students – Authority to regulate and impose penalties – Delegation of authority - Conditions
- RCW 28.640.020 Regulations, guidelines to eliminate discrimination – Scope – Sexual harassment policies
- WAC 392-138-010 Definitions
- WAC 392-190-025 Recreational and athletic activities
- WAC 392-190-030 Recreational and athletic activities – Annual athletic evaluation
Adoption Date: February 26, 1992
Revised Date: January 12, 1994
Revised Date: December 9, 2020
Co-Curricular Program Procedures- 2150P
The co-curricular program consists of:
A. Activities that are curriculum-related and have been approved as part of the associated student body program; and
B. Curriculum-related activities that are not part of the associated student body program and which satisfy the conditions and criteria established in this policy and procedure.
Activities which operate as an approved associated student body program must have met all conditions as specified in the ASB Constitution. The school principal will be responsible for assigning a staff member(s) to supervise all such approved programs.
When an activity does not satisfy the ASB program conditions, or ASB status would not be necessary or beneficial, interested students and a proposed staff member sponsor may seek approval and recognition as a curriculum-related activity from the school principal. Each approved group must operate under the guidelines set forth by the principal, including, but not limited to, objectives, membership, supervision, proposed activities and funding.
Approved curriculum-related groups will have use of school facilities and equipment under terms set forth by the school principal. Groups that are not approved as a part of the cocurricular program may apply for use of the school facilities under conditions set forth in Policy 4260, Use of School Facilities.
Adopted Date: December 15, 1992
Revised Date: January 12, 1994, April 13, 1994, August 25, 1994, August 14, 1996, December 9, 2020
Extra-Curricular Programs- 2151
The extra-curricular programs of the Snohomish School District shall include three components:
- Extra-Curricular Athletics and Intramurals
- Extra-Curricular Non-Athletics
The board supports and recognizes the value of extra-curricular programs as integral parts of the total school experience for all students of the district and for the community as a whole. Participation in any of the activities in these programs broaden the student’s academic, personal, emotional, and physical growth. The extra-curricular programs function as an extension of the regular school curricula.
The purpose of this policy is to ensure that extra-curricular programs which are commensurate with the available financial resources exist in the Snohomish School District, to set the direction for these programs, and to charge the superintendent or designee with the task of obtaining input regarding procedures for effective, equitable co-curricular programs.
Extra-Curricular Athletic and Intramural Programs
Extra-curricular athletic programs shall include all activities related to competitive sports contests, games, or events, or sports exhibitions involving individual students or teams of students of this district when such events occur between separate schools within this district or with any schools outside this district.
The superintendent, in collaboration with school-level personnel, shall prepare procedures which govern the operations of the extra-curricular athletic program. Following input and collaboration with building-level staff, the superintendent shall prepare and present a program for the school year to the board for adoption. Each season, the principal or his/her designee will evaluate coaches as it relates to the athletic program in accordance with job description duties and responsibilities. The building principal or his/her designee will be responsible for this process which will foster constructive self-evaluation for each coach.
The extra-curricular intramural programs shall include all activities related to sports contests, games, or events involving individual students or teams of students within each school of this district that houses grades 7-12. Activities may occur before school, after school, or during lunch period(s) and may include contests, games, or events between separate 7-12 schools within this district.
The superintendent, in collaboration with school-level personnel, shall prepare procedures which govern the operations of the extra-curricular intramural programs.
Extra-Curricular Non-Athletic Programs
The extra-curricular activity programs shall include all non-sports activities, contests, or events that are either competitive or non-competitive involving individual students or teams of students of the district. These activities will develop leadership and interpersonal skills, individual poise, confidence, talent, and enhance intellectual and creative abilities.
The superintendent, in collaboration with school-level personnel, shall prepare procedures which govern the operation of the extra-curricular activity programs.
- District Policy No. 2150 Student Group Meetings
Adoption Date: January 22, 1992
Revised: April 26, 1995, August 28, 1996
Extra-Curriculum Program Procedures- 2151P1
Extra-Curricular Athletic Programs
I. The extra-curricular athletic programs shall be in compliance with the rules and regulations of the Washington Interscholastic Activities Association (WIAA).
II. During the 24-month period prior to the first participation in extra-curricular athletics in a middle school or high school, a student shall undergo a medical examination and be approved for extra-curricular athletic competition by a medical authority authorized to perform a physical examination (district Form No. 2151F.3).
III. The WIAA Athletic/Activity Code outlines rules pertaining to compliance with school and team rules, conduct, academic expectations, health/training rules and penalties for any violation of rules.
IV. Athletic participants must complete the following forms: Athletic/Activity Code 2151F1; Athletic Eligibility Form 2151F2, Pre-Participation History and Physical Examination Form 2151F3 and Concussion Form 2151F4.
V. Students participating in athletic programs are expected to maintain satisfactory academic performance in all school courses. A remediation plan and contract will be developed and followed for each student who does not maintain a "C" grade in each class in order for that student to continue participation in school athletic programs. Students will be monitored at the beginning of the sports season, as well as throughout the season in terms of academics and behavior.
VI. Students must attend three (3) of six (6) classes (prorated for reduced number of periods) on the day of participation in an athletic contest. The Athletic Director may waive this requirement.
VII. Use and scheduling of school facilities for practice and competitions shall be in accordance with the provisions of district Policy No. 4330, Use of School Facilities.
VIII. For all intrastate contests, meets, and tournaments, regardless of the number of schools involved, each participating school must obtain permission to attend from their local School Board.
IX. Each coach, athlete, parent, community member, teacher, and administrator will adhere to the “Guidelines for Attitudes and Values for the Snohomish School District and Athletic Community" (district Procedures No. 2151P.2).
IX. Grades 7-8 Extra-Curricular Athletics
A. The objective of the 7-8 grade athletic program is primarily to provide skill development with competition opportunities for all students.
B. Varsity teams in each of the following sports may be offered: Softball (G), Football (B), Cross Country (G/B), Volleyball (G), Basketball (G/B), Wrestling (B), Track (G/B
C. Varsity teams will be comprised of a limited number of students with higher skill level.
D. Varsity members may participate in the intramural program of the same sport, before or after the season, but not during the respective district-defined season.
E. Each varsity team will have one head coach, provided resources are available. Skill emphasis will be established by the high school head coach of each specific sport.
F. Intramural coaches may also serve as assistant coaches to the varsity coach.
G. Using one practice which is no longer than two hours as a guideline, coaches shall determine the number of practices each day, and the length of each practice, and shall communicate the practice schedules to athletes, their parents, and building level administrators/athletic advisor at the onset of the respective sports season. Such practices shall enhance the physical and skill level of the athletes and balance with their academic and family life.
1. A coach of a school team (contracted or volunteer) may conduct practice only during the WIAA sports season during the regular school year. Camps outside the sports season are permissible only if such camps are open to all boys and girls and special recruitment is not employed.
2. Practice days are considered to be Monday through Friday, with Saturday being an allowable practice day
3. Sundays and holidays may not be counted toward meeting the minimum practice requirements.
4. Participation on Sunday in any athletic contest or other WIAA sanctioned event cannot be expected or required of any school without prior permission and approval of each participating school’s local school board or designee, nor can any penalty of forfeiture be imposed for not participating on Sunday.
H. Practice times and facilities will be equally distributed between boys’ and girls’ teams.
I. The principal will determine if a fifth quarter will be played. If a fifth quarter is played, WIAA regulations will apply.
J. Each middle level school may field one or more A or B squads of 7-8 grade teams in each sport. The limitation of games is only for a particular squad and individual players.
K. Varsity teams will be provided with school uniforms, unless the uniform or part of the uniform cannot be used by another student and/or the uniform is kept by the student. In such cases, the student will be charged for the uniform.
X. Grades 9-12 Extra-Curricular Athletics
A. The objective of 9-12 grade athletics program is primarily to provide competition opportunities with skill development for all students.
B. Varsity teams in each of the following sports may be offered as follows:
1. Grade 9: Volleyball (G), Football (B), Basketball (G/B).
2. Grades 9-12: Volleyball (G), Football (B), Cross Country (G/B), Tennis (G/B), Basketball (G/B), Wrestling, Track (G/B), Fastpitch Softball (G), Baseball (B), Golf (G/B), Soccer (G/B), Swimming (G/B).
C. Junior varsity and sophomore teams may be provided in each sport, subject to league competition and district/ASB funding.
D. Even when a freshman sport program is offered, occasionally a freshman student with superior skills may compete in a varsity athletic program at the discretion of the coaching staff in that sport, providing he/she would see an appropriate amount of participation time as determined by the head coach.
E. An equal number of boys’ and girls’ teams shall be maintained.
1. Separate athletic teams will be provided for boys and girls if it can be shown that it is the best way to provide students of both sexes an equal opportunity to engage in a sport (e.g., tackle football for boys, volleyball for girls), and if the two separate programs provide substantially equal opportunities for competition, instruction, publicity, and awards.
2. If similar or equal programs for boys and girls are not provided, members of the opposite sex cannot be denied the privilege of turning out for a given team, and the district may not impose sanctions of any kind upon a co-educational team.
F. Each varsity team will have one head coach and assistant coach(es), if appropriate and resources allow.
G. Skills emphasis of a specific sport, grades 7-12, will be established by the high school head coach in collaboration with other coaches in each specific sport.
H. Using one practice which is no longer than two hours as a guideline, coaches shall determine the number of practices each day and the length of each practice and shall communicate the practice schedules to the athletes, their parents, and building level administrators/athletic advisor at the onset of the respective sport season.
1. Coaches shall communicate to the building level administrator with athletic coordination responsibilities their intent to hold any practice outside the regular Monday-Friday school week (e.g., weekend or vacation practice) prior to the practice being held. This is to ensure that facility arrangements have been made and that parents have been informed of the need for these practices.
2. A coach of a school team (contracted or volunteer) may conduct practice only during the WIAA sport season. Camps outside the sports season are permissible only if such camps are open to all boys and girls and special recruitment is not employed.
3. Practice days are considered to be Monday through Friday, with Saturday being an allowable practice day.
4. Sundays and holidays may not be counted toward meeting the minimum practice requirements.
5. Participation on Sunday in any athletic contest or other WIAA sanctioned event cannot be expected or required of any school without prior permission and approval of each participating school’s local school board or designee, nor can any penalty of forfeiture be imposed for not participating on Sunday.
I. Interscholastic teams will be provided school uniforms, unless the uniform or part of the uniform cannot be used by another student and/or the uniform is kept by the student. In such cases, the student will be charged for the uniform.
XI. The district athletic director, or designee as authorized by the School Board, shall have one (1) vote when voting by questionnaires, polls, WIAA District meetings or any other appropriate time. The local School Board shall list the representative(s) in WIAA matters on the annual WIAA membership form. The voting representative shall be the member school’s principal unless some other designee is authorized by the School Board via written notification to the WIAA.
XII. Certificated and assistant coaches are primarily responsible for imparting valuable educational experiences to student participants. Therefore, the WIAA believes that coaches and assistant coaches should have training in at least the essential areas of study required for a physical education teacher’s endorsement in Washington secondary schools.
A. No school team or individual contestant shall be eligible to represent a school in an athletic contest unless the coach is an employee of the school district in which they coach and has been employed to coach in compliance with RCW 28A.405.220 and/or WAC 180-79-230 (1) (iii). This requirement also applies to assistant coaches whether paid or volunteer who serve at all times under the direct supervision of a 2151P.1 Page 5 of 7 regularly certified coach. Assistant coaches may serve only upon approval of the school district board of directors.
B. Interscholastic coaches and assistant coaches shall have training in at least the essential areas of study required for a physical education teacher’s endorsement in Washington secondary schools. For initial employment or approval as an interscholastic coach or assistant coach, an individual must meet the following requirements:
1. Hold a valid current first aid certification card or have completed a school district approved Athletic Training/Sports Medicine course equivalent to the Red Cross first aid card training. A Sports Medicine course is to include prevention of injuries, recognition of injuries, emergency on-site procedures including transporting the injured, and rehabilitation of injuries. If a Sports Medicine course is used to fulfill this requirement, it must be renewed every three years.
2. Hold a valid CPR certification card or be enrolled in a CPR Card Course.
3. Have completed Hepatitis B-HIV/AIDS training.
4. Have on file the Washington State Patrol Criminal History Information Form.
5. Have completed all pre-employment forms as required by Human Resources.
C. Described below are the standards for interscholastic beginning, and experienced coaches. Coaches are responsible for keeping records of their required clock hours and to be in compliance with clock hours at all times. Copies of documentation shall be sent to the district athletic director or designee. Coaches must monitor their own compliance.
1. Beginning Coach
Must satisfy the following requirements and is designated by the following criteria:
a. Is a high school graduate.
b. Is at least 21 years of age for head coach and 19 for assistant coach.
c. Has 30 clock hours of training prior to beginning third year of coaching.
d. For head coach, annually passes the WIAA approved online sport rules test.
e. Demonstrates knowledge and understanding of school district and WIAA policies.
f. Has blood-borne pathogen training.
g. Has first aid/CPR training.
h. Has concussion training.
2. Experienced Coach
Must satisfy the following requirements and is designated by the following criteria:
a. Is a high school graduate.
b. Is at least 21 years of age for head coach and 19 for assistant coach.
c. For head coach, annually passes the WIAA approved online sport rules test.
d. Demonstrates knowledge and understanding of school district and WIAA policies.
e. Has blood-borne pathogen training.
f. Has first aid/CPR training.
g. Has concussion training.
D. Described below are the standards for an interscholastic coach for initial employment, progressive employment, and continuous employment.
1. Knowledge and Skills
a. Medical Aspects of Coaching - Health and Welfare
Care and prevention of student injury:
First aid and CPR certification
Athletic training/sports medicine
Chemical and substance abuse
c. Exercise Physiology
2. Legal Aspects of Coaching Litigation, Liability
a. School Physical Education, Sports, or Athletic Law
b. Annual review of rule changes and application of rules.
c. School Board Policies, WIAA Rules, School Law
3. Psycho-Social Foundations
a. Sociology and Psychology of Sports (adolescent psychology, sports sociology and psychology, motivation, dealing with sub- stance abuse.)
b. Philosophy of Interscholastic Activities Programs
4. Coaching Techniques
a. Instructional methods in physical education/activities.
b. Instructional methods in physical education for handicapped.
c. Instructional methods in interscholastic sports.
5. Philosophy/Sports Management Pedagogy
E. During any three-year period of coaching, a minimum of 15 clock hours of approved coaches’ standards courses selected or prescribed by the district shall be completed.
XIII. Volunteer/walk-on helpers provide support to the coaching staff. Volunteers do not have to be approved by the School Board.
A. Principals or a designee will approve volunteers/walk-on helpers.
B. Volunteers shall have name and date of birth background checks provided by Washington State Patrol.
C. Must be supervised/work in the presence of a contracted district coach at all times.
D. Have a valid CPR/first-aid card.
E. Has concussion training.
Extra-Curricular Intramural Programs
1. The objective of intramurals is to provide a sports skill development program with competition opportunities for all interested students. Skill development will be the primary objective and competition will be secondary.
2. The grades 7-12 intramural program may include: Fastpitch Softball, Flag Football, Cross Country, Basketball, Volleyball, Track, and Swimming.
3. The intramural program will accommodate all interested students with no elimination based on skill ability.
4. Intramural coaches will be assigned to officiate and supervise competition.
5. The intramural program may be scheduled during lunch periods, or before or after school, Monday through Thursday, facilities permitting.
6. Intramural teams may play within an in-school league with school district play-off games between Snohomish School District schools only.
7. Intramural teams will not be provided school uniforms. However, teams may handdesign their own T-shirt uniforms.
8. Co-ed intramural programs should be explored and implemented whenever possible.
See District Procedures No. 2150P, Student Group Meetings
Adoption Date: January 22, 1992
Revision Dates: April 26, 1995 August 28, 1996 October 23, 1996 May 28, 1997 October 14, 2009
Guidelines for Attitudes and Values Procedures- 2151P2
Guidelines for Attitudes and Values for the Snohomish School District and Athletic Community
The Snohomish School District and athletic community are committed to an athletic program that fosters the self-worth and self-esteem of all our student athletes. We believe the values and attitudes athletes learn through their participation in athletics can provide lessons that will help them be successful in life. The values and attitudes presented in this procedure list the values and attitudes the district believes are important and how it believes each group should demonstrate the value/attitude. The district believes that actions speak louder than words. The role of the administration and administrators is to specifically support, encourage and model all of the values identified as important. These guidelines shall be used for hiring coaches and for monitoring adherence to the values and attitudes which the district believes its student athletes and coaches should represent.
Revised: April 26, 1995, August 28, 1996
Athletic Code- (English) 2151F1
Athletic Code- (Spanish) 2151F1
Non-Curriculum Related Student Groups- 2153
Pursuant to the Equal Access Act, the Board authorizes non-curriculum-related student groups to meet before, after school or during non-instructional time, subject to the approval of the principal. Such approval will be granted provided that activities of the group are not disruptive to school operations and the members of the group comply with the rules established by the Superintendent or designee. The Board authorizes the Superintendent or designee to develop administrative procedures to create or maintain this “limited open forum.”
The principal will approve the non-curriculum-related student meeting or activity provided that:
- The meeting will be voluntary and initiated by students;
- The school or its staff will not be a sponsor of the group;
- The meeting will not materially and substantially interfere with the orderly operation of the school;
- Students will be responsible for the direction, control and conduct of the meeting. Guests must be registered and must not be regular participants;
- The use of public funds for other than incidental and/or monitoring costs will not be permitted. Funds acquired by non-curriculum related student groups will be considered non-associated student body private moneys and will be held in trust in a separate account within an associated student body fund that will be accessible by that student group;
- Staff members will not be compelled to attend when the meetings are contrary to the staff member’s beliefs; and
- The constitutional rights of all persons will be respected.
The principal will be responsible for the assignment of a room and for the approval and/or assignment of a staff member to monitor the meeting.
- Policy 2340 Religion-Related Activities and Practices
- Policy 2150 Co-Curricular Programs
- 20 U.S.C. §§ 4071-4074 – Equal Access Act
- Wash. Const. Art. I, § 11
- Wash. Const. Art. IX § 4
Adoption Date: August 23, 2023
- The meeting will be voluntary and initiated by students;
Special Programs- 2160
The district shall participate in those special programs which are funded by state or federal government for which a local need can be defined and for which a local program would be developed if funds were available. Board approval shall be required before submission of an application for such a program.
The superintendent shall adopt procedures in order that planning, implementation and evaluation phases of a special program are in compliance with the rules and regulations of the funding agency. Applications may include, but not be limited to, programs for the disabled, remediation (Learning Assistance Program and Chapter I), bilingual (English as a Second Language), gifted and talented (Highly Capable), and home and hospitalization.
Adoption Date: January 22, 1992
Special Programs Procedures- 2160P
The following are procedures for preparation, fiscal control and audit, monitoring, and evaluation of all special projects for the Snohomish School District. Special grant programs are those requiring submission of an application or proposal to receive funding such as disabled, remedial, bilingual, gifted and/or talented, home or hospitalization. It does not include traffic safety or vocational education programs which receive regular state and federal allocations for ongoing programs.
The purposes of these procedures are to:
- Provide proposal submission assistance that will increase the chances of success in receiving grant award.
- Provide assurance that the district meets program, fiscal and evaluation requirements for each grant award.
- Place the functions of the previous two purposes in a continuing role responsibility for more effective service and administration of special grants.
- Provide a needed service to program operators.
All special grant programs will be the responsibility of the designated coordinators of pupil services and special education services. The operation of such projects will be under the direction and responsibility of the department, and/or building usually responsible for such programs.
The procedures for teachers and/or administrators to apply for special grant projects are to:
- Review with and get approval of proposal idea from immediate supervisor. The immediate supervisor may suggest other approval channels such as the assistant superintendent or the superintendent.
- Discuss proposal idea or draft proposal with a designated coordinator (pupil services or special education services). This is to clarify and determine if other proposals are already in preparation or have greater/lesser priority.
- Write the proposal. The designated coordinator may provide technical assistance and suggestions for improving the proposal to get it into an acceptable submission format.
- Submit the proposal to the appropriate parent group if necessary.
- Submit the proposal to a state or federal office or private foundation.
- Submit a copy of proposal to designated coordinator and assistant superintendent.
Upon approval of the proposal by the granting agency, the teacher and/or administrator shall notify the assistant superintendent who in turn shall notify the affected district department/designated coordinator. That department coordinator shall:
- Begin operation of grant as specified in proposal and according to pre-established monitoring and final audit procedures.
- Monitor evaluation activities to comply with all formative and summative evaluation requirements.
- Approve any changes in the project scope, the funding, and/or planned expenditures.
The designated coordinator shall be the district contact person for all outside agencies regarding special grant programs.
Revised: January 22, 1992
Education of Students with Disabilities- 2161
Special Education and Related Services for Eligible Students
The district recognizes that students whose disabilities adversely impact educational performance and who require specially designed instruction can improve their educational performance when they receive special education and related services tailored to fit their needs. The district adopts the state’s full educational opportunity goal to provide students in need of special education services with a free appropriate public education.
Special education programs for eligible students will be an integral part of the general educational programs of this district, and will be operated in compliance with federal and state requirements governing special education. The district will provide a continuum of placement options which may include services within and outside the district depending on the student’s needs.
Not all students with disabilities are eligible for special education services. The needs of students with disabilities will be addressed individually and if, appropriate, the student will be provided accommodations, modifications, and/or related aids and services as required under Section 504 of the Rehabilitation Act in accordance with district policy and procedures.
Mediation or Resolution Agreements
The Board authorizes the Superintendent or a designee to bind the district to a mediation or resolution agreement.
Commencement Exercises/Certificate of Attendance
In order to participate in commencement exercises, students must have met the minimum criteria for graduation prior to the date of the exercise and otherwise be in good standing with their school through the commencement date. Minimum criteria for participation may be adjusted for students with an Individualized Education Program (IEP) whose disabilities have impacted their opportunity to accumulate credits. Each student’s IEP team will determine the student’s graduation plan, including graduation date. Students with an IEP who have attended four years of high school and whose IEP indicates a need for additional time to complete IEP goals and/or credits may request participation in commencement exercises. Student with an IEP will receive a certificate of attendance until they complete their credits for graduation.
The district Superintendent or designee will develop and maintain special education procedures necessary to implement this policy. This policy and the procedures will be available to the public.
- Policy 3246 – Special Education – Isolation and Restraint of Students with Disabilities
- Policy 2162 - Education of Students with Disabilities Under Section 504 of the Rehabilitation Action of 1973
- Policy 2410 – High School Graduation Requirements
- Policy 3231 – Student Records
- Policy 3241 – Student Discipline
- RCW 28A.155 Special Education
- RCW 28A.600.485 Restraint of students with individualized education programs or plans developed under section 504 of the rehabilitation act of 1973 Procedures-Definitions.
- RCW 28A.600.486 District policy on the use of isolation and restraint- Notice to parents and guardians of children who have individualized education programs or plan developed under section 504 of the rehabilitation act of 1973.
- RCW 28A.605.020 Parents’ Access to Classroom or School Sponsored Activities - Limitation
- Chapter RCW 49.60 Discrimination – Human rights commission
- Chapter 392-172A WAC Rules for the Provision of Special Education
- 29 U.S.C. 794 Section 504 of the Rehabilitation Act of 1973, as amended by the Rehabilitation Act Amendments of 1974, Pub. L. 93-516, 29
- U.S.C. 794 20 U.S.C. 1400 et seq. Individuals with Disabilities Education Improvement Act of 2004
- 42 U.S.C. 12131-12133 Americans with Disabilities Act of 1990
- 28 CFR Part 35 Nondiscrimination on the Basis of Disability in State and Local Government Services
- 34 CFR Part 99 Family Education Rights and Privacy Act FERPA)
- 34 CFR Part 104 Nondiscrimination on the basis of handicap in programs and activities receiving or benefiting from federal financial assistance
- 34 CFR Part 300 Assistance to States for the Education of Children With Disabilities
- 34 CFR Part 303 Early Intervention Program for Infants and Toddlers with Disabilities
Adoption Date: January 22, 1992
Revision Dates: January 26, 1994, January 10, 1996, June 28, 2000, March 26, 2008, March 25, 2014, March 22, 2017, August 10, 2022
Education of Students with Disabilities Procedures- 2161P
Special Education and Related Services for Eligible Students
The purpose of the district’s special education procedures is to address program areas where state and federal regulations require specific local procedures or permit local discretionary choices.
The state regulations governing implementation of special education services pursuant to the Individuals with Disabilities Education Act (IDEA) are addressed in Chapter 392-172A WAC. These procedures do not address all of the requirements established in the state regulations. District personnel who are not familiar with the regulations need to contact the director of special education if there are questions regarding special education. These procedures describe how the district implements its special education program.
Free Appropriate Public Education (FAPE)
The district will apply annually for Federal Part B and state special education funding to assist in the provision of special education and any necessary related services. This funding is in addition to students’ basic education funding and state special education funding.
The Superintendent, in consultation with building and special education staff, will annually determine whether to use Early Intervening Services (EIS) funding for students who have not been identified as needing special education or related services, but who need additional academic and behavioral support to succeed in a general education environment.
The district will annually report to the Office of Superintendent of Public Instruction (OSPI) the number of students receiving EIS; and the number of students who received EIS and subsequently received special education and related services under Part B of IDEA during the preceding two-year period.
Services to eligible special education students, age three to 21, will be provided without charge to the student. This does not include incidental fees that are normally charged to all students. Special education services will include preschool, elementary and secondary education and are provided in conformance with the student’s Individualized Education Program (IEP).
The district provides a continuum of services for students, regardless of the funding source. Where the district is unable to provide all or part of the special education or necessary related services, it will make arrangements through contracts with other public or non-public sources, inter-district agreements or interagency coordination.
Students Covered by Public or Private Insurance
The district may use Medicaid or other public insurance benefits programs in which a student participates to provide or pay for services required to provide a FAPE, as permitted by the public insurance program. However, the district will not:
1. Require parents to sign up for or enroll in public benefits or insurance programs in order for their student to receive FAPE under Part B of the IDEA;
2. Require parents to incur an out-of-pocket expense such as the payment of a deductible or co-pay amount incurred in filing a claim;
3. Use a parent’s or student’s benefits under a public insurance program if that use would:
a. Decrease available lifetime coverage or any other insured benefit;
b. Result in the family paying for services required after school hours that would otherwise be covered by the public insurance program;
c. Increase premiums or result in discontinuation of insurance; or
d. Risk loss of eligibility for home and community-based waivers, based on aggregate health- related expenditures.
The district may access a parent’s private insurance proceeds to provide FAPE to an eligible student only if the parent provides informed consent to the district. Whenever the district proposes to access the parent’s private insurance proceeds, the district will :
1. Obtain parent consent in accordance with Chapter 392-172A WAC each time the district wishes to access benefits for a new procedure; and
2. Inform the parents that their refusal to permit the district to access their insurance does not relieve the district of its responsibility to ensure that all required services are provided at no cost to the parents.
Before first accessing a parent’s or students’ public benefits, for the first time and annually after the first notification, the district will provide written notification using the prior written notice provisions under the WAC 392-172A-05010(3) that includes:
1. A statement of the parental consent provisions;
2. A statement of the “no cost” provisions;
3. A statement that the parents may withdraw their consent to disclose personally identifiable information to the agency responsible for administering the state’s public benefits or insurance; and
4. A statement that a parent’s withdrawal or refusal to consent does not relieve the school district of its responsibility to ensure that all required services are provided at no cost to the parents.
After providing the required notification, the district will obtain written informed consent from the parent allowing the district to disclose information from the student’s educational records to the agency responsible for administering the state’s public benefits for insurance programs. The consent will specify:
1. The personally identifiable information that may be disclosed, such as records or information about the services that may be provided to the student;
2. The purpose of the disclosure;
3. The agency to which the disclosure will be made; and
4. That the parent understands and agrees that the public agency may access the parent’s or student’s public benefits or insurance to apply for services under the act.
To avoid financial cost to parents who would otherwise consent to use private insurance, or public benefits if the parent would incur a cost such as a deductible or co-pay, the district may use its Part B funds to pay the cost the parents would incur.
The School Psychologist is responsible for providing the required notices and requests for consent to parents under this section.
Parent Participation in Meetings
The district encourages parental involvement and sharing of information between district and parents to support the provision of appropriate services to its students. As used in these procedures, the term “parent” includes biological and adoptive parents, legal guardians, persons acting in the place of a parent, such as relatives and stepparents, foster parents, persons appointed as surrogate parents and adult students.
Parents (and as appropriate, students) will be provided the opportunity to participate in any meetings with respect to the identification, evaluation, educational placement and provision of a FAPE, including IEP team meetings, school discipline, and truancy meetings.
When a meeting is scheduled, parents will be:
1. Notified of the meeting early enough that they will have an opportunity to attend;
2. Notified of the purpose, time, and location of the meeting and who will be in attendance; and
3. Notified of the availability of interpretation and translation services at no cost to the parents.
When the meeting is to address the IEP or placement:
1. The parent will be notified that the district or the parent may invite others who have knowledge or special expertise of the student; and
2. The meeting will be scheduled at a mutually agreeable time and place.
The district will take whatever action is necessary to ensure that the parent understands the proceedings of the IEP team meeting, including but not limited to, arranging for an interpreter for parents who are deaf or hard of hearing or whose native language is other than English. The district will maintain documentation of the language in which families prefer to communicate and whether a qualified interpreter for the student’s family was provided.
