Policy: 2000
Section: 2000 - Instruction

Student Learning Goals

A basic education is an evolving program of instruction that is intended to provide students with the opportunity to become responsible and respectful global citizens, to contribute to their economic well-being and that of their families and communities, to explore and understand different perspectives and to enjoy productive and satisfying lives. Additionally, a goal of the district is to focus on strengthening the educational achievement of all students and providing all students the opportunity to achieve personal and academic success. Students will:

1. Read with comprehension, write with skill, and communicate effectively and responsibly in a variety of ways and settings;
2. Know and apply the core concepts and principles of mathematics; social, physical, and life sciences; civics and history, including different cultures and participation in representative government; geography; arts; health and fitness;
3. Think analytically, logically, and creatively, and to integrate experience and knowledge to form reasoned judgments and solve problems; and
4. Understand the importance of work and finance and how performance, effort, and decisions directly affect future career and educational opportunities.

These goals will be placed within a context of a performance-based educational system in which high standards are set for all students. Parents are primary partners in the education of their children, and students take responsibility for their learning. How instruction is provided to meet these learning goals is the decision of the school board and district educators. An assessment system for determining if students have successfully learned the essential academic learning requirements based on the student learning goals will be adopted by the district, as required by state law.
 

Adoption Date: 12.20.99

Kiona-Benton City School District
Classification: Priority
Revised Dates: 04.25.16

Policy: 2004
Section: 2000 - Instruction

Accountability Goals

1. High School Graduation Rate Goals
   The board will annually adopt district-wide graduation goals and direct each high school to annually establish goals, subject to board approval, to increase the percentage of on-time graduates receiving a high school diploma beginning with the class of 2004.
   
   The minimum graduation rate goals through 2013 will be as defined in WAC 180-105-060. Graduation rate goals in 2014 and each year thereafter for each group of students, identified in federal requirements, will not be less than 85 percent.
    
2. District and School Reading and Mathematics Improvement Goals
   The board will adopt district-wide performance improvement goals for reading and mathematics and direct each school in the district that administers the statewide assessment to adopt performance improvement goals to increase the percentage of students meeting the standard in reading and mathematics.
   
   The following goals and calculation methodologies will be established to measure and improve student achievement in reading and mathematics within the grade level bands as measured by the statewide assessment will be administered as required by state and federal law.  
   1. The baseline of achievement for the district and schools within the grade level bands on the reading and mathematics assessments for each grade are the starting points established using the federal requirements in the Washington State No Child Left Behind (NCLB) Accountability Plan.
   2. The goal for the district and for each school is to increase the percentage of students in the following categories that meet or exceed the reading and mathematics improvement goals on the state uniform bar, as established using the federal requirements in the Washington State No Child Left Behind (NCLB) Accountability Plan:
      1. All students;
      2. Students of each major racial and ethnic group;
      3. Economically disadvantaged students;
      4. Students served in Special Education; and
      5. Students served in the state’s Transitional Bilingual Instructional Program.
   3. The district and all schools will demonstrate satisfactory progress toward the performance improvement goals by meeting the federal requirements or by showing improvements using the alternative “Safe Harbor” calculation.

Once a year the board will issue a report to parents and present it in a public meeting. The report will include the following:

1. The district’s improvement goals;
2. Student performance relative to the goals; and
3. District and building plans to achieve the goals, including curriculum and instruction, parent and guardian involvement, and resources available to parents and guardians to assist students in meeting the state standards.

Annually, the district will report the district’s progress toward meeting the district and building goals in a news release to local media. The report will also be included in each school’s annual school report.
 

Adoption Date: 12.20.99

Kiona-Benton City School District
Classification: Essential
Revised Dates: 04.26.16

Policy: 2005
Section: 2000 - Instruction

School Improvement Plans

Each school will develop and adopt a school improvement plan or process, with annual review for progress and necessary changes. Each school will submit its plan to the board of directors by June 30th of each year for initial approval and annual.

Each school improvement plan or process will be data driven and will promote a positive impact on student learning. A positive impact on student learning means promoting the continuous achievement of the state learning goals and essential academic learning requirements, and the achievement of nonacademic growth in areas like public speaking, leadership, interpersonal relationship skills, team work, self-confidence and resiliency. The intent is that students can meet the goals of Washington’s basic education system: to become responsible citizens, to contribute to their own economic well-being and that of their families and communities, and to enjoy productive and satisfying lives.

Each school improvement plan or process will be based on a building self-review that includes the active participation and input of building staff, students, parents and community members.

Each school improvement plan or process will address the following elements:

1. Characteristics of effective schools as identified by the Office of the Superintendent of Public Instruction and the educational service district (a plan may focus on one or several of the characteristics for up to three years);
2. Safe and supportive learning environments;
3. Educational equity factors including gender, race, ethnicity, culture, language and physical and mental ability;
4. Use of technology;
5. Parent and community involvement; and
6. Other factors identified by the school community for inclusion in the plan or process.

Any school participation in a program of school improvement assistance through the state accountability system or the federal Elementary and Secondary Education Act will constitute sufficient compliance with this policy.

Adoption Date: 04.25.05

Kiona-Benton City School District
Classification: Essential
Revised Dates: 04.25.16

Policy: 2020
Section: 2000 - Instruction

Course Design, Selection and Adoption of Instructional Materials

The board recognizes its responsibility for the improvement and growth of the educational program of the schools. To this end, the course designs shall be evaluated, adapted and developed on a continuing basis.  Instructional materials shall be selected to ensure alignment with state learning standards and enable all students to master foundational skills and knowledge to achieve college and career readiness.

Definitions

For the purpose of policy and procedure 2020, the following definitions will apply:

Course Design is the process that includes identifying and sequencing essential content supporting students’ skill development towards state learning standards. Course design involves providing appropriate instructional materials, professional development, and support systems for teachers as they implement the course.

