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EduPortal Meeting Packet

SULTAN SCHOOL DISTRICT NO. 311

Meeting Packet

12.15.14 Agenda

Packet page 1 of 295

SULTAN SCHOOL DISTRICT NO. 311

12.15.14 Agenda7:00 PM

Sultan Elementary School LibrarySultan, Washington 98294

In compliance with the Americans with Disabilities Act, individuals needing special accommodations (including ancillary communications aids, and services) during this meeting should notify the District Office three working days prior to Board

meeting.

A. CALL TO ORDER

1. Roll Call

2. Flag Salute

3. Review of Agenda

A. Call to Order.pdf (p. 7)

B. AUDIENCE

Time is provided for communications and/or individuals to address the Board of Directors.

B. Audience.pdf (p. 8)

1. "Annabelle Listened"

Presenter: Robin Briganti

Angela Groshong, former Sultan Middle School student, would like to give the board of directors a copy of a bookthat she has written called "Annabelle Listened". She would like to attend the January board meeting to discuss thepossibility of having the book in school libraries.

Agenda Item Book by former Sultan Student.pdf (p. 9)

2. Review of Professional Development

Presenter: Katie Kaskey

Agenda Item Review of Professional Development.pdf (p. 10)

C. ANNUAL BOARD ORGANIZATIONPresenter: Chairman Sumpter

Election of Chairman for 2015 TermElection of Vice-Chairman for 2015 TermElection of Legislative Representative for 2015,2016

Agenda Item Board Organization.pdf (p. 11)

D. CONSENT AGENDAC. Consent Agenda.pdf (p. 12)

1. Minutes Approval


Upon approval, the minutes represent official actions of the Board of Directors of the Sultan School District No.311, Snohomish County, Sultan, Washington. Every effort is made to have these recommended minutesaccurately portray the proceedings and procedures of the Board of Directors. It is recommended that the attachedminutes of the Regular Board Meeting and/or Study Session below are approved and confirmed by the signatureof the Board Chairman and Secretary to the Board.

11.17.14 Regular.pdf (p. 13)

2. Approval of Personnel Action Report

Superintendent Chaplik presents for Board of Directors approval the certificated and classified personnel report. Allrecommendations are made as a result of careful consideration of Board Policy and federal and state law. All staffmembers selected for employment shall be recommended by the Superintendent. Staff members must receive anaffirmative vote from the majority of all members of the board. However, should any board member question thequalifications of an applicant for employment or want to review the performance of an employee, this item shouldbe transferred to Executive Session.

12-15-14 Personnel Action Report.pdf (p. 16)

3. Approval of Accounts Payable Vouchers and Payroll

Upon approval, the listing of warrants shall be placed on file as a matter of public record. The administrationrecommends the Board of Directors approve the payment of warrants in the following amounts: (SupplementalNovember payroll is for misplaced driver's ed hours timesheet)

ACCNTS PYBL DEC 15 2014.pdf (p. 17)Supplemental Nov Payroll.pdf (p. 83)

4. Approval of 2014-2015 Perkins Grant

Presenter: David Cavanaugh / Dan Baller

Agenda Item Approval of Perkins Grant.pdf (p. 84)2014.2015 Perkins Grant.pdf (p. 85)

5. Approval for 2014-2015 Co-Curricular Salary Schedule

Presenter: Superintendent Chaplik

Attached is a 2014-2015 Co-Curricular Salary for board approval. The salary schedule has not changed in years as itis based on 2008-2009 state salary schedule (prior to salary reductions) and cannot be changed unless negotiated orthe state salary schedule is higher than $34,146 starting salary.

Agenda Item Approval of Co-Curricular Salary Schedule.pdf (p. 112)2014-2015 Co-Curricular Salary Schedule for Board.pdf (p. 113)

E. FINANCIAL REPORTPresenter: Dan Baller

Time is provided for the Board of Directors to review the monthly financial report.

E. Financials.pdf (p. 114)November Financials.pdf (p. 115)

F. PRESENTATIONS


1. Committee and Association Reports

Time is provided for various associations to give reports to the Board of Directors.Sultan Education Association (SEA)Public School Employees (PSE)TeamstersPTA/Booster ClubsAssociated Student Body (ASB)

F1. Presentations - Committee.Association Reports.pdf (p. 135)

2. Good News of the District


Time is provided to present Good News for the Sultan School District. Board members and the community may readabout Good News for all schools that is attached to the agenda and the board packet. The presenter will highlightthe activities at their school.

F2. Presentations - Good News of the District.pdf (p. 136)Sultan School District Good News for December.pdf (p. 137)

3. Teaching and Learning


Time is provided for Executive Director of Teaching and Learning, Robin Briganti, to present a review of professionaldevelopment activities to the board of directors.

F3. Presentations - Teaching and Learning.pdf (p. 139)

4. Student Services Report

Time is provided for Robin Briganti, Executive Director of Student Programs/School Support, to give a studentservices report to the Board of Directors.

F4. Presentations - Student Services Report.pdf (p. 140)

G. BUSINESSG. Business.pdf (p. 141)

1. New Spanish Class at Sultan High School

Presenter: Katie Kaskey/Tami Nesting

Agenda Item Aproval of New Advanced Spanish Class at SHS.pdf (p. 142)Proposed New Course Advanced Spanish.pdf (p. 143)

2. Approval of new AVID Club at Sultan High School

Presenter: Katie Power, Club Advisor; Cora Beane, Skylar Olson, and Emilee Castillo, Club Officers

Agenda Item Aproval of SHS AVID Club.pdf (p. 145)AVID Club Documents.pdf (p. 146)

3. Approval for First Reading Revised "Non-Resident Students"

Presenter: Sarita Whitmire-Skeith


Agenda Item Approval for First Reading Revised Policy 3141 Nonresident Students.pdf (p. 154)Revised 3141 Nonresident Students Policy.pdf (p. 155)

4. Approval for Second Reading /Adoption Revised 2020/2020P Curriculum Development and Adoptionof Instructional Materials


Agenda Item Approval for Second Reading Revised 2020.2020P Curriculum Dev. & Adoption.pdf (p. 158)DecFinal Revised 2020.pdf (p. 159)Revised 2020 without corrections .pdf (p. 164)Dec Final 2020P Curriculum Dev and Adoption of Instructional Materials Policy (2).pdf (p. 167)Revised 2020P Curriculum Dev without Corrections.pdf (p. 177)

5. Approval for First Reading 2030/2030P Service Animals in Schools


Agenda Item Approval for First Reading New Policy 2030.2030P Service Animals in Schools.pdf (p. 185)Guide to Service Animals and WA law.pdf (p. 186)New 2030 Policy Service Animals in Schools.pdf (p. 194)New Procedure 2030P Service Animals in Schools Policy (2).pdf (p. 195)

6. Approval for Out-of-State Travel for AVID Training


Agenda Item Approval Out of State Travel.pdf (p. 198)AVID Trip Docs.pdf (p. 199)

7. Approval for Second Reading/Adoption Revised 3240 Student Conduct and 3241/3241P Discipline andCorrective Action


Agenda Approval Item 2nd Reading.Adoption Revised 3240 Student Conduct 3241.3241P Classroom Management.pdf (p. 202)Revised Policy 3240 Student Conduct.pdf (p. 203)Revised Policy 3241 Discipline and Corrective Action.pdf (p. 206)Revised 3241 Without Corrections.pdf (p. 220)Revised procedure 3241P.pdf (p. 225)Revised 3241P Without Corrections.pdf (p. 240)Pages from Policy and Legal News August 2014.pdf (p. 252)

H. SUPERINTENDENT’S REPORTH. Superintendent's Report.pdf (p. 257)

1. Committee/Conference Reports

Time is provided for committees and conferences to give reports to the Board of Directors.

H 1.Superintendent's Report - Committee.Conference Reports.pdf (p. 258)

2. Other Items

Time is provided for the Superintendent to discuss with the Board of Directors any items, concerns, correspondence,future agenda items and announcements.

H2. Superintendent's Report - Other Items.pdf (p. 259)


i. Revised Board Procedures


Agenda Item Administrative Procedural Changes Revised 4130P and 2161P.pdf (p. 260)Revised 4130P.pdf (p. 261)Revised 2161P Special Education.pdf (p. 264)

I. EXECUTIVE SESSION _____Yes / _____ No

_____1. National Security _____2. Real Estate Acquisition/selling price _____3. Negotiations on a publicly bid contract _____4. Complaints/charges against an employee_____5. Review the performance of a public employee _____6. Qualifications of a candidate for elective office_____7. Legal council or enforcement actions litigation or potential litigation

I. Executive Session.pdf (p. 294)

J. ADJOURNMENTJ. Adjournment.pdf (p. 295)


SULTAN SCHOOL DISTRICT No. 311 Sultan, Washington

BOARD AGENDA ITEM A: Call to Order

Study Consent Supt.’s Session Action Business Informational Report

1. Roll Call 2. Flag Salute 3. Review of Agenda

Additional Information Attached Fiscal Impact/Fund Source: N/A



BOARD AGENDA ITEM B: Audience

Study Consent Supt.’s Session Action Business Informational Report Time is provided for communications and /or individuals to address the Board of Directors. Additional Information Attached Fiscal Impact/Fund Source: N/A



BOARD AGENDA ITEM

December 15, 2014 Study Consent Supt.’s Session Action Business Informational Report AGENDA ITEM: “Annabelle Listened” is a book written by Angela Groshong AUDIENCE INVOLVED: Cyd Leahy BACKGROUND : Angela Groshong is a former Sultan student who despite her disabilities has published a book called “Annabelle Listened”. She has asked the board to review the book for permission to share the book with the school libraries. She will attend the January board meeting. Additional Information Attached Fiscal Impact/Fund Source: BOARD ACTION: NOTES: M

otion

Second

Aye

Nay

Abstain

Other

Cotterill Fountain Fox Husmann Sumpter

√



BOARD AGENDA ITEM

December 15, 2014 Study Consent Supt.’s Session Action Business Informational Report AGENDA ITEM: Presentation – Annual Convention and World Language Expo

PERSONNEL INVOLVED: Sultan High School Spanish teacher, Katie Kaskey requests board approval to present a brief review of the 2014 Annual Convention & World Language Expo in San Antonio, TX on November 21-23, 2014. BACKGROUND: Katie Kaskey, Spanish teacher at SHS attended the ACTFL Conference for the purpose of gaining tools to aid in developing curriculum for the language department at SHS, and increase student enrollment in the district’s world language program.

Additional Information Attached Fiscal Impact/Fund Source: BOARD ACTION: NOTES: M

otion

Second

Aye

Nay

Abstain

Other


√



BOARD AGENDA ITEM

December 11, 2014 Study Consent Supt.’s Session Action Business Informational Report AGENDA ITEM: Election of Chairman Election of Vice-Chairman Election of Legislative Representative PERSONNEL INVOLVED: Board of Directors BACKGROUND: As required by Policy 1210, at the December meeting, the Board shall elect a chairman and a vice-chairman to serve a one-year term. A legislative representative is elected in even years to serve a two-year term. Current legislative representative, Russ Sumpter, was elected in December of 2012 to serve a two-year. The board shall also elect a legislative representative. RECOMMENDATION: Chairman Sumpter shall call for nominations for chairman, and the board will elect a chairman. The 2014 elected chairman will assume office and call for election of a vice-chairman for a one-year term. Additional Information Attached Fiscal Impact/Fund Source: BOARD ACTION: NOTES: M

otion

Second

Aye

Nay

Abstain

Other


√



BOARD AGENDA ITEM C: Consent Agenda


1. Minutes Approval 2. Personnel Action Report 3. Accounts Payable Vouchers and Estimated Payroll 4. Etc.



Sultan School District No. 311 Minutes of Regular School Board Meeting

November 17, 2014 Sultan Elementary School Library

501 Date Street, Sultan, WA 7:00 PM

The regular meeting of the Sultan School District No. 311 Board of Directors was held on Monday, November 17, 2014. Board Members Present Superintendent Present Russ Sumpter Dan Chaplik Patty Fountain Steve Fox Tracy Cotterill Board Members Absent Ed Husmann Student Rep Present Alex Buzzell Staff Members Present: Daniel Baller, Charlie Weaver, Sarita Whitmire-Skeith, Robin Briganti Visitors Present: None Chairman Sumpter called the meeting to order at 7:00 pm. Superintendent Chaplik asked that business item F:2, “Approval for First Reading Revised 3141 “Nonresident Students” be tabled until the December board meeting. Robin Briganti will present the Good News for November. Charlie Weaver discussed the recent pipe break at Sultan Middle School and the plan to adjust the heating schedule to prevent future problems. Charlie Weaver also informed the board of directors that there is a revised School Bus Driver Handbook that was edited by the Driver Trainer. Digital copies will be available for bus drivers. Charlie will email the board a copy of the new handbook. Tracy Cotterill made a motion to approve the consent agenda following a question regarding the Dean of Students position at Sultan Middle School. Superintendent Chaplik said that the position is temporary.

• Approval of 10.20.14 Regular Minutes • Approval of 11.03.14 Study Session Minutes • Approval of 11.17.14 Personnel Action Report • Approval of General Fund Vouchers for October 2014 Nos. 122550 through 122693 in

the total amount of $479,867.48; ASB Vouchers for October 2014 Nos. 122694 through 122728 in the total amount of $30,431.88.

• Approval of October payroll • Approval of 8/14 Addendum to the SEA CBA

Steve Fox seconded the motion. The motion carried unanimously.

Roll Call

Call to Order Review of Agenda Audience Consent Agenda

Cotterill/ Fox Unanimous


Minutes of Regular Board Meeting Monday, November 17, 2014 Page 2 Dan Baller presented October financials to the board of directors. Enrollment FTE is 112.50 above budget and the district will receive the apportionment increase in January as well as the first of three apportionment repayments in December. Alex Buzzell, ASB President and student representative to the board of directors reported that SHS student, Ruth Tess, is doing a regular column for the Monroe Monitor called “Turk Talk”. A copy of the November 11, 2014 article is attached to the 11.17.14 meeting agenda as the Good News from Sultan High School. Robin Briganti presented the Good News for Sultan Elementary School on behalf of Laurel Anderson: There is so much to be thankful for at Sultan Elementary: our wonderful inquisitive students who love to learn, our hard working teachers who love to teach, and our wonderful caring and supportive parents! 524 parents attended Parent/Teacher Conferences in October, that equaled 95% of all students. Currently Sultan Elementary has an enrollment of 561 students and 18 PreSchool students who attend four days per week. There are 579 students who attend school each week. Quarter One CCSS Progress Reports went home in student backpacks on Friday, November 14. Veterans in the Sultan community were highly respected by students at Sultan Elementary in several ways: during a school assembly on November 4, during an evening concert on November 6, by several 4th grade students singing the National Anthem at the town square in Sultan on November 11, and students in grades K-5 also wrote cards and letters to our veterans in respect for their service to our country. On Wednesday, November 12, Sultan Elementary hosted an evening for Hispanic families in the library, where there were snacks, two Spanish presenters, and a chance for our parents to ask questions and receive help and guidance. The meeting was well attended, and we thank our ELL teacher Maria Spencer for creating this opportunity! Each grade level team and the Special Ed teacher team have met at least once for Professional Learning Community collegial study days this fall. Teams will be meeting a total of four full days during the school year to examine student assessments in Math to identify students who understand, are on the verge of understanding, and who need scaffolded supports. This work ties into each teacher’s Student Growth Goal for the new teacher evaluation system. Last year’s work in this area showed an increase in student learning, with data spreadsheets and graphs as evidence showing this growth. These reports are exhibits in Sultan Elementary School’s annual Title Schoolwide Report. Robin Briganti discussed revisions to procedure 4130P, “Title 1 Parent Involvement” and 2161P, “Special Education”. The question was raised about whether or not district procedure requires board approval through the normal process since historically the board has approved changes to procedure as well as policy. Superintendent Chaplik said that revised procedure would continue to be presented to the board to apprise them of revisions to procedure and that he would research the process with other school districts.

Financial Report Presentations: November Good News Student Services Report


Minutes of Regular Board Meeting Monday, November 17, 2014 Page3 There was no report from teaching and learning this month. Sarita Whitmire-Skeith presented the 2013-2014 year end ALE reports for Sky Valley Options, Columbia Virtual Academy and American Academy. The reports include teacher to student ratios, credits earned, student headcount, FTE, etc. and may be viewed as attachments to the 11.17.14 board packet. Staff and student representatives requesting club status for AVID did not attend the meeting. Tracy Cotterill made a motion to table club status for AVID. Patty Fountain seconded the motion. The motion carried unanimously. Robin Briganti requested board approval for first reading new policy/procedure 2030/2030P, “Service Animals in Schools”. Superintendent Chaplik will research which districts have this policy and compare their policies to the one presented. Robin Briganti requested board approval for first reading revised 2020/2020P, “Curriculum Development and Adoption of Instructional Materials”. Patty Fountain made a motion to approve for first reading revised 2020/2020P “Curriculum Development and Adoption of Instructional Materials” with the change that parental /community involvement in each phase of the process be defined. Tracy Cotterill seconded the motion. The motion carried unanimously. Superintendent Chaplik and Charlie Weaver led a discussion on the condition of the Startup Gym. The board saw photos of the deteriorating conditions and agreed that they did not want to spend money to maintain the building - especially the $230,000 proposal for a new roof. Suggestions were made regarding leasing or giving the building to another state agency; creating a park, etc.

At 9:12pm, Chairman Sumpter asked for a motion to adjourn to executive session for approximately ten minutes to discuss potential litigation. Tracy Cotterill made a motion and Patty Fountain seconded to adjourn to executive session. The motion carried unanimously. At approximately 9:22pm, Tracy Cotterill made a motion and Patty Fountain seconded to return to the regular board meeting. With no further business to attend to, Chairman Sumpter adjourned the meeting at 9:23pm.

Cyd Leahy, Recording Secretary Dan Chaplik, Superintendent

Russ Sumpter, Chairman

Teaching & Learning Annual ALE Report to the Board Approval for AVID Club at SHS Approval First Reading New Policy/ Procedure 2030/2030P Approval First Reading Revised 2020/2020P Superintendent Report

Cotterill/ Fountain Item Tabled No Decision Fountain / Cotterill Unanimous Cotterill / Fountain Unanimous Cotterill / Fountain Unanimous


PERSONNEL ACTION REPORTDecember 15, 2014

12/12/2014

CERTIFICATEDEMPLOYMENT OFFER:Name Effective Date Position Location FORSoper, Makena 12/15/14-6/11/15 Leave Replacement SS Teacher SHS McKeag

SUPPLEMENTATAL CONTRACT/STIPENDName Effective Date Position Location StipendKellogg, Cory 11/17/14-2/7/15 Boys "C" B-ball Coach SHS $2,723.00 RescindHolloway, Rick Fall 2014 Post Season Cross Country (1 wk) SHS 350.00$

RESIGNATION/TERMINATION/LEAVE OF ABSENCEName Effective Date Position LocationMcKeag, Crystal 12/12/14-6/11/15 Social Studies Teacher SHS LOA

CLASSIFIED:EMPLOYMENT OFFERName Effective Date Position LocationComfort, Nicole 11/21/14-6/11/15 Paraeducator I (Reading) GBEChristensen, Tara 12/1/14-6/11/15 Paraeducator I (Reading) SESDavis, Lori 11/21/14-6/11/15 Office Clerk SMSCatlin, Aimee 12/2/14-6/11/15 Paraeducator I (Reading) SESWilcox, Rosaleen (Roz) 12/8/14-6/11/15 Paraeducator I SHS Return from LOA

SUPPLEMENTATAL CONTRACT/STIPENDName Effective Date Position Location StipendNicholas, TJ Fall 2014 Post Season Soccer (1 wk) Head SHS 350.00$ Johnson, Aaron Fall 2014 Post Season Soccer (1 wk) Asst. SHS $240.00

CLASSIFICATION CHANGE/CHANGE IN HOURSName Effective Date Position Location From-ToGilbert, Lori 11/1/2014 Bus Driver Transp. 4.9 hours to 5.0 hours

RESIGNATION/RETIREMENT/TERMINATION/LEAVE OF ABSENCEName Effective Date Position LocationWilcox, Rosaleen (Roz) 11/19/2014 Paraeducator I SHS LOA


SULTAN SCHOOL DISTRICT No. 311

Sultan, Washington

BOARD AGENDA ITEM

Meeting Date Agenda Item No. Study Consent Supt.’s Session Action Business Informational Report AGENDA ITEM: Approval of November 2014 and December 2014 AP Vouchers & Warrants PERSONNEL INVOLVED: Janie Miller, Accounts Payable BACKGROUND: Upon approval of the warrants dated 11/14/14 and 12/05/14, the listing of warrants shall be placed on file as a matter of public record. RECOMMENDATION: The administration recommends the Board of Directors approve the payment of warrants in the following amounts: ACCOUNTS PAYABLE Paydate Fund Voucher Dollars Voucher Numbers Accounts Payable Totals 11/14/14 GEN $207,685.97 122729 - 122810 GEN: $399,507.49 12/05/14 GEN $191,821.52 122830 - 122927 11/14/14 ASB $ 11,141.37 122811 - 122829 ASB: $ 23,880.84 12/05/14 ASB $ 12,739.47 122928 - 122951

Additional Information Attached Fiscal Impact/Fund Source: BOARD ACTION: NOTES: M

otion

Second

Aye

Nay

Abstain

Other

Cotterill

Fountain

Sumpter

Fox

Husmann

December 15, 2014

√

√


3apckp08.p SULTAN SCHOOL DISTRICT #311 8:40 AM 11/13/14 05.14.10.00.00-010032 Check Summary PAGE: 1 The following vouchers, as audited and certified by the Auditing Officer as

required by RCW 42.24.080, and those expense reimbursement claims certified

as required by RCW 42.24.090, are approved for payment. Those payments have

been recorded on this listing which has been made available to the board.

As of December 15, 2014, the board, by a __________________________ vote,

approves payments, totaling $218,827.34, and voids/cancellations,

totaling $2,450.00. The payments and voids are further identified

in this document.

Total by Payment Type for Cash Account, SCT - Accounts Payable:

Warrant Numbers 122729 through 122829, totaling $218,827.34

Voids/Cancellations, totaling $2,450.00

Secretary ________________________ Board Member ________________________

Board Member ________________________ Board Member ________________________


Check Nbr Vendor Name Check Date Invoice Number Invoice Desc PO Number Invoice Amount Check Amount

122729 1ST CLASS GLASS 11/14/2014 5421 MAINTENANCE 0 1,478.29 1,478.29

REPAIRS/SHS WOOD

SHOP

10 E 530 9700 64 7026 000 0000 0000 General Fund/EXPENDITURES/DISTRICT WIDE SUPPORT 1,478.29

122730 Vendor Continued Void 11/14/2014 0.00



122733 AG SUPPLY CO 11/14/2014 6198 Open Purchase 5701400001 31.45 180.47

Order for

Technology

Supplies, School

Year 2014-2015 -

Sept 1, 2014 to

Aug 31, 2015.

Dave Moon, David

Hockenson, Benny

Pederson. Please

Fax or Mail PO.

10 E 530 0158 27 5001 000 0000 0000 General Fund/EXPENDITURES/BE TECHNOLOGY RELATED 31.45

6200 Maintenance 5801400006 19.50

Supplies, Open PO

2014-2015, (Ace

Hardware),

expires

8-31-2015.

PLease fax or

mail PO.

10 E 530 9700 64 5001 000 0000 0000 General Fund/EXPENDITURES/DISTRICT WIDE SUPPORT 19.50


3apckp08.p SULTAN SCHOOL DISTRICT #311 8:40 AM 11/13/14 05.14.10.00.00-010032 Check Summary PAGE: 2


6202 Open Purchase 5701400001 35.82

Order for

Technology

Supplies, School

Year 2014-2015 -

Sept 1, 2014 to

Aug 31, 2015.

Dave Moon, David

Hockenson, Benny

Pederson. Please

Fax or Mail PO.


6203 Maintenance 5801400006 20.61

Supplies, Open PO

2014-2015, (Ace

Hardware),

expires

8-31-2015.

PLease fax or

mail PO.


6204 Maintenance 5801400006 2.06

Supplies, Open PO

2014-2015, (Ace

Hardware),

expires

8-31-2015.

PLease fax or

mail PO.


6205 Maintenance 5801400006 8.44

Supplies, Open PO

2014-2015, (Ace

Hardware),

expires

8-31-2015.

PLease fax or

mail PO.


6208 Maintenance 5801400006 5.52

Supplies, Open PO

2014-2015, (Ace

Hardware),

expires

8-31-2015. PLease fax or




mail PO.


6209 Maintenance 5801400006 1.40

Supplies, Open PO

2014-2015, (Ace

Hardware),

expires

8-31-2015.

PLease fax or

mail PO.


6215 Maintenance 5801400006 10.85

Supplies, Open PO

2014-2015, (Ace

Hardware),

expires

8-31-2015.

PLease fax or

mail PO.


6217 Maintenance 5801400006 15.19

Supplies, Open PO

2014-2015, (Ace

Hardware),

expires

8-31-2015.

PLease fax or

mail PO.


6218 Maintenance 5801400006 7.92

Supplies, Open PO

2014-2015, (Ace

Hardware),

expires

8-31-2015.

PLease fax or

mail PO.


6219 Maintenance 5801400006 21.71

Supplies, Open PO

2014-2015, (Ace

Hardware),

expires

8-31-2015. PLease fax or




mail PO.


122734 ALDEN ASSOCIATES 11/14/2014 0068059 TECHNOLOGY 0 227.55 227.55

SUPPLIES/PER

WSIPC BID

14-01/HUB 400

W/LAN FOR

MULTIPOINT MULTI

USER HUB WITH LAN

CONNECTION FOR

WINDOWS MULTI

POINT SERVER AC

ADAPTER INCLUDED


122735 ASSOCIATED PETROLEUM PRODUCTS 11/14/2014 CL45529 MISC.APPROVED 0 801.63 1,983.68

FUEL CHARGES


10 E 530 7100 27 5052 000 0000 0000 General Fund/EXPENDITURES/TRAFIC SAFETY - ST 79.12




CL47167 MISC.APPROVED 0 1,182.05

FUEL CHARGES







122736 AUCKLAND-COOK, REBECCA LEE 11/14/2014 REIMBURSE-CLASS COURIER CAR FUEL 0 44.80 44.80

REIMURSEMENT/DUE

TO DISTRICT

VEHICLE NOT

ACCESSIBLE DUE TO

4TH STREET ROAD

CONSTRUCTION ON

10/8,9,10,13,14/20

14.


122737 AUS WEST LOCKBOX 11/14/2014 1987677298 Transportation, 5991400003 19.04 19.04

Shop Supplies,

Open PO

2014-2015,

expires 8-31-2015.




Brandt Gerow and

Dave Anderson,

Bus Shop. PLease

fax or mail PO.

10 E 530 9900 52 5001 000 0000 0000 General Fund/EXPENDITURES/PUPIL TRANSPORTATION 19.04

122738 BARMON LUMBER INC 11/14/2014 344703 Transportation, 5991400004 6.51 6.51

Bus Parts, Open

PO 2014-2015,

expires

8-31-2015.

Brandt Gerow and

Dave Anderson,

Bus Shop. Please

fax or mail PO.


122739 BICKFORD MOTORS, INC. 11/14/2014 1061256 Transportation, 5991400006 364.83 364.83

Bus Parts, Open

PO 2014-2015,

expires

8-31-2015.

Brandt Gerow and

Dave Anderson,

Bus Shop. Please

fax or mail PO.


122740 BLANCHARD AUTO ELECTRIC 11/14/2014 767578B Transportation, 5991400008 85.27 85.27

Bus Parts, Open

PO 2014-2015,

expires

8-31-2015.

Brandt Gerow and

Dave Anderson Bus

Shop. Please fax

or mail PO


122741 BRUNSWICK MAJESTIC LANES 11/14/2014 6133-09 SHS TURK GOAL 5601400026 32.00 32.00

BOWLING ACTIVITY

ENTRY FEES

SEPTEMBER 2014

THRU JUNE 2015/1

TUESDAY PER MONTH

@ $32.00 PER

MONTH

10 E 530 2100 27 5001 000 0000 0000 General Fund/EXPENDITURES/SPED (3-21YR) - ST 32.00 122742 BRYSON SALES AND SERVICE OF WA 11/14/2014 232601 Transportation, 5991400009 4.97 1,232.97




Bus Parts, Open

PO 2014-2015,

expires

8-31-2015.

Brandt Gerow and

Dave Anderson Bus

Shop. Please fax

or mail PO


232602 Transportation, 5991400009 1,228.00

Bus Parts, Open

PO 2014-2015,

expires

8-31-2015.

Brandt Gerow and

Dave Anderson Bus

Shop. Please fax

or mail PO

10 E 530 9900 53 5001 000 0000 0000 General Fund/EXPENDITURES/PUPIL TRANSPORTATION 1,228.00

122743 CAVANAUGH, DAVID M 11/14/2014 REIMBURSE-CERT SHS VOC SUPPLY 0 140.27 140.27

REIMBURSEMENT

10 E 530 3860 27 5001 000 0000 0000 General Fund/EXPENDITURES/FED VOC LKWD 140.27

122744 CENTRAL WELDING SUPPLY 11/14/2014 101505 SHS CENTRAL 1201400025 161.42 161.42

WELDING CAVANAUGH


122745 COASTAL COMMUNITY BANK 11/14/2014 SULTAN SD 311 DISTRICT DEPOSIT 0 187.59 187.59

TICKET BOOK

ORDER/ASB/600 AND

ONE LOCKING

DEPOSIT BAG FOR

SMS FOOD SERVICE.


122746 DEPARTMENT OF REVENUE 11/14/2014 CTAXCT1 20141106AAB Comp Tax owed for 0 420.10 420.10

Cash Account CT1

through

10/31/2014

10 L 611 0000 00 0000 000 0000 0000 General Fund/CompTax Payable 420.10

122747 DEPARTMENT OF REVENUE 11/14/2014 91-0981347/22469 SULTAN SCHOOL 0 58.38 58.38

DISTRICT #311

2014 FINAL REPORT

UNCLAIMED

PROPERTY





122748 DEPT OF CORRECTIONS 11/14/2014 45108576 GBE OFFICE 1351400021 41.28 41.28

SUPPLIES

10 E 530 0100 27 7054 135 0000 0000 General Fund/EXPENDITURES/BASIC EDUCATION 41.28

122749 DRUG FREE BUSINESS 11/14/2014 238798 MISC.RANDOM DOT 0 284.00 284.00

SCREENINGS


122750 ELITE LOCK & SAFE 11/14/2014 30769 Transportation, 5991400011 32.61 69.13

Bus Parts, Open

PO 2014-2015,

expires

8-31-2015.

Brandt Gerow and

Dave Anderson Bus

Shop. Please fax

or mail PO


30803 Maintenance 5801400011 36.52

Supplies, Open PO

2014-2015,

expires

8-31-2015.

Please fax or

mail PO.


122751 ESD 189 (NORTHWEST) 11/14/2014 1050796 REGISTRATION FOR 5601400023 100.00 200.00

TAMARA MCNEW TO

ATTEND LITERACY

LEADERSHIP

NETWORK #30820 IN

2014-15 SCHOOL

YEAR TO INCLUDE

DATES: 10/14/14,

11/12/14,

12/9/14, 1/13/15,

2/10/15, 3/17/15

AND 5/19/15 AT

ESD 189 IN

ANACORTES

10 E 530 5101 27 7057 135 0000 0000 General Fund/EXPENDITURES/TITLE I - STAFF DEVELOPMT 100.00

1050797 LITERACY 5601400018 100.00

LEADERSHIP

NETWORK/KAREN

NUNN/2014-15

REGISTRATION TO ATTEND OCT 14,




2014, NOV 12,

2014, DEC 9,

2014, JAN 13,

2015, FEB 10,

2015, MAR 17,

2015 AND MAY 19,

2015 AT ESD

189/ANACORTES

10 E 530 5223 31 7057 000 0000 0000 General Fund/EXPENDITURES/TITLE II A TPQ 100.00

122752 EXPANDING EXPRESSION 11/14/2014 9232 SLP/EDUCATIONAL 5601400042 405.90 405.90

SERVICES SUPPLIES

10 E 530 2400 27 5001 000 0000 0000 General Fund/EXPENDITURES/FED IDEA-B (K-12) 440.81

10 L 611 0000 00 0000 000 0000 0000 General Fund/CompTax Payable -34.91

122753 FLYNN, KELLY RAE 11/14/2014 REIMBURSE-CERT SES SUNSHINE FUND 0 270.00 270.00

REIMBURSEMENT

10 E 530 0101 27 5001 031 0000 0000 General Fund/EXPENDITURES/SUNSHINE FUNDS 270.00

122754 FRED MEYER 11/14/2014 715751 SHS LIFESKILLS 5601400028 54.08 54.08

SUPPLIES FOR

SEPTEMBER 2014 -

JUNE 2015. THIS

PO IS FOR THE

MONTH OF OCTOBER

2014. ALLOWANCE

PER MONTH:

$55.00.

10 E 530 2100 27 5001 000 0000 0000 General Fund/EXPENDITURES/SPED (3-21YR) - ST 54.08

122755 FRONTIER 11/14/2014 20618803060303145 DISTRICT 0 3,083.84 3,083.84

UTILITIES/TELEPHON

E/LAND LINES


122756 GOOD TO GO 11/14/2014 TB146535761 DISTRICT 0 16.10 16.10

TRAVEL/520 TOLL

BRIDGE FEES


122757 GRADUATION ALLIANCE 11/14/2014 31342843 OCTOBER 2014 0 2,450.00 2,450.00

STANDARD AND

OPTIONAL STUDENT

RECOVERY SERVICES

10 E 530 0301 29 7005 000 0000 0000 General Fund/EXPENDITURES/DROPOUT REENGAGEMENT - G.A. 2,450.00

122758 GRESS, JULIE A 11/14/2014 REIMBURSE-CLASS CVA SUPPLY 0 9.98 9.98

REIMBURSEMENT

10 E 530 0226 27 5001 343 0000 0000 General Fund/EXPENDITURES/VIRTUAL ACADEMY--OFF SITE 9.98




122759 GUARDIAN SECURITY SYSTEMS, INC 11/14/2014 539999 DISTRICT 0 79.50 105.90

SECURITY/BUS

BARN/NOV.2014


540000 DISTRICT 0 26.40

SECURITY/TECH

TRAILER/NOV.2014


122760 H & L SPORTING GOODS 11/14/2014 810213 SHS SUPPLIES/KWIK 0 396.39 479.47

GOAL NETS/WHITE


810219 SHS/OFFICIAL HOME 0 83.08

PLATE


122761 HOUGHTON MIFFLIN HARCOURT 11/14/2014 950959399 SES HSP STORYTOWN 1301400015 323.54 1,881.82

QUOTES 20203878

SEE ATTACHED


950968343 SES HSP STORYTOWN 1301400015 1,313.96

QUOTES 20203878

SEE ATTACHED

10 E 530 0100 23 5001 130 0000 0000 General Fund/EXPENDITURES/BASIC EDUCATION 1,313.96

950979292 SES HSP STORYTOWN 1301400015 6.60

QUOTES 20203878

SEE ATTACHED


950982409 SCHOOL PSYCH 0 237.72

SUPPLIES/N.HAKIEL

- - WJIV SELF

STUDY


122762 JW PEPPER & SON, INC. 11/14/2014 14552789 SMS MUSIC 1251400014 363.81 363.81

SUPPLIES/BOWERS

10 E 530 0107 27 5001 225 0000 0000 General Fund/EXPENDITURES/BE MUSIC 363.81

122763 KCDA PURCHASING COOPERATIVE 11/14/2014 3847364 GBE SUPPLIES 1351400020 212.75 1,006.84

10 E 530 0113 27 5001 135 0000 0000 General Fund/EXPENDITURES/BE FIRST GR 212.75

3849326 SES SUPPLIES 5601400017 8.52

10 E 530 2100 27 5001 000 0000 0000 General Fund/EXPENDITURES/SPED (3-21YR) - ST 8.52 3849579 SES KCDA Cart 1301400016 132.23




725672

10 E 530 0117 27 5001 130 0000 0000 General Fund/EXPENDITURES/BE FIFTH GR 132.23

3849821 DISTRICT OFFICE 5501400007 95.05

SUPPLIES


3850811 SMS SUPPLIES 1251400018 54.56

10 E 530 0103 27 5001 225 0000 0000 General Fund/EXPENDITURES/BE SOC STUDIES 54.56

3852287 SMS SUPPLIES 1251400019 75.90


3853318 SMS SUPPLIES 1251400020 91.88


3853341 EDUCATIONAL 5601400061 49.46

SERVICES SUPPLIES


3853347 SUPERINTENDENT 5551400015 71.40

OFFICE SUPPLIES


3853793 OPEN PO for 5801400033 198.13

Custodial

Supplies 9/1/2014

- 8/31/2015


3854757 SES KCDA Cart 1301400016 16.96

725672

10 E 530 0117 27 5001 130 0000 0000 General Fund/EXPENDITURES/BE FIFTH GR 16.96

122764 LEXIA LEARNING SYSTEM 11/14/2014 SIN013146 2014-15 GBE LEXIA 5601400058 3,475.20 7,384.80

READING CORE 5

STUDENT

SUBSCRIPTION

RENEWAL 1 YEAR

10 E 530 5505 27 5003 000 0000 0000 General Fund/EXPENDITURES/LAP (K-4) READING 3,475.20

SIN013147 2014-15 SES LEXIA 5601400059 3,909.60

READING CORE 5

STUDENT

SUBSCRIPTION

RENEWAL 1 YEAR


122765 LOWE'S 11/14/2014 901478 SHS LOWES 1201400024 96.98 205.07 CAVANAUGH





901643 SHS LOWES 1201400024 108.09

CAVANAUGH




122768 MONROE PARTS HOUSE 11/14/2014 515540 Transportation, 5991400017 176.04 425.25

Shop Supplies,

Open PO

2014-2015,

expires

8-31-2015.

Brandt Gerow and

Dave Anderson,

Bus Shop. Please

fax or mail PO


515617 Motor Pool, 5991400016 94.23

Transportation,

Open PO

2014-2015,

expires

8-31-2015.

Brandt Gerow and

Dave Anderson,

Bus Shop. Please

fax or mail PO


515619CREDIT Motor Pool, 5991400016 -24.46

Transportation,

Open PO

2014-2015,

expires

8-31-2015.

Brandt Gerow and

Dave Anderson,

Bus Shop. Please

fax or mail PO

10 E 530 9700 75 5001 000 0000 0000 General Fund/EXPENDITURES/DISTRICT WIDE SUPPORT -24.46

515954CREDIT Motor Pool, 5991400016 -20.10

Transportation,

Open PO

2014-2015,

expires 8-31-2015.




Brandt Gerow and

Dave Anderson,

Bus Shop. Please

fax or mail PO


516148 Motor Pool, 5991400016 6.96

Transportation,

Open PO

2014-2015,

expires

8-31-2015.

Brandt Gerow and

Dave Anderson,

Bus Shop. Please

fax or mail PO


516583 Transportation, 5991400015 88.80

Bus Parts, Open

PO 2014-2015,

expires

8-31-2015.

Brandt Gerow and

Dave Anderson,

Bus Shop. Please

fax or mail PO


516789 MAINTENANCE 0 13.87

SUPPLIES


517138 Transportation, 5991400015 26.07

Bus Parts, Open

PO 2014-2015,

expires

8-31-2015.

Brandt Gerow and

Dave Anderson,

Bus Shop. Please

fax or mail PO


517463 Transportation, 5991400015 38.02

Bus Parts, Open

PO 2014-2015,

expires

8-31-2015. Brandt Gerow and




Dave Anderson,

Bus Shop. Please

fax or mail PO


517661 MISC.APPROVED 0 25.82

SUPPLY PURCHASES

FOR MAINTENANCE

AND BUS SHOP



122769 MONSON, DAVID W 11/14/2014 REIMBURSE-CERT1 SMS COUNSELOR 0 13.00 67.58

SUPPLY

REIMBURSEMENT


REIMBURSE-CERT2 SMS COUNSELOR 0 54.58

SUPPLIES


122770 MURPHY, DARCI ANN 11/14/2014 REIMBURSE-CERT SMS 0 36.66 36.66

REIMBURSEMENT/MEAL

/10-9-14

TEACHER/PRINCIPAL

LEADERSHIP

SYMPOSIUM

10/8-10/14 @

SEATAC

10 E 530 5809 31 8010 000 0000 0000 General Fund/EXPENDITURES/ST - FOCUS SCHOOL (SMS) 36.66

122771 NAFME 11/14/2014 ID#001085440 SHS 1201400040 137.00 137.00

SUMPTER/MEMBERSHIP

DUES/NATIONAL

ASSOCIATION FOR

MUSIC EDUCATION


122772 NOLLETTE, TAMMIE 11/14/2014 REIMBURSE-CLASS DISTRICT COURIER 0 9.52 9.52

10-7-14/HAD TO

USE PERSONAL

VEHICLE AS NO

DISTRICT VEHICLE

AVAILABLE/4TH

ST.ROAD UNDER

CONSTRUCTION,

COULDN'T GET

COURIER CAR OUT.





122773 NORTHSHORE SCHOOL DISTRICT 11/14/2014 AR143736 MAINTENANCE 0 14.00 14.00

BUSINESS CARDS

PRINTED/M.NASLUND


122774 O'REILLY AUTO PARTS 11/14/2014 3711164463 Transportation, 5991400020 16.27 27.12

Bus Parts, Open

PO 2014-2015,

expires

8-31-2015.

Brandt Gerow and

Dave Anderson,

Bus Shop. Please

fax or mail PO


3711164520 Transportation, 5991400020 10.85

Bus Parts, Open

PO 2014-2015,

expires

8-31-2015.

Brandt Gerow and

Dave Anderson,

Bus Shop. Please

fax or mail PO


122775 OSPI 11/14/2014 15-242 2014-15 (JULY 0 5,520.00 5,520.00

14-JUNE 2015)

K-20 NETWORK FEE


122776 PACIFIC COMMERCIAL LOCK & KEY 11/14/2014 7920 Maintenance 5801400014 63.28 63.28

Supplies, Open PO

2014-2015,

expires

8-31-2015.

Please fax or

mail PO.


122777 PETROCARD 11/14/2014 C866734 Transportation 5991400036 5,609.03 5,609.03

OPEN PO for Red

Dye Diesel Fuel

for School Buses

for 2014/2015

school year

10 E 530 9900 52 5051 000 0000 0000 General Fund/EXPENDITURES/PUPIL TRANSPORTATION 5,609.03 122778 PLUMMER, NATHAN D 11/14/2014 REIMBURSE-ADMIIN SMS LEADERSHIP 0 312.30 312.30




SYMPOSIUM

10/8/14-10/10/14

@ SEA-TAC MEALS

AND MILEAGE.

(OTHERS INCLUDED

IN THIS EVENT,

D.MURPHY,

K.SMITH,

R.MANDUCHI.

10 E 530 5809 31 8010 000 0000 0000 General Fund/EXPENDITURES/ST - FOCUS SCHOOL (SMS) 312.30

122779 PRESENCE LEARNING, INC. 11/14/2014 232650814 2014-15 CONTRACT 5601400046 2,350.17 12,956.83

AGREEMENT FOR

OCCUPATIONAL

THERAPIST

SERVICES

SEPTEMBER 2014

THRU JUNE 2015.

NOT TO EXCEED

$7,000.00 PER

MONTH X 10 MONTHS

= $70,000.00.

10 E 530 2401 27 7010 000 0000 0000 General Fund/EXPENDITURES/FED IDEA-B (Teletherapy) 2,350.17

232650914 2014-15 CONTRACT 5601400046 10,606.66

AGREEMENT FOR

OCCUPATIONAL

THERAPIST

SERVICES

SEPTEMBER 2014

THRU JUNE 2015.

NOT TO EXCEED

$7,000.00 PER

MONTH X 10 MONTHS

= $70,000.00.