The staff person responsible for inviting the parents to meetings will keep documentation of the information provided and the methods used to notify the parents of the meeting. The district may proceed with the IEP or placement meeting if the district is not able to convince the parent to attend.
In this case, the district will document its attempts to arrange the meeting. This documentation will include records of telephone calls and the results, copies of correspondence sent to the parent and/or other means used to contact the parent.
This documentation will be kept in the student’s special education file.
If the parent cannot attend the IEP or placement meeting but wishes to participate, the district will arrange for other means to participate. This can include individual or conference phone calls, or other available means of conferencing. A meeting does not include informal or unscheduled conversations involving district personnel; conversations on issues such as teaching methodology, lesson plans, coordination of service provisions; or preparatory activities that district personnel engage in to develop a proposal or a response to a parent proposal to be discussed at a later meeting.
Identification and Referral (Child Find)
The purpose of Child Find is to locate, evaluate and identify children with suspected disabilities in need of special education services including those who are not currently receiving special education and related services and who may be eligible for those services. Activities are to reach:
1. Children residing in the school district boundaries including preschool-aged children;
2. Children attending approved, non-profit private elementary and secondary schools located within the district boundaries;
3. Highly mobile children (such as homeless ,in foster care and living in migrant conditions);
4. Children who have a disability and may need special education services even though they are advancing from grade to grade; and
5. Children at home or home schooled.
The district will consult with parents and representatives of private school students to ensure its Child Find activities are comparable in approved, nonprofit private schools located within district boundaries.
The district reaches students who may be eligible for special education services through:
1. Notification to parents of child find activities in its annual informational calendar;
2. Notification to parents’ district-wide through local papers or other media;
3. Information regarding child find on the district’s Web site;
4. Training teachers and administrators on referral/evaluation/identification procedures;
5. Written information provided to special education staff on referral procedures;
6. Ongoing student study teams at schools
7. Annual notification to private schools located in the district’s boundaries;
8. Notifying and coordinating with the designated Part C lead agencies;
9. Twice a year meetings with local daycare and preschool providers;
10. Early childhood screenings conducted by the district;
11. District informational mailings;
12. Posting notices regarding screening and referral in school buildings and public locations including DSHS community service offices, Employment Security offices, grocery stores, laundromats, daycares, community preschool sites and physicians’ offices.
When district staff members have concerns that a student may have a suspected disability that could result in eligibility for special education services, they will notify the building psychologist and/or principal to initiate a referral.
The district’s special education department conducts early childhood screenings for ages birth to five. These occur regularly at the district’s special education office . When parents or others inquire about screenings, the caller will be referred to special education department. The screening process involves the following:
1. Parents are asked to provide information to assist in assessing their child; and
2. Children are screened to assess cognitive, communication, physical, social-emotional and adaptive development.
Parents will be notified at the screening of the results and the parents will also be provided written notice of the results within 10 days of the screening. If the screening supports evaluation, written consent for evaluation will be obtained at the exit interview if possible, or consent forms will be included with the written notice notifying the parents of the results. If the screening results indicate that the child does not need an evaluation, written notice will be sent to the parents within 10 days of the screening explaining the basis for the district’s decision not to evaluate. Evaluation occurs in accordance with evaluation procedures.
A student, whether or not enrolled in school, may be referred for a special education evaluation by parents, district staff or other persons knowledgeable about the student. Referrals are required to be in writing unless the person referring is unable to write and/or communicate orally. A person who makes a referral orally must be provided with the district referral form in the requestor’s native language and offered assistance in completing the referral with the support of a qualified interpreter when needed.
When a referral is made, the district must act within a 25 school-day timeline to make a decision about whether or not the student will receive an evaluation for eligibility for special education services.
All certificated employees will document referrals immediately upon a referral being made to or by them. All other staff receiving a referral from another person will notify the building principal and/or the school psychologist. The school psychologist: (a) records the referral; (b) provides written notice of the referral to the parent; and (c) advises district personnel to collect and review district data and information provided by the parent to determine whether evaluation is warranted.
During the referral period the building special education referral team will collect and review existing information from all sources, including parents. Examples may include:
1. Child’s history, including developmental milestones;
2. Report cards and progress reports;
3. Individual teacher’s or other provider’s information regarding the child including observations;
4. Assessment data;
5. Medical information, if provided;
6. Other information that may be relevant to assist in determining whether the child should be evaluated.
If the review of data occurs at a meeting, the parent will be invited. The special education case manager provides written notice to the parents of the decision regarding evaluation, whether or not the parents attend the meeting.
Recommendations regarding evaluation are forwarded to the special education department.
After the special education referral team or the director of special education reviews the request for evaluation and supporting data and does not suspect that the child has a disability, the district may deny the request. In this case written notice, including the reason for the denial and the information used as the basis for the denial, must be given to the parent.
If the determination is that the child should be evaluated, the reviewers will include information about the recommended areas of evaluation, including the need for further medical evaluation of the student. This information will assist the district in providing parents prior written notice and will assist the district in selecting appropriate evaluation group members.
The special education case manager is responsible for notifying parents of the results using prior written notice. When the determination is that the child will be evaluated, parent consent for evaluation and consent for release of appropriate records will be sent with the notice.
The special education case manager will seek parental consent to conduct the evaluation without any unnecessary delay. The school district is not required to obtain consent from the biological parent if:
1. The student is a ward of the state and does not reside with a parent;
2. The parent cannot be located, or their rights have been terminated; or
3. Consent for an evaluation is given by an individual appointed to represent the student.
When the parent provides consent, the district will select an evaluation group. The evaluation group is to complete the evaluation within 35 school days after the district’s receipt of parent consent, unless:
1. The parents and district agree in writing to extending the timeline;
2. The parent fails or refuses to make the student available for the evaluation; or
3. The student enrolls in another school district after the evaluation is begun but before completion and the parent and new district have an agreement for completion of the evaluation.
If a parent does not provide written, informed consent for the evaluation, district staff will notify the director of special education. District staff will make a determination as to whether it wishes to use mediation to seek agreement to evaluate or file a due process hearing to override the parent’s refusal to consent. The district may not override a parent’s refusal to consent for an evaluation if the student is home-schooled or is unilaterally placed in a private school. If the parent does not provide written informed consent and the district does not use mediation or due process, the school psychologist will provide the parent with prior written notice informing the parent that the district cannot proceed with the evaluation to determine eligibility and is not responsible for providing special education and related services without an initial evaluation to determine eligibility.
Evaluation and Reevaluation
A. Evaluation of Students moving from Part C to Part B and Participation in Transition Planning Conferences
The district will participate in transition planning conferences, arranged by the local lead agency as designee of the Part C lead agency for each student who may be eligible for preschool services. Transition plans will be designed to promote uninterrupted provision of appropriate services to the child.
1. The early childhood TOSA will serve as the point of contact with the family resource coordinator for timely execution of transition planning conferences that are arranged at least 90 days before the student’s third birthday by the designee of the Part C agency;
2. Within twenty-five (25) school days following the transition planning conference, a determination whether or not to evaluate the student for Part B services will be made; and
3. The district will follow the procedures for obtaining consent and conducting an initial evaluation, if it determines that the student will be evaluated to determine eligibility for Part B services.
The district will follow the procedures for timelines and evaluation requirements for students moving from Part C to Part B except:
1. Students turning three, who were previously determined eligible for early intervention services under Part C of IDEA, will be evaluated for initial eligibility for special education services under Part B of IDEA. The evaluation must be completed in enough time to develop an initial IEP by the date of the student’s third birthday.
B. Evaluation Requirements
The purpose of the evaluation is to collect information about a student’s functional, developmental and academic skills and achievements from a variety of sources, to determine whether a student qualifies for special education and related services, and to develop an IEP. This includes information provided by the parent. All information gathered in this process is reviewed by the IEP team or other group of qualified professionals.
The evaluation must be an individual assessment designed to determine:
1. Whether the student is eligible for special education and any necessary related services; and
2. The nature and extent of special education and related services needed by the student, including information related to enabling the child to be involved in and progress in the general education curriculum.
The district will select the members of the evaluation group. Members selected must be knowledgeable about the student and the areas of suspected disabilities. Qualifications of a group member include having the appropriate professional license or certification and may include outside practitioners when necessary. When assessing for specific learning disabilities, the parent and a group of qualified professionals must be part of the group. If the student requires a medical evaluation in order to determine eligibility, the district will coordinate with the parents to arrange for the evaluation at district expense or through the use of public or private insurance if the parent consents to allow the district to use the insurance.
There are many legal requirements for conducting evaluations. Evaluation procedures or materials must be free of racial, cultural or sexual/gender bias and they must be used for the purpose for which they are valid and reliable. Tests must be appropriate for the student’s age and stage of developmental level. Tests should be administered in the native language of the student or conducted in the mode of communication most familiar to the student. If it appears to be clearly not feasible to conduct a procedure or test in the mode of communication most frequently used by the student, the IEP team will contact the special education administrator to develop an individualized strategy for valid evaluation of the student’s skills. The inclusion of parents in this collaboration is desirable and strongly encouraged.
Specific areas to be included in the evaluation are determined by the evaluation team and other qualified professionals, as appropriate, as part of a review of existing data concerning the student.
The evaluation does not rely on one source or procedure as the sole criterion for determination and should include:
1. Review of existing data, including corresponding response(s) to intervention (RTI), if applicable;
2. Relevant functional and developmental information;
3. Information from parents;
4. Information from other providers;
5. Information related to enabling access to and progress within the general education curriculum and assisting in determining whether there is a disability and the content of the IEP;
6. Current classroom-based evaluations, using criterion-referenced and curriculum-based methods, anecdotal records and observations;
7. Teacher and related service providers’ observations;
8. Testing and other evaluation materials, which may include medical or other evaluations when necessary.
All current evaluation data, as well as data previously reviewed by the team must be considered. Professional members of the evaluation team need to be familiar with qualifying disability definitions and criteria in federal and state rules.
This review of existing data may be in the form of a meeting of evaluation team members, or may be conducted without a meeting. It includes data provided by parents, data gathered in the general education classroom or from state and district level assessments. The data may provide information about the student’s physical condition, social or cultural background and adaptive behavior.
When additional assessments are necessary, the group members have the responsibility of selecting, administering, interpreting and making judgments about evaluation methods and results, and ensuring that the tests and assessments are administered by qualified personnel in accordance with the instructions of the test producer. The gathering of additional data in combination with existing data must be sufficiently comprehensive to address all areas of the suspected disability and any special education needs, whether linked to the disability category or not. If the IEP team determines that no additional data is needed, the IEP team will notify the student’s parent of that determination and the reasons for it and inform them of their right to request additional assessments. The district will complete the evaluation using existing data.
Parents and district staff are encouraged to work towards consensus, but the school district has the ultimate responsibility to determine whether the student has a disability or not. The school psychologist or case manager will provide the parent with prior written notice of the eligibility decision, as well as a copy of the evaluation report. If the parent disagrees with the eligibility decision, they will be informed of their dispute resolution options described in the procedural safeguards.
C. Specific Learning Disability (SLD)
The district continues to use the severe discrepancy approach for identifying students with a SLD. After the general education program implements a consistent and reliable response to intervention process throughout the district a combination of a severe discrepancy and response to intervention model will be considered by the district for SLD intervention.
Student response is only one element of determining whether a child has a specific learning disability. The evaluation will be comprehensive and address all areas of suspected disability and will also include whether the child performs adequately to meet the grade-level standards in the general curriculum and a determination that the failure to make progress is not the result of:
1. A physical, mental, emotional, cultural or environmental factor or limited English proficiency; or
2. Inadequate instruction in reading or mathematics.
D. Evaluation of Transfer Students
If a student transfers into the school district while an evaluation process is pending from the student’s prior district, the special education case manager is responsible for determining the status of evaluations conducted to date and making a determination as to whether the evaluation can be completed within the thirty-five (35) school day timeline from the date the parent provided consent. If the determination is that additional time will be needed, the school psychologist or case manager will notify the parent and obtain the parent’s agreement to establish a new timeline.
The evaluation group and the parent will determine whether or not the student is eligible for special education services.
1. A student is not eligible if the determinant factor is lack of appropriate instruction in reading or math, based upon the state’s grade level expectations or limited English proficiency; and
2. Eligibility may be determined by documented professional judgment when: a. Properly validated tests are unavailable; or b. Corroborating evidence indicates that results were influenced due to measuring a disability.
The parent will be provided with a copy of the evaluation report and the documentation of determination of eligibility.
Parents will also be provided with prior written notice of the eligibility decision within ten school days of the decision. The special education department is responsible for sending the notice.
Students remain eligible for special education services until one of four events occur:
1. The student is determined through a reevaluation to no longer be eligible for special education;
2. The student has met the district’s regular high school graduation requirements;
3. The student has reached age 21. A special education student, whose 21st birthday occurs after August 31, will continue to be eligible for special education and any necessary related services for the remainder of the school year; or
4. The student no longer receives special education services based upon a parent’s written revocation of services.
When a special education student is expected to graduate prior to age 21, or when graduation is part of the transition plan, the IEP team will document a student’s progress towards achieving course credits towards graduation on the transition portion of the IEP. The district will provide prior written notice to parents and adult students that the student is expected to graduate and will no longer be eligible for special education services. The district will also provide the parents and student with a summary of academic achievement and functional performance and recommendations to assist the student with postsecondary goals.
F. Evaluation Report
Each person conducting an assessment of the student will specify the procedures and instruments used and their results and the significance of findings related to the student’s instructional program, including a specification of the factors interfering with performance and the special education and related services needed.
The evaluation group will determine who is most appropriate to develop the evaluation report reflecting the evaluation information. This will be completed before the conclusion of the evaluation period and will, at a minimum:
1. Identify the disability that requires special education and related services, if a disability exists;
2. Discuss assessments and review data supporting conclusions regarding eligibility;
3. Include, if appropriate, the additional information required for the specific learning disability eligibility category;
4. Describe how the disability or disabilities affect the student’s involvement and progress in the general curriculum;
5. Make recommendations to the IEP team with respect to special education and related services needed, materials or equipment, instructional and curricular practices, student management strategies, and location of services;
6. Include other information, as determined through the evaluation process and parent input;
7. Provide any necessary professional judgments and the facts or reasons in support of the judgments; and
8. Be signed and dated by the evaluation group members certifying their agreement. Any group member who disagrees with the conclusions may prepare a statement presenting the conclusion.
The special education case manager is responsible for notifying parents of the date, time and location of evaluation meetings by following the procedures in the parent participation section for inviting parents to meetings.
A reevaluation of a student receiving special education or related services is conducted if academic achievement and functional performance warrants a reevaluation if the IEP team suspects that the student may no longer be a student with a disability or if the child’s parent or teacher requests a reevaluation. A reevaluation does not occur more than once per year unless parent and school agree otherwise. A reevaluation must occur at least once every three years, unless parent and school staff members agree that a reevaluation is unnecessary. An agreement that an evaluation is unnecessary will be confirmed in writing to the parent. The special education case manager will schedule a review of this determination and notify the special education department.
Students who turn six who met the eligibility requirements for the disability category of “Developmentally Delayed” (DD) under the criteria for ages three to six years need not be reevaluated at age six under the criteria for six to nine years until three years after their initial evaluation was completed.
Students who were previously eligible under the category “Developmentally Delayed” must be reevaluated before age nine to determine eligibility within another category.
As part of any reevaluation, the IEP team members, and other professionals the district determines appropriate will review existing data that includes:
1. Evaluations and information provided by the parents;
2. Current classroom-based assessment, local or state assessments and classroom based observations; and
3. Observations by other teachers and related services providers’ data.
Based on this review the team will determine whether any additional data is necessary to determine:
1. Whether the student continues to be eligible for special education and any necessary related services;
2. The present levels of performance and educational needs; and
3. Whether any additions or modifications to the student’s program are needed.
This review can occur with or without a meeting or through individual review. If the IEP team members and any other persons reviewing the data determine that no further testing is necessary, the district will notify the parents of this determination, using written prior notice and will inform parents that they have the right to request assessments if they disagree with the determination that additional testing is not necessary. Parent consent is not required if the reevaluation does not require additional testing:
1. If additional testing is needed, the district will request written parental consent for reevaluation and provide prior written notice identifying the areas of assessment;
2. If the parents do not return the signed consent form, the district will l send another letter explaining the need for reevaluation and parent consent and will enclose another consent form and a copy of the prior written notice. In addition, the district will document its reasonable attempts to obtain consent such as telephone calls, emails, personal contact and other efforts to obtain consent;
3. If the parents do not respond to the request for consent, and the district has documented its reasonable attempts to obtain consent, the district can proceed with the reevaluation; and
4. If the parents refuse to consent to the reevaluation, the evaluation group will notify the director of special education so that the district can determine whether it will seek mediation in order to obtain consent or request a due process hearing to ask an administrative judge to override the parent’s refusal to consent.
After the reevaluation is completed, the school psychologist or case manager will invite parents to the eligibility meeting and will provide prior written notice to parents after the meeting of the results of the reevaluation in parents’ primary language, indicating one or more of the following:
1. Whether the student continues to be eligible and in need of special education;
2. Present levels of performance and educational needs of the student; and
3. Whether any additions or modifications to the special education and related services are needed to enable the student to meet IEP annual goals and to participate, as appropriate, in the general curriculum.
This notice will occur within ten school days of the eligibility decision. The special education case manager is responsible for sending the notice.
H. Reevaluation and Graduation
No reevaluation is required when special education eligibility terminates due to graduation from high school with a regular diploma or due to reaching the end of the school year during which the student turned 21. Instead, the district will provide prior written notice to the student and parent, and the IEP team will provide the student with a summary of academic achievement and functional performance including recommendations on how to assist the student in meeting post-secondary goals. The IEP case manager is responsible for assuring that the IEP team completes the summary of academic achievement and functional performance.
I. Independent Educational Evaluations (IEE)
Parents of students eligible for special education, students referred for special education and determined to not be eligible or students determined not to need an evaluation have a right to obtain an IEE at public expense, each time the district conducts an evaluation of the student. When parents request an IEE the district must decide within 15 calendar days whether or not it agrees to provide it. Any parent request for an independent evaluation should be immediately referred to the director of special education. The director of special education will review the request and determine whether or not the request is warranted. If the district agrees to provide an IEE, arrangements will be made promptly. If the district denies the request to pay for an IEE, it must file for a due process hearing within 15 calendar days of the parent’s request. The district may request mediation as an option after filing the due process hearing. If the parents withdraw their request for an IEE the due process hearing can be dismissed.
When a parent requests an IEE, the district must provide parents a list of district criteria and evaluators. If the school district initiates a hearing and a decision is made that the district’s evaluation is appropriate, the parent still has the right to an IEE but not a public expense. A parent is only entitled to one IEE at public expense each time the district conducts an evaluation with which the parent disagrees.
If the parent obtains an IEE at either public or private expense, any results of the IEE must be considered by the district if providing FAPE. The IEE may also be presented as evidence at a hearing regarding the student.
The following criteria are established for the selection of an individual to conduct an IEE at public expense. These criteria are established in order to identify the knowledge, experience and qualifications of individuals selected to conduct the evaluations. Any individual selected to conduct either a district evaluation or an IEE must be:
1. Licensed, credentialed or otherwise qualified within the state of Washington to perform an evaluation in the specific professional discipline for which an independent evaluation is sought;
2. Knowledgeable and experienced in evaluating children with similar disabilities;
3. Geographically located within the state of Washington; and
4. Available to the district at a maximum fee which does not exceed by more than 25% the revailing average for similar evaluations within the state of Washington.
Exceptions to the criteria will be granted only when it can be shown that the unique circumstances of the child or the disability: 1. Make it impossible to identify anyone within the state of Washington who holds the appropriate credentials or experience necessary to conduct the evaluation; or 2. Require a specialized evaluator whose fee exceeds the prevailing average by more than 25%; or 3. Include any other factors that would warrant an exception in order to obtain an appropriate evaluation.
The term IEP means a written statement for each student eligible for special education that is developed, reviewed, and revised in a meeting in accordance with WAC 392-172A-03095 through WAC 392-172A-03100. The IEP reflects the implementation of instructional programs and other services for students who are eligible for special education services, based on the evaluation of student needs.
An IEP must be in effect before initiation of special education services. The IEP must be developed within 30 calendar days after the student’s initial determination of eligibility for special education services. IEPs must be updated annually, or revised more frequently if needed to adjust the program and services.
Parent consent is required before the initial provision of special education services. If a parent refuses to consent to the provision of special education services, the district may not use mediation or due process to override a parent’s refusal. When a parent refuses to provide consent the special education case manager will notify that parent that the district does not have a FAPE obligation to the student. The notification will be documented in the student’s file.
The district will maintain a copy of the current IEP which is accessible to all staff members responsible for providing education, other services or implementation of the IEP. All relevant staff members will be informed of their responsibilities for its implementation. This includes not only teachers and other service providers, but also bus drivers, playground and lunchroom supervisors, nursing staff and others who may be responsible for the proper implementation. The building principal is responsible for ensuring that staff members are knowledgeable about their responsibilities.
IEPs will be implemented without reasonable delay following IEP meetings, regardless of the payment source for special education and or related services.
Parents are members of the IEP team and will have the opportunity to fully participate. The district will make sure that the parents understand the proceedings, including arranging for an interpreter for parents who are deaf or whose native language is other than English. The district will also ensure that meeting locations are accessible. The case manager is responsible for coordinating interpreters and making arrangements for the meeting location.
The district will provide parents/guardians with a copy of the district’s Restraint, Isolation and Other Uses of Reasonable Force Policy 3246 with each initial and annual IEP.
The IEP team includes:
1. The parents of the student;
2. Not less than one general education teacher (or preschool teacher) of the student if the student is, or will be, participating in the general education environment. The general education teacher will, to the extent appropriate, participate in development of the student’s IEP, including determinations of: a) appropriate positive behavioral interventions and supports for the student and (b) supplementary aids and services, program modifications, and support for school personnel consistent with WAC 392-172A-01185 and WAC 392-172A-03110(2)(b);
3. Not less than one special education teacher, or if appropriate, not less than one special education provider of the student;
4. A representative of the district, who is qualified to provide or supervise the provision of special education and related services, is knowledgeable about general education curriculum, and is knowledgeable about the availability of district resources;
5. An individual who can interpret the instructional implications of the evaluation results;
6. Any other individuals who have knowledge or special expertise about the student. These individuals may be invited by both the district and the parents, at the discretion of the person making the invitation;
7. The student, when appropriate, or when required;
8. Students must be invited when the purpose of the meeting includes discussion of transition needs or services;
9. If another agency is or may be responsible for payment or provision of transition services, an agency representative will be invited, with the parent’s consent. If the agency representative cannot attend the meeting, district personnel will keep the representative informed of the meeting and obtain agency information that will assist in the service provision; and
10. Parents will be notified of the participation of the Part C service coordinator or other designated representatives of the Part C system as specified by the state lead educational agency for Part C at the initial IEP meeting for a child previously served under Part C of IDEA.
The parents and district must agree in writing before any of the above required team members are excused from all or part of a meeting. If a team member’s area of the IEP is being discussed or modified, then the parent and district must consent in writing to their excusal; and that specific team member must provide advance written input for their part of the IEP prior to the meeting.
Existing team members may fill more than one of the above roles if they meet the criteria for the role.
Sometimes parents do not attend IEP meetings. There will also be times the parents do not agree with the IEP as proposed, and despite attempts to reach agreement on IEP content, the team does not reach agreement. If a parent attends the IEP meeting and agreement is not reached on the IEP, the team will determine whether another IEP meeting should be scheduled as soon as mutually possible, or whether there is enough information to complete the IEP. When the decision is made that the IEP will be implemented, the district must send prior written notice of the decisions reached to the parent, including the date the IEP will be implemented.
When the parents do not attend the IEP meeting, despite the district’s efforts to ensure participation, or if the team does not reach agreement, it is the district’s obligation to offer an appropriate educational program:
1. Have IEP members present sign the IEP (or document participation if any member is unwilling to sign);
2. Send a copy to the parent, and provide the parent prior written notice that the district intends to implement the IEP; and
3. Forward the documentation of actual or attempted contacts to the special education department for processing when parents do not attend the meeting.
When making changes to an IEP after the annual IEP meeting for a school year, the parent and the district may agree not to convene an IEP meeting for the purpose of making changes. The parent and the district must complete a written document indicating the changes and inform IEP team members and appropriate individuals of the changes. If the parent requests that the district revise the IEP to include the agreed upon amendments, the special education case manager will revise the IEP.
IEP Preparation and Content
IEP teams will consider the recommendations in the most recent evaluation to develop the IEP. In developing the IEP, the team should consider:
1. The strengths of the student including the academic, developmental and functional needs of the student and the concerns of the parents for enhancing the education of their child;
2. Whether positive behavioral interventions and supports, including a behavior intervention plan, as defined by WAC 392-172A-01031, are needed to address the student’s behavior;
3. The language needs of the student as those needs relate to the student’s IEP, for a student with limited English proficiency;
4. Whether Braille instruction is appropriate for a student who is blind or visually impaired;
5. The communication needs of the student (and in the case of a student who is deaf or hard of hearing, consider the student’s language and communication needs), opportunities for direct communications with peers and professional personnel in the student’s language and communication mode; academic level; and full range of needs, including opportunity for direct instruction in the student’s language and communication mode; and
6. Whether assistive technology devices or services are needed.
IEP content must include:
1. The student’s present levels of academic and functional performance with a description of how the disability(ies) affect the student’s involvement and progress in the general curriculum or preschool activities;
2. Measurable academic and functional annual goals for the student (including benchmarks or short term objectives if the student is participating in alternate assessments) that will meet the student’s needs resulting from the disability(ies) to enable involvement and progress in the general curriculum or in preschool activities, and will meet the student’s other educational needs;
3. A statement of special education services, any necessary related services, and supplementary aids and services based on peer-reviewed research to the extent practicable to be provided to the student and program modifications or supports for personnel so that the student may advance towards annual goals, progress in the general curriculum and be educated and participate with other special education students and non-disabled students and participate in extracurricular and other nonacademic activities;
4. A statement of the extent, if any, that the student will not participate with non-disabled students in general classroom, extra-curricular and non-academic activities;
5. A statement of any individual appropriate accommodations in the administration of state or district-wide assessments of student achievement that are needed to measure academic achievement and functional performance of the child on state assessments. If the team determines that the student will not participate in a particular assessment, the IEP will address why the student cannot participate in the regular assessment(s) and why the particular alternative assessment is appropriate for the child, and document (a) that the parents were informed that their student’s academic achievement will be measured on alternate standards, and (b) how participating in an alternate assessment may delay or otherwise affect the student from completing the requirements for a regular high school diploma;
6. The date for the beginning of services and the anticipated frequency, location and duration of services and modifications;
7. A statement of how the student’s progress towards goals will be measured, how the student’s parents will be regularly informed of their child’s progress towards the annual goals, and whether the progress is sufficient to enable the student to achieve the goal by the end of the year. Measurement of the student’s progress will be based on the data collected as designated on the IEP. The individual responsible for implementing the goal is responsible for maintaining the data used to measure progress. Information to the parents can be provided at the same time the district issues progress reports or report cards, or other agreed times as identified in the IEP.
8. The projected beginning date for the special education and related services;
9. With an IEP that is in effect when the child turns 16, or sooner if the IEP team determines it is appropriate, a statement of needed transition services and any interagency responsibilities or needed linkages. The transition component must include appropriate measurable postsecondary goals based on age appropriate transition and assessments related to training, education, employment and independent living skills where appropriate; and the transition services (including courses of study) needed to assist the child in reaching those goals, and a description of how the postsecondary goals and transition services align with the high school and beyond plan (HSBP);
10. Emergency response protocols, if determined necessary by the IEP team for the student to receive a FAPE and parents provide consent. Emergency response protocols must meet the requirements stated in WAC 392-172A-02105;
11. A behavioral intervention plan (BIP), if determined necessary by the IEP team for a student to receive FAPE. The BIP must meet the requirements stated in WAC 392-172A-01031;
12. The procedures by which parents/guardians will be notified of the use of isolation or restraint or a restraint device on their student (see Procedure 3246);
13. A statement regarding transfer of rights at the age of majority. The special education case manager will provide prior written notice to the student and parents of the transfer of rights to the student at least one year prior to student turning 18 years of age;
14. Extended school year (ESY) services. The consideration for ESY services is a team decision, based on information provided in the evaluation report and based on the individual needs of a student. ESY services are not limited by categories of disability or limited by type amount or duration of the services. If the need for ESY services is not addressed in the IEP and ESY services may be appropriate for the student, the IEP team will meet by April 30th to address the need for ESY. Factors for the team to consider when determining the need for ESY may include but are not imited to: 1) Evidence of regression or recoupment time based on documented evidence; or 2) A documented determination based on the professional judgment of the IEP team including consideration of the nature and severity of the student’s disability, the rate of progress and emerging skills.
Use of Isolation, restraint and restraint devices
1. Imminent: The state or condition of being likely to occur at any moment or near at hand, rather than distant or remote.
2. Isolation: Restricting a student alone within a room or any other form of enclosure, from which the student may not leave. It does not include a student’s voluntary use of a quiet space for selfcalming, or temporary removal of a student from his or her regular instructional area to an unlocked area for purposes of carrying out an appropriate positive behavior intervention plan.