Instructional Materials are all materials designed for use by students and their teachers as learning resources to help students to acquire facts, skills, and/or to develop cognitive processes. These instructional materials, used to help students meet state learning standards, may be printed or digital, and may include textbooks, technology-based materials, other educational media, and assessments. They may carry different licensing types from open to all rights reserved. For the purposes of this policy, there are five categories of instructional materials:

Core Instructional Materials are the primary instructional resources for a given course. They are district-approved and provided to all students to help meet learning standards and provide instruction towards course requirements.

Alternative Core Materials are the primary instructional materials for a given course that are used with a subset of students. These materials are intended to replace approved core materials and may be used for specialized course offerings or flexible learning environments.

Intervention Materials are designed to support strategic or intensive intervention for students who are at risk of not meeting established learning standards. Intervention materials are used with students to accelerate progress toward particular learning goals based on systematic assessment, decision-making, and progress monitoring.

Supplemental Materials are used in conjunction with the core instructional materials of a course. These items extend and support instruction. They include, but are not limited to, books, periodicals, visual aids, video, sound recordings, computer software and other digital content.

Temporary Supplemental Materials are those items used in conjunction with the core instructional materials of a course that are of interest or value for a short period of time and are chosen within district-established guidelines. They are not intended to supplant the adopted curriculum nor be used on a regular instructional basis. Examples might include timely articles from relevant, reliable sources, websites, or news broadcasts. The use of temporary supplemental materials for time periods of over one year requires consideration of the material as either part of the core instructional material for a course or supplemental material for the course depending on the nature and scope of the material.

Instructional Materials Committee is the body that makes core instructional materials adoption recommendations to the School Board based on superintendent-established procedures.

Course Design

The superintendent or designee will establish procedures for course design that:

• Provide for the regular review of selected content areas and implementation of any suggested changes.
• Provide for involvement of community representatives and staff members at appropriate times.

Selection and Adoption of Instructional Materials

The primary objective in selecting instructional materials is to implement, enrich and support the educational program of the schools. All instructional materials will be selected in conformance with:

1. Applicable state and federal laws;
2. Goals and/or learning standards of the district and state; and
3. Procedures established by the instructional materials committee which address the criteria detailed in the corresponding procedure 2020P.

The board is responsible for the adoption of all core materials used in the district.

The superintendent, or designee, will establish procedures for core material, alternate core, and intervention material selection and adoption using criteria around evidence-based practices.

The superintendent will ensure that a listing of all core instructional materials used within the school curriculum is maintained in the district and is available for public review either in-person or online.

The intent of the board is that the superintendent delegate responsibility for examining, evaluating, and selecting all supplemental and temporary supplemental materials to the professional staff of the district. This includes preparing all student reading lists. Staff will rely on reason and professional judgment in the selection of high-quality supplemental materials that align to state learning standards, present a balance of differing views of controversial issues to ensure no indoctrination of any ideology, political or personal bias against any race, religion, gender, socioeconomic status or U.S. citizenship, and are appropriate for the instructional program and developmental level and interests of their students. 

Adoption Date: 05.06.02

Kiona-Benton City School District
Classification: Essential
Revised Dates: 04.16; 11.22

Policy: 2020P
Section: 2000 - Instruction

Procedure Course Design, Selection and Adoption of Instructional Materials

For the purposes of this procedure, the definitions from Policy 2020 will apply.

District course design and core instructional materials should be regularly reviewed to ensure their ongoing alignment with state law, teaching and learning standards, and research-based best practices. All students will receive high quality core instruction, free from indoctrination of any ideology, political bias, or personal bias which determines one’s value based on race, religion, gender, socioeconomic status or U.S. Citizenship. As appropriate, students will receive strategic and intensive intervention supports matched to student needs.

Course Design

Existing Courses

The superintendent or designee will establish a regular cycle of course design review and development that includes examination by review committees composed of district subject area coordinators and, as appropriate, external content area experts. This review cycle should be based on student need, changing demographics and funding.  The cycle should cover each content area to ensure current course relevance. The course design process should review:

• Relevance, rigor, and alignment to state learning standards;
• Efficacy of core, alternative core, and intervention instructional materials that support student learning; and
• Processes and resources used to assess student progress and address teacher professional learning.

Recommendations of this review may lead to:

• Affirmation of continued use of current processes and instructional materials;
• Establishment  of a timeline for completion of recommended tasks;
• Creation and assignment of tasks to subcommittees as required to select, write, or revise the course design;
• Recommendation of new instructional materials selection to the Instructional Materials Committee;
• Design of course implementation and staff development plans;
• Identification of projected budget needs in accordance with established timelines; and/or
• Maintained communications with impacted stakeholders.

New Courses or Major Modifications to Existing Courses

New course offerings or major course modifications that propose significant changes to course objectives or scope will be reviewed by the superintendent or designee prior to being scheduled to ensure that the course is rigorous, utilizes appropriate instructional materials, does not devalue anyone’s worth based on gender, race, religion, socioeconomic status, or U.S. citizenship, and is a carefully considered part of the school’s college and career pathways.

When the implementation of new or modified courses requires the adoption of new instructional resources, those resource recommendations will be forwarded to the Instructional Materials Committee for consideration by the process outlined below.

Selection and Adoption of Instructional Materials

For the purposes of this procedure, instructional materials used in the school district will be classified as core, alternative core, intervention, supplemental, and temporary supplemental and shall be selected according to the procedures that follow. The principal is responsible for ensuring the continuing familiarity of his/her certificated staff with the requirement of this policy and procedure. The district office will provide such technical assistance as may be necessary to accomplish this.

Roles and Responsibilities in the Selection and Adoption of Instructional Materials

Instructional Material Delivery Formats

Instructional materials may be delivered in many formats, and may include textbooks, technology-based materials, or other educational media.