10 E 530 2401 27 7010 000 0000 0000 General Fund/EXPENDITURES/FED IDEA-B (Teletherapy) 10,606.66

122780 PUD NO. 1 OF SNOHOMISH COUNTY 11/14/2014 202529244 DISTRICT 0 71.65 89.56

UTILITIES/VARIOUS

LOCATIONS/STREET

LIGHTING


205468473 DISTRICT 0 17.91

UTILITIES/VARIOUS

STREET LIGHTING


122781 PUGET SOUND ENERGY 11/14/2014 200007658319 SES UTILITIES 0 192.38 192.38





122782 RENAISSANCE LEARNING, INC. 11/14/2014 4118172 SES STAR EARLY 0 390.96 21,955.19

LITERACY

ENTERPRISE REAL

TIME SUBSCRIPTION

2014/15


4121974 Renaissance 5701400016 7,981.95

Learning Software

Titles for All

Schools for the

2014/2015 School

Year

10 E 530 0158 27 5083 000 0000 0000 General Fund/EXPENDITURES/BE TECHNOLOGY RELATED 6,895.95

10 E 530 7400 27 5003 000 0000 0000 General Fund/EXPENDITURES/HIGHLY CAPABLE - ST 1,086.00

10 E 530 5505 27 5003 000 0000 0000 General Fund/EXPENDITURES/LAP (K-4) READING 0.00

4121980 Renaissance 5701400016 8,125.84

Learning Software

Titles for All

Schools for the

2014/2015 School

Year


10 E 530 7400 27 5003 000 0000 0000 General Fund/EXPENDITURES/HIGHLY CAPABLE - ST 0.00


4121983 Renaissance 5701400016 5,456.44

Learning Software

Titles for All

Schools for the

2014/2015 School

Year


10 E 530 7400 27 5003 000 0000 0000 General Fund/EXPENDITURES/HIGHLY CAPABLE - ST 0.00

10 E 530 5505 27 5003 000 0000 0000 General Fund/EXPENDITURES/LAP (K-4) READING 0.00

122783 RICOH USA, INC. 11/14/2014 93404580 DO BW COPOIER 0 415.95 4,659.67

LEASE FEES


93404584 DO COLOR COPIER 0 236.01

LEASE FEES


93404586 MAINT/TECH/TRANSP 0 242.76

COPIER LEASE FEES







93412340 SES COPIER LEASE 0 1,116.54

FEES


93412344 SHS COPIER LEASE 0 887.36

FEES


93412346 GBE COPIER LEASE 0 829.87

FEES


93412349 SMS COPIER LEASE 0 931.18

FEES


122784 RIEHLE, PETER WILLIAM 11/14/2014 REIMBURSE-CERT SMS SUNSHINE FUND 0 19.41 19.41

REIMBURSEMENT


122785 SCHOLASTIC BOOK CLUBS, INC. 11/14/2014 M5333926 3 SES/SPECED 0 88.70 88.70

FRANKLIN

SUBSCRIPTION

2014-15 TO "MY

BIG WORLD"


122786 SIX ROBBLEES' INC. 11/14/2014 14295517 Transportation, 5991400023 374.08 1,137.00

Bus Parts, Open

PO 2014-2015,

expires

8-31-2015. Brandt

Gerow and Dave

Anderson, Bus

Shop. Please fax

or mail PO


14295573 Transportation, 5991400023 762.92

Bus Parts, Open

PO 2014-2015,

expires

8-31-2015. Brandt

Gerow and Dave

Anderson, Bus

Shop. Please fax

or mail PO

10 E 530 9900 53 5001 000 0000 0000 General Fund/EXPENDITURES/PUPIL TRANSPORTATION 762.92 122787 SODEXO, INC. & AFFILIATES 11/14/2014 1000806587 DISTRICT'S FOOD 0 51,302.83 51,302.83




SERVICE CONTRACT

2014/15 OCTOBER

2014

10 E 530 9800 42 7010 000 0000 0000 General Fund/EXPENDITURES/FOOD SERVICES 51,302.83

122788 SOFTCHOICE CORPORATION 11/14/2014 3812877 SENECA XVAULT UM 5701400018 8,445.79 8,445.79

CONFIGURABLE

KIT/TECHNOLOGY


122789 SOLIANT HEALTH 11/14/2014 6618281 2014-15 5601400019 2,470.00 9,197.50

CONTRACTED SPEECH

THERAPIST THRU

SOLIANT HEALTH

FOR 37.5 HOURS

PER WEEK

9/1/14-8/31/15.

10 E 530 2100 27 7010 000 0000 0000 General Fund/EXPENDITURES/SPED (3-21YR) - ST 2,470.00

6632164 2014-15 5601400019 2,112.50

CONTRACTED SPEECH

THERAPIST THRU

SOLIANT HEALTH

FOR 37.5 HOURS

PER WEEK

9/1/14-8/31/15.


6644771 2014-15 5601400019 2,145.00

CONTRACTED SPEECH

THERAPIST THRU

SOLIANT HEALTH

FOR 37.5 HOURS

PER WEEK

9/1/14-8/31/15.


6657867 2014-15 5601400019 2,470.00

CONTRACTED SPEECH

THERAPIST THRU

SOLIANT HEALTH

FOR 37.5 HOURS

PER WEEK

9/1/14-8/31/15.


122790 SONITROL/SOUND SECURITY 11/14/2014 741954 GBE/SES/SHS/SMS 0 1,027.53 1,027.53

FIRE/SECURITY

MONITORING NOVEMBER 2014








122791 SPENCER, MARIA LOUISE 11/14/2014 REIMBURSE-CERT ELL SCHOOL 0 103.32 103.32

SUPPLIES/REIMBURSE

MENT/SEPT.2014 &

0CT.2014

10 E 530 6500 27 8010 000 0000 0000 General Fund/EXPENDITURES/TRANSITIONAL / BILINGUAL - ST 103.32

122792 STARTUP WATER DISTRICT 11/14/2014 056 STARTUP WATER 0 70.00 70.00

UTILITIES

9/26/14-10/30/14


122793 SULTAN RED APPLE MARKET 11/14/2014 FOODSERV103014 2014-15 CATERING 5981400002 32.29 32.29

SUPPLIES/FOOD

PURCHASES

SEPTEMBER

2014-AUGUST 2015

10 E 530 9800 42 5001 000 0000 0000 General Fund/EXPENDITURES/FOOD SERVICES 32.29

122794 SUPER DUPER, INC. 11/14/2014 2008154A SLP/EDUCATIONAL 5601400043 261.30 261.30

SERVICES SUPPLIES

10 E 530 2400 27 5001 000 0000 0000 General Fund/EXPENDITURES/FED IDEA-B (K-12) 283.77


122795 SUPERIOR/COIT INC 11/14/2014 33935 STARTUP CLEANING 0 30,973.02 30,973.02

PROJECT OCTOBER

2014


122796 SWIFT PRINT 11/14/2014 16389 PAYROLL PRINTING 5501400008 428.97 428.97

ORDER/1500

ABSENCE REQUEST

FORMS/3 PART NCR.

QUOTE PER NELLIE:

$395.00 10/21/14


122797 THE PART WORKS 11/14/2014 390465 Maintenance 5801400015 54.18 2,183.42

Supplies, Open PO

2014-2015,

expires

8-31-2015.

Please fax or

mail PO





391259 Maintenance 5801400015 1,944.28

Supplies, Open PO

2014-2015,

expires

8-31-2015.

Please fax or

mail PO


391880 Maintenance 5801400015 184.96

Supplies, Open PO

2014-2015,

expires

8-31-2015.

Please fax or

mail PO


122798 THE PARTNERS GROUP 11/14/2014 OSUL001 OCTOBER 2014 0 379.68 379.68

DISTRICT BENEFITS

PROCESSING


122799 U.S. BANK 11/14/2014 6561/GEN/SULTAN MISC.APPROVED 0 18,245.44 18,245.44

PROCUREMENT

CHARGES








10 E 530 0109 27 5001 225 0000 0000 General Fund/EXPENDITURES/BE SCIENCE 136.20












10 E 530 5223 31 7057 000 0000 0000 General Fund/EXPENDITURES/TITLE II A TPQ 190.00


10 E 530 5811 31 8010 000 0000 0000 General Fund/EXPENDITURES/TPEP - TRAINING 544.16

10 E 530 5813 31 8010 000 0000 0000 General Fund/EXPENDITURES/D.E.W.I.S 510.16 10 E 530 5809 31 8010 000 0000 0000 General Fund/EXPENDITURES/ST - FOCUS SCHOOL (SMS) 1,402.72




10 E 530 5809 31 7057 000 0000 0000 General Fund/EXPENDITURES/ST - FOCUS SCHOOL (SMS) 1,446.00

10 E 530 5813 31 7056 000 0000 0000 General Fund/EXPENDITURES/D.E.W.I.S 79.00

10 E 530 5813 31 7057 000 0000 0000 General Fund/EXPENDITURES/D.E.W.I.S 1,805.00

122800 U.S. POSTAL SERVICE (CMRS-FP) 11/14/2014 106000393822 2014-15 DISTRICT 5501400004 1,000.00 1,000.00

POSTAGE MACHINE

FUNDS TO BE USED

AT $1000.00 PER

MONTH SEPTEMBER

2014-AUGUST 2015.

NOVEMBER 2014.


122801 US HEALTH WORKS MEDICAL GROUP 11/14/2014 0571382WA MISC/RANDOM PE 0 99.00 99.00

DOT SCREENING


122802 VANORDEN, LISA JOY 11/14/2014 REIMBURSE-CERT SES SUNSHINE FUND 0 75.82 75.82

REIMBURSEMENT


122803 VERIZON WIRELESS 11/14/2014 9733589576 DISTRICT 0 681.24 681.24

UTILITIES/CELL

PHONES


122804 WA ST DEPT OF TRANSPORTATION 11/14/2014 *RK239428/F114510 MISC.APPROVED 0 277.20 277.20

FERRY CHARGES

OCTOBER 2014


122805 WACTE 11/14/2014 5313 SHS ACTE 1201400037 600.00 600.00

HUBBARD/MONGER

CONFERENCE

10/30-31/14


122806 WALTER E. NELSON CO. 11/14/2014 460524 OPEN PO for 5801400034 1,744.46 3,386.87

Custodial

Supplies 9/1/2014

- 8/31/2015


462150 OPEN PO for 5801400034 681.70

Custodial

Supplies 9/1/2014

- 8/31/2015

10 E 530 9700 63 5001 000 0000 0000 General Fund/EXPENDITURES/DISTRICT WIDE SUPPORT 681.70 462151 OPEN PO for 5801400034 227.23




Custodial

Supplies 9/1/2014

- 8/31/2015


463775 OPEN PO for 5801400034 427.19

Custodial

Supplies 9/1/2014

- 8/31/2015


463776 OPEN PO for 5801400034 79.06

Custodial

Supplies 9/1/2014

- 8/31/2015


560911 OPEN PO for 5801400034 227.23

Custodial

Supplies 9/1/2014

- 8/31/2015


122807 WASBO 11/14/2014 300000235 2014-15 0 175.00 175.00

MEMBERSHIP

DUES/DANIEL

BALLER


122808 WHITMIRE-SKEITH, SARITA I 11/14/2014 REIMBURSE-ADMIN MILEAGE 0 146.09 146.09

REIMBURSEMENT

10/29-30/14 NWESD

ROUND TRIPS/5+D

WORKSHOP/SUPT.DIRE

CTED.


122809 WOODWIND & BRASSWIND 11/14/2014 23602726 SHS WOODWIND & 1201400038 37.99 37.99

BRASSWIND SUMPTER



122810 WSPA 11/14/2014 8381 SSD #311 0 150.00 300.00

PERSONNEL

EMPLOYEE

MISCONDUCT

WORKSHOP

REGISTRATION FOR

S.WHITMIRE-SKEITH.





8382 SSD #311 0 150.00

PERSONNEL

EMPLOYEE

MISCONDUCT

WORKSHOP

REGISTRATION FOR

A.HUFFMAN.


122811 AMERICAN BAND ACCESSORIES, INC 11/14/2014 89921 SHS AMERICAN BAND 4201400035 797.16 797.16

SUMPTER

40 E 530 4137 00 0000 320 0000 0000 Associated Student Body Fund/EXPENDITURES/Music 865.72

40 L 611 0000 00 0000 000 0000 0000 Associated Student Body Fund/CompTax Payable -68.56

122812 BALLER, DANIEL C. 11/14/2014 201401 DJ For dance at 4251400009 350.00 350.00

SMS

40 E 530 1001 00 0000 225 0000 0000 Associated Student Body Fund/EXPENDITURES/GENERAL STUDE 350.00

122813 CASH & CARRY (UNITED GROCER) 11/14/2014 167835 SHS CASH AND 4201400008 234.48 234.48

CARRY WOOD

40 E 530 4031 00 0000 320 0000 0000 Associated Student Body Fund/EXPENDITURES/ESPRESSO CLUB 166.62

40 E 530 4198 00 0000 320 0000 0000 Associated Student Body Fund/EXPENDITURES/STUDENT STORE 67.86

122814 DEPARTMENT OF REVENUE 11/14/2014 CTAXCT1 20141106AAA Comp Tax owed for 0 405.07 405.07

Cash Account CT1

through

10/31/2014

40 L 611 0000 00 0000 000 0000 0000 Associated Student Body Fund/CompTax Payable 405.07

122815 DISPLAY & COSTUME SUPPLY 11/14/2014 2-0019417 SHS COSTUME & 4201400049 136.30 136.30

DISPLAY FULLER

40 E 530 3116 00 0000 320 0000 0000 Associated Student Body Fund/EXPENDITURES/CLASS OF 2016 136.30

122816 FOOD SERVICES OF AMERICA 11/14/2014 5893767 SHS FOOD SERVICES 4201400007 183.65 426.08

OF AMERICA WOOD



5893768 SHS FOOD SERVICES 4201400007 242.43

OF AMERICA WOOD



122817 H & L SPORTING GOODS 11/14/2014 810129 SHS H & L SPORTS 4201400054 521.17 1,847.62

TRICHLER

40 E 530 2021 00 0000 320 0000 0000 Associated Student Body Fund/EXPENDITURES/BASKETBALL BO 521.17

810144 H&L Sports - 4251400006 377.40

Soccer/SMS

40 E 530 2193 00 0000 225 0000 0000 Associated Student Body Fund/EXPENDITURES/SOCCER GIRLS 377.40




810146 H & L Sports 4251400005 255.64

Basketballs for

boys

basketball/SMS


810180 SHS H & L 4201400056 693.41

SPORTING

MCDICKENS

40 E 530 2235 00 0000 320 0000 0000 Associated Student Body Fund/EXPENDITURES/WRESTLING 693.41

122818 MOSES, HEATHER L 11/14/2014 REIMBURSE-BUSDRV TRANSPORTATION 0 10.00 10.00

REIMBURSEMENT/BUS

DRIVER PAID OUT

OF POCKET FOR

PARKING AT A

CROSS COUNTRY

EVENT/SHS

10/16/14.

40 E 530 2206 00 0000 320 0000 0000 Associated Student Body Fund/EXPENDITURES/CROSS COUNTRY 10.00

122819 SCBVO 11/14/2014 351 SHS VOLLEYBALL 0 508.72 676.58

OFFICIALS FEES

40 E 530 2225 00 0000 320 0000 0000 Associated Student Body Fund/EXPENDITURES/VOLLEYBALL 508.72

352 SMS/Snohomish 4251400008 167.86

County Board of

Volleyball

Officials

40 E 530 2005 00 0000 225 0000 0000 Associated Student Body Fund/EXPENDITURES/GENERAL ATHLE 167.86

122820 SCFOA 11/14/2014 23 SHS FOOTBALL 0 1,477.28 1,477.28

REFEREE

ASSOCIATION FEES

9/5,15,22,26/2014.

40 E 530 2053 00 0000 320 0000 0000 Associated Student Body Fund/EXPENDITURES/FOOTBALL 1,477.28

122821 SEDRO-WOOLLEY STEELCLAW 11/14/2014 SULTAN HIGH SCHOOL SHS SEDRO-WOOLLEY 4201400062 250.00 250.00

MACDICKEN/REGISTRA

TION TO ATTEND

2014

INVITATIONAL/WREST

LING ON 12/6/14

AT SEDRO-WOOLLEY

HIGH SCHOOL.


122822 SIFFERMAN, SCOTT T 11/14/2014 REIMBURSE-ADMIN SHS ASB 0 109.96 109.96

SUPPLIES/LINK

40 E 530 4023 00 0000 320 0000 0000 Associated Student Body Fund/EXPENDITURES/LINK CREW 109.96




122823 SPECIALTY FROZEN DISTRIBUTING 11/14/2014 10152015 SHS SPECIALTY 4201400012 422.30 422.30

FROZEN FOOD

DISTRIBUTORS WOOD


122824 SULTAN RED APPLE MARKET 11/14/2014 SHS/101314 SHS STUTAN RED 4201400009 25.74 25.74

APPLE WOOD



122825 SUNRISE DISTRIBUTION 11/14/2014 SUHS009 SHS SUNRISE 4201400010 335.00 335.00

DISTRIBUTION WOOD


122826 TESS, HOWARD 11/14/2014 SHS STUDENT REFUND SHS STUDENT 0 20.00 20.00

REFUND/PAID

PARING TWICE

40 R 960 1155 00 0000 320 0000 0000 Associated Student Body Fund/REVENUES/PARKING 20.00

122827 U.S. BANK 11/14/2014 6561/ASB/SULTAN MISC.APPROVED 0 956.55 956.55

PURCHASES/ASB

FUND



40 E 530 2032 00 0000 320 0000 0000 Associated Student Body Fund/EXPENDITURES/CHEER LEADERS 54.96

40 E 530 2053 00 0000 225 0000 0000 Associated Student Body Fund/EXPENDITURES/FOOTBALL 187.51

40 E 530 2225 00 0000 225 0000 0000 Associated Student Body Fund/EXPENDITURES/VOLLEYBALL 143.30

40 E 530 4023 00 0000 320 0000 0000 Associated Student Body Fund/EXPENDITURES/LINK CREW 178.22

40 E 530 6013 00 0000 225 0000 0000 Associated Student Body Fund/EXPENDITURES/InvestED ASSI 40.50

40 E 530 3117 00 0000 320 0000 0000 Associated Student Body Fund/EXPENDITURES/CLASS OF 2017 61.73

122828 WEST MUSIC 11/14/2014 SI1034091 GBE/Musical 4351400001 137.95 137.95

Instruments

40 E 530 1036 00 0000 135 0000 0000 Associated Student Body Fund/EXPENDITURES/MUSIC ACTIVIT 149.81

40 L 611 0000 00 0000 000 0000 0000 Associated Student Body Fund/CompTax Payable -11.86

122829 WIAA 11/14/2014 17237 SHS 2014-15 0 2,244.30 2,523.30

MEMBERSHIP FEES

40 E 530 2005 00 0000 320 0000 0000 Associated Student Body Fund/EXPENDITURES/GENERAL ATHLE 2,244.30

17238 WIAA Membership 4251400010 279.00

Fee/SMS/2014-15

40 E 530 2005 00 0000 225 0000 0000 Associated Student Body Fund/EXPENDITURES/GENERAL ATHLE 279.00 101 Computer Check(s) For a Total of 218,827.34




122607 GRAD PRODUCTS, INC. 11/07/2014 31342843 OCTOBER 2014 0 2,450.00 2,450.00

STANDARD AND

OPTIONAL STUDENT

RECOVERY SERVICES

10 E 530 0301 29 7005 000 0000 0000 General Fund/EXPENDITURES/DROPOUT REENGAGEMENT - G.A. 2,450.00 1 Void Check(s) For a Total of 2,450.00



0 Manual Checks For a Total of 0.00

0 Wire Transfer Checks For a Total of 0.00

0 ACH Checks For a Total of 0.00

101 Computer Checks For a Total of 218,827.34

Total For 101 Manual, Wire Tran, ACH & Computer Checks 218,827.34

Less 1 Voided Checks For a Total of 2,450.00

Net Amount 216,377.34

F U N D S U M M A R Y

Fund Description Balance Sheet Revenue Expense Total

10 General Fund 359.45 0.00 204,876.52 205,235.97

40 Associated Student Body Fund 324.65 20.00 10,796.72 11,141.37


3apckp08.p SULTAN SCHOOL DISTRICT #311 8:41 AM 12/03/14 05.14.10.00.00-010032 Check Summary PAGE: 1 The following vouchers, as audited and certified by the Auditing Officer as

required by RCW 42.24.080, and those expense reimbursement claims certified

as required by RCW 42.24.090, are approved for payment. Those payments have

been recorded on this listing which has been made available to the board.

As of December 15, 2014, the board, by a __________________________ vote,

approves payments, totaling $204,560.99. The payments are further identified

in this document.

Total by Payment Type for Cash Account, SCT - Accounts Payable:

Warrant Numbers 122830 through 122951, totaling $204,560.99

Secretary ________________________ Board Member ________________________




122830 1ST CLASS GLASS 12/05/2014 5470 MAINTENANCE 0 288.29 288.29

REPAIRS/BROKEN

WINDOW AT SHS


122831 AARON'S REFRIGERATION 12/05/2014 001584 SMS FOOD SERVICE 0 1,849.94 1,967.23

FREEZER REPAIRS

10 E 530 9800 44 7026 000 0000 0000 General Fund/EXPENDITURES/FOOD SERVICES 1,849.94

001844 STARTUP GYM 0 117.29

FURNACE REPAIRS


122832 ADOLFSON, DEBORAH RENEE 12/05/2014 REIMBURSE-CLASS SPECED MILEAGE 0 11.76 11.76

REIMBURSEMENT/PART

OF REGULAR WORK

SCHEDULE 2014/15-

GBE TO SES/7

MILES PER

TRIP/OCTOBER 2014







122838 AG SUPPLY CO 12/05/2014 6221 TRANSPORTATION 0 8.67 491.81

SUPPLIES


6227 Maintenance 5801400006 21.68 Supplies, Open PO




2014-2015, (Ace

Hardware),

expires

8-31-2015.

PLease fax or

mail PO.


6228 Maintenance 5801400006 28.19

Supplies, Open PO

2014-2015, (Ace

Hardware),

expires

8-31-2015.

PLease fax or

mail PO.


6231 Grounds Supplies, 5801400001 13.01

Open PO

2014-2015, (Ace

Hardware),

expires

8-31-2015.

Please fax or

mail PO.


6232 Maintenance 5801400006 28.84

Supplies, Open PO

2014-2015, (Ace

Hardware),

expires

8-31-2015.

PLease fax or

mail PO.


6238 Maintenance 5801400006 5.42

Supplies, Open PO

2014-2015, (Ace

Hardware),

expires

8-31-2015.

PLease fax or

mail PO.


6239 Open Purchase 5701400001 17.35 Order for




Technology

Supplies, School

Year 2014-2015 -

Sept 1, 2014 to

Aug 31, 2015.

Dave Moon, David

Hockenson, Benny

Pederson. Please

Fax or Mail PO.



Open PO

2014-2015, (Ace

Hardware),

expires

8-31-2015.

Please fax or

mail PO.


6242 Maintenance 5801400006 54.29

Supplies, Open PO

2014-2015, (Ace

Hardware),

expires

8-31-2015.

PLease fax or

mail PO.



Open PO

2014-2015, (Ace

Hardware),

expires

8-31-2015.

Please fax or

mail PO.



Open PO

2014-2015, (Ace

Hardware),

expires

8-31-2015.

Please fax or

mail PO.





6248 Maintenance 5801400006 19.54

Supplies, Open PO

2014-2015, (Ace

Hardware),

expires

8-31-2015.

PLease fax or

mail PO.



Open PO

2014-2015, (Ace

Hardware),

expires

8-31-2015.

Please fax or

mail PO.


6251 Open Purchase 5701400001 21.71

Order for

Technology

Supplies, School

Year 2014-2015 -

Sept 1, 2014 to

Aug 31, 2015.

Dave Moon, David

Hockenson, Benny

Pederson. Please

Fax or Mail PO.


6252 TRANSPORTATION 0 7.59

SUPPLIES



Open PO

2014-2015, (Ace

Hardware),

expires

8-31-2015.

Please fax or

mail PO.


6254 Maintenance 5801400006 3.25

Supplies, Open PO 2014-2015, (Ace




Hardware),

expires

8-31-2015.

PLease fax or

mail PO.


6255 Maintenance 5801400006 17.98

Supplies, Open PO

2014-2015, (Ace

Hardware),

expires

8-31-2015.

PLease fax or

mail PO.


6256 Maintenance 5801400006 21.70

Supplies, Open PO

2014-2015, (Ace

Hardware),

expires

8-31-2015.

PLease fax or

mail PO.


6259 Maintenance 5801400006 60.19

Supplies, Open PO

2014-2015, (Ace

Hardware),

expires

8-31-2015.

PLease fax or

mail PO.


6260 Maintenance 5801400006 12.48

Supplies, Open PO

2014-2015, (Ace

Hardware),

expires

8-31-2015.

PLease fax or

mail PO.


6261 Maintenance 5801400006 6.51

Supplies, Open PO 2014-2015, (Ace




Hardware),

expires

8-31-2015.

PLease fax or

mail PO.


6266 Maintenance 5801400006 16.65

Supplies, Open PO

2014-2015, (Ace

Hardware),

expires

8-31-2015.

PLease fax or

mail PO.


ACCOUNTCREDIT PER HEIDI @ AG 0 -19.67

SUPPLY/ON ACCOUNT

CREDIT DUE SULTAN

SCHOOL DISTRICT

ACCOUNT 11/21/14


122839 ASSOCIATED PETROLEUM PRODUCTS 12/05/2014 CL49098 MISC.APPROVED 0 589.46 589.46

FUEL CHARGES







122841 AUS WEST LOCKBOX 12/05/2014 1987688694 Transportation, 5991400003 22.63 108.65

Shop Supplies,

Open PO

2014-2015,

expires

8-31-2015.

Brandt Gerow and

Dave Anderson,

Bus Shop. PLease

fax or mail PO.


1987700171 Transportation, 5991400003 19.53

Shop Supplies,

Open PO

2014-2015, expires




8-31-2015.

Brandt Gerow and

Dave Anderson,

Bus Shop. PLease

fax or mail PO.


1987711741 Transportation, 5991400003 23.18

Shop Supplies,

Open PO

2014-2015,

expires

8-31-2015.

Brandt Gerow and

Dave Anderson,

Bus Shop. PLease

fax or mail PO.


1987723237 Transportation, 5991400003 19.58

Shop Supplies,

Open PO

2014-2015,

expires

8-31-2015.

Brandt Gerow and

Dave Anderson,

Bus Shop. PLease

fax or mail PO.


1987734577 Transportation, 5991400003 23.73

Shop Supplies,

Open PO

2014-2015,

expires

8-31-2015.

Brandt Gerow and

Dave Anderson,

Bus Shop. PLease

fax or mail PO.


122842 BARMON LUMBER INC 12/05/2014 348090 Maintenance 5801400008 21.70 35.81

Supplies, Open PO

2014-2015,

expires

8-31-2015.

Please fax or mail PO.





348107 Transportation, 5991400004 14.11

Bus Parts, Open

PO 2014-2015,

expires

8-31-2015.

Brandt Gerow and

Dave Anderson,

Bus Shop. Please

fax or mail PO.


122843 BICKFORD MOTORS, INC. 12/05/2014 1062352 Motor Pool, 5991400007 59.10 2,529.15

Transportation,

Open PO

2014-2015,

expires

8-31-2015.

Brandt Gerow and

Dave Anderson,

Bus Shop. Please

fax or mail PO.


773121 Transportation, 5991400006 2,551.65

Bus Parts, Open

PO 2014-2015,

expires

8-31-2015.

Brandt Gerow and

Dave Anderson,

Bus Shop. Please

fax or mail PO.


CM1061256 Transportation, 5991400006 -81.60

Bus Parts, Open

PO 2014-2015,

expires

8-31-2015.

Brandt Gerow and

Dave Anderson,

Bus Shop. Please

fax or mail PO.

10 E 530 9900 53 5001 000 0000 0000 General Fund/EXPENDITURES/PUPIL TRANSPORTATION -81.60

122844 BOTHELL PEDIATRIC/HAND THERAPY 12/05/2014 SULTAN SD #311/2 SPECED 0 145.00 435.00

CONTRACT/TREATMENT OF SPEECH,




LANGUAGE, VOICE,

COMMUNICATION AND

OR AUDITORY

PROCESSING

10/15/14-10/30/14


SULTAN SD#311 SPECED 0 145.00

THERAPEUTIC

SERVICES FOR THE

USE OF SPEECH

GENERATING DEVICE

INCLUSING

PROGRAMMING AND

MODIFICATION FOR

THE PERIOD

11/1/14-11/7/14.


SULTANSD311 SPECED 0 145.00

THERAPEUTIC

SERVICES FOR THE

USE OF SPEECH

GENERATING

DEVICE, INCLUDING

PROGRAMMING AND

MODIFICATION FOR

THE PERIOD

11/1/14-11/25/14





122848 BRYSON SALES AND SERVICE OF WA 12/05/2014 232798 Transportation, 5991400009 210.36 1,989.31

Bus Parts, Open

PO 2014-2015,

expires

8-31-2015.

Brandt Gerow and

Dave Anderson Bus

Shop. Please fax

or mail PO


232904 Transportation, 5991400009 6.28

Bus Parts, Open

PO 2014-2015,

expires 8-31-2015.




Brandt Gerow and

Dave Anderson Bus

Shop. Please fax

or mail PO


232905 Transportation, 5991400009 1,228.00

Bus Parts, Open

PO 2014-2015,

expires

8-31-2015.

Brandt Gerow and

Dave Anderson Bus

Shop. Please fax

or mail PO


232906 Transportation, 5991400009 103.20

Bus Parts, Open

PO 2014-2015,

expires

8-31-2015.

Brandt Gerow and

Dave Anderson Bus

Shop. Please fax

or mail PO


232945 Transportation, 5991400009 46.99

Bus Parts, Open

PO 2014-2015,

expires

8-31-2015.

Brandt Gerow and

Dave Anderson Bus

Shop. Please fax

or mail PO


232985 Transportation, 5991400009 72.83

Bus Parts, Open

PO 2014-2015,

expires

8-31-2015.

Brandt Gerow and

Dave Anderson Bus

Shop. Please fax

or mail PO





232986 Transportation, 5991400009 52.27

Bus Parts, Open

PO 2014-2015,

expires

8-31-2015.

Brandt Gerow and

Dave Anderson Bus

Shop. Please fax

or mail PO


233235 Transportation, 5991400009 69.50

Bus Parts, Open

PO 2014-2015,

expires

8-31-2015.

Brandt Gerow and

Dave Anderson Bus

Shop. Please fax

or mail PO


233236 Transportation, 5991400009 50.32

Bus Parts, Open

PO 2014-2015,

expires

8-31-2015.

Brandt Gerow and

Dave Anderson Bus

Shop. Please fax

or mail PO


233311 Transportation, 5991400009 149.56

Bus Parts, Open

PO 2014-2015,

expires

8-31-2015.

Brandt Gerow and

Dave Anderson Bus

Shop. Please fax

or mail PO


122849 BUSINESS CARD 12/05/2014 9499/SULTAN SD 311 MISC.APPROVED MC 0 458.64 458.64

CHARGES

10 E 530 5811 31 8010 026 0000 0000 General Fund/EXPENDITURES/TPEP - TRAINING 458.64

122850 CENTRAL WASHINGTON UNIVERSITY 12/05/2014 201422 2/3 TUITION AND 0 2,340.74 2,340.74 FEES OF $3,511.10




FOR JOHN HUBBARD

CWUID#30822341

10 E 530 5223 31 7008 021 0000 0000 General Fund/EXPENDITURES/TITLE II A TPQ 1,170.37

10 E 530 3860 27 7008 000 0000 0000 General Fund/EXPENDITURES/FED VOC LKWD 1,170.37

122851 CITY OF GOLD BAR 12/05/2014 991 GBE 0 146.96 146.96

UTILITIES/OCTOBER

2014 WATER


122852 CITY OF SULTAN 12/05/2014 6767 SHS UTILITIES 0 119.97 7,324.91


6768 SMS UTILITIES 0 119.97


6769 SES UTILITIES 0 2,554.89




6770 DISTRICT OFFICE 0 240.87

UTILITIES




6870 SHS UTILITIES 0 2,569.25




6922 SMS UTILITIES 0 1,468.09




6966 SHS UTILITIES 0 131.90


6967 SHS UTILITIES 0 119.97


122853 COASTWIDE LABORATORIES 12/05/2014 NW2716901 CUSTODIAL 0 278.31 278.31

SUPPLIES


122854 COLUMBIA VIRTUAL ACADEMY 12/05/2014 1001400036 NOVEMBER 2014 CVA 0 36,110.55 49,448.81

CENTRAL SERVICES FOR SULTAN




10 E 530 0226 29 7005 343 0000 0000 General Fund/EXPENDITURES/VIRTUAL ACADEMY--OFF SITE 36,110.55

1001400037 NOVEMBER 2014 CVA 0 13,338.26

SULTAN SPECIAL

EDUCATION

SERVICES

10 E 530 0226 29 7005 343 0000 0000 General Fund/EXPENDITURES/VIRTUAL ACADEMY--OFF SITE 13,338.26

122855 COSTCO 12/05/2014 300555647092 TECHNOLOGY 5701400021 105.38 105.38

SUPPLIES


122856 DEPARTMENT OF LICENSING 12/05/2014 ACCT#0070750 2014-15 ABSTRACTS 0 442.00 455.00

TRANS #272 ADR ON

9/29/14 IN

BILLING PERIOD

9/1/14-9/30/14


ACCT#0070750/2 2014-15 ABSTRACTS 0 13.00

TRANS #272 ADR ON

10/29/14 IN

BILLING PERIOD

10/1/14-10/31/14


122857 DISTRICT OFFICE IMPREST ACCT 12/05/2014 DO REPLENISHMENT 'DISTRICT OFFICE 0 156.99 156.99

REPLENISHMENT/CHEC

K

#527,5532,5533,553

4




122858 ELITE LOCK & SAFE 12/05/2014 30989 MOTORPOOL 0 13.04 13.04

SUPPLIES


122859 ESD 189 (NORTHWEST) 12/05/2014 0000113959 2014-15 EASTSIDE 5601400001 24,192.00 33,116.08

SUMMIT SPECIAL

EDUCATION STUDENT

SERVICES FEE FOR

OCTOBER 2014

10 E 530 2400 29 7010 000 0000 0000 General Fund/EXPENDITURES/FED IDEA-B (K-12) 24,192.00

0000301891 2014-15 NW ESD 5601400048 2,500.00

189 HIGHLY

CAPABLE PROGRAM COOPERATIVE




AGREEMENT

10 E 530 7400 27 7010 000 0000 0000 General Fund/EXPENDITURES/HIGHLY CAPABLE - ST 2,500.00

0000301893 GBE SCIENCE KITS 1351400001 402.40

SEPT & OCT 2014

10 E 530 0109 27 5003 135 0000 0000 General Fund/EXPENDITURES/BE SCIENCE 402.40

0000301894 ESD 189 SES 1301400002 1,110.00

SCIENCE KITS/SEPT

& OCT 2014

10 E 530 0109 27 5003 130 0000 0000 General Fund/EXPENDITURES/BE SCIENCE 1,110.00

0000503664 NWESD NETWORK 0 42.50

SERVICES/OCTOBER

2014


0000908747 2014-15 FISCAL 5701400019 4,869.18

SERVICE FEES

NWRDC/WSIPC FOR

SEPTEMBER 2014

THRU AUGUST 2015.

(NOVEMBER 2014)


122860 FLEX-PLAN SERVICES 12/05/2014 10010043 NOVEMBER 2014 0 776.00 776.00

(11/1/14-11/30/14)

PLAN YEAR FEE

$600.00, ANNUAL

PARTICIPANT

ENROLLMENT FEE

$96.00,

PARTICIPANT FEE

$80.00.


122861 FOLLETT SCHOOL SOLUTIONS 12/05/2014 5281103 SHS FOLLETT 1201400031 22.77 689.06

SCHOOL SOLUTIONS

HOLLOWAY


528110A2 SHS FOLLETT 1201400031 619.98

SCHOOL SOLUTIONS

HOLLOWAY


528110F2 SHS FOLLETT 1201400031 63.89

SCHOOL SOLUTIONS

HOLLOWAY





ACCT#4674245.000 CREDIT MEMO ON 1201400031 -17.58

ACCOUNT PER

SUE/SHS FOLLETT

SCHOOL SOLUTIONS

HOLLOWAY

10 E 530 0100 22 5001 320 0000 0000 General Fund/EXPENDITURES/BASIC EDUCATION -17.58

122862 FRED MEYER 12/05/2014 715783 SHS LIFESKILLS 5601400029 46.00 46.00

SUPPLIES FOR

SEPTEMBER 2014 -

JUNE 2015. THIS

PO IS FOR THE

MONTH OF NOVEMBER

2014. ALLOWANCE

PER MONTH:

$55.00.


122863 GCR TIRES & SERVICE 12/05/2014 80124360 Transportation, 5991400028 78.84 78.84

Bus Parts, Open

PO 2014-2015,

expires

8-31-2015.

Brandt Gerow and

Dave Anderson,

Bus Shop. Please

fax or mail PO


122864 GRADUATION ALLIANCE 12/05/2014 31342961 NOVEMBER 2014 0 2,695.00 2,695.00

STANDARD AND

OPTIONAL STUDENT

RECOVERY SERVICES

10 E 530 0301 29 7005 000 0000 0000 General Fund/EXPENDITURES/DROPOUT REENGAGEMENT - G.A. 2,695.00

122865 HAMMOND, REBECCA S 12/05/2014 REIMBURSE-CERT SES CLASSROOM 0 150.00 150.00

SUPPLY

REIMBURSEMENT

10 E 530 0112 27 5001 130 0000 0000 General Fund/EXPENDITURES/BE KINDERGARTEN 150.00

122866 HAYASHI, ROBYN CAREDIO 12/05/2014 REIMBURSE-CERT SES CLASSROOM 0 150.00 150.00

SUPPLY

REIMBURSEMENT

10 E 530 0116 27 5001 130 0000 0000 General Fund/EXPENDITURES/BE FOURTH GR 150.00

122867 INSTITUTE FOR EDUC.DEVELOPMENT 12/05/2014 4547392 SHS INSTITUTE FOR 1201400035 235.00 940.00

EDUCATIONAL

DEVELOPMENT

HARKINS





4547395 SHS INSTITUTE FOR 1201400033 705.00

EDUCATIONAL

DEVELOPMENT

HUBBARD, KELLEY,

MONGER


122868 KCDA PURCHASING COOPERATIVE 12/05/2014 3836356 SHS SUMPTER 1201400022 3.60 2,710.89

SUPPLIES


3836360 SMS OFFICE 1251400009 3.60

SUPPLIES


3846204 2014/15 GBE TITLE 5601400050 207.98

ONE SUPPLIES/CART

#725654 T.MCNEW

10 E 530 5100 27 5001 000 0000 0000 General Fund/EXPENDITURES/TITLE I (DISADVANTAGED) - FED 207.98

3849344 2014/15 GBE TITLE 5601400050 8.23

ONE SUPPLIES/CART

#725654 T.MCNEW


3849578 SES/PURDY 1301400017 93.16


3849903 SHS SUPPLY 1201400019 -27.42

RETURN/WHEELER

10 E 530 0105 27 5001 320 0000 0000 General Fund/EXPENDITURES/BE ART -27.42

3852864 SES/MUDROVICH 5601400016 8.50


3853319 SHS KCDA HARKINS 1201400041 203.45

10 E 530 0108 27 5001 320 0000 0000 General Fund/EXPENDITURES/BE MATH 203.45

3855479 GBE/OFFICE 1351400022 653.12


3856254 SMS 1251400021 60.97

SUPPLIES/MARTIN

10 E 530 0102 27 5001 225 0000 0000 General Fund/EXPENDITURES/BE ENGLISH 60.97

3856255 SMS 1251400022 977.14

SUPPLIES/RISOGRAPH






3858300 GBE/AMUNDSON 1351400025 174.52


3858301 GBE/ BRODER 1351400026 194.44


3860434 SES KCDA CART 1301400019 149.60

741165/D.CLARKE


122869 LEAHY, PAMELA CYD 12/05/2014 REIMBURSE-CLASS SUPT./AD TEAM 0 17.45 17.45

MEETING

SUPPLIES/REIMBURSE

MENT


122870 LEE, CYNTHIA ANN 12/05/2014 REIMBURSE-CERT SES CLASSROOM 0 150.00 150.00

SUPPLY

REIMBURSEMENT


122871 LINGUI SYSTEMS INC 12/05/2014 2240082 SMS SPEECH 5601400053 226.38 226.38

SUPPLIES/R.HARRELS

ON








122877 MONROE PARTS HOUSE 12/05/2014 516114CR Motor Pool, 5991400016 -20.10 892.20

Transportation,

Open PO

2014-2015,

expires

8-31-2015.

Brandt Gerow and

Dave Anderson,

Bus Shop. Please

fax or mail PO


517659 Transportation, 5991400015 11.95

Bus Parts, Open

PO 2014-2015,

expires

8-31-2015. Brandt Gerow and




Dave Anderson,

Bus Shop. Please

fax or mail PO


517839 Transportation, 5991400015 3.58

Bus Parts, Open

PO 2014-2015,

expires

8-31-2015.

Brandt Gerow and

Dave Anderson,

Bus Shop. Please

fax or mail PO


518394 Transportation, 5991400015 7.14

Bus Parts, Open

PO 2014-2015,

expires

8-31-2015.

Brandt Gerow and

Dave Anderson,

Bus Shop. Please

fax or mail PO


518425 Motor Pool, 5991400016 74.01

Transportation,

Open PO

2014-2015,

expires

8-31-2015.

Brandt Gerow and

Dave Anderson,

Bus Shop. Please

fax or mail PO


518477 Transportation, 5991400017 87.72

Shop Supplies,

Open PO

2014-2015,

expires

8-31-2015.

Brandt Gerow and

Dave Anderson,

Bus Shop. Please

fax or mail PO





518511 Transportation, 5991400015 38.18

Bus Parts, Open

PO 2014-2015,

expires

8-31-2015.

Brandt Gerow and

Dave Anderson,

Bus Shop. Please

fax or mail PO


519128 Transportation, 5991400015 76.85

Bus Parts, Open

PO 2014-2015,

expires

8-31-2015.

Brandt Gerow and

Dave Anderson,

Bus Shop. Please

fax or mail PO


519300 Motor Pool, 5991400016 8.28

Transportation,

Open PO

2014-2015,

expires

8-31-2015.

Brandt Gerow and

Dave Anderson,

Bus Shop. Please

fax or mail PO


519510 Motor Pool, 5991400016 11.97

Transportation,

Open PO

2014-2015,

expires

8-31-2015.

Brandt Gerow and

Dave Anderson,

Bus Shop. Please

fax or mail PO


520199 Transportation, 5991400015 509.32

Bus Parts, Open

PO 2014-2015, expires




8-31-2015.

Brandt Gerow and

Dave Anderson,

Bus Shop. Please

fax or mail PO


521527 Transportation, 5991400017 23.25

Shop Supplies,

Open PO

2014-2015,

expires

8-31-2015.

Brandt Gerow and

Dave Anderson,

Bus Shop. Please

fax or mail PO


521552 Transportation, 5991400017 11.59

Shop Supplies,

Open PO

2014-2015,

expires

8-31-2015.

Brandt Gerow and

Dave Anderson,

Bus Shop. Please

fax or mail PO


521613 Transportation, 5991400015 63.00

Bus Parts, Open

PO 2014-2015,

expires

8-31-2015.

Brandt Gerow and

Dave Anderson,

Bus Shop. Please

fax or mail PO


521648CR Transportation, 5991400015 -23.25

Bus Parts, Open

PO 2014-2015,

expires

8-31-2015.

Brandt Gerow and

Dave Anderson, Bus Shop. Please




fax or mail PO


521835 Transportation, 5991400015 16.04

Bus Parts, Open

PO 2014-2015,

expires

8-31-2015.

Brandt Gerow and

Dave Anderson,

Bus Shop. Please

fax or mail PO


521989 Transportation, 5991400015 59.73

Bus Parts, Open

PO 2014-2015,

expires

8-31-2015.

Brandt Gerow and

Dave Anderson,

Bus Shop. Please

fax or mail PO


CR518494 Transportation, 5991400015 -67.06

Bus Parts, Open

PO 2014-2015,

expires

8-31-2015.