3. Likelihood of serious harm: A substantial risk that physical harm will be inflicted by a student:
a. Upon his or her own person, as evidenced by threats or attempts to commit suicide or inflict physical harm on oneself;
b. Upon another, as evidenced by behavior that has caused such harm or that places another person or persons in reasonable fear of sustaining such harm;
c. Upon the property of others, as evidenced by behavior that has caused substantial loss or damage to the property of others; or
d. After the student has threatened the physical safety of another and has a history of one or more violent acts.
4. Positive behavioral intervention: Strategies and instruction that can be implemented in a strategic manner in order to provide alternatives to challenging behaviors, reinforce desired behaviors, and reduce or eliminate the frequency and severity of challenging behaviors. Positive behavioral interventions include the consideration of environmental factors that may trigger challenging behaviors and teaching a student the skills to manage his or her own behavior.
5. Restraint: Physical intervention or force used to control a student, including the use of a restraint device. It does not include appropriate use of a prescribed medical, orthopedic or therapeutic device when used as intended, such as to achieve proper body position, balance or alignment or to permit a student to safely participate in activities.
6. Restraint device: A device used to assist in controlling a student, including, but not limited to, metal handcuffs, plastic ties, ankle restraints, leather cuffs, other hospital-type restraints, pepper spray, tasers, or batons. Restraint device does not mean a seat harness used to safely transport students. This definition is consistent with RCW 28A.600.485(1)(c) and is not intended to endorse or encourage the use of such devices or techniques with district students.
B. Practices presumed to be unreasonable when correcting or restraining any student under the age of 18:
Under RCW 9A.16.100, the following is a non-exclusive list of acts that are presumed unreasonable when correcting or restraining a child:
1. Throwing, kicking, burning, or cutting a child;
2. Striking a child with a closed fist;
3. Shaking a child under the age of three;
4. Interfering with a child’s breathing;
5. Threatening a child with a deadly weapon; or
6. Doing any other act that is likely to cause bodily harm to a student greater than transient pain or minor temporary marks.
This non-exclusive list should not be read so as to imply that another, unlisted form of correction or restraint is permissible. Whether or not an unlisted use of force or restraint is presumptively permissible depends upon a balanced consideration of all relevant state laws and regulations, and whether the use is reasonable under the totality of the circumstances.
C. Conditions specific to use of isolation:
1. The isolation must be discontinued as soon as the likelihood of serious harm has dissipated.
2. The enclosure will be ventilated, lighted and temperature controlled from inside or outside for purposes of human occupancy.
3. The isolation enclosure will permit continuous visual monitoring of the student from outside the enclosure.
4. An adult responsible for supervising the student will remain in visual or auditory range of the student at all times.
5. Either the student will be capable of releasing himself or herself from the enclosure, or the student will continuously remain within view of an adult responsible for supervising the student.
6. Any staff member or other adults using isolation must be trained and certified by a qualified provider in the use of trauma-informed crisis intervention (Including de-escalation techniques), and also trained by the district in isolation requirements, unless trained personnel are not immediately available due to the unforeseeable nature of the emergency.
D. Conditions specific to use of restraint and restraint devices:
1. The use of restraint or a restraint device must be discontinued as soon as the likelihood of serious harm has dissipated;
2. The restraint or restraint device will not interfere with the student’s breathing;
3. Any staff member or other adults using restraint or restraint devices must be trained and certified by a qualified provider in the use of trauma-informed crisis intervention (including deescalation techniques), and such restraint or restraint devices, or otherwise available in the case of an emergency unless trained personnel are not immediately available due to the unforeseeable nature of the emergency.
4. In the case of a restraint device, either the student will be capable of releasing himself or herself from the restraint device or the student must continuously remain within view of an adult responsible for supervising the student.
E. Prohibited practices involving restraint, use of force, and discipline:
The following practices are prohibited with students eligible for special education services:
1. District personnel are prohibited from using aversive interventions;
2. District personnel are prohibited from physically restraining or isolating a student, except when the student’s behavior poses and imminent likelihood of serious harm as defined above;
3. No student may be stimulated by contact with electric current, including, but not limited to tasers;
4. A student may not be denied or subjected to an unreasonable delay in the provision of food or liquid as a form of punishment;
5. A student may not be the recipient of force or restraint that is either unreasonable under the circumstances or deemed to be an unreasonable form of corporal punishment as a matter of state law (see above, for example, for a list of practices presumed to be unreasonable when used in correcting or restraining a child);
6. A student must not be denied or subjected to an unreasonable delay in the provision of common hygiene care;
7. A student must not be denied or subjected to an unreasonable delay in the provision of medication;
8. A student may not be excluded from his or her regular instructional or service area and isolated within a room or any other form of enclosure, except under the conditions set forth in WAC 392172A-02110;
9. A student must not be forced to listen to noise or sound that the student finds painful;
10. A student must not be forced to smell or be sprayed in the face with a noxious or potentially harmful substance;
11. A student must not be forced to taste or ingest a substance which is not commonly consumed or which is not commonly consumed in its existing form or concentration;
12. A student’s head must not be partially or wholly submerged in water or any other liquid.
13. A student must not be physically restrained or immobilized by binding or otherwise attaching the student’s limbs together or by binding or otherwise attaching any part of the student’s body to an object, except under the conditions set forth in WAC 392-172A-02110.
14. A student must not be subjected to the use of prone (lying face-down) and supine (lying face-up) restraint, wall restraint, or any restraint that interferes wit the student’s breathing.
F. Documentation and Reporting Requirements
Districts must follow the documentation and reporting requirements for any use of isolation, restraint, or a restrain device consistent with RCW 28A.600.485 and the parental notification requirement of RCW 28A.155.210. See Policy and Procedure 3246 and 3246P.
Students who transfer from one district to another within the state continue to be eligible for special education and any necessary related services. When an eligible student transfers into the district, the building principal or designee, will notify the special education department. The special education department in consultation with parents will review the student’s IEP to ensure the district provides services comparable to those in the previous IEP until the district adopts the previous IEP or develops, adopts and implements a new IEP.
When a student previously identified as eligible for special education transfers from out of state into the district, the building principal will notify the special education department as soon as possible. The school psychologist will review the evaluation, eligibility documentation and IEP to determine whether or not the student meets state eligibility criteria. If the student meets the state eligibility criteria, the district will follow the procedures described in the previous paragraph to provide comparable services until the district develops an IEP for the student. If the student needs to be evaluated to determine eligibility in this state, the school psychologist or case manager will notify the parents, obtain consent and evaluate the student for eligibility within 35 school days of the receipt of the parent’s consent. The district, in consultation with the parents, will continue to provide special education services comparable to the services on the student’s IEP, pending the results of the initial evaluation.
The school psychologist or case manager must take reasonable steps to promptly obtain records, including IEP supporting documents and any other records related to special education or related services from the previous school and will follow-up if these records are not provided.
No student may receive special education and related services without being determined eligible for services, and thus the evaluation process and IEP development precedes the determination of special education placement. When a student has been evaluated and the evaluation team and parent have determined student eligibility and the need for special education and related services, programming decisions must occur. These decisions are made on the basis of information generated through the evaluation and IEP processes. The actual program is considered within the context of least restrictive environment (LRE) and the continuum of placement alternatives (reviewed below).
When program decisions are addressed by the IEP team, proper consideration must be given to the student’s LRE. Within the educational setting, the student should be placed, whenever possible:
1. In the school the disabled student would normally attend; and,
2. With non-disabled students in the general educational setting to the maximum extent possible.
Special classes, separate schools or removal of students with disabilities from the general education environment occurs only when the nature or severity of the disability is such that education in the general education classroom with use of supplementary aids and services cannot be satisfactorily achieved.
If the IEP team believes that the student may not be successful within the general education classroom, the team will consider:
1. The educational benefits of full-time placement in a regular classroom;
2. The non-academic benefits of such a placement;
3. The effect the student will have on the teacher and other students in the regular classroom; and
4. The costs of placing the student in the regular classroom.
The degree to which the student is to be integrated into the general education classroom setting is dependent upon the identified needs of the student. This placement is to occur unless the nature of the needs is so severe that this cannot be satisfactorily achieved, even with supplementary aids and services. If the placement is in another building, the appropriate educational placement will be as close to the student’s home as reasonably possible.
Within the nonacademic setting, students will be provided nonacademic and extracurricular activities with non-disabled students. These opportunities include school sponsored clubs, athletics, transportation, health and counseling services, etc. Limits on nonparticipation or conditions of participation must be designated in the IEP.
The district will also make opportunities available for students eligible for special education to participate with non-disabled students in the district’s offered art, music, industrial arts, computer, consumer classes and home economics classes as appropriate.
Within the district, a continuum of alternative placement options exists spanning within a general education class or regular early childhood program, therapy room, resource room, self-contained, home-bound and out-of-district provisions. These options are intended to address the individual needs of students and they are considered according to the following process:
The placement of each student with a disability will be determined annually, or sooner if appropriate, by the IEP team.
The appropriateness of placement options will be based upon various decisions including:
1. Data-based judgments in IEP development;
2. Judgments (data-based) in determining LRE;
3. The reasonable probability of the placement option(s) assisting the student to attain annual goals and objectives and the quality of services needed; and
4. The consideration of potentially harmful effects upon the student or on the quality of services needed.
Placement options along the continuum must include alternative placement options identified in the definition of special education and make provisions for supplementary services such as resource room or itinerant instruction to be provided in concert with the general education placement.
Students Unilaterally Enrolled in Private Schools by Parents
On November 1st, the district will conduct an annual count of the number of private elementary and secondary school students eligible for special education who are unilaterally enrolled by their parents in a private school located within district boundaries. The director of special education will have timely and meaningful consultation with appropriate representatives of private schools and representatives of parents of private school students and make determinations about who will receive services and what services will be provided.
The purpose of the child count is to determine the proportionate amount that the district must spend on providing special education and related services, including transportation, to private elementary or secondary school students in the next fiscal year.
The district is required to spend a proportionate amount of federal special education Part B and Section 619 funds to provide special education and related services to private school students. In order to determine which students will receive services, what services will be provided, how and where the services will be provided, and how services provided will be evaluated, the district will consult with appropriate representatives and parents of private school students.
The district will make the final decision with respect to services to be provided to eligible private school students. The special education office will notify each approved nonprofit private school operating in the district. An initial meeting will be called by the district to discuss how to identify students, the amount of proportionate share, how the proportionate share was calculated, which students will receive services, what services will be provided, how and where services will be provided, and how services will be evaluated.
A private school student has no individual entitlement to any service or amount of service(s) they would have received if enrolled in a public school to receive FAPE. However, for each private school student receiving special education or related services, the district will initiate and conduct meetings to develop, review and revise a services plan describing the specific special education and related services that the district will provide. The services plan must: (1) meet IEP content requirements as appropriate; and (2) be developed, reviewed, implemented and revised annually consistent with the requirements for IEP review. The district will make every effort to include a representative from the private school at each meeting. If the private school representative is not able to attend, the district will use other methods, including individual or conference telephone calls, to assure the representative’s participation.
Private school students may receive a different amount of services than special education students in public schools. However, the services provided to special education private school students will be provided by personnel meeting the same standards as personnel providing the services in the district.
Services to students in private schools including private sectarian schools may be provided on-site. District personnel may be made available to private schools only to the extent necessary to provide the services required, if those services are not normally provided by the private school. Services will not include payment of private school teachers’ or other employees’ salaries, except for services performed outside regular private school hours and under public supervision and control.
Equipment and/or supplies may be placed on private school premises for the period of time necessary for the services plan program, but the district will retain the equipment or supplies.
A. Notice of Procedural Safeguards
The procedural safeguard notice used by the district includes a full explanation of all the procedural safeguards relating to independent educational evaluation, prior written notice, parental consent, access to educational records, discipline procedures for students who are subject to placement in an interim alternative educational setting, requirements for unilateral placement by parents of children in private school at public expense, state complaint procedures, mediation, the child’s placement during pendency of due process proceedings including requirements for disclosure of evidence, due process hearings, civil actions and attorney’s fees. Copies of the district’s special education procedural safeguards are available at the District’s Resource Service Center.
B. Consent The district will obtain informed, written parental consent before:
1. Conducting an initial evaluation;
2. Providing initial special education and related services to a student; and
3. Conducting a reevaluation if the reevaluation includes administration of additional assessments.
Parental consent is not required to review existing data as part of an evaluation or reevaluation, or to administer a test or other evaluation that is administered to all students unless consent is required of all students’ parents.
Informed consent means that the parent or adult student:
1. Has been fully informed of all information that is relevant to the activity for which the district is asking consent, and that the information is provided in the student’s native language or other mode of communication;
2. Understands and agrees in writing to the activity for which consent is sought and the consent describes the activity and lists any records which will be released and to whom; and
3. Understands that the granting of consent is voluntary and may be revoked at any time. If consent is revoked, the revocation does not negate an action that has occurred after the consent was given and before the consent was revoked.
The district may not use a parent’s refusal to consent to one service or activity to deny the parent or child any other service, benefit or activity of the district.
If the district is unable to obtain a parent’s consent, the district may use mediation procedures to obtain a parent’s consent or request a due process hearing asking the administrative law judge to override the parent’s refusal to consent to an evaluation or reevaluation. The district may not request a due process hearing to override a parent’s refusal to consent to initial special education services. The district may not use mediation or due process procedures to override a parent’s refusal to consent to an evaluation or reevaluation if the student is home-schooled or enrolled in a private school.
C. Revocation of Consent
Parents may revoke consent for the continued receipt of special education and related services. If parents revoke consent, the staff member receiving the revocation will forward the revocation to the special education director.
Upon receipt of the parent’s written notice of revocation, the school psychologist or case manager:
1. Will provide prior written notice for a reasonable time before the district stops providing services. The notice will include information about the effect of revocation and will inform the parent of the date the district will stop providing special education and related services.
Discontinuation of special education and related services in response to the parent’s written revocation will not be in violation of the IDEA and eliminates the district’s requirement to convene an IEP meeting or develop an IEP. However, the district does have a continuing Child Find duty, and staff will follow referral procedures if they believe the student should be referred for special education. In addition, parents may request that the district conduct an initial evaluation for eligibility for special education services after they have revoked the consent for continued services.
Prior Written Notice
Prior written notices are provided to parents when the district makes a decision relating to a student’s identification, evaluation, educational placement or provision of a FAPE to the student. Prior written notices document the decisions made by the IEP team and evaluation group.
The prior written notice will include:
1. A statement that the parents have procedural safeguard protections and if a copy of the procedural safeguards do not accompany the notice, a statement that describes how a copy of the statement of procedural safeguards may be obtained;
2. A description of the action proposed or refused by the district;
3. An explanation of why the district proposes or refuses to take the action and a description of other options that the district considered and the reasons why the options were rejected;
4. A description of any other factors which are relevant to the district’s proposal or refusal;
5. A description of each evaluation procedure, test, record or report the district used as a basis for the proposal or refusal; and
6. A description of any evaluation procedures the district proposes to conduct and sources for parents to contact to obtain assistance in understanding the procedural safeguards provision of this chapter.
Prior written notice and the notice of procedural safeguards must be provided in the native language of the parent or other mode of communication used by the parent unless it is clearly not feasible to do so. If the native language or other mode of communication of the parent is not a written language, the district will take steps to ensure that the notice is translated orally or by other means to the parent. This may involve:
1. Arranging for an interpreter if English is not the native language of the parent or if the parent has a hearing impairment; or
2. Providing notice orally if the written language is not a native language.
Special education case managers will document in writing how this information was provided and that the parent understands the content of the notice.
Transfer of Educational Rights to an Adult Student
When a student eligible for special education reaches the age of 18, all educational rights under Part B of the IDEA, previously exercised by the parent, transfer to the student, unless the student is determined incapacitated in a guardianship proceeding or the district has appointed an educational representative for the student. When the student turns 18, the special education case manager will notify the parent and student that the educational rights have transferred to the student and will send any required notices to both the parent and the adult student.
At an IEP meeting occurring one year before the student turns 18, the district will inform the parents and the student that educational rights will transfer to the student and the district will inform the student about those educational rights. This information will be documented on the IEP.
Appointment of an Educational Representative
A student over the age of eighteen is presumed to be capable of making educational decisions and able to provide informed consent unless the student is determined to be “incapacitated” through a legal guardianship proceeding. If a parent, another interested party, or the district believes that a student over the age of eighteen is unable to provide informed consent or to make educational decisions, and the student does not have a legal guardian, the parent or other interested party may ask the district to appoint an educational representative. This determination will only be made if two separate professionals, as defined by WAC 392-172A-05135(5)(a), state that they conducted an examination and interviewed the student, and concluded the student is incapable of providing informed consent. The district will inform the student of the decision and appoint either, the spouse, the student’s parents, another adult or a surrogate educational representative to represent the student. The appointment of the educational representative will continue for one year.
The student or other adult may challenge the certification at any time. If a challenge occurs, the district will not rely on the education representative, until the representative is recertified.
Confidentiality and Records Management
The district is responsible for maintaining the confidentiality of personally identifiable information pertaining to special education and all other students. The special education program director will maintain, for public inspection, a current list of the names and positions of district employees who have access to personally identifiable information of special education students. The district will provide parent and adult students, upon request, a list of the types and locations of educational records collected, maintained or used by the district.
The district will provide instruction annually to employees collecting or using personally identifiable information on the procedures to protect the confidentiality of personally identifiable information. The training will address the protections outlined in Chapter 392-172A WAC, state law and federal regulations implementing the Family Educational Rights and Privacy Act, FERPA, (34CFR Part 99).
Upon request, the parent(s) of a special education student or adult student will be afforded an opportunity to inspect, review and challenge all educational records which will include, but not be limited to, the identification, evaluation, delivery of educational services and provision of FAPE to the student. The district will comply with the request promptly and before any meeting regarding an IEP or hearing relating to the identification, evaluation, educational placement of the student or provision of FAPE to the student, including disciplinary proceedings. In any case, the district must respond no more than 45-calendar days after the date the district received the request. If an educational record includes information on more than one student, the parents (and/or adult student) may only inspect and review information relating to their child. School personnel receiving requests for educational records will immediately forward the request to the special education department.
If parents believe that information in an education record is inaccurate or misleading or violates the privacy or rights of the student, they may request that the district amend the information. Policy and Procedure 3231, Student Records, describes the process and timelines for challenges and hearings regarding student records.
The district follows the guidelines for records retention outlined in the Secretary of State’s, General Records Retention Schedule and Records Management Manual. The district will inform parents or adult students when personally identifiable information collected, maintained or used is no longer needed to provide educational services to the student. The information will be destroyed at the request of the parent(s) or adult student, or will be provided to the parent or adult student upon their request. However, a permanent record of the student’s name, address and phone number, his or her grades, attendance, record, classes attended, grade level completed and year completed will be maintained without time limitation.
Records management is also governed by Policy and Procedure 4040, Public Access to District Records.
A surrogate parent is a person appointed by the school district to act on behalf of a student to help ensure the rights of the student to a FAPE when a parent cannot be identified, the whereabouts of the parent are unknown or the student is a ward of the state and does not have a foster parent.
The special services department is responsible for determining the need for appointment of a surrogate parent.
Natural or adoptive parents, foster parents, persons acting in the place of a parent such as stepparents or relatives and persons with legal custody or guardianship are considered parents. Students who are homeless and not living with a parent may need a surrogate parent.
The following is guidance for the district to follow to assist in determining the status of the parent’s rights to make educational decisions:
1. In cases where the student is in out of home care the district must determine the legal custodial status of the child.
2. Parents who have voluntarily placed their child in state placement still retain legal custody of the child and retain the right to make educational decisions. In this situation the student is not a ward of the state;
3. Parents whose children are placed in group care, pending a determination of “dependency” may still retain rights to make educational decisions unless otherwise ordered by the court;
4. When a disposition order and order of dependency is issued, the state becomes the legal as well as physical custodian of the child. Parents may no longer have the right to make educational decisions during this stage of dependency; and
5. Parents whose parental rights are terminated no longer have the right to make educational decisions on behalf their child. When a student is placed in foster care, the foster parent may act as the parent.
When a student is placed in group care, the district will work with the parents, case-worker(s), foster parents and others who have knowledge of the student’s legal status in order to determine the need for appointment of a surrogate.
When selecting a surrogate parent, the district will select a person willing to participate in making decisions regarding the student’s educational program, including participation in the identification, evaluation, placement of and provisions of a FAPE to the student.
If a student is referred for special education or a special education student transfers into the district who may require a surrogate parent, the district special education office will be notified of the potential need. The special education office will then select a trained individual who can adequately represent the student to ensure that all student rights are observed.
The person selected as a surrogate:
1. Must have no interest that conflicts with the interests of the student they represent;
2. Must have knowledge and skills that assure adequate representation of the student; and
3. May not be an employee of a school district and/or other agency that is involved in the education or care of the student. This includes OSPI, DSHS, district employees and group care providers.
The district will at a minimum, review with the surrogate parent procedural safeguards, parent involvement in the special education process, parent education publications and special education regulations. The district will also cooperate with other districts, the ESD or OSPI in training surrogate parents and in establishing a list of persons willing and able to serve as surrogate parents.
The purpose of mediation is to offer both the parent and the school district an alternative to a formal due process hearing. Mediation is voluntary and requires the consent and agreement of both parties. Mediation cannot be used to deny or delay access by a parent to a due process hearing. Mediation is used to resolve disagreements concerning the identification, evaluation and delivery of educational services or provision of a FAPE to a special education student. Mediation may be terminated by either party at any time during the process.
The primary participants are the parents, school district representatives and mediator. The process is voluntary, confidential and informal. It is a collaborative process, conducted in a non-adversarial manner. Mediation services will be provided by the Office of Superintendent of Public Instruction (OSPI) at no cost to either party.
The district’s director of special education is responsible for coordinating requests for mediation. If a parent requests mediation, notify the director and the director will respond to the parent and coordinate with OSPI’s contracted agent. Staff members are reminded that discussions that occur during the mediation process are confidential.
One person designated by the district to attend the mediation must have authority to bind the district in any agreement reached through mediation.
Due Process Hearing
Both parents and districts may file due process hearings involving the identification, evaluation, placement or provision of FAPE to a student. The IDEA requires that specific information be provided as part of a due process hearing request. The requirements are identified in the notice of procedural safeguards. If parents request information about how to file a due process hearing, the district will provide the parent with a due process hearing request form that contains the required information. Due process hearing request forms are available at the special education office and on the OSPI Special Education and Administrative Resources Web site.
If any staff receives a request for a due process hearing, a copy of the request should be immediately forwarded to the director of special education. If the parent has not filed the request for hearing with OSPI, the district will forward the parent request to OSPI Administrative Resources Section. The district may not delay or deny a parent’s due process hearing request. Parents are entitled to a copy of the notice of procedural safeguards if this is the first due process hearing in a school year. The director of special education is responsible for providing the parents a copy of the procedural safeguards in this situation and documenting that the safeguards were provided to the parent.
When a parent files a due process hearing, the student remains in the placement at the time of the request for hearing unless the parents and district agree to a different placement. The student’s status during the pendency of any proceedings does not preclude the IEP team from meeting, as needed or as required, and updating and implementing the student’s IEP, unless those changes are in dispute. See the discipline section below for placements when a disciplinary action is challenged. When parents file a request for a due process hearing, the director of special education will immediately schedule a resolution meeting. The meeting must occur within 15 days after a parent files a due process request with the district and provides a copy of the request to Office of Administration Hearings (OAH) , or within seven days if the hearing request involves an expedited hearing regarding discipline. The director of special education will determine the appropriate district staff who will attend the resolution meeting. The district will ensure that one of the district representatives attending the resolution meeting has authority to bind the district in any resolution agreement. The district will not bring district counsel to a resolution meeting unless the parent is bringing an attorney to the meeting.
Any resolution agreement reached will be documented in writing and is binding on the parties. The document will inform the parent of their right to void the agreement within three business days of signing the agreement.
Students eligible for special education may be disciplined consistent with the disciplinary rules that apply to all students. The district will determine on a case by case basis whether discipline that is permitted under WAC 392-400 should occur. However, students eligible for special education must not be improperly excluded from school for disciplinary reasons that are related to their disability or related to the district’s failure to implement a student’s IEP. The district will take steps to ensure that each employee, contractor and other agents of the district responsible for education or care of a student is knowledgeable of special education disciplinary rules.
Removal Up to Ten Days
School Administrators may order the removal of a special education student from a current placement. The district need not provide services to a special education student removed from the current placement for ten school days or less in any school year, if services are not provided to a student without disabilities.
Removal for More than Ten Days
Once a student has been removed from placement for a total of ten school days in the same school year, and if the district determines that the removal is not a change of placement, the district must, during subsequent days of removal, provide appropriate services to the extent necessary to enable the student to participate in the general curriculum, although in another setting, and to progress toward meeting the goals set out in the student’s IEP. The special education department in consultation with one or more of the student’s teachers will make the determination of such necessary services.
Change in Placement
A change of placement occurs when an eligible student is:
1. Removed from the student’s current placement for more than ten consecutive school days in a school year; or
2. Subjected to a series of removals in a school year and which constitute a pattern of removal because: a) the series of removals total more than ten (10) school days in a year; b) the student behavior is substantially similar to the student’s behavior in previous incidents that resulted in the series of removals; and c) because of factors such as the length of each removal, the total amount of time a student is removed, and the proximity of the removals to one another.
Whether a pattern of removal constitutes a change in placement is determined on a case-by-case basis by the building principal and director of special education and is subject to review through due process and judicial proceedings.
Within ten school days after the date on which the district makes a decision to change the student’s placement the district will conduct a manifestation determination meeting to determine the relationship between the student’s disability and the behavior subject to the disciplinary action.
A review of the relationship between a student’s disability and the behavior subject to the disciplinary action will occur at a meeting that includes the parent and relevant members of the IEP team who are selected by the parent and the district. The special education case manager is responsible for contacting the parent in order to determine relevant IEP team member and providing notice of the meeting.
The team will review all relevant information in the student’s file, including the IEP, teacher observations and information provided by the parent to determine:
1. If the conduct was caused by or had a direct and substantial relationship to the child’s disability; or
2. If the conduct in question was the direct result of the district’s failure to implement the student’s IEP.
If the team determines that the behavior resulted from any of the above, the behavior must be considered a manifestation of the student’s disability. The district will take immediate action to remedy the deficiencies, and will:
1. Conduct a functional behavioral assessment (unless already completed) and implement a behavioral intervention plan if one is not already in place; or
2. Review the existing behavioral intervention plan and modify it to address the behavior; and
3. Return the child to the placement from which the student was removed from unless the parents and the district agree a change is necessary as part of the behavioral intervention plan, or unless the infraction involves drugs, weapons or serious bodily injury.
Pursuant to WAC 392-172A-05149, school personnel may order a change in placement to an appropriate interim alternative educational setting for not more than 45 school days without regard to whether the behavior is determined to be a manifestation, if a special education student:
1. Carries or possesses a “dangerous weapon” at school, on school premises or to a school function;
2. Knowingly possesses or uses “illegal drugs” while at school, on school premises or at a school function;
3. Sells or solicits the sale of a “controlled substance” while at school , on school premises or at a school function; and
4. Inflicts serious bodily injury upon another person while at school, on school premises or at a school function. Serious bodily injury means a substantial risk of death, extreme physical pain, protracted and obvious disfigurement or protracted loss or impairment of the function of a bodily member, organ or mental faculty.
Any interim alternative educational setting in which the student is placed is determined by the student’s IEP team and will:
1. Be selected so as to enable the student to participate in the general curriculum, although in another setting and to progress toward meeting the goals set out in the student’s IEP; and
2. Include services and modifications designed to address the behavior or to prevent the behavior from recurring.
The district may ask an administrative law judge, or seek injunctive relief through a court having jurisdiction of the parties, to order a change in placement to an appropriate interim alternative educational setting for not more than forty-five (45) school days or seek injunctive relief through a court having jurisdiction of the parties when:
1. The district believes that maintaining the student’s current placement is substantially likely to result in injury to the student or others. If the student’s IEP team believes that the student may not be maintained in his or her current placement, the IEP team should work with the district’s special education department on determining appropriate causes of action.
Unless the parent and the district agree otherwise, if a parent requests a hearing to challenge either the manifestation determination or the interim alternative educational setting, the student must remain in the interim alternative educational setting pending the decision of the hearing officer or until the expiration of the forty-five (45) day period, whichever occurs first.
Basis of Knowledge
A student who has not been determined eligible for special education services may assert the protections if the district had knowledge that the student was eligible for special education before the behavior that precipitated disciplinary action occurred.
The district is deemed to have knowledge if:
1. The parent expressed concern in writing (or orally if the parent does not know how to write or has a disability the prevents a written statement) to district supervisory or administrative personnel or a teacher that the student is in need of special education and related services;
2. The parent requested that the student be evaluated for special education services; or
3. The teacher or other school personnel has expressed specific concern about a pattern of behavior demonstrated by the student to the director of the special education department or to other supervisory staff.
If instituting disciplinary action that would exceed ten days and the principal believes that one or more of these events applies to the student, the principal will notify the special education department to determine the appropriate disciplinary procedures.
The district is not deemed to have knowledge if, as a result of receiving the information described above, the district either:
1. Conducted a special education evaluation of the student and determined that the student was not eligible for services; or
2. The parent of the student has not allowed an evaluation of the child or has refused services.
If the district is not deemed to have knowledge that a student is a special education student, the student may be disciplined as a student without disabilities who engages in comparable behaviors.