Open Educational Resources

Open Educational Resources (OER) are teaching and learning resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others. A wide variety of free, high quality instructional content is available from supplemental to core instructional materials. District staff are encouraged to consider OER when selecting instructional materials. OER are subject to the same selection and adoption procedures as other instructional materials outlined in this document.

Technology-based Resources

When instructional materials are technology based, district educational technology staff should be consulted regarding the technological impacts of the suggested program. Equity of access for students and teachers must be considered for all core materials delivered in digital formats.

Core Instructional Material Selection

Instructional Materials Committee

The Instructional Materials Committee (IMC) is formed to establish and monitor such procedures as may be necessary for the evaluation and recommendation of core materials used by the district in conformance to stated criteria. The committee will act upon requests for core material approval and will evaluate and act upon citizens’ requests for reconsideration of core materials.

Committee meetings will be held on a schedule determined by the district.  Special meetings may be called by the committee chairman if necessary. The committee secretary will provide department heads, principals, and program developers with copies of the committee meeting schedule.

The committee will consist of: District Curriculum Director, principals, teachers and community representative. Instructional Materials Committees may include parents, but state law provides that parents must make up less than one-half the committee.

Members will be appointed by the superintendent or designee through the district’s committee process. Membership must be approved by the Board of Directors. The chairman and the secretary will be permanent members of the committee. Other members will have three-year terms. Temporary appointments of one year or less may be made to fill vacancies.

Criteria for Selection of Core Instructional Materials

Core instructional materials shall be selected based upon the degree to which they:

1. Demonstrate likelihood of impact as shown by scientific or evidence-based research;
2. Enable implementation of the district’s developed curriculum and meet state standards and College Readiness requirements;
3. Provide sufficient flexibility to meet the varied needs and abilities of the students served;
4. Provide clear and appropriate differentiation components for English Language Learners, special education students, students with academic opportunity gaps, and highly capable students;
5. Where appropriate, present balanced but differing views of issues, controversial or otherwise, in order that students may develop critical analysis and informed decision-making skills;
6. Demonstrate consideration of appropriate format(s) (including technological, visual, and/or auditory components);
7. Support an equitable access to learning and learning materials for all students; including the provision of appropriate, high-quality accessible instructional materials to all students with disabilities who require them; and
8. Are free of stereotyping and gender, race, class, and other forms of bias, recognizing that under certain circumstances biased materials may serve as appropriate resources to present contrasting and differing points of view, and biased materials may be employed in order to teach students about bias, stereotyping, and propaganda in historical or contemporary contexts. The Washington Models for the Evaluation of Bias Content in Instructional Materials, published by the Office of Superintendent of Public Instruction (OSPI) should be consulted in the selection process to further to the goal of eliminating content bias: OSPI Instructional Materials Review website. 

Identification of Core Instructional Materials

Core materials shall be initially selected by such certificated staff as the superintendent or designee may assign. Materials must meet the Criteria for the Selection of Core Materials above.

Recommendation of Core Instructional Materials

The IMC will receive recommended district material proposals through superintendent-assigned staff. Core material will be reviewed according to superintendent-established procedures to ensure compliance with the above selection criteria and by using instructional material evaluation tools listed on the OSPI website: OSPI Instructional Rviews. 

Based on their evaluation, the IMC will recommend instructional materials to the board for adoption.

Adoption of Core Instructional Materials

Core material will be approved by the board prior to their use in classrooms. Texts selected previously are exempt from this requirement.

Regularly Scheduled Core Material Updates

Any courses using OER as their core material shall annually convene a representative group of district teachers of the course to revise and improve the core material. Adaptations shall be based on teacher and student suggestions and data from state or district assessments identifying areas of lower student performance. Revised versions of the core material will be implemented for the following school year.

If the adaptations to the core material results in significant changes to course objectives or scope, the revised resource shall be forwarded to the Instructional Materials Committee for consideration and, formal recommendation for board adoption.

Exceptional Needs or Rapidly Changing Circumstances

The superintendent or designee may authorize the acquisition of alternative core instructional materials to meet exceptional needs or rapidly changing circumstances. However, expanded use of core instructional materials selected for exceptional needs will require adoption through the formal process.

College in the High School, Advanced Placement (AP), and/or International Baccalaureate (IB)

College in the High School, AP, and/or IB courses may have varying course designs as necessitated by their course credit transfer requirements.

Field Testing

The Superintendent or designee may consider the use of field testing as part of the adoption process. Field testing can provide a flexible opportunity to investigate the effectiveness of curricular approaches, instructional materials, and/or assessment resources through careful experimentation for an identified purpose based on student needs. 

Trial-use core instructional material of an experimental, field-test nature may be authorized for use by the superintendent for a period of no more than one school year prior to adoption through the formal process.

Citizen Access to View Core Materials

Members of the community are invited to review any core instructional materials in current or proposed use. Such review may be accomplished at the school, in the district office, or online. The review and examination process should be arranged in a way to avoid disrupting the educational program. The review of core materials should be undertaken with the knowledge of district objectives in mind.

Intervention Instructional Material Selection

Instructional materials designed to support strategic or intensive intervention for students who are at risk of not meeting established learning standards will be approved by the superintendent or designee based upon evidence from reputable sources (e.g., National Center on Response to Intervention, Johns Hopkins Best Evidence Encyclopedia).

Alternative Core Instructional Material Selection

The superintendent, or designee, will establish procedures through which schools may be approved to use alternative core materials for specialized course offerings or flexible learning environments. In many cases, the superintendent may decide that selection of these alternative core materials be made by certificated staff designated by the building principal.

Supplemental Material Selection

Supplemental materials will not require IMC approval or board adoption.