Brandt Gerow and

Dave Anderson,

Bus Shop. Please

fax or mail PO


122878 MOREY, MARYANN JEANNETTE 12/05/2014 REIMBURSE-CLASS FOOD SERVICE 0 24.64 24.64

MILEAGE

REIMBURSEMENT-

TRANSPORTING FOOD

TO SKY VALLEY

OPTIONS HIGH

SCHOOL. DISTRICT

DIRECTED.

OCTOBER 2014.


122879 NC POWER SYSTEMS 12/05/2014 PSCS0525795 TRANSPORTATION 0 191.69 191.69

SUPPLIES





122880 NCS PEARSON, INC. 12/05/2014 4546293 SPECED 5601400051 432.84 432.84

SUPPLIES/PSYCHOLOG

IST/N.HAKIEL


122881 NEARY SR, DEAN E 12/05/2014 SULTAN SD #311 2014-15 5551400013 900.00 900.00

BECCA/TRUANCY

OFFICER SEPTEMBER

2014 - AUGUST

2015. (OCTOBER

2014)


122882 NGC 457, LLC 12/05/2014 3 OCTOBER 2014 0 300.00 900.00

INTERNET SERVICES


4 NOVEMBER 2014 0 300.00

INTERNET SERVICES


5 DECEMBER 2014 0 300.00

INTERNET SERVICES


122883 NORTHERN ENERGY 12/05/2014 3034347173 SHS UTILITIES/LAB 0 43.43 48.13

#2


3034347174 SHS 0 43.43

UTILITIES/GREENHOU

SE


401728192CR SHS 0 -2.53

UTILITIES/CREDIT

ADJUSTMENT ON

ACCOUNT


401728193CR SHS 0 -13.58

UTILITIES/CREDIT

ADJUSTMENT ON

ACCOUNT


401728695CR SHS 0 -22.62

UTILITIES/CREDIT

ADJUSTMENT ON ACCOUNT






122885 O'REILLY AUTO PARTS 12/05/2014 3711165188 Transportation, 5991400020 26.06 56.81

Bus Parts, Open

PO 2014-2015,

expires

8-31-2015.

Brandt Gerow and

Dave Anderson,

Bus Shop. Please

fax or mail PO


3711167052 Motor Pool, 5991400021 2.28

Transportation,

Open PO

2014-2015,

expires

8-31-2015.

Brandt Gerow and

Dave Anderson,

Bus Shop. Please

fax or mail PO


3711167153 Motor Pool, 5991400021 8.09

Transportation,

Open PO

2014-2015,

expires

8-31-2015.

Brandt Gerow and

Dave Anderson,

Bus Shop. Please

fax or mail PO


3711168422 Transportation, 5991400020 4.75

Bus Parts, Open

PO 2014-2015,

expires

8-31-2015.

Brandt Gerow and

Dave Anderson,

Bus Shop. Please

fax or mail PO

10 E 530 9900 53 5001 000 0000 0000 General Fund/EXPENDITURES/PUPIL TRANSPORTATION 4.75 3711171018 Motor Pool, 5991400021 15.63




Transportation,

Open PO

2014-2015,

expires

8-31-2015.

Brandt Gerow and

Dave Anderson,

Bus Shop. Please

fax or mail PO


122886 PARKER, LISA ANNETTE 12/05/2014 REIMBURSE-CLASS FOOD SERVICE 0 18.02 18.02

SUPPLY

REIMBURSEMENT


122887 PEARSON EDUCATION, INC. 12/05/2014 4023592442 SES TITLE 1 5601400049 863.66 863.66

INSTRUCTIONAL

MATERIALS/L.VAN

ORDEN = QKRDS12

CLASSRM PKG LVL A


122888 PESI 12/05/2014 828260 REGISTRATIONS FOR 5601400060 379.98 379.98

ADELIA FRANKLIN

AND ROBERT LOCKE

TO ATTEND SPECIAL

ED LAW IN

WASHINGTON

CONFERENCE ON

12/4/14 IN

LYNNWOOD,

WASHINGTON.


122889 PETROCARD 12/05/2014 C872391 Transportation 5991400036 6,008.83 10,532.62

OPEN PO for Red

Dye Diesel Fuel

for School Buses

for 2014/2015

school year


C880555 Transportation 5991400036 4,523.79

OPEN PO for Red

Dye Diesel Fuel

for School Buses

for 2014/2015

school year





122890 PLATT 12/05/2014 F473875 Maintenance 5801400016 203.73 203.73

Supplies, Open PO

2014-2015,

expires

8-31-2015.

Please fax or

mail PO


122891 PORTER FOSTER RORICK LLP 12/05/2014 103272 DISTRICT 0 1,486.00 1,486.00

PROFESSIONAL

SERVICES OCTOBER

2014


122892 PRESENCE LEARNING, INC. 12/05/2014 232651014 2014-15 CONTRACT 5601400046 10,181.16 10,181.16

AGREEMENT FOR

OCCUPATIONAL

THERAPIST

SERVICES

SEPTEMBER 2014

THRU JUNE 2015.

NOT TO EXCEED

$7,000.00 PER

MONTH X 10 MONTHS

= $70,000.00.


122893 PRO COMM 12/05/2014 SVC234752 TROUBLESHOOT/REPAI 0 323.09 323.09

RS TO DO SECURITY

SYSTEM


122894 PUD NO. 1 OF SNOHOMISH COUNTY 12/05/2014 200536175 SMS UTILITIES 0 793.05 23,134.64


200810844 SHS UTILITIES 0 111.63


201230372 SMS UTILITIES 0 80.19


201907961 SMS UTILITIES 0 3,878.81


201942695 SHS UTILITIES 0 230.60


201942703 SHS UTILITIES 0 79.44





201942711 SHS UTILITIES 0 76.38


202135513 SHS UTILITIES 0 1,527.82


202191573 SHS UTILITIES 0 460.77


202287371 SMS UTILITIES 0 241.72


202287397 GBE UTILITIES 0 121.75


202287470 SHS UTILITIES 0 139.71


202489043 SMS UTILITIES 0 184.68


203329834 SHS UTILITIES 0 8,381.41


204904940 SES UTILITIES 0 4,243.31


204904981 GBE UTILITIES 0 2,583.37


122895 PUGET SOUND ENERGY 12/05/2014 200000739306 STARTUP UTILITIES 0 47.57 2,429.16


200007658319 SES UTILITIES 0 214.99


200008409878 SMS UTILITIES 0 1,232.76


200012781122 DISTRICT OFFICE 0 42.20

UTILITIES


200018650370 GBE UTILITIES 0 891.64


122896 RENAISSANCE LEARNING, INC. 12/05/2014 4093654 7/25/2014 0 300.00 1,092.78

TECHNOLOGY

ASSESSMENT HOURLY IMPLEMENTATION &




DATA COACHING/2

STAR HOURS/D.MOON


4125161 TECHNOLOGY 0 792.78

SOFTWARE/SES/STAR/

AR


122897 REPUBLIC SERVICES #197 12/05/2014 0197001764026 SES UTILITIES 0 179.00 1,760.82


0197001764027 SMS UTILITIES 0 179.00


0197001764028 SHS UTILITIES 0 179.00


0197001764038 GBE UTILITIES 0 1,223.82


122898 RICOH USA, INC. 12/05/2014 93576787 CVA COPIER LEASE 0 95.84 4,697.41

FEES


93576789 SVOHS COPIER 0 152.38

LEASE FEES

10 E 530 0224 27 7069 023 0000 0000 General Fund/EXPENDITURES/ALTERNATIVE HI-SCHOOL 152.38

93602237 DISTRICT BW 0 447.29

OFFICE COPIER

LEASE FEES


93602242 DISTRICT OFFICE 0 286.26

CLR COPIER LEASE

FEES


93602243 MAINT/TECH/TRANSP 0 217.96

COPIER LEASE FEES




93608584 SES COPIER LEASE 0 1,131.95

FEES

10 E 530 0100 27 7069 031 0000 0000 General Fund/EXPENDITURES/BASIC EDUCATION 1,131.95 93608586 SHS COPIER LEASE 0 781.12




FEES


93608587 GBE COPIER LEASE 0 721.00

FEES


93608590 SMS COPIER LEASE 0 863.61

FEES


122899 RICOH USA, INC. 12/05/2014 5033216243 CVA COPIER LEASE 0 33.07 33.07

FEES


122900 ROMAINE ELECTRIC 12/05/2014 5002351 Transportation, 5991400022 294.65 294.65

Bus Parts, Open

PO 2014-2015,

expires

8-31-2015.

Brandt Gerow and

Dave Anderson,

Bus Shop. Please

fax or mail PO


122901 SCHOOL SPECIALTY 12/05/2014 308102106289 SES SUPPLIES 1301400018 146.83 146.83

10 E 530 0116 27 5001 130 0000 0000 General Fund/EXPENDITURES/BE FOURTH GR 146.83

122902 SEATTLE CHILDREN'S HOSPITAL 12/05/2014 ACCT#640314 SPECED SERVICES 0 874.30 874.30

9/11/14 AND

10/9/14 (AM).


122903 SENSORY IMPAIRMENT CONSULTANTS 12/05/2014 NOVEMBER 2014 2014-15 5601400055 213.75 213.75

EDUCATIONAL

SERVICES/VISION

SERVICES CONTRACT

AGREEMENT



122905 SIMPLEXGRINNELL LP 12/05/2014 77214802 2014-15 PORTABLE 5801400028 534.85 2,632.53

FIRE

EXTINGUISHERS/ASSI

GNED TO FACILITY

NAME: SULTAN

MIDDLE SCHOOL,

BUT INCLUDES ALL SCHOOLS:




SMS/SES/SHS/GBE

ON CONTRACT

#08008.


77220482/1 SMS Annual Fire 5801400019 644.79

Alarm Systems

Testing and

Inspection for

2013-2014;

Contract number

8008, copy

attached.

Testing and

inspections are

completed in

August, 2014.

Scan & email PO

attention to:

Kimberlee

Good/Accounting

at:

kgood@simplexgrinn

ell.com


77220482/2 SMS Annual Fire 5801400023 594.41

Suppression

Systems Testing

and Inspection

(fire sprinkler

systems) for

2013-2014;

Contract number

8008, copy

attached.

Testing and

inspections are

completed in

August, 2014.

Scan & email PO

attention to:

Kimberlee

Good/Accounting

at:

kgood@simplexgrinn

ell.com

10 E 530 9700 64 7049 000 0000 0000 General Fund/EXPENDITURES/DISTRICT WIDE SUPPORT 594.41 80471847 MAINTENANCE/SMS 0 858.48




EXTINGUISHERS/PORT

ABLES SYSTEM

SERVICES



122907 SIX ROBBLEES' INC. 12/05/2014 14296185 Transportation, 5991400023 93.39 1,227.58

Bus Parts, Open

PO 2014-2015,

expires

8-31-2015. Brandt

Gerow and Dave

Anderson, Bus

Shop. Please fax

or mail PO


14296420 Transportation, 5991400023 653.62

Bus Parts, Open

PO 2014-2015,

expires

8-31-2015. Brandt

Gerow and Dave

Anderson, Bus

Shop. Please fax

or mail PO


14296800CR Transportation, 5991400023 -93.39

Bus Parts, Open

PO 2014-2015,

expires

8-31-2015. Brandt

Gerow and Dave

Anderson, Bus

Shop. Please fax

or mail PO


14296802 Transportation, 5991400023 573.96

Bus Parts, Open

PO 2014-2015,

expires

8-31-2015. Brandt

Gerow and Dave

Anderson, Bus

Shop. Please fax

or mail PO





122908 SKADAN, KIMBERLY MAE 12/05/2014 REIMBURSE-CERT GBE SUNSHINE FUND 0 270.00 270.00

REIMBURSEMENT


122909 SOLIANT HEALTH 12/05/2014 6670921 2014-15 5601400019 2,421.25 6,418.75

CONTRACTED SPEECH

THERAPIST THRU

SOLIANT HEALTH

FOR 37.5 HOURS

PER WEEK

9/1/14-8/31/15.


6686033 2014-15 5601400019 2,470.00

CONTRACTED SPEECH

THERAPIST THRU

SOLIANT HEALTH

FOR 37.5 HOURS

PER WEEK

9/1/14-8/31/15.


6699410 2014-15 5601400019 1,527.50

CONTRACTED SPEECH

THERAPIST THRU

SOLIANT HEALTH

FOR 37.5 HOURS

PER WEEK

9/1/14-8/31/15.


122910 SONITROL/SOUND SECURITY 12/05/2014 745501 DISTRICT SECURITY 0 1,027.53 1,027.53

MONITORING/GBE,SES

,SHS,SMS DECEMBER

2014





122911 STAPLES #6035517820160132 12/05/2014 1554709001 CVA SUPPLIES 1431400004 190.28 339.51


1562580001 PERSONNEL 5551400011 27.44

SUPPLIES


1578051001 SUPERINTENDENT 5551400014 31.66

OFFICE SUPPLIES





1578055001 FOOD SERVICE 5981400003 90.13

OFFICE/N.LEA

SUPPLIES


122912 STARTUP WATER DISTRICT 12/05/2014 056 STARTUP WATER 0 70.00 70.00

UTILITIES

10/30/14-11/26/14


122913 STATE CHEMICAL SOLUTIONS 12/05/2014 97038167 MAINTENANCE 5801400037 1,289.55 1,289.55

SUPPLIES/FOR THE

BOILER


122914 SULTAN INSURANCE 12/05/2014 SULTANSD311 2014-15 BROKERS 0 2,000.00 2,000.00

SERVICE FEE


122915 SULTAN RED APPLE MARKET 12/05/2014 SHS/111914 2014-15 CATERING 5981400002 22.73 22.73

SUPPLIES/FOOD

PURCHASES

SEPTEMBER

2014-AUGUST 2015


122916 SWEETEN, CAROL ANNE 12/05/2014 REIMBURSE-CLASS DISTRICT/SCHOOL 0 21.52 21.52

NURSE SUPPLY

REIMBURSEMENT


122917 THE PART WORKS 12/05/2014 393348 Maintenance 5801400015 76.55 76.55

Supplies, Open PO

2014-2015,

expires

8-31-2015.

Please fax or

mail PO


122918 THE PARTNERS GROUP 12/05/2014 0SUL001/NOV.2014 NOVEMBER 2014 0 379.68 379.68

BROKER SERVICES


122919 U.S. BANK EQUIP FINANCE 12/05/2014 265232488 SMS RISOGRAPH 0 92.36 92.36

LEASE FEES


122920 US HEALTH WORKS MEDICAL GROUP 12/05/2014 0573432WA TRANSPORTATION 0 99.00 198.00 DOT EXAMS/BUS




DRIVERS


0575753WA TRANSPORTATION 0 99.00

DOT EXAMS/BUS

DRIVERS


122921 VANESSA TUCKER 12/05/2014 SULTANSD#311 2014-2015 5601400054 250.00 250.00

INDEPENDENT

EVALUATION

CONTRACT

AGREEMENT/SERVICES

11/7/14


122922 VERIZON WIRELESS 12/05/2014 9735294739 DISTRICT 0 561.75 561.75

UTILITIES/CELL

PHONES


122923 VINCENT, VICKI LYNN 12/05/2014 REIMBURSE-CERT SPECED MILEAGE 0 29.12 29.12

REIMBURSEMENT/RT

CHILDREN'T

HOSPITAL SEATTLE

MEETING

W/THERAPISTS

RE:SPECED STUDENT

PJ)


122924 WILLIAMS, PENNY 12/05/2014 SULTAN SD 311 2014-15 CONTRACT 5601400047 1,200.00 1,200.00

SERVICE AGREEMENT

FOR EDUCATIONAL

SERVICES

CONSULTATION/TRAIN

ING/PROGRAM

(OCTOBER &

NOVEMBER 2014)

DEVELOPMENT/MEETIN

GS


122925 WITT COMPANY 12/05/2014 373581 SMS WITT CONTRACT 1251400023 586.44 586.44

BASE RATE CHARGE

FOR 11/4/14 TO

11/3/15 BILLIING

PERIOD/RISOGRAPH

EZ220 MAINTENANCE CONTRACT





122926 WOODWIND & BRASSWIND 12/05/2014 ARINV23741535 SHS WOODWIND & 1201400038 49.99 49.99

BRASSWIND SUMPTER



122927 WSDOT TOLL ENFRCMNT 12/05/2014 CP146749610 GOOD-TO-GO/520 0 45.00 45.00

BRIDGE TOLL FEES


122928 AMERICAN CANCER SOCIETY 12/05/2014 SHS DONATION SHS PINK OUT 0 179.87 179.87

FOOTBALL GAME

DONATIONS

40 E 530 6020 00 0000 320 0000 0000 Associated Student Body Fund/EXPENDITURES/BOUNCE FOR BL 179.87

122929 ARYZTA LLC 12/05/2014 99815120 SHS ARYZTA LLC 4201400013 148.53 148.53

WOOD/OTIS

SPUNKMEYER


122930 ASB SHS IMPREST ACCOUNT 12/05/2014 SHS REPLENISHMENT SHS REPLENISHMENT 0 780.00 780.00

CHECK #'S

5337,5339,5340,534

1,5342,5343

40 E 530 2206 00 0000 320 0000 0000 Associated Student Body Fund/EXPENDITURES/CROSS COUNTRY 80.00

40 E 530 6013 00 0000 320 0000 0000 Associated Student Body Fund/EXPENDITURES/InvestED ASSI 700.00

122931 ASB SMS IMPREST ACCOUNT 12/05/2014 SMS REPLENISHMENT SMS REPLENISHMENT 0 5.00 5.00

CHECK #6014


122932 BONILLA, STEVE 12/05/2014 STUDENT REFUND SHS STUDENT 0 25.00 25.00

REFUND

40 R 960 2010 00 0000 320 0000 0000 Associated Student Body Fund/REVENUES/SPORTS FEES 25.00

122933 CASH & CARRY (UNITED GROCER) 12/05/2014 175470 SHS CASH AND 4201400008 349.19 673.31

CARRY WOOD



178453 SHS CASH AND 4201400008 324.12

CARRY WOOD



122934 COSTCO 12/05/2014 111689457590 SHS COSTCO WOOD 4201400016 181.56 181.56






122935 FLOWERS BY KAREN 12/05/2014 100001587 SHS FLOWERS BY 4201400053 10.82 80.04

KAREN SIFFERMAN


100001588 SHS FLOWERS BY 4201400053 8.65

KAREN SIFFERMAN


100001589 SHS FLOWERS BY 4201400053 47.59

KAREN SIFFERMAN


100001590 SHS FLOWERS BY 4201400053 4.33

KAREN SIFFERMAN


100001590/2 SHS FLOWERS BY 4201400053 8.65

KAREN SIFFERMAN


122936 FOOD SERVICES OF AMERICA 12/05/2014 5923817 SHS FOOD SERVICES 4201400007 461.58 1,237.04

OF AMERICA WOOD




OF AMERICA WOOD




OF AMERICA WOOD




OF AMERICA WOOD



122937 H & L SPORTING GOODS 12/05/2014 810136 H & L Sports - 4251400004 20.63 422.67

Boys' Basketball

Scorebooks


810195 SHS H & L SPORTS 4201400058 402.04

RIEHLE

40 E 530 2022 00 0000 320 0000 0000 Associated Student Body Fund/EXPENDITURES/BASKETBALL GI 402.04 122938 JW PEPPER & SON, INC. 12/05/2014 14554441 SHS JW PEPPER 4201400060 92.50 369.45




SUMPTER


14557953 SHS JW PEPPER 4201400060 276.95

SUMPTER


122939 LINDBERGH WRESTLING 12/05/2014 SULTAN HIGH SCHOOL SHS LINDBERGH 4201400066 200.00 200.00

WRESTLING

MACDICKEN/TOURNY

12/20/14


122940 MARINER HIGH SCHOOL 12/05/2014 SULTAN HIGH SCHOOL SHS MARINER HIGH 4201400067 350.00 350.00

SCHOOL

MACDICKEN/HOLIDAY

WRESTLING TOURNY

12/6/14


122941 MBHS ASB WRESTLING 12/05/2014 SULTAN HIGH SCHOOL SHS MT 4201400065 190.00 190.00

BAKER/JUSTIN

"GUS" COMPTON

WRESTLING INVITE

SIFFERMAN

12/23/14


122942 MERWIN, RANDALL 12/05/2014 STUDENT REFUND SHS STUDENT 0 50.00 50.00

REFUND

40 R 960 2010 00 0000 320 0000 0000 Associated Student Body Fund/REVENUES/SPORTS FEES 50.00

122943 MOORE, JOSHUA 12/05/2014 STUDENT REFUND SMS STUDENT 0 9.00 9.00

REFUND

40 R 960 1040 00 0000 225 0000 0000 Associated Student Body Fund/REVENUES/DANCES 9.00

122944 PACIFIC LUTHERAN UNIVERSITY 12/05/2014 SULTAN HIGH SCHOOL SHS PACIFIC 4201400064 330.00 330.00

LUTHERAN

UNIVERSITY SCHOOL

OF MUSIC SUMPTER

2015 NW HIGH

SCHOOL HONOR

BANDS JANUARY 9

AND 10, 2015


122945 RIEHLE, PETER WILLIAM 12/05/2014 REIMBURSE-CERT SMS ASB FUND 0 21.47 21.47

REIMBURSEMENT





122946 SCBVO 12/05/2014 389 SHS REFEREE 0 1,144.62 1,648.20

FEES/MILEAGE,

ASSIGNING/JV/VARSI

TY

40 E 530 2225 00 0000 320 0000 0000 Associated Student Body Fund/EXPENDITURES/VOLLEYBALL 1,144.62

390 Snohomish County 4251400017 503.58

Board of

Volleyball

Officials


122947 SCFOA 12/05/2014 40 SMS 4251400013 1,172.36 3,050.50

EVENTS/FOOTBALL

REFEREES

9/4/2014-10/16/14

40 E 530 2005 00 0000 225 0000 0000 Associated Student Body Fund/EXPENDITURES/GENERAL ATHLE 1,172.36

67 SHS FOOTBALL 0 1,878.14

REFEREE FEES

10/6/14-10/30/14

40 E 530 2053 00 0000 320 0000 0000 Associated Student Body Fund/EXPENDITURES/FOOTBALL 1,878.14

122948 SEAWARD, BETH 12/05/2014 STUDENT REFUND SMS STUDENT 0 18.46 18.46

REFUND

40 R 960 1040 00 0000 225 0000 0000 Associated Student Body Fund/REVENUES/DANCES 18.46

122949 SPECIALTY FROZEN DISTRIBUTING 12/05/2014 1120045 SHS SPECIALTY 4201400012 584.00 584.00

FROZEN FOOD

DISTRIBUTORS WOOD


122950 SULTAN RED APPLE MARKET 12/05/2014 SULTAN HIGH SCHOOL SHS RED APPLE 4201400009 17.16 17.16

SUPPLIES/J.WOOD



122951 WASHINGTON SOCCER REFEREES 12/05/2014 598 SHS REFEREE FEES 0 2,168.21 2,168.21

9/9/14-10/18/14

40 E 530 2193 00 0000 320 0000 0000 Associated Student Body Fund/EXPENDITURES/SOCCER GIRLS 2,168.21 122 Computer Check(s) For a Total of 204,560.99



0 Manual Checks For a Total of 0.00

0 Wire Transfer Checks For a Total of 0.00

0 ACH Checks For a Total of 0.00

122 Computer Checks For a Total of 204,560.99

Total For 122 Manual, Wire Tran, ACH & Computer Checks 204,560.99

Less 0 Voided Checks For a Total of 0.00

Net Amount 204,560.99

F U N D S U M M A R Y

Fund Description Balance Sheet Revenue Expense Total

10 General Fund -23.77 0.00 191,845.29 191,821.52

40 Associated Student Body Fund 0.00 102.46 12,637.01 12,739.47



BOARD AGENDA ITEM

December 15, 2014

Study Consent Supt.’s Session Action Business Informational Report AGENDA ITEM: Approval of the 2014/2015 Perkins Grant PERSONNEL INVOLVED: Dan Chaplik/David Cavanaugh BACKGROUND: The Perkins Grant provides for the implementation of vocational education programs in the public schools. RECOMMENDATION: The administration recommends the Board of Directors approve the 2014/2015 Perkins Grant as presented. Additional Information Attached Fiscal Impact/Fund Source: BOARD ACTION: NOTES: M

otion

Second

Aye

Nay

Abstain

Other


√

√


215 Perkins (5-Year) Application Plan (District Package) Fiscal Year: 14-15 Milestone: Final Approval Issued (Printed 12/5/2014) District: Sultan School District Organization Code: 31311 ESD: Northwest Educational Service District 189

Page 1

Grant Administration Timeline for SAS Link To Document

(For OSPI Use Only)

OSPI Approval Status SAS Further

Action Required SAS

Approval

Request Substantially Approvable Status (SAS) Option

Purpose: Federal regulations (34 CFR 76.708) require that federal formula grant funds may not be obligated (incur costs) until the latter of the following two dates: (1) July 1 or (2) the date the applicant submits its application to the State in substantially approvable form. Federal regulations further stipulate that reimbursement for obligations is subject to final approval of the application. Important! This page represents a request for a Substantially Approvable Status (SAS) for this federal program. Certain application pages and process buttons, e.g., Budget, Finish, and Notify have been hidden. Districts will not be able to Request OSPI Approval for this form package until final allocations have been announced. In order to incur any costs associated with this program as of July 1, the district must first request SAS. Next, the Office of Superintendent of Public Instruction (OSPI) will review the request and communicate to the district if further action is necessary or if full approval has been issued. The application must be completed and approved prior to the release of funds.

School District SAS Process Yes

If not requesting SAS approval, follow the steps below:

Step 1: Make sure "No" is displayed in the drop-down list.

Step 2: Press the Mark Completed icon on this page.

Step 3: WAIT FOR FINAL ALLOCATIONS TO BE ANNOUNCED.

If requesting SAS approval, follow the steps below:

Step 1: Complete the program application pages listed below FIRST, making sure to press the Mark Completed icon on each page. Application pages to complete:

Page 2 - Assurances•

Page 1 of 26iGrants -- iGrants Writer

12/5/2014https://eds.ospi.k12.wa.us/iGrants/(S(5c4gw0agwsrj31q1tj0xbqbs))/WebPages/GrantWrite...Packet page 85 of 295

Request Waiver•Page 4 - Required Uses•Page 5 - Allowable Activities•Page 6 - State Levels of Performance•Page 7 - Teacher Data•Page 8 - Program of Study/Certification•

Step 2: Then RETURN to this page to:

Complete Budget Overview below.•Select "Yes" from drop-down list.•Press the Mark Completed icon on this page.•Send email message (displayed after pressing Mark Completed icon).•

Budget Overview

NOTE: The budget overview below does not replace the official budget matrix to be completed at a later date when final allocations have been uploaded to iGrants and announced. Both the budget overview based on preliminary allocation amounts, plus completed application pages, will be used to determine SAS approval.

Preliminary Allocation: $11,746

Object (cite activities in narrative text) Estimated Cost

Object 0 (Debit Transfer)

Object 2 (Salaries Certificated)

$4,407

Object 3 (Salaries Classified)

Object 4 (Benefits)

$1,000

Object 5 (Supplies Instructional Resources)

$5,889

Object 7 (Purchased Services)

$100

Object 8 (Travel)

$100

Object 9 (Capital Outlay)

Indirects

$250



Total $11,746



Perkins Assurances

ALERT! A copy of the printed, signed, and dated assurance pages must be in district files for monitoring/auditing purposes.

Instructions:

Review the following assurance statements. 1.Sign, date and print a copy of this assurance section. 2.Place the hard copy of the printed, signed, and dated assurance section in district files for monitoring/auditing purposes.

3.

Please key in the requested names of school officials and the dates on which they have signed a printed copy of the assurance section.

4.

Upon written request, will the district consult in a timely and meaningful manner with representatives of nonprofit private schools in the geographic areas served by the eligible recipient? [section 317(b)(2)]

Yes

NOTE: The Office of Superintendent of Public Instruction is required to monitor the performance of career and technical education programs in at least the following areas:

Student participation in and completion of high-demand programs.•Students earning dual credit for high school and college. •

This district hereby assures compliance with the following requirements:

All Career and Technical Education classes/programs receiving state and/or federal Career and Technical Education funding are currently approved by the Office of the Superintendent of Public Instruction (OSPI) and are taught by an instructor who has a current Career and Technical Education certification and whose certification matches the instructional area.

1.

The district must have program(s) of study documentation on file.2.All Career and Technical Education instructors of approved applied academic courses have completed approved preparation and yearly in-service for the course(s) they teach.

3.

All Career and Technical Education teachers in approved Career and Technical Education programs hold a current first aid and CPR certificate.

4.

The local Career and Technical Education program has identified goals and objectives that have been developed in relation to the career and technical standards and indicators and are the basis for federal, state, and special grant funding requirements.

5.

The local Career and Technical Education plan was developed in consultation with the local general advisory council (GAC).

6.

The local Career and Technical Education plan was developed in consultation with representatives of the educational and training resources available in the area to be served by the applicant, such as private business schools, skills centers, and other public or private agencies.

7.

All Career and Technical Education programs and activities are conducted in compliance with Title I of the Perkins Act of 2006 and the provisions of the state plan, including the provision of a financial audit of funds received under this title which may be included as part of an audit of the federal or state programs.

8.

The district has conducted an evaluation of Career and Technical Education programs using the current standards and indicators, contracted evaluation services, or other local indicators.

9.



Each recipient of financial assistance shall annually evaluate the effectiveness of the program. As part of each such evaluation, each recipient shall (1) review programs with the full and informed participation of representatives of individuals who are members of special populations, and (2) evaluate the progress of Career and Technical Education programs assisted under this Act in providing Career and Technical Education students with strong experience in, and understanding of, all aspects of the industry the students are preparing to enter.

10.

Students who participate in Career and Technical Education programs are taught to the same challenging academic proficiencies as are taught to all other students.

11.

Federal Career and Technical Education funds made available will be used to supplement, and in no case to supplant (replace), such state or local funds.

12.

None of the funds expended under Title I of the Perkins Act of 2006 will be used to acquire equipment (including computer software) in any instance in which such acquisition results in a direct financial benefit to any organization representing the interests of the purchasing entity, or any affiliate of such an organization.

13.

Consortium dollars are not distributed to receiving districts based upon the amount of funds generated by the Carl D. Perkins formula.

14.

Career and technical services, programs, and activities relate to state or regional occupational opportunities and prepare students for post secondary opportunities or entry into high skill, high wage jobs in current and emerging occupations.

15.

The district will ensure their Career and Technical Education programs are in compliance with Perkins IV Sec. 134 & 135.

16.

The district has developed an affirmative action plan which is on file in the school district administration office and at OSPI. The affirmative action plan ensures that there will be no discrimination of staff or students in any school district education program, including Career and Technical Education.

17.

Equal access to Career and Technical Education programs will be provided to meet the needs of all students in nontraditional and technological occupations regardless of gender.

18.

The district assures that all CTE programs facilitate access for all students and complies with all federal and state rules and regulations. The district assures that it does not discriminate on the basis of race, color, national origin, gender, or disability in education programs, services and activities.

19.

The district has developed a transition plan (which is on file in the school district administration office) for the removal of any building barriers which may exist which would limit access by students with disabilities to any school district education program, including Career and Technical Education.

20.

Career and Technical Education planning for individuals with disabilities will be coordinated between appropriate representatives of Career and Technical Education and special education.

21.

Each student who is disadvantaged and/or each student with a disability who enrolls in Career and Technical Education programs shall receive:

22.

Assessment of the interests, abilities, and special needs of such students with respect to completing successfully the Career and Technical Education program.

a.

Supplementary services, including adaptation of curriculum, instruction, equipment, and facilities designed to meet the needs of special populations.

b.

Guidance, counseling, and career development activities conducted by professionally/technically trained counselors who are associated with the provision of such special services.

c.

Counseling services designated to facilitate the transition from school to post-school employment, career opportunities, and postsecondary education.

d.

The districts will adequately address the needs of students in alternative education programs, if such programs are offered in the district.

23.

Data reported to OSPI under Perkins IV is complete, accurate, and reliable. 24.Reports and other information will be submitted within the dates established, and documentation will be maintained for five years.

25.

The accounting system and management process used by the institution must be consistent with generally accepted accounting and management practices and meet the specific requirements of the Single Audit Act.

26.

An inventory record will be maintained for all equipment purchased whole or in part with federal funds. All such equipment will be available for use by students in the approved Career and Technical Education program for which purchased.

27.



The district will supply information to the Office of Superintendent of Public Instruction (OSPI) to meet reporting requirements regarding staff, finances, enrollment, completion, and follow up as mandated in the Carl D. Perkins Career and Technical Education Act of 2006.

28.

The district has a policy developed and on file in the school district administration office which ensures that there will be no discrimination based upon race, color, national origin, sex, or disabling condition in any school district education program, including Career and Technical Education. Districts are required to identify a coordinator of federal Title IX regulations.

29.

The district board of directors has adopted a course equivalency procedure for career and technical high school courses offered to secondary students enrolled in high schools and skills centers in accordance with WAC 180-51-066 and RCW 28A.230.097. A career and technical course equivalency may be for whole or partial credit.

30.

Authorized Representatives Signature Block

Superintendent: Dan Chaplik

Section 504 Coordinator: Robin Briganti

Title IX Officer: Dan Baller

General Advisory Chair: Jerry Knox

Board Chair: Russ Sumpter

Career and Technical Education Director/Administrator: David Cavanaugh

Date printed copy was signed (MM/DD/YR): 08/14/2014



Waiver Request Carl D. Perkins Vocational and Technical Education Act of 2006

Alert! A local educational agency shall not receive an allocation of Perkins IV grant funds unless the amount of the allocation is greater than $15,000. A local educational agency may enter into a consortium with other local educational agencies for purposes of meeting the minimum allocation requirement.

No Does the total allocation amount meet the minimum $15,000 allocation?

No The district is in a rural, sparsely populated area (335 or fewer students in grades 9-13)

Yes

Will the district apply for a waiver? If districts wish to apply for a waiver, districts must provide services and activities that are of sufficient size, scope, and quality to be effective. (If yes, the following questions must be completed). [131 (c) (3 a,b)]

3.1 Describe how the district will provide services and activities that are sufficient size, scope, and quality to be effective.

Sultan School District offers programs in Business, Family and Consumer Science, Agricultural Science, Ag Mechanics, Aquaculture and Construction Technology. The many of the programs are offered as semester courses to allow the greatest number of students to experience a CTE experience. The duration of the course is sufficient to expose students to opportunities they may not have had while still having rigor and relevance to their educational goals.

3.2 What is your plan to provide preparatory programs?

Exploratory courses are offered in computer communications, web design, yearbook, web publishing, Agricultural Mechanics Green Design and Sports Medicine. Students are encouraged to take advantage of the Sno-Isle Occupational Skill Center for preparatory courses which they may have been exposed to at Sultan high school.



Final Allocation Amount: $11,746

Required Uses of the Funds (Section 134 and Section 135)

Districts must provide a brief description of how Perkins IV funds will be used to support the following "required" uses of the funds for the following questions. If you do not plan to use Perkins IV funds for a particular category, please briefly describe how the district is meeting all required activities. All narrative sections must be completed in order to be considered for funding.

Improve Academic and Technical Skills of Students Enrolled in Career and Technical Education Programs (Sec. 134(b)(4)(B) Sec. 135)

4.1 Provide a description of how the district will improve programs through the integration of CTE and core academic programs. (e.g., course equivalency, framework alignment to standards, programs of study) Beginning with the 2014-15 school year, Sultan High School CTE teachers, school and district administrators will begin delivering course equivalencies in the science area, with future integration in math and English to be considered subsequently. We have converted the regular Earth and Space Science and Physics courses to CTE courses, and added Sports Medicine. We will eventually follow on with integrating Applied Math and Business Communications with appropriate classes in the Math and English departments. Eventual adoption of statewide industry recognized standards will provide a common platform on which to build frameworks with a real-world basis and provide the necessary integration of job specific skills with the academic skills (math, communications and science knowledge) required to enhance students career-readiness and to prepare them for post-high school education and training necessary to develop high level job skills.

4.2 Provide a description of how the district will encourage CTE students at the secondary level to enroll in challenging core academic subjects. (e.g., Navigation 101, student led conferences, programs of study) All students at Sultan High School are members of an advisory group. The advisory groups are in the form of a cohort to which the student belongs during his or her entire enrollment at the school. The same teacher is the staff advisor to the cohort during this time, and the students work through a curriculum very similar to the Nav 101 program. In addition, CTE teachers and school counselors work with individual CTE students to help them plan their high school and beyond course selections using the Career Pathways and Programs of Study appropriate to the student’s interests and goals.

4.3 Describe how the district will ensure that students who participate in career and technical education programs are taught to the same challenging academic proficiencies as are taught for all other students. (e.g., state approved frameworks, articulation agreements, professional development) Sultan School District will continue to upgrade CTE courses to meet educational changes, goals, and benchmarks as needed to meet industry standards. By reviewing and frameworks and course content with the various advisory groups we can insure that the courses will meet the needs of the industry to which the courses are associated. In addition, the same standards for formative



and summative assessment as are used in core academic courses will be used to evaluate the skills and knowledge of CTE students, and articulation agreements with local community colleges will insure that the course content is sufficiently rigorous to meet the needs of the college level courses articulated with CTE courses. CTE teachers, as part of their continuing education requirements, are expected to enroll in appropriate professional development courses to insure their knowledge in their specialty remains current as the course content continues to evolve.

4.4 Describe how the district will provide students with strong experience in, and understanding of, all aspects of an industry (e.g., industry skill standards, CTSO experiences, certifications, advisory committees, field trips, career progression, and management). In consultation with the advisory committee, and after review of industry requirements, course curriculums are modeled on industry skill standards in order to give the student a thorough understanding of the requirements of the workplace in which the student will ultimately be employed. CTSOs will broaden this experience by applying specific skills and competencies to club projects and competitions, and also give the students the opportunity to learn the leadership and organizational skills which will be used on the job. Finally, all CTE courses have a leadership and community service component to assist in management skills as well as leadership within the classroom, shop or lab.

4.5 How will the district identify, assess, and certify skills for successful careers to:

Increase workplace and life skills development for students.a.Increase the use of industry-based skill standards, assessments, and credentials. (HSHW: Goal 1, Objective 2, a-b)

b.

The CTE department will work with the program advisory committee members and community college staff to implement a detailed and comprehensive curriculum to teach relevant and timely job specific skills. This will include a selection of tech prep courses which will give the students the opportunity to gain a solid foundation of skills and knowledge in a comprehensive program of study and provide them with an early start on earning a technical degree or industry certification.

Community and Educational Partnerships (Sec. 134(b)(5) Sec. 135)

4.6 Describe how students, teachers, representatives of business and industry, labor organizations, representatives of special populations, and other interested individuals (i.e., parents, community members, IEP and advisory committee meetings) are involved in the development, implementation, and evaluation of career and technical education programs assisted under this Act, and how such individuals and entities are effectively informed about, and assisted in understanding, the requirements of this Act. Sultan School District supports the use of community advisers, advisory groups, and input by all respective participants of the district. Industry personnel, students, parents, and employees are surveyed to determine needs of the programs with continued improvement in performance and skill levels. General advisory meetings are held quarterly and individual department advisories are held as needed to keep members informed about vocational requirements and issues as they effect the program.

4.7 Describe how the district will increase work-integrated learning by:

Increasing the number and types of workplace experiences available to students and out-of-school youth.

a.

Bringing more work experiences into the classroom by engaging employers and workers. (HSHW: Goal 1, Objective 4, a-b)

b.

The SHS CTE department will work with the General Advisory Committee and Program Advisory Committee members, CTSO sponsors, and other area CTE educators and administrators to identify individuals employed in relevant career fields who are willing to visit the classroom and



labs to demonstrate professional level job skills, answer questions about the workplace environment, and act as mentors and role models for students enrolled in the CTE programs.

Special Populations (Sec. 134(b)(8 & 9)(A-B))

NOTE: Special populations mean individuals with disabilities, individuals from economically disadvantaged families (including foster children), individuals preparing for nontraditional training and employment, single parents (including single pregnant women), displaced homemakers, and individuals who are limited English proficient.

4.8 Describe how individuals who are members of the special populations are given full access to CTE programs without discrimination. Sultan School District continues to expand school to work program and works closely with special education department to provide vocational training opportunities to special education students. Sultan School District offers a course of study in Diversified Occupations and Work based Study for students who qualify for special education services. Sultan School District provides work based programs monitored by CTE staff to help special needs students become proficient in industry standards and expectations. Local industries participate in providing work related experience through the local skill center, community college and job force programs. The district reviews current programs and is recommending upgrades for course offerings in CTE. Program offerings are being expanded to meet the increasing needs of the industry and local job market in the Sultan/Monroe area for those students who qualify.

Preparation for Nontraditional Training and Employment (Sec. 134(b)(10))

4.9 Describe how funds will be used to promote preparation for nontraditional fields. Include recruitment methods and strategies. Sultan School District emphasis's non-traditional training and employment as a integral part of the CTE program. Students are introduced to non-traditional careers in the classes in Business, Agriculture, Home and Family Life, and American Sign Language programs. Students are encouraged to attend conferences in career options, Women in Trades, and training sessions that emphasize gender and race equality when offered. Student leadership organizations are offered to all who choose to participate in equal opportunity activities and programs. Student participation in community activities is encouraged and counted toward graduation requirements.

Professional Development/CTE Personnel

4.10 Describe how comprehensive professional development promotes the integration of coherent and rigorous content aligned with challenging academic standards relevant to CTE programs will be provided to teaching, guidance and administrative personnel. Sultan School District strives to provide the necessary in-service training needed to implement new skills and concepts needed by students in todays career fields. Continued in-service training is attainable through industry offerings when available and supported by district policy. New course offerings will include appropriate training for staff and students. In-service training is provided and obtained by instructors in the pathways conferences as provided each year.

4.11 Describe the professional development offered to guidance and counseling personnel regarding CTE opportunities for students and the linkages to future education and training opportunities.



The SHS counseling staff has recently had 100% turnover, and the counselors are still learning about the various CTE course offerings and other details of the job. Eventually the CTE director and building administrators will encourage one or both individuals to join WACTE and attend the regional and state conferences to increase their understanding of CTE in general and our CTE offerings in particular. They will also be involved in course articulation meetings between school and community college representatives

4.12 Describe how the district will improve availability and quality of career and education guidance in the middle school, high school and postsecondary institutions to:

Enhance career guidance for students and,a.Partner with employers to help students explore careers and workplaces. (HSHW: Goal 1, Objective 1, a-b)

b.

SHS has a successful Work Based Learning program which utilizes the Workforce Development Center in Mukilteo. A number of SHS students are enrolled in the program, and we will expand the program to include other employers as resources permit.

4.13 Describe efforts to improve the recruitment and retention of CTE teachers, faculty, and career guidance and counseling personnel, including underrepresented groups; and the transition to teaching from business and industry. Sultan School District is currently updating the CTE offerings to include Technology related courses in addition to existing Vo-Ag offerings. The expansion of courses shows the commitment to a strong CTE program and allows Sultan to draw on a wider variety of instructional staff. Sultan School District has drawn on business and industry related staff as classroom special guest speakers in the past and will continue this practice as necessary to retain a pool of Business and industry professionals to draw upon.



Allowable Activities Priorities of the Carl D. Perkins Career and Technical Education Act of 2006

Under the statute, the LEA must provide for enhanced instructional opportunities that may include the following activities (for each priority box checked, a description of use of funds is required and must identify total Perkins Funds utilized). If no Perkins Funds will be used in this activity, please note in the description.

Preparing students for postsecondary education and careers through strong high school programs, career, and technical education. Perkins Funds Utilized: $150 Sultan High School promotes rigor and relevance in all CTE course work with a emphasis on the post high school performance of our students. We are in a continuing school improvement process focusing on improving student performance. Attend CTE conference to return and train other staff members in promoting CTE.

Promoting identification and dissemination of effective practice in raising student achievement in high schools, community colleges, and adult education programs, and lead targeted research investments. Perkins Funds Utilized: $200 School improvement activities provide continuing training for staff on improving student success. Bi monthly staff meeting and training keeps these issues in the forefront of staff development. Assisting in organization of career a fair to promote Post secondary education.