The district will conduct an evaluation, which is requested during the time period such a student is subjected to disciplinary measures, in an expedited manner. Until the evaluation is completed, such a student will remain in the educational placement determined by the district, which depending upon the behavior can include suspension or expulsion.
Notwithstanding the foregoing, the district may report a crime committed by a special education student to appropriate authorities. In the event of such a report, the district will ensure that copies of the student’s special education and disciplinary records are transmitted for consideration by the appropriate authorities to whom the crime is reported, to the extent transmission of the records is permitted by the Family Educational Rights and Privacy Act (FERPA).
All employees of the district funded in whole or part with state or federal excess special education funds will meet the standards established by the Professional Educator Standards Board (PESB) and defined in WAC 392-172-A-02090.
All employees will hold such credentials, certificates or permits as are now or hereafter required by the PESB for the particular position of employment and will meet such supplemental standards established by the district.
Special education and related services must be provided by appropriately qualified staff. Other staff including general education teachers and paraeducators may assist in the provision of special education and related services, provided that the instruction is designed and supervised by special education certificated staff (or early childhood special education certificated staff, deaf education certificated staff, deaf education with American Sign Language proficiency certificated staff, teacher of the visually impaired certificated staff), or for related services by a certificated educational staff associate. Student progress must be monitored and evaluated by special education certificated staff or for related services, a certificated educational staff associate.
In the event a special education teacher does not have a certificate endorsed in special education (or early childhood special education endorsement, deaf education endorsement, deaf education with American Sign Language proficiency endorsement, teacher of the visually impaired endorsement) , a district may apply for a pre-endorsement waiver through the special education section of the OSPI. To qualify for the special education pre-endorsement waiver, the teacher must meet PESB criteria outlined in WAC 181-82-110.
If the district must temporarily assign a classroom teacher without a special education endorsement (or early childhood special education endorsement, deaf education endorsement, deaf education with American Sign Language proficiency endorsement, teacher of the visually impaired endorsement) to a special education position, the district Human Resources Director will document in writing that:
1. The district is unable to recruit a teacher with the proper endorsement who was qualified for the position; and/or
2. The need for a teacher with such an endorsement could not have been reasonably anticipated and the recruitment of such a classroom teacher at the time of assignment was not reasonably practical; and/or
3. The reassignment of another teacher within the district would be unreasonably disruptive to the current assignments of other classroom teachers or would have an adverse effect on the educational program of the students assigned to the other teacher.
If one or more of these criteria can be documented and the district determines that a teacher has the competencies to be an effective special education teacher and the teacher has completed two hundred forty clock hours (or the equivalent 24 quarters or 16 semester credits) applicable to one or more Washington state special education teaching certificates (early childhood special education endorsement, deaf education endorsement, deaf education with American Sign Language proficiency endorsement, teacher of the visually impaired endorsement) , the district can assign the teacher to special education in compliance with the process for making out-of-endorsement assignments and reporting them to the state.
Classified staff will present evidence of skills and knowledge necessary to meet the needs of students with disabilities. The district will provide training to classified staff to meet the state recommended core competencies.
In order to provide a staff development program to improve the quality of instructional programs, the following procedures will be employed:
1. Special education concerns will be identified through staff needs assessment completed by administrators, teachers, educational staff associates, program assistants, parents, and volunteers;
2. All personnel who use restraint, restraint devices and/or isolation must be certified and annually trained in the use of such restraint, restraint devices, and/or isolation;
3. In-service training schedules will be developed based upon the results of the district assessment and in support of the needs identified;
4. Training activities will be conducted for regular and special education staff, staff of other agencies and organizations and private school staff providing services for students eligible for special education; and
5. Training for classified staff in the state recommended core competencies will occur through district offered classes, ESD or state offered classes and/or through on-line courses.
Any application and any required policies, procedures, evaluations, plans and reports are readily available to parents and other members of the public through the district’s special education office and the office of the Superintendent. The District Policy 3231 and Procedure 3231P regarding the availability of such documents is on the district’s website.
Adoption Date: January 22, 1992
Revision Dates: January 10, 1996, April 10, 1996, November 1, 2002, March 26, 2008, September 15, 2010, April 25, 2014, April 21, 2015, March 22, 2017, August 10, 2022
Referral for Special Education Evaluation Form- 2161F1
Prior Written Notice Form- 2161F2
Parental Consent for Evaluation Form- 2161F3
Education of Students with Disabilities Under Section 504- 2162
Education of Students with Disabilities Under Section 504 Compliance of the Rehabilitation Act
It is the intent of the district to ensure that students who are disabled within the definition of Section 504 of the Rehabilitation Act of 1973 are identified, evaluated, and provided with appropriate educational services. Students may be a qualified disabled person under this policy even though they are not eligible for services pursuant to the Individuals with Disabilities Education Act (IDEA).
The District will provide equal educational opportunity and treatment for all students in all aspects of the academic and activities program without discrimination based on sex, race, creed, religion, color, age, veteran or military status, sexual orientation, gender expression or identity, the presence of any sensory, mental or physical disability, or the use of a trained dog guide or service animal by a person with a disability, and national origin in activities supported by common schools, and which require equal access to any youth groups listed as a patriotic society in Title 36 of the United States Code.
Section 504 of the Rehabilitation Act of 1973 is a civil rights law which protects the rights of the individuals with disabilities in programs and activities that receive federal financial assistance from U.S. Department of Education. A child is a “qualified disabled person” under Section 504 if the student:
1. Has a physical or mental impairment that substantially limits one or more major life activities (such as caring for one’s self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, reading, concentrating, thinking, communicating and working), has a record of such an impairment, or is regarded as having such an impairment; and
2. Is between the ages of 3-21 years old.
The Superintendent or designee will establish procedures to ensure that students who are disabled within the definition of Section 504 are educated in full compliance with the law.
- Policy 2161 Special Education and Related Services for Eligible Students
- Policy 3210 Nondiscrimination
- Policy 3246 Restraining, Isolation and Other Uses of Reasonable Force
- 42 USC 12101 et seq. Americans with Disabilities Act of 1990
- 34 CFR Part 104 Section 504 of the Rehabilitation Act of 1973
- 34 CFR Part 104 Section 504 of the Rehabilitation Act of 1973
- 34 CFR Part 99 Family Educational Rights and Privacy Act
- RCW 28A.600.485 Restraint of students – Use of restraint or isolation specified in individualized education program or plans developed under Section 504 of the Rehabilitation Act of 1973 –Procedures – Summary of incidents of isolation or restraint – Publishing to web site
Adopted: August 27, 2003
Revised: January 13, 2021
Education of Students with Disabilities Under 504 Procedures- 2162P
Education of Students with Disabilities Under Section 504 of the Rehabilitation Act Procedure
A. Free Appropriate Public Education The district will provide a free appropriate public education to school-age children with disabilities in the district’s jurisdiction.
B. Childfind The district will annually undertake to identify and locate every qualified disabled student residing in the district’s jurisdiction who is not receiving a public education and take appropriate steps to notify disabled children and their parents or guardians of the district’s responsibilities under Section 504.
C. Equal Educational Opportunity The district will provide students with disabilities an equal opportunity to participate in and benefit from the educational services it provides to non-disabled students. The teachers of disabled students will meet comparable standards for certification that teachers of non-disabled students meet. Facilities will be of comparable quality and appropriate materials and equipment will be available.
D. Confidentiality of Information The confidentiality of student records will be maintained throughout the period of time when such records are collected, stored, disclosed or destroyed by the district.
E. Parent Involvement
1. Initial Evaluation. The district will obtain the informed consent of parents or guardians before conducting an initial evaluation of a student. The district will notify parents or guardians of the evaluation results.
2. Initial Placement. The district will notify parents or guardians before initially placing a disabled student.
3. Significant Change in Placement. The district will notify parents or guardians before implementing a significant change in the student’s placement.
4. Right to Challenge. The district will notify parents or guardians of their right to review and challenge the district’s program and placement decisions if they disagree with them.
5. Meetings. Section 504 does not require parents or guardians to participate in meetings during which their child’s program is designed and placement is determined. However, practice is recommended.
F. Participation in the least restrictive environment
1. Academic setting. To the maximum extent appropriate, the district will educate disabled students with non-disabled students. In order to remove a child from the regular educational environment, the district must demonstrate that education of the student regular environment with the use of supplementary aids and services cannot be achieved satisfactorily for the disabled student. Whenever the district places a student in a setting other than the regular education environment pursuant to this paragraph, it will take into account the proximity of the alternate setting to the student’s home.
2. Non-academic setting. In providing or arranging for the provision of non-academic and extra-curricular services and activities, including meals, recess periods and the services and activities set forth in 34 CFR 104.37, the district will ensure that disabled students participate with non-disabled students in such activities and services to the maximum extent appropriate.
G. Referral and Screening
1. Referral. If a student, parent, teacher, counselor or administrator believe that a student needs accommodations, special education and/or related services and supports at school due to substantially limited performance in one or more major life activity that is believed to be caused by a known or suspected disability, the concerned individual should complete a referral form.
2. Screening. A designated building team will review referrals to determine if an evaluation is appropriate. If an evaluation appears to be necessary, the district will obtain the informed consent of parents or guardians to perform an evaluation and/or gather additional information and will provide parents or guardians with a written statement of their rights under Section 504. If the team determines that an evaluation is not necessary, it will provide written notice to parents or guardians along with a written statement of their rights under Section 504.
1. Significant Change in Placement. If a student with a disability needs or is believed to need accommodations, special education and/or related services, the district will evaluate the student prior to placement and before any subsequent “significant change in that placement.” (See Reevaluation Section below) An evaluation need not include formal or written assessments but may involve, in appropriate circumstances, a review and consideration of existing information.
2. Tests and Evaluation Materials. The district will use tests and other evaluation materials that:
a. Have been validated and are administered by trained personnel;
b. Are tailored to assess educational need and are not merely based on IQ scores; and
c. Reflect aptitude or achievement or whatever else the tests purport to measure and do not reflect the student’s impaired sensory, manual or speaking skills (unless the test is designed to measure these particular deficits).
3. Mitigating Measures. The determination of whether a student is substantially limited in one or more major life activities will be made without regard to any ameliorative effects of mitigating measures, which include, but are not limited to: medication, medical supplies, equipment, low vision devices, prosthetics, hearing aids and cochlear implants or other implantable hearing devices, mobility devices, oxygen therapy equipment and supplies, assistive technology, reasonable accommodations, auxiliary aids or services; or learned behavioral or adaptive neurological modifications. However, ameliorative effects of mitigating measures may be relevant as to whether a student needs any specific accommodation or a 504 accommodation plan.
4. Temporary Impariments. A student with a temporary impairment falls within the scope of Section 504 if the temporary impairment is severe enough that it substantially limits one or more of the student’s major life activities. A temporary impairment is one with an actual or expected duration of six months or less. A student with an episodic impairment or a disease in remission qualifies as disabled under Section 504 if the impairment would substantially limit a major life activity when active.
I. Placement Procedures. The Section 504 team will convene to review all evaluation results, determine eligibility as a student with a disability under Section 504 and document the meeting in writing. The team composition may vary according to the needs of the student.
After determining a student has a disability, but as part of its determination as to whether or not the student needs accommodations, special education, and/or related services and supports due to that disability, the team may consider the student’s use of mitigating or ameliorative measures.
In interpreting evaluation data and in making placement decisions, the district will (1) draw upon information from a variety of sources, as appropriate, including aptitude and achievement tests, teacher recommendations, physical condition, social or cultural background and adaptive behavior; (2) ensure that information obtained from all such sources is documented and carefully considered; and (3) ensure that the placement decision is made by a group of persons, including persons knowledgeable about the student, the meaning of the evaluation data, and the placement options; and (4) ensure that the student is educated with the student’s non-disabled peers to the maximum extent appropriate.
Parents and guardians of students who have a plan developed under Section 504 will be provided a copy of the district policy (see Policy 3246) on the use of isolation and restraint at the time that the plan is created.
If the district affords a free appropriate public education to a disabled student but the parent chooses to place the student elsewhere, the district is not responsible for the cost of the student’s out-of-district placement.
J. Re-Evaluations. The district will provide for periodic reevaluation of disabled students. No time frame is specified in Section 504; however, the district will re-evaluate students every 3 years. A reevaluation is also required before any “significant change of placement” of such students. Examples of “significant change in placement” include:
2. Suspensions which exceed ten consecutive days in a school year;
3. Cumulative short-term suspensions which create a pattern of exclusion;
4. Transferring a student to home instruction; and/or
5. Significantly changing the student’s access to non-disabled peers, in either the student’s academic or non-academic settings.
K. Non-Academic Services. The district will provide nonacademic and extracurricular services and activities in such a manner as is necessary to afford disabled students an equal opportunity for participation in such services and activities. Nonacademic and extracurricular services and activities may include counseling services, physical recreation athletics, transportation, health services, recreational activities, and interest groups or clubs sponsored by the district. The district will observe reasonable health and safety standards for all students.
1. Counseling Services. In providing personal, academic or vocational counseling, guidance or placement services to its students, the district will provide these services without discrimination on the basis of disability. The district will ensure that qualified students with disabilities are not counseled toward more restrictive career objectives than are non-disabled students with similar interests and abilities.
2. Physical education and athletics. In providing physical education courses and athletics and similar programs and activities to any of its students, the district will not discriminate on the basis of disability. If the district offers physical education courses and operates or supports interscholastic, club or intramural athletics, it will provide an equal opportunity for qualified students with disabilities to participate in these activities consistent with their abilitites and needs.
L. Preschool and Adult Education Programs In the operation of preschool education, or day care program or activity, the district will not, on the basis of disability, exclude qualified students with disabilities from the program or activity and will take into account the needs of such persons in determining the aid, benefits or services to be provided under the program or activity.
M. Disciplinary Exclusion
1. Exclusions. Certain disciplinary exclusions of disabledstudents from school constitute a significant change in the student’s educational placement. A disciplinary change in the student’s educational placement occurs if the student has been suspended for more than ten consecutive days or if the diciplinary exlusions constitute a “pattern of exclusion” (defined below). Such disciplinary exclusions cannot be implemented unless the district first determines that the student’s misconduct which led to the disciplinary exclusion was not a manifestation of the student’s disability.
A pattern of exclusion occurs if:
a. The removal is for more than ten cumulative school days in a year; and
b. The student’s behavior is substantiall similar to the behavior that the student was previously removed for.
Additional factors to consider are the length of each removal (the total amount of time the student has been removed, and the proximity of the removals to one another). The school must determine on a case-by-case basis whether a pattern of removals is significant enough to constitute a change in placement.
2. Manifestation Determinations. If a disciplinary exclusion (a suspension of more than 10 days duration) or regular expulsion which constitutes a change in placement is implemented, the school principal or educational staff person responsible for the imposition of discipline must ensure that a group of qualified professionals determine whether or not the student’s misconduct is a manifestation of the student’s disability. The misconduct is considered a manifestation of the disability if the conduct was caused by, or had a direct and sustantial relationship to the student’s disability. This manifestation determination will take into account the student’s current evaluation and accomodation under the Section 504 Plan.Under Section 504, there is no obligation to provide educational services during periods of long-term suspension or expulsion when the student’s misconduct has been determined not to be disability-related. However, Washington state law requires the district to provide educational services to all students during a period of suspension or expulsion (See Policy /Procedure 3241 and 3241P). When a student’s misconduct is determined to be a manifestation of the student’s disability procedures in #3 below will be instituted in lieu of either long-term suspension or expulsion.
3. Conduct that is a Manifestation of a Disability. When a student has engaged in misconduct which is a manifestation of the student’s disability, expulsion and/or long term suspension should not be imposed if it would result in a change in educational placement as defined above. Lost school days will be measured cumulatively over the period of the entire school year, with any short term suspensions counting toward the cumulative total. When a student’s misconduct is related to a disability, additional evaluations and/or a change of placement should be considered. In this circumstance, the Section 504 team will meet to determine if there is a need for further evaluation or a change of program. If further evaluation is recommended, it will be conducted as soon as reasonably possible.
4. Consistent with the district’s IDEA procedures, a student may be removed to an interim alternative educational setting for up to 45 school days, if, at school , on school premises, or at a school function, the student carries a weapon to or possesses a weapon or has inflicted serious bodily injury upon another person, even if the conduct is related to the student’s disability.
5. Right to Challenge. Students and their parent/guardian will be notified of the results of the manifestation decision and of their right to challenge this decision.
6. Drugs or Alcohol. Students who are considered disabled under Section 504 are subject to the same disciplinary processes and results as non-disabled students for misconduct involving the use, sale or possession of drugs or alcohol at school or school-sponsored events or activities. In such circumstances, the procedural safeguards and requirements regarding change of placement do not apply.
N. Retraint or Isolation Restraing or Isolation of students who have a Section 504 plan will be authorized only under the limited circumstances specified in Policy and Procedure 3246. Each incident will require reporting and parent/guardian notification as specified in that policy and procedure.
O. Transportation If the district places a student in a program not operated by the district, the district will assure that adequate transportation to and from the program is provided at no greater cost to the parent than would otherwise be incurred by the parent if the district placed the student in a program operated by the district. Because the district provides transportation to all its students within a certain geographic area, it will not discriminate in its provision of transportation to students with disabilities. If the district proposes to terminate a qualified disabled student’s bus transportation for inappropriate bus behavior, the district will first determine the relationship between the student’s behavior and his or her disabling condition., The parent or guardian will be provided with notice of the results of such determinations and of their right to challenge such determinations.
P. Procedural Safeguards The district will ensure compliance with the requirements of Section 504 by doing the following:
1. Assurance. Provide written assurance of non-discrimination whenever the district receives federal money.
2. Designation of Employee. Designate an employee to coordinate the district’s Section 504 compliance activities. The Section 504 Coordinator for the district is the Executive Director of Academic Services.
3. Grievence Procedures. Provide grievance procedures to resolve complaints of discrimination under Section 504. Students, parents or employees are entitled to file such grievances. The grievance procedures for the district are set out in the Procedure for Board Policy 3210, Nondiscrimination.
4. Notice. Provide notice to students, parents/guardians, employees, unions and professional organizations of the district’s nondiscrimination policy in admission and access to programs and activities, and in treatment and employment. Notice will also specify the Section 504 Coordinator for the district. Notice will also be included in District’s student/parent handbooks.
5. Locate. Adopt procedures intended to identify and locate all Secion 504 qualified disabled children in the district’s jurisdiction;
6. Annual Notification. Annually take appropriate steps to notify disabled children and their parents/guardians of the district’s responsibilities under Section 504; and
7. Procedural Safeguards. Establish and implement procedural safeguards to be provided to parents/guardians with respect to actions regarding the identification, evaluation or educational placement of persons who, because of disability, need, or are believed to need, accommodations, special instruction or related services. Procedural safeguards will include:
a. Notice of parent/guardian procedural rights;
b. An opportunity to examine their student’s relevant records;
c. An impartial hearing, initiated by either the parents/guardian or the district, with opportunity for participation by the student’s parents/guardians and representation by legal counsel. Such impartial hearing must be initiated within two years of the date that of the hearing shall bear the burden of proof and shall present their evidence first at the hearing; and
d. A review procedure.Any such review will be in writing, addressed to the Superintendent or designee. Such written review request must be received by the Superintendent or designee within ten (10) school business days of the decision(s) subject to review. The Superintendent or designee will only consider information available at the impartial hearing. The Superintendent or designee will then issue a written decision addressing the substance of any timely review request, as determined by the Superintendent or designee. Such written decision will be the final decision of the district, subject only to review by the courts.
Impartial hearing or mediation requests must be made directly to the district’s Section 504 Coordinator.
Q. Appropriate Funding. The district recognizes that the regular education funding of the district is the funding source for serving students who are qualified as disabled under Section 504 only. However, if students are dual identified as Section 504 and IDEA eligible, state and federal special education funds can be used. The district will not use money appropriated by the IDEA to serve students found disabled under Section 504 but not the IDEA. The district may use the IDEA money to evaluate a student if the district believes that the student may also be eligible under the IDEA.
1. Facilities that were constructed prior to June 3, 1977 need not necessarily be made accessible so long as the program or activity, viewed in its entirety, is readily accessible to persons with disabilities.
2. Facilities alterations commenced June 3, 1977, that affect or could affect the facility’s usability must be accomplished so that , to the maximum extent feasible, the altered portion of the facility is accessible and usable by persons with disabilities.
3. A district can redesign equipment, reassign classes or other services to accessible buildings, assign aides to students, deliver services at alternate accessible sites or alter existing facilities. So long as there are other methods which are as effective in achieving compliance, a district need not undertake structural changes to a building.
4. District recognition of the meaning of the phrase “to the maximum extent feasible.” This provision covers the instance where the nature of an existing facility is such that it is impractical or prohibitively expensive to renovate in a manner that results in it being entirely barrier free. However, in all of these instances, the alternation should provide the maximum amount of physical accessibility feasible.
S. Special Issues Related to Drug or Alcohol Addicted Students If a district suspects that the drug or alcohol problem of a student may be substantially limiting a major life activity such as learning, the district is obligated to recommend an evaluation. Section 504 excludes persons who are “currently engaging in the illegal use of drugs” from the definition of individuals with disabilities. Therefore, the district is not required to consider whether a current illegal drug user could successfully participate in the district’s education programs. Furthermore, the district is not required to make accommodations for the student if the student is currently using drugs. The district can treat the student as it treats non-disabled students.
Unlike students enganged in the illegal use of drugs, students whose alcoholism constitutes a disabling condition under Section 504 and who continue to use alcohol may be protected by Section 504.
Adoption Date: October 1, 2012
Revised: January 13, 2021
Section 504 Referral for Evaluation Form- 2162F1
Transitional Bilingual Instruction Program- 2163
The Snohomish School District is committed to ensuring an equal educational opportunity for every student. While English is the basic language of instruction in the District’s schools, the District will provide a Transitional Bilingual Instruction Program (TBIP) for children whose English skills are sufficiently deficient or absent to impair learning. The District’s TBIP is designed to enable students to achieve competency in English. Annually, the Board of Directors will approve the District’s TBIP.
For purposes of providing such services, the superintendent will establish procedures for implementing the District’s Transitional Bilingual Instruction Program, which will address communication with parents of English language learners, student eligibility, state-approved placement and annual testing within a prescribed timeline, professional development for staff, and the evaluation and continuous improvement of the District’s program.
- Chapter 28A.180 RCW Transitional Bilingual Instruction Program
- WAC 162-28-040 English language limitations & National Origin Discrimination
- Chapter 392-160 WAC Special Service Program—Transitional Bilingual
Adoption Date: January 22, 1992
Revision Dates: October 23, 1996, January 8, 2014
Transitional Bilingual Instruction Program Procedures- 2163P
The following procedures are instituted for purposes of implementing a Transitional Bilingual Instruction Program. A Transitional Bilingual Instruction Program, as defined by state law, means a system of instruction which uses two languages, one of which is English, to build upon and expand language skills to enable the student to achieve competency in English. In those cases where the use of two languages is not practicable, appropriate instruction for English language learners may be provided primarily in English.
The District will provide English language learners appropriate core academic instruction in addition to language instruction. The District’s Transitional Bilingual Instruction Program is intended to supplement core academic instruction.
Program Application and Description
Annually, and prior to August 1 of each year, the District will submit an application to the Office of Superintendent of Public Instruction requesting funding to support its Transitional Bilingual Instruction Program. In its application, the District will provide a description of its researchbased program models including staffing and implementation strategies.
At the time of registration, the parents/guardians of each student will be asked to complete a home language survey which identifies a student’s primary language. Students that indicate on the home language survey a primary language other than English will be assessed within ten school days of enrollment and attendance using the Washington Language Proficiency Placement Test to determine eligibility for the Transitional Bilingual Instruction Program. Any student who scores a level one (beginning), two (intermediate) or three (advanced) will be eligible for the program. Students who score at level four (transitional) are not eligible for the program. Staff will determine the appropriate instructional program for each eligible student.
Parents/guardians will be notified, in writing, of their student’s initial eligibility and notified annually of their student’s continuing eligibility for the Transitional Bilingual Instruction Program. At a minimum the parent/guardian notification will contain:
1. How the student’s eligibility was determined and the student’s current level of English proficiency;
2. A description of the District’s program and how it will meet the student’s educational needs;
3. The specific exit requirements for the program; and
4. Information on the parent’s right to refuse services.
Communication with parents/guardians should be provided, when feasible, in the parent’s primary language.
Continued Eligibility/Annual Assessment
Each eligible English language learner must be assessed annually, using the state-approved language proficiency test to determine continued eligibility. Students remain eligible until they reach level four (transitional) on the annual state-approved language proficiency test.
Expected Graduation Year
For eligible English language learners who require extended time to meet high school graduation requirements, the District may set an expected graduation year beyond the typical four years of high school or through the school year in which a student turns 21.
Record Keeping and Documentation
The District will maintain records of eligible students and comply with state reporting requirements. Original documents will be kept in the student’s cumulative folder and copies will be kept in the program folder, if applicable. These documents include the home language survey, parent notification letters, parental waiver (if applicable), and language proficiency test assessment data.
The District will develop and provide to parents/guardians, District staff and interested stakeholders a user-friendly description of the Transitional Bilingual Instruction Program offered in the District. The description will include the process for identifying and serving English language learners and provide contact information for the District’s transitional bilingual instruction program manager.
Report to the Board
Annually, and prior to the board of directors’ program approval, the superintendent or designee will report on the status of the District’s Transitional Bilingual Instruction Program.
Adoption Date: December 5, 2013
Highly Capable Programs- 2164
In order to develop the special abilities of each student, the District will offer a Highly Capable Program which provides students in Kindergarten through grade 12 access to basic education programs that accelerate learning and enhance instruction. The framework for such programs will encompass, but not be limited to, the following objectives:
1. Expansion of academic attainments and intellectual skills;
2. Stimulation of intellectual curiosity, independence and responsibility;
3. Development of a positive attitude toward self and others; and
4. Development of originality and creativity.
The Board will annually approve the District’s Highly Capable plan including: the number of students the District expects to serve by grade level; the District’s plan to identify students; a description of the Highly Capable Program goals; a description of the services the program will offer; an instructional program description; a description of ongoing professional development for Highly Capable Program and general education staff; program evaluation and fiscal report; and assurances that the District is legally compliant.
The Superintendent shall establish procedures for the early identification of Highly Capable students and the establishment of educational activities, consistent with all applicable state and/or federal guidelines for programs for Highly Capable students.
Adoption Date: January 22, 1992
Revision Date: September 10, 2014
Highly Capable Programs Procedures- 2164P
Highly Capable students are students who perform or show potential for performing at significantly advanced academic levels when compared with others of their age, experiences, or environments. Outstanding abilities are seen within student's general intellectual aptitudes, specific academic abilities, and/or creative productivity within a specific domain. These students are present not only in the general populace, but are present within all protected classes.
Students who are Highly Capable may possess, but are not limited to, these learning characteristics:
1. Capacity to learn with unusual depth of understanding, to retain what has been learned, and to transfer learning to new situations;
2. Capacity and willingness to deal with increasing levels of abstraction and complexity earlier than other peers;
3. Creative ability to make unusual connections among ideas and concepts;
4. Ability to learn quickly in their area(s) of intellectual strength; and
5. Capacity for intense concentration and/or focus.
Annual public notification of parents and students shall be made before any major identification activity. Such notice shall be published or announced in multiple ways and in appropriate languages in school and District publications or other media intended to reach the maximum audience.
Referrals are permitted and accepted based on data or evidence from teachers, other staff, parents, students, and members of the community. Nominators will use the District’s nomination form to refer a student to be considered for admission in the program.
All students nominated for the Highly Capable Program may be screened for eligibility. Screening procedures must be applied equitably and systematically to all nominated students. Screening procedures may eliminate students for whom there exists clear, current evidence that the student will not qualify for eligibility.
The District will obtain written parental permission prior to conducting assessments to determine eligibility for participation in its Highly Capable Program.
Nominees identified for further testing through the screening process will be assessed using multiple objective criteria. The assessment process shall be based upon a review of each nominee's capability as shown by multiple criteria, from a wide variety of sources and data, intended to reveal each nominee's unique needs and capabilities. The assessment criterion consists of both qualitative and quantitative instruments and may include a cognitive abilities test and/or achievement test.
Test results will be recorded in the student's cumulative file.
All tests and other evaluation materials used in the assessment shall have been validated for the specific purpose for which they are used and shall accurately reflect whatever factors the tests are designed to measure.
A multi-disciplinary selection committee will review data that has been collected for each of the nominated students. A multi-disciplinary selection committee is composed of: a Highly Capable Program teacher (provided that if a special education teacher is not available, a classroom teacher shall be appointed); a psychologist or other qualified practitioner with the training to interpret cognitive and achievement test results; a certified Specialist or administrator with the responsibility for the supervision of the District's Highly Capable Program; and additional professionals if any, that the District deems desirable.
A multi-disciplinary selection committee will evaluate individual student assessment profile data using a blind (no name) process. The selection decision is based on:
1. A preponderance of evidence from the profile data demonstrating that a student is among the most Highly Capable;
2. Evidence of clear need for Highly Capable services; and
3. Determination of which students would benefit the most from inclusion in the District's program.
A single assessment score or indicator will not prevent a student's selection for the Highly Capable Program; however, individual pieces of evidence, if strong enough, can indicate that the student would benefit from these services. If properly validated tests are not available, the professional judgment of the qualified District personnel shall determine eligibility of the student based upon evidence of cognitive and/or academic achievement.