The superintendent shall delegate responsibility for examining, evaluating, and selecting all supplemental and temporary supplemental materials to the principal or professional staff of the district. This includes preparing all student reading lists using state standards-aligned resources/repositories. Staff will rely on reason and professional judgment in the selection of high quality supplemental materials that align to state learning standards and are appropriate for the instructional program and developmental level and interests of their students. While supplemental materials do not require item-by-item approval of the IMC, staff are expected to thoroughly preview such materials and to give due consideration to the text complexity, developmental level of students; appropriateness of language or images; bias against racial, gender, ethnic, or other social groups; and other sensitive issues.

Temporary Supplemental Material Selection

Professional staff of the district will rely on reason and professional judgment in the selection of high quality temporary supplemental materials that are appropriate for the instructional program and developmental level and interests of their students.

Protest Procedure for Instructional Materials

When a parent/guardian or employee challenges any instructional materials used or restricted from use in the schools, the following steps should be taken:

1. Concerns should first be discussed with the certificated teacher and/or the school principal. All parties are urged to resolve the concern at this level.
2. If the concerns cannot be resolved through discussion at the school level, the following steps will be taken and the challenged instructional material will continue to be used until a decision is rendered:
   1. If the challenged instructional material is supplemental in nature, at a parent’s written request to the principal, the supplemental material may be asked to be withdrawn from their student. The principal shall facilitate a meeting of the complainant(s) and appropriate school staff.  Following the meeting, the principal shall respond with a written decision. If warranted by the scope of the supplemental material, an appeal may be submitted to the Superintendent, or designee requesting review by the Instructional Materials Committee and a written decision.
   2. If the instructional material is core, alternative core, or intervention material, the parent/guardian or employee may register a request for reconsideration with the Superintendent or designee. This request will be forwarded to the Instructional Materials Review committee. The IMC will review the complaint and establish a timely process for public consideration of the complaint, if appropriate.

All instructional material reconsideration decisions will be by majority vote of the IMC and are final. Decisions of the committee will be delivered in writing to the Superintendent, complainant, and affected staff within ten (10) school business days.

Kiona-Benton City School District
Classification: Essential
Revised: 4.16; 11.22

Policy: 2021
Section: 2000 - Instruction

Library Media Centers

Library/media centers will be used to support and extend the classroom program of instruction. Each center will  provide a broad range of instructional equipment and learning resources to support the school curriculum and meet the unique needs of students.

Each district library/media center will be appropriately staffed to assist teachers and students in the use of the collection, as well as in the completion of teacher and/or student assignments.  The Teacher-Librarian and the library media staff will assist students and teachers in securing a variety of resources which support student mastery of the essential academic learning requirements and the implementation of the district’s school improvement plan. Additionally, the Teacher-Librarian, through the school library media program, will collaborate as an instructional partner and information specialist to help all students meet the content goals in all subject areas, provide information, technology literacy instruction and assist high school students completing the culminating project and high school and beyond plans.

The superintendent will establish procedures for the selection of materials. Citizens who wish to express a concern about specific material included in the collection may do so according to the procedures outlined in Procedure 2021P, with the understanding that the criteria and rationale for reconsideration of library resources differs from the criteria and rationale for reconsideration of classroom/curricular instructional materials.

Adoption Date: 06.05.00

Kiona-Benton City School District
Classification: Discretionary
Revised Dates: 04.25.16

Policy: 2021P
Section: 2000 - Instruction

Procedure Library Media Centers

1. Library Collection Development
   This procedure guides Teacher-Librarians, as well as, informs the community about the process for selecting, acquiring, evaluating and maintaining library materials. The objective of each school library media program is to implement, support and enrich the educational program of the district.
   
   To best meet the unique needs of each school, the district will strive to create a library collection based upon an assessment of student and staff needs. This will be accomplished by:
   1. Providing resource materials, both curricular and personal for students and faculty;
   2. Providing materials that meet the interest, vocabulary, maturity and ability levels of all students;
   3. Fostering reading as a lifelong activity through pleasurable exposure to printed and digital materials; and
   4. Including materials in the collection because of their academic, literary and/or artistic value and merit.
       
2. Library Materials and Electronic Resources
   Library materials or digital services are those items accessible through the library media center program which provide support for an area of the curriculum, information for independent study, or resources for enrichment and recreational interest. Electronic resources include access to electronic documents, databases and websites.
    
3. Suggestions for Acquisition:
   Suggestions may originate from students, parents, community members and teachers. Library/media staff will weigh requests, evaluate materials and recommend those which fulfill the needs of the instructional program to the superintendent to review and present to the board as deemed necessary.
    
4. Selection
   1. Sources for the selection of materials include but are not limited to:
      1. Vendor catalogs, American Historical Fiction, Basic Book Collection for Elementary Grades, the Best in Children’s books, Children and Books, Children’s Catalog, Elementary School Library Collection, European Historical Fiction and Biography, Guide to Sources in Educational Media, Junior High School Catalog Reference Books For School Libraries, Subject Guide To Children’s Books in Print, Subject Index to Books for Intermediate Grades, Subject Index to Books for Primary Grades, and Westinghouse Learning Directory.
          
      2. Current review journals:
         • AASA Science Books and Films
         • American Film & Video Association Evaluations
         • Kirkus Reviews
         • Media and Methods
         • School Library Journal
         • Bulletin of the Center for Children’s Books
         • Horn Book
         • KLIATT
         • VOYA
         • Booklist
            
   2. All items selected for placement in the school library will:
      1. Support and be consistent with the general educational goals of the State of Washington and Kiona-Benton City School District and the aims and objectives of individual schools and specific courses;
      2. Support and be consistent with school library media and information literacy standards established by the American Association of School Librarians as well as content area standards established by the Office of the Superintendent of Public Instruction of the State of Washington;
      3. Meet high standards of quality in factual content and presentation;
      4. Contain appropriate subject matter for the age, emotional development, ability level, learning styles, and social development of the students for whom they are selected;
      5. Serve the intended purpose, in both physical format and appearance for library materials;
      6. Help students gain an awareness of our pluralistic society;
      7. Motivate students and staff to examine their own duties, responsibilities, rights, and privileges as participating citizens in our society, and to make informed judgments in their daily lives;
      8. Withstand scrutiny based on their strengths rather than rejected for their weakness; and
      9. Clarify historical and contemporary forces by presenting and analyzing intergroup tension and conflict objectively, placing emphasis on recognizing and understanding social and economic problems.
          