Promoting improved coordination and communication among programs and activities that prepare youth and adults for postsecondary education and/or careers. Perkins Funds Utilized: $100 Continued conversations and sharing of information between CTE staff and Counselors keeps the conversation open for both post secondary options for existing CTE students but allows the counseling staff to see the workings of CTE and guide more students in selecting CTE courses to augment core subjects.

Ensuring the equal access of minorities, women, individuals with disabilities and disadvantaged persons to careers, technical, and adult education Perkins Funds Utilized: $150 Sultan High School has a diverse population and all courses are open to all students. CTE courses currently serve all the school population and accomidations are made for IDEA students to assure they have the same opportunities as other students. Continue student survey's to track stuent populations enrolled in CTE courses



Providing a unified Federal approach to high school, career and technical and adult education as well as community colleges with a focus in particular on low achieving areas. Perkins Funds Utilized: $0 No Perkins funds utilized

Promoting the implementation of education technology, as it applies to access and service delivery, as well as instructional methodology. Perkins Funds Utilized: $0 No Perkins funds will be utilized for technology upgrades. District has incorporated overhead projectors, Smart-boards, Document cameras, and digital tablets in all classrooms in the district.

Funds made available to an eligible recipient under this Title may be used:

NOTE: For each allowable activity box checked, a description of use of funds is required.

To provide career guidance and academic counseling, which may include information described in section 118, for students participating in career and technical education programs, that improves graduation rates and provides information on postsecondary and career options, and provides assistance for postsecondary students and adults. Perkins Funds Utilized: No Perkins funds utilized

To support local business and education partnerships and provide work related experiences, entrepreneurship, internships, cooperative education, and job shadowing that are related to career and technical education programs for local education and business (including small business). Perkins Funds Utilized: $500 Sultan School District provides work related activities for a number of students in special and regular education program classes. District programs provide opportunities within the school and local Sultan/Monroe vicinity. This program is expanding to meet the needs of community and students. No Perkins funds are utilized. Sultan School District is committed to making every effort to keep students in school programs for completion of graduation requirements. Contact with student drop-outs is made to provide the options of continued CTE courses, educational alternatives, and opportunities that are available in the local community programs being offered for secondary graduation. Sultan School District continues to develop new and improved courses District has incorporated overhead projectors, Smartboards, Document cameras, and digital tablets in all classrooms in the district.

For work-based learning opportunity development for students. Perkins Funds Utilized: No Perkins funds utilized



To improve curriculum development or upgrades. Perkins Funds Utilized: $1,000 Curriculum upgrades are reviewed every 5 years to determine that relevant information is being presented to students. relevance and rigor are the most important elements in a students education.

To support staff development and related expenses to counselors and instructors – stipends, registration, materials, etc. Perkins Funds Utilized: $1,000 Conference training is required to keep staff informed in the latest information and techniques in their individual field.

To provide support for training programs in automotive technologies. Perkins Funds Utilized: No Perkins funds utilized

Articulation agreement development – Funds may be used to purchase textbooks for newly articulated courses, but cannot be used to replace textbooks currently being used by a secondary school. The Carl D. Perkins grant is supplemental funding, therefore districts cannot supplant. Perkins Funds Utilized: No Perkins funds utilized

Provision of mentoring, leadership activities, CTSO activities, and academic or career counseling for secondary youth in CTE programs. Perkins Funds Utilized: No Perkins funds utilized

Transportation to Tech Camps or Technical College visits. Perkins Funds Utilized: No Perkins funds utilized

Support for family and consumer sciences programs. Perkins Funds Utilized: No Perkins funds utilized

Support assistance to students who have participated in services and activities under this title in finding an appropriate job and continuing their education. Perkins Funds Utilized: No Perkins funds utilized



Activities for mentoring and support services. Perkins Funds Utilized: No Perkins funds utilized

Coordination efforts with parents, businesses and labor organizations in the design, implementation, and evaluating the CTE program to promote parents, community, and businesses to become active participants in their local education agency. Perkins Funds Utilized: No Perkins funds utilized

Activities coordinated with community-based organizations, institutions of higher education, private sector entities, or other entities with expertise in working with, to assist parents of CTE students by offering comprehensive community services. Perkins Funds Utilized: No Perkins funds utilized

Services that are directly attributable to the presence in the secondary schools of CTE students, including the payment of costs of providing additional classroom supplies to support extended instruction, culturally relevant materials, or such other costs that are directly related to the goals and objectives of the grant. Perkins Funds Utilized: No Perkins funds utilized

To support other career and technical education activities that are consistent with the purpose of this Act. Perkins Funds Utilized: No Perkins funds utilized



State Levels of Performance (Section 134(b)(2))

Perkins IV requires new performance measures. Districts are required to meet district level performance measurements for each indicator. Districts may either accept the state negotiated level of performance, or have the option of negotiating each of the state’s targets. Districts opting to negotiate must set a minimum proposed level that is 3% above the district’s performance level from the previous year.

Indicator State Target

District Negotiated Proposed

Target

Indicator 1S1 Academic Attainment (Language Arts/Reading)

85.00% 85.00

Indicator 1S2 Academic Attainment (Mathematics)

67.00% 36.33

Indicator 2S1 Technical Skill Attainment State proposed target. Subject to change based on counter proposal from OVAE.

92.00% 92.00

Indicator 3S1 Secondary School Completion

91.79% 91.79

Indicator 4S1 Student Graduation Rates

87.50% 87.5

Indicator 5S1 Placement in Postsecondary Education or Employment State proposed target. Subject to change based on counter proposal from OVAE.

72.50% 72.50

Indicator 6S1 Nontraditional Participation State proposed target. Subject to change based on counter proposal from OVAE.

53.56% 53.56

Indicator 6S2 Nontraditional Completion State proposed target. Subject to change based on counter proposal from OVAE.

55.17% 55.17

Describe how the district will use Perkins funds and local program activities to meet the state-defined Adjusted Performance Level assigned to each of the following indicators:

6.1 Indicator I/II: Describe how the district will increase student attainment of challenging academic content standards and student academic achievement standards in Language Arts/Reading and Mathematics. Sultan School District is committed to increasing student attainment in challenging state academic and vocational/technical skill proficiencies by aligning curriculum to skill standards and HPSE goals. At the secondary level we are involved in SIP-TAP process to determine best practices for increasing student achievement and increased graduation rates. We are monitoring



AYP and upgrading our accreditation by improving and adjusting program offerings that will facilitate improved student performance.

6.2 Indicator III: Describe how the district will increase student attainment of career and technical skill proficiencies, including student achievement on technical assessments that are aligned with industry recognized standards. Sultan School District continues to increase opportunities and encourage participation in placement options for student attendance at post secondary programs or in military programs being offered.

6.2a Indicator III: The State's goal is to provide all CTE students with the skills and opportunity to take and pass an industry-recognized assessment for certification. All districts are required to develop and implement a plan in helping the State reach target for technical skill attainment (2S1). The State's plan measures the number of students who actually take and pass the industry-recognized technical skill assessment. Please describe your district's plan in supporting the State's target. Sultan High school is currently using FFA CTSO CDE events in the Agricultural pathway to assess student skill attainment and compete during the WADOT conference with our WBL and Personal Choices students every year. The Business Department checks for skill attainment by using the students to create an award winning yearbook and competing in the state journalism contest in the spring. Sultan High School is currently using teacher generated end of course skill assessments. Many CTE skill assessments are based on student projects. CTE completer numbers and GPA of CTE students are also tracked as a measurement devise and will not be used as a standard after the state assessment is implemented but we will continue to track until a new baseline is established. Sultan High School will add additional state skill assessments to our course evaluations as they become available from the state.

6.3 Indicator IV/V: Describe how the district will increase student rates of attainment of each of the following:

A secondary school diploma (student graduation rates)•A GED credential•

Sultan School High School has adopted a building goal this year to increase student graduation rates by following student failure rates and refer students with more than 2 failing grades to the student assistance. Sky valley Options is the district alternative school and offers vocational courses as well as traditional core courses. Sultan school district is also a member of Columbia Virtual Academy to meet student needs in a non traditional educational setting. While Sultan school district does not offer GED credentials we do encourage students to explore their options at local community colleges and they are counseled to the options prior to leaving traditional programs. Vocational training opportunities are presented to students to point out the importance of a high school diploma and what it means to their future. A portion of this grant is used by our counseling staff to promote the importance in graduating from high school and post seondary schooling. Attainment of a GED is an option in meeting these goals.

6.4 Indicator VI: Describe how the district will identify student placement in postsecondary education, military service, or in employment. Sultan School District will be sending a parent/student survey to all Sultan alumni to build a data base to determine what career choices have been selected after High School.

6.5 Indicator VII/VIII: Describe how the district will increase enrollment in the districts nontraditional training and employment programs.



The District will use data supplied from survey's and advisory committee meetings to determine the most desirable courses and programs for student achievement. The goal of successful and meaningful CTE programs is increased enrollment.

Evaluation

6.6 Describe how the district will review CTE programs, identify and adopt strategies to overcome barriers that result in lower access or success for special populations. This should include programs that are designed to enable the special populations to meet the State adjusted levels of performance and activities to prepare special populations for high-skill, high wage or high demand occupations that will lead to self-sufficiency. Sultan School District continues to expand school to work program and works closely with special education department to provide vocational training opportunities to special education students. The district reviews current programs and is recommending upgrades for course offerings in CTE. Program offerings are being expanded to meet the increasing needs of the industry and local job market in the Sultan/Monroe area for those students who qualify

6.7 Describe how the district will use Perkins funds to independently evaluate and continuously improve the performance of the district's career and technical education program. Please list strategies for improving your performance measures. (Examples include: evaluation procedures demonstrating the occupational skills gained by students, teacher evaluations of staff development activities, and procedures used to demonstrate outcomes realized by students through improved technology). All CTE courses within Sultan School District are taught by certificated instructors in the fields of business and industry which they are certified to teach. Evaluation of programs are based on industry standards and instructors certification. * Instructional staff is encouraged to attend training and workshops using staff development funding. Staff is required to evaluate the training they have received and share information and knowledge gained from the training with other CTE staff members. * Student are tested on skills gained in the classroom by demonstrating these skills in FFA, FBLA, FCCLA competitions throughout the year. Student outcomes and performance are measured through the success of students receiving Tech Prep credits and participating in Running Start while remaining enrolled in CTE courses at Sultan High School. * Students enrolled in CTE courses will evaluate both instructor and course content at the completion of each course. Evaluations will be used to determine validity of course as well as instructional feedback. (evaluations are not to be used as formal teacher evaluation tools) * SHS is in the process of increasing advisory committee membership and will encourage the advisory committee to take a more hands on approach. They will be invited to visit the classroom and labs and participate in discussions regarding job skills, workplace expectations and employability skills.



Teacher Data

NOTE: This information is for the Office of Superintendent of Public Instruction (OSPI) Career and Technical Education purposes only. Names and emails will not be shared with anyone outside of OSPI without permission from individual teachers. This will assist OSPI with communication, professional planning and trainings.

7.1 How many teachers in your district are teaching CTE courses?(Headcount not FTE) 10

Teacher information: Please identify all CTE instructors in your district.

Press the "New" button to complete each new record. To avoid losing data, press the save button after completion of each new record. Allow save to complete before pressing the "New" button again.

First Name Last Name

Judy Wood

Email: [email protected]

Certification #: 422186G

Check program areas that the instructor is teaching under.

Agricultural Education Skilled & Technical Sciences Business & Marketing Education Family & Consumer Sciences STEM Health Sciences


Jeffery Brumley


Certification #: 376953F






Nathan Trichler






Sherry Knox


Certification #: 400734J




David Cavanaugh








Brandi Varnell


Certification #: 508846C




Ryan Monger


Certification #: 478086B


Agricultural Education Skilled & Technical Sciences Business & Marketing Education Family & Consumer Sciences



STEM Health Sciences


Sarah Harkins


Certification #: 339653H




Randall Bostic


Certification #: 339282F




John Hubbard


Certification #: 363060E





7.2 Please identify counselors (career or other) funded out of Perkins.

Add Counselors



Jenni Pederson



Andrea Garibay




Program(s) of Study

The following are minimum criteria for program of study assurances:

The secondary CTE, academic, and appropriate elective courses are included, as well as the state and local graduation requirements;

•

The secondary program of study includes leadership standards where appropriate;

•

The secondary program of study courses include employability standards where appropriate;

•

The program of study includes coherent and rigorous coursework in a non-duplicative sequence of courses from secondary to postsecondary;

•

Completion of the secondary program of study prepares students for entry into the postsecondary program or apprenticeship;

•

Program of study courses include appropriate state standards and industry skills standards, where applicable; and,

•

Program(s) of study at the post secondary leads to an industry recognized credential; certificate or degree; or apprenticeship.

•

8.1 Describe how the district will offer career and technical education programs of study to students (and inform parents as appropriate) when planning for completing future coursework, for career and technical content areas Section 122(c)(1)(A)(i-iv): Sultan School District offers programs of study in computer applications, web design, American Sign Language, applied science, sports medicine, agricultural mechanics, green technology and design, and work based learning opportunities. All courses are a part of the comprehensive high school curriculum and follow rigorus and challenging academic standards. All courses follow state CTE standards and are sequenced for a non-duplicative progression towards postsecondary education. Program of study in Agricultural mechanics (welding) and Computer Applications are transferable as a tech prep credit directly to postsecondary education as well as apprentiships and employability. While Sultan High School programs of study do not directly furnish industry certifications, these programs when combined with continued postsecondary education within the pathways, they offer a seamless transition to a college degree or post secondary employment. All CTE courses are tied to a CTE leadership organization or equivalent leadership project which promotes leadership skills as well as a feeling of competitiveness and individual pride within the organization and school.

8.2 How will the district expand programs of study that bring together a sequence of career courses that start in high school and extend through college? Districts must describe how it will expand the use of POS and improve the transfer of credits earned in a student’s POS. (HSHW: (Goal 1, Objective 3, a-b) *The district has articulation agreements in place with Everett Community College for dual credit for a number of courses, and awarded over 90 college credits in the last year. We are meeting



with ECC to expand the number of SHS classes articulated with ECC to include wood, metal and welding technology, and are seeking a partner to begin an articulated sports medicine program.

List a Minimum of One Program of Study


Please identify your current program of study:

Career Cluster: Agriculture Food and Natural Resources

Pathway: Power, Strucrural and Tchnical Systems Link To Pathways

In the list below, check the appropriate box(es) identifying the name of the institution(s):

4-year Institution

Community College Everett Community College

Technical School

Apprenticeship

Does this program of study lead to any state or nationally recognized certification? No

If yes, please identify certification name.

Please identify the current high school building code where this program of study is offered: Bldg. Codes (CO/DIST/BLDG)

High School

Bldg. Code 31-311-

4274

Please identify your current program of study:

Career Cluster: Information Technology

Pathway: Web Design, Digital Communications Link To Pathways

In the list below, check the appropriate box(es) identifying the name of the institution(s):

4-year Institution

Community College Everett Community College

Technical School



Apprenticeship

Does this program of study lead to any state or nationally recognized certification? No

If yes, please identify certification name.

Please identify the current high school building code where this program of study is offered: Bldg. Codes (CO/DIST/BLDG)

High School

Bldg. Code 31-311-

4274



Modified By

By Org. David

Cavanaugh

Modified On By Org.

9/23/2014 4:20 PM

Modified By By OSPI Phouang Hamilton

Modified On By OSPI

11/14/2014 8:12 AM

FTE Program Staff:

Act. 21-2

Act. 21-3

Act. 27-2

Act. 27-3

Act. 31-2

Act. 31-3

Act. 32-3

ESD: Northwest Educational Service District 189

CoDistID: 31311

Organization: Sultan School District

Grant Number: 0173266

Form Package Name: 215 Perkins (5-Year) Application Plan (District Package)

Program Number: 38

Revenue Account Number: 6138

Sub Program Number:

Fiscal Period: 14-15

Beginning: 7/1/2014

Ending: 8/31/2015

Fiscal Officer: Daniel Baller 360.793.9800

Budget Contact Name: Dan Baller

Budget Contact Phone: 360 793 9800

Category: Budget Type: Original

Object of Expenditure

Debit

Transfer Credit

Transfer Salaries-

Certificated Salaries- Classified

Benefits &Payroll

Taxes

Supplies Instr.

Resources. & Non-

Capitalized Purchased Services Travel

Capital Outlay

Activity Total 0 1 2 3 4 5 7 8 9

15 Public Relations $0 XXXX

21 Superv. -Instruction

$0 XXXX

22 Learning Resources

$0 XXXX

23 Principal's Office $0 XXXX

24 Guid. & Counseling

$0 XXXX

25 Pupil Mgt. & Safety

$0 XXXX

26 Health/Related Serv

$0 XXXX

27 Teaching $11,254 11,254 XXXX

28 Extracurricular $0 XXXX

29 Pay to School Dists.

$0 XXXX XXXX XXXX XXXX XXXX XXXX XXXX XXXX

31 Instruc. Pro. Dev. $0 XXXX

32 Instructional Tech.

$0 XXXX XXXX

33 Curriculum $0 XXXX

44 Food Services Oper.

$0 XXXX XXXX

62 Grds. Care & Maint.

$0 XXXX XXXX

63 Oper. of Bldg. $0 XXXX XXXX

64 Maintenance $0 XXXX XXXX

65 Utilities $0 XXXX XXXX XXXX XXXX XXXX XXXX XXXX

68 Ins. -Except Trans.

$0 XXXX XXXX XXXX XXXX XXXX XXXX XXXX

Budgeted Expenditures

$11,254 $11,254 $0 $0 $0 $0 $0 $0 $0 $0

Budgeted Indirect Expenditures: $492

Total Budgeted Expenditures: $11,746

Comments:

Fiscal Period

14-15 215 Perkins (5-Year) Application Plan (District Package)

Current Form Package Status: Final Approval Issued

Privacy Policy Disclaimer Customer Support: 1.800.725.4311 ©Copyright 2004 - 2007

Cyd Leahy Role: iGrant Administrator Sultan School District


12/5/2014https://eds.ospi.k12.wa.us/iGrants/(S(vrnc2o55iqqsfq45w2pldb55))/WebPages/GrantWrite...Packet page 111 of 295


BOARD AGENDA ITEM

December 15, 2014 Study Consent Supt.’s Session Action Business Informational Report AGENDA ITEM: Approval of 2014/2015 Co-Curricular Salary Schedule PERSONNEL INVOLVED: Dan Chaplik BACKGROUND: The 2014/2015 Co-Curricular salary schedule remains the same for the 2014-2015 school year as it is based on the 2008-2009 state salary schedule that has not changed until negotiated or the state salary schedule is higher than the $34,146 starting salary. RECOMMENDATION: The administration recommends that the Board of Directors adopt the 2014/2015 Co-Curricular salary schedule as presented. Additional Information Attached Fiscal Impact/Fund Source: BOARD ACTION: NOTES: M

otion

Second

Aye

Nay

Abstain

Other



SULTAN SCHOOL DISTRICT #311SEA

Schedule of Pay for Co-Curricular Activities2014 -2015

Base Salary $34,42634,426.00

Yr. 1 Yr. 2 Yr. 3 Yr. 4 Yr. 5FFA $3,442.60 $3,786.86 $4,131.12 $4,475.38 $4,819.64% per contract 10% 11% 12% 13% 14%FBLA $1,721.30 $1,893.43 $2,065.56 $2,237.69 $2,409.82% per contract 5% 5.5% 6% 6.5% 7%FHA $1,721.30 $1,893.43 $2,065.56 $2,237.69 $2,409.82% per contract 5% 5.5% 6% 6.5% 7%

Event or Activity Percentage Pay/RateOpen House/Curriculum Night 0.2375% 81.76$ per eventOrientation Night 0.2000% 68.85$ per eventNewspaper 1.7500% 602.46$ stipendHS Class Advisor 1.4610% 502.96$ stipendHS Senior Project Coordinator 2.2000% 757.37$ stipendHS Yearbook 6.0000% 2,065.56$ stipendMS Yearbook 4.0000% 1,377.04$ stipendES Yearbook 3.0000% 1,032.78$ stipendHS Drama 6.5000% 2,237.69$ stipendHS Asst. Drama 4.5000% 1,549.17$ stipendOutdoor Education 1.6000% 550.82$ stipendElementary Music/Band 0.4000% per event 137.70$ per eventMiddle School Vocal 2.5000% out of work day 860.65$ stipendMiddle School Band 2.5000% 860.65$ stipendHigh School Vocal 2.5000% 860.65$ stipendHigh School Band 14.5000% 4,991.77$ stipendDebate 2.5000% 860.65$ stipendHS ASB Advisor 7.3000% 2,513.10$ stipendMS ASB Advisor 4.4000% 1,514.74$ stipend

Miscellaneous Employee Activities:Admin Approved Enrichment Classes Per DiemSummer School or Other Approved Teaching Per DiemAttending Summer Institute 25.00$ per hourSenior Navigation Advisors 2.2000% 757.37$ Driver Education - Classroom Per DiemDriver Education - Driving 0.0800% 27.54$ per hourHS Class Advisors 1.4610% 502.96$ Curriculum Rate 33401 + 62955 / 2 / 180 / 7.5 = 35.69$ per hour

Student Clubs: Elementary 2,500.00$ per schoolMiddle 3,000.00$ High 4,000.00$



BOARD AGENDA ITEM E: Financials

Study Consent Supt.’s Session Action Business Informational Report PRESENTER: Dan Baller BACKGROUND: Time is provided to present financials for board review. Additional Information Attached Fiscal Impact/Fund Source: N/A

√



BOARD AGENDA ITEM F1: Presentations: Committee and Association Reports

Study Consent Supt.’s Session Action Business Informational Report PRESENTER: TBD BACKGROUND: Time is provided for various associations to give reports to the Board of Directors.

• Sultan Education Association (SEA)

• Public School Employees (PSE)

• Teamsters

• PTA/Booster Clubs

• Associated Student Body (ASB) Additional Information Attached Fiscal Impact/Fund Source: N/A

√



BOARD AGENDA ITEM F2: Presentations/Good News of the District

Study Consent Supt.’s Session Action Business Informational Report PRESENTER: BACKGROUND: Time is provided to present Good News for the Sultan School District.


√


Sultan School District Good News for December Sultan Elementary School Holiday cheer was celebrated at Sultan Elementary on Tuesday, December 9 with eighty Second Grade students joyfully singing backed by a marimba and drum ensemble. The concert was attended by about 300 family members, with standing room only. The school would like to thank all families for the support they give to school functions and applaud the talent of its children. Teachers have been actively meeting in Professional Learning Communities (PLC’s) working on alignment and instructional shifts in the Common Core State Standards (CCSS) in English/Language Arts and in Math. Most teams K-5 and the Special Ed team have met 2 times thus far this year. Students are learning how to verbalize their thinking with their peers in response to teacher questions. As they improve on their spoken explanations noting details and siting evidence, they next apply the same strategies to their writing. Students are learning that siting evidence from books, research, and media is a very important skill needed for future jobs. Gold Bar Elementary School

1. Gold Bar Elementary has a group of 4th and 5th grade students that have joined together to form a Green Team. The purpose of the team is to help our school learn how to recycle and reduce waste during 4th and 5th grade lunches. They meet after school and occasionally at recess to get this program off the ground. Our kick off date was Monday, December 1 and while we are in the process of working out initial bugs the team is doing an amazing job of helping their fellow 4th and 5th graders learn about responsible recycling.

2. About 60 Gold Bar Students performed at Winterfest, to the delight of the crowd there. The 1st-

5th grade students were bright, alert, well-disciplined, enthusiastic, and a credit to the Gold Bar Huskies and their parents.

Sultan Middle School Our Professional Learning Communities continue to focus on the alignment of the Common Core State Standards and the Next Generation Science Standards, and looking at student learning data to guide this work. We will begin accessing the Smarter Balanced Digital Library to obtain items that can assist us in this process. We rolled out our Learning Walk construct on12/16/2014. This was an opportunity for teachers to observe and be observed teaching lessons and then receiving feedback to improve their instruction. This will closely follow the 5D Focused Feedback Cycle We have a group of volunteer teachers that are meeting weekly to discuss interventions within our school. We are looking closely at our current Advisory system and how we can maximize this time to increase student achievement, as well as our after school supports. We are excited to get the “Homeroom program” up and running to assist us in implementing these systems.


Data indicates that our discipline referrals are down from the previous year. We attribute this to our BEST program which supported by PBIS principles. We continue to recognize students on a regular basis through staff nomination. Additionally, our new Racheal’s Kindness Club has been recognizing students as well. Overall, we notice a positive change in student climate that has resulted in less discipline incidents. Our short term and long term goal is to stay focused on providing a positive culture for all members of the building and staying focused on our established plan to improve all aspects of our school and increase student achievement. Columbia Virtual Academy

• CVA has completed its accreditation process and has been recommended for accreditation.

• CVA has several students that have already completed a semester credit before 1/28/14. Our local students who have accomplished this are: R. Younts, H. Younts and T. Stombaugh.

• CVA also has a few more students approaching completion ahead of time because of extra time spent in their course work; E. Suzuki and B. Ordonez.

• Two local students, R. and H. Younts have completed first and second semesters ahead of time in a few of their electives and they are ahead of pace in most of their other classes. These young ladies are excelling in on-line learning.

• This past month, CVA-Sultan Staff created a rubric to better assess student’s progress with on-line learning and several students have reacted positively to an unsatisfactory monthly review and are catching up on their work; really progressing.

• Several students have taken the opportunity to consider our feedback on assignments and completed “retrys” on their work to improve their grades assignments and overall in the courses since we allow re-attempts on all assignments.



BOARD AGENDA ITEM F3: Presentations/Teaching and Learning

Study Consent Supt.’s Session Action Business Informational Report PRESENTER: BACKGROUND: Time is provided for the Director of Teaching and Learning to present information regarding professional development to the Sultan School District Board of Directors.


√



BOARD AGENDA ITEM F4: Student Services Report

Study Consent Supt.’s Session Action Business Informational Report PRESENTER: Robin Briganti BACKGROUND: Time is provided to give a report on student services and teaching and learning activities for the Sultan School District.


√



BOARD AGENDA ITEM G: Business

Study Consent Supt.’s Session Action Business Informational Report PRESENTERS: Various Additional Information Attached Fiscal Impact/Fund Source: N/A

√



BOARD AGENDA ITEM

December 15, 2014 Study Consent Supt.’s Session Action Business Informational Report AGENDA ITEM: Approval of new Advanced Spanish Class for 2015-2016 at SHS PERSONNEL INVOLVED: Katie Kaskey/Tami Nesting BACKGROUND: Katie Kaskey would like board approval for a new advanced Spanish class at Sultan High School for the 2015-2016 school year. RECOMMENDATION: The administration recommends that the Board of Directors approve the Advanced Spanish Class at Sultan High School for 2015-2016. Additional Information Attached Fiscal Impact/Fund Source: BOARD ACTION: NOTES: M

otion

Second

Aye

Nay

Abstain

Other


√


SULTAN HIGH SCHOOL 13715 310th Ave SE SULTAN, WA 98294 Tami Nesting – Principal P (360) 793-9860 F (360) 793-9864 Scott Sifferman – Assistant Principal/Athletic Director

Advanced Spanish Katie Kaskey Proposed New or Modified Course at SHS Teacher Name

What is the Objective of this Course? -To increase students’ understanding of the Spanish language,

particularly in written communication and post-second opportunities for bilinguals.

What is the (proposed or modified) District Course Number?-

What is the State (CEDARS) Course Number?-

Yes x No Is this course already listed in the District’s Board Approved list of courses?

One x Two Is this course a one part course or are there two parts, spanning two quarters?

x Yes No Is the Objective of this Course in line with the State’s Course Description?

Yes x No Will you need to purchase textbooks for this Course? $-

Yes x No Will you need to purchase media/digital content for this Course? $-

Yes x No Will students need to pay a fee for supplies for this Course? $-

Yes No Have you reviewed the EALR’s and applied them to the Course Outline?

x Yes No Have you written a Syllabus for this Course?

x Yes No Have you addressed grading and evaluation methods in the Syllabus?

Yes No Have you completed the Curriculum Outline for the entire nine week Course?

What school year do you anticipate implementing this new course?- 2015-2016

What is the date of the School Board meeting that you wish to present at? December 15, 2014

Yes No Have you completed a School Board Agenda cover sheet?


SULTAN HIGH SCHOOL 13715 310th Ave SE SULTAN, WA 98294 Tami Nesting – Principal P (360) 793-9860 F (360) 793-9864 Scott Sifferman – Assistant Principal/Athletic Director

Administrator Signature Admin Secretary Signature



BOARD AGENDA ITEM

December 15, 2014

Study Consent Supt.’s Session Action Business Informational Report AGENDA ITEM: Approval of SHS AVID Club PERSONNEL INVOLVED: Katie Power and Club Officers: Cora Beane, Skylar Olson, and

Emilee Castillo BACKGROUND: Time is provided to present a proposal from SHS for the formation of a new ASB Club – AVID Club. To follow is a checklist for formation of a new club. The item was tabled at the November 17, 2014 board meeting until the students and the advisor could attend the board meeting. √ Katie Power √ Elected Officer from within the group – N/A for elementary – √ Have a written constitution for consideration of ASB Council, and later by Sultan School District Board of

Directors. √ Request Official Status before the ASB √ Request Official Status before the Sultan School District Board of Directors

RECOMMENDATION: The administration recommends the Board of Directors approve the AVID Club status at Sultan High School as presented. Additional Information Attached Fiscal Impact/Fund Source: BOARD ACTION: NOTES: M

otion

Second

Aye

Nay

Abstain

Other


√

√



BOARD AGENDA ITEM

December 15, 2014 Study Consent Supt.’s Session Action Business Informational Report AGENDA ITEM: First Reading Revised Policy 3141 Non-Resident Students PERSONNEL INVOLVED: Sarita Whitmire-Skeith BACKGROUND: http://www.k12.wa.us/bulletinsmemos/Bulletins2014/B008-14.pdf is the link to OSPI’s bulletin regarding Choice Transfers, Interdistrict Agreements and Standard Choice Transfer Systems. The changes in revised policy 3141 include the state requirement to use the SCTS online choice system for all ALE students. The bulletin states that “Districts are required to have policies in place that establish rational, fair, and equitable standards for acceptance and rejection of choice requests as well as the conditions for which a Choice Transfer would be rescinded. Revisions to current policy incorporate those requirements. RECOMMENDATION: Administration recommends the approval for first reading of revised policy 3141 “Non-Resident Students”. Additional Information Attached Fiscal Impact/Fund Source: BOARD ACTION: NOTES: M

otion

Second

Aye

Nay

Abstain

Other


√


http://www.k12.wa.us/bulletinsmemos/Bulletins2014/B008-14.pdf

Policy: 3141 Section: 3000 - Students

Nonresident Students Any student who resides outside the district may apply to attend a school in the district or file the parental declaration of the intent to provide home-based instruction and enroll for ancillary services, if any. All applications for nonresident attendance or home-based instruction will be considered on an equal basis. The district shall provide information on interdistrict enrollment policies to nonresidents on request and have copies of the Superintendent of Public Instruction’s annual information booklet on enrollment options in the state available for public inspection at each school building, the central office and local public libraries. The district will accept qualified nonresident students in each school year, unless accepting more nonresident students than budgeted would constitute a financial hardship for the district. The Sultan School District Board of Directors annually will inform parents of the interdistrict enrollment options and parental involvement opportunities. Information on interdistrict acceptance policies will be provided to nonresidents on request. Providing online access to the information satisfies the requirements of this policy unless a parent or guardian specifically requests information to be provided in written form. A parent or guardian shall will apply for admission on behalf of his or her child by completing the appropriate district application. The superintendent shall will develop an application form which contains information including, but not limited to, the current legal residence of the child and the school district in which he or she is currently enrolled or receiving home-based instruction, the basis for requesting release from the resident district and the specific building and grade level (elementary) or course offerings (secondary) in which the student desires to be enrolled if accepted by the district. The superintendent will accept or reject an application for nonresident admission based upon the following standards:

A. Whether space is available in the grade level or classes at the building in which the student desires to be enrolled;

B. Whether appropriate educational programs or services are available to improve the student’s condition as stated in requesting release from his or her district of residence;

C. Whether the student’s attendance in the district is likely to create a risk to the health or safety of other students or staff;

D. Whether the district has already accepted as many nonresident students for the school year as permitted by policy 3141 because accepting any more nonresident students would result in a financial hardship for the district.;

E. Whether the student’s disciplinary records indicate a history of convictions for offenses of crimes, , violent or disruptive behavior or gang membership (a gang means a group of three or more persons with identifiable leadership that on an ongoing basis regularly conspires and acts in concert mainly for criminal purposes); and

F. Whether the student has been expelled or suspended from a public school for more than ten consecutive days, in which case the student may apply for admission under the district’s policy for readmission of expelled students.

If the non-resident student is the child of a full-time certificated or classified school employee the superintendent will accept the transfer request unless the nonresident student:

A. Has a history of convictions, violent or disruptive behavior, or gang membership; B. Has been expelled or suspended from school for more than ten consecutive days; or C. Enrollment of a nonresident child would displace a child who is a resident of the

district, (the resident child must be permitted to remain enrolled until he or she completes his or her schooling).


A student who resides in a district that does not operate a secondary program will be permitted to enroll in secondary schools in this district in accordance with state law and regulation relating to the financial responsibility of the resident district. Any student who resides outside the district and wants to choice into the Sultan School District to attend the district’s ALE program must be released from their resident school district. The resident school district must use the Standard Choice Transfer System (SCTS) and submit the proper choice transfer agreement online. The Superintendent will accept, reject or rescind an application for nonresident admission on a case-by-case basis, based upon the following standards:

• Whether the ALE student’s parent failed to complete the enrollment process and contact with the parent could not be made to determine the educational choice for the student.

• Whether the ALE student failed to attend any of the first 15 days of school and contact with the parent could not be made to determine if the educational choice for the student has changed.

• Following enrollment the parent or student feels the program is not a good fit for the

student and pursues home based instruction and completes proper documentation or enrolls the student in another district.

• Whether the ALE student has more than three (3) consecutive unsatisfactory

progress evaluations and there is no ALE course of study or another educational program offered by the district that would more appropriately meet the student's educational needs.

• Whether the ALE student has 20 consecutive unexcused absences (four weeks) and the program has made documented efforts to contact the student/family and there is no ALE course of study or another educational program offered by the district that would more appropriately meet the student’s educational needs.

The superintendent in a timely manner shall will provide all applicants with written notification of the approval or denial of the application. If the student is to be admitted, the superintendent shall will notify the resident district and make necessary arrangements for the transfer of student records. If the application is denied, the superintendent will notify the parent or guardian of the right to petition the board, upon five school business day’s prior notice, for review of the decision and to have a hearing before the board at its next regular meeting. Following the hearing by the board, a final decision will be promptly communicated to the parent in writing. The final decision of the district to deny the admission of a nonresident student may be appealed to the Superintendent of Public Instruction or his or her designee.

Cross References: 3120 - Enrollment

Legal References: RCW 28A.225.220 Adults, children from other districts, agreements for attending school — Tuition

RCW 28A.225.225 Applications from nonresident students or students receiving home-based instruction to attend district


school — School employees' children — Acceptance and rejection standards — Notification

RCW 28A.225.240 Apportionment credit

RCW 28A.225.290 Enrollment options information booklet

RCW 28A.225.300 Enrollment options information to parents

WAC 392-137 Finance — Nonresident attendance

Management Resources: Policy News, June 2003 Enrolling children of School Employees

Policy News, September 1999 School safety bills impact policy

Adoption Date: August 23, 1999 Sultan School District #311 Revised Dates: 1/20/14



BOARD AGENDA ITEM

December 15, 2014 Study Consent Supt.’s Session Action Business Informational Report AGENDA ITEM: Second Reading and Adoption Revised 2020/2020P “Curriculum

Development and Adoption of Instructional Materials” PERSONNEL INVOLVED: Robin Briganti BACKGROUND: Current policy and procedure needed to be updated in accordance with OSPI regulations and to provide clarification to the process of curriculum adoption within the district. RECOMMENDATION: Revised 2020/2020P, “Curriculum Development and Adoption” was approved for first reading at the November 17, 2014 board meeting with the caveat that community involvement be more clearly defined all phases of the curriculum review and adoption process. Administration recommends the approval for second reading and final adoption of revised policy/procedure 2020/2020P “Curriculum Development and Adoption of Instructional Materials”. Additional Information Attached Fiscal Impact/Fund Source: BOARD ACTION: NOTES: M

otion

Second

Aye

Nay

Abstain

Other


√


Policy No. 2020 Instruction

Page 1 of 5

CURRICULUM DEVELOPMENT AND ADOPTION OF INSTRUCTION MATERIALS

COMMUNITY INVOLVEMENT IN DECISION-MAKING It is the policy of the Sultan School District to endorse the concept that community participation in the affairs of the schools is essential if the school system and the community are to maintain a mutual confidence and respect and work together to improve the quality of education for students. The District, therefore, intends to exert every effort to identify the desires of the community and be responsive, though its actions, to those desires. It is the policy of the Sultan School District to endorse the concept that community participation in the affairs of the schools is essential if the school systems and the community are to maintain a mutual confidence and respect and work together to improve the quality of education for students. The District, therefore, intends to exert every effort to identify the desires of the community and be responsive, through its actions, to those desires. All citizens are encouraged to express ideas, concerns and judgments about the schools to the school administration, the staff, and to any appointed advisory committee. Residents, who feel they are qualified because of interest, training, experience, or personal characteristics are encouraged to assume an active role in school affairs. From time to time such persons may be invited by the District to act as advisors either individually or in groups (see app. Procedures #2311P). The board recognizes its responsibility for the improvement and growth of the educational program of the schools. To this end, the curriculum will be evaluated, adapted and developed on a continuing basis and in accordance with a plan for curriculum growth. Instructional materials will be selected to assist students in attaining the basic skills and work skills as required by the state. All new courses or major modifications to existing courses must be approved by the superintendent prior to implementation. The superintendent, in turn, will inform the board before the new course or major revision to an existing course is implemented. The superintendent will establish procedures for curriculum development which provide for involvement of community representatives and staff members at appropriate times. Procedures will also provide for: the annual review of selected areas on a cyclical basis, and for implementing any suggested changes that come from the curriculum study. Such cyclical curriculum review will take place at least once during each several year period. The District and its staff will give serious consideration to the advice received from individuals and community groups interested in schools. ACADEMIC FREEDOM AND RESPONSIBILITY



Page 2 of 5

District staff is expected to apply highest standards of professional responsibility within the framework of District policies and administrative procedures and the laws and rules of the State of Washington. Learning is fostered and promoted in an atmosphere in which there is freedom to provide for the free and orderly flow and examination of ideas so that students may gain the skills to gather and synthesize facts, discriminate between fact and opinion, discuss differing viewpoints, analyze problems, and draw conclusions. The information, learn in an environment free from prejudice, and to hold, and express their own opinions without personal prejudice or discrimination. Teachers will exercise professional judgment when presenting subject matter. The appropriateness of the subject matter and maturity of the students shall be considered. Teachers are expected to make professional judgments regarding the selection of methods or techniques to be used. The teacher is expected to maintain a high professional standard of teaching to employ the most effective teaching techniques to meet the District’s mission. Selection and adoption of Instructional Materials The board is legally responsible for the selection of all instructional materials used in the district. Instructional materials will be defined as all printed, filmed, electronic, or recorded materials furnished by the district for student use and/or included on students’ reading lists. 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:

A. Applicable state and federal laws; B. The stated goals and/or standards of the district; and

C. Procedures established by the instructional materials committee.

INSTRUCTIONAL GOALS The superintendent shall ensure that each school and educational program establish a basis and means for determining and monitoring the District’s mission and the instructional requirements of the state. Criteria for Selection and Instructional Material Staff will rely on reason and professional judgment in the selection of high quality materials that comprise a comprehensive collection appropriate for the instructional program. Instructional materials selected will include, but are not limited to, those which:

Formatted: Font: Bold

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Page 3 of 5

A. Enrich and support the curriculum, taking into consideration the varied

instructional needs, abilities, interests, and maturity levels of the students serviced;

B. Stimulate student growth in conceptual thinking, factual knowledge, physical fitness and literary and ethical standards;

C. Provide sufficient variety so as to present opposing views of controversial issues in order that students my develop the skills of critical analysis and informed decision making;

D. Contribute to the development of an understanding of the ethnic, cultural and occupational diversity of American life;

E. Present objectively the concerns of and build upon the contributions, current and historical, of both sexes, and members of religious, ethnic and cultural groups. The district recognizes that under certain conditions biased materials may represent appropriate resources in presenting contrasting and differing points of view; or

F. Provide models which may be used as a vehicle for the development of self-respect, ethnic pride and appreciation of cultural differences, based on respect for the worth, dignity, and personal values of every individual.

G. Eliminate in all textbooks and instructional materials including reference materials and audio-visual materials, bias pertaining to sex, race, creed, religion, color, national origin, honorably discharged veteran or military status, sexual orientation including gender expression or identity, the presence of any sensory, mental or physical disability, or the use of a trained dog guide or service animal.

Any requests from organizations that provide instructional materials and/or aids must be examined to insure that such materials meet the criteria above. The principal will 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 responsibility for preparing all reading lists and for examining, evaluating and selecting all supplementary materials is delegated to the professional staff of the district. Textbooks will be adopted by the board prior to their use in schools except for trial-use texts of a pilot nature, which may be authorized by the superintendent for use for a period of no more than one school year prior to board adoption. Materials approved for trial use will be restricted to identified classes. The superintendent will ensure that a listing of all textbooks used within the school curriculum is maintained in every district school and is available for public review. COMPLIANCE PROCEDURES FOR INSTRUCTIONAL GOALS To ensure compliance with the state requirements for teaching the basic skills and work skills and for total instruction hours: A. Each secondary building principal shall:




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1. Analyze any proposed course schedule to ensure compliance with the state’s requirements for basic skills, work skills, and total hours of instructional hours. 2. Retain as a permanent record the final schedule of course offerings to verify compliance with state and local requirements. 3. Maintain a record of temporary deviations from the regular schedule, (e.g. assemblies), in order to monitor compliance with instructional requirements. B. Each elementary building principal shall maintain a record of the total hours of instruction for each elementary grade. The record shall identify any instructional activities that do not qualify as basic skills. The elementary building principal shall also ensure that the total instructional time for students is met. C. Each school site is encouraged to pursue continued school improvement through the superintendent and the Board. Any innovations, which would require waivers of district or state regulations, shall be sought. Legal Reference: RCW 28A.150.220 RCW 28A.150.230 STUDENT COMPETENCIES The Board of Directors will determine the competencies to be achieved by students. The professional staff has the responsibility to select and develop instructional materials, develop and implement appropriate teaching methods, and develop an implement authentic assessment measures to ensure that students are attaining the District’s mission. INSTRUCTIONAL MATERIALS Instructional materials shall be selected to assist students in attaining the District’s learning standards. Instructional materials include major instructional material, specialized material, teacher-selected resources for individual classes, student material lists, library materials, and the District’s media collection. Patrons and staff shall be selected by the superintendent or designee to participate in the committees formed to recommend the selection of major instructional materials and to consider citizen requests for removal of any instructional materials (selection of committee): policy 2311P). The instructional materials committee’s role shall be to ensure that the procedural considerations are met prior to making recommendations to the Board. The Board of Directors shall approve or disapprove all major instructional materials recommended for selection and any instructional materials recommended for removal. Procedures for instructional materials selections and for receiving, considering, and acting upon written complaints regarding instructional materials shall be developed by the superintendent or the superintendent’s designee.



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The Board recognizes its’ responsibility for the improvement and growth of the educational program of the schools. To this end, the curriculum shall be evaluated, adopted, and developed on a continuing basis and in accordance with a plan for curriculum growth by District adoption committees. The Superintendent or designee shall select and purchase instructional materials for use at Sky Valley Options High School. The Board finds that the rapidly changing circumstances and unique needs of this program make prior review by the committee unworkable and contrary to the best interests of the students in the program, who benefit from the flexibility of staff to modify learning materials in accordance with student need. Such materials may be selected without initial review by the committee or Board approval, but shall be subject to removal pursuant to the citizen protest procedures set forth in Procedure 2020P. Such materials shall be consistent in quality with those available to the district’s overall student population. Materials determined by the committee and the Board to be inappropriate for use at Sultan High School will not be adopted for use at Sky Valley Options High School.