Following selection, the District will:
1. Notify parents of students who have been selected. Parents will receive a full explanation of the procedures for identification, an explanation of the process to exit a student from the program, the information on the District's program and the options that are available to identified students.
2. Obtain parental permission to place identified students in the program before any special services and programs are provide to the student;
3. Place students in the designated program or class(es) for which they were selected.
Parents/legal guardians have the right to appeal the multi-disciplinary selection committee's decision. Individuals appealing the selection committee's decision must submit a completed appeals form or letter requesting review of selection/placement decision. The written request must include reasons for the appeal and any outside standardized assessment data that represents evidence of significantly advanced cognitive or academic levels and/or outstanding intellectual, academic or creative abilities.
The appeal request and supporting evidence must be submitted to the Highly Capable Program Specialist by the second Friday in June.
The District's appeals committee will review the student's file, assessment profile data, and additional evidence provided in the request for appeal. The Appeals committee is composed of: the Highly Capable Program Specialist, two administrators, a Highly Capable Program teacher (provided that if a special education teacher is not available, a classroom teacher shall be appointed), and a psychologist or other qualified practitioner with the training to interpret cognitive and achievement test results.
The decision of the appeals/multidisciplinary selection committee may include:
1. Upholding the original decision of the multi-disciplinary selection committee;
2. Reversing the decision of the multi-disciplinary selection committee; A decision will be made by the appeals committee within ten school business days after the final due date of written appeals. The parent/legal guardian will be notified of the decision in writing. The decision of the appeals committee is final.
The exit process may be initiated for students who no longer demonstrate a need for Highly Capable program services. A request may be made by a teacher or program administrator for Highly Capable student identification and placement discontinuation. A multi-disciplinary committee will convene a meeting to review the student’s profile to determine if the placement and services are appropriate for the student, based on academic, social/emotional, behavioral and/or attendance information. The multi-disciplinary committee may request additional evidence of student capabilities and/or willingness to participate in the program. If the committee determines that the student no longer qualifies for Highly Capable program services, it may be recommended that the student is exited from the program. The parent will be notified in writing of the committee’s decision and any steps to appeal the decision will be provided.
A parent/legal guardian may request that the student be withdrawn from the program or a student may voluntarily withdraw from the program. A meeting will be convened by the Highly Capable Program Specialist or school administrator to discuss the request. If the parent/legal guardian desires to withdraw the student from the program, the student will be exited from the program. A multi-disciplinary selection committee will determine if identification procedures are necessary for students wishing to reenter the program in the future.
The District will make a variety of appropriate program services available to students who participate in the program. Once services are started, a continuum of services will be provided to identified students in grades K-12. The District will keep on file a description of the educational programs provided for identified students. The District reviews services annually for each student to ensure that the services are appropriate.
The District will offer students the following program alternatives that support a continuum of services, within the limit of resources provided by the state as appropriate for grade levels K-12. These may include, but are not limited to: accelerated learning opportunities; academic grouping arrangements that provide intellectual and interest peer group interactions; self-contained programs in all elementary schools; middle school honors courses; accelerated math placement in middle school; high school honors and Advanced Placement courses; advanced courses in CTE (including Tech Prep) and the arts; Running Start; and College in the High School.
Identified students will be assigned the appropriate CEDARS Gifted value(s) in the District's student information system for the end-of-year reporting activities.
The Superintendent or designee will provide an end-of-the-year report to the Office of Superintendent of Public Instruction (OSPI) which includes
1. Number of students served by grade level K-12
2. Student demographic information
3. Data to determine if students who are Highly Capable met the goals set and if the programs provided met the academic needs of these students;
4. Number and content of professional development activities provided for special teachers and general education staff;
5. Program evaluation data and, if needed, program changes that will be made based upon this information; and
6. Final Fiscal report that reports on activities and staff funded by this program.
Revision Date: August 25, 2014
Education of Students Needing Home and Hospital Instruction- 2165
Education of Students Needing Home or Hospital Instruction
Home or hospital instruction shall be provided to students who are unable to attend school for an estimated period of four weeks because of physical disability or illness. As a condition to such services, the parent(s) of the student (or the adult student) shall request the services, and provide a written statement to the school district from a qualified medical practitioner that the student will not be able to attend school for an estimated period of at least four weeks. The school district shall not pay the cost of the statement from a medical practitioner.
Home-hospital instructional services funded in accordance with this policy shall not be used for initial or ongoing placement of students with disabilities. It shall be limited to placements as are deemed necessary to provide temporary intervention as a result of a physical disability or illness.
Home-hospital instruction for any individual student will be funded at the prevailing level of state home-hospital reimbursement, unless otherwise ordered by the superintendent.
- Board Policy No. 2161- Education of Students with Disabilities
- WAC 392-122-145- State Handicapped Program––Home and Hospital care—Extended Absences
- 392-171-481- Placement Options—Selection—Required considerations
- 392-171-486- Home/Hospital Instruction
Adoption Date: January 22, 1992
Education of Students Needing Home and Hospital Instruction Procedures- 2165P
Home or Hospital Instruction
Requests for Home-Hospital services should be made to the district Student Placement Office. The medical certification process will be initiated with the parents and medical practitioner. Upon the Student Placement Office's receipt of a medical practitioner's certification of student eligibility for home-hospital instruction, the building principal (elementary) or counselor (secondary) will be notified. The building principal or counselor will select an appropriate instructor(s) to provide the service. The instructor(s) may be the student's regular teacher(s) and/or a substitute teacher, or any other teacher with a valid Washington teaching certificate. The Student Placement Office will assist in this task upon request.
Upon selection of the home-hospital instructor(s), the principal or counselor will conduct a meeting between the instructor and all necessary regular program staff. This group will prepare a written plan that specifies:
a. what subjects or skills are to be taught;
b. what special equipment or materials will be required;
c. how grading or course credits will be adjusted, if necessary;
d. the relative roles of the home-hospital instructor and regular program staff; and
e. a schedule or plan for any required future contact between the home-hospital instructor and regular program staff.
In developing a home-hospital instructional plan, the following should be considered:
1. The maximum number of teacher-hours available for home-hospital instruction is determined by dividing the state level of salary support by the rate of reimbursement specified by the district certificated employee collective bargaining agreement, generally 2-1/2 hours per week.
2. A home-hospital instructional program is not an attempt to duplicate the regular instructional program. It is appropriate to emphasize remedial needs rather than attempt continuation of the whole curriculum.
3. The home-hospital instructor may provide direct instruction, or may function as an intermediary between regular program and the student (or any combination of the two).
4. Any individualized home-hospital instructional plan must blend:
a. the individual student educational needs;
b. the training and expertise of the home-hospital instructor;
c. the degree to which regular program personnel can be practically involved;
d. the limits of available resources.
As soon as practical after the initial staff meeting, the principal or counselor will schedule a second meeting involving the parent, home-hospital instructor and appropriate program staff. At this meeting the previously developed plan will be explained to the parent, and modified within reason, to reach agreement as to the appropriateness of the proposed home-hospital program, including a schedule of instruction. The schedule of instruction should include arrangements that ensure a parent is always in attendance while the instructor makes home visits.
Immediately upon confirmation with the parent of the home or hospital instruction program to be provided, the principal or counselor will forward program details to the Student Placement Office. In unusual cases telephone approval will be sought. Home-hospital instructors will maintain records of instruction hours (including planning and consulting time), as well as required mileage, and submit same to the Student Placement Office for transmittal to the Payroll Department monthly, according to their requirements. Teacher-hours beyond the level allowed according to Section "1", above will not be reimbursed unless ordered in advance by the superintendent.
Revised: January 22, 1992, April 13, 1994
Home Health Intake Form- 21651
Traffic Safety Education- 2166
Traffic Safety Education
The board recognizes the importance of traffic safety education. The superintendent or his/her designee shall implement procedures for program supervision, curriculum development, student enrollment criteria, including but not limited to grade level of student, age of student and enrollment status of student; student progress; and collection and refunding of student fees, including provisions for accruing money for future traffic safety program needs or refunding students when student fees exceed the unreimbursed cost of the program; and notice of the availability of fee waivers or reductions.
Pursuant to state regulations, fees shall be assessed to cover those costs which are not reimbursed by state funding, except that this fee may be waived or reduced for students whose families, by reason of their low income, would have difficulty paying the full fee. The USDA Free and Reduced Child Nutrition Program guidelines shall be used to determine qualification for a waiver or reduction.
The traffic safety education program will continue to remain consistent with the rules of the State of Washington and the Superintendent of Public Instruction.
- RCW 28A.220.020 Definitions—Traffic safety education course— Qualified teacher of traffic safety education— Realistic level of support
- 28A.220.040 Fiscal support—Reimbursement to school districts—Enrollment fees—Deposit
- 46.20.055 Instruction permits and temporary licenses
- WAC 392-153-010 Definitions
- 392-153-015 State Reimbursements to school districts
- 392-153-020 Teacher and instructor qualifications
- 392-153-032 Realistic level of effort
- 392-153-035 Scheduling
- 392-153-040 Administration
Adoption Date: January 22, 1992
Revised: March 25, 1998
Vocational Education- 2168
The Board recognizes the importance of a program of career and technical education to assist students in the making of informed and meaningful occupational post-secondary career and educational choices and to prepare students for enrollment in advanced or skilled education programs. Such programs shall be included as a part of the regular curriculum of the school. In order to maintain these programs, the Board shall approve the content and organization of all career and technical courses of study prior to the time plans are submitted to the state superintendent of public instruction. Career and technical program development shall be related to employment demands, current and future, and to the educational needs and interests of students.
The Board or designee shall appoint representative citizens to serve on general and specialized career and technical education advisory committees. Such committees shall advise staff on appropriate educational objectives, instructional content and levels of achievement.
The superintendent or his designee shall be responsible for developing procedures which shall insure that all programs are operated in conformity with the district's plans for career and technical education. The superintendent shall seek and utilize all available state and federal sources of revenue for the financial support of career and technical education in the district.
Adoption Date: January 22, 1992
Revision Date: January 27, 2010
Vocational Education Procedures- 2168P
Career and Technical Education The basic standards for career and technical programs as established by the State Superintendent of Public Instruction are as follows:
1. The primary objective of the program is the development of competencies that lead to living wage employment as well as entry into advanced career and technical training. No courses shall be carried out separately on the basis of the sex of the enrollees.
2. Specific program objectives are defined in terms of employment competencies to be developed.
3. The program is based on identified need and is developed and conducted in consultation with the functioning representative advisory committee composed of employers and employees actively engaged in the industry.
4. Instructional content is based on an analysis of the skills and knowledge required.
5. Leadership development through planned activities, providing for transition from school to job must be an integral part of the instructional program. The career and technical education student organizations meet this need.
6. Students are counseled for enrollment on the basis of their career interest and their ability to profit from the instruction. No discrimination on the basis of sex or disability shall exist in counseling students for these programs.
7. Teachers are competent and can be certificated by the Office of the State Superintendent of Public Instruction in the area in which they are to teach.
8. Instructors are to be provided time and travel for consultation, coordination and instructional activities beyond the classroom environment, as well as for appropriate professional meeting including in-service education sponsored by the Career and Technical Education in the Office of the State Superintendent of Public Instruction.
9. Instructional equipment and facilities to be used are comparable to those used in industry and are adequate for the maintenance of acceptable educational standards.
10. Provision is made for job placement assistance, annual follow-up, and program evaluation.
11. Provision is made for effective career guidance which shall include, but not be limited to, career information and counseling.
12. A career and technical education class is structured so that the maximum number of students per class shall be determined by the number of training stations, safety factors, and individual instruction requirements of the specific skills being developed.
Additional criteria are established for specific programs:
1. Agriculture, Food, and Natural Resources
2. Architecture and Construction
3. Arts, Audio/Video Technology, and Communications
4. Business, Management, and Administration
5. Education and Training
7. Government and Public Administration
8. Health Science
9. Hospitality and Tourism
10. Human Services
11. Information Technology 1
2. Law, Public Safety, Corrections, and Security
15. Science, Technology, Engineering, and Mathematics
16. Transportation, Distribution, and Logistics
Adoption Date: January 8, 1992
Revision Date: January 27, 2010
Environmental Education Programs- 2172
The district will provide programs in environmental education that will furnish instruction about conservation and natural resources. The programs will be provided at all grade levels and in an interdisciplinary manner. The programs will emphasize solving the problems of human adaptation to the environment and should take into consideration the economic sides of the issues.
The district's environmental education programs will be age appropriate and involve community resources. The programs will equip students to understand how their actions affect the environment and their quality of life. The programs will provide investigatory and evaluation skills for application to long term environmental issues. The totality of the district's environmental education program shall be balanced in its content and provide students with an understanding of various points of view on environmental issues.
- Policy No. 2110 Educational Program
- 2120 Curriculum Development and Adoption
- 2123 Selection of Curricular Materials
- 2130 Testing Program
- 2313 Free or Inexpensive Materials
- 2320 Field Trips
- 2321 Supplementary Resource Speakers
- 2330 Academic Freedom
- 2331 Controversial Issues
- RCW 28A.230.020 Common school curriculum—fundamentals
- WAC 180-50-115 Mandatory areas of study in the common schools
Adoption Date: October 25, 1995
Academic Acceleration- 2195
The Board recognizes the need for all high school students to have greater access to rigorous advanced courses, including dual credit programs. To that end, the district will automatically enroll students who meet or exceed the state standard on the eighth (8th) grade or high school English language arts or mathematics statewide student assessment in the next most rigorous level of advanced courses or program offered by the high school that aligns with the student’s high school and beyond plan goals.
The subject matter of courses or program in which students are automatically enrolled will be determined by the areas of the statewide assessment in which the student met state standards. Students who meet or exceed state standard on the English language arts statewide student assessment are eligible for enrollment in English, social studies, humanities, and other related subjects. Students who meet or exceed the state standard on mathematics statewide student assessment are eligible for enrollment in advanced courses in mathematics. Students who meet or exceed the state standard on the Washington comprehensive assessment of science are eligible for enrollment in advanced courses in science.
Students who successfully complete an advanced course will then be enrolled in the next most rigorous level of advanced course that aligns with the student’s high school and beyond plan, with the ultimate goal being the student’s automatic enrollment in dual credit courses.
The district will notify students and parents/guardians regarding the academic acceleration policy and the advanced courses available to students. The district will provide the parent/guardian with an opportunity to opt the student out of participation in the academic acceleration process and enroll the student in an alternative course or program that aligns with the student’s high school and beyond plan goals.
- Policy No. 2413 Equivalency Credit for Career and Technical Courses
- RCW 28A.300.560 Data on college credit through dual credit courses – Posting on website
- RCW 28A.320.195 Academic acceleration for high school students – Adoption of policy
- RCW 28A.320.196 Academic acceleration incentive program – Dual credit courses – Allocation of funds – Reports
Adoption Date: March 24, 2021
Academic Acceleration Procedures- 2195P
Academic Acceleration Procedure
1. Teaching and Learning will provide state assessment results in Math, English Language Arts, and Science to middle school and high school counselors and principals as soon as they are released by the state;
2. Counselors will identify students who meet or exceed standards in Math, English Language Arts, and Science;
3. Counselors will review students personalized pathway and high school and beyond plan and place the student in the appropriate, next most rigorous level of advance course as part of the registration process;
4. Schools will communicate the academic acceleration process and the opt-out option to families in a variety of forums, such as through the district website, Parent Registration Night, newsletter, etc. Communications will be available in the student’s home language; and
5. Students who do not meet the standard on designated assessments will still have the opportunity to choose advanced courses. The academic acceleration and procedure do not preclude students from the self-selection process during registration.
The district will annually report the following information regarding dual credit programs to the Office of the Superintendent of Public Instruction:
- Students who achieve a score of three or higher on an Advanced Placement (AP) examination;
- Students who successfully complete a course through the college in the high school program under RCW 28A.600.290 and are awarded credit by the partnering institution of higher education;
- Students who satisfy the dual enrollment and class performance requirements to earn college credit through a tech prep course; and
- Students who successfully complete a course through the Running Start program under RCW 28A.600.300 and are awarded credit by the institution of higher education.
Adoption Date: March 24, 2021
Academic Acceleration Opt Out Form- 2195F1
Academic Acceleration Opt Out Form (Spanish)- 2195F1S
Grade Organization- 2210
The grade organizational plan of the district shall be: preschool through grade 6 in the elementary schools, grades 7 through 8 in the middle schools, and grades 9 through 12 in the high schools.
Changes or modifications of this plan may be made at the discretion of the superintendent to alleviate temporary problems of overcrowding.
Adoption Date: January 22, 1992
Revision Date: October 13, 2010
School Calendar- 2220
The school calendar shall be adopted by the board of directors each year, based upon the recommendation of the superintendent. This may include calendars recommended through collective bargaining.
Adoption Date: January 22, 1992
School Calendar Procedures- 2220P
In formulating a recommendation on the school calendar each year, the superintendent will consider input from the administrators, the principals, the teaching staff, and the classified staff.
The superintendent will present his/her recommendation to the board of directors no later than its first meeting in April of each year.
Revised: January 8, 1992
Grouping for Instruction- 2230
Grouping for Instruction
The building administrator shall assign each student to the class which will best serve the needs of that individual student. The building administrator considers the following factors in determining classroom assignments: ability of individual students, performance level of individual students, peer relations, student-teacher relations, learning style of individual students, teaching style of individual teacher, and any other factors that might affect the performance of the student.
The amount and type of grouping for instruction within the assigned classroom shall be determined by the professional judgment of the building administrator and the teacher.
Adoption Date: January 22, 1992
Class Size- 2231
Education may take place in a variety of ways and no single arrangement of students and personnel is necessarily best in every instance. It is expected that the administration and staff will examine all methods of staffing and staff utilization and select those that best meet the needs of the students. Within this framework, staff should be employed in adequate numbers to maintain reasonable teacher/student ratios.
The district shall make every effort to work towards a reasonable teacher/student ratio.
When the size of any primary or intermediate class exceeds the agreed upon ratio, a building study will be conducted by an ad hoc committee composed of the principal and one (1) or more members of the building staff involved. The ad hoc committee shall make recommendations to the superintendent which will include: transferring students to another class, hiring additional staff, hiring paraprofessionals, or other appropriate program modifications, including no modifications. The recommendation of the ad hoc committee will be submitted to the superintendent within ten (10) working days from the initiation of the study. The superintendent shall promptly consider the recommendations of the ad hoc committee and promptly implement any recommendations which he considers appropriate and feasible. The superintendent will notify the ad hoc committee of his decision and implementation plans, if any, within five (5) working days.
Exception will be made where required by law and/or state regulation governing special programs. When considering class sizes for handicapped students, the superintendent or his/her designee will consider the following:
1. the ad hoc committee recommendation;
2. the level of state funding for the handicapped condition; and
3. the space, transportation, and reassignment.
Other situations may be exempt when the individual teacher(s) agrees that the situation promotes the best interests of the students. Levy failure will result in a moratorium on this class size policy.
Adoption Date: January 22, 1992
Summer School- 2240
The district's summer program of instructional offerings may be for the purposes of remediation, enrichment, and/or any other classes determined to be appropriate by the administrators. Such classes shall have an approved curriculum with published student learning outcomes. Fees shall be charged to cover costs for which revenues are not otherwise provided, and shall be paid directly to the district office. To the extent that the district can absorb the cost, fees may be waived or reduced for students whose families would have difficulty paying the full fee. The USDA Child Nutrition Program guidelines shall be used to determine qualifications for waivers or reductions. Priority in fee waivers and reductions shall be given to remediation courses. Parents shall be informed of the availability of any fee waivers or reductions in the notice of the summer school program.
Summer school staff salaries shall be paid by the district through grants or tuitions charges summer school students. No payment shall be accepted by summer school staff from parents or students other than that paid by the district.`
The summer school program shall be open and advertised to all students in the district.
Adoption Date: January 22, 1992
Alternative Learning Experience Programs- 2255
The Board of Directors takes seriously their responsibility to provide appropriate and challenging learning opportunities for students with diverse learning needs, funded and organized within the Alternative Learning Experience rules set forth by WAC 392-121-182.
“Alternative Learning Experience” (ALE) means a course or grade-level course work, that is a delivery method for the program of basic education and is:
1. Provided in whole or in part independently from a regular classroom setting or schedule, but may include some components of direct instruction;
2. Supervised, monitored, assessed, evaluated, and documented by a certificated teacher employed by the District or under contract as permitted by applicable rules; and
3. Provided in accordance with a written student learning plan that is implemented pursuant to this policy and WAC 392-121-182.
ALE programs may include the following types of courses as defined in RCW 285A.232.010:
1. Online courses;
2. Remote courses; and
3. Site-bases courses
Snohomish School District Alternative Learning programs are funded and operated under the requirements of WAC 392-121-182. The Director of Alternative Education is responsible for overseeing the District’s Alternative Learning Experience courses or programs, monitoring compliance with WAC 392-121-182, and reporting at least annually to the school district Board of Directors regarding these programs.
The Alternative Learning Experience must satisfy the Office of the Superintendent of Public Instruction’s requirements for courses of student and equivalencies as provided in Chapter 392410 WAC. All high school ALE courses offering credit or ALE programs issuing a high school diploma must satisfy the state Board of Education’s high school credit and graduation as provided in Chapter 180-51 WAC.
All students participating in an Alternative Learning Experience must have a written student learning plan that is developed and approved by a certificated teacher that is designed to meet the student’s individual needs. A certificated teacher must have responsibility and accountability for each course specified in the plan, including supervision and monitoring, and evaluation and documentation of the student’s progress.
A written student learning plan must include at least the following elements:
1. A beginning and ending date for the Alternative Learning Experience courses;
2. The certificated teacher’s estimate of the average number of hours per school week the student will engage in learning activities;
3. For online courses and remote courses, a description of how weekly contact requirements will be fulfilled;
4. A description of each ALE course or coursework, including specific learning goals, performance objectives, and learning activities for each course, written in a manner that facilitates monthly evaluation of student progress;
5.The certificated teacher responsible for each course or course work in the learning plan;
6. The instructional materials that will be used to complete the learning plan;
7. The timelines and methods for evaluating student progress toward the learning goals and performance objectives in the learning plan;
8. Whether each ALE course or course work meets one or more of the state essential academic learning requirements or grade-level expectations and any other academic goals, objectives, and learning requirements; and
9. For students enrolled in full-day kindergarten, additional information as specified in WAC 392-121-182(3)(p)(ix).
Each student enrolled in an Alternative Learning Experience must have one of the following methods of contact with a certificated teacher at least once in a school week until the student completes all course objectives or otherwise meets the requirements of the learning plan:
1. Direct personal contact; or
2. In-person instructional contact; or
3. Synchronous digital instructional contact
Progress of students enrolled in an Alternative Learning Experience must be evaluated at least once each calendar month of enrollment by a certificated teacher or, for students whose written student learning plans include only online classes, school-based support staff. The results of each evaluation must be communicated to the student or, if the student is in grades K-8, both the student and parents. For a student whose written student learning plan includes only online courses, a school-based support staff may communicate the progress evaluation to the student.
Educational progress will be evaluated according to the following requirements:
1. Progress evaluations must be based on the learning goals and performance objectives in the written student learning plan;
2. The evaluation must be consistent with the District’s student evaluation or grading procedures and be based on the certificated teacher’s professional judgement;
3. If the monthly evaluation is not completed within the calendar month being evaluated, the evaluation must be completed within five school days of the end of the month;
4. The certificated teacher’s evaluation must include direct personal contact with the student, unless and exception in WAC 392-181-182(6) applies;
5. Based on the progress evaluation, the certificated teacher must determine and document whether the student is making satisfactory progress toward meeting the learning goals and performance objectives in the written student learning day;
6.For students whose written student learning plan includes only online courses, school-based support staff may use the student’s progress grades in the online course or courses to be determined whether a student’s progress is satisfactory;
7. If a student failed to make satisfactory progress or failed to follow the written student learning plan, an intervention plan must be developed for the student, unless the evaluation is delivered within the last five school days of the school year; and
8. If student is not making satisfactory progress after three consecutive calendar months, despite documented intervention efforts, a course of study designed to more appropriately meet the student’s educational needs must be developed and implemented by a certificated teacher in conjunction with the student and where possible, the student’s parent. This may include removal of the student for the Alternative Learning Experience and enrollment of the student in another educational program offered by the District.
Prior to enrollment, the student’s parent must sign documentation (Declaration of Understanding) attesting to their understanding the difference between home-based instruction and the Snohomish School District alternative education option selected by the student.
1. Annual Report to the Board of Directors. The Director of Alternative Education will report at least annually to the Board of Directors. This annual report will include at least the following:
- Documentation of ALE student headcount and full-time equivalent enrollment claimed for basic education funding;
- Identification of the overall ratio of certificated instructional staff to full-time equivalent students enrolled in each ALE program;
- A description of how the program supports the District's overall goals and objectives for student academic achievement; and
- Results of any self-evaluations conducted.
2. Monthly Report to the Superintendent of Public Instruction
The District must report monthly to the Superintendent of Public Instruction:
- Accurate monthly headcount and full-time equivalent enrollment for students enrolled in alternative learning experiences; and
- Information about the resident and serving districts of such students.
3. Annual Report to the Superintendent of Public Instruction
The District must submit an annual report to the Superintendent of Public Instruction detailing the costs and purposes of any expenditures made to purchase or contract for instructional or co-curricular experiences and services that are included in an ALE written student learning plan, along with the substantially similar experiences or services made available to students enrolled in the District’s regular instructional program. The District must report annually to the Superintendent of Public Instruction the following:
- The number of certificated instructional staff full-time equivalent assigned to each alternative learning experience program;
- Enrollment of students (separately identified) where ALE instruction is provided entirely under contract pursuant to RCW 28A.150.305 and WAC 392-121-188; • The number of students enrolled in full-day kindergarten at any time during the school year; and
- The number of students enrolled in full day kindergarten who participated in the WaKIDS assessment prior to the assessment deadline.
All students enrolled in Alternative Learning Experience courses or course work must be assessed at least annually, using, for full-time students, the state assessment for the student’s grade level and using any other annual assessments required by the District.
Part-time students must also be assessed at least annually. However, part-time students who are either receiving home-based instruction under Chapter 28A.200, RCW or who are enrolled in an approved private school under Chapter 28A.195, RCW are not required to participate in the assessments required under Chapter 28A.655, RCW.
Any student whose Alternative Learning Experience enrollment is claimed as greater than 0.8 fulltime equivalent in any one month through the January count date must be included by the District in any required accountability of rules and procedures.
Continuum of Options
AIM High School is designed to meet the needs of high school students who benefit from working at their own pace with individual and small group assistance. Students apply and are interviewed to assure that this is an appropriate placement. Work outside of class is required to be successful. Students may also attend classes at other district high schools, at Sno-Isle Technical High School, or Running Start. AIM offers a high school diploma when students have completed state and school district graduation requirements.
Online Learning is an alternative program designed primarily for students in grades eight through twelve. It is designed to allow students to meet state standards and/or make progress toward graduation outside of a traditional setting, and/or earn credits they have previously failed. Students may work from home or a school site. Courses are available as part of the student’s school day, or families may purchase additional courses beyond the school day.
Parent Partnership Program is for parents who have chosen to combine home instruction with the educational resources of the school district. Students must participate in direct instruction at least once per week, as indicated in their student learning plan. The program serves students in grades K-10 but does not offer a diploma. Students can, however, earn high school credit in many of the courses and this credit can be transferred to any diploma awarding institution. Parent involvement is required. Parents must assist their child at home, volunteer and participate in program course selection.
Re-Entry Program is designed for students who want another chance to earn credit for classes they have failed or are currently failing. The program goal is to return students to their regular high school after one semester. Students must withdraw from their regular high school to register at Re-Entry for one semester. Work outside of class is required to be successful.
- 2020 – Course Design, Selection and Adoption of Instructional Materials
- 2024 – On-line Learning
- RCW 28A.150.305 Alternative educational service providers – Student Eligibility.
- RCW 28A.232.010 Alternative learning experience courses – Generally -Rules – Reports.
- RCW 28A.250.050 Student access to online courses and online learning Program – Policies and procedures – Course credit – Dissemination of information – Development of local or regional online learning programs.
- WAC 392-121-107 Definition – Course of study
- WAC 392-121-182 Alternative learning experience requirements
- WAC 392-121-188 Instruction provided under contract
Adoption Date: January 14, 1998
Revision Dates: April 14, 1998, May 28, 2008, June 13, 2012, June 26, 2019
AIM High School Procedures- 2255P1
Alternative Learning Experience Program
AIM High School
AIM High School is an alternative school offered by the Snohomish School District for students in grades 9-12. AIM has its own attendance guidelines and graduation requirements, ceremonies and diploma. Twenty-two credits are required for graduates in 2020 and Twentyfour credits are required for 2021 and beyond. (with the same breakdown as Glacier Peak High School and Snohomish High School). All coursework must be completed to an 80% accuracy with an “S” grade earned upon completion of the course.
Students enrolling in AIM should do so with the intent to obtain a non-traditional, alternative educational experience during high school. AIM is not a “re-entry” school and students should be discouraged from transferring from AIM to other district high schools, or from other district high schools to AIM, without clear, specific rationale. Students can, however, take some of their classes at other district high schools while at AIM.
A student learning plan will be written by a certificated staff and the student. The certificated teacher will evaluate student monthly progress toward goals with evidence of learning.