5. Gifts/Donations
   Materials donated to the school library will be accepted or declined in accordance with the criteria applied to the purchase of materials.
    
6. Collection Assessment
   De-selection (weeding) of outdated and damaged materials is a natural part of the library’s life cycle and maintenance of the quality and integrity of the collection. The Teacher-Librarian will evaluate the library collection on a continuing basis in order to assure that the collection meets the mission statement and goals of the Kiona-Benton City School District.
    
7. Considerations for De-selection
   1. Currency – The subject matter is out of date or no longer relevant to the instructional program;
   2. Physical Condition – Item is worn, soiled, missing pages, antiquated in appearance or unattractive;
   3. Not circulating for a reasonable amount of time;
   4. Superseded by newer editions;
   5. Perpetuates cultural, ethnic, or sexual stereotypes;
   6. Inappropriate reading level; or
   7. Unneeded duplication of materials.
       
8. Request for Reconsideration of Library Media Materials
   When a concern is expressed about library resources, the Teacher-Librarian will consider both the citizen’s right to express an opinion and the principles of intellectual freedom.
   1. Informal Reconsideration
      Persons wishing to make a complaint regarding library resources will be asked to direct their complaint to the Teacher-Librarian. The Teacher-Librarian will attempt to resolve the issue informally by:
      1. Discussing the request with the complainant and listening carefully to the concerns expressed;
      2. Explaining why the material was selected, and how its inclusion in the collection was guided by the district collection development policy/procedure; and
      3. Share review sources for the item in question;
      4. If the informal process does not resolve the matter, the complainant may submit a formal request for reconsideration of Library resources. Library materials in question will remain in the collection until the process is completed and a final decision is made.
          
   2. Formal Reconsideration
      The building principal will be informed whenever a citizen asks for a Request for Reconsideration of Library/Media Materials form.
      
      The Request for Reconsideration of Materials form, together with a copy of the challenged materials process will be furnished to the complainant by the principal.
      
      The formal process will follow the process required by Procedure 2020P for a written challenge, with the understanding that the criteria and rationale for reconsideration of library materials differs from classroom/district adopted materials. When reviewing a challenge to library materials the instructional review committee will:
      1. Examine the Request for Reconsideration form;
      2. Read and evaluate the book/material in question;
      3. Study thoroughly all materials referred and read available reviews. The general acceptance of the materials should be checked by consulting standard evaluation aids and holdings in other schools;
      4. Discuss the book/material in the context of the educational program and the audience for which it was selected;
      5. Consider the entire work, rather than extracting passages or parts. Weighing the values and faults against each other and weighing the conflicting opinions based on the materials as a whole; and
      6. Base the final decision upon the appropriateness of the material for its intended educational use.

 The decision of the Instructional Materials Committee may be appealed by a concerned party to the Board of Directors, by submitting a written request to the office of the superintendent. The purpose of the Board of Director’s review will be to determine whether the committee applied the appropriate criteria and followed the proper process.

The superintendent will notify the concerned parties of the findings of the board’s review.

If the correct criteria and process were followed by the Instructional Materials Committee, the decision of the committee stands. If it is determined they were not followed, the Board of Directors will determine the outcome of the challenge.

The decision regarding challenged materials will not be subject to reconsideration for a minimum of three years, unless there is a substantive change of circumstances as determined by the superintendent.

Kiona-Benton City School District
Classification: Discretionary
Revised Dates: 04.16; 11.22

Policy: 2022
Section: 2000 - Instruction

Electronic Resources and Internet Safety

The Kiona-Benton City School District Board of Directors recognizes that an effective public education system develops students who are globally aware, civically engaged, and capable of managing their lives and careers. The board also believes that staff and students need to be proficient and safe users of information, media, and technology to succeed in a digital world.
 

Electronic Resources

The district will develop and use electronic resources as a powerful and compelling means for students to learn core subjects and applied skills in relevant and rigorous ways and for staff to educate them in such areas of need. It is the district’s goal to provide students with rich and ample opportunities to use technology for important purposes in schools just as individuals in workplaces and other real-life settings use these tools. The district’s technology will enable educators and students to communicate, learn, share, collaborate and create; to think and solve problems; to manage their work; and to take ownership of their lives.

The Board directs the Superintendent or designee to create strong electronic educational systems that support innovative teaching and learning, to provide appropriate staff development opportunities and to develop procedures to support this policy. The superintendent or designee is authorized to develop procedures and acceptable use guidelines for staff and students as to use of district electronic resources, including those that access Internet and social media, and to regulate use of personal electronic resources on district property and related to district activities.
 

Internet Safety

To help ensure student safety and citizenship with electronic resources, all students will be educated about Internet safety.  This will include appropriate online behavior, including interacting with other individuals on social networking websites and in chat rooms, and cyberbullying awareness and response.

To promote Internet safety and appropriate online behavior of students and staff as they use electronic resources and access material from the Internet, the superintendent or designee is authorized to develop or adopt Internet safety procedures, acceptable use guidelines, and, for students, related instructional materials for every grade level. The superintendent or designee in evaluating such procedures and instructional materials  should take into account District electronic resources, community norms, privacy rights, responsible use, and issues of concern with student or staff use of electronic resources. 