Cross References: Board Policy 7251 Surplus property Legal References: RCW 28A.405.600 Course of study and regulations 28A.320.230 Instructional materials – Instructional materials committee 28A.150.230 Basic Education Act of 1977 – District School Directors as accountable for proper operation of district – Scope – Responsibilities – Publication of Guide 28.A28A.640 RCW Sexual Equality Mandated for Public Schools WAC 392-190-055 Textbooks and instructional materials 180-44-010 Responsibilities related to instruction

Adoption Date: June 22, 1998 School District Name: Sultan School District Revised: 4.20.09; 12.15 Classification: Essential



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CURRICULUM DEVELOPMENT AND ADOPTION OF INSTRUCTION MATERIALS

It is the policy of the Sultan School District to endorse the concept that community participation in the affairs of the schools is essential if the school system and the community are to maintain a mutual confidence and respect and work together to improve the quality of education for students. The District, therefore, intends to exert every effort to identify the desires of the community and be responsive, though its actions, to those desires. The board recognizes its responsibility for the improvement and growth of the educational program of the schools. To this end, the curriculum will be evaluated, adapted and developed on a continuing basis and in accordance with a plan for curriculum growth. Instructional materials will be selected to assist students in attaining the basic skills and work skills as required by the state. All new courses or major modifications to existing courses must be approved by the superintendent prior to implementation. The superintendent, in turn, will inform the board before the new course or major revision to an existing course is implemented. The superintendent will establish procedures for curriculum development which provide for involvement of community representatives and staff members at appropriate times. Procedures will also provide for: the annual review of selected areas on a cyclical basis, and for implementing any suggested changes that come from the curriculum study. Such cyclical curriculum review will take place at least once during each several year period. Selection and adoption of Instructional Materials The board is legally responsible for the selection of all instructional materials used in the district. Instructional materials will be defined as all printed, filmed, electronic, or recorded materials furnished by the district for student use and/or included on students’ reading lists. 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:

A. Applicable state and federal laws; B. The stated goals and/or standards of the district; and

C. Procedures established by the instructional materials committee.



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Criteria for Selection and Instructional Material Staff will rely on reason and professional judgment in the selection of high quality materials that comprise a comprehensive collection appropriate for the instructional program. Instructional materials selected will include, but are not limited to, those which:

A. Enrich and support the curriculum, taking into consideration the varied instructional needs, abilities, interests, and maturity levels of the students serviced;

B. Stimulate student growth in conceptual thinking, factual knowledge, physical fitness and literary and ethical standards;

C. Provide sufficient variety so as to present opposing views of controversial issues in order that students my develop the skills of critical analysis and informed decision making;

D. Contribute to the development of an understanding of the ethnic, cultural and occupational diversity of American life;

E. Present objectively the concerns of and build upon the contributions, current and historical, of both sexes, and members of religious, ethnic and cultural groups. The district recognizes that under certain conditions biased materials may represent appropriate resources in presenting contrasting and differing points of view; or

F. Provide models which may be used as a vehicle for the development of self-respect, ethnic pride and appreciation of cultural differences, based on respect for the worth, dignity, and personal values of every individual.

G. Eliminate in all textbooks and instructional materials including reference materials and audio-visual materials, bias pertaining to sex, race, creed, religion, color, national origin, honorably discharged veteran or military status, sexual orientation including gender expression or identity, the presence of any sensory, mental or physical disability, or the use of a trained dog guide or service animal.

Any requests from organizations that provide instructional materials and/or aids must be examined to insure that such materials meet the criteria above. The principal will 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 responsibility for preparing all reading lists and for examining, evaluating and selecting all supplementary materials is delegated to the professional staff of the district. Textbooks will be adopted by the board prior to their use in schools except for trial-use texts of a pilot nature, which may be authorized by the superintendent for use for a period of no more than one school year prior to board adoption. Materials approved for trial use will be restricted to identified classes. The superintendent will ensure that a listing of all textbooks used within the school curriculum is maintained in every district school and is available for public review.



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Legal Reference:

Cross References: Board Policy 7251 Surplus property Legal References: RCW 28A.405.600 Course of study and regulations 28A.320.230 Instructional materials – Instructional materials committee 28A.150.230 Basic Education Act of 1977 – District School Directors as accountable for proper operation of district – Scope – Responsibilities – Publication of Guide 28A.640 RCW Sexual Equality Mandated for Public Schools WAC 392-190-055 Textbooks and instructional materials 180-44-010 Responsibilities related to instruction

Adoption Date: June 22, 1998 School District Name: Sultan School District Revised: 4.20.09; 12.15 Classification: Essential


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Procedure 2020P

Curriculum Development and Adoption of Instructional Materials The curriculum of a district shall be reviewed on a regular basis. The district shall adopt a cycle for review as follows:

1st year Civics and History, Geography

2nd year Mathematics, Science and Technology

3rd year Social, Physical and Life Sciences

4th year Reading and Communications

5th year Writing and Arts 6th year Health and Fitness and Career Education

7th year Special Programs

Instructional Materials Committee: Scope and Schedule The instructional materials committee is formed to establish and monitor such procedures as may be necessary for the selecting, adopting and discarding of instructional materials owned and used by the district. The committee will act upon requests for text approval and removal and will evaluate and act upon citizens' requests for reconsideration of instructional materials. The function of the committee is to insure that materials are selected in conformance to stated criteria.

Regular committee meetings will be held every other month quarterly on a schedule to be set by the committee secretary at the beginning of each school year. The district will be responsible for arranging released time for committee members. Special meetings may be called by the committee chairman if necessary.

Instructional Materials Committee Membership This committee shall consist of:

4 Certificated staff 4 Community members 2 Administrators

Members shall be appointed by the superintendent. The superintendent shall designate committee members to serve as chairman and secretary. The instructional materials committee will establish screening criteria to identify and eliminate bias based on sex, race, creed, religion, color, national origin, honorably discharged veteran or military status, sexual orientation, gender expression or identify, disability or the use of a trained dog guide or service animal.

Members shall be appointed by the superintendent. The superintendent shall designate committee members to serve as chairman and secretary. Parents and community members will be invited to participate via announcement in local papers and notices on the district website. State law provides that parents must make up less than one-half of the committee.

Term of Office The chairman and the secretary shall be permanent members of the committee. Other members shall have three-year terms. Temporary appointments of one year or less may be made to fill vacancies.

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Duties The committee, with the approval of the superintendent, shall establish and monitor such procedures as may be necessary for the implementation of this policy.

Citizens Participation in the Instructional Materials Process Parents and community members will be invited to participate in the instructional materials review process in several ways:

a) Announcement printed in local newspaper

b) Announcement posted on district website

c) Invitation to parents with students likely to be using the instructional materials

d) Conduct a review of the instructional materials, by contacting the district office

e) Observe classroom instruction/student learning using the piloted materials

f) Participate as a member on the district’s instructional materials committee

Citizen/Parent Complaint Process Should a citizen wish to make a formal protest regarding specific material used in the school system, he/she must use the form for requesting reconsideration of instructional materials. These forms are available in the district office. A request to remove an item from the schools or limit its use will be acted upon by the committee. A written decision will be delivered to the complainant within two months. Any appeal of this decision must be delivered in writing to the superintendent within two weeks. The board will make final decisions on appeals.

The complainant will deliver the completed request form to the instructional materials committee secretary, who will take the following steps to assure timely consideration of requests:

A. Set a time and place for an open hearing of the complaint by the instructional materials committee. Such hearing will be within 30 days of the committee secretary’s receipt of the completed request form.

B. Notify the complainant and appropriate staff, including those using the materials, of the time and place of the meeting. Such notification will include an invitation to present relevant information, oral or writing.

C. Assemble such data, including reviews and professional opinions of the materials, the staff member’s objectives in using the materials, and the specific objections of the complainant, as may be necessary for the committee to properly judge the request for reconsideration.

Hearings of a community member’s request for reconsideration will be open to the public. The committee will consider all matters presented and give reasonable credit to such matters according to the weight to which they are reasonably entitled. Decisions will be by majority vote of the committee. Decisions of the committee will be delivered in writing to the superintendent, complainant and affected staff within 10 days.

Selection of Instructional Materials: Responsibilities The principal is responsible for insuring the continuing familiarity of his/her certificated staff with the requirements of this policy and procedure. The district office shall provide such technical assistance as may be necessary to accomplish this.

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Initial Selection Texts shall be initially selected by such certificated staff as the superintendent may designate. Texts are major instructional materials for a given course.

Supplementary materials shall be selected by certificated staff using such materials with the understanding that while such materials do not require item-by-item approval of the committee, they must be selected under the criteria detailed below and are subject to normal reconsideration procedures. Supplementary materials supplement the major text of a course and are held in five or fewer copies in a given classroom.

Trial-use texts of an experimental, pilot nature may be authorized for use by the superintendent for a period of no more than one school year prior to board approval for general use through the district.

Recommendation Texts will be approved by the committee for recommendation to the superintendent. Supplementary materials will require principal approval and may only be used for one academic year.

Approval Texts shall be approved by the committee. Supplementary materials or materials other than major instructional materials shall not require committee approval, but are subject to removal and citizen protest procedures

Adoption Texts shall be adopted by the board prior to their use in classrooms. Texts selected previously are exempt from this requirement.

Supplementary materials shall not require board adoption.

The committee secretary will provide department heads, principals, and program developers with copies of the committee meeting schedule at the beginning of each school year.

Exceptions Trial-use texts of an experimental, pilot nature may be authorized for use by the superintendent for a period of no more than one school year prior to board approval for general use throughout the district. Pursuant to Board Policy 2020, materials adopted for use at Sky Valley Options High school may be selected without initial review by the committee or Board approval due to the rapidly changing circumstances and unique needs of that program, but shall be subject to the removal by the citizen protest procedures set forth herein. Materials determined by the committee and the Board to be inappropriate for use at Sultan High School will not be adopted for use at Sky Valley Options High school unless the Board determines, after IMC review, that special circumstances exist making such materials appropriate in the context in which their use is sought.

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The Superintendent or designee may purchase other instructional materials from time to time in order to meet other unique needs or rapidly changing circumstances. Such materials shall be subject to the removal and citizen protest procedures set forth herein.

Tasks And Time Lines Textbooks can be approved at any committee meeting and sent for adoption at the next board meeting. The superintendent directs that all non-emergency requests be confined to two board meetings per year. The committee secretary will forward requests for text adoption to the board only twice per year as noted in the committee meeting schedule. Requests to deviate from this timeline should be forwarded to the committee secretary.

The following checklist is provided to help text selectors follow the above criteria. Selections which receive “fair” or “poor” ratings on any items should be avoided. If materials uniquely suited to an important purpose fail to meet the above criteria, they may be used in conjunction with countervailing materials.

The Content Pilot Team will use evaluating tools specific to their content, and in addition to the following checklist.


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Bias Content: Excellent/Good/Fair/Poor/Not-Applicable

1. Presents more than one viewpoint of

controversial issues. __________________________________

2. Presents minorities realistically. __________________________________

3. Includes contributions of minority authors. __________________________________

4. Presents non-stereotypic models. __________________________________

5 . Facilitates the sharing of cultural differences. __________________________________

6. Promotes the positive nature of differences. __________________________________

7 . Includes the contributions, inventions, or discoveries of minorities. __________________________________

8. Includes the contributions, inventions, or discoveries of women. __________________________________

9. Presents minorities in a manner that promotes ethnic pride. __________________________________

10. Facilitates an environment open to discovery and experimentation. __________________________________

To evaluate materials by these criteria, text selectors may find the following steps helpful:

a) A. Read reviews in professional periodicals.

through the curriculum office, state superintendent of public instruction, etc.

B.b) Review copies of other available texts. The district curriculum office will order samples on request.

C. c) Check the reading level of the text through use of a standard readability formula.

Dd) . Use tentatively selected materials according to pilot-use procedures.

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Conditions for Loan and Sale of Instructional Materials Free textbooks and other instructional materials may be made available for loan to students when, in the judgment of the board members, the best interests of the district will be served by such a decision. The professional staff will maintain records necessary for the proper accounting of all instructional materials and will set forth conditions for student replacement of lost or badly damaged materials.

District instructional materials which students are not required to own may be made available to students who wish to purchase them. New and used materials currently utilized in the instructional program will be sold at the replacement cost of each item. Used materials no longer in basic or supplementary use will be sold at a price reflecting the depreciated value of the materials. Instructional materials that do not meet current district standards for subject content, sex balance, ethnic content or are not repairable may be declared obsolete by the superintendent and disposed of per district policy.

Removal of Instructional Materials Instructional materials may be removed from collections at any time that they no longer meet the criteria for initial selection outlined in “Criteria for Selection of Instructional Material.” Any instructional materials may be removed when the administration judges such removal to be in the best interests of the district. Ordinary procedures for withdrawal of materials are outlined below:

A. Texts shall be removed from collections by the committee based on the criteria for selection in this procedure and on the availability of suitable replacement materials.

B. Supplementary materials shall be removed from collections by individual certificated staff holding such collections based on the criteria for selection in this procedure and on the availability of suitable replacement materials.

Citizens Members of the community are invited to review any instructional materials in current use or proposed for district purchase. Such review may be accomplished at the school or in the district learning resource center. The review and examination process should be arranged in a way to avoid disrupting the educational program. The review of materials should be undertaken with the knowledge of district objectives in mind. The following activities will be employed to help citizens become familiar with instructional materials:

A. A variety of learning materials will be available for immediate perusal at any time in the district learning resource center.

B. Displays of learning materials may be provided in schools during P.T.A. meetings, parent-teacher conferences and public meetings during the school year.

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Procedure 2020P

A citizen wishing to protest use of any instructional materials in the school system must use the form for requesting reconsideration of instructional materials. These forms are available from the district curriculum office. The complainant will deliver the completed request form to the instructional materials committee secretary, who will take the following steps to assure timely consideration of requests: A. Set a time and place for an open hearing of the complaint by the instructional

materials committee. Such hearing shall be within 30 days of the committee secretary's receipt of the completed request form.

B. Notify the complainant and appropriate staff, including those using the materials, of the time and place of the meeting. Such notification shall include an invitation to present relevant information, oral or written.

C. Assemble such data, including reviews and professional opinions of the materials, the staff member's objectives in using the materials, and the specific objections of the complainant, as may be necessary for the committee to properly judge the request for reconsideration.

Hearings of a citizen's request for reconsideration shall be open to the public. The committee shall consider all matters presented and give reasonable credit to such matters according to the weight to which they are reasonably entitled. Decisions shall be by majority vote of the committee. Decisions of the committee shall be delivered in writing to the complainant and affected staff within 10 days. Content Pilot Team (CPT)

The instructional materials committee (IMC) will oversee the pilot process of selected texts and instructional materials. The superintendent will select a content pilot team consisting of the following membership:

Teachers currently assigned to teaching within the specific content area. (For example, teachers currently teaching in math would be eligible for participation in the math content math pilot team.)

Team composition:

K-8 adoptions:

a) Elementary representation: A grade level teacher at each grade K-5 will be asked to test 1-3 lessons from each program being considered for adoption. They will rate the curriculum using the “Toolkit for evaluating alignment of instructional and assessment materials to the Common Core State Standards.” (Student Achievement Partners: CCSSO, Achieve. March 2014). The completed rubrics for content pilot materials will be presented by the content pilot team to the instructional materials team.

b) Middle school representation: All content area teachers will participate in the pilot.

They will rate the curriculum using the “Toolkit for evaluating alignment of instructional and assessment materials to the Common Core State Standards.” (Student Achievement Partners: CCSSO, Achieve. March 2014). The completed


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Procedure 2020P

rubrics for content pilot materials will be presented by the content pilot team to the instructional materials team.

c) Principals from each building will participate in the pilots by observing the teaching and learning happening with the teacher and students. They will rate the curriculum using the “Toolkit for evaluating alignment of instructional and assessment materials to the Common Core State Standards.” (Student Achievement Partners: CCSSO, Achieve. March 2014). The completed rubrics for content pilot materials will be presented by the content pilot team to the instructional materials team.

Responsibilities of the Content Pilot Team:

A. Working with principals, identify several different texts/programs/instructional materials appropriate for our district instructional needs.

B. Present text/programs/instructional materials to the superintendent. C. Once text/programs/instructional materials have been identified by the superintendent to be part

of a pilot process, sub-committee teamscontent pilot teams begin pilot process. D. Sub-committee membersContent pilot team members select at least three lessons, and preferably

a unit of study, from each of the recommended text/instructional materials. E. The IMC determines the duration of the pilot process, allowing enough time for the content pilot

team sub-committee to use the materials and present information to the district instructional materials committee.

F. Each piloted text/materials/program must include a parent involvement component, allowing parents to interact with the homework materials and provide feedback on the parent-friendliness of the materials as well as student independence and understanding of the materials outside of the classroom environment.

G. The content pilot team will notify parents of students in their classes when the pilot materials are being used in classrooms, and invite parents to observe instruction with the pilot materials.

H. A parent feedback assessment will be developed by the IMC and distributed to parents.. I. Piloting teachers of the sub-committeecontent pilot team will provide feedback by completing

assessment components identified by the IMC. J. Where appropriate, students will provide feedback assessments as well. Such assessments will

be created by the IMC. K. The pilot team may invite publishers/representatives from the piloted materials to provide a

presentation about their products to staff and community members. L. Once the pilot process is complete, the teachers participating in the content pilot team will

present their information and assessment to the instructional materials committee. The content pilot team will make a recommendation to the instructional materials committee, and upon their approval, the instructional materials committee will make a recommendation to the superintendent. The superintendent will make the final recommendation to the school board for their approval of the text/instructional materials.

Citizen Review of Instructional Materials: M. Piloted materials will be available in the district office for public review and input. N. Announcements to the community about the instructional materials adoption process will be

posted in the local newspaper, on the district website, and on school websites. The materials











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Procedure 2020P

will remain available for citizen review for a period of three months, starting on the published announcement date.

Date: 10.15.98 Revised: 3/24/08;4/20/09; 12/15

PP2020P

Sultan School District

Citizen Request for Reconsideration of Instructional Materials

This form is to be used when a citizen within the Sultan School District wishes to protest use of any instructional materials in the school system. The complainant will deliver this completed form to the Executive Director of Teaching and Learning, who will take the following steps with respect to Board Policy 2020 and Procedure 2020.

I wish to protest the use of this text/instructional material:

Content area/subject:

Rationale for protesting this text/instructional material: (Please cite specific pages or other identifiers directly supporting this reconsideration request as well as the rationale for protest):

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The instructional materials committee will review this request and respond with a written decision delivered to the complainant within two months. Any appeal of this decision must be delivered in writing to the superintendent within two weeks. The board will make final decisions on appeals.

Protest submitted by: Date:

Phone/email:

Protest received by: Date:





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Procedure 2020P

Curriculum Development and Adoption of Instructional Materials The curriculum of a district shall be reviewed on a regular basis. The district shall adopt a cycle for review as follows:

1st year Civics and History, Geography

2nd year Mathematics, Science and Technology

3rd year Social, Physical and Life Sciences

4th year Reading and Communications

5th year Writing and Arts 6th year Health and Fitness and Career Education

7th year Special Programs

Instructional Materials Committee: Scope and Schedule The instructional materials committee is formed to establish and monitor such procedures as may be necessary for the selecting, adopting and discarding of instructional materials owned and used by the district. The committee will act upon requests for text approval and removal and will evaluate and act upon citizens' requests for reconsideration of instructional materials. The function of the committee is to insure that materials are selected in conformance to stated criteria.

Regular committee meetings will be held quarterly on a schedule to be set by the committee secretary at the beginning of each school year. The district will be responsible for arranging released time for committee members. Special meetings may be called by the committee chairman if necessary.

Instructional Materials Committee Membership This committee shall consist of:

4 Certificated staff 4 Community members 2 Administrators

The instructional materials committee will establish screening criteria to identify and eliminate bias based on sex, race, creed, religion, color, national origin, honorably discharged veteran or military status, sexual orientation, gender expression or identify, disability or the use of a trained dog guide or service animal.

Members shall be appointed by the superintendent. The superintendent shall designate committee members to serve as chairman and secretary. Parents and community members will be invited to participate via announcement in local papers and notices on the district website. State law provides that parents must make up less than one-half of the committee.

Term of Office The chairman and the secretary shall be permanent members of the committee. Other members shall have three-year terms. Temporary appointments of one year or less may be made to fill vacancies.


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Procedure 2020P

Duties The committee, with the approval of the superintendent, shall establish and monitor such procedures as may be necessary for the implementation of this policy.

Citizens Participation in the Instructional Materials Process Parents and community members will be invited to participate in the instructional materials review process in several ways:

a) Announcement printed in local newspaper

b) Announcement posted on district website

c) Invitation to parents with students likely to be using the instructional materials

d) Conduct a review of the instructional materials, by contacting the district office

e) Observe classroom instruction/student learning using the piloted materials

f) Participate as a member on the district’s instructional materials committee

Citizen/Parent Complaint Process Should a citizen wish to make a formal protest regarding specific material used in the school system, he/she must use the form for requesting reconsideration of instructional materials. These forms are available in the district office. A request to remove an item from the schools or limit its use will be acted upon by the committee. A written decision will be delivered to the complainant within two months. Any appeal of this decision must be delivered in writing to the superintendent within two weeks. The board will make final decisions on appeals.

The complainant will deliver the completed request form to the instructional materials committee secretary, who will take the following steps to assure timely consideration of requests:

A. Set a time and place for an open hearing of the complaint by the instructional materials committee. Such hearing will be within 30 days of the committee secretary’s receipt of the completed request form.

B. Notify the complainant and appropriate staff, including those using the materials, of the time and place of the meeting. Such notification will include an invitation to present relevant information, oral or writing.

C. Assemble such data, including reviews and professional opinions of the materials, the staff member’s objectives in using the materials, and the specific objections of the complainant, as may be necessary for the committee to properly judge the request for reconsideration.

Hearings of a community member’s request for reconsideration will be open to the public. The committee will consider all matters presented and give reasonable credit to such matters according to the weight to which they are reasonably entitled. Decisions will be by majority vote of the committee. Decisions of the committee will be delivered in writing to the superintendent, complainant and affected staff within 10 days.

Selection of Instructional Materials: Responsibilities The principal is responsible for insuring the continuing familiarity of his/her certificated staff with the requirements of this policy and procedure. The district office shall provide such technical assistance as may be necessary to accomplish this.


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Procedure 2020P

Initial Selection Texts shall be initially selected by such certificated staff as the superintendent may designate. Texts are major instructional materials for a given course.

Supplementary materials shall be selected by certificated staff using such materials with the understanding that while such materials do not require item-by-item approval of the committee, they must be selected under the criteria detailed below and are subject to normal reconsideration procedures. Supplementary materials supplement the major text of a course and are held in five or fewer copies in a given classroom.

Trial-use texts of an experimental, pilot nature may be authorized for use by the superintendent for a period of no more than one school year prior to board approval for general use through the district.

Recommendation Texts will be approved by the committee for recommendation to the superintendent. Supplementary materials will require principal approval and may only be used for one academic year.

Approval Texts shall be approved by the committee. Supplementary materials or materials other than major instructional materials shall not require committee approval, but are subject to removal and citizen protest procedures

Adoption Texts shall be adopted by the board prior to their use in classrooms. Texts selected previously are exempt from this requirement.

Supplementary materials shall not require board adoption.

The committee secretary will provide department heads, principals, and program developers with copies of the committee meeting schedule at the beginning of each school year.

Tasks And Time Lines Textbooks can be approved at any committee meeting and sent for adoption at the next board meeting. The superintendent directs that all non-emergency requests be confined to two board meetings per year. The committee secretary will forward requests for text adoption to the board only twice per year as noted in the committee meeting schedule. Requests to deviate from this timeline should be forwarded to the committee secretary.

The following checklist is provided to help text selectors follow the above criteria. Selections which receive “fair” or “poor” ratings on any items should be avoided. If materials uniquely suited to an important purpose fail to meet the above criteria, they may be used in conjunction with countervailing materials.

The Content Pilot Team will use evaluating tools specific to their content, and in addition to the following checklist.


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Procedure 2020P

Bias Content: Excellent/Good/Fair/Poor/Not- Applicable

1. Presents more than one viewpoint of

controversial issues. __________________________________

2. Presents minorities realistically. __________________________________

3. Includes contributions of minority authors. __________________________________

4. Presents non-stereotypic models. __________________________________

5 . Facilitates the sharing of cultural differences. __________________________________

6. Promotes the positive nature of differences. __________________________________

7 . Includes the contributions, inventions, or discoveries of minorities. __________________________________

8. Includes the contributions, inventions, or discoveries of women. __________________________________

9. Presents minorities in a manner that promotes ethnic pride. __________________________________

10. Facilitates an environment open to discovery and experimentation. __________________________________

To evaluate materials by these criteria, text selectors may find the following steps helpful:

a) Read reviews in professional periodicals.

b) Review copies of other available texts. The district office will order samples on request.

c) Check the reading level of the text through use of a standard readability formula.

d) Use tentatively selected materials according to pilot-use procedures. Conditions for Loan and Sale of Instructional Materials

Free textbooks and other instructional materials may be made available for loan to students when, in the judgment of the board members, the best interests of the district will be served by such a decision. The professional staff will maintain records necessary for the proper accounting of all instructional materials and will set forth conditions for student replacement of lost or badly damaged materials.

District instructional materials which students are not required to own may be made available to students who wish to purchase them. New and used materials currently utilized in the instructional program will be sold at the replacement cost of each item. Used materials no


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Procedure 2020P

longer in basic or supplementary use will be sold at a price reflecting the depreciated value of the materials. Instructional materials that do not meet current district standards for subject content, sex balance, ethnic content or are not repairable may be declared obsolete by the superintendent and disposed of per district policy.

Removal of Instructional Materials Instructional materials may be removed from collections at any time that they no longer meet the criteria for initial selection outlined in “Criteria for Selection of Instructional Material.” Any instructional materials may be removed when the administration judges such removal to be in the best interests of the district. Ordinary procedures for withdrawal of materials are outlined below:

A. Texts shall be removed from collections by the committee based on the criteria for selection in this procedure and on the availability of suitable replacement materials.

B. Supplementary materials shall be removed from collections by individual certificated staff holding such collections based on the criteria for selection in this procedure and on the availability of suitable replacement materials.

Members of the community are invited to review any instructional materials in current use or proposed for district purchase. Such review may be accomplished at the school or in the district learning resource center. The review and examination process should be arranged in a way to avoid disrupting the educational program. The review of materials should be undertaken with the knowledge of district objectives in mind. The following activities will be employed to help citizens become familiar with instructional materials:

A. A variety of learning materials will be available for immediate perusal at any time in the district learning resource center.

B. Displays of learning materials may be provided in schools during P.T.A. meetings, parent-teacher conferences and public meetings during the school year.

Content Pilot Team (CPT)

The instructional materials committee (IMC) will oversee the pilot process of selected texts and instructional materials. The superintendent will select a content pilot team consisting of the following membership:

Teachers currently assigned to teaching within the specific content area. (For example, teachers currently teaching in math would be eligible for participation in the math content math pilot team.)

Team composition:

K-8 adoptions:

a) Elementary representation: A grade level teacher at each grade K-5 will be asked to test 1-3 lessons from each program being considered for adoption. They will rate the curriculum using the “Toolkit for evaluating alignment of instructional and assessment materials to the Common Core State Standards.” (Student Achievement Partners: CCSSO, Achieve. March 2014). The completed rubrics for content pilot materials will be presented by the content pilot team to the instructional materials team.


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Procedure 2020P

b) Middle school representation: All content area teachers will participate in the pilot. They will rate the curriculum using the “Toolkit for evaluating alignment of instructional and assessment materials to the Common Core State Standards.” (Student Achievement Partners: CCSSO, Achieve. March 2014). The completed rubrics for content pilot materials will be presented by the content pilot team to the instructional materials team. Principals from each building will participate in the pilots by observing the teaching and learning happening with the teacher and students. They will rate the curriculum using the “Toolkit for evaluating alignment of instructional and assessment materials to the Common Core State Standards.” (Student Achievement Partners: CCSSO, Achieve. March 2014). The completed rubrics for content pilot materials will be presented by the content pilot team to the instructional materials team.

Responsibilities of the Content Pilot Team:

A. Working with principals, identify several different texts/programs/instructional materials appropriate for our district instructional needs.

B. Present text/programs/instructional materials to the superintendent. C. Once text/programs/instructional materials have been identified by the superintendent to be part

of a pilot process, content pilot teams begin pilot process. D. Content pilot team members select at least three lessons, and preferably a unit of study, from

each of the recommended text/instructional materials. E. The IMC determines the duration of the pilot process, allowing enough time for the content pilot

team to use the materials and present information to the district instructional materials committee.

F. Each piloted text/materials/program must include a parent involvement component, allowing parents to interact with the homework materials and provide feedback on the parent-friendliness of the materials as well as student independence and understanding of the materials outside of the classroom environment.

G. The content pilot team will notify parents of students in their classes when the pilot materials are being used in classrooms, and invite parents to observe instruction with the pilot materials.

H. A parent feedback assessment will be developed by the IMC and distributed to parents. I. Piloting teachers of the content pilot team will provide feedback by completing assessment

components identified by the IMC. J. Where appropriate, students will provide feedback assessments as well. Such assessments will

be created by the IMC. K. The pilot team may invite publishers/representatives from the piloted materials to provide a

presentation about their products to staff and community members. L. Once the pilot process is complete, the teachers participating in the content pilot team will

present their information and assessment to the instructional materials committee. The content pilot team will make a recommendation to the instructional materials committee, and upon their approval, the instructional materials committee will make a recommendation to the superintendent. The superintendent will make the final recommendation to the school board for their approval of the text/instructional materials.

M. Piloted materials will be available in the district office for public review and input. N. Announcements to the community about the instructional materials adoption process will be


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Procedure 2020P

posted in the local newspaper, on the district website, and on school websites. The materials will remain available for citizen review for a period of three months, starting on the published announcement date.

Date: 10.15.98 Revised: 3/24/08;4/20/09; 12/15

PP2020P


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Procedure 2020P

Sultan School District

Citizen Request for Reconsideration of Instructional Materials

This form is to be used when a citizen within the Sultan School District wishes to protest use of any instructional materials in the school system. The complainant will deliver this completed form to the Executive Director of Teaching and Learning, who will take the following steps with respect to Board Policy 2020 and Procedure 2020.

I wish to protest the use of this text/instructional material:

Content area/subject:

Rationale for protesting this text/instructional material: (Please cite specific pages or other identifiers directly supporting this reconsideration request as well as the rationale for protest):

The instructional materials committee will review this request and respond with a written decision delivered to the complainant within two months. Any appeal of this decision must be delivered in writing to the superintendent within two weeks. The board will make final decisions on appeals.

Protest submitted by: Date:

Phone/email:

Protest received by: Date:



BOARD AGENDA ITEM

December 15, 2014 Study Consent Supt.’s Session Action Business Informational Report AGENDA ITEM: First Reading New Policy/Procedure 2030/2030P “Service Animals

in Schools” PERSONNEL INVOLVED: Robin Briganti BACKGROUND: A situation arose at Sultan High School this year that in the opinion of administration makes the policy and procedure necessary. The “Guide to Service Animals and WA State Law against Discrimination” is attached for the legal background for this policy. RECOMMENDATION: Administration recommends the approval for first reading of new policy/procedure 2030/2030P “Service Animals in Schools”. Additional Information Attached Fiscal Impact/Fund Source: BOARD ACTION: NOTES: M

otion

Second

Aye

Nay

Abstain

Other


√


Policy: 2030 Section: 2000 - Instruction

Service Animals in Schools The Sultan School District Board of Directors acknowledges its responsibility to permit students and/or adults with disabilities to be accompanied by a “service animal” as required by federal laws and Washington State’s law against discrimination. This policy governs the presence of service animals in the schools, on school property, including school buses and at school activities. A “service animal” means an animal that is trained for the purpose of assisting or accommodating a disabled person’s sensory, mental or physical disability. The parent/guardian of a student who believes the student needs to bring a service animal to school or 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 or not to permit the service animal in school. The superintendent will develop procedures to implement the policy.

Cross References: 5010 - Nondiscrimination and Affirmative Action

3210 - Nondiscrimination

2162 - Education of Students With Disabilities Under Section 504 of the Rehabilitation Act of 1973

2161 - Special Education and Related Services for Eligible Students

2029 - Animals as Part of the Instructional Program

Legal References: American Disabilities Act (ADA), Revised Title II Regulations, 35 Service animals

Section 504 of the Rehabilitation Act of 1973

RCW 28A.642 Discrimination Prohibition

RCW 49.60.040 Definitions

WAC 162-26 Public accommondations, disability discrimination

WAC 392-145-021(3) General operating requirements

WAC 392-172A-01035 Child with a disability or student eligible for special education

WAC 392-172A-01155 (3) Related services

WAC 392-190 Equal education opportunity - Unlawful discrimination prohibited

Adoption Date: 1/20/2014 Classification: Priority Revised Dates:


Policy: 2030P Section: 2000 - Instruction

Service Animals in Schools Procedure

A. Service Animal Uses Service animals are animals that are individually trained to perform tasks for people with disabilities such as guiding people who are blind, alerting people who are deaf, pulling wheel-chairs, alerting and protecting a person who is having a seizure or performing other special tasks. Service animals are working animals, not pets. Use of a service animal by a student with a disability will be allowed in school when it is deter-mined that the student’s disability requires such use in order to assist or accommodate access to the instructional program, school services and/or school activities. 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. 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 disability. 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 at all times of the person with a disability. A service animal must also be licensed and immunized in accordance with the laws, regulations and ordinances of the city of Sultan or the county of Snohomish, and the state of Washington.

C. Parents or Animal Handlers Parents or animal handlers who will be present in school for the purpose of assisting a student with his/her service animal are required to submit to a sex offender registry and criminal back-ground check. In addition, parents and handlers must comply with all standards of conduct that apply to school employees and volunteers.

D. Removal or Exclusion of a Service Animal from School or School Property The building principal or district administrator may request an individual with a disability to remove a service 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 program;

4. The individual in control of the animal fails to appropriately care for the animal, including grooming (cleanliness, free of odor), 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.

E. 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 “D” above.

F. Responsibility/Liability 1. Neither the district, nor its employees, is responsible for the cost, care or supervision

of the service animal. (See Policies 2161, Education of Students with Disabilities, and 2162, Education of Students with Disabilities Under Section 504, for responsibility for related services);

2. A service animal must at all times be under the control of its handler. A service animal must also have a harness, leash or other tether not to exceed six feet in length, 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); and

3. The owner/handler of the service animal is responsible for any and all damage caused by the service animal at school, on school premises or at school activities.

4. At no time is the service animal to be off-lead to wander freely in the classroom or any area of the campus and/or on district transportation.

G. Appeals A parent or employee whose service animal has been excluded or removed may appeal the decision to the superintendent. If dissatisfied with the superintendent’s decision, the parent or employee may appeal to the board.


http://www.boarddocs.com/wa/wssda/Board.nsf/goto?open&id=8U6P956282CA

http://www.boarddocs.com/wa/wssda/Board.nsf/goto?open&id=8U6P9J629520

H. Resources 1. District Contact

Robin Briganti, Executive Director of Student Services

2. Superintendent of Public Instruction Equity and Civil Rights Office P.O. Box 47200 Olympia, WA 98504-7200 360.725.6162

3. Washington State Human Rights Commission 711 South Capitol Way, Suite 402 P.O. Box 42490 Olympia, WA 98504-2490 360.753.6770

4. Office of Civil Rights U.S. Department of Education 915 Second Avenue, Room 3310 Seattle, WA 98174 206.607.1600

Adoption Date: 1/20/2014 Classification: Revised Dates:



BOARD AGENDA ITEM

December 15, 2014 Study Consent Supt.’s Session Action Business Informational Report AGENDA ITEM: Approval for out-of-state overnight travel to attend final AVID

director training PERSONNEL INVOLVED: Robin Briganti BACKGROUND: Robin Briganti requests Board of Director approval for out-of-state overnight travel to attend AVID Director training March 25-27, 2015, in Phoenix, Arizona. RECOMMENDATION: The administration recommends that the board of directors approve the out-of-state overnight travel as presented. Additional Information Attached Fiscal Impact/Fund Source: General Fund BOARD ACTION: NOTES: M

otion

Second

Aye

Nay

Abstain

Other


√

√



BOARD AGENDA ITEM December 15, 2014


AGENDA ITEM: Approval for Second Reading/Final Adoption revised 3240 “Student Conduct” and revised 3241/3241P “Classroom Management, Corrective Actions or Punishment”.

PERSONNEL INVOLVED: Superintendent Chaplik

BACKGROUND: Policy/Procedure 3241, now titled Discipline and Corrective Action for Student Misconduct, has been revised to comply with the revised administrative rules governing student discipline issued by OSPI pursuant to Engrossed Substitute Senate Bill 5946 which went into effect last falI. The rules became effective August 23, 2014. A copy of WSSDA’s August 2014 Policy News attached explains this in more detail. Both “revised” and final versions are presented as requested by the board at the October 20, 2014 board meeting. The board approved the first reading of revised 3240 and 3241/3241P at the November 17, 2014 board meeting.

RECOMMENDATION: The administration recommends that the Board of Directors accept for second reading and final adoption revised 3240 “Student Conduct” and 3241/3241P Classroom Management, Corrective Actions or Punishment”.

Additional Information Attached Fiscal Impact/Fund Source:

BOARD ACTION: NOTES:

Motion

Second

Aye

Nay

Abstain

Other



Policy No. 3240 Students

STUDENT CONDUCT

The board Board acknowledges that conduct and behavior is closely associated to learning. An effective instructional program requires a wholesome and orderly school environment. The board Board requires that each student adhere to the rules of conduct and submit to corrective action taken as a result

of conduct violations. The rules of conduct are applicable during the school day as well as during any school activity conducted on or off campus. Special rules are also applicable while riding on a school bus.

Students are expected to:

A. Conform to reasonable standards of acceptable bbehavior;

B. Respect the rights, person, and property of others;

C. Preserve the degree of order necessary for a positive climate for learning; and

D. Submit to the authority of staff and respond accordingly.

The superintendent shall will develop written rules of conduct which that will carry out the intent of the boardBoard.

Cross References: Board Policy 6605 Student Safety Walking to School and Riding

Busess 3241 Discipline and Corrective Action for Student

Misconduct Legal References: RCW 4.24.190 Action against parent for willful injury to

property by minor — Monetary limitation — Common law liability preserved

9A.16.020 Use of force — when lawful 9.41 Firearms and dangerous weapons 9.41.280 Possessing dangerous weapons on school

facilities—Penalty—Exceptions 9.91.160 Personal protection spray devices 28A.210.310 Prohibition on use of tobacco products on

school property 28A.600.020 Exclusion of student from classroom —

Written disciplinary procedures — Long- term suspension or expulsion

28A.600.040 Pupils to comply with rules & regulations



28A.400.110 Principal to assure appropriate student discipline

28A.600.420 Firearms on school premises, transportation, or facilities—Penalty—Exemptions

28A.635.060 Defacing or injuring school property —

Liability of pupil, parent or guardian

WAC 392-400-205 Definitions 392-400-225 School district rules defining

misconduct—Distribution of rules

20 U.S.C. § 7101 et seq. Safe and Drug-Free Schools and Communities

Act



392-400-225 School district rules defining misconduct — Distribution of rules

20 USC 3171 et. seq. Drug-Free Schools and Communities Act

Adoption Date: August 24, 1998 School District Name Sultan School District Revised: 3.26.07 12.15/2014 Classification: Essential


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CLASSROOM MANAGEMENT, CORRECTIVE ACTIONS OR PUNISHMENT

DISCIPLINE AND CORRECTIVE ACTION FOR STUDENT MISCONDUCT

A student’s refusal to comply with written rules and regulations established for the governing of the school will constitute sufficient cause for corrective action, which will be imposed in accordance with the rules issued by the Office of Superintendent of Public Instruction in Chapter 392-400 of the Washington Administrative Code (WAC). For the purposes of those rules, the Board has declined the choice to refer appeals of discipline, suspensions, and expulsions to a disciplinary appeal council. All students shall submit to the reasonable rules of the district. Refusal to comply with written rules and regulations established for the governing of the school shall constitute sufficient cause for discipline, suspension or expulsion. Corrective action and/or punishment for misconduct must reflect good faith effort on the part of the staff. For the purposes of the district’s policies relating to corrective action. or punishment:

“Expulsion” is the exclusion from school or individual classes for an indefinite defined period of time not to exceed one year (365 days from the date of expulsion).. “Suspension” is the exclusion from school, or individual classes for a specific period of time, after which the student has a right to return. A suspension is “short term” if it is for a period of 10 consecutive school days or less. Separate short-term suspensions shall not total more than 10 school days in a semester for any student in grades K-4. Separate short-term suspensions shall not total more than 15 days in a semester for a student in any other grade. Students’ grades shall not be affected substantially as a result of a short-term suspension. Suspensions which exceed 10 consecutive school days are long-term suspensions. “Discipline” constitutes all other forms of corrective action or punishment, including brief exclusions from a class for not more than the remainder of the class period, including exclusion from any other type of activity conducted by or for the district. Discipline shall not adversely affect specific academic grade, subject, or graduation requirements, so long as all required work is performed. When a student has been expelled, emergency expelled, or long-term suspended, school administrators and the student’s parents should meet as soon as possible to determine ways to re-engage the student in a school program. This reengagement meeting should be convened within 20 days of a suspension or expulsion, and no later than 5 days before a students scheduled reentry. A written reengagement plan between the student, parent and school should be the outcome of this meeting. The principal shall notify special education staff of any suspensions to be imposed for a student who is currently eligible for special education services or those who might be deemed eligible for special education. To the extent that suspensions may cumulatively or consecutively exceed ten days, the principal will notify relevant special education staff so that the district can ensure that special education discipline procedures are in place, in addition to general education discipline procedures. Once a student is expelled in compliance with district policy, the expulsion shall be brought to the attention of appropriate local and state authorities, including, but not limited to, the local juvenile authorities acting pursuant to the statutes dealing with the Basic Juvenile Court Act, in order that such authorities may address the student’s educational needs.


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No student shallwill be expelled, suspended, or disciplined in any manner for the performance of or failure to perform any act not related to the orderly and safe operation of the school or school-sponsored activities or any other aspect of the educational process.

The superintendent shallwill have the authority to discipline, suspend, or expel students. The superintendent shallwill identify the conditions under which a teacher may exclude a student from his or her class and shall also designate which employees staff hasve the authority to initiate or to impose discipline, suspensions, or expulsions.

Once a student is expelled in compliance with District policy, the expulsion will be brought to the attention of appropriate local and state authorities, in order that such authorities may address the student’s educational needs.

Additional procedures or limitations may be necessary for students with disabilities in accordance with the Individuals with Disabilities Education Act and/or Section 504 of the Rehabilitation Act of 1973. The principal will notify special education staff of any suspensions or expulsions to be imposed for a student who is currently eligible for special education services. To the extent that suspensions or expulsions of a student eligible for special education may cumulatively or consecutively exceed ten (10) school days in a single school year, the principal will notify relevant special education staff so that the District can ensure that special education discipline procedures are in place, in addition to general education discipline procedures.

Parents and students shallwill be given notice of the standard of conduct the district District requires regarding drug and alcohol use, and a statement of the disciplinary sanctions for violations of that standard. (See Policy 3240 and Procedure 3241P.)

I. A disciplinary appeal council is established. The board shall appoint three members to the council to serve one, two and three year terms, respectively. All future appointments to the council shall be for two year terms and shall be made by the board. The disciplinary appeal council is charged with hearing and deciding discipline grievances and appeals of long-term suspensions and expulsions. ,

Rights, Responsibilities, and Authority of Certificated Staff

Certificated staff shallwill share responsibility for supervising the behavior of students and for maintaining the standards of conduct which have been established. Certificated staff shallwill have the right to:

A. Expect students to comply with school rules.

B. Develop and/or review building rules relating to student conduct and control at least once each year. Building rules shallwill be consistent with district District rules relating to student conduct and control.