Students must complete an application which includes a personal essay and attend an interview with the director or his/her designee. A significant adult must accompany the student and be present in the interview, unless the student is an unaccompanied youth as identified in the McKenney-Vento Act. The director will determine acceptance, schedule and start date based on student needs and program considerations.
The following criteria should be considered when students are requesting placement into AIM:
1. The student needs a more flexible schedule and/or needs a more independent learning program to pursue a high school diploma.
2. There is a financial crisis which directly affects the student and necessitates the student’s employment during normal school hours.
3. Personal problems or health-related circumstances seriously impair the student’s ability to make reasonable progress toward traditional high school graduation.
Adoption Date: January 14, 1998
Revision Dates: March 15, 2002, May 28, 2008, May 23, 2012, March 7, 2016, June 26, 2019
Re-Entry Program Procedures- 2255P2
Alternative Learning Experience Program
Re-Entry Program is an alternative program offered by the Snohomish School District for students in grades 9-12. The program is designed to serve students who need to change from the regular high school due to violation of the attendance procedures, suspension, parent request, desire to enter Snohomish High School or Glacier Peak High School too late in a semester to be assimilated into the regular school, or individual personal needs which prevent them from succeeding in the regular school. Students are referred to this program by their attendance area high school. Students must also complete the withdrawal process from their attendance area high school. ReEntry is designed to serve students for a period of one semester only.
Credits, records and graduation:
1. Students work at their own pace to retrieve credits.
2. A student learning plan will be developed by a certificated teacher before the student begins the program. The teacher will evaluate student monthly progress toward goals with evidence of learning.
3. A letter grade of S will be used for each 0.5 credit earned.
4. Attendance and academic records will be maintained by the instructors.
5. All credits apply toward the course of study leading to graduation from Snohomish High School, Glacier Peak High School or AIM High School.
6. The re-entry registrar will transfer all credits, approved by the director, earned to the appropriate resident school registrar at the completion of the semester. 6. Under special circumstances and approved by the high school principal, students who complete their credits for graduation while in Re-Entry will receive a Snohomish High School or a Glacier Peak High School diploma but will not participate in commencement exercises or activities.
Adoption Date: January 14, 1998
Revision Dates: March 15, 2002, May 28, 2008, March 7, 2016, June 26, 2019
Online Learning- 2255P3
Alternative Learning Experience Program
The Online Learning program is an alternative program offered by the Snohomish School District for students in grades 7-12. The program is designed to serve students who need to meet graduation requirements outside of a traditional setting and schedule. Students may work from home or school and are required to come at arranged times to complete tests. Students can take credit retrieval courses or ones that accelerate them through their high school program. This program can be part of their school schedule (six-period day) or beyond the school day for an additional cost. (For more information and additional requirements, see Policy 2024 & Procedures 2024P.)
Credits, records and graduation:
1. Students must meet with their school counselor to determine course need. Registration forms will be completed and signed by student, parents, counselor, and principal and forwarded to the online registrar;
2. Students must complete an orientation before a student can begin the course;
3. Students must maintain weekly contact with their teachers;
4. A student learning plan will be developed by a certificated teacher before the student begins the program. The teacher will evaluate student monthly progress toward goals with evidence of learning;
5. Letter grades will be used for each 0.5 credit earned unless in the case of credit retrieval when a P or F will be used;
6. Student contact and academic records will be maintained by the instructors and placed in student files at the end of each semester.
7. All credits apply toward the course of study leading to graduation from Snohomish High School, Glacier Peak High School, or AIM High School;
8. The registrar will transfer all credits earned and approved by the director to the appropriate resident school registrar at the completion of the semester; and
9. Under special circumstances and approved by the appropriate high school principal, students who complete their credits for graduation while taking courses on-line will receive a Snohomish High School, Glacier Peak High School or AIM High School diploma.
Adoption Date: January 14, 1998
Revision Dates: March 15, 2002 May 28, 2008 May 23, 2012 March 7 , 2016 June 26 , 2019
Snohomish Parent Partnership Program- 2255P4
Alternative Learning Experience Program
Snohomish Parent Partnership Program
Snohomish Parent Partnership Program is an alternative program offered by the Snohomish School District for students in grades K-12, with some provisions for high school credit under WAC 392-21-182. Student learning plans will be developed by certificated staff with the student and parent. Student progress will be supervised, evaluated, and recorded by certificated staff on a monthly basis. Parents are expected to support the learning plan at home, communicate with certificated staff regularly and volunteer monthly.
Students enrolled in the Parent Partnership Program may enroll in other district classes, space allowing and with administrator permission. The full-time equivalency (according to WAC) will be shared between programs. Students will not have a “Declaration of Intent to Home-School” on file.
Students enrolled in this program may participate in extra-curricular activities with their neighborhood schools, as approved by the administrator and the neighborhood school administrator. Parents are responsible for transportation to the Parent Partnership Program and to any extra-curricular events in which they choose to participate.
Students may earn credit that will be listed on an academic history but will not lead to a diploma in and of itself. Credits can be transferred to an accredited high school such as Snohomish High School, Glacier Peak High School or AIM High School. Students may earn credit through their written learning plan under the following conditions:
1. The student has demonstrated completion of course goals as developed in their written learning plan. The courses must be pre-approved, and must align with the state board of education’s high school credit and graduation requirements, as provide in Chapter 180-51 WAC, and Snohomish School District graduation requirements.
2. The student has performed 90 hours of work (instruction and homework) on each .5 course and has met the conditions of attendance under the Alternative Learning WAC 392-121-182. Credit may also be awarded for courses taken under the Equivalency Credit WAC 180-50310.
3. The student has completed samples of work at home to be provided to program staff.
4. The teacher will evaluate student monthly progress toward goals with evidence of learning.
5. The student’s curriculum has been approved through the Parent Partnership Curriculum review process or has been purchased from an accredited program.
Adoption Date: March 7, 2003
Revision Dates: July 19, 2005. May 28, 2008. May 23, 2012. March 7, 2016 June 26, 2019
Community Schools and Adult Education- 2250
Community Schools and Adult Education
The school district may operate community schools and adult educational programs to the degree that they can be operated on a self-supporting financial basis, and in a manner consistent with regular program priorities.
Adoption Date: January 22, 1992
Community Schools and Adult Education Procedures- 2250P
Community Schools and Adult Education
The Coordinator of Community Schools and Adult Education will organize a Community Education Council for the purpose of ensuring community input on decisions relating to the provision of community and adult education programs.
Revised: January 22, 1992
Free or Inexpensive Materials- 2313
Any requests from organizations which provide instructional materials and/or aids must be examined to ensure that such materials promote students' interests primarily, rather than the special interests of any particular group. The principal shall review for accuracy and educational value to the total school program all materials or activities proposed by outside sources for student or staff use.
The superintendent is directed to establish general standards to be used by the principal to determine if such materials may be used in the classroom.
Adoption Date: October 25, 1995
Free or Inexpensive Materials Procedures- 2313P
Care must be exercised in evaluating and using free or inexpensive materials for instructional purposes. Such materials must support and enrich approved courses of study and satisfy the same criteria as outlined in the instructional materials policy, as well as the following special criteria:
A. Materials shall be suited to the varied interests, abilities, reading and maturation levels of the students to be served.
B. Where possible, materials shall provide major opposing views on controversial issues so that students may develop critical reading and thinking skills. Any expression of a single point of view should be clearly identified.
C. Where possible, materials shall represent the many ethnic and cultural groups and their contribution to the American heritage.
D. Materials shall be factually accurate and of genuine literacy or artistic value. Any advertising that appears on or with any material should be in good taste and unobtrusive.
E. The source of all materials should be clearly identifiable.
Adoption Date: October 25, 1995
Student User Acceptable Use Agreement- 2314F1
This agreement may be in electronic or paper format.
1. I will abide by Procedure 2314P, including the Code of Conduct.
2. Snohomish School District will not be liable for any direct or indirect, incidental, or consequential damages due to use of the Snohomish network, including, any damage users may suffer, from theft or loss of data.
3. Snohomish School District shall not be liable for any direct or indirect, or consequential damages (including lost data or information) sustained or incurred in connection with the use, operation, or inability to use the Snohomish network.
4. Use of the network, including use to access public networks, may be revoked by administrators at any time for violation of Procedure 2314P and the Code of Conduct within.
5. I hereby release Snohomish School District, its operators, and any institutions with which they are affiliated from any and all claims and damages of any nature arising from my use, or inability to use, the network.
6. District Network Code of Conduct (included in Procedure 2314P):
a. I will protect my logon and personal information from others. I will never give out personal information via the District network, such as my home, work, and/or school addresses/phone numbers, credit card number, Social Security number or driver’s license number.
b. I will respect the privacy of other users. I will not use others’ passwords.
c. I understand that my use of the internet via the District network must be limited to career development, limited high-quality self-initiated research, and school work. I will not use the internet for other uses while at school. I will not use the internet via the District network for my entertainment.
d. I will always use the internet responsibly. I will not use the District network to access pornographic or otherwise inappropriate material. I will immediately inform my teachers/parents if I encounter any information that is racist, sexist, hateful or obscene. Unless I have specific permission from the District, I will ensure that anything I publish using the District network is done in my name only, and not on behalf of the District. If I upload content using the District network, I will ensure that I have the authority to make it available to others.
e. I will follow appropriate online behavior, including interacting with other individuals and groups on shared documents, social media sites and in chat room and bulletin board type settings. I will not develop or distribute programs or messages that harass other users or infiltrate a computer. I will not “hack” the District network (e.g., by introducing or transmitting malicious code of any sort or type.).
f. I will not modify or copy files/data of other users without their consent. I will not click on links embedded in emails from unknown senders, or in emails that appear to be from someone I know but that are unusual or suspicious to me.
g. I will obey copyright and other intellectual property laws. I will not purport to bind the District to any license or other contract, including any click-to-agree license or other agreement, unless I have express authority from the District to do that.
h. I will follow any District instructions regarding maintenance or care of the District network. I will not delete or add peripheral equipment to the District network without permission. I will not destroy, modify or abuse the District network hardware or software in any way. This includes downloading or installing software without teacher consent.
i. I will not use the District network for commercial or political purposes.
j. I understand that the District may remove my user account if it is determined that I have engaged in unauthorized activity or am violating any part of Procedure 2314P, including this Code of Conduct.
7. Personal Electronic Devices
a. Use of a Personal Electronic Device in school by a student is subject to available resources.
b. The student is fully responsible for his/her device. Devices should be in the student’s possession at all times. The school is not responsible for the security, loss, misplacement, theft, or damage of the device. Schools may require a separate signed parental authorization form in order for a student to bring a personal device.
c. Students’ networks (for personal devices) make use of the same filtering software as the District Network.
d. In addition to Student Acceptable Use rules, student use Personal Electronic Devices may be subject to the rules for such use in their individual school. These rules may include but are not limited to:
1. Restricted internet access
2. Specific time periods and locations where use is permitted
3. Specific time periods and locations where use is prohibited
4. Prohibition from sharing the device with others
5. Allowing or prohibiting specific devices
e. Students understand:
1. Local network folders and local printing may not be accessible on his/her personal device
2. I understand and agree that the Acceptable Use Procedures and Code of Conduct apply not only to district-owned or district-provided equipment, but also to personal devices that use district resources or are used on district property or at school-sponsored events.
- Policy 2314 – Electronic Information Systems (Networks)
- Procedure 2314P – Electronic Information Systems (Networks) Procedures
Revision Dates: July 30, 2013, November 27, 2013, May 25, 2016
Staff User Acceptable Use Agreement- 2314F2
This agreement may be in electronic or paper format. I agree to the following:
1. To abide by Procedure 2314P, including the Code of Conduct.
2. That network administrators have the right to review my material stored in Snohomish network files and to edit or remove any material which they in their sole discretion believe may be unlawful, obscene, abusive or otherwise objectionable, and I hereby waive any right of privacy which I may otherwise have to such material.
3. Staff must change their network account password on a regular basis.
4. That the Snohomish School District will not be liable for any direct or indirect, incidental, or consequential damages due to information gained and/or obtained via use of the Snohomish network, including, without limitation, access to public networks.
5. That the Snohomish School District does not warrant that the functions of any of the Snohomish network will be error-free or uninterrupted.
6. That the Snohomish School District shall not be liable for any direct or indirect, or consequential damages (including lost data or information) sustained or incurred in connection with the use, operation, or inability to use the Snohomish network.
7. That the Snohomish School District is unable to provide support for personal computing devices.
8. That I will provide password protection for personal devices that use or have used district network resources.
9. Use of the Snohomish network is for achieving district and educational goals. The District recognizes, however, that some personal use is inevitable, and that incidental and occasional personal use that is infrequent or brief in duration is permitted so long as it occurs on personal time, does not interfere with District business, and is not otherwise prohibited by District policy or procedures.
10.That Procedure 2314P and the Code of Conduct apply not only to district-owned or district-provided equipment, but also to personal devices that use district resources.
11. In consideration for the privilege of using the network and in consideration for having access to the public networks, I hereby release Snohomish School District, its operators, and any institutions with which they are affiliated from any and all claims and damages of any nature arising from my use, or inability to use, the network.
Revision Dates: August 28, 2011, November 27, 2013, May 25, 2016
Wonder Media Consent Form- 2314F4
Software and Software Services Acquisition- 2315
The purpose of this policy is to provide guidelines for requesting purchase and installation of software, as well as the purchase of software services, most commonly delivered via the internet.
The goal of this policy is to provide District students sustainable and cost-effective software that supports the learning process.
- Integrated Software Systems – These systems rely on exchanging information with each other. Examples may include systems that exchange data between our student information system, personnel systems, financial systems and systems used for learning.
- Software Services – These services bring software applications through a web browser. Generally they are hosted and accessed through the internet. Software services provide both core and supplemental curriculum materials.
- Distributed Software – This software is typically distributed on network workstations. This software has a specific application and integrates within District standards for networking and computing.
- Core Software – Core software is represented by Office Suites, Design Suites, browsers and multi-media players. Some examples include MS Office, Adobe Design Suite, Internet Explorer and Windows Media Player.
- Staff Home Use Software – This software may be provided to current staff members free of charge, or at a significantly reduced rate. The District makes no warranties of any kind, either express or implied, that the software functions will be error-free or without defect. Staff members are required to comply with all licensing terms and conditions.
The Superintendent shall establish procedures for requesting, reviewing and approving software and software services.
Adoption Date: May 28, 2008
Revision Dates: February 13, 2013, January 28, 2015
Software and Software Services Acquisition Procedures- 2315P
Software and Software Services must be approved by the Teaching and Learning Services Department. The Teaching and Learning Services Department will advise if the approved products are core curriculum products, or supplemental to curriculum. All approved software must be tested by the technology department prior to purchase.
Core Curriculum Software:
1. Purchase and management is usually done at a District level.
2. Internet-based software is open for access to all students.
1. Purchase and management is generally done at the school level.
2. Internet-based software is open for access to all students who have not opted out of internet access.
Integrated Software Systems:
1. New and replacement integrated software systems must be approved by the Technology Department and the Assistant Superintendent, or designee prior to testing. Due to the nature of integrated software, testing is usually extensive, and can be costly in both time and materials. Approved integrated software that demonstrates successful integration, may be purchased.
2. Integrated software must provide an automated and secure method for data transfer between systems.
3. Integrated systems must meet the SIF (School Interchange Format) standard.
4. Every attempt should be made to utilize existing functionality before purchasing additional systems.
1. Distributed software is the most expensive to acquire and maintain. All distributed software must go through the approval process, and technical testing before purchase. Distributed software must be operable within the current District standards for operating systems, hardware and network infrastructure.
2. To maximize access and minimize costs a Software Services product should be chosen whenever available. Distributed software should be installable to a server or web host. Software that is accessible by individual machines only must have an installer that allows for automated remote installations.
Software service is the least expensive software to acquire and maintain. All Software Services must go through the approval process, and technical testing before purchase. Software Services must operate within District standards for browsers and communication systems.
All core software standards for teaching and learning are developed jointly by the departments of Teaching and Learning Services, and Technology. Core software standards for ancillary and support activities within the District are developed jointly by the Technology Department, and the District software customer department. All core software must go through the approval process, and technical testing before purchase.
Core software is consistent throughout the District. The Technology Department is responsible for ensuring that approved core software works within the District standards through a testing process. Only software that successfully conforms to current operating and network systems within the District will be installed.
Software for Special Needs:
Software for special needs must be authorized by the Special Services Department. The Technology Department will work with the Special Services Department to ensure that their students are able to access specific software titles that serve their special needs.
Adoption Date: February 13, 2013
Field Trips/District Sponsored Excursions/Non District Sponsored Excursions- 2320
Field trips are valuable extensions of the classroom experience. They provide a vital opportunity for children to relate school learning to the larger community and the world in which they live.
The district recognizes these extensions of classroom experience through field trips, provided that:
1. The safety of students has primary consideration,
2. Advance approval is obtained from the principal,
3. The extension of the classroom experience is educationally sound and adequately supervised,
4. Appropriate insurance coverage is secured when necessary, and
5. Parent/guardian permission is secured for all students before they leave the school. T
he Board must grant prior approval for field trips that are farther than a 350-mile radius of Snohomish.
The Superintendent or designee must grant prior approval for field trips that are within a 350-mile radius of Snohomish. Field trips for high school students involved in Washington Interscholastic Activities Association (WIAA) sanctioned playoffs may be approved by the Superintendent or designee.
The Superintendent or designee shall develop procedures for the operation of field trips and excursions that shall provide for the safety of the students, meet the requirements of state law or regulation and protect the district from unreasonable risk.
No staff member may solicit students for privately arranged field trips or excursions during regular school hours. District facilities, vehicles or equipment will not be used for privately arranged field trips.
Adoption Date: January 22, 1992
Revision Dates: January 8, 2003, August 22, 2007, October 26, 2011, January 25, 2017
Field Trips/District Sponsored Excursions/Non District Sponsored Excursions Procedures- 2320P
Field Trips Procedures
1. Planning/Choice of Activity – Field trips provide a valuable contribution to a child's education when they are well planned and enhance the classroom experience. Field trips are to be directly related to established curricula, be age appropriate, and provide educational benefit. Field trips solely for extrinsic rewards are discouraged and may not be approved. Trips to water parks will only be approved on a case-by-case basis, when in conjunction with another approved educational or athletic activity.
2. Field Trip Approval Request Forms and Administrative Approval – All field trips must have written administrative approval. The building administrator is responsible for reviewing all aspects of the field trip. Requests for approval of day field trips (Form 2320F2a) must be submitted to the administrator a minimum of 3 weeks prior to a day trip.
Prior to an overnight/out-of-state trip Form (2320F1a) must be submitted 3 months in advance of the over-night field trip. If the field trip is at the beginning of the school year (September or October), then paperwork must be submitted 4 weeks prior to the field trip date, as student class rosters are not available 3 months prior to the start of school.
3. Parental Permission – Each student must turn in a Field Trip Activities Consent/Clearance Form (2320F2) to participate on a day field trip, or Form (2320F1) to participate on an over-night field trip. If a field trip includes an amusement park visit, Overnight Field Trip Theme Park Consent Form (2320F1b) will be required to participate. Students who do not return these forms will remain at school during the field trip.
4. Transportation – District vehicles are to be used for transportation. Schools must arrange all transportation through the Transportation office by filling out a Transportation Request Form. Transportation requests are to be made a minimum of three weeks prior to a day trip and a minimum of three months prior to an overnight or out-of-state field trip. Students may not drive during the course of a field trip or school event, unless preauthorized, and in that case they must complete the off-campus activity/travel agreement. Private vehicles may not be used to transport students, except under conditions described in Policy 8131. In the event a rental car is used, drivers must be approved as volunteers and authorized to transport students, which includes providing copies of a valid driver’s license and abstract of driving record.
5. Risk Management and Medical Concerns – Prior to the field trip, the following information and supplies must be gathered by the staff member in charge:
a. Field Trip Activities Consent/Clearance Form (Form 2320F2 for day trips, Form 2320F1 for over-night trips, and Form 2320F1b for amusement park trips) for each student.
b. Cell phone.
c. Medication for those students needing administration of medicine.
d. First-aid supplies.
When a student emergency occurs away from school, the student will be evaluated by the staff member in charge. The staff member in charge will notify the building administrator. For additional information and details see Policy 3435P – Emergency Procedures.
6. Supervision – Chaperones must be a minimum of 21 years of age and, for overnight field trips, 25 years of age. A principal may approve younger chaperones if they are the parent/guardian of one of the students and considered a responsible adult. There must be both a male and female supervisor/chaperone if male and female students are on the overnight field trip. For day trips, a minimum of one adult supervisor/chaperone, not including the bus driver, is required for every 10 students at the elementary level, one for every 15 students at the middle school level, and one for every 20 students at the high school level. For overnight trips, a minimum of one adult supervisor/chaperone is required for every 10 students at all levels.
7. Screening Requirements – Chaperones must complete the Snohomish School District volunteer application packet, including a Washington State Patrol background check, prior to the field trip. The Chaperone Guidelines Form (2320F3) (will be provided to each chaperone by the staff member in charge. A list of chaperones will be reviewed by the building principal or designee prior to the field trip.
Staff member chaperones must submit travel leave requests, and receive principal approval, prior to submission of the request to the School Board, Superintendent or designee. Consideration of a teacher, other than the field trip organizer, as chaperone will include the following criteria:
a. the anticipated impact of that teacher being absent from his/her classes for the duration of the field trip
b. the extent to which that teacher is critical to the functioning of the group or field trip
8. Student Expectations – The teacher will review behavioral expectations with the students prior to the field trip. School rules apply during field trips.
9. Day of the Trip Activities – On the day of the trip, the teacher will take roll, provide name tags for K-4 students, assign students to specific chaperones, and assure that required food, equipment, medicine, and other supplies are ready.
10. Overnight/Out-of-State Field Trips – Field trips that are farther than a 350-mile radius of Snohomish must be approved by the School Board. The Superintendent or designee may approve field trips that are within a 350-mile radius of Snohomish.
a. Requests must be submitted to the Superintendent and/or School Board approval at least three months prior to the date of the trip, unless the field trip is at the beginning of the school year (September or October), then 4 weeks prior to the field trip date due to student class rosters are not available 3 months prior for field trips occurring in September and October. This includes:
1. Travel leave requests for staff members and a list of approved chaperones who will be participating. Chaperones must travel and lodge with the group for the entire trip. In the event the list of chaperones is not known three months prior to the trip, a final list of chaperones going on the field trip, must be submitted no less than two weeks before the date of the field trip.
2. Detailed budgets, including costs for transportation, housing, meals, entrance or sightseeing fees, etc. Budgets should show both revenue and expenditure figures.
3. Arrangements for student and chaperone housing. Chaperones may not be housed in rooms with students. Students must be housed with their same gender.
4. Arrangements for transporting students.
5. Detailed itinerary for entire trip. In the event itinerary is not known three months prior to the trip, an anticipated itinerary will be accepted. An updated itinerary is required before departure.
6. A list of students. In the event the list of students is not known three months prior to the trip, a final list of students going on the field trip, must be submitted at the time of making final travel arrangements, and no less than two weeks before the date of the field trip.
b. Parents or guardians will provide the school with the following information for all overnight or out-of-state travel prior to departure:
1. Field Trip Activities Consent/Clearance Form (2320F1 for over-night field trips)
2. Over-Night Field Trip Theme Park Consent Form (2320F1b) if the field trip includes any kind of theme park as part of the itinerary.
3. If a field trip is Out-of-Country a School Sponsored Foreign Travel Guidelines and Requirements Check List Form (2320F1c) must be turned in. The Out-of-Country Field Trip/Excursion Consent Form (2320F1d), The Verification of Insurance Coverage (Out-of-County) Form (2320F1e), is necessary for any person driving a vehicle. The Out-of-County Field Trip/Excursion Volunteer Consent Form (2320F1f) is required for any volunteers.
4. Written proof of medical insurance (see Parent/Guardian Proof of Medical Insurance form)
c. Field trips for high school students involved in Washington Interscholastic Activities Association (WIAA) sanctioned playoffs announced with short notice may be approved by the Superintendent or designee. All other requirements of this policy must be met.
d. Under exceptional circumstances, trip authorization may be given by the Superintendent or designee.
Adoption Date: January 22, 1992
Revision Dates: January 8, 2003, August 22, 2007, August 12, 2009, September 14, 2012, March 31, 2014, January 25, 2017
Overnight Field Trip Consent Form- 2320F1
Request for Approval In-State/Out-of-State/Overnight Field Trip Excursion Form- 2320F1a
Overnight Field Trip Consent Form (Theme Park)- 2320F1b
School Sponsored Foreign Travel Guidelines and Requirements- 2320F1c
Verification of Insurance Coverage Out of Country Form- 2320Fd
Out-of-Country Field Trip/Excursion Volunteer Consent Form- 2320F1e
Volunteer Verification of Insurance Coverage (Out-of-Country) Form- 2320F1f
Field Trip Activities Consent/Clearance Medical Consent Form- 2320F2
Request for Approval Day Field Trips 2320F2a
Request for Approval Day Field Trips 2320F2a
Volunteer Chaperone Field Trip Guidelines 2320F3
Contests for Students- 2322
Contests may be made available to students by outside organizations through the schools, subject to certain limitations. The superintendent shall determine that the contest is not in conflict with, nor will it diminish, the primary educational aims of the schools and that it meets the needs and interests of students.
The schools shall confine participation to those national contests which are currently placed on the approved list published annually by the Committee on National Contests and Activities of the National Association of Secondary School Principals.
A state or local contest in which students participate shall be:
1. One that supplements and does not interfere with the regular school program.
2. One that is beneficial to youth in educational, civic, social or ethical development.
3. One that makes it possible for individual students to work out contributions by their own efforts and does not invite dishonest collaboration.
4. One whose subject is not commercial, controversial, sectarian or concerned with propaganda. It must emphasize high moral standards, good citizenship and intellectual competence.
5. One from which no contestant shall be excluded because of race, color, creed, sex or payment of entry fee.
6. One which does not place an undue financial or emotional burden on students, parents, teachers or the school.
7. One which does not require frequent or lengthy absence of participants from the school.
8. One sponsored by an organization engaged in a credible or acceptable enterprise, regardless of the kind or amount of prizes offered. The contest or activity must not be used as a "front" for advertising a company name or product.
Adoption Date: January 22, 1992
Academic Freedom- 2330
Education may be fostered and promoted in an atmosphere in which academic freedom for staff is encouraged and promoted, with due consideration to the rights of the students and community in connection therewith. Teachers are entitled to academic freedom subject to accepted standards of professional responsibility. The responsibilities are defined as commitment to democratic tradition; a concern for the rights, welfare, growth and development of children; an insistence upon objective scholarship; and recognition of the maturity level of students.
The rights herein must be exercised consistent with any prescribed curricula determined by the Board of Directors as allowed by law.
- Policy 5252 – Staff Participation in Political Activities
- Policy 2331 – Controversial Issues – Guest Speakers
Adoption Date: January 22, 1992
Revised Date: September 9, 2020
Academic Freedom Procedures- 2330P
Academic freedom may be defined as the right of a qualified scholar to pursue the search for truth in its many forms and to make public methods and findings without coercion from church, state or other external authority.
At the level of teaching, it is the right of a qualified teacher to encourage freedom of discussion of controversial questions in the classroom and to develop in their students a love of knowledge and a desire to research all points of view of a problem. It is recognized that the application of the principle of academic freedom at the common school level involves considerations which are not equally present in the college or university.
The teachers should keep in mind that academic freedom is not a political right guaranteed in the constitution, but rather a necessary condition for the successful practice of the academic profession in a free society.
Educational freedom is not identical to individual freedom. When the teacher teaches, they must not confuse their private views with their public duties. The school should no more be subject to the private partisanship of a teacher than to the organized propaganda of groups outside the school. Long ago, it was settled that teachers should not impose their private religion and their partisan politics on their pupils. Similarly, they have no right either directly or indirectly to insert in the minds of youth their private doctrines or conclusions on current or unsettled economic and social issues.
Adopted: January 22, 1992
Revised: September 9, 2020
Controversial Issues- Guest Speakers- 2331
The district will offer courses that will afford learning experiences appropriate to the level of student understanding. The instructional program will respect the right of students to face issues, to have free access to information, to study under teachers in situations free from prejudice and to form, hold, and express their own opinions without personal prejudice or discrimination. Staff members should provide for the free and orderly flow and examination of ideas so that students may gain the skills to gather and arrange facts, discriminate between facts and opinion, recognize and discuss differing viewpoints, apply sound judgement, and draw their own tentative conclusions.
Teachers will plan discussions and procedures, including the use of guest speakers with thoroughness and objectivity, to acquaint students with divergent viewpoints, based on the appropriateness of the issues to the curriculum and the maturity of the students. When in doubt regarding appropriateness, the matter should be referred to the principal.
The Superintendent or designee will establish procedures for the approval of the use of a guest speaker. When an invited speaker expresses opinions which are partisan or considered controversial by a large portion of the community, the school will provide the presentation of opposing views.
A. If the teacher and the principal believes the guest speaker’s topic is controversial, they will develop a plan whereby the issue(s) can be presented in an objective, unbiased manner; and
B. In the event the speaker’s topic is determined to be controversial, the teacher will notify students beforehand that any student who does not wish to attend the presentation may have an alternative assignment.