As a component of district Internet safety measures, all district-owned electronic resources, including computer networks and Wi-Fi, in all district facilities capable of accessing the Internet must use filtering software to prevent access to obscene, racist, hateful or violent material. However, given the ever-changing nature of the Internet, the district cannot guarantee that a student will never be able to access objectionable material. 

Further, when students use the Internet from school facilities for educational purposes, district staff will make a reasonable effort to supervise student access and use of the internet.  If material is accessed that violates district policies, procedures or student guidelines for electronic resources or acceptable use, district staff may instruct the person to cease using that material and/or implement sanctions consistent with district policies, procedures, guidelines, or student codes of conduct. 

Adoption Date: 07.05.00

Kiona-Benton City School District
Classification: Priority
Revised Dates: 06.25.12; 04.25.16

Policy: 2022P
Section: 2000 - Instruction

 Procedure Electronic Resources and Internet Safety

K-20 Network Acceptable Use Guidelines/Internet Safety Requirements

These procedures are written to support the Electronic Resources Policy of the board of directors and to promote positive and effective digital citizenship among students and staff. Digital citizenship represents more than technology literacy. Successful, technologically-fluent digital citizens live safely and civilly in an increasingly digital world. They recognize that information posted on the Internet is public and permanent and can have a long-term impact on an individual’s life and career. Expectations for student and staff behavior online are no different from face-to-face interactions.
 

Use of Personal Electronic Devices

In accordance with all district policies and procedures, students and staff may use personal electronic devices (e.g. laptops, mobile devices and e-readers) to further the educational and research mission of the district. School staff will retain the final authority in deciding when and how students may use personal electronic devices on school grounds and during the school day.
 

Network

The district network includes wired and wireless devices and peripheral equipment, files and storage, e-mail and Internet content (blogs, websites, collaboration software, social networking sites, wikis, etc.). The district reserves the right to prioritize the use of, and access to, the network.

All use of the network must support education and research and be consistent with the mission of the district.

Acceptable network use by district students and staff include:

1. Creation of files, digital projects, videos, web pages and podcasts using network resources in support of education and research;
2. Participation in blogs, wikis, bulletin boards, social networking sites and groups and the creation of content for podcasts, e-mail and webpages that support education and research;
3. With parental permission, the online publication of original educational material, curriculum related materials and student work. Sources outside the classroom or school must be cited appropriately;
4. Staff use of the network for incidental personal use in accordance with all district policies and procedures; or
5. Connection of personal electronic devices (wired or wireless) including portable devices with network capabilities to the district network after checking with the School District’s Director of Technology to confirm that the device is equipped with up-to-date virus software, compatible network card and is configured properly. Connection of any personal electronic device is subject to all procedures in this document.

Unacceptable network use by district students and staff includes but is not limited to:

1. Personal gain, commercial solicitation and compensation of any kind;
2. Actions that result in liability or cost incurred by the district;
3. Downloading, installing and use of games, audio files, video files, games or other applications (including shareware or freeware) without permission or approval from the Director of Technology;
4. Support for or opposition to ballot measures, candidates and any other political activity;
5. Hacking, cracking, vandalizing, the introduction of viruses, worms, Trojan horses, time bombs and changes to hardware, software and monitoring tools;
6. Unauthorized access to other district computers, networks and information systems;
7. Cyberbullying, hate mail, defamation, harassment of any kind, discriminatory jokes and remarks;
8. Information posted, sent or stored online that could endanger others (e.g., bomb construction, drug manufacturing);
9. Accessing, uploading, downloading, storage and distribution of obscene, pornographic or sexually explicit material; or
10. Attaching unauthorized devices to the district network. Any such device will be confiscated and additional disciplinary action may be taken.

The district will not be responsible for any damages suffered by any user, including but not limited to, loss of data resulting from delays, non-deliveries, mis-deliveries or service interruptions caused by his/her own negligence or any other errors or omissions. The district will not be responsible for unauthorized financial obligations resulting from the use of, or access to, the district’s computer network or the Internet.
 

Internet Safety

Personal Information and Inappropriate Content:

1. Students and staff should not reveal personal information, including a home address and phone number on web sites, blogs, podcasts, videos, social networking sites, wikis, e-mail or as content on any other electronic medium;
2. Students and staff should not reveal personal information about another individual on any electronic medium without first obtaining permission;
3. No student pictures or names can be published on any public class, school or district website unless the appropriate permission has been obtained according to district policy; and
4. If students encounter dangerous or inappropriate information or messages, they should notify the appropriate school authority.
    

Filtering and Monitoring

Filtering software is used to block or filter access to visual depictions that are obscene and all child pornography in accordance with the Children’s Internet Protection Act (CIPA). Other objectionable material could be filtered. The determination of what constitutes “other objectionable” material is a local decision.

1. Filtering software is not 100 percent effective. While filters make it more difficult for objectionable material to be received or accessed, filters are not a solution in themselves. Every user must take responsibility for his/her use of the network and Internet and avoid objectionable sites;
2. Any attempts to defeat or bypass the district’s Internet filter or conceal Internet activity are prohibited (e.g., proxies, https, special ports, modifications to district browser settings and any other techniques designed to evade filtering or enable the publication of inappropriate content);
3. E-mail inconsistent with the educational and research mission of the district will be considered SPAM and blocked from entering district e-mail boxes;
4. The district will provide appropriate adult supervision of Internet use. The first line of defense in controlling access by minors to inappropriate material on the Internet is deliberate and consistent monitoring of student access to district devices;
5. Staff members who supervise students, control electronic equipment or have occasion to observe student use of said equipment online, must make a reasonable effort to monitor the use of this equipment to assure that student use conforms to the mission and goals of the district; and
6. Staff must make a reasonable effort to become familiar with the Internet and to monitor, instruct and assist effectively.
7. The district will provide a procedure for students and staff members to anonymously request access to internet websites blocked by the district's filtering software. The procedure will indicate a timeframe for a designated school official to respond to the request. The requirements of the Children's Internet Protection Act (CIPA) will be considered in evaluation of the request. The district will provide an appeal process for requests that are denied.
    