C. Exclude a student from class for all or any portion of the period or for the balance of the school day, or up to the following two days, or until the teacher has conferred with the principal, whichever occurs first. Prior to excluding a student, the teacher shall have attempted one or more corrective actions. In no case shall an excluded student be returned for the balance of a period or up to the following two days without the consent


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of the teacher.Exclude a student from class who creates a disruption of the educational process in violation of building disciplinary standards while under a teacher’s immediate supervision for all or any portion of the balance of the school day, or up to the following two (2) school days, or until the principal or designee and teacher have conferred, whichever occurs first. Except in emergency circumstances, the teacher first must attempt one or more alternative forms of corrective action. In no event without the consent of the teacher may an excluded student return to the class during the balance of that class or activity period or up to the following two school days, or until the principal or his/her designee and the teacher have conferred.

D. Receive any complaint or grievance regarding corrective action or punishment of students. They shallwill be given the opportunity to present their version of the incident and to meet with the complaining party in the event that a conference is arranged.

Certificated staff shallwill have the responsibility to:

A. (Principals shallwill) Distribute to students, parents and staff a publication defining the rights, responsibilities, and corrective action or punishment relating to student behavior.

B. Observe the rights of students.

C. Enforce the rules of student conduct fairly, consistently, and without discrimination. Any infractions shallwill be reported orally and in writing to the principal as soon as possible regardless of any corrective actions taken by the teacher.

D. Maintain good order in the classroom, in the hallways, and on the playgrounds or other common areas of the school, or while riding on school buses (field trip).

E. Maintain accurate attendance records and report all cases of truancy.

F. (Principals shallwill) Notify parents when students are suspended or expelled.

G. Set an appropriate example of personal conduct and avoid statements which may be demeaning or personally offensive to any student or group of students.

H. Meet with a parent(s) within five (5) school days upon request to hear a complaint regarding the use of classroom materials and/or teaching strategies that is are being employed in the classroom.


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Certificated staff shallwill have the authority to:

A. Use such reasonable action as is necessary to protect himself/ herself, a student, or others from physical abuse or injury.

B. Remove a student from a class session for sufficient cause.

C. Detain a student after school for up to 60 minutes with due consideration for bus transportation.

D. (Principals shallwill) Impose suspension or expulsion when appropriate.

II. Student Discipline Corrective Action

The methods employed in enforcing the rules of the school involve professional judgment. Such judgment should be:

A. Consistent from day to day and student to student;,

B. Balanced against the severity of the misconduct;,

C. Appropriate to the student’s nature and prior behavior;,

D. Fair to the student, parent, and others;, and

E. Effective.

Since Because these criteria may be in conflict, established procedures must be followed in correcting misbehavior. Appeal procedures have been established in order to provide for an opportunity for every corrective action or punishment to be reviewed by someone in authority and to instill confidence among students and parents as to the essential fairness of staff. (See Procedure 3241P.)

In order to develop an environment conducive to learning, the principal shallwill confer with certificated staff at least once per year to develop and/or review rules of conduct to be employed in the school and corrective actions and punishment that may be employed in the event of rule infractions.

A teacher shall have the authority to exclude a student from his/her classroom pursuant to the provisions of Section 1.C of this policy.

III. Detention

For minor infractions of school rules or regulations, or for minor misconduct, staff may detain students after school hours for not more than 60 minutes on any given day.


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Preceding the assignment of such corrective action, the staff member shallwill inform the student of the nature of the offense charged and of the specific conduct which allegedly constitutes the violation. The student shallwill be afforded an opportunity to explain or justify his/her actions to the staff member.

Detention shallwill not begin until the parent has been notified (except in the case of the an adult student) for the purpose of informing him/her of the basis and reason for the detention and to permit him/her to make arrangements for the necessary transportation of the student when he/she has been detained after school hours for corrective action.

Students detained for corrective action shallwill be under the direct supervision of the staff member or another member of the professional staff.

The principal shallwill be responsible for seeing that the time which the student spends for corrective action shallwill be used constructively.


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IV. In-School Suspension

The board of directors supports efforts to bring about a positive learning climate in the school. The district strives to employ staff who are skilled in the most effective instructional techniques and who are sensitive to the unique needs of each individual student.

The need for order in the school and classroom is basic to learning. Rules are established to preserve the integrity of classroom and school in order to accomplish this need. Students who are in violation of school rules not only deprive themselves of the opportunity to learn but they interfere with the progress of others.

The district strives to maintain high standards of attendance. Students who are not in school are denied the opportunity to learn. Therefore, Corrective actions including suspension and expulsion are reserved to those students who actively threaten other students, staff or the overall school environment.

tThe Ddistrict, therefore, has created an in-school suspension program which that temporarily removes the student from the regular environment but permits the student to maintain his/her educational progress.

Students who are assigned to in-school suspension are granted this opportunity as a privilege and are expected to comply with the expectations of staff. The superintendent shall will establish guidelines for the operation of the in-school suspension program.

V.

Appeal Process for Disciplinary Action

Any parent or student who is aggrieved by the imposition of discipline shall have the right to an informal conference with the principal for the purpose of resolving the grievance. At such conference the student and parent shall be subject to questioning by the principal and shall be entitled to question staff involved in the matter being grieved.

The parent and student after exhausting this remedy, shall have the right, upon 2 school business days’ prior notice, to present a written and/or oral grievance to the superintendent. If the grievance is not resolved, the parent and student, upon 2 school business days’ prior notice, shall have the right to present a written grievance to the disciplinary appeal council School Boardduring its next regular meeting, or at a meeting held within 30 days, whichever is earlier. A closed meeting may be held for the purpose of considering the grievance. The council Board shall notify the parent and student of its response to the grievance within 10 school business days after the date when the grievance was presented. The disciplinary corrective action shall continue notwithstanding implementation of the grievance procedure unless the principal, superintendent or board elects to postpone such action.

Suspensions or Expulsions

The nature and circumstances of the student conduct violation must reasonably warrant a suspension or expulsion. As a general rule no student shall be suspended for a short or long term unless other forms of corrective action reasonably calculated to modify his/her conduct


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have previously been imposed upon the student as a consequence of misconduct of the same nature.

However, a student may be suspended for exceptional misconduct, other than absenteeism, when such misconduct is of frequent occurrence or is serious in nature and/or is disruptive to the operation of the school. The superintendent, following consultation with a representative ad hoc citizens’ committee, shall recommend for board approval, the nature and extent of the corrective actions and/or punishments which may be imposed as a consequence of exceptional misconduct. An exception may be granted by an administrator and/or hearing officer when warranted by extenuating circumstances. No student shall be suspended or expelled because of one or more unexcused absence(s) pursuant to Board Policy 3122.

Short-Term Suspension

In the event the proposed corrective action of a student is to include the denial of the right of school attendance from any single class for 3 to 10 school days or full schedule of classes for 1 and to 10 school days, a conference shall first be conducted with the student as follows:

An oral or written notice of the charges shall be provided to the student;

An oral or written explanation of the evidence in support of the charges shall be provided to the student;

An oral or written explanation of the suspension which may be imposed shall be provided to the student; and

The student shall be provided the opportunity to present his/her explanation.

The parent of the student shall be notified of the reason for the suspension and the duration of the suspension orally or by U.S. mail as soon as reasonably possible. Any student subject to a short-term suspension shall be provided the opportunity upon return to make up assignments and tests if:

Such assignments or tests have a substantial effect upon the student’s semester grade or grades; or

Failure to complete such assignments or tests would preclude the student from receiving credit for the course or courses.

Appeal Process for Short-Term Suspension

Any parent or student who is aggrieved by the imposition of a short-term suspension shall have the right to an informal conference with the principal for the purpose of resolving the grievance. At such conference the student and parent shall be subject to questioning by the principal and shall be entitled to question staff involved in the matter being grieved.

The parent and student after exhausting this remedy shall have the right, upon 2 school business days’ prior notice, to present a written and/or oral grievance to the superintendent. If the grievance is not resolved, the parent and student, upon 2 school business days’ prior notice, shall have the right to present a written grievance to the disciplinary appeal council at its next


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regular meeting, or at a meeting held within 30 days, whichever is earlier. A closed meeting may be held for the purpose of considering the grievance. The council shall notify the parent and student of its response to the grievance within 10 school business days after the date when the grievance was presented. The short-term suspension shall continue notwithstanding implementation of the grievance procedure unless the principal, superintendent or board elects to postpone such action.

Emergency Expulsion

A student may be excluded from school prior to a hearing without other forms of corrective action if the principal reasonably believes the student is an immediate and continuing danger to himself/herself, other students, staff, or administrators or is a substantial disruption to the educational process of the district. Such emergency expulsion shall continue until the student is reinstated by the principal or until a fair hearing is held and a final determination reached. Emergency expulsion shall end or be converted to another form of corrective action within (10) school days from the date of the student’s emergency removal from school and provide beginning and ending dates not to exceed one calendar year (365 days from the initial date of expulsion). Where warranted based on public health or safety, a school may petition the district’s superintendent, pursuant to policies and procedures adopted by the office of the superintendent of public instruction, for authorization to exceed the one calendar year limitation. The hearing officer may continue the emergency expulsion if he/she finds that the student continues to present an immediate and continuing danger to himself/herself, other students, staff, or administrators or continues to cause a substantial disruption to the educational process of the district.

The provisions governing notice and hearing of regular long-term suspensions or expulsions shall apply except:

Written notice of the emergency expulsion shall be sent by certified letter deposited in the U. S. mail within twenty-four hours of the expulsion or by hand delivery to the student’s parent(s) or guardian(s) within twenty-four hours of the expulsion and documenting delivery by obtaining his or her signature acknowledging receipt or the written certification of the person making the delivery;

The parent and student shall have ten three school business days after receipt of the notice during which to request a hearing. A schedule of “school business days” potentially applicable to the exercise of such hearing right should be included with the notice; and

The hearing officer shall render the decision within 1 school business day after the conclusion of the hearing.

Long-Term Suspensions or Expulsions

A long-term suspension or expulsion may be imposed by the principal only after a fair hearing is made available to the affected student and parent. Written notice of the hearing shall be delivered to the parent and student by certified mail, or in person or by phone. The notice shall be in the parent’s primary language and shall supply (1) the alleged misconduct and the school rules alleged to have been violated, (2) the recommended corrective action or punishment, (3) the right to a hearing, (4) the notice that if a written request for a hearing is not received by the staff member named in the notice within 3 school business days after the


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notice is received, the hearing shall be waived and the recommended corrective action or punishment shall take effect, and (5) the date by which the request for a hearing must be received.

If a hearing is requested, the superintendent shall schedule the matter for a hearing within 3 2 school business days of such request.

The parent and student and the district or representatives shall be permitted to inspect in advance of such hearing any affidavits or exhibits which are to be submitted at the hearing. The parent and student shall have the opportunity to be represented by counsel, to explain the alleged misconduct and to present affidavits, exhibits, and such witnesses as desired, as well as the opportunity to question witnesses.

The hearing shall be conducted before a hearing officer appointed by the superintendent. Such hearing officer shall not be a witness and shall determine the facts of each case solely on the evidence presented at the hearing. The hearing officer shall state in writing the findings as to the facts, conclusions and disposition to be made. The decision shall be provided to the parent and student or counsel.

Appeal Process for Long-Term Suspension or Expulsion

If a long-term suspension or expulsion is imposed, the parent and student shall have the right to appeal the hearing officer’s decision by filing a written notice of appeal at the office of the hearing officer within 3 school business days after the date of receipt of the decision. The long term suspension or expulsion shall be in effect while the appeal is pending. The disciplinary appeal council shall schedule and hold a meeting to informally review the matter within 10 school business days from receipt of such appeal. The purpose of the meeting shall be to confer with the parties in order to decide upon the most appropriate means of handling the appeal. At that time the student, parent, and/or counsel shall be given the right to be heard and shall be granted the opportunity to present such witnesses and testimony as the council deems reasonable. Prior to adjournment, the council shall agree to one of the following procedures:

Study the hearing record or other materials submitted and record its findings within 10 school business days;

Schedule and hold a special meeting to hear further arguments on the case and record its findings within 15 school business days; or

Hear and try the case denovo before the council within 10 school business days.

Any decision by the council to impose or to affirm, reverse or modify the imposition of suspension or expulsion upon a student shall be made only by:

Those council members who have heard or read the evidence,

Those council members who have not acted as a witness in the matter, and

A majority vote at a meeting at which a quorum of the council is present.


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Within 30 days of receipt of the council’s final decision, any parent and student desiring to appeal any action upon the part of the council regarding the suspension or expulsion may serve a notice of appeal upon the council and file such notice with the superior court clerk of the county. Such notice shall also set forth in a clear and concise manner the errors complained of.

Emergency Removal

A student may be removed immediately from a class or subject by a teacher or administrator without other forms of corrective action and sent to the principal or a designated school official, without first attempting corrective action, provided that the teacher or administrator has good and sufficient reason to believe that the student’s presence poses an immediate and continuing danger to the student, other students or staff or an immediate and continuing threat of substantial disruption of the class, subject, or educational process of the student’s school. The removal shall continue only until:

The danger or threat ceases, or

The principal acts to impose discipline, impose a short-term or long-term suspension or expulsion or to impose an emergency expulsion.

The principal shall meet with the student as soon as reasonably possible following the student’s removal and take or initiate appropriate corrective action or punishment. In no case shall the student’s opportunity for such meeting be delayed beyond commencement of the next school day.

The teacher or administrator who removed the student shall be notified of the action which has been taken or initiated.

Readmission Application Processs

Any student who has been suspended or expelled shallwill be allowed to make application for readmission at any time. . The superintendent will establish procedures for readmission applications.

Cross References: Board Policy 2161 Education of Students with Disabilities 3122 Excused and Unexcused Absences

3240 Student Conduct 3244 Prohibition of Corporal Punishment 4210 Regulation of Dangerous Weapons on

School Premises Legal References: RCW 9A.16.100 Use of force on children–Policy–Actions

presumed unreasonable 9.41.280 Possessing dangerous weapons on

school facilities–Penalty–Exceptions 28A.225.020 School’s duties upon child’s failure to

attend school


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28A.225.030 Petition to juvenile court for violations by a parent or child–School district responsibilities

28A.400.110 Principal to assure appropriate student discipline–Building discipline standards—Classes to improve classroom management skills

28A.600.010 Enforcement of rules of conduct–Due process guarantees-Computation of days for short-term and long-term suspensions

28A.600.015 Rules incorporating due process guarantees of pupils with regard to expulsions and suspension

28A.600.020 Exclusion of student from classroom–Written disciplinary procedures—Long-term suspension or expulsion

28A.600.022 Suspended or expelled students—Reengagement plan

28A.600.040 Pupils to comply with rules and regulations

28A.600.420 Firearms on school premises, transportation, or facilities–Penalty–Exemptions

20 U.S.C. § 7101 et. seq. State and Drug-Free Schools and Communities Act

Chapter 392-400 WAC Pupils If a student desires to be readmitted to the school from which he/she has been suspended/ expelled, the student shall submit a written application to the principal, who shall recommend admission or non-admission. If a student wishes admission to another school, he/she shall submit the written application to the superintendent. The application shall include:

A. Reasons the student wants to return and why the request should be considered;

B. Evidence which supports the request; and

C. A supporting statement from the parent or others who may have assisted the student.

The superintendent shall, in writing, advise the parent and student of the decision within seven (7) school days of the receipt of such application.

Cross References: Board Policy 2161 Education of Students with Disabilities

3122 Excused and Unexcused Absences

4210 Regulation of Dangerous Weapons on School Premises

Legal References: RCW 9A.16.100 Use of force on children — Policy — Actions presumed unreasonable


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9.41.280 Possessing dangerous weapons on school facilities — Penalty — Exceptions

28A.225.020 School’s duties upon child’s failure to attend school

28A.225.030 Petition to juvenile court for violations by a parent or child — School district responsibilities

28A.400.110 Principal to assure appropriate student discipline — Building discipline standards — Classes to improve classroom management skills

28A.600.010 Enforcement of rules of conduct —Due process guarantees — Computation of days for short-term and long-term suspensions

28A.600.020 Exclusion of student from classroom — Written disciplinary procedures — Long-term suspension or expulsion


28A.600.420 Firearms on school premises, transportation, or facilities — Penalty — Exemptions

20 USC 7101 et. seq. Drug-Free Schools and Communities Act

WAC 392-400-205 Definitions

392-400-235 Discipline — Conditions and limitations

392-400-240 Discipline — Grievance procedure

392-400-245 Short-term suspension — Conditions and Limitations

392-400-250 Short-term suspensions — Prior conference required — Notice to parent

392-400-255 Short-term suspension — Grievance procedure


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392-400-260 Long term suspension — conditions and limitations

392-400-265 Long-term suspension — Notice of hearing — Waiver of hearing

392-400-270 Long-term suspension — Prehearing and hearing process

392-400-280 Expulsion — Notice of hearing — Waiver of hearing

392-400-285 Expulsion — Prehearing and hearing process

392-400-290 Emergency removal from class, subject, or activity

392-400-295 Emergency expulsion — Limitations

392-400-300 Emergency expulsion — Notice of hearing — Waiver of hearing right

392-400-305 Emergency expulsion — Prehearing and hearing process

392-400-310 Appeals — Long-term suspension and expulsion

392-400-315 Appeals — Hearing before school board or disciplinary appeal council — Procedures

392-400-317 Appeals — Discipline and short-term suspension grievances

392-400-320 School board or disciplinary appeal council decisions

Management Resources:

Policy News, June 2010 Students and Sexting

Adoption Date: June 28, 1999


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School District Name Sultan School District

Revised: 3/26/07; 8.16.10; 9.16.13 11.17.14

Classification: Priority



Revised: 3/26/07; 8.16.10



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DISCIPLINE AND CORRECTIVE ACTION FOR STUDENT MISCONDUCT

A student’s refusal to comply with written rules and regulations established for the governing of the school will constitute sufficient cause for corrective action, which will be imposed in accordance with the rules issued by the Office of Superintendent of Public Instruction in Chapter 392-400 of the Washington Administrative Code (WAC). For the purposes of those rules, the Board has declined the choice to refer appeals of discipline, suspensions, and expulsions to a disciplinary appeal council. No student will be expelled, suspended, or disciplined in any manner for the performance of or failure to perform any act not related to the orderly and safe operation of the school or school-sponsored activities or any other aspect of the educational process.

The superintendent will have the authority to discipline, suspend, or expel students. The superintendent will designate which employees have the authority to initiate or to impose discipline, suspensions, or expulsions.

Once a student is expelled in compliance with District policy, the expulsion will be brought to the attention of appropriate local and state authorities, in order that such authorities may address the student’s educational needs.

Additional procedures or limitations may be necessary for students with disabilities in accordance with the Individuals with Disabilities Education Act and/or Section 504 of the Rehabilitation Act of 1973. The principal will notify special education staff of any suspensions or expulsions to be imposed for a student who is currently eligible for special education services. To the extent that suspensions or expulsions of a student eligible for special education may cumulatively or consecutively exceed ten (10) school days in a single school year, the principal will notify relevant special education staff so that the District can ensure that special education discipline procedures are in place, in addition to general education discipline procedures.

Parents and students will be given notice of the standard of conduct the District requires regarding drug and alcohol use, and a statement of the disciplinary sanctions for violations of that standard. (See Policy 3240 and Procedure 3241P.)

I. Rights, Responsibilities, and Authority of Certificated Staff

Certificated staff will share responsibility for supervising the behavior of students and for maintaining the standards of conduct which have been established. Certificated staff will have the right to:

A. Expect students to comply with school rules.

B. Develop and/or review building rules relating to student conduct and control at least once each year. Building rules will be consistent with District rules relating to student conduct and control.

C. Exclude a student from class who creates a disruption of the educational process in violation of building disciplinary standards while under a teacher’s immediate supervision for all or any portion of the balance of the school day, or up to the following


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two (2) school days, or until the principal or designee and teacher have conferred, whichever occurs first. Except in emergency circumstances, the teacher first must attempt one or more alternative forms of corrective action. In no event without the consent of the teacher may an excluded student return to the class during the balance of that class or activity period or up to the following two school days, or until the principal or his/her designee and the teacher have conferred.

D. Receive any complaint or grievance regarding corrective action of students. They will be given the opportunity to present their version of the incident and to meet with the complaining party in the event that a conference is arranged.

Certificated staff will have the responsibility to:

A. (Principals will) Distribute to students, parents and staff a publication defining the rights, responsibilities, and corrective action relating to student behavior.

B. Observe the rights of students.

C. Enforce the rules of student conduct fairly, consistently, and without discrimination. Any infractions will be reported orally and in writing to the principal as soon as possible regardless of any corrective actions taken by the teacher.

D. Maintain good order in the classroom, in the hallways, and on the playgrounds or other common areas of the school, or while riding on school buses (field trip).

E. Maintain accurate attendance records and report all cases of truancy.

F. (Principals will) Notify parents when students are suspended or expelled.

G. Set an appropriate example of personal conduct and avoid statements which may be demeaning or personally offensive to any student or group of students.

H. Meet with a parent(s) within five (5) school days upon request to hear a complaint regarding the use of classroom materials and/or teaching strategies that are being employed in the classroom.

Certificated staff will have the authority to:

A. Use such reasonable action as is necessary to protect himself/ herself, a student, or others from physical abuse or injury.

B. Remove a student from a class session for sufficient cause.

C. Detain a student after school for up to 60 minutes with due consideration for bus transportation.

D. (Principals will) Impose suspension or expulsion when appropriate.


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II. Student Corrective Action

The methods employed in enforcing the rules of the school involve professional judgment. Such judgment should be:

A. Consistent from day to day and student to student;

B. Balanced against the severity of the misconduct;

C. Appropriate to the student’s nature and prior behavior;

D. Fair to the student, parent, and others; and

E. Effective.

Because these criteria may be in conflict, established procedures must be followed in correcting misbehavior. Appeal procedures have been established in order to provide for an opportunity for every corrective action to be reviewed by someone in authority and to instill confidence among students and parents as to the essential fairness of staff. (See Procedure 3241P.)

In order to develop an environment conducive to learning, the principal will confer with certificated staff at least once per year to develop and/or review rules of conduct to be employed in the school and corrective actions that may be employed in the event of rule infractions.

III. Detention

For minor infractions of school rules or regulations, or for minor misconduct, staff may detain students after school hours for not more than 60 minutes on any given day.

Preceding the assignment of such corrective action, the staff member will inform the student of the nature of the offense charged and of the specific conduct which allegedly constitutes the violation. The student will be afforded an opportunity to explain or justify his/her actions to the staff member.

Detention will not begin until the parent has been notified (except in the case of an adult student) for the purpose of informing him/her of the basis and reason for the detention and to permit him/her to make arrangements for the necessary transportation of the student when he/she has been detained after school hours for corrective action.

Students detained for corrective action will be under the direct supervision of the staff member or another member of the professional staff.

The principal will be responsible for seeing that the time which the student spends for corrective action will be used constructively.


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IV. In-School Suspension

Students who are not in school are denied the opportunity to learn. Therefore, the District has created an in-school suspension program that temporarily removes the student from the regular environment but permits the student to maintain his/her educational progress.

Students who are assigned to in-school suspension are granted this opportunity as a privilege and are expected to comply with the expectations of staff. The superintendent will establish guidelines for the operation of the in-school suspension program.

V. Readmission Applications

Any student who has been suspended or expelled will be allowed to make application for readmission at any time. The superintendent will establish procedures for readmission applications.

Cross References: Board Policy 2161 Education of Students with Disabilities 3122 Excused and Unexcused Absences

3240 Student Conduct 3244 Prohibition of Corporal Punishment 4210 Regulation of Dangerous Weapons on

School Premises Legal References: RCW 9A.16.100 Use of force on children–Policy–Actions

presumed unreasonable 9.41.280 Possessing dangerous weapons on

school facilities–Penalty–Exceptions 28A.225.020 School’s duties upon child’s failure to

attend school 28A.225.030 Petition to juvenile court for violations

by a parent or child–School district responsibilities

28A.400.110 Principal to assure appropriate student discipline–Building discipline standards—Classes to improve classroom management skills

28A.600.010 Enforcement of rules of conduct–Due process guarantees-Computation of days for short-term and long-term suspensions

28A.600.015 Rules incorporating due process guarantees of pupils with regard to expulsions and suspension

28A.600.020 Exclusion of student from classroom–Written disciplinary procedures—Long-term suspension or expulsion

28A.600.022 Suspended or expelled students—Reengagement plan


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28A.600.420 Firearms on school premises, transportation, or facilities–Penalty–Exemptions

20 U.S.C. § 7101 et. seq. State and Drug-Free Schools and Communities Act

Chapter 392-400 WAC Pupils

Management Resources:

Policy News, June 2010 Students and Sexting



Revised: 3/26/07; 8.16.10; 9.16.13 11.17.14 12/15/14



Procedure 3241P

Page 1 of 12

Discipline and Corrective Action for Student Misconduct

I. Definitions

Discipline — “Discipline” means all forms of corrective action, including exclusion from a class for a period of time not exceeding the balance of the immediate class period, other than suspension, expulsion, or emergency removal from a class, subject, or activity. Discipline also means the exclusion of a student from any other type of activity conducted by or on behalf of a school district, including its athletic program and transportation.

Suspension — “Suspension” means denial of attendance, other than for the balance of the immediate class period for corrective action purposes, at any single subject or class or at any full schedule of subjects or classes for a stated period of time.

Short-Term Suspension — “Short-term suspension” means a suspension for any portion of a calendar day up to and not exceeding ten (10) consecutive school days.

Long-Term Suspension — “Long-term suspension” means a suspension that exceeds ten (10) consecutive school days and ends no later than the last day of the school year during which the student’s misconduct occurred.

Expulsion — “Expulsion” means a denial of attendance at any single subject or class or at any full schedule of subjects or classes for a stated period not to exceed one calendar year.

Emergency Removal — “Emergency removal” means the immediate removal of a student from a class, subject, or activity when the student’s presence poses an immediate and continuing danger to the student, other students or school staff, or an immediate and continuing threat of substantial disruption of the class, subject, activity, or educational process of the student’s school.

Emergency Expulsion — “Emergency expulsion” means the immediate denial of school attendance for up to ten (10) consecutive school days due to an immediate and continuing danger to other students or school staff or an immediate and continuing threat of substantial disruption of the educational process. An emergency expulsion will end or be converted to another form of corrective action within ten (10) school days of the student’s emergency expulsion.

Parent/Guardian — “Parent” or “parents” means any natural, adoptive, or custodial parent or guardian. Students of majority age will be entitled to parental rights.

School Day — “School day” means a calendar day except school holidays on which students enrolled in the District are afforded the opportunity to be engaged in educational activity that is planned, supervised, and conducted by or under the supervision of the District’s certificated staff, and on which day all or any portion of the students enrolled in the program actually participate in such educational activity.

School Business Day — “School business day” means any calendar day except Saturdays, Sundays, and state school holidays, upon which the office of the Superintendent of the District is open to the public. School business days will be concluded upon the closure of the Superintendent’s office for the calendar day.


Procedure 3241P

Page 2 of 12

II. Consequences for Student Misconduct

A. In General

Students who violate the rules of the school or the District will be subject to corrective action.

Prescribed penalties may be designated by administrators for certain types of misconduct. However, the nature and circumstances of each case will be reviewed separately on its own merits and disciplinarians and hearing officers are allowed to grant exceptions in cases involving extenuating and/or exceptional circumstances.

The frequency with which students violate various school policies, rules, and regulations is often of equal or greater concern than single violations. The cumulative effects of these acts may determine the form of corrective action imposed, including suspension and/or expulsion.

Law enforcement authorities may be contacted regarding incidents of misconduct that also indicate violations of the law.

B. Exceptional Misconduct

The District has determined, following consultation with an ad hoc citizens committee, that the following misconduct is either (a) of such frequent occurrence, notwithstanding past attempts of District staff to control such misconduct through the use of other forms of corrective action, or (b) so serious in nature or in terms of the disruptive effect upon the operation of the District to warrant immediate resort to short-term or long-term suspension for a first-time offense. Such misconduct may also result in an expulsion or emergency expulsion under the circumstances described in this procedure.

The following guidelines establish a suggested range of corrective actions which may be imposed as a consequence for exceptional misconduct. Disciplinarians and hearing officers may grant exceptions in cases involving extenuating and/or exceptional circumstances.

Exceptional Misconduct Action That May Be Taken

Possessing and/or using alcohol, illegal chemical substances

Minimum

Maximum

Short-term suspension, prosecution referral

Expulsion for one calendar year, prosecution referral

Threatening or verbal abuse, Fighting, or fighting words

Minimum

Maximum

Short-term suspension Long-term suspension (90 days)

Setting fire or damaging school property

Minimum

Maximum



Procedure 3241P

Page 3 of 12

Initiating or participating in the dissemination of inappropriate messages or images, including transmitting, viewing, or possessing images of a sexually explicit nature on an electronic device

Minimum

Maximum

Short-term suspension, notification to law enforcement

Expulsion for one calendar year, notification to law enforcement

Possessing and/or using weapons or explosive devices

Minimum

Maximum


Building principal may petition the superintendent for expulsion to last longer than one year

Possessing/using tobacco products Minimum

Maximum


Disrupting the educational process Minimum

Maximum


Refusing to follow reasonable directions of staff

Minimum

Maximum


III. Procedures for Imposing Corrective Action

A. Provisions Applicable in General

1. Teachers, school administrators (including administrative assistants, deans of students, administrative interns, and principal designees), school bus drivers, and other designated school employees will have the authority to: (1) impose discipline on any student for misconduct in accordance with the procedures specified in this procedure; (2) temporarily remove a student from a class, subject, or activity as provided for herein; and (3) make recommendations to appropriate school authorities for the suspension or expulsion of any student. Except as otherwise provided for, only a building administrator, the Superintendent, or such person’s designee may impose a suspension or expulsion.

2. Students with disabilities are subject to the same rules of student conduct and corrective action procedures as other students. However, when a proposed corrective action may constitute a disciplinary removal that is a change in placement, special procedures will be employed as required by law. (See Policy 2161 and Procedure 2161P.)

3. Corporal punishment, which generally is defined as any act that willfully inflicts or willfully causes the infliction of physical pain, is prohibited by state law and Board policy. Exceptions are defined in WAC 392-400-235.

4. Notwithstanding other provisions of this procedure, certificated staff are empowered to exclude any student who creates a disruption of the educational process in violation of


Procedure 3241P

Page 4 of 12

building disciplinary standards while under a teacher’s immediate supervision from his or her classroom for all or any part of the balance of the school day, or up to the following two (2) school days, or until the principal or designee and teacher have conferred, whichever occurs first.

Prior to excluding a student, except in emergency circumstances, the teacher must attempt one (1) or more alternative corrective actions. In no case without the consent of the teacher will an excluded student return to the classroom for all or any part of the immediate class or activity period or up to the following two (2) school days, or until the principal or his/her designee and the teacher have conferred.

B. Provisions Applicable to Discipline

Discipline, as defined above, may be imposed upon a student for violation of District rules. No form of discipline will be enforced in such a manner as to prevent a student from accomplishing specific academic grade, subject, or graduation requirements.

C. Provisions Applicable to Short-Term and Long-Term Suspensions

1. Students may be suspended for violation of District rules. The nature and circumstances of the violation must be considered and must reasonably warrant a suspension and the length of the suspension imposed.

2. Except for those rule violations that have been designated exceptional misconduct, no student will be suspended unless another form of corrective action reasonably calculated to modify his or her conduct has previously been imposed upon the student as a consequence of misconduct of the same nature.

3. No student in grades kindergarten through four (4) will be subject to short-term suspension for more than a total of ten (10) school days during any single semester or trimester. No such student will be subject to long-term suspensions. No loss of academic grade or credit will be imposed by reason of suspensions of such students.

No student in grades five (5) and above will be subject to short-term suspensions for more than a total of fifteen (15) school days during any single semester or ten (10) school days during any single trimester, and no single long-term suspension will be imposed in a manner that causes the student to lose academic grades or credit for more than one semester or trimester during the same school year.

4. Suspensions will include a denial of admission to or entry upon real and personal property that is owned, leased, rented, or controlled by the District.

5. All suspensions and the reasons therefore must be reported in writing to the Superintendent or designee within 24 hours after the imposition of the suspension.

6. Any student who has been suspended will be allowed to make application for readmission at any time. (See Section V, below.)


Procedure 3241P

Page 5 of 12

D. Provisions Applicable to Short-Term Suspensions Only

1. Prior to the short-term suspension of any student, a conference must be conducted with the student. At this conference, the student must be provided with: (1) an explanation of the alleged misconduct and rule violations; (2) an explanation of the evidence in support of the allegations; (3) an explanation of the corrective action that may be imposed; and (4) an opportunity to present an explanation regarding the alleged misconduct.

2. In the event a short-term suspension is to exceed one (1) calendar day, the parent(s)/guardian(s) of the student must be notified of the reason for the student’s suspension and the duration of the suspension orally and/or by letter deposited in the mail as soon as reasonably possible. This notice will also inform the parent(s)/guardian(s) of the right to an informal conference and that the suspension may possibly be reduced as a result of such a conference.

3. Any student subject to short-term suspension will be provided the opportunity upon return to school to make up assignments or tests missed by reason of the suspension if such assignments or tests have a substantial effect on the student’s quarter or semester grade or failure to complete such assignments or tests would preclude the student from receiving credit for the course(s).

E. Provisions Applicable to In-School (Short-Term) Suspensions

1. A student who is afforded the opportunity to be assigned to the in-school suspension program as an alternative to out-of-school suspension will agree to the conditions specified by the school principal. Unless the student is of majority age, concurrence from the parent or guardian is required.

2. The in-school suspension program is designed to encourage learning. Students will be expected to work on their classroom assignments at all times during in-school suspension.

3. Any act of inappropriate conduct during the in-school suspension may result in denial of this alternative to other corrective actions.

4. A student will remain isolated from other students throughout the school day and will be denied the opportunity to participate in any school activities while in the in-school suspension program.

5. An assignment to the in-school suspension program will not exceed five (5) consecutive school days. As such, the appeal process for a short-term suspension will be in effect.

6. The student will develop a behavior contract while in the in-school suspension program. The student, his/her parent or guardian, and a staff member will sign the contract, which must define the expected future behavior of the student.

7. After a student is placed back into the regular classroom(s), the principal will monitor the student’s progress daily for a period of time established by the principal. The student will be encouraged to maintain a relationship with the school counselor as a means of dealing with


Procedure 3241P

Page 6 of 12

any problems that arise.

8. Building principals will develop specific rules and building procedures for use of in-school suspensions. Building rules must be consistent with District policy and procedure.

F. Provisions Applicable to Long-Term Suspensions and Expulsions

1. Prior to the long-term suspension or expulsion of a student, a written notice of an opportunity for a hearing will be delivered in person or by certified mail to the student and parent(s)/guardian(s). This notice will be in the primary language of the student and parent(s)/guardian(s) and it will:

a. Specify the student’s alleged misconduct and the District rule alleged to have been violated;

b. Set forth the corrective action proposed by the District and the right of the student or parent(s)/guardian(s) to a hearing for the purpose of contesting the allegations;

c. Inform the student and parent(s)/guardian(s) that a written or oral request for such a hearing must be received by a designated District employee on or before the expiration of the third (3rd) school business day after their receipt of the notice; and

d. Indicate that if such a timely request is not received, that the right to a hearing may be deemed waived and the proposed corrective action may be imposed without further opportunity for the student or parent(s)/guardian(s) to contest the matter.

A schedule of “school business days” potentially applicable to the exercise of such a hearing right should be included with the notice.

2. The student or parent(s)/guardian(s) must request such a hearing within three (3) school business days after the date of their receipt of the notice imposing the corrective action.

If a timely request for a hearing is not received, the District may consider the student and parent(s)/guardian(s) to have waived the right to a hearing and the proposed corrective action may be imposed as of the fourth school business day following receipt of the notice imposing the corrective action.

3. Once a student is expelled or suspended for more than ten (10) school days in compliance with District policy, the principal/designee will make reasonable efforts to assist the student and parent(s)/guardian(s) in returning the student to an educational setting prior to and no later than the end date of the corrective action.

4. The principal/designee will convene a meeting with the student and the student’s parent(s)/guardian(s) within twenty (20) days of the student’s long-term suspension or non-emergency expulsion, regardless of whether the student appeals the action or requests readmission, and in any event no later than five (5) days before the student’s return to school, to discuss a plan to reengage the student in a school program. Such reengagement plans do not replace petitions for readmission. (See Section V, below.)


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A reengagement plan will be created that is tailored to the student’s individual circumstances, including consideration of the incident that led to the student’s long-term suspension or expulsion. The plan should also aid the student in taking the necessary steps to remedy the situation that led to the suspension or expulsion. In developing a reengagement plan, shortening the length of time that the student is suspended or expelled, other forms of corrective action, and supportive interventions that aid in the student’s academic success and keep the student engaged and on track to graduate should be considered.

5. Long-term suspensions and expulsions will not be for longer than one calendar year. Where warranted based on public health or safety, the principal initiating an expulsion may petition the superintendent of the District for authorization to exceed the one calendar year limitation. (See Section III(G)(6), below.)

G. Provisions Applicable to Expulsions

1. Students may be expelled for violations of District rules. The nature and the circumstances of the violation must reasonably warrant the harshness of expulsion.

2. No student will be expelled unless other forms of corrective action reasonably calculated to modify his or her conduct have failed or unless there is good reason to believe that other forms of corrective action would fail if employed.

3. Expulsions will include a denial of admission to or entry upon real and personal property that is owned, leased, rented, or controlled by the District.

4. All expulsions and the reasons therefore must be reported in writing to the Superintendent within 24 hours after the imposition of the expulsion.

5. Any student who has been expelled will be allowed to make application for re-admission at any time. (See Section V, below.)

6. The building principal or designee may petition the Superintendent to extend an expulsion beyond one calendar year, where such an extension is warranted because of risk to the public health and safety.

a. The petition may be submitted at any time between the final imposition of a one-year expulsion and the last day of the expulsion.

b. The petition must include those elements listed in WAC 392-400-410.

c. A copy of the petition must be delivered in person or by certified mail to the student and his/her parent(s)/guardian(s).

d. The student and/or his/her parent(s)/guardian(s) may submit a written or verbal response to the petition within ten (10) school business days of the recorded receipt of the petition.

e. The Superintendent may exercise his/her discretion to grant the petition so long as there is evidence that, if the student were to return to school at or after one calendar year, he or she would pose a risk to public health or safety. The Superintendent will issue a written decision indicating whether the petition is granted or denied within eleven (11) school


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business days, but not later than twenty (20) school business days, of the date of the petition’s recorded delivery to the student or his/her parent(s)/ guardian(s). The decision must include a description of all rights and procedures for appeal under WAC 392-400-310 and -315.

f. If the petition is granted, the student or his/her parent(s)/guardian(s) may appeal the decision to the District’s Board of Directors within ten (10) school business days.

H. Provisions Applicable to Emergency Removal

A student may be removed immediately from a class, subject or activity by a certificated teacher or an administrator and sent to the designated school authority if there is good and sufficient reason to believe that the student’s presence poses an immediate and continuing danger to the student, other students, or school staff or an immediate and continuing threat of substantial disruption of the class, subject, activity or educational process of the student’s school.

Such a removal will continue only until the danger or threat ceases or until the principal/designee acts to impose appropriate discipline.

1. The principal/designee will meet with the student as soon as reasonably possible following the student’s removal and take appropriate corrective action. In no case will the student’s opportunity for such a meeting be delayed beyond the commencement of the next school day.

2. Prior to or at the time any such student is returned to the class or activity from which the student was removed, the principal/designee will notify the teacher or administrator who removed the student of the action taken.

I. Provisions Applicable to Emergency Expulsions

1. A student may be expelled immediately by the principal/designee in emergency situations if the principal/designee has good and sufficient reason to believe that the student’s presence poses an immediate and continuing danger to other students or school staff, or an immediate and continuing threat of substantial disruption to the educational process. An emergency expulsion will end or be converted to another form of corrective action by the Superintendent/designee within ten (10) school days from the date of the student’s emergency expulsion.

2. The student and parent(s)/guardian(s) will be notified of the emergency expulsion of a student and of their opportunity for a hearing by hand delivering a written notice to the student’s parent(s)/guardian(s) within 24 hours of the expulsion and by documenting the same with either a signed acknowledgement of receipt or a written certification by the person making the delivery, or by a certified letter deposited in the mail within 24 hours of the expulsion.

3. If the notice is by certified letter, reasonable attempts will be made to notify the student and parent(s)/guardian(s) by telephone or in person as soon as is reasonably possible.

4. Such written and oral notice must be provided in the predominant language of the student or his/her parent(s)/guardian(s) and specify:


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a. The reasons that the student’s presence poses an immediate and continuing danger to students or school staff or an immediate and continuing threat of substantial disruption of the educational process;

b. The date on which the emergency expulsion began and will end;

c. The right of the student or his/her parent(s)/guardian(s) to a hearing for the purpose of contesting the allegation(s) as soon as reasonably possible;

d. That a written or oral hearing request must be received by the designated District employee on or before the third (3rd) school business day after receipt of the notice;

e. If a request is not received within three (3) school business days, the emergency expulsion may continue for up to a total of ten (10) school days; and

f. The emergency expulsion may be converted to an expulsion, long-term or short-term suspension, or other corrective action within ten (10) school days of imposition of the emergency expulsion, and that notice of the converted action and an opportunity to request a hearing or grieve the converted action will be provided.

IV. Procedures for Contesting Corrective Actions

A. Grievance Procedure for Discipline and Short-Term Suspensions

Any student or parent/guardian who disagrees with the imposition of discipline or a short-term suspension has the right to an informal meeting with the building principal/designee for the purpose of resolving the grievance. The employee whose action is being grieved will be notified of the initiation of such a grievance as soon as reasonably possible. During this meeting, the student and parent/guardian will be subject to questioning by the principal/designee and will be entitled to question school staff involved in the matter being grieved.

After this school-level grievance meeting, if the issue is not resolved, the student or parent/guardian, upon giving two (2) school business days’ prior notice to the Superintendent’s office, will have the right to present a written and/or oral grievance to the Superintendent or designee.

If the issue is not resolved at this level, the student or parent/guardian, upon giving two (2) school business days’ prior notice to the Superintendent’s office, will have the right to present a written and/or oral grievance to the Board of Directors during the Board’s next regular meeting. The Board will notify the student and parent/guardian of its response to the grievance within ten (10) school business days after the date of the meeting.

The discipline or short-term suspension will continue during the grievance procedure unless the principal or designee elects to postpone the action.

B. Hearing Process for Long-Term Suspensions, Expulsions, and Emergency Expulsions

Any student or parent/guardian who disagrees with the imposition of a long-term suspension or expulsion may request a hearing to contest the action. The office of the Superintendent must receive requests for a hearing within three (3) school business days of receipt of the notice


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imposing the corrective action. If a timely request for a hearing is received, the District will schedule a hearing to commence within three (3) school business days (two (2) school business days for emergency expulsions) after the date upon which the hearing request was received by the District.

The student will have the right to be represented by legal counsel, to question and confront witnesses, to present an explanation of the alleged misconduct, and to make such relevant showings by way of witnesses and the introduction of evidence as desired.

Both the student and the District representative will have the right to inspect in advance of the hearing any documentary and other physical evidence the other party intends to introduce at the hearing. The building principal will make available in his/her office any exhibits, affidavits, or signed statements that are the basis for the corrective action for examination by the student, parent, or counsel.

The hearing officer assigned by the District to hear the case may be any certificated staff member who was not involved in the incident giving rise to the hearing. The hearing officer will not be a witness in the case, and the truth of the allegations will be determined solely on the basis of the evidence presented at the hearing. The hearing officer will:

1. Schedule the hearing for a specified date, time, and place, and may postpone the date upon the mutual agreement of the parties;

2. Give written notice of the date, time, and place of the hearing to the principal, and the parent and student;

3. Answer any questions that the parent and student or counsel may have about the nature and conduct of the hearing;

4. Conduct the hearing with full authority to control the conduct of all persons present, subject to the general directions of this procedural code, and to limit questioning that is unproductive or irrelevant;

5. Cause to be made either a tape-recorded or verbatim record of the hearing;

6. Make a written decision setting forth the findings of fact, conclusions, and the nature and duration of the corrective action imposed, if any; and

7. Transmit the written findings and disposition to the superintendent, the principal, and the parent and student. For long-term suspensions and expulsions, this written decision will be provided to the student’s legal counsel or, if none, to the student and parent(s)/guardian(s). For emergency expulsions, the decision must: (1) be issued within one (1) school business day after the date that the hearing concludes; (2) be provided to the student and his/her parent(s)/guardian(s), and legal counsel, if any, by depositing a certified letter in the mail; (3) set forth whether the immediate and continuing danger to students or school staff or immediate and continuing threat of substantial disruption of the educational process has ended; and (4) state whether the emergency expulsion will be converted to another form of corrective action.