Adoption Date: January 22, 1992
Revised Date: September 9, 2020
Controversial Issues Procedures- Guest Speakers- 2331P
In a society of free people, the free exchange of ideas means that disagreements will be a common experience. A free society must recognize the value of the discussion of controversial issues. The obligation of the public schools is not to teach controversial subjects, but to provide opportunities for their study. The study of controversial issues must take place under the direction of competent instructors. Since the objective is truth and understanding for intelligent citizenship, the problem is to find a means of instruction without the direct imposition of the teacher's own viewpoints and guarding against conclusions based upon emotionalism. The atmosphere in which controversial subjects are best handled is one in which there is a free exchange of facts and ideas between students and teachers. It is recognized, however, that basic concepts relative to the national security, survival, etc. cannot be left to chance discovery by students. It is accepted that relative values may sometimes become distorted in the minds of immature students. However, to avoid the risk of criticism by teaching only problems already solved is to limit the student of any chance in assuming the role of responsible citizenship. The willingness to consider questions for which no generally accepted answers have been determined, a hearing of arguments in opposition to one's own belief, and habit of suspending decisions until one has studied the facts available before action must be taken, are fundamental qualifications for a citizen in a growing, changing society.
Study of controversial issues leads to important and unique educational outcomes. Some of these outcomes should be:
1. The ability and will to study complex life situations and make intelligent choices of alternatives;
2. The skill of analyzing materials, recognizing propaganda and evaluating sources of information;
3. The ability and desire to make use of rational methods in considering significant issues and coming to decisions about them;
4. A willingness to recognize the necessity for and value of different viewpoints;
5. A readiness to accept desirable compromises when necessary;
6. A respect for minority positions and acceptance of the rights of minorities by democratic process to attempt to become majorities; or
7. An appreciation of the role of controversy as an instrument making for progress.
The following guidelines should be adhered to when studying controversial issues:
1. The issue should be within the maturity level of the students;
2. The issue should be of interest to the students;
3. The issue should be socially significant and timely for the course and grade level;
4. The issue should be one which the teacher feels they can handle successfully from a personal standpoint;
5. The issue should be one which has adequate materials available;
6. The issue should be one for which there is adequate time to justify the presentation; or
7. Controversial issues that are studied should be of such a nature that they can be discussed reasonably in the local community.
The role of the teacher when studying controversial issues should be to:
1. Help students discover the processes by which social problems are identified, studied, and solved;
2. Select issues within the maturity of understanding of students to accomplish the above;
3. Assist students in learning to control personal behavior where personal emotions are involved and that the purpose is to find the truth in the best way;
4. Find and select suitable material;
5. Instruct in techniques of how propaganda is used in establishing opinion;
6. Approach most issues through their historical background and development;
7. Develop a classroom atmosphere in which students feel free to express their opinions and challenge ideas;
8. Exercise their position to ensure that students will learn to seek and value documented information and not be satisfied with the mere exchange of opinion;
9. Gain continued depth in his/her major area of academic responsibility and inform themselves about current problems through continuous study; and
10. Inform principal of subjects and techniques to be used in dealing with a particular issue.
Guest speakers should be considered for use in the classroom only if a teacher concludes that such a speaker will contribute to the curriculum as a supplementary resource helping to achieve the goals and objectives of the course. In such cases, the following procedures will be followed:
1. At least two weeks before the date the guest speaker will visit, the teacher will notify the principal whom the teacher wants to invite, how the speaker's topic will relate to the curriculum and when the speaker will visit.
Any teacher may request a waiver of the two-week notice period and any principal may grant such a waiver in order to accommodate the scheduling of a speaker on short notice. However, such a waiver will be at the sole discretion of the principal and the previous granting of such waivers will not obligate any principal to grant a waiver for any future request.
2. If the teacher and the principal believe the guest speaker's topic is controversial, both parties will attempt a course of action that adheres to the requirements of policy 2331 and this procedure, including objective and unbiased presentation of issues and alternative assignments for students.
3. Unless the principal approves otherwise, the teacher will not allow non-class members to hear the guest speaker.
4. The guest speaker will be registered in the office by the teacher on the day they speak.
5. Approval of a guest speaker will be exercised in a manner consistent with the principles of free inquiry and expression.
6. If the principal has reason to believe that the appearance of the guest speaker would not provide a contribution to the curriculum or would be harmful to the students, the principal may deny the appearance of the guest speaker.
Adopted: January 22, 1992
Revised: September 9, 2020
Flag Exercises- 2333
The board of directors shall cause a United States flag being in good condition to be displayed during school hours upon or near every district school, except during inclement weather. They shall cause appropriate flag exercises to be held in each classroom at the beginning of the school day, and in every school at the opening of all school assemblies, at which exercises those pupils so desiring shall recite the salute to the flag. Students not reciting the pledge shall maintain a respectful silence. The salute to the flag or the national anthem shall be rendered immediately preceding interschool events when feasible.
- RCW 28A.230.140 United States Flag—Procurement, display, exercises—National anthem—Noncompliance, penalty
Adoption Date: January 22, 1992
Revised: November 22, 1994
Drugs, Alcohol and Tobacco Education- 2334
The board recognizes that a significant number of parents, students and others are seriously concerned about the adverse effects of drugs, alcohol, and tobacco, and that the schools share the responsibility for providing appropriate information to young people.
The district shall cooperate with parents, professional authorities, community agencies and others in developing an effective educational program dealing with this important area (district policy No. 2167).
Adoption Date: January 22, 1992
Ceremonies and Observances- 2336
Principals shall be responsible for the preparation and presentation of a program in observance of Veterans Day to be conducted on a school day preceding the 11th day of November of each year.
Martin Luther King, Jr., Day shall be observed on a school day prior to its observance as a holiday on the third Monday of January.
Adoption Date: January 22, 1992
Revision Date: January 11, 2012
Disability History Month- 2337
The purpose of observing Disability History Month is to encourage students to respect individuals with disabilities, focus on their strengths and to promote understanding rather than stereotypes.
While observing Disability History Month as required by law during the month of October, and year-round when feasible, the district will conduct a variety of educational activities of its choice designed to foster greater awareness and understanding of individuals with disabilities. The activities may include, but are not limited to, school assemblies, guest speaker presentations, research and writing projects, book studies, art projects and/or film studies. At a minimum, all activities should provide students with the opportunity to learn how people with disabilities have been treated throughout history, how they have been instrumental in changing history and/or how they became active participants in changing societal attitudes about their needs, desires and capabilities.
Suggested topics for activities include:
- Examination of common word usage that stigmatizes people with disabilities;
- Biographical study of important people throughout history who have or had disabilities (e.g., Muhammad Ali, Abraham Lincoln, Harriet Tubman, Lewis Carroll, Michael Phelps, Ludwig Van Beethoven, Michael J. Fox, Franklin Delano Roosevelt);
- Study of the history of the disability civil rights movement;
- Presentations by adults with disabilities in the community, including veterans with disabilities;
- Discussion of disability etiquette;
- Focus on community-based resources for people with disabilities, or the need therefore;
- Volunteering for community service organizations that work with people with disabilities;
- Study of art/music/film that tells the story of a person with a disability or examines the portrayal of people with disabilities;
- Study of a particular historical period focusing on the experience of persons with disabilities.
- 2336 – Required Observances (Veterans Day, Constitution Day, Temperance and Good Citizenship Day, Disability History Month)
- RCW 28A.230.158 Disability History Month – Activities
Adoption Date: October 11, 2017
Religion-Related Activities and Practices- 2340
The Board recognizes our community includes a range of religious and spiritual views and opinions regarding the relationship of the schools and religion are diverse. While community opinions are important in shaping policy, the Board must give primary credence to the United States and Washington State constitution, state law and the decisions made by the respective courts when establishing guidelines for making decisions regarding religious-related activities and practices. The Board further accepts the declaration of the State Board of Education that “all students . . . possess the constitutional right to the free exercise of religion and to have their schools free from sectarian control or influence.” To this end, the Board establishes the following guidelines to preserve the constitutional rights of all students:
A. Instruction about religious matters and/or using religious materials will be conducted in an objective, neutral, non-devotional manner and will serve a secular educational purpose. History, sociology, literature, the arts and other disciplines taught in school may have a religious dimension. Study of these disciplines, including the religious dimension, will give neither preferential nor disparaging treatment to any single religion or to religion in general and must not be introduced or utilized for devotional purposes. Criteria used to guide academic inquiry in the study of religion will seek the same neutrality, objectivity and educational effectiveness expected in other areas of the curriculum. In addition, materials and activities should be sensitive to America's pluralistic society and should educate rather than indoctrinate. However, students are free to express their views relative to belief or non-belief about a religious related issue in compositions, reports, music, art, debate, and classroom discussion, when consistent with the assignment.
B.All religious-related instructional materials and/or activities must relate to secular student learning goals or standards. Staff will avoid assigning work that emphasizes the religious aspects of a holiday. Individual students should be allowed, at their own direction, to use religious personages, events, or symbols as a vehicle for artistic expression, if consistent with the assignment. State law prohibits staff from requiring that students reveal, analyze, or critique their religious beliefs, from grading academic work on its religious expression (if any), from censoring or imposing consequences on students who engage in religious expression in accordance with the law, or from imposing the religious beliefs of the staff member on students.
C. A student may decline to participate in a school activity that is contrary to the student’s religious convictions.
D. If non-curriculum-related student groups are permitted to meet on school premises immediately before or after school hours, students will be permitted to meet to discuss religious, political, philosophical, or other issues provided such group meetings are student-initiated and student-managed in compliance with Board Policy 2153, Non-curriculum Related Student Groups.
E. Religious groups may rent school facilities under the policy providing for facilities rental. Activities of such groups will be clearly separated from school-sponsored activities so that the school district does not support or appear to support the establishment of religion.
F. A student may distribute religious literature under the same conditions that other literature may be distributed on the campus provided that such distribution does not intrude on the operation of the school.
G. Material and/or announcements promoting religion may not be distributed by non-students or on behalf of groups or individuals who are not students.
H. Religious services, programs or assemblies will not be conducted in school facilities during school hours or in connection with any school sponsored or school related activity. Speakers and/or programs that convey a religious or devotional message are prohibited. This restriction does not preclude the presentation of choral or musical assemblies which may use religious music or literature as a part of the program or assembly.
I. Musical, artistic, and dramatic presentations which have a religious theme may be included in course work and programs on the basis of their particular artistic and educational value or traditional secular usage. They will be presented in a neutral, non-devotional manner, be related to the objective of the instructional program, and be accompanied by comparable artistic works of a nonreligious nature.
J. Since a variety of activities are included as part of a holiday theme, care must be exercised to focus on the historical and secular aspects of the holiday rather than its devotional meanings. Music programs will not use the religious aspect of a holiday as the underlying message or theme. Pageants, plays and other dramatic activities will not be used to convey religious messages. Religious symbols will be displayed in conjunction with a variety of secular holiday symbols so that the total presentation emphasizes the cultural rather than religious significance of the holiday.
K. Since a variety of activities are included as part of a holiday theme, care must be exercised to focus on the historical and secular aspects of the holiday rather than its devotional meanings. Music programs will not use the religious aspect of a holiday as the underlying message or theme. Pageants, plays and other dramatic activities will not be used to convey religious messages. Religious symbols will be displayed in conjunction with a variety of secular holiday symbols so that the total presentation emphasizes the cultural rather than religious significance of the holiday.
L. As a matter of individual liberty, a student may of the student’s own volition engage in private, non-disruptive prayer at any time not in conflict with learning activities. School staff will neither encourage, nor discourage a student from engaging in non-disruptive oral or silent prayer or any other form of devotional activity.
M. Commencement exercises will be free from sectarian influence, including invocations and benedictions.
N. There will be no school sponsorship of baccalaureate services. Interested parents and students may plan and organize baccalaureate exercises provided that the service is not promoted through the school and staff, and student participation is voluntary.
Students, parents, and staff who are aggrieved by practices or activities conducted in the school or district may register their concern with the building principal, Superintendent, or designee.
- Policy 2153 Non-Curriculum- Related Student Groups
- Policy 3122 Excused and Unexcused Absences
- Policy 3220 Freedom of Expression
- Policy 3223 Freedom of Assembly
- Policy 3224 Student Dress
- Policy 4060 Distribution of Information
- Policy 4220 Complaints Concerning Staff or Programs
- Policy 4235 Public Performances
- Policy 4237 Contests, Advertising and Promotions
- Policy 4260 Use of School Facilities
- U.S. Constitution First Amendment, Fourteenth Wash. Constitution Art. I, § 11 Wash. Constitution Art. 9, Sec. 4 and Art.
- 26RCW 28A.600.025 Students’ rights of religious expression – Duty of Superintendent of Public Instruction to inform school districts
- WAC 392-400-227 School district rules defining students’ religious rights
Adoption Date: January 22, 1992
Revised Date: August 23, 2023
Credit for Proficiency- World Languages- 2409
The Board recognizes the value of preparing students to be global citizens with the skills to communicate in English and other world languages. In our state’s diverse communities, it is not unusual for students to have various opportunities to develop language skills, for example, through experiences of using the language at home, attendance at language programs offered in the community, learning online or time spent living abroad. The district encourages students and their families to take advantage of any language learning opportunities available to them.
To enable students to fully benefit from the advantages of multilingualism, the district will encourage students to learn to understand, speak, read and write at a high level of language proficiency. Proficiency may also be demonstrated in languages that are only spoken or signed. In order to recognize the language proficiency of students, the superintendent is directed to develop procedures for awarding world language credits to students based on demonstrated proficiency across a range of language skills.
- Policy 2410-High School Graduation Requirements
- RCW 28A.230.090 High school graduation requirements or equivalencies-Reevaluation of graduation requirements-Review and authorization of proposed changes-credit for courses taken before attending high school-Postsecondary credit equivalencies
- RCW 392-10-350 Seal of Biliteracy
- WAC 180-51-050 High school credit – Definition
Management Resources: 2010-August Issue
Adoption Date: June 8, 2016
Revision Date: April 12, 2017
Credit for Proficiency- World Languages Procedures- 2409P
World Languages Credit for Proficiency – Procedures
For purposes of this procedure, a world language is defined according to the definition used by the Higher Education Coordinating Board as “[a]ny natural language that has been formally studied […], including American Sign Language (AMESLAN, the language of the deaf community), and languages no longer spoken, such as Latin and ancient Greek. However, neither computer 'languages' nor forms of deaf signing aside from AMESLAN is acceptable.”
B. Demonstrating Proficiency in a World Language
The district will manage the assessment process so that students seeking competency based credit can demonstrate competency/proficiency across language skills. Assessments will be aligned to the American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines in order to ensure consistency across languages. The district will select the appropriate assessment instrument(s) from the following:
1. Standards-based Measurement of Proficiency (STAMP) in reading, writing, and speaking (and listening, if available) for all languages for which it is available (as of 2010, Spanish, French, German, Italian, Japanese, Chinese). STAMP is offered by Avant Assessment (http://avantassessment.com).
2. American Council on the Teaching of Foreign Languages (ACTFL) assessments Oral Proficiency Interview (OPI) or Oral Proficiency Interview Computer Based (OPIc) and Writing Proficiency Test (WPT) — for languages for which STAMP is not available or for which ACTFL assessments are deemed to be more appropriate. ACTFL assessments are offered through (http://www.languagetesting.com). Language Testing International
3. Appropriate assessments for American Sign Language such as the Sign Language Proficiency Interview (SLPI).
4. For languages that do not currently have any other nationally available proficiency based assessment, the district will work with local language communities and the Office of Superintendent of Public Instruction (OSPI) World Languages Program to develop a collection of evidence process, such as LinguaFolio, that is aligned with ACTFL Proficiency Guidelines.
C. Determining Proficiency and Credit Equivalencies
The district will award one or more credits based on the student demonstrating an overall proficiency level according to the ACTFL Proficiency Guidelines or SLPI as follows:
ACTFL Novice Mid – 1 credit (Carnegie Unit)
Novice High – 2 credits
SLPI Survival – 1 credit (Carnegie Unit)
Survival Plus – 2 credits
Intermediate – 3 credits
Intermediate Low – 3 credits
Intermediate Mid – 4 credits
Intermediate Plus – 4 credits
Since students may demonstrate varied levels of proficiency across skills, credits will be awarded based on the lowest common level of proficiency demonstrated across the skill areas. (Example: If a student demonstrated Intermediate Mid-Level proficiency in Speaking, but Novice Mid in Reading and Writing, then credits would be awarded based on the lowest common level of demonstrated proficiency, i.e. one credit for Novice Mid. The student would not receive individual credits for separate language skills. In this example, the student would not receive four credits for Intermediate Mid in Speaking and one credit each for Novice Mid in Reading and Writing. The total award is one World Language credit.)
D. Offering Testing Opportunities
The district will manage the assessment process so that students have two opportunities to take or retake the assessment(s) required to demonstrate proficiency. Assessments must be offered in a proctored setting with appropriate technology. The district will approve the site(s) where the assessments are offered, which could include individual schools, district buildings, community colleges, universities, educational service districts, or other community settings.
E. Paying for Assessments
The district will set a fee for the assessments to cover administrative costs, test fees, and/or proctoring. Fees may vary depending on the assessment costs. The district will offer financial assistance to students who demonstrate need, such as qualifying for free or reduced price lunch.
F. Reporting Results
The district will receive official test results for each student participating in the assessment process. The district will provide a letter to the student with a copy of the test results and an indication of how many world language credits, if any, may be awarded. Credits earned will be recorded on the student’s official transcript unless the student requests otherwise. Credits will be awarded with a grade of “Pass.”
A seal of biliteracy will also appear on the student’s transcript if the following criteria are met:
1. Demonstrate proficiency in English by 1) meeting statewide minimum graduation requirements in English as established by the Washington State Board of Education and 2) meeting state standards on the reading and writing or English language arts assessment.
2. Qualifying for four competency-based credits by demonstrating proficiency in speaking, writing, and reading the world language at intermediate-mid level or higher on the ACTFL or SLIP proficiency guidelines.
- Policy 2410-High School Graduation Requirements
- RCW 28A.230.090 High school graduation requirements or equivalencies-Reevaluation of graduation requirements-Review and authorization of proposed changes-Credit for course taken before attending high school-Postsecondary credit equivalencies
- RCW 392-410-350 Seal of Biliteracy
- WAC 180-51-050 High school credit – Definition
Management Resources: 2010-August Issue
Adoption Date: June 8, 2016
Revision Date: April 12, 2017
High School Graduation Requirements- 2410
The district has established the following graduation requirements which, at a minimum, satisfy those established by the State Board of Education. The Board will approve additional graduation requirements as recommended by the Superintendent. Graduation requirements in effect when a student first enrolls in high school will remain in effect until that student graduates. The Board will award a regular high school diploma to every student enrolled in the district who meets the requirements of graduation established by the district. Only one diploma will be awarded with no distinctions being made between the various programs of instruction that may be pursued.
1. Requirements for graduating
Each student must meet the following requirements to graduate from high school:
(a) Complete the credit requirements specified in the procedure accompanying this policy;
(b) Demonstrate career and college readiness by completing a high school and beyond plan; and
(c) Meet the requirements of at least one graduation pathway option described in the procedure accompanying this policy.
The Superintendent or designee will develop procedures for implementing this policy according to the applicable state law.
- Policy 2418 Waiver of High School Graduation Credits
- Policy 3110 Qualification of Attendance and Placement
- Policy 3241 Student Discipline
- Policy 3520 Student Fees, Fines, Charges
- Laws of 2019, ch. 252, 201 Graduation pathway options for the graduating Class of 2020 and subsequent classes
- RCW 28A.155.045 Certificate of individual achievement
- RCW 28A.230.090) High school graduation requirements or equivalencies-Reevaluation of graduation requirements-Review and authorization of proposed changes - -Credit for courses taken before attending high school-Postsecondary credit equivalencies
- RCW 28A.230.097 Career and technical high school course equivalencies
- RCW 28A.230.120 High school diplomas – Issuance- Option to receive final transcripts––Notice
- RCW 28A.230.122 International baccalaureate diplomas
- RCW 28A.230.125 Development of standardized high school transcripts
- RCW 28A.600.300-400 Running start program-Definition
- RCW 28A.635.060 Defacing or injuring school property–– Liability of pupil, parent or guardian- Withholding grades, diploma, or transcripts-Suspension and restitution Voluntary work program as alternative-Rights protected
- WAC 180-51 High school graduation requirements
- WAC 392-121-182 Alternative learning experience requirements
- WAC 392-169 Special service programs-Running start program
- WAC 392-348 Secondary education
- WAC 392-410 Courses of study and equivalencies
- WAC 392-410-350 Seal of Biliteracy
- WAC 392-415-070 Mandatory high school transcript contents
Adoption Date: January 22, 1992
Revision Dates: May 13, 1998, August 11, 2004, March 8, 2006, July 20, 2011, March 28, 2012, April 12, 2017, August 14, 2019, July 22, 2020
High School Graduation Requirements Procedures- 2410P
Publication of High School Requirements
Prior to registering in high school and each year thereafter, each student and the student’s parent/guardian will be provided access to a copy of the current graduation requirements in effect for that student (those in effect when the student enrolled in ninth (9th) grade).
Period of Eligibility to Earn Credits
Generally, credit toward high school graduation will be earned in grades nine (9) through twelve (12). However, unless requested otherwise by the student and the student’s parent or guardian, the district will award high school credit toward fulfilling graduation requirement to a student who has completed high school courses while in grades seven (7) and eight (8) if one of the following applies:
A. The course was taken with high school students, and the student successfully passed the same course requirements and examinations as the high school students enrolled in the class; or
B. The course taught at the middle school level has been determined by the district to be similar or equivalent to a course taught at the high school level.
Students who have taken and successfully completed high school courses under the above circumstances will not be required to take an additional competency examination or perform any other additional assignment to receive credit.
At the request of the student and the student’s parent or guardian, high school credit earned before high school may be transcribed with a nonnumerical grade, such as “pass” or “credit”. A nonnumerical grade will not be included in the student’s high school grade point average calculations. High school credit earned prior to high school and transcribed with a nonnumerical grade will apply to fulfilling high school graduation requirements.
Before the end of eleventh (11th) grade, a student and the student’s parent or guardian must inform the school if they do not want credit for the course or courses taken before attending high school or if they want the credit to be transcribed with a nonnumerical grade.
Awarding of High School Credit
The district will award high school credit for successful completion of a specified unit of study. A student successfully completes a specified unit of study by doing the following;
A.Earning a passing grade according to the district’s grading policy;
B. Demonstrating proficiency or mastery of content standards as determined by the district; or
C. Successfully completing an established number of hours of planned instructional activities to be determined by the district.
Subject and Credit Requirements for Graduation
The following are the subject and credit requirements that a student must meet to graduate:
A. Four (4) credits in English.
B. Three (3) credits in mathematics.
1. The three (3) mathematics credits must include Algebra I or integrated mathematics, Geometry or integrated mathematics II, and a third credit of high school mathematics that aligns with the student’s interests and high school and beyond plan, with the agreement of the student’s parent or guardian. If the parent or guardian is unavailable or does not indicate a preference for a specific course, the school counselor or principal may provide agreement.
2. A student who prior to ninth (9th) grade successfully completes one or more high school level math courses with a passing grade that is automatically transcribed on the student’s high school transcript or a student who demonstrates mastery or competency in high school math subjects and has received credit for them use those credits to meet his or her graduation requirement.
3. A student who prior to ninth (9th) grade successfully completes one or more high school math courses with a passing grade and opts to receive no high school credit for that course or those courses or a student who demonstrated mastery or competency in those subjects but did not receive high school credits may do one of the following:
a. Repeat the course or courses for credit in high school; or
b. Earn three (3) credits of high school mathematics in different math subjects than those completed before high school. The student must take Algebra I or integrated mathematics I and Geometry or integrated mathematics II in high school if the student did not complete those courses at a high school level prior to high school. However, the student does not need to repeat courses if the student already took the courses at a high school level.
C. Three (3) credits in science.
1. Two (2) science credits must be in laboratory science.
2. A student may choose the content of the third (3rd) science credit based on their interest and the student’s high school and beyond plan, with agreement of the student’s parent or guardian. If the parent or guardian is unavailable or does not indicate a preference for a specific course, the school counselor or principal may provide agreement.
D. Three (3) credits in social studies.
1. One (1) social studies credit must be in United States history.
2. One-half (.5) social studies credit must be in contemporary world history, world geography, and world problems. Courses in economics, sociology, civics, political science, international relations, or related courses with emphasis on contemporary world problems may be accepted as equivalencies.
3. One-half (.5) social studies credit must be in civics.
4. One (1) social studies credit must be in elective course or courses.
5. Although a student does not receive credit for such a course, a student must complete a Washington State history and government course. The Washington state history requirement may be waived by the principal for students who have either successfully completed a state history course of study in another state, or are in eleventh (11th) or twelfth (12th) grade and who have not completed a course of study in Washington’s history because of previous residence outside the state.
E. Two (2) credits in world languages or personalized pathway requirements.
1. “Personalized pathway requirement” means up to three (3) credits chosen by a student that are included in a student’s personalized pathway and prepare the student to meet specific post-secondary career or educational goals.
2. “Personalized pathway” means a locally determined body of coursework identified in a student’s high school and beyond plan that is deemed necessary to attain the post-secondary career or educational goals chosen by the student.
F. Two (2) credits in the arts. One (1) of the two (2) art credits may be replaced with a Personalized pathway requirement.
G. One-half (.5) credit in health.
H. One and one-half (1.5) credits in physical education.
I. One (1) credit in career and technical education.
1. A career and technical education credit is a credit resulting from a course in a career and technical education program or an occupational education credit.
2. A student who earns credit through a career and technical education course determined by the district or by the Office of the Superintendent of Public Instruction (OSPI) to be equivalent to a non-career and technical education core course will not be required to pass a course in the non-career and technical education subject to earn a credit in that subject. The student earns one (1) credit while meeting two (2) graduation requirements, a career and technical education requirement and the non-career and technical education subject requirement. The total number of credits required for graduation remain unchanged and the student will need to earn an additional elective credit.
J. Four (4) elective credits.
A total of Twenty-Four (24) credits are required to graduate.
High School and Beyond Plans
Each student must have a High School and Beyond Plan to guide the student’s high school experience and inform course taking that is aligned with the student’s goals for education or training and career after high school.
High School and Beyond Plans must be initiated for students during the seventh (7th) or eighth (8th) grade to guide their high school experience and prepare them for postsecondary education or training and their careers. In preparation for initiating a High School and Beyond Plan, each student must first be administered a career interest and skills inventory that will help inform the student’s ninth (9th) grade course taking and initial identification of his or her education and career goals.
The district encourages parents and guardians to be involved in the process of developing and updating students’ High School and Beyond Plans. Students’ plans will be provided to students’ parents or guardians in their native language if that language is one of the two most frequently spoken non-English languages of students in the district.
The High School and Beyond Plan will be updated periodically to address the following:
1. High school assessment results and junior year course-taking;
2. A student’s changing interest, goals, and needs, including identifications of the graduation pathway options the student intends to complete to meet the student’s education and career goals.
3. Available interventions, academic supports, and courses that will enable the student to meet high school graduation requirements and graduation pathway requirements.
For students with an Individualized Education Program (IEP), the High School and Beyond Plan must be developed and updated in alignment with their IEP, but in a similar manner and with similar school personnel as for all other students. A
ll High School and Beyond Plans will, at a minimum include the following:
1. Identification of career goals, aided by a skills and interest assessment;
2. Identification of educational goals;
3. Identification of dual credit programs and the opportunities they create for students, including eligibility for automatic enrollment in advanced classes under RCW 28A.320.195, career and technical education programs, running start programs, AP courses, international baccalaureate programs, and college in the high school programs;
4. Information about the college bound scholarship programs established in chapter 28B.118 RCW;
5. A four-year plan for taking courses that does the following:
a. Includes information about options for satisfying state and local graduation requirements;
b. Satisfies state and local graduation requirements;
c. Aligns with the student’s secondary and postsecondary goals, which can include education, training and career;
d. Identifies course sequences to inform academic acceleration, as defined in RCW 28A.320.195, that includes dual credit courses or programs and are aligned with the student’s goals; and
e. Includes information about the college bound program.
6. Evidence that the student has received the following information on federal and state financial aid programs that help pay for the costs of a postsecondary program:
a. Documentation necessary for completing financial aid applications, including at minimum the free application for federal student aid (FAFSA) or the Washington application for state financial aid (WASFA);
b. Application timelines and submission deadlines;
c. The importance of submitting applications early; 2410P Page 6 of 14
d. Information specific to students who have been in foster care or who are at risk of being homeless;
e. Information specific to students whose family member or guardians will be required to provide financial and tax information necessary to complete the application;
f. Opportunities to participate in sessions that assist students and, when necessary, their family members or guardian fill out financial aid applications; and
g. Information provided on the Washington student achievement council website concerning each of the state and federal financial aid applications in this subsection.
7. By the end of 12th grade, a current resume or activity log that provides a written compilation of the student’s education, any work experience, and any community service and how the school district has recognized the community service.
Students who have not earned a score of level three (3) or four (4) on the middle school math state assessment must include in their plan taking math courses in ninth (9th) and tenth (10th) grade.
For students who have not earned a level three (3) or four (4) on their middle school English language arts exam or their middle school science exam, the district will inform them of supports and courses that will address their learning needs and be considered in their course-taking actions.
For students meeting graduation requirement, their High School and Beyond Plans should be used to guide their choices of what their third credit of high school math and science will be.