Internet Safety Instruction

1. All students will be educated about appropriate online behavior, including interacting with other individuals on social networking websites and in chat rooms, and cyberbullying awareness and response:
2. Age appropriate materials will be made available for use across grade levels; and
3. Training on online safety issues and materials implementation will be made available for administration, staff and families.
    

Copyright

Downloading, copying, duplicating and distributing software, music, sound files, movies, images or other copyrighted materials without the specific written permission of the copyright owner is generally prohibited. However, the duplication and distribution of materials for educational purposes is permitted when such duplication and distribution falls within the Fair Use Doctrine of the United States Copyright Law (Title 17, USC) and content is cited appropriately.
 

Ownership of Work

All work completed by employees as part of their employment will be considered property of the district. The District will own any and all rights to such work including any and all derivative works, unless there is a written agreement to the contrary.

All work completed by students as part of the regular instructional program is owned by the student as soon as it is created, unless such work is created while the student is acting as an employee of the school system or unless such work has been paid for under a written agreement with the school system. If under an agreement with the district, the work will be considered the property of the District. Staff members must obtain a student’s permission prior to distributing his/her work to parties outside the school.
 

Network Security and Privacy

Network Security

Passwords are the first level of security for a user account. System logins and accounts are to be used only by the authorized owner of the account for authorized district purposes. Students and staff are responsible for all activity on their account and must not share their account password.

The following procedures are designed to safeguard network user accounts:

1. Change passwords according to district policy;
2. Do not use another user’s account;
3. Do not insert passwords into e-mail or other communications;
4. If you write down your user account password, keep it in a secure location;
5. Do not store passwords in a file without encryption;
6. Do not use the “remember password” feature of Internet browsers; and
7. Lock the screen or log off if leaving the computer.

Student Data is Confidential

District staff must maintain the confidentiality of student data in accordance with the Family Educational Rights and Privacy Act (FERPA).

No Expectation of Privacy

The district provides the network system, e-mail and Internet access as a tool for education and research in support of the district’s mission. The district reserves the right to monitor, inspect, copy, review and store without prior notice information about the content and usage of:

1. The network;
2. User files and disk space utilization;
3. User applications and bandwidth utilization;
4. User document files, folders and electronic communications;
5. E-mail;
6. Internet access; and
7. Any and all information transmitted or received in connection with network and e-mail use.

No student or staff user should have any expectation of privacy when using the district’s network. The district reserves the right to disclose any electronic messages to law enforcement officials or third parties as appropriate. All documents are subject to the public records disclosure laws of the State of Washington.

Litigation

In the event of litigation, all computer users are on notice that federal and state civil rules of procedure may allow discovery of all computer hardware and software. This includes but is not limited to computers, laptops, home computers, printers, cell phones, and other electronic equipment that is used to conduct school business.

Modification or Repair of Personally owned Technology Devices or Electronic Property

Kiona-Benton City School District employees are not authorized to perform any repair, configuration or maintenance on personally owned technology resources, that are brought to school property or present during school sponsored activities including both software and hardware resources. Schools and departments are prohibited from designating, sponsoring or assigning students to perform any kind of maintenance, repair, configuration or installation services to support personally owned technology devices that are brought to school property or present during school sponsored activities.

Additional Requirements for Students/Staff/Visitors Requesting a Waiver for Personal Electronic Property

Students, staff and visitors requesting to operate their personal electronic property within the district must obtain written approval and abide by the following additional requirements:

• Any computer that is connected to the district’s digital network via wired or wireless control must have approved and functioning anti-virus software running with up-to-date virus definitions.
• A Waiver for Personal Electronic Property form must be signed (denoting approval) by the Director of Technology prior to operating any personal electronic property in Kiona-Benton City School District schools or offices.
• Any visitor/student/staff that operates any personal electronic property must also sign and acknowledge this AUP.

Additional Guidelines for Students

Student users must adhere to the following additional guidelines:

• Students will follow teacher instructions regarding the use of the Kiona-Benton City School District digital network.
• Written consent will be required from parent(s) or guardian(s) before any identifying student’s photograph, work or video footage is published on the Internet or transmitted outside the district.
• Students must observe and adhere to all regulations on any digital device or cell phone used  stated in the student handbook.

Archive and Backup

Backup is made of all district e-mail correspondence for purposes of public disclosure and disaster recovery. Barring power outage or intermittent technical issues, staff and student files are backed up on district servers regularly. Refer to the district retention policy for specific records retention requirements.

Disciplinary Action

All users of the district’s electronic resources are required to comply with the district’s policy and procedures (and agree to abide by the provisions set forth in the district's user agreement). Violation of any of the conditions of use explained in the (district’s user agreement), Electronic Resources policy or in these procedures could be cause for disciplinary action, including suspension or expulsion from school and suspension or revocation of network and computer access privileges.

Adoption Date:

Kiona-Benton City School District
Classification:
Revised Dates: 06.25.12; 04.25.16 

Policy: 2024
Section: 2000 - Instruction

Online Learning

The Kiona-Benton City School District Board of Directors believes that a variety of learning options, including online courses and programs, are critical for 21st century learners. The board recognizes that the online learning environment provides students with unique opportunities to become self-disciplined learners with life-long learning skills. Further, the board believes that online learning provides tremendous opportunities for students to access curriculum and specialized courses in a flexible learning environment that might not otherwise be available.

Therefore, the board supports a range of online learning opportunities that are equally accessible to all students in the school district. The board directs the superintendent to provide information to parents, students and staff regarding online learning options and the guidelines for participation.