Unless an appeal is taken, any long-term suspension or non-emergency expulsion decided upon


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by the hearing officer may be imposed as of the fourth (4th) school business day following receipt of the hearing officer’s decision.

C. Appeal of a Hearing Officer’s Decision Imposing Long-Term Suspension, Expulsion, or Emergency Expulsion

Any student or parent(s)/guardian(s) may appeal a hearing officer’s decision imposing a long-term suspension, expulsion, or emergency expulsion to the District’s Board of Directors. Notice indicating that the student desires to appeal the hearing officer’s decision must be in writing and must be made to the office of the Superintendent or the office of the hearing officer within three (3) school business days after the date of receipt of the hearing officer’s decision.

If a timely appeal is taken to the Board of Directors, the suspension or non-emergency expulsion may be imposed for up to ten (10) consecutive school days during the appeal period, or until the appeal is decided, whichever is the shortest period. Any days that the student is suspended or expelled before the appeal is decided will apply to the term of the suspension or expulsion imposed, if any, and will not limit or extend the term of the suspension or expulsion. Any student suspended who returns to school before the appeal is decided will be given opportunity to make up assignments and tests missed by reason of the suspension if the assignments or tests have a substantial effect upon the student’s semester grade(s), or failure to complete such assignments or tests would preclude the student from receiving credit for the course(s).

If a timely notice of appeal to the Board of Directors is received, the Board will schedule and hold an informal conference to review the matter within ten (10) school business days after the date of receipt of such appeal notice. The purpose of this meeting will be to meet and confer with the parties in order to decide the most appropriate means of disposing of the appeal.

At that meeting, the student, parent(s)/guardian(s), or legal counsel will be given the right to be heard and will be granted the opportunity to present such witnesses and testimony as the Board deems reasonable. The Board will agree to one of the following procedures prior to adjournment or recess:

1. Study the hearing record or other materials submitted and render its decision within ten (10) school business days after the date of the informal conference; or

2. Schedule and hold a hearing to hear further arguments based on the record before the Board and render its decision within fifteen (15) school business days after the date of the informal conference; or

3. Schedule and hold a meeting within ten (10) school business days after the date of the informal conference for the purpose of hearing the case de novo.

In the event the Board elects to hear the appeal de novo, the student will have the same rights as those applicable to the hearing before the hearing officer.

Appeals to the Board will be conducted in accordance with WAC 392-400-310, -315, and -320. Any decision by the Board to impose or to affirm, reverse, or modify the imposition of discipline, suspension or expulsion upon a student will be made only by those Board members who have heard or read the evidence, those Board members who have not acted as witnesses in the matter,


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and a majority vote at a meeting at which a quorum of the Board is present.

V. Readmission after Expulsion or during Long-Term Suspension

Any student who has been suspended or expelled will be allowed to make application for readmission at any time. If a student desires to be readmitted to the school from which he/she has been suspended/ expelled, the student will submit a written application to the principal, who will recommend admission or non-admission. If a student wishes admission to another school, he/she will submit the written application to the superintendent.

The application will include:




The principal or superintendent will advise the parent and student of the decision in writing within seven (7) school days of the receipt of such application. The readmission process is separate and distinct from any reengagement meetings conducted by the District as required by state law, Chapter 28A.600 RCW.

VI. Cumulative Records

Discipline files will be kept for each student throughout his or her school career. These files may be used as a reference in determining patterns of behavior for which corrective action is necessary. Progressive corrective action for inappropriate behavior patterns or similar cumulative violations may be assigned based upon these records.

Corrective Actions

A. Exceptional Misconduct

The following guidelines are in effect for students to establish a range of corrective actions which may be imposed as a consequence of exceptional misconduct. An ad hoc committee and/or P.T.A. officers have met to define the areas of misconduct and the range of action to be taken. The appeal process for short and long-term suspensions shall remain in effect for short and long range suspensions imposed as a result of this procedure. The following are guidelines, and disciplinarians and hearing officers are allowed to grant exceptions in cases involving extenuating and /or exceptional circumstances.

Exceptional Misconduct

Range of Corrective Action

Action That May Be Taken


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Minimum

Maximum


Expulsion (90 days), prosecution referral

Threatening or verbal abuse, fighting or fighting words

Minimum

Maximum


Setting fire or damaging school property devises

Minimum

Maximum


Initiating or participating in the dissemination of inappropriate messages or images including transmitting, viewing or possessing images of a sexually explicit nature on an electronic device.

Minimum

Maximum


Expulsion, notification to law enforcement


Minimum

Maximum


Indefinite expulsion, notification to law enforcement Superintendent may petition OSPI for expulsion to last longer than one year.

Possessing/Using Tobacco products Minimum

Maximum



Maximum



Minimum

Maximum


B. In-School Suspension

Guidelines for the in-school suspension program are as follows:

1. A student who is afforded the opportunity to be assigned to the in-school suspension program as an option to suspension shall agree to the conditions specified by the school principal. Unless the student is of majority age, concurrence from the parent or guardian is necessary.

2. The in-school suspension program is designed to encourage learning. Students will be expected to work on their classroom assignments at all times.

3. Any act of inappropriate conduct may result in denial of this alternative to other corrective actions.


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4. A student shall remain isolated from other students throughout the school day and will be denied the opportunity of participating in any school activities while in the in-school suspension program.

5. An assignment to the in-school suspension program shall not exceed five days. As such, the appeal process for a short-term suspension shall be in effect.

6. The student shall develop a behavior contract while in the in-school suspension program. The student, his/her parent or guardian and a staff member shall sign the contract which defines the expected future behavior of the student.

7. After a student is placed back into the regular classroom(s), the principal will monitor the student's progress on a daily basis. The student will be encouraged to maintain a relationship with the school counselor as a means of dealing with any problems that arise.

8. Specific rules and building procedures shall be developed by the building principal.

C. Long-Term Suspension or Expulsion

In the event a hearing is requested, the superintendent shall appoint the hearing officer, who may be any certificated staff member who is not involved in the incident giving rise to the hearing. The hearing officer shall:

1. Schedule the hearing for a specified date, time, and place and may postpone the date and time and change the place for good cause or upon the mutual agreement of the parties;



4. Conduct the hearing with full authority to control the conduct of all persons present, subject to the general directions of this procedural code, and to limit questioning that is unproductive or irrelevant. (The hearing officer may not provide testimony.);

5. Write findings of fact and disposition of the case; and

6. Transmit the written findings and disposition to the superintendent, the principal, and the parent and student within 5 school days after the hearing.

The parent and student may request an open or closed hearing. A closed hearing may be attended only by the hearing officer, principal, student, parent, and counsel. Witnesses should be present only when they are giving information. At times when the student's psychological or emotional problems are being discussed, he/she may be excluded at the discretion of the hearing officer with the concurrence of the parent and/or counsel. In an open hearing only those persons designated as witnesses shall have the right to speak.

At least 2 days before the hearing the principal shall make available in his/her office any exhibits, affidavits or the signed statements which are the basis for the alleged misconduct and the penalty corrective action suggested by the principal. These may be examined and copied by the parent and student or counsel. If the principal later receives any further information that shall be employed at the hearing, he/she shall notify the parties involved and make copies available before the hearing. The principal may request a similar opportunity to review exhibits or statements to be used by the parent and student or counsel.


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Upon the request of the hearing officer, the parent and student or counsel, the principal shall submit to the hearing officer the student's cumulative record folder. If the principal or the hearing officer deems it necessary, the information contained in such records shall be explained and interpreted to the officer by a person trained in their use and interpretation. When the hearing officer determines that the alleged act of misconduct has been committed, the hearing officer shall reach a disposition of the case. The disposition need not be the action recommended by the principal but shall not exceed the penalty corrective action he/she recommends. The disposition should explain the reason for the particular decision. The decision shall be provided to the parent and student or counsel.

If the student is under an emergency expulsion, the hearing officer shall render his/her decision within 1 school business day of the conclusion of the hearing.

When students are charged with violating the same rule and have acted in concert and the facts are essentially the same for all students, a single hearing may be conducted for them if the hearing officer believes that the following conditions exist:

1. A single hearing shall not likely result in confusion, and

2. No student shall have his/her interest substantially prejudiced by a group hearing.

If the hearing officer finds that during the hearing a student's interests shall be substantially prejudiced by the group hearing, he/she may order a separate hearing for that student. The parent and student have the right to petition for an individual hearing.

Revised Date: 12.12; 9.15___.14 11.17.14


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Discipline and Corrective Action for Student Misconduct

I. Definitions

Discipline — “Discipline” means all forms of corrective action, including exclusion from a class for a period of time not exceeding the balance of the immediate class period, other than suspension, expulsion, or emergency removal from a class, subject, or activity. Discipline also means the exclusion of a student from any other type of activity conducted by or on behalf of a school district, including its athletic program and transportation.

Suspension — “Suspension” means denial of attendance, other than for the balance of the immediate class period for corrective action purposes, at any single subject or class or at any full schedule of subjects or classes for a stated period of time.

Short-Term Suspension — “Short-term suspension” means a suspension for any portion of a calendar day up to and not exceeding ten (10) consecutive school days.

Long-Term Suspension — “Long-term suspension” means a suspension that exceeds ten (10) consecutive school days and ends no later than the last day of the school year during which the student’s misconduct occurred.

Expulsion — “Expulsion” means a denial of attendance at any single subject or class or at any full schedule of subjects or classes for a stated period not to exceed one calendar year.

Emergency Removal — “Emergency removal” means the immediate removal of a student from a class, subject, or activity when the student’s presence poses an immediate and continuing danger to the student, other students or school staff, or an immediate and continuing threat of substantial disruption of the class, subject, activity, or educational process of the student’s school.

Emergency Expulsion — “Emergency expulsion” means the immediate denial of school attendance for up to ten (10) consecutive school days due to an immediate and continuing danger to other students or school staff or an immediate and continuing threat of substantial disruption of the educational process. An emergency expulsion will end or be converted to another form of corrective action within ten (10) school days of the student’s emergency expulsion.

Parent/Guardian — “Parent” or “parents” means any natural, adoptive, or custodial parent or guardian. Students of majority age will be entitled to parental rights.

School Day — “School day” means a calendar day except school holidays on which students enrolled in the District are afforded the opportunity to be engaged in educational activity that is planned, supervised, and conducted by or under the supervision of the District’s certificated staff, and on which day all or any portion of the students enrolled in the program actually participate in such educational activity.

School Business Day — “School business day” means any calendar day except Saturdays, Sundays, and state school holidays, upon which the office of the Superintendent of the District is open to the public. School business days will be concluded upon the closure of the Superintendent’s office for the calendar day.


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II. Consequences for Student Misconduct

A. In General

Students who violate the rules of the school or the District will be subject to corrective action.

Prescribed penalties may be designated by administrators for certain types of misconduct. However, the nature and circumstances of each case will be reviewed separately on its own merits and disciplinarians and hearing officers are allowed to grant exceptions in cases involving extenuating and/or exceptional circumstances.

The frequency with which students violate various school policies, rules, and regulations is often of equal or greater concern than single violations. The cumulative effects of these acts may determine the form of corrective action imposed, including suspension and/or expulsion.

Law enforcement authorities may be contacted regarding incidents of misconduct that also indicate violations of the law.

B. Exceptional Misconduct

The District has determined, following consultation with an ad hoc citizens committee, that the following misconduct is either (a) of such frequent occurrence, notwithstanding past attempts of District staff to control such misconduct through the use of other forms of corrective action, or (b) so serious in nature or in terms of the disruptive effect upon the operation of the District to warrant immediate resort to short-term or long-term suspension for a first-time offense. Such misconduct may also result in an expulsion or emergency expulsion under the circumstances described in this procedure.

The following guidelines establish a suggested range of corrective actions which may be imposed as a consequence for exceptional misconduct. Disciplinarians and hearing officers may grant exceptions in cases involving extenuating and/or exceptional circumstances.

Exceptional Misconduct Action That May Be Taken


Minimum

Maximum


Expulsion for one calendar year, prosecution referral

Threatening or verbal abuse, Fighting, or fighting words

Minimum

Maximum


Setting fire or damaging school property

Minimum

Maximum



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Initiating or participating in the dissemination of inappropriate messages or images, including transmitting, viewing, or possessing images of a sexually explicit nature on an electronic device

Minimum

Maximum




Minimum

Maximum


Building principal may petition the superintendent for expulsion to last longer than one year

Possessing/using tobacco products Minimum

Maximum



Maximum



Minimum

Maximum


III. Procedures for Imposing Corrective Action

A. Provisions Applicable in General

1. Teachers, school administrators (including administrative assistants, deans of students, administrative interns, and principal designees), school bus drivers, and other designated school employees will have the authority to: (1) impose discipline on any student for misconduct in accordance with the procedures specified in this procedure; (2) temporarily remove a student from a class, subject, or activity as provided for herein; and (3) make recommendations to appropriate school authorities for the suspension or expulsion of any student. Except as otherwise provided for, only a building administrator, the Superintendent, or such person’s designee may impose a suspension or expulsion.

2. Students with disabilities are subject to the same rules of student conduct and corrective action procedures as other students. However, when a proposed corrective action may constitute a disciplinary removal that is a change in placement, special procedures will be employed as required by law. (See Policy 2161 and Procedure 2161P.)

3. Corporal punishment, which generally is defined as any act that willfully inflicts or willfully causes the infliction of physical pain, is prohibited by state law and Board policy. Exceptions are defined in WAC 392-400-235.

4. Notwithstanding other provisions of this procedure, certificated staff are empowered to exclude any student who creates a disruption of the educational process in violation of


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building disciplinary standards while under a teacher’s immediate supervision from his or her classroom for all or any part of the balance of the school day, or up to the following two (2) school days, or until the principal or designee and teacher have conferred, whichever occurs first.

Prior to excluding a student, except in emergency circumstances, the teacher must attempt one (1) or more alternative corrective actions. In no case without the consent of the teacher will an excluded student return to the classroom for all or any part of the immediate class or activity period or up to the following two (2) school days, or until the principal or his/her designee and the teacher have conferred.

B. Provisions Applicable to Discipline

Discipline, as defined above, may be imposed upon a student for violation of District rules. No form of discipline will be enforced in such a manner as to prevent a student from accomplishing specific academic grade, subject, or graduation requirements.

C. Provisions Applicable to Short-Term and Long-Term Suspensions

1. Students may be suspended for violation of District rules. The nature and circumstances of the violation must be considered and must reasonably warrant a suspension and the length of the suspension imposed.

2. Except for those rule violations that have been designated exceptional misconduct, no student will be suspended unless another form of corrective action reasonably calculated to modify his or her conduct has previously been imposed upon the student as a consequence of misconduct of the same nature.

3. No student in grades kindergarten through four (4) will be subject to short-term suspension for more than a total of ten (10) school days during any single semester or trimester. No such student will be subject to long-term suspensions. No loss of academic grade or credit will be imposed by reason of suspensions of such students.

No student in grades five (5) and above will be subject to short-term suspensions for more than a total of fifteen (15) school days during any single semester or ten (10) school days during any single trimester, and no single long-term suspension will be imposed in a manner that causes the student to lose academic grades or credit for more than one semester or trimester during the same school year.

4. Suspensions will include a denial of admission to or entry upon real and personal property that is owned, leased, rented, or controlled by the District.

5. All suspensions and the reasons therefore must be reported in writing to the Superintendent or designee within 24 hours after the imposition of the suspension.

6. Any student who has been suspended will be allowed to make application for readmission at any time. (See Section V, below.)


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D. Provisions Applicable to Short-Term Suspensions Only

1. Prior to the short-term suspension of any student, a conference must be conducted with the student. At this conference, the student must be provided with: (1) an explanation of the alleged misconduct and rule violations; (2) an explanation of the evidence in support of the allegations; (3) an explanation of the corrective action that may be imposed; and (4) an opportunity to present an explanation regarding the alleged misconduct.

2. In the event a short-term suspension is to exceed one (1) calendar day, the parent(s)/guardian(s) of the student must be notified of the reason for the student’s suspension and the duration of the suspension orally and/or by letter deposited in the mail as soon as reasonably possible. This notice will also inform the parent(s)/guardian(s) of the right to an informal conference and that the suspension may possibly be reduced as a result of such a conference.

3. Any student subject to short-term suspension will be provided the opportunity upon return to school to make up assignments or tests missed by reason of the suspension if such assignments or tests have a substantial effect on the student’s quarter or semester grade or failure to complete such assignments or tests would preclude the student from receiving credit for the course(s).

E. Provisions Applicable to In-School (Short-Term) Suspensions

1. A student who is afforded the opportunity to be assigned to the in-school suspension program as an alternative to out-of-school suspension will agree to the conditions specified by the school principal. Unless the student is of majority age, concurrence from the parent or guardian is required.

2. The in-school suspension program is designed to encourage learning. Students will be expected to work on their classroom assignments at all times during in-school suspension.

3. Any act of inappropriate conduct during the in-school suspension may result in denial of this alternative to other corrective actions.

4. A student will remain isolated from other students throughout the school day and will be denied the opportunity to participate in any school activities while in the in-school suspension program.

5. An assignment to the in-school suspension program will not exceed five (5) consecutive school days. As such, the appeal process for a short-term suspension will be in effect.

6. The student will develop a behavior contract while in the in-school suspension program. The student, his/her parent or guardian, and a staff member will sign the contract, which must define the expected future behavior of the student.

7. After a student is placed back into the regular classroom(s), the principal will monitor the student’s progress daily for a period of time established by the principal. The student will be encouraged to maintain a relationship with the school counselor as a means of dealing with


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any problems that arise.

8. Building principals will develop specific rules and building procedures for use of in-school suspensions. Building rules must be consistent with District policy and procedure.

F. Provisions Applicable to Long-Term Suspensions and Expulsions

1. Prior to the long-term suspension or expulsion of a student, a written notice of an opportunity for a hearing will be delivered in person or by certified mail to the student and parent(s)/guardian(s). This notice will be in the primary language of the student and parent(s)/guardian(s) and it will:

a. Specify the student’s alleged misconduct and the District rule alleged to have been violated;

b. Set forth the corrective action proposed by the District and the right of the student or parent(s)/guardian(s) to a hearing for the purpose of contesting the allegations;

c. Inform the student and parent(s)/guardian(s) that a written or oral request for such a hearing must be received by a designated District employee on or before the expiration of the third (3rd) school business day after their receipt of the notice; and

d. Indicate that if such a timely request is not received, that the right to a hearing may be deemed waived and the proposed corrective action may be imposed without further opportunity for the student or parent(s)/guardian(s) to contest the matter.

A schedule of “school business days” potentially applicable to the exercise of such a hearing right should be included with the notice.

2. The student or parent(s)/guardian(s) must request such a hearing within three (3) school business days after the date of their receipt of the notice imposing the corrective action.

If a timely request for a hearing is not received, the District may consider the student and parent(s)/guardian(s) to have waived the right to a hearing and the proposed corrective action may be imposed as of the fourth school business day following receipt of the notice imposing the corrective action.

3. Once a student is expelled or suspended for more than ten (10) school days in compliance with District policy, the principal/designee will make reasonable efforts to assist the student and parent(s)/guardian(s) in returning the student to an educational setting prior to and no later than the end date of the corrective action.

4. The principal/designee will convene a meeting with the student and the student’s parent(s)/guardian(s) within twenty (20) days of the student’s long-term suspension or non-emergency expulsion, regardless of whether the student appeals the action or requests readmission, and in any event no later than five (5) days before the student’s return to school, to discuss a plan to reengage the student in a school program. Such reengagement plans do not replace petitions for readmission. (See Section V, below.)


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A reengagement plan will be created that is tailored to the student’s individual circumstances, including consideration of the incident that led to the student’s long-term suspension or expulsion. The plan should also aid the student in taking the necessary steps to remedy the situation that led to the suspension or expulsion. In developing a reengagement plan, shortening the length of time that the student is suspended or expelled, other forms of corrective action, and supportive interventions that aid in the student’s academic success and keep the student engaged and on track to graduate should be considered.

5. Long-term suspensions and expulsions will not be for longer than one calendar year. Where warranted based on public health or safety, the principal initiating an expulsion may petition the superintendent of the District for authorization to exceed the one calendar year limitation. (See Section III(G)(6), below.)

G. Provisions Applicable to Expulsions

1. Students may be expelled for violations of District rules. The nature and the circumstances of the violation must reasonably warrant the harshness of expulsion.

2. No student will be expelled unless other forms of corrective action reasonably calculated to modify his or her conduct have failed or unless there is good reason to believe that other forms of corrective action would fail if employed.

3. Expulsions will include a denial of admission to or entry upon real and personal property that is owned, leased, rented, or controlled by the District.

4. All expulsions and the reasons therefore must be reported in writing to the Superintendent within 24 hours after the imposition of the expulsion.

5. Any student who has been expelled will be allowed to make application for re-admission at any time. (See Section V, below.)

6. The building principal or designee may petition the Superintendent to extend an expulsion beyond one calendar year, where such an extension is warranted because of risk to the public health and safety.

a. The petition may be submitted at any time between the final imposition of a one-year expulsion and the last day of the expulsion.

b. The petition must include those elements listed in WAC 392-400-410.

c. A copy of the petition must be delivered in person or by certified mail to the student and his/her parent(s)/guardian(s).

d. The student and/or his/her parent(s)/guardian(s) may submit a written or verbal response to the petition within ten (10) school business days of the recorded receipt of the petition.

e. The Superintendent may exercise his/her discretion to grant the petition so long as there is evidence that, if the student were to return to school at or after one calendar year, he or she would pose a risk to public health or safety. The Superintendent will issue a written decision indicating whether the petition is granted or denied within eleven (11) school


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business days, but not later than twenty (20) school business days, of the date of the petition’s recorded delivery to the student or his/her parent(s)/ guardian(s). The decision must include a description of all rights and procedures for appeal under WAC 392-400-310 and -315.

f. If the petition is granted, the student or his/her parent(s)/guardian(s) may appeal the decision to the District’s Board of Directors within ten (10) school business days.

H. Provisions Applicable to Emergency Removal

A student may be removed immediately from a class, subject or activity by a certificated teacher or an administrator and sent to the designated school authority if there is good and sufficient reason to believe that the student’s presence poses an immediate and continuing danger to the student, other students, or school staff or an immediate and continuing threat of substantial disruption of the class, subject, activity or educational process of the student’s school.

Such a removal will continue only until the danger or threat ceases or until the principal/designee acts to impose appropriate discipline.

1. The principal/designee will meet with the student as soon as reasonably possible following the student’s removal and take appropriate corrective action. In no case will the student’s opportunity for such a meeting be delayed beyond the commencement of the next school day.

2. Prior to or at the time any such student is returned to the class or activity from which the student was removed, the principal/designee will notify the teacher or administrator who removed the student of the action taken.

I. Provisions Applicable to Emergency Expulsions

1. A student may be expelled immediately by the principal/designee in emergency situations if the principal/designee has good and sufficient reason to believe that the student’s presence poses an immediate and continuing danger to other students or school staff, or an immediate and continuing threat of substantial disruption to the educational process. An emergency expulsion will end or be converted to another form of corrective action by the Superintendent/designee within ten (10) school days from the date of the student’s emergency expulsion.

2. The student and parent(s)/guardian(s) will be notified of the emergency expulsion of a student and of their opportunity for a hearing by hand delivering a written notice to the student’s parent(s)/guardian(s) within 24 hours of the expulsion and by documenting the same with either a signed acknowledgement of receipt or a written certification by the person making the delivery, or by a certified letter deposited in the mail within 24 hours of the expulsion.

3. If the notice is by certified letter, reasonable attempts will be made to notify the student and parent(s)/guardian(s) by telephone or in person as soon as is reasonably possible.

4. Such written and oral notice must be provided in the predominant language of the student or his/her parent(s)/guardian(s) and specify:


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a. The reasons that the student’s presence poses an immediate and continuing danger to students or school staff or an immediate and continuing threat of substantial disruption of the educational process;

b. The date on which the emergency expulsion began and will end;

c. The right of the student or his/her parent(s)/guardian(s) to a hearing for the purpose of contesting the allegation(s) as soon as reasonably possible;

d. That a written or oral hearing request must be received by the designated District employee on or before the third (3rd) school business day after receipt of the notice;

e. If a request is not received within three (3) school business days, the emergency expulsion may continue for up to a total of ten (10) school days; and

f. The emergency expulsion may be converted to an expulsion, long-term or short-term suspension, or other corrective action within ten (10) school days of imposition of the emergency expulsion, and that notice of the converted action and an opportunity to request a hearing or grieve the converted action will be provided.

IV. Procedures for Contesting Corrective Actions

A. Grievance Procedure for Discipline and Short-Term Suspensions

Any student or parent/guardian who disagrees with the imposition of discipline or a short-term suspension has the right to an informal meeting with the building principal/designee for the purpose of resolving the grievance. The employee whose action is being grieved will be notified of the initiation of such a grievance as soon as reasonably possible. During this meeting, the student and parent/guardian will be subject to questioning by the principal/designee and will be entitled to question school staff involved in the matter being grieved.

After this school-level grievance meeting, if the issue is not resolved, the student or parent/guardian, upon giving two (2) school business days’ prior notice to the Superintendent’s office, will have the right to present a written and/or oral grievance to the Superintendent or designee.

If the issue is not resolved at this level, the student or parent/guardian, upon giving two (2) school business days’ prior notice to the Superintendent’s office, will have the right to present a written and/or oral grievance to the Board of Directors during the Board’s next regular meeting. The Board will notify the student and parent/guardian of its response to the grievance within ten (10) school business days after the date of the meeting.

The discipline or short-term suspension will continue during the grievance procedure unless the principal or designee elects to postpone the action.

B. Hearing Process for Long-Term Suspensions, Expulsions, and Emergency Expulsions

Any student or parent/guardian who disagrees with the imposition of a long-term suspension or expulsion may request a hearing to contest the action. The office of the Superintendent must receive requests for a hearing within three (3) school business days of receipt of the notice


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imposing the corrective action. If a timely request for a hearing is received, the District will schedule a hearing to commence within three (3) school business days (two (2) school business days for emergency expulsions) after the date upon which the hearing request was received by the District.

The student will have the right to be represented by legal counsel, to question and confront witnesses, to present an explanation of the alleged misconduct, and to make such relevant showings by way of witnesses and the introduction of evidence as desired.

Both the student and the District representative will have the right to inspect in advance of the hearing any documentary and other physical evidence the other party intends to introduce at the hearing. The building principal will make available in his/her office any exhibits, affidavits, or signed statements that are the basis for the corrective action for examination by the student, parent, or counsel.

The hearing officer assigned by the District to hear the case may be any certificated staff member who was not involved in the incident giving rise to the hearing. The hearing officer will not be a witness in the case, and the truth of the allegations will be determined solely on the basis of the evidence presented at the hearing. The hearing officer will:

1. Schedule the hearing for a specified date, time, and place, and may postpone the date upon the mutual agreement of the parties;



4. Conduct the hearing with full authority to control the conduct of all persons present, subject to the general directions of this procedural code, and to limit questioning that is unproductive or irrelevant;

5. Cause to be made either a tape-recorded or verbatim record of the hearing;

6. Make a written decision setting forth the findings of fact, conclusions, and the nature and duration of the corrective action imposed, if any; and

7. Transmit the written findings and disposition to the superintendent, the principal, and the parent and student. For long-term suspensions and expulsions, this written decision will be provided to the student’s legal counsel or, if none, to the student and parent(s)/guardian(s). For emergency expulsions, the decision must: (1) be issued within one (1) school business day after the date that the hearing concludes; (2) be provided to the student and his/her parent(s)/guardian(s), and legal counsel, if any, by depositing a certified letter in the mail; (3) set forth whether the immediate and continuing danger to students or school staff or immediate and continuing threat of substantial disruption of the educational process has ended; and (4) state whether the emergency expulsion will be converted to another form of corrective action.

Unless an appeal is taken, any long-term suspension or non-emergency expulsion decided upon


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by the hearing officer may be imposed as of the fourth (4th) school business day following receipt of the hearing officer’s decision.

C. Appeal of a Hearing Officer’s Decision Imposing Long-Term Suspension, Expulsion, or Emergency Expulsion

Any student or parent(s)/guardian(s) may appeal a hearing officer’s decision imposing a long-term suspension, expulsion, or emergency expulsion to the District’s Board of Directors. Notice indicating that the student desires to appeal the hearing officer’s decision must be in writing and must be made to the office of the Superintendent or the office of the hearing officer within three (3) school business days after the date of receipt of the hearing officer’s decision.

If a timely appeal is taken to the Board of Directors, the suspension or non-emergency expulsion may be imposed for up to ten (10) consecutive school days during the appeal period, or until the appeal is decided, whichever is the shortest period. Any days that the student is suspended or expelled before the appeal is decided will apply to the term of the suspension or expulsion imposed, if any, and will not limit or extend the term of the suspension or expulsion. Any student suspended who returns to school before the appeal is decided will be given opportunity to make up assignments and tests missed by reason of the suspension if the assignments or tests have a substantial effect upon the student’s semester grade(s), or failure to complete such assignments or tests would preclude the student from receiving credit for the course(s).

If a timely notice of appeal to the Board of Directors is received, the Board will schedule and hold an informal conference to review the matter within ten (10) school business days after the date of receipt of such appeal notice. The purpose of this meeting will be to meet and confer with the parties in order to decide the most appropriate means of disposing of the appeal.

At that meeting, the student, parent(s)/guardian(s), or legal counsel will be given the right to be heard and will be granted the opportunity to present such witnesses and testimony as the Board deems reasonable. The Board will agree to one of the following procedures prior to adjournment or recess:

1. Study the hearing record or other materials submitted and render its decision within ten (10) school business days after the date of the informal conference; or

2. Schedule and hold a hearing to hear further arguments based on the record before the Board and render its decision within fifteen (15) school business days after the date of the informal conference; or

3. Schedule and hold a meeting within ten (10) school business days after the date of the informal conference for the purpose of hearing the case de novo.

In the event the Board elects to hear the appeal de novo, the student will have the same rights as those applicable to the hearing before the hearing officer.

Appeals to the Board will be conducted in accordance with WAC 392-400-310, -315, and -320. Any decision by the Board to impose or to affirm, reverse, or modify the imposition of discipline, suspension or expulsion upon a student will be made only by those Board members who have heard or read the evidence, those Board members who have not acted as witnesses in the matter,


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and a majority vote at a meeting at which a quorum of the Board is present.

V. Readmission after Expulsion or during Long-Term Suspension

Any student who has been suspended or expelled will be allowed to make application for readmission at any time. If a student desires to be readmitted to the school from which he/she has been suspended/ expelled, the student will submit a written application to the principal, who will recommend admission or non-admission. If a student wishes admission to another school, he/she will submit the written application to the superintendent.

The application will include:




The principal or superintendent will advise the parent and student of the decision in writing within seven (7) school days of the receipt of such application. The readmission process is separate and distinct from any reengagement meetings conducted by the District as required by state law, Chapter 28A.600 RCW.

VI. Cumulative Records

Discipline files will be kept for each student throughout his or her school career. These files may be used as a reference in determining patterns of behavior for which corrective action is necessary. Progressive corrective action for inappropriate behavior patterns or similar cumulative violations may be assigned based upon these records.

Revised Date: 12.12; 11.17.14 12/15/14


HELPING SCHOOL DISTRICTS TRANSLATE LAW INTO ACTION

AUGUST 2014

WASHINGTON STATE SCHOOL DIRECTORS’ ASSOCIATION


POLICY AND LEGAL NEWS WSSDA 2

FEBRUARY 2013

Amidst the flurry of activity emblematic of the first day of school, we’d like to welcome all of our subscribers back

for what will surely be an eventful school year AND an eventful 2015 legislative session.

This issue features the update to our “Discipline” policy and procedure (3241), now that the revised WACs have been adopted. The Discipline policy and proce-dure feature several substantive and procedural due process changes. Districts are encouraged to seek assistance from their legal counsel for the transition. The whole purpose of the adjustments of timelines for everything from notice to scheduling a hearing is to minimize the time students are excluded from school and, if they must be excluded, to assist them with reengaging in the learning process as soon as possible.

This issue also contains a new policy to help districts with the state requirement that they observe Disability History Month in October. We worked with Disability Rights Washington in crafting the new policy. This issue’s corre-sponding article features links to valuable resources listing several creative ways districts can choose to observe the event.

You’ll notice a few changes on the way we now do markups. We’ll use “Comments” for notes to you, the administrators download-ing the policies. For example, this time we’ve removed most of the language from the old policy and transferred it to the proce-dure. We let you know that on the markup itself. We’ll be using Comments from now on to provide other necessary guidance so you don’t have to go looking for that information.

In response to district requests, we’ve also included a handy list of policies and procedures we’ve updated or revised or issued year-to-date. Now for a couple of announcements…

As you have probably heard by now, this summer WSSDA welcomed Dr. Alan Burke as our new Executive Director. We are thrilled to have such an experienced, respected and trusted education leader at our helm. We are also very pleased to welcome Deb Merle as the new WSSDA Governmental Relations Director. Finally, we welcome Rachel Ward as our new Policy Consulting Program Special-ist. Rachel is hitting the ground running, so if you have any policy manual review needs, please contact her at (360) 252-3012. Many of you will also have a chance to meet Rachel at Annual Conference in November.

Here’s to a great school year.

Best regards, Heidi Maynard, Editor

FROM THE EDITOR

NEW WSSDA POLICIES/PROCEDURES CLASSIFICATION: PRIORITY

• Policy 2337, Disability History Month. Issued to provide ideas and resources to assist districts in complying with the legal requirement to observe Disability History Month every October.

UPDATES Substantive changes required by revisions to state or federal statutes or administrative rules

CLASSIFICATION: PRIORITY• Policy and Procedure 3240, Student Conduct Expectations and

Reasonable Sanctions. Updated pursuant to ESSB 5946 and Chapter 392-400, Washington Administrative Code. Legal references also updated.

• Policy and Procedure 3241, Classroom Management, Corrective Actions or Punishment. Updated to reflect new title, Classroom Management, Discipline and Corrective Action. Updated to comply with ESSB 5946 and the recently revised Chapter 392-400, Washington Administrative Code.Legal references updated.

TECHNICAL CHANGES Non-substantive changes to or legal/cross/management resources or to correct typographical errors. As stated in WSSDA Policy 1310, “Non-substantive editorial revisions and changes in administrative, legal and/or cross-references need not be approved by the board.”

CLASSIFICATION: ESSENTIAL• Policy 3422, Student Sports Concussion and Head Injuries. Corrected

most recent revision date.

CLASSIFICATION: PRIORITY• Procedure 6605, Student Safety Walking, Biking and Riding

Busses to School. Corrected typographical error.

REVISED TABLE OF CONTENTS• Series 2000, Instruction• Series 3000, Students

AUGUST 2014 IN THIS ISSUE

Revised WACs on student discipline now in effect ........................................... 3

State law requires observance of Disability History Month in October ........... 6

Division II Court of Appeals finds no entitlement to predeprivation hearing in teacher nonrenewal ............................................ 7

New, updated, and revised Policies and Procedures: September 2013 to August 2014 ................................................. 8

Correction ............................................................................................................ 9

Special Thanks .................................................................................................... 9

POLICY REVISIONS

The following WSSDA model policies have been revised. For your convenience, updated marked-up Word documents are included with this issue of Policy & Legal News.



POLICY AND PROCEDURE 3241

Revised WACs on student discipline now in effect

POLICY AUGUST 2014

W SSDA has updated Policy/Procedure 3241, now titled Classroom Management, Discipline and Corrective Action to comply with the revised

administrative rules governing student discipline issued by OSPI pursuant to Engrossed Substitute Senate Bill 5946 which went into effect last falI. The rules became effective August 23, 2014.

Highlights of the changes include: • The word “punishment” has been struck throughout.• An expulsion may no longer be for an indefinite

period of time. An expulsion may not exceed one calendar year UNLESS the school petitions the su-perintendent and the superintendent makes a deter-mination to extend pursuant to new revised WACs.

• A long-term suspension may no longer be imposed beyond the school year in which the violation of school rules occurred.

• A student may not be emergency expelled unless the superintendent has good and sufficient reason to believe the student poses an immediate and con-tinuing danger to other students or staff OR an im-mediate or continuing threat of substantial disrup-tion of the educational process.

• Emergency expulsions must now end after ten school days or be converted to another form of cor-rective action (e.g., suspension, expulsion).

• All notice of appeals by students and/or their parents/guardians may now be provided in writing or orally.

• Districts should make reasonable efforts to assist suspended and expelled students return to an edu-cational setting as soon as possible. When a long-term suspension or expulsion is issued, a reengage-ment meeting should be convened within 20 days and no later than five days prior to a student’s reen-try or reenrollment.

• A reengagement plan must be tailored to the stu-dent’s individual circumstances, including consider-ation of the incident that led to the student’s long-term suspension or explusion and should aid the student in taking the necessary steps to remedy the situation that led to the corrective action.

The revised rules also contain numerous changes to the substantive and procedural due process requirements. The whole purpose of these changes is to minimize the time that

students spend out of school and to ensure that parents/guardians are notified of the proposed corrective action and its duration. Districts are recommended to consult with their legal counsel in order to transition to the new processes for each type of corrective action.

The movement to minimize exclusionary disciplineThe state’s overhaul of its discipline process corresponds to the national movement to minimize K-12 exclusionary discipline on the basis that it has been disproportionally applied to students of color and students living in poverty. Education policymakers’ suspicions were validated when a study by the UCLA Civil Rights Project found that 3.3 million students were issued out-of-school suspensions in the 2009-2010 school year. Out of those 3.3 million students, the study concluded, African-American students were three times as likely to be issued an out-of-school suspension, along with almost 1 in 13 Latinos. National suspension rates showed that 1 out of every 6 African-American students enrolled in K-12 were suspended at least once, compared to 1 in 13 Native Americans, 1 in

STUDENT DISCIPLINE, CONTINUED ON PAGE 4



13 Latinos, 1 in 20 Whites, and 1 in 50 Asian Americans. Moreover, approximately 839 districts out of nearly 6800 surveyed suspended over ten percent of their enrolled student body at least once. (Source: NSBA, Addressing the Out-of-School Suspension Crisis – A Policy Guide for School Board Members, April 2013).

Meanwhile, Washington Appleseed and Team Child released a report in November 2012, Reclaiming Students, that looked at exclusionary discipline in Washington State. The report determined from suspension, expulsion and emergency expulsion data submitted by 183 school districts (only 177 of which broke that data down by race and ethnic-ity) and current social science research, that students of color were 1.5 times more likely to be disciplined than their white peers, and that Native Hawaiian/Pacific Islanders, American Indian/Alaska Natives and African Americans were more than twice as likely to be disciplined.

The study also found that while low-income students made up 47% of the overall student population of the reporting districts, 58% of all discipline incidents involved a low-income student. Moreover, students in families above the poverty line were 1.6 times more likely to receive educational services during exclusions than low-income students. School districts that provided educational services to excluded students had an average graduation rate 10% higher than school districts that did not report providing services.

The Appleseed Report indicated a disproportionality problem, but its conclusions were hindered by incom-plete data. Lawmakers swung into action in the 2013 Session. ESSB 5946 sought to end indefinite expulsions, limit emergency expulsions to ten days and to require

districts to work with students and their families to write a reengagement plan tailored toward returning the student to school as soon as possible. The law also called for a Disci-pline Task Force to craft uniform definitions of disciplinary infractions and thereby improve discipline data collection in OSPI’s CEDARS system.

Considering alternatives The updated policy contains a new section encouraging boards to use alternative forms of corrective action when possible and practicable. An example of these is PBIS (Positive Behavior Interventions and Supports), which some districts have already incorporated in their schools. Other alternatives to out-of-school suspension include school or community service, counseling, restitution, loss of privileges (recess), detention, behavioral contracts, partnerships with local counseling agencies, reflective essay activities, and written apologies. In choosing alterna-tives to out-of-school suspension, districts should always prioritize safety of other students and staff and choose alternatives commensurate with the violation.

Highline Public Schools is undergoing an effort to elimi-nate out-of-school suspensions entirely by 2015, except when critical for student and staff safety. After one year of a concerted effort to reduce suspensions across all schools, Highline Public Schools saw approximately a 40% reduction in the number of suspensions and in the number of students suspended between 2012-13 and 2013-14. As part of this effort the district piloted an Alternative to Suspension program in three schools in the 2013-14 year. In the pilot schools the district devoted one classroom and one FTE to supervise the program. The models differed in the different schools, but in general the Alternative to Suspension program is a way for the student to stay in school and receive his or her educational services, despite being out of the classroom. Program staff work with the students on their homework during the suspension and talk with the student about character development and other issues they may have at home that are affecting their attitude at school. When the student returns to class, the supervisor reports out to the student’s teachers and administrators. At Highline High School, of 93 the students assigned to the program, only 17 (18%) received repeat suspensions. The program was so successful that, with some modifications, the district has extended the program to all secondary schools.

Remaining concerns: Safety and capacityFor districts, the new rules cause the biggest concerns in two areas: safety and capacity. Whether the shorter timeframes in which students can remain out of school will be sufficient to preserve the safety of students and staff

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STUDENT DISCIPLINE, CONTINUED ON PAGE 5

POLICY AUGUST 2014



remains to be seen. Under the new rules, an emergency removal of a student may only occur if the student’s presence poses an immediate and continuing danger to the student, other students or the staff or an immediate and continuing threat of substantial disruption of the class, subject or educational process. The teacher is not required to have tried alternative forms of corrective action prior to the removal, but the removal can only continue until the danger or threat “ceases,” OR the principal or designee acts to impose corrective action. The regulations are silent as to who determines whether the danger or threat has ceased. Consequently, it is possible that such a student would be returned to the teacher’s classroom immediately following the emergency removal.

This is an interesting contrast to the teacher’s statutory right under RCW 28A.600.020 (2) to exclude a student from his/her classroom for the balance of the school

day or up to the following two days or until the principal and teacher have conferred, whichever occurs first, for “non-emergency” classroom disruptions. Until the confer-ence takes place, or the following two days have passed, the student may not be returned to the class without the consent of the teacher.

Some districts will also face capacity challenges provid-ing alternative settings for in-school suspensions and other forms of corrective action. Another consideration is the number of staff necessary to supervise all students serving in-school suspension on a given day. In particularly serious disciplinary cases involving several students, a productive and safe in-school-suspension may require those students to be placed in separate rooms.

Districts should also be aware that a change as to how they code disciplinary infractions for CEDARS is due to change. The Discipline Task Force has finished its work creating uniform definitions for disciplinary infractions, which will soon make their way into the CEDARS manual.

STUDENT DISCIPLINE, CONTINUED FROM PAGE 4

POLICY AUGUST 2014



BOARD AGENDA ITEM H: Superintendent’s Report

Study Consent Supt.’s Session Action Business Informational Report PRESENTERS: Superintendent Chaplik, etc.

1. Committee/Conference Reports 2. Other Items


√



BOARD AGENDA ITEM H1: Committee/Conference Reports

Study Consent Supt.’s Session Action Business Informational Report PRESENTER: TBD BACKGROUND: Time is provided within the Superintendent’s report for committees and conferences to report to the Board of Directors. Additional Information Attached Fiscal Impact/Fund Source: N/A

√



BOARD AGENDA ITEM: H2 Superintendent’s Report: Other Items

Study Consent Supt.’s Session Action Business Informational √ Report

PRESENTER: Superintendent Chaplik / TBD

BACKGROUND: Time is provided for other items.