Additional Non-Credit Requirements:
- Complete eight (8) hours of Community Service (Senior year)
Waiver of Graduation Requirements
Please refer to District Policy 2418 and 2418P for graduation waiver requirements.
Credits from Other Programs
The principal or designee is responsible for determining which credits will be recognized by the district for students enrolling form another state approved learning program (public school, private school, online, or home school) or from an out-of-state or out-of-country program. The district will accept credits from another Washington public school or accredited state private school or accredited out-of-state public or private school to the extent the credit matches a district graduation requirement – or the credits may be counted as elective credits. The district will evaluate credits from unaccredited programs or home schools with preapproval of the curriculum and courses by the principal or designee. Decisions of the principal or designee may be appealed to the Superintendent within fifteen (15) days of the initial decision.
The district may grant high school graduation credit toward graduation for planned learning experiences primarily conducted away from facilities owned, operated, or supervised by the district.
A proposal for approval of out-of-school learning activities must be submitted to the district prior to the experience, will be at no additional cost to the district, and must include at least the following information:
1. The name of the program or planned learning experience;
2. The length of time for which approval is desired ;
3. The objective(s) of the program or planned learning experience;
4. The state learning goals and related essential academic learning requirements are part of the program or planned learning experience;
5. A description of how credits will be determined in accordance with WAC 180-51-050(1);
6. An outline of the program content and/or major learning activities and instructional materials to be used;
7. A description of how student performance will be assessed;
8. The qualifications of instructional personnel;
9. The plans for evaluation of programs; and
10. How and by whom the student will be supervised.
The Superintendent or designee will communicate the reasons for approval or disapproval to those making the request.
The Running Start program allows high school juniors and senior to attend community college classes (100 level or above) for part or all of their schedule. Students must be of junior standing or above to be eligible for the program. Students earn college credit which is also converted and applied to their high school transcript.
Students must first notify the district of the specific college or university courses they intend to take and request confirmation of the amount of high school credit that will be awarded upon successful completion of the courses. The district will establish on a course by course basis the amount of high school required or elective credit, or combination thereof, that will be awarded for each college or university course successfully completed by the student based upon the conversion rate set forth in WAC 180-51-050.
In order to enroll in the Running Start program, students need to do the following:
1. Contact the college they are interested in attending and arrange to take the ASSET or COMPASS placement test. Minimum scores in reading and writing are required;
2. Speak with their counselor to assess credits needed for graduation, and the courses they would like to take at the college. Note that part-time Running Start students will need to coordinate college classes so that they do not interfere with their high school classes. Full time Running Start students will not be enrolled in courses at the high school, even when the community college they attend is not in session;
3. Obtain a Running Start authorization form from the college or their high school counselor. The counselor will sign the form after the student completes their portion. A parent or guardian signature is required if the student is under eighteen (18) years old; and
4. Take the authorization form to the college and register for classes. Once the classes are completed, the college will notify the high school and credits will be added to the student’s transcript.
Credit for Career and Technical Work-Based Learning
The district regards work experience as a part of the educational program of students as part of the secondary school curriculum rather than just a device to relieve a staffing shortage. The district may grant credit for work experience base on the following factors:
1.The school will supervise the work program;
2. The student will be placed in a worksite that is appropriate to their previous learning experience and educational goals which must be formalized through a worksite learning agreement and worksite learning plan;
3.The worksite experience will specifically relate to the student’s school program and will be connected to the student’s High School and Beyond plan;
4.The work experience will represent growth in the student, and the type of work will have definite educational value;
5. The work experience will provide a varied experience;
6. The career placement counselor will supplement the work experience with an adequate program of guidance, placement, follow-up and coordination between job and school;
7. The work experience may be a planned part of the credit given for a school subject (e.g., sales training class);
8. The district may grant one (1) credit for not less than one hundred eighty hours (180) for instructional work- based learning experience, and not less than three hundred sixty hours (360) of cooperative work-based learning experience related to a student’s school program;
9. The employer will legally employ the student who must have passed their sixteenth (16th) birthday;
10.The employer will file a report of the student’s work record with the school, indicating the student made satisfactory progress on the job ;
11.The regular state apprenticeship program and school cooperatively develop the student’s training, which meets graduation requirement standards;
12. The program standards and procedures that align with the state career and technical work-based learning standards; and
13. All additional requirements in WAC 392-410-315 will be satisfied.
National Guard High School Career Training
The district may grant credit for National Guard High School Career Training in lieu of either required or elective high school credits. Approval by the district will be obtained prior to a student’s participation in a National Guard training program as follows:
1. MIL Form 115 or an equivalent form provided by the National Guard must be completed and filed with the district;
2.The number of credits toward high school graduation to be granted must be calculated and agreed upon by the student and an authorized representative of the district and noted on MIL Form 115 or an equivalent form; or
3. The district may grant credit toward high school graduation upon written certification by a National Guard training unit commander that the student met all program requirements.
Graduation and Pathway Options
A student may choose to pursue one or more of the pathway options described below to demonstrate career and college readiness as long as the option chosen is in alignment with the student’s High School and Beyond Plan.
1. Statewide High School Assessment
A student may demonstrate career and college readiness by meeting or exceeding the graduation standard established by the State Board of Education on the statewide high school assessment in English language arts and mathematics.
2. Dual Credit Courses
“Dual credit course” means a course in which a student is eligible for both high school credit and college credit at the level of 100 of higher upon successfully completing the course. Examples of such courses include running start, college in the high school courses, and career and technical education dual credit courses.
3. High School Transition Courses
A student may demonstrate career and college readiness by earning high school credit in a high school transition course in English language arts and mathematics. A high school transition course is an English language arts or mathematics course offered in high school where successful completion by a high school student ensures the student college-level placement at participating institutions of higher education as defined by RCW 28B.10.016. High school transition courses must satisfy core or elective credit graduation requirements established by the State Board of Education.
4. AP Courses, International Baccalaureate or Cambridge International Programs
A student may demonstrate career and college readiness by doing either A or B below:
A. Meeting either (1) or (2) below for advanced placement courses and test:
1. Earning high school credit with a grade of C+ or higher in each term in the following advanced placement in English language arts and mathematics:
a. English language art courses: English language and composition, English literature and composition, macroeconomics, microeconomics, psychology, United States history, world history, United States government and politics, or comparative government and politics.
b. Mathematic courses: statistics, computer science A, computer science principles, or calculus; or
2. Score a three (3) or higher on AP exams on AP exams in one (1) of the English language arts and one (1) of the mathematics courses identified above.
B. Meeting the requirements in WAC 180-51-107(5)(d) for international baccalaureate or Cambridge international courses and exams, as may be available.
5. SAT or ACT Scores
A student may demonstrate career and college readiness by meeting or exceeding the scores established by the State Board of Education for the mathematics portion and the reading, English, or writing portion of the SAT or ACT.
6. Combination of Options
A student may demonstrate career and college readiness by meeting any combination of at least one (1) English language arts option and at least one (1) mathematics option described above.
7. Armed Services Vocational Aptitude Battery
A student may demonstrate career and college readiness by meeting standard in the armed services vocational aptitude battery by scoring at least the minimum established by the military for eligibility to serve in a branch of the armed services at the time the student takes the assessment.
8. Career and Technical Education Courses
A student may demonstrate career and college readiness by completing a sequence of career and technical education courses that are relevant to a student’s postsecondary pathway that meet either the curriculum requirements of core plus programs for aerospace, maritime, health care, information technology, or construction and manufacturing; or that meet the minimum criteria identified in WAC 180-51-230(h) and RCW 28A.700.030.
International Baccalaureate Programme Diploma
A student who fulfills the requirements for an International Baccalaureate Programme diploma is considered to have satisfied at least one of the graduation pathway options and the minimum state requirements for graduation from high school, but the district may require the student to complete additional local graduation requirements.
To receive and international baccalaureate diploma, a student must complete and pass all required diploma program courses, as scored at the local level; pass all internal assessments, as scored at the local level; successfully complete all required projects and products, as scored at the local level; and complete the final exams administered by the international baccalaureate organization in each of the required subjects.
Seal of Biliteracy
To be awarded the Washington Seal of Biliteracy, graduating high school students must meet the following criteria:
A. Demonstrated proficiency in English by (1) meeting statewide minimum graduation requirements in English as established by the Washington State Board of Education and (2) meeting state standards on the reading and writing or English language arts assessment; and
B. Demonstrate proficiency in one ore more world languages. For purposes of this section, “world language” is defined as a language other than English, including American Sign Language, Latin and Native American or other indigenous languages or dialects. Proficiency may be demonstrated by one of the following methods:
1. Passing a foreign language Advanced Placement exam with a score of three (3) or higher;
2. Passing and international Baccalaureate exam with a score of four (4) or higher;
3. Demonstrating intermediate-mid level or higher proficiency on the American Council on Teaching of Foreign Languages (ACTL) guidelines using assessments approved by OSPI for competency-based credits; and demonstrating proficiency using reading assessments approved by OSPI;
4. Qualifying for four (4) competency-based credits by demonstrating proficiency in speaking writing, and reading the world language at intermediate-mid level or higher on the ACTFL proficiency guidelines according to Policy 2409, Credit or Competency-Proficiency; or
5. Demonstrating proficiency in speaking, writing, and reading the world language through other national or international assessments approved by OSPI.
Students with an Individualized Education Program (IEP)
A student’s IEP team must determine whether the graduation pathway options described above are appropriate for the student. If the IEP team determines that those options are not appropriate, then the student must earn a certificate of individual achievement to graduate. A certificate of individual achievement may be earned by using multiple measures to demonstrate skills and abilities commensurate with the student’s IEP.
The following process will be followed to help a student with an IEP graduate:
A. By the age of fourteen (14), the student will participate with the IEP team (including a special education teacher, general education teacher, parents, student, and other school personnel and agency representatives who will assist the student in achieving the goals of the IEP) In a discussion of transition service needs that focuses on the student’s course of study.
B. As an outcome of the discussion, the IEP will include appropriate graduation requirements based on the student’s individual needs and abilities consistent with the student’s transition plan. Modifications to the district’s standard graduation requirements may include the following:
1. Attainable alternate classwork or individualized activities substituted for standard requirements;
2. A statement of waiver for any waived standard graduation pathway requirements determined by the IEP Team decisions; or
3. An extension of time for the student to remain in school to complete graduation pathway requirements determined by the IEP team decisions. The student may remain in school up to and including the school year in which the student reaches twenty-one (21) years of age.
C. The student will, in cooperation with the student’s parent or guardian and the IEP team, determine the following:
1. The projected date by which all graduation requirements will be met; and
2. The projected date and conditions under which the student will participate in the graduation ceremony.
D. The student will have and IEP that incorporates all issues and decisions from the above procedures. Any decision that modifies the district’s standard graduation requirements will be made through the IEP process. Annually or as needed, the IEP will be reviewed or revised to accommodate the student’s progress and development.
If students fulfill graduation requirements by the end of the second semester of their senior year, they may participate in graduation ceremonies. Each student will be awarded a diploma after satisfactorily completing local and state requirements (see Procedures 2255P1, 2255P2, and 2255P3 for exceptions). Upon request, each graduating student will receive a final transcript. Each student will be notified of this opportunity at least one month prior to the close of the school term.
Any student receiving services under an IEP who will continue to receive such services between the ages of eighteen (18) and twenty-one (21) will be allowed to participate in the graduation ceremonies and activities after four (4) years of high school attendance with their age-appropriate peers and receive a certificate of attendance.
Graduation ceremonies will be conducted in the following manner:
1. Each participating student must participate in the graduation ceremony rehearsal. Each student who participates will purchase or rent the proper cap and gown as designated by the school administration;
2. Caps and gowns will be worn in the proper manner, as designated by the school administration and class advisor;
3. Students who participate will use good taste in their choice of accessories for their attire;
4. Each student who participates will be expected to cooperate with the class advisor and to participate in all parts of the graduation ceremonies;
5. Students who engage in conduct resulting in discipline may be excluded from graduation Ceremonies; and
6. Failure to comply with the above requirements will automatically forfeit a student's privilege of participation in the graduation ceremonies.
Withholding of a Diploma
The district may withhold a student’s diploma or transcript until the student pays for any school property the student has lost or willfully damaged. Upon payment for damages, or the equivalency through voluntary work, the district will release the diploma or transcript.
When the damages or fines do not exceed $100, the student or the student’s parent/guardian will have the right to appeal using the same process as used for short-term suspension as defined in Policy 3241 and Procedure 3241P, Student Discipline. When damages are in excess of $100, the appeal process for long-term suspension as defined in Policy 3241 Procedure 3241P, will apply.
If outstanding fees are owed upon graduation, the student’s diploma, grades and transcript will be withheld until the outstanding fee or fine, not limited to lunch balances, class fees and field trip fees are discharged.
If the district has denied a student’s participation in graduation ceremonies, the district will grant the diploma.
Revision Dates: January 22, 1992, November 12, 1997, May 13, 1998, November 12, 2010, March 28, 2012, April 12, 2017, August 14, 2019, July 22, 2020
Middle School Math Credit Application 2410F1
Expedited Appeals Request Form- 2410F2
Expedited Appeals Guidelines- 2140F3
Math EAA Waiver Student Statement- 2410F4
ELA EAA Waiver Student Statement- 2410F5
EAA Consent Form- 2410F6
Class of 2020 Only Expedited Appeals Request Form- 2410F7
High School Equivalency Certificate- 2411
High School Equivalency Certificates will be awarded by the Superintendent of Public Instruction and the State Board for Community and Technical Colleges.
Eligibility to take high school equivalency test
The following individuals are eligible to take the high school equivalency test:
A. Any person aged nineteen or over who has not graduated from a public or private high school.
B. Any person between the ages of sixteen and nineteen who has not graduated from a public or private high school and who has been adjudged by a school district to have a substantial and warranted reason for leaving the regular high school program.
C. Any student aged sixteen or over who has completed an education center individual student program in accordance with chapter 392-185 WAC.
D. Any person between the ages of sixteen and twenty-one who has not graduated from public or private high school and is currently enrolled in the open doors program.
E. Any person between the ages of sixteen and nineteen who has not graduated from a public or private high school and who has completed a program of home-based instruction in compliance with RCW 28A.225.010(4) as certified by the written and notarized statement of the parent or legal guardian who provided the home-based instruction.
F. Any person who is an active member of the military, national guard, or reserves and has not received a high school diploma.
G. Adjudicated youth under the director of prisons, jails, detention centers, parole and probation offices, and other correctional facilities while enrolled in school if so, ordered by a court or officer of the court.
Determination of substantial and warranted reason for leaving the regular high school program
A person between the ages of sixteen and nineteen who has not graduated from a public or private high school may apply to either the district in which they reside or the last Washington district they attended for a determination that they have a substantial and warranted reason for leaving the regular high school education program.
The application must be submitted to a designated employee who has empowered by the district to make determinations about whether a person has a substantial and warranted reason for leaving the regular high school program.
Upon receiving the application, the designated employee will evaluate the facts and make a determination. The determination of the designated employee must be in writing and signed by the employee.
A substantial and warranted reason for leaving the regular high school program exists if one of the more following applies:
A. Personal problems which seriously impair the student's ability to make reasonable progress toward high school graduation;
B. A financial crisis which directly affects the student and necessitates the student's employment during school hours;
C. The lack of curriculum and instruction which constitute appropriate learning experiences for the student;
D. The inability or failure of the school of attendance to adjust its program for the individual or otherwise make arrangements for enrollment in a program in a manner which enables the student to advance toward graduation with reasonable progress and success; or
E. A determination by the designated employee of the district that it is in the best interest of the student to withdraw in order to enter a postsecondary institution or the military, or to engage in employment.
No person under eighteen years of age may be adjudged to have a substantial and warranted reason for leaving the regular high school education program unless their parent, guardian, or legal custodian agrees that dropping out of school is in the minor’s best interests. If the designated employee determines there isn’t a substantial and warranted reason for leaving the regular high school education program, the person may appeal that decision to the Board of Directors. The Board of Directors will make a decision within 30 calendar days of the request and such decision will be final, subject to an appeal to a court of law pursuant to RCW 28A.645.010.
- Policy No. 3114 Part-Time, Home-Based or Off-Campus Students
- RCW 28A.205.030 Reentry of prior dropouts into common schools, rules—Eligibility for GED test
- RCW 28A.305.190 Certificate of educational competence, rules for issuance
- Chapter 180-96 WAC General Education Development (GED) Test Chapter.
- 131-48 WAC Certificate of Educational Competence
Adoption Date: November 8, 1995
Revised Date: February 8, 2023
Diplomas for Veterans of World War II, the Korean Conflict and the Vietnam Era Procedures- 2412P
Diplomas for Veterans of World War II, the Korean Conflict and the Vietnam Era
The district will issue high school diplomas to veterans of World War II, the Korean Conflict and the Vietnam Era with substantial ties to the district who did not finish high school due to their military service.
To be eligible for a diploma the veteran or his or her representative must fill out the application form developed by the Office of the Superintendent of Public Instruction (OSPI), and provide evidence of eligibility as specified by OSPI. The veteran must have been honorably discharged from the armed forces of the United States and left high school before graduation in order to serve in World War II, the Korean Conflict or the Vietnam Era.
Veterans are eligible for the diploma even if they subsequently earned a high school equivalency certificate or are deceased.
The superintendent or designee will determine those veterans who have substantial ties to the district. Examples include, but are not limited to: living or having lived in the district, having attended school in the district, having children or other descendents who have attended school in the district, having been employed by the district, or volunteering in the district.
- Policy 2410 High School Graduation Requirements
- Chapter 35 Laws of 2002
- RCW 28A.230.120 High School Diplomas – Issuance – Option to Receive Final Transcripts – Notice
- RCW 41.04.005 “Veteran” Defined for Certain Purposes
Adopted: January 8, 2003
Revised: September 22, 2004, October 13, 2010
Diplomas for Veterans of World War II, the Korean Conflict and the Vietnam Era- 2412P
Veterans of World War II, the Korean Conflict and the Vietnam Era with substantial ties to the district, who did not finish high school due to their military service, will be eligible to receive a high school diploma. Determination of whether an applicant has substantial ties to the district is to be made by the superintendent. Definitions of substantial ties include, but are not limited to, the following:
- Living or having lived in the district;
- Having attended school in the district;
- Having children or other descendents who have attended school in the district;
- Having been employed by the district;
- Having volunteered in the district.
The applicant must:
- Complete the application form developed by OSPI;
- Provide proof of honorable discharge;
- Have left high school before graduation in order to serve in World War II, the Korean Conflict or the Vietnam Era
The high school or School Board will include veterans who have received their diplomas in a graduation ceremony, special recognition assembly or whenever reasonably feasible.
- Chapter 35 Laws of 2002
- RCW 28A.230.120 High School Diplomas – Issuance – Option to Receive Final Transcripts – Notice
- RCW 41.04.005 “Veteran” Defined for Certain Purposes
Adopted: January 8, 2003
Revised: September 22, 2004, October 12, 2012
Equivalency Credit for Career and Technical Education Courses- 2413
Equivalency Credit for Career and Technical Education Courses
The Snohomish School District recognizes that Career and Technical Education courses provide students critical workforce and academic training for future employment and post-secondary education, and that many students benefit from learning core academic skills and content within the applied context of Career and Technical Education courses. The District further recognizes that Career and Technical Education courses may teach core academic content at a sufficient level to justify the granting of core academic equivalency credit.
Each high school will adapt core academic course equivalencies for high school career and technical courses, provided that the career and technical course has been reviewed and approved for equivalency credit by a District team appointed by the Superintendent or designee.
Career and technical courses approved for equivalency will:
1. Align with the state’s essential academic learning requirements and grade level expectations; and
2. Align with current industry standards, as evidenced in the curriculum frameworks. The local Career and Technical Advisory Committee will certify that courses meet industry standard.
The Superintendent will establish procedures for evaluating and determining course equivalencies for Career and Technical Education and core academic courses. The Equivalency Committee will annually review and make a determination on course equivalencies and a District approved equivalency list will be published in the course catalog.
- Policy 2410 High School Graduation Requirements
- Policy 2170 Career and Technical Education
- WAC 392-410 Course of Study and Equivalencies
- WAC 180-51 High School Graduation Requirements
- RCW 28A.230.097 Career and Technical High School Course Equivalencies
- RCW 28A.230.120 High School Diplomas – Issuance – Option to Receive Final Transcripts – Notice
Adopted: November 28, 2007
Revised: August 22, 2018
Equivalency Credit for Career and Technical Education Courses- 2413P
Procedures for Determining Equivalency Credit
I. The Equivalency Committee
A. The Equivalency Committee will consist of the Executive Director of Teaching and Learning Services, the director of Career and Technical Education, a Principal or Assistant Principal, two CTE department chairs, two department chairs from the core academic subject area, and two high school counselors. The Equivalency Committee will be responsible for evaluating and determining equivalencies for Career and Technical Education and core academic courses, and annually publishing a District list of approved equivalencies.
II. The District Approved Equivalency List
A. The Equivalency Committee will annually review and publish a District list of approved core academic and Career and Technical Education equivalencies which may be used to satisfy Snohomish School District graduation requirements. This list will be published and made available to the high schools for inclusion in course catalogs no later than December 31 of each school year.
B. Updates to the District Approved Equivalency list will be made in accordance with the Criteria and Procedures outlined below.
C. Deletions of course equivalencies from the equivalency list will apply only to the following year’s freshman and sophomore students. Students who will be juniors and seniors the year following publishing of the deletions will be allowed to finish high school under previously published equivalencies.
D. Additions of courses equivalencies from the equivalency list will apply to all students for the following school year.
III. Criteria for Evaluating and Determining Course Equivalencies
The following criteria will be used to evaluate and determine course equivalencies for core academic and Career and Technical Education courses:
A. Equivalency within a Core Academic Area.
1. Core Academic Areas include Visual and Performing Arts, English, Mathematics, Science, Social Studies, Health and Physical Education, World Languages, and Career and Technical Education which encompasses a variety of subject areas in approved career pathways.
2. A course seeking equivalency with a core academic course must demonstrate alignment with the Essential Academic Learning Requirements and Grade Level Expectations taught and assessed within the core academic course for which the equivalency is sought. Alignment must be documented as part of the application for course equivalency.
B. Equivalency within Career and Technical Education:
1. A course seeking equivalency with an approved Career and Technical Education (CTE) course* must demonstrate alignment with:
a. Contextual application of Essential Academic Learning Requirements and Grade Level Expectations within the approved Career and Technical Education course for which the equivalency is being sought.
b. Foundational and occupational industry skills taught and assessed within the approved Career and Technical Education course for which the equivalency is being sought.
c. CTE Core Leadership and Employability skills taught and assessed within the approved Career and Technical Education course for which the equivalency is being sought.
d. Depth of Career Exploration and Exposure within the approved Career and Technical Education course for which the equivalency is being sought and fulfill Exploratory Program Standards as defined in the Career and Technical Education Program Standards. *An approved Career and Technical Education course is one for which there is an existing CIP (Classification of Instructional Programs) Code registered and approved with the Office of Superintendent for Public Instruction Career and Technical Education office.
IV. Process for Evaluating and Determining Course Equivalencies
The following process will be used to evaluate and determine course equivalencies for core academic and Career and Technical Education courses:
A. Initiating an Equivalency Evaluation
1. A teacher or department may initiate a course equivalency request for review by the District equivalency committee by submitting a proposal form (2413F1) and required documentation for the course seeking the equivalency to the CTE Director.
2. The CTE Director submits proposal to the Executive Director of Teaching and Learning or designee for content review and recommendation to proceed.
3. The proposal will then be presented to the Equivalency Committee for final recommendation of class equivalency.
4. The Board of Directors will approve the class equivalency course.
5. The CTE Director will notify schools to include the approved course in course catalogs for the following school year.
6. The Equivalency Committee may initiate a review of an existing course equivalency by requesting a copy of the course description, course framework, and assessments for the course in question.
B. Equivalency Evaluation
1. Requests for equivalency will be evaluated by the Equivalency Committee based on the content of the course seeking an equivalency.
2. Course equivalency applications will be reviewed by the committee and a determination will be based on the criteria for evaluating and determining an equivalency for a core academic or Career and Technical Education course.
Adopted: November 28, 2007
Revised: August 22, 2018
CTE Equivalency Form- 2413F1
Waiver of High School Graduation Credits- 2418
The Board seeks to provide all students with the opportunity to complete graduation requirements without discrimination and without disparate impact on groups of students. In so doing, the Board acknowledges that circumstances may arise that prevent a student from earning all twenty-four credits required for high school graduation. Such circumstances may include, but are not limited to the following:
- A health condition resulting in an inability to attend class;
- Limited English proficiency;
- Disability, regardless of whether the student has an individualized education program or a plan under Section 504 of the federal Rehabilitation Act of 1973;
- Denial of an opportunity to retake classes or enroll in remedial classes free of charge during the first four years of high school;
- Transfer during the last two years of high school from a school with different graduation requirements; and
- Other circumstances (e.g., emergency, natural disaster, trauma, personal or family crisis) that directly compromised a student’s ability to learn.
The Board delegates to the Superintendent or designee (i.e. school principal) discretion to grant a waiver of a maximum of two elective credits required for graduation. A student’s parent/guardian or an adult student must file the district’s Application for Waiver of High School Graduation Credits (Form 2418F) with the Superintendent’s office or principal’s office no later than April 30, or the preceding Friday if it falls on a weekend, prior to the student’s scheduled graduation date. In order to graduate, students granted a waiver must earn seventeen (17) required subject credits (four (4) English, three (3) Math, three (3) Science, three (3) Social Studies, two (2) Health and Fitness, one (1) Arts, one (1) and Technical Education) which may be by satisfactory demonstration of competence as provided by WAC 180-51-050.
- District Policy No. 2410 High School Graduation Requirements
- RCW 28A.230.090 High school graduation requirements or equivalencies – High school and beyond plans – Career and college ready graduation Requirements and waivers – Reevaluation of graduation requirements – Language requirements – Credits for courses taken before attending high school - Postsecondary credit equivalencies
- RCW 28A.345.080 Model policy and procedure for granting waivers of credit for high school graduation.
- WAC 180-51-068 State subject and credit requirements for high school graduation—Students entering the ninth grade on or after July 1, 2015.
- WAC 180-51-050 High school credit—Definition.
Adoption Date: February 22, 2017
Revised Date: July 22, 2020
Waiver of High School Graduation Credits Procedures- 2418P
Procedure Waiver of High School Graduation Credits
A student or the student’s parents/guardians may request a waiver of up to two elective credits during the student’s year of expected graduation from high school due to the student’s circumstances. The Superintendent or designee (i.e. school principal) will review each request on a case-by-case basis and use his or her judgment, experience and knowledge of the student to determine whether the circumstances exist to justify the waiver.
Requests will be made using the district’s form (2418F) made available for this purpose and will include any materials (e.g., letter from the student’s licensed physician) that document the student’s circumstances. Requests must be received by the Superintendent or designee’s office no later than April 30, or the preceding Friday if it falls on a weekend, prior to the student’s scheduled graduation. The Superintendent/or designee may waive the aforementioned deadline in cases of catastrophic events occurring between April 30 and graduation that have a direct effect on the student or students requesting a waiver.
In determining whether to grant the request for waiver based on unusual circumstances such as those listed in Policy 2418, the Superintendent or designee will consider factors such as: • Unique limitations directly affecting the student as a result of the unusual circumstances;
- Whether the unusual circumstances were beyond the student’s control;
- Whether the unusual circumstances compromised the student’s ability to learn;
- The student’s efforts to cope with the unusual circumstances; • Documentation provided by the student’s parents or guardians;
- Possible discriminatory effects on the student and/or possible disparate impact on a group of students if the waiver is not granted; and
- Significant decline in the student’s academic performance following the occurrence of the unusual circumstances.
In considering whether to grant the waiver, the Superintendent or designee may, in his or her discretion, consult with school staff who have knowledge of the student and with any person identified in the application as having knowledge of the student’s unique circumstances.
The Superintendent or designee will provide a response to a request for waiver within ten (10) business days. A response granting the waiver will include the number of elective credits that will be waived and notification that completion of the remainder of required credits is required for graduation. A response denying the waiver will state the reason(s) therefore, which may include, but are not limited to the following:
- The request was received past April 30 and does not concern a catastrophic event;
- The request did not include sufficient information to justify waiver of high school graduation credit;
- The request was not based on documented or verifiable events that would justify waiver of high school graduation credit. The Superintendent or designee’s decision is final and will only apply to the student’s current graduation year.
Adoption Date: February 22, 2017
Revised Date: July 22, 2020
Waiver of High School Graduation Credits for the Class of 2021 and Beyond- 2418F
Emergency Waiver for Class of 2020-2024- 2418F2
Grading and Progress Reports- 2420
The Board believes that the cooperation of school and home is a vital ingredient in the growth and education of the student and recognizes the responsibility to keep parents informed of student welfare and progress in school. The Superintendent will establish a system of reporting student progress and will require all staff members to comply with such a system as part of their teaching responsibility.
The District will issue grades and written or electronic progress reports and provide opportunities for parent conferences to serve as a basis for continuous evaluation of the student’s performance and to help in determining changes that should be made to impact student performance. These written and verbal reports will be designed to provide information that will be helpful to teachers, counselors and parents and will assist the student in determining changes that should be made to effect improvement.
The District will comply with the marking/grading system incorporated into the statewide standardized high school transcript. A high school student’s grade point average will be reported for each semester, individually and cumulatively. Teachers will notify the student and/or parents of the student learning goals or standards for their clas