The superintendent or designee will develop procedures to implement this policy. The procedures will include, but not be limited to, a description of student access to online learning courses/grade level coursework, student eligibility criteria, the types of online courses available to students, methods the district will use to support student success, payment of course fees and other costs, granting of course credit, and conditions under which no credit will be awarded.

Adoption Date: 03.23.16

Kiona-Benton City School District
Classification: Essential
Revised Dates:

Policy: 2025
Section: 2000 - Instruction

Copyright Compliance

The board recognizes that federal law makes it illegal to duplicate copyrighted materials without authorization of the holder of the copyright, except for certain exempt purposes.

Severe penalties may be imposed for unauthorized copying or using of audiovisual or printed materials and computer software, unless the copying or using conforms to the "fair use" doctrine.

Under the "fair use" doctrine, unauthorized reproduction of copyrighted materials is permissible for such purposes as criticism, comment, news reporting, teaching, scholarship or research. If duplicating or changing a product is to fall within the bounds of fair use, these four standards must be met for any of the foregoing purposes:

1. THE PURPOSE AND CHARACTER OF THE USE. The use must be for such purposes as teaching or scholarship.
2. THE NATURE OF THE COPYRIGHTED WORK. Staff may make single copies of: book chapters for use in research; instruction or preparation for teaching; articles from periodicals or newspapers; short stories, essays or poems; and charts, graphs, diagrams, drawings, cartoons or pictures from books, periodicals, or newspapers in accordance with these guidelines.
3. THE AMOUNT AND SUBSTANTIALITY OF THE PORTION USED. Copying the whole of a work cannot be considered fair use; copying a small portion may be if these guidelines are followed.
4. THE EFFECT OF THE USE UPON THE POTENTIAL MARKET FOR OR VALUE OF THE COPYRIGHTED WORK. If resulting economic loss to the copyright holder can be shown, even making a single copy of certain materials may be an infringement, and making multiple copies presents the danger of greater penalties.

While the district encourages its staff to enrich the learning programs by making proper use of supplementary materials, it is the responsibility of district staff to abide by the district's copying procedures and obey the requirements of the law. 

Any staff member who is uncertain as to whether reproducing or using copyrighted material complies with the district's procedures or is permissible under the law should contact the superintendent or the person designated as the copyright compliance officer. The latter will also assist staff in obtaining proper authorization to copy or use protected material when such authorization is required.

The superintendent or designee will notify the Federal Copyright Office of the district’s agent for receiving notifications that users of the district’s Internet network have infringed copyright.

Adoption Date: 06.05.00

Kiona-Benton City School District
Classification: Priority
Revised Dates: 04.25.16

Policy: 2025P
Section: 2000 - Instruction

Procedure Copyright Compliance

Staff may make copies of copyrighted school district materials that fall within the following guidelines. Where there is reason to believe that the material to be copied does not fall within these guidelines, prior permission will be obtained from the principal. Staff members who fail to follow this procedure may be held personally liable for copyright infringement.

Authorized Reproduction and Use of Copyrighted Material in Print

Reminders:

1. Materials on the Internet should be used with caution since they may be copyrighted.
2. Proper attribution (author, title, publisher, place and date of publication) should always be given.
3. Notice should be taken of any alternations to copyrighted works, and such alternations should only be made for specific instructional objectives.
4. Care should be taken in circumventing any technological protection measures. While materials copied pursuant to fair use may be copied after circumventing technological protections against unauthorized copying, technological protection measures to block access to materials may not be circumvented.

In preparing for instruction, a teacher may make or have made a single copy of:

1. A chapter from a book;
2. An article from a newspaper or periodical;
3. A short story, short essay or short poem; or
4. A chart, graph, diagram, drawing, cartoon or picture from a book, periodical or newspaper.

A teacher may make multiple copies of certain texts for classroom use or discussion if the copying meets the tests of “brevity, spontaneity and cumulative effect” set by the following guidelines. Copies may not exceed more than one per pupil. Each copy must include a notice of copyright.

1. Brevity
   1. A complete poem, if less than 250 words and two pages long, may be copied; excerpts from longer poems cannot exceed 250 words;
   2. Complete articles, stories or essays of more than 500 words and less than 2500 words may be copied;
   3. Excerpts from prose works that are more than 500 words and less than 1000 words or 10% of the work, whichever is less, may be copied;
   4. Each numerical limit may be expanded to permit the completion of an unfinished line of a poem or prose paragraph;
   5. One chart, graph, diagram, drawing, cartoon or picture per book or periodical issue may be copied; and
   6. “Special” works cannot be reproduced in full; this includes children's books combining poetry, prose or poetic prose. Short special works may be copied up to two published pages containing not more than 10 percent of the work.
2. Spontaneity – The copying should be at the “instance and inspiration” of the individual teacher when there is not a reasonable length of time to request and receive permission to copy.
3. Cumulative Effect – Teachers are limited to using copied material for only one course in the school in which copies are made. No more than one short poem, article, story or two excerpts from the same author may be copied, and no more than three works can be copied from a collective work or periodical column during one class term. Teachers are limited to nine instances of multiple copying for one course during one class term. Limitations do not apply to current news periodicals, newspapers and current news sections of other periodicals.

Performances by teachers or students of copyrighted dramatic works without authorization from the copyright owner are permitted as part of a teaching activity in a classroom or instructional setting. All other performances require permission from the copyright owner.

The copyright law prohibits using copies to replace or substitute for anthologies, consumable works, compilations or collective works. “Consumable works” include workbooks, exercises, standardized tests, test booklets and answer sheets. Teachers cannot substitute copies for the purchase of books, publishers' reprints or periodicals, nor can they repeatedly copy the same item from term-to-term.

Copying cannot