BOARD AGENDA ITEM

December 15, 2014 Study Consent Supt.’s Session Action Business Informational Report AGENDA ITEM: District administrative procedure changes PERSONNEL INVOLVED: Superintendent Chaplik BACKGROUND: Robin Briganti presented revised procedures 4130P “Title 1 Parent Involvement” and revised 2161P “Special Education and Related Services for Eligible Students” as an information item at the November 17, 2014 board meeting. A question was raised regarding “board approval for district procedures”. Superintendent Chaplik surveyed other districts and found that none require board approval for a change in procedure with the exception of Monroe who has the board approve significant changes. SSD policy 1310 states: Administrative Procedures The superintendent will develop such administrative procedures as are necessary to ensure consistent implementation of policies adopted by the board. When a written procedure is developed, the superintendent will submit it to the board as an information item. Such procedures need not be approved by the board, though the board may request a revision when it appears that they are not consistent with the board’s intentions as expressed in its policies. Procedures need not be reviewed by the board prior to their issuance; however, on controversial topics, the superintendent may request prior board consultation. The administration would like to discuss the process for procedural change and to see if the board wishes to make any changes to revised procedures 4130P “Title 1 Parent Involvement” and 2161P “Special Education and Related Services for Eligible Students” prior to adoption. Additional Information Attached Fiscal Impact/Fund Source: BOARD ACTION: NOTES: M

otion

Second

Aye

Nay

Abstain

Other


√


Procedure 4130P

Title 1 Parent Involvement I. The Superintendent or designee will ensure that the district’s Title 1 Parent Involvement

policy, plan and programs comply with the requirements of federal law.

A. The district will take the following actions to involve parents in the joint development of its district wide parental involvement plan: 1. An annual meeting of parents of participating Title 1 students shall be held to explain the goals and purposes of the Title 1 program. 2. Parents will be given the opportunity to participate in the development, operation and evaluation of the program. 3. Parents will be encouraged to participate in planning activities, to offer suggestions, and to ask questions regarding policies and programs.

B. The district will take the following actions to involve parents in the process of school review and improvement: 1. Annually, Parents will be given the opportunity to review the school improvement plan. 2. Parents will be encouraged to participate in the building self-review.

C. The district will provide the following coordination, technical assistance, and other support to assist Title I, Part A schools in planning and implementing effective parental involvement activities:

1. Identify barriers to greater participation by parents in parental involvement activities 2. Use findings of the evaluation to design strategies for more effective parental involvement; and . 3. Revise, when necessary, the district and school parent involvement policies.

D. The district shall coordinate and integrate parental involvement strategies with similar strategies under the following other programs, such as: Head Start; Even Start; Learning Assistance Program; Special Education; and State-operated preschool programs. The district will facilitate removing barriers to parental involvement by activities such as: 1. Conducting joint parent meetings with other programs; 2. Holding meetings at various times of the day and evening; 3. Arranging for in home conferences; 4. Title 1 funds may be used to facilitate parent attendance at meetings by payment of transportation and child care costs.

E. The district will conduct, with the involvement of parents, an annual evaluation of the content and effectiveness of the parental involvement policy. F. The district will build the schools’ and parent’s capacity for strong parental involvement through the following:

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Procedure 4130P

1. The school district will, with the assistance of its Title I, Part A schools, provide information and/or training to parents of children served by the school district or school, as appropriate, in understanding topics such as the following:

The State’s essential academic learning requirements/Common Core State Standards, The State and local academic assessments including alternate assessments, How to monitor their child’s progress, and How to work with educators

2. The school district will, with the assistance of its schools, provide materials and training to help parents work with their children to improve their children’s academic achievement, by:

a. Giving guidance as to how parents can assist at home in the education of their child; How to monitor their child’s progress, and How to work with educators b. Holding parent meetings at various times of the day and evening to provide parents: Opportunities to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their children. Opportunities to submit parent comments about the program to the district. Opportunities to meet with the classroom and Title 1, Part A teachers to discuss their children’s progress.

G. School district personnel will work with teachers, principals and other staff, to reach out to, communicate with, and engage parents as equal partners. The district will provide:

1. An explanation of the reasons supporting their child’s selection for the program; 2. A description and explanation of the school’s curriculum; 3. Information in the academic assessment used to measure student progress; 4. Information on the proficiency levels students are expected to meet; and

H. The school district will take the following actions to ensure that information related to the school and parent- programs, meetings, and other activities, is sent to the parents of participating children in an understandable and uniform format, including alternative formats upon request, and to the extent practicable, in a language the parents can understand: 1. The district will annually distribute the Title 1 Family Involvement policy during

open-house, family meeting nights or upon request as announced through district information.

2. To the extent needed and practicable, distribute the Title 1 Family Involvement policy in multiple languages or formats.

II. School-Based Parent Involvement Policy

A. In addition to the district-wide policy on family involvement, each school offering Title I, Part A services will have a separate school building parent involvement policy.

The building-level Title I , Part A parent involvement policy will meet the following requirements: a) Each building in the district receiving Title 1, Part A funds shall jointly develop with and distribute to parents of students served in the program a written building-level policy, agreed upon by parents of Title I served students; b) The policy will outline how parents, school staff and students share responsibility for student achievement in meeting academic standards;

c) Parents will be notified of the policy in an understandable and uniform format;

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Procedure 4130P d) To the extent practicable, the policy will be provided in a language the parents can understand; and

e) The policy will be evaluated with parents annually.

Adopted: 12/15/03 Revised: 6/27/2006;2.17.09; 9/17/12; 11/27/14

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Procedure No. 2161P

Special Education and Related Services for Eligible Students The purpose of the district’s special education program 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 In-dividuals with Disabilities Education Improvement Act (IDEA) of 2004 are addressed in Chapter 392-172A WAC. These procedures do not address all of the requirements established in the regulations. District personnel and community members who are not familiar with the regula-tions may need to contact the Director of Student Services if there are questions regarding spe-cial education. These procedures describe how the district implements its special education pro-gram.

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 staff, shall 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 shall 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 subsequent-ly 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. Spe-cial education services will include preschool, elementary and secondary education and are pro-vided in conformance with the student’s Individual 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.

Early Intervention The district participates in the provision of early intervention services to eligible children with a disability, birth to three, consistent with the state lead educational agency’s policies and proce-dures and the regulations implementing Part C of the IDEA.

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 shall not:

• 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;

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• 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;

• Use a parent’s student’s benefits under a public insurance program if that use would: Decrease available lifetime coverage or any other insured benefit; Result in the family paying for services required after school hours that would otherwise

be covered by the public insurance program; Increase premiums or result in discontinuation of insurance; or Risk loss of eligibility for home and community-based waivers, based on aggregate

health-related expenditures. The district may access a parent’s public or 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 public benefits or private insurance proceeds, the district shall:

• Obtain parent consent in accordance with Chapter 392-172A WAC each time the district us-es benefits for a new procedure; and

• 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 student’s 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 WAS 392-172A-05010(3) that includes:

1. A statement of the parental consent provisions; 2. A statement of the “no cast” provisions 3. a statement that the parents may withdraw their consent to disclose persionally identi-

fiable information to the agency responsible for administering the state’s public bene-fits or insurance, and

4. a statement that a presnt’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 reords to the agency responsible for administering the stte’ public bnefits or insurance programs. The consent will specifiy:

1. The personally identifiable information that may be disclosed, such as records or in-formation about the services that may be provided to the student;

2. The purpose of the disclosure;The agency to which the disclosure will be made; and 3. 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 pub-lic 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 case manager 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 proce-

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dures, 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 meet-ings with respect to the identification, evaluation, educational placement and provision of a FAPE.

When a meeting is scheduled parents will be: • Notified of the meeting early enough that they will have an opportunity to attend; and • Notified of the purpose, time, and location of the meeting and who will be in attendance.

When the meeting is to address the IEP or placement, the parent will be: • Notified that the district or the parent may invite others who have knowledge or special ex-

pertise of the student; and • Meetings shall be scheduled at a mutually agreeable time and place.

The district shall take whatever action is necessary to ensure that the parent understands the pro-ceedings of the IEP team meeting, including arranging for an interpreter for parents with deaf-ness or whose native language is other than English. 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 at-tend. In this case, the district will document its attempts to arrange the meeting. This documenta-tion 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.

Notification and documentation of parent invitations is the responsibility of each student’s spe-cial education case manager.

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, video or other 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 pro-visions; or preparatory activities that district personnel engage in to develop a proposal or a re-sponse to a parent proposal to be discussed at a later meeting.

The district will ensure parents have access to their child’s classroom and school sponsored ac-tivities for purposes of observing class procedure, teaching material and class conduct. Such ac-cess must not disrupt the classroom procedure or learning activities.

Identification and Referral (Child Find)

Identification 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 educa-tion and related services and who may be eligible for those services. Activities are to reach: • Children residing in the school district boundaries including preschool-aged children;


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• Children attending private elementary and secondary schools located within the district boundaries. Elementary or secondary schools includes public schools, nonprofit institutional day or residential schools and private schools;

• Highly mobile children (such as homeless, foster care and migrant children); • Children who have a disability and may need special education services even though they

are advancing from grade to grade; and • 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 private schools located within district boundaries. These consultations will occur annually through district newsletters and flyers.

The district reaches students who may be eligible for special education services through: other activities, describe and include those.) community outreach (Pre-school co-op; day cares, home-less support centers, ELL programs, RTI, private schools, county agencies i.e., DSHS, district website, informational district calendar, teacher training for referral, etc.) • Notification to parents of child Child Ffinds activities in its annual informational packet; • Notification to parents district-wide through local papers or other media; • Information regarding child find on the district’s Web site; • Notifications to private schools located in the district’s boundaries; • District informational mailings; • Posting notices regarding screening and referral in school buildings and public locations, in-

cluding DSHS community service offices, Employment Security offices, grocery stores, Laundromats, day cares, community preschool sites and physicians’ offices;.

• Notifying and coordinating with the designated Part C lead agencies; • Early childhood screenings conducted by the district’ • Coordination with other public and private agencies and practitioners; • Written information provided to district staff on referral procedures; • Training teachers and administrators on referral/evaluation/identification procedures; • Review of student behavior, discipline and absentee information and information gathered

from district-wide assessment activities. When district staff havestaff has concerns that a student may have a suspected disability which could result in eligibility for special education services, they will notify principal and/or appro-priate special education staff and refer to the student to the building’s Student Assessment Team.

The district’s special education department conducts early childhood screenings for ages birth three to five When parents or others inquire about screenings, the caller will be referred to the the Changes Preschool Coordinator. changes preschool. The screening process involves the following:

• Parents are asked to provide information to assist in assessing their child; and • 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 writ-ten notice of the results within ten days of the screening. If the screening supports evaluation, obtain written consent for evaluation at the exit interview if possible, or include consent forms 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 shall be sent to the parents within 10 days of

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the screening explaining the basis for the district’s decision not to evaluate. Evaluation occurs in accordance with evaluation procedures.

Referral 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. Each building princi-pal will designate a person responsible for ensuring that district staff understands the referral process. Referrals are required to be in writing unless the person referring is unable to write. A person who makes a referral orally should be asked to either make the referral in writing or go to the main office of the building for assistance in making the referral.

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 shall notify a certificated staff member The special education department (a) records the referral; (b) provides written notice of the referral to the parent; and (c) advises the appropriate special education staff to collect and review district data and information provided by the parent to determine whether evaluation is warranted.

During the referral period appropriate special education staff the primary evaluator will collect and review existing information from all sources, including parents. Examples may include: • Child’s history, including developmental milestones; • Report cards and progress reports; • Individual teacher’s or other provider information regarding the child including observa-

tions; • Assessment data; • Medical information, if provided; • 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 de-partment 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, spe-cifically the primary evaluator..

After staff the school team 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 no-tice, 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 shall 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. Special education staff The primary evaluator is responsible for notifying parents of the results using prior written no-tice. 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.

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District staffThe primary evaluator will seek parental consent to conduct the evaluation. The school district is not required to obtain consent from the biological parent if:

• The student is a ward of the state and does not reside with a parent; • The parent cannot be located, or their rights have been terminated; or • Consent for an evaluation is given by an individual appointed to represent the student.

When the parent provides consent, the district shall select an evaluation group. The evaluation group is to complete the evaluation with 35 school days after parent consent, unless:

• The parents and district agree in writing to extending the timeline; • The parent fails or refuses to make the student available for the evaluation; or • The student enrolls in another school district after the evaluation is begun but before com-

pletion and the parent and new district have an agreement for completion of the evaluation. If a parent does not provide consent, notify Director of Student Services. 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 homeschooled or is unilaterally placed in a private school. If the parent does not provide written informed consent and the dis-trict does not use mediation or due process, the Director of Student Services will provide the par-ents with prior written notice information the parent that the district cannot proceed with the evaluation to determine eligibility and is not responsible for providing special education and re-lated services without an initial evaluation to determine eligibility.

Eligibility – Part C students Students turning three, who were previously determined eligible for early intervention services under Part C of IDEA, must be evaluated for initial eligibility for special education services. The evaluation must be completed in enough time to develop an initial IEP by the date of the stu-dent’s third birthday.

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 ser-vices. Transition plans will be designed to promote uninterrupted provision of appropriate ser-vices to the child.

1. The Developmental Preschool Coordinator 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. 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 fo 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 interetion services under Part C of IDEA, will be evaluated for initial eligibility for special edu-cation 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.




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Evaluation Requirements The purpose of the evaluation is to collect information about a student’s functional, developmen-tal and academic skills and achievements from a variety of sources, to determine whether a stu-dent 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:

• Whether the student is eligible for special education and any necessary related services; and, • The nature and extent of special education and related services needed by the student, in-

cluding information related to enabling the child to be involved in and progress in the gen-eral education curriculum.

The district shall select the members of the evaluation group. Members selected must be knowl-edgeable 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 out-side 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 par-ent consents to the use of the insurance.

There are many legal requirements for conducting evaluations. Evaluation procedures or materi-als 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 con-ducted 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 individu-alized strategy for valid evaluation of the student’s skills. The inclusion of parents in this collab-oration is desirable and strongly encouraged. Specific areas to be included in the evaluation are determined by appropriate special education staff and other qualified professionals, as appropriate, as part of a review of existing data con-cerning the student. The evaluation does not rely on one source or procedure as the sole criterion for determination and should include:

• Review of existing data, including corresponding response to intervention (RTI) documenta-tion;

• Relevant functional and developmental information; • Information from parents; • Information from other providers; • Information related to enabling access to and progress within the general education curricu-

lum and assisting in determining whether there is a disability and the content of the IEP; • Current classroom-based evaluations, using criterion-referenced and curriculum-based

methods, anecdotal records and observations; • Teacher and related service providers’ observations;


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• 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 defi-nitions and criteria in federal and state rules.

This review of existing data may be in the form of a meeting of IEP team members, or may be conducted without a meeting. It could include data provided by parents, data gathered in the gen-eral education classroom or from state and district level assessments.

The data may provide information about the student’s physical condition, social or cultural back-ground and adaptive behavior.

When additional assessments are necessary, the group members have the responsibility of select-ing, 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 assess-ments. The district will follow the evaluation procedures outlined in WAC 392-172A. 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 primary evaluator school district will provide the parent with prior written notice of the eligibility deci-sion, as well as a copy of the evaluation report. If the parent disagrees with the eligibility deci-sion they need to be informed of their dispute resolution options described in the procedural safeguards.

Specific Learning Disability (SLD) • The district continues to use the severe discrepancy approach for identifying students with a

SLD The district uses a combination of severe discrepancy and a process based on a student’s response to scientific, eresearch-based intervention in determining the identification of stu-dents with a specific learning disability consistent with the District’s RTI policy and proce-dures, numbers 2163 and 2163P. Grade levels and content areas are described in the dis-trict’s RTI general education procedure 2163P; Student response is only one element of determining whether a child has a specific learn-ing disability. The evaluation will be comprehensive and address all areas of suspected disa-bility 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 preimarily the result of:

1. A physical, mental, emotional, cultural or environmental factor to limited English proficiency; or

2. Inadequate instruction in reading or mathematics. •

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Evaluation of Transfer Students If a student transfers into the school district while an evaluation process is pending from the oth-er district, the appropriate special education staffthe primary evaluator is responsible for deter-mining the status of evaluations conducted to date and making a determination as to whether the evaluation can be completed within the 35 school day timeline from the date the parent provided consent. If the determination is that additional time will be needed, the primary evaluator will provide the parents will bewith a provided prior written notice of the timeline needed to com-plete the evaluation and the reasons for the additional time needed. The district must take rea-sonable steps to promptly obtain records, including IEP supporting documents and any other rec-ords related to special education or related services from the previous school. The Director of Student Services is responsible to obtain records and follow-up if the records are not provided.

Eligibility The evaluation group and the parent will determine whether or not the student is a special educa-tion student.

• 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.

• Eligibility may be determined by documented professional judgment when: Properly validated tests are unavailable; or Corroborating evidence indicates that results were influenced due to measuring a disabil-

ity. The parent will be provided with a copy of the evaluation report and the documentation of de-termination 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 departmentprimary evaluator is responsible for sending the notice.

Students remain eligible for special education services until one of three four events occur:

• The student is determined through a reevaluation to no longer be eligible for special educa-tion;

• The student has met the district’s high school graduation requirements; • The student has reached age 21. A special education student whose 21st birthday occurs af-

ter August 31, shall continue to be eligible for special education and any necessary related services for the remainder of the school year; or

• The student no longer receives special education services based upon a parent’s written rev-ocation 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 recommenda-tions to assist the student with postsecondary goals.

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 pro-


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gram, including a specification of the factors interfering with performance and the special educa-tion 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 evalua-tion period and will, at a minimum:

• Identify the disability which requires special education and related services, if a disability exists;

• Discuss assessments and review data supporting conclusions regarding eligibility; • Include the additional information required for the specific learning disability eligibility cat-

egory; • Describe how the disability or disabilities affect the student’s involvement and progress in

the general curriculum; • Make recommendations to the IEP team with respect to special education and related ser-

vices needed, materials or equipment, instructional and curricular practices, student man-agement strategies, the need for extended school year services beyond 180 school days and location of services;

• Include other information, as determined through the evaluation process and parent input; • Include the additional information required for the specific learning disability eligibility cat-

egory; • Provide any necessary professional judgments and the facts or reasons in support of the

judgments; and • Be signed and dated by the evaluation group members certifying their agreement. Any

group member who disagrees with the conclusions shall prepare a statement presenting the conclusion.

The evaluation caseprimary evaluator 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.

Reevaluations A reevaluation of a student receiving special education or related services is conducted if aca-demic achievement and functional performance has improved to warrant 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 agree that a reevaluation is unnecessary. An agreement that an evaluation is unnecessary shall be confirmed in writing to the parent. Evaluation case manag-er 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 “Devel-opmentally 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

As part of any reevaluation, the IEP team members and other professionals the district deter-mines appropriate will review existing data that includes:

• Evaluations and information provided by the parents;


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• Current classroom-based assessment, local or state assessments and classroom based obser-vations; and

• Observations by other teachers and related services providers data. Based on this review the team will determine whether any additional data is necessary to deter-mine:

• Whether the student continues to be eligible for special education and any necessary related services;

• The present levels of performance and educational needs; and • 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:

• If additional testing is needed, the district willthe case manager request written parental con-sent for reevaluation;

• If the parents do not return the signed consent form, the district shall send another letter ex-plaining the need for reevaluation and parent consent and will enclose another consent form and a copy of the prior written notice;

• If the parents do not respond to the request for consent, the district can proceed with the reevaluation;

• If the parents refuse to consent to the reevaluation, the evaluation group will notify the Di-rector of Student Services 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 district will both invite parents to the eligibility meeting and will provide prior written notice of the results of reevaluation to parents in their primary lan-guage, indicating one or more of the following: • Whether the student continues to be eligible and in need of special education; • Present levels of performance and educational needs of the student; and • 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 is responsible for sending the notice.

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 willthe case manager will provide prior written notice to the students and the parent one month before the student’s anticipated last day of school, 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. This summary will be provided to the student at the time of the final year’s IEP meeting.


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The case manager is responsible for assuring that the IE team completes the summary of aca-demic achievement and functional performance

Independent Educational Evaluations (IEE) Parents of students eligible for special education, students referred for special education and de-termined 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 Director of Student Services. The Director of Student Services shall review the re-quest 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 eval-uation 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 pub-lic 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 con-duct either a district evaluation or an IEE must be:

• Licensed, credentialed or otherwise qualified within the state of Washington or state of resi-dence/practice to perform an evaluation in the specific professional discipline for which an independent evaluation is sought;

• Knowledgeable and experienced in evaluating children with similar disabilities; • Geographically located within the state of Washington (districts may wish to specifically

expand the criteria to include practitioners in other states/British Columbia); and • Available to the district at a maximum fee which does not exceed by more than 25% the

prevailing 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 circumstanc-es of the child or the disability:

• Make it impossible to identify anyone within the state of Washington who holds the appro-priate credentials or experience necessary to conduct the evaluation; or

• Require a specialized evaluator whose fee exceeds the prevailing average by more than 25%; or

• Include factors which would warrant an exception in order to obtain an appropriate evalua-tion.


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Individualized Education Programs (IEP) Transitions of Birth-to-Three Students to Preschool The district will participate in transition planning conferences, arranged by the designated 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. • Director of Student Services or designee is responsible for coordinating with the Regional

Family Resource coordinator for timely execution of transition planning conferences, that are arranged at least 90 days before the student’s third birthday;

• Participants will review the child’s program options for the period from the child’s third birthday through the remainder of the school year;

• If a student is determined eligible for special education services, an IEP will be developed and implemented by the student’s third birthday. If the third birthday is not during the school year and when appropriate, the IEP may set a start date of the beginning of the school year.

IEP Development The IEP is the written statement reflecting the implementation of instructional programs and oth-er services for special education students based on the evaluation and student needs.

An IEP must be in effect before initiation of special education services. The IEP must be devel-oped within 30 calendar days after the student’s initial determination of eligibility for special services. IEPs must be updated annually, or revised more frequently if needed to adjust the pro-gram 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 media-tion 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 ob-ligation 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 re-sponsible for providing education, other services or implementation of the IEP. All staff mem-bers 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 supervi-sors, nursing staff and others who may be responsible for the proper implementation. The build-ing principal or designee is responsible for ensuring that staff members are knowledgeable about their responsibilities.

IEPs will be implemented without undue delay following IEP meetings, regardless of the pay-ment source for special education and or related services.

Parents are members of the IEP team and shall have the opportunity to fully participate. The dis-trict willThe case manager 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 Eng-lish. The district will also ensure that meeting locations are accessible. The special education de-partment isdepartment is responsible for coordinating interpreters and making arrangements for the meeting location.


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The case manager will provide parents/guardians with a copy of the district’s Required Notifica-tion of Isolation or Restraint of Students with IEPS or Section 504 Plans Policy (Policy 3247) when the student’s IEP is created.

The IEP team includes:

• The parents of the student; • Not less than one general education teacher (or preschool teacher) of the student if the stu-

dent is, or will be, participating in the general education environment; • Not less than one special education teacher, or if appropriate, not less than one special edu-

cation provider of the student; • A representative of the district, or designee who is qualified to provide or supervise the pro-

vision of special education and related services, is knowledgeable about general education curriculum, and is knowledgeable about the availability of district resources. When alloca-tion and/or encumbrance of district funds is a consideration for the IEP, the Executive Di-rector needs to be on the IEP team. The principal typically will serve in the dual role of principal and district representative. The psychologist may also serve as district representa-tive in IEP meetings where expenses are not expected to be encumbered by the district.;

• An individual who can interpret the instructional implications of the evaluation results; • Any other individuals who have knowledge or special expertise about the student. These in-

dividuals may be invited by both the district and the parents, at the discretion of the person making the invitation;

• The student, when appropriate, or when required; • Students must be invited when the purpose of the meeting includes discussion of transition

needs or services; • 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 representa-tive can notcannot attend the meeting, district personnel shall keep the representative in-formed of the meeting and obtain agency information that will assist in the service provi-sion;

• Parents will be notified of the participation of the Part C service coordinator or other desig-nated 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 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 to their excusal; and that specific team member must provide advance written input for their part of the IEP prior to the meeting. Excusal of an IEP team member must be documented on the “Request to Excuse Team Member” form. Existing team members may fill more than one of these 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 shall determine whether another IEP meeting should be scheduled as soon as mu-tually possible, or whether there is enough information to complete the IEP. When the decision is


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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 participa-tion, or if the team does not reach agreement, it is the district’s obligation to offer an appropriate educational program:

• Have IEP members present sign the IEP (or document participation if any member is unwill-ing to sign);

• Send a copy to the parent, and provide the parent prior written notice that the district intends to implement the IEP;

• Forward the documentation of actual or attempted contacts to the special education depart-ment 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 amendments, the IEP 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:

• 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;

• Whether a behavior plan, including positive supports and possible aversive interventions should be considered;

• Whether the student with limited English proficiency has language needs; • Whether Braille instruction is appropriate for a student who is blind or visually impaired; • Whether a student has other language and communication needs; and • Whether assistive technology devices or services are needed.

IEP content includes: • 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 curricu-lum or preschool activities;

• 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 educa-tional needs;

• A statement of special education services, any necessary related services, and supplemen-tary aids and services based on peer-reviewed research to the extent practicable to be pro-vided 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;

• A statement of the extent, if any, that the student will not participate with non-disabled stu-dents in general classroom, extra-curricular and non-academic activities;


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• 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 de-termines 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 alter-native assessment is appropriate for the child;

• The date for the beginning of services and the anticipated frequency, location and duration of services and modifications;

• A statement of how the student’s progress towards goals will be measured, how the stu-dent’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 data. Information to the parents can be provided through the use of progress reports or report cards or other agreed means, but the information must be provided at least as often as information is provided to students without disabilities;

• The projected beginning date for the special education and related services; • 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. Transition services description must include appropriate measurable postsecondary goals based on age appropriate transition and assessments related to training, education, employment, independent living skills where appropriate; and transition services (including course of study) needed to assist the child in reaching those goals;

• Aversive interventions, if required, any interventions considered must be provided by trained staff and only considered after the determination has been made that positive inter-ventions alone are not effective. Any questions about the need for or use of aversive inter-ventions should be referred to the Director of Student Servicescase manager. When aver-sive interventions are considered the IEP team will include a certificated employee who un-derstands the appropriate use of interventions and concurs with the need and shall include a person who works directly with the student. The district will establish a process for evaluat-ing the effects of the use of aversive interventions, at least every three months during the school year;

• The procedure by which parents/guardians will be notified of the use of isolation of restrain or a restrain device on their student (Policy 3247; 3247P).

• A statement regarding transfer of rights at the age of majority. The IEP case manager will provide prior written notice to the student one year prior to student turning 18 years of age;

• Extended school year (ESY) services. The consideration for ESY services is a team deci-sion, 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 May 1st to address the need for ESY. Factors for the team to consider when determining the need for ESY may include, but are not limited to: 1) Evidence of regression or recoupment time based on documented evidence; or 2) A documented determination based on the profession-al judgment of the IEP team including consideration of the nature and severity of the stu-dent’s disability, the rate of progress and emerging skills.


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Transfer Students Students who transfer from one district to another within the state continue to be eligible for spe-cial education and any necessary related services. When a special education student transfers into the district, the building principal will notify the special education department. The special edu-cation department and principal in consultation with parents will review the student’s IEP to en-sure 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 who was identified as eligible for special education transfers from out of state into the district, the building principal or appropriate special education staff will notify the De-partment of Student Services special education department as soon as possible. The appropriate special education staff 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, follow the procedures described in the previous paragraph. If the student needs to be evaluated to determine eligibility in this state, the appropriate special education staff will notify the parents, obtain consent and evaluate the student for eligibility within 35 school days. The dis-trict, in consultation with the parents, will continue to provide special education services compa-rable to the services on the student’s IEP, pending the results of the evaluation.

The district 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 previ-ous school. The Director of Student Services will be responsible for obtaining records for trans-fer students.

Placement No student may receive special education and related services without being determined eligible for services, and thus the evaluation process and IEP development precedes a special education placement. When a student has been evaluated and the evaluation team and parent have deter-mined 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 determining initial eligibility for special education, including determination of the appro-priate placement, the parent or adult student must provide written consent for services before the student receives special education services. If the parents do not consent to the provision of spe-cial education and related services, the district will not provide special education services to the student. The district willThe primary evaluator wil notify the parents that the student is eligible for services and that the district is willing to provide the services when the parent provides writ-ten consent. The notification will also inform parents that the district has no FAPE obligation to the student when parents refuse to provide consent.

When program decisions are addressed by the IEP team, proper consideration must be given to the LRE. Within the educational setting, the student should be placed, whenever possible:

• In the school the disabled student would normally attend; and, • With non-disabled students in the general educational setting to the maximum extent possi-

ble. Special classes, separate schools or removal of students with disabilities from the general educa-tion 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 satis-factorily achieved.


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If the IEP team believes that the student will not be successful within the general education class-room, the team will consider:

• The educational benefits of full-time placement in a regular classroom; • The non-academic benefits of such a placement; • The effect the student will have on the teacher and other students in the regular classroom;

and • The costs of placing the student in the regular classroom.

The degree to which the student is to be integrated into the general classroom setting is depend-ent upon the identified needs of the student. This placement is to occur unless the nature of the needs are 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 ac-tivities with non-disabled students, which includes counseling sercice, athletics, transportation, health services, recreational activities, clubs, field trips, assemblies, etc.. Limits on nonparticipa-tion 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 art, music, industrial arts, computer, con-sumer classes and home economics classes. Within the district, a continuum of alternative placement options exists spanning within a class, resource room, self-contained, home-bound and out-of-district provisions. These options are in-tended to address the individual needs of students and they are considered according to the fol-lowing process:

The placement of each student with a disability will be determined annually, or sooner if appro-priate, by the IEP team.

The appropriateness of placement options will be based upon various decisions including:

• Data-based judgments in IEP development; • Judgments (data-based) in determining LRE; • The reasonable probability of the placement option(s) assisting the student to attain annual

goals and objectives and the quality of services needed; and • The consideration of potentially harmful effects upon the student or on the quality of ser-

vices 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 re-source room or itinerant instruction to be provided in concert with the general education place-ment.

Students Unilaterally Enrolled in Private Nonprofit Schools by Parents On December 1st the district shall 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 and who do not wish to enroll in a public school to receive special education and related services. The district Director Student Services shall have timely and meaningful consultation with appropriate representatives and par-ents 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


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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 elementary school students. In order to determine which students will receive services, what services will be pro-vided, how and where the services will be provided, and how services provided will be evaluat-ed, the district shall consult with appropriate representatives and parents of private school stu-dents. The district shall make the final decision with respect to services to be provided to eligible private school students. A private school student has no individual entitlement to any service or amount of service(s) he 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 dis-trict shall 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 with respect to the services to be provided; and (2) be developed, reviewed, implemented and revised annually consistent with the requirements for IEP review. The district shall 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 shall use other methods, including individual or conference telephone calls, to assure the representative’s partic-ipation. Private school students may receive a different amount of services than special education stu-dents in public schools. However, the services provided to special education private school stu-dents will be provided by personnel meeting the same standards as personnel providing the ser-vices 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 shall not include payment of private school teachers’ or other employees’ salaries, ex-cept 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 nec-essary for the services plan program, but the district shall retain and exercise title and administra-tive control of said equipment/supplies. The district shall keep records and make an accounting assuring that said equipment/supplies is/are used solely for the services plan program. Said equipment/supplies shall be removed if necessary to avoid its/their use for other purposes or if no longer needed for the services plan program. No district funds shall be used for repairs, minor remodeling or construction of private school facilities.

The district shall provide services to students in private schools in a manner that: (1) maintains physical and administrative separation between the private and public school programs; and (2) does not benefit the private school at public expense.

Procedural Safeguards Consent The district willThe primary evaluator and/or case manager obtain informed, written parental consent before:

• Conducting an initial evaluation; • Providing initial special education and related services to a student; and


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• Conducting a reevaluation if the reevaluation includes administration of additional assess-ments.

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:

• Has been fully informed of all information that is relevant to the activity for which the dis-trict is asking consent, and that the information is provided in his or her native language or other mode of communication;

• Understands and agrees in writing to the activity for which consent is sought and the con-sent describes the activity and lists any records which will be released and to whom; and

• 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 con-sent 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 re-quest 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 re-fusal to consent to an evaluation or reevaluation if the student is homeschooled or enrolled in a private school.

Revocation of Consent

If a parent revokes consent after the district has provided special education and related services, the district will not amend the student’s education records to remove any references to the stu-dent’s receipt of special education and related services.

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 executive director of student services.

Upon receipt of the parent’s written notice of revocation, the district:

A. Will provide prior written notice before ceasing services;

B. Stop providing SE and related services after the effective date contained in the district’s prior written notice;

C. Will not use mediation or the due process procedure to obtain agreement.

Discontinuation of special education and related services in response to the parent’s written rev-ocation will not be in violation of FAPE 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 eli-gibility for special education services after they have revoked consent for continued services.


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Notice of Procedural Safeguards The school district shall provide a copy of the procedural safeguards notice to the parents of eli-gible special education students and students referred for special education and adult students one time a year and:

• Upon initial referral or parent request for evaluation; • Upon receipt of the parent’s first state complaint and first request for due process hearing in

a school year; • Upon a disciplinary action that will result in a disciplinary change of placement; and • Upon request by the parent.

The procedural safeguard notice used by the district includes a full explanation of all the proce-dural 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 schools 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 dis-trict’s special education procedural safeguards are available at individual school sites, and the district office, and the district website. Prior Written Notice Prior written notices are provided to parents when a district makes a decision relating to a stu-dent’s identification, evaluation, placement or provision of a FAPE. Prior written notices docu-ment the decisions made by the IEP teams and evaluation group.

The district willThe primary evaluator provide prior written notice to the parent of an eligible student or of a student referred for a special education evaluation whenever the district proposes or refuses to initiate or change the identification, evaluation, educational placement or provision of a FAPE to the student.

The prior written notice will include:

• A statement that the parents of a special education student have procedural safeguard pro-tections 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;

• A description of the action proposed or refused by the district; • 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; • A description of any other factors which are relevant to the district’s proposal or refusal; • A description of each evaluation procedure, test, record or report the district used as a basis

for the proposal or refusal; and, • 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 lan-guage 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 willthe case manager will take steps to ensure that the notice is translated orally or by other means to the parent. This may involve:


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• Arranging for an interpreter if English is not the native language of the parent or if the par-ent has a hearing impairment; or

• Providing notice orally if the written language is not a native language. The district case manager will document in writing how this information was provided and that the parent understands the content of the notice. (The appropriate psychologist is responsible for all actions/notices pertaining to referral, evaluation, and eligibility, The case manager is respon-sible for all actions/notices pertaining to IEP compliance and notifications. Additional service providers, including SLP, OT, etc. are responsible for all actions/notices pertaining to their re-spective services areas. IEP case manager)

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 educa-tional representative for the student. When the student turns 18, the district willthe case manager 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. (The IEP case manager is re-sponsible for providing this notice.) At an IEP meeting occurring one year before the student turns 18, the district willthe case man-ager will inform the parents and the student that educational rights will transfer to the student and the district willthe case manager will inform the student about those educational rights. This in-formation 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 he or she is determined to be “incapacitated” through a legal guardianship proceeding. If a parent, another interested party, or the district be-lieves that a student over the age of eighteen is unable The district may determine that a student over the age of eighteen and not legally incapacitated 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 and appoint an educational representative. This determina-tion will only be made if two separate professionals state that they conducted an examination and interviewed the student, and concluded the student is incapable of providing informed consent. The district willThe Director of Student Services 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 superintendent, Director of Student Services and/or the building principal is responsible for maintaining the confidentiality of personally identifiable information pertaining to special educa-tion and all other students. The Director of Student Services 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 willThe case manager 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.


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The district will provide instruction annually to employees collecting or using personally identi-fiable information on the procedures to protect the confidentiality of personally identifiable in-formation. The training will address the protections outlined in WAC 392-172A, state law and federal regulations implementing the Family Educational Rights and Privacy Act, FERPA, (34 CFR 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 shall include, but not be limited to, the identification, evaluation, delivery of educational services and provision of FAPE to the student. The district shall 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 shall 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 the Director of Student Services.

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. Pol-icy 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, Gen-eral Records Retention Schedule and Records Management Manual. The district shall 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 shall be de-stroyed 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.

Surrogate Parents 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 wherea-bouts of the parent are unknown or the student is a ward of the state and does not have a foster parent.

The Director of Student Services 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 step-parents or relatives and persons with legal custody or guardianship are considered parents. Stu-dents 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 par-ent’s rights to make educational decisions:

In cases where the student is in out of home care the district must determine the legal custodial status of the child.

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• 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.

• 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.

• 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 educa-tional decisions during this stage of dependency.

• 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 ap-pointment 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 identifica-tion, evaluation, placement of and provisions of FAPE to the student.

If a student is referred for special education or a special education student transfers into the dis-trict 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 ade-quately 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 he or she represents;

(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 which is involved in the ed-ucation or care of the student. This includes OSPI, DSHS, district employees and group care providers.

The district willThe case manager will at a minimum, review with the surrogate parent procedur-al 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.

Mediation 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 hear-ing. Mediation is used to resolve disagreements concerning the identification, evaluation and de-livery 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 pro-cess is voluntary, confidential and informal. It is a collaborative process, conducted in a nonad-versarial manner. Mediation services will be provided by the Office of Superintendent of Public Instruction (OSPI) at no cost to either party.


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The district’s special education director 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 dis-trict 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. IDEA requires that specific information be provid-ed as part of a due process hearing request. The requirements are identified in the notice of pro-cedural safeguards. If parents request information about how to file a due process hearing, the district willthe case manager will provide the parent with a due process hearing request that con-tains the required information. Due process hearing request forms are available at the district of-fice 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 immedi-ately forwarded to the Director of Student Services. 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 district Director of Student Services 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. See the disci-pline section below for placements when a disciplinary action is challenged.

When parents file a request for a due process hearing, the Director of Student Services will im-mediately schedule a resolution meeting. The meeting must occur within 15 days after a parent request for hearing or seven days if the hearing request involves an expedited hearing regarding discipline. The Director of Student Services will determine the appropriate district staff that will attend the resolution meeting. The district willThe Executive Director 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.

Discipline Students eligible for special education may be disciplined consistent with the disciplinary rules that apply to all students. The district shall determine on a case by case basis whether discipline that is permitted under WAC 392-400 should occur. However, students eligible for special edu-cation 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 shall


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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 Administrative Staff may order the removal of a special education student from a current place-ment. The district need not provide services to a special education student removed from the cur-rent 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, 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 in consulta-tion with one or more of the student’s teachers, shall make the determination of such necessary services.

If the IEP team members described in the manifestation determination section determine that the behavior is not a manifestation of the student’s disability and the removal is a change of place-ment, the district may apply the same disciplinary measures that apply to students without disa-bilities. However, the student must continue to receive 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 relevant IEP team members, selected by the parent and the district, shall determine appropriate services.

Change in Placement A change of placement occurs when a special education student is: • Removed from current placement for more than ten consecutive school days in a school

year; or • Subjected to a series of removals in a school year and which constitute a pattern of removal

because: 1) the series of removals total more than ten school days in a year; 2) the student behavior is substantially similar to the student’s behavior in previous incidents that resulted in the series of removals; and 3) 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 special education director, and is subject to review through due process and judicial proceedings. Manifestation Determination Within ten school days after the date on which the decision to change the placement is made the district shall conduct a “manifestation determination” of the relationship between the student’s disability and the behavior subject to the disciplinary action.

The review of the relationship between a student’s disability and the behavior subject to the dis-ciplinary action shall be done in a meeting by the parent and relevant members of the IEP team who are selected by the parent and the district. The principal is responsible for contacting the parent in order to determine relevant IEP team members and providing notice of the meeting. The team shall review all relevant information in the student’s file, including the IEP, teacher observations and information provided by the parent to determine:


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• If the conduct was caused by or had a direct and substantial relationship to the child’s disa-bility; or

• If the conduct in question was the direct result of the district’s failure to implement the stu-dent’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 and the contemplated disciplinary action shall not proceed.

If the team determines, specifically, that the conduct was the direct result of the district’s failure to implement the IEP, the district must take immediate action to remedy the deficiencies. If the IEP team determines that the conduct was a manifestation of the student’s disability, the team must:

1) Conduct a functional behavioral assessment (unless already completed) and implement a be-havioral intervention plan; or

2) Review the existing behavioral intervention plan and modify it to address the behavior; and

3) Return the child to the placement removed from unless the parents and the district agree a change is necessary as part of the behavioral intervention plan, or unless the infraction in-volves drugs, weapons or bodily harm.

Special Circumstances School personnel may order a change in placement to an appropriate interim alternative educa-tional setting for the same amount of time that a student without disabilities would be subject to discipline, but for not more than 45 school days, if a special education student:

• Possesses a “dangerous weapon” or carries such a weapon to school or to a school function; or

• Knowingly possesses or uses “illegal drugs” while at school or a school function; or • Sells or solicits the sale of a “controlled substance” while at school or a school function. • Inflicts serious bodily injury upon another person while at school or a school function. Seri-

ous 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:

• 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

• Include services and modifications designed to address the behavior or to prevent the behav-ior 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 45 calendar days or seek injunctive relief through a court having jurisdiction of the parties when: • The district can demonstrate beyond a preponderance of the evidence that maintaining said

student’s current placement is substantially likely to result in injury to the student or others; • The district has made reasonable efforts to minimize the risk of harm in the current place-

ment, including the use of supplementary aids and services; and


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• The proposed interim alternative educational setting has been proposed by school personnel in consultation with the student’s special education teacher and meets the requirements of WAC 392-172A.

Unless the parent and the district agree otherwise, if a parent requests a hearing to challenge ei-ther 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 of-ficer or until the expiration of the 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 an eligible for special education before the behavior that precipitated disciplinary action occurred.

The district is deemed to have knowledge if:

• 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;

• The parent requested that the student be evaluated for special education services; or • The teacher or other school personnel has expressed specific concern about a pattern of be-

havior 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 de-partment to determine the appropriate disciplinary procedures.

The district is not deemed to have knowledge if, as a result of receiving the information de-scribed above, the district either:

• Conducted a special education evaluation of the student and determined that the student was not eligible for services; or

• 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 behav-iors. The district shall 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 shall remain in the educational placement determined by the district, which can include suspension or expulsion without educational services.

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 shall ensure that cop-ies 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). Staff Qualifications All employees of the district funded in whole or part with state or federal excess special educa-tion funds will meet the standards established by the State Board of Education (SBE) and defined in WAC 392-172-A-02090.


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All employees will hold such credentials, certificates or permits as are now or hereafter required by the SBE for the particular position of employment and shall meet such supplemental stand-ards established by the district.

All special education teachers providing, designing, supervising, evaluating or monitoring the provision of special education shall possess “substantial professional training.” This shall be shown by the issuance of an appropriate special education endorsement on an individual teaching certificate issued by the superintendent of public instruction.

In the event a special education teacher does not have a certificate endorsed in special education, 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 SBE criteria.

If the district must temporarily assign a classroom teacher without a special education endorse-ment to a special education position, the district will document in writing that:

• The district is unable to recruit a teacher with the proper endorsement who was qualified for the position; and/or

• 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 reasona-bly practical; and/or

• 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 six-semester hours or nine-quarter hours of course work which are applicable to the special educa-tion 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 stu-dents with disabilities. The district will provide training to classified staff to meet the state rec-ommended core competencies. Personnel Development

In order to provide a staff development program to improve the quality of instructional pro-grams, the following procedures will be employed: • Special education concerns will be identified through a staff needs assessment completed by

administrators, teachers, educational staff associates, program assistants, parents and volun-teers;

• Training must be provided annually to all personnel who may be providing aversive inter-ventions under a student’s IEP;

• In-service training schedules will be developed based upon the results of the district assess-ment and in support of needs identified; ; including cultural competency.

• Training activities will be conducted for regular general and special education staff, staff of other agencies and organizations and private school staff providing services for special edu-cation student; and

• Training for classified staff in the state recommended core competencies will occur through consultation with personnel department.

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Public Participation 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 of-fice and the office of the superintendent. A notice regarding the availability of such documents will be placed on the district’s Web site and in the district’s newsletter. Revised: 03/08;5/10; 11/17/2014

Reference:

WAC 392-172A, 10/2009 Policy News



BOARD AGENDA ITEM I: Executive Session


1. National Security 2. Real Estate Acquisition 3. Negotiations on a publicly bid contract 4. Complaints/charges against an employee 5. Review the performance of a public employee 6. Qualifications of a candidate for elective office 7. Legal counsel or enforcement actions litigation or potential litigation




BOARD AGENDA ITEM J: Adjournment

Study Consent Supt.’s Session Action Business Informational Report Additional Information Attached Fiscal Impact/Fund Source: N/A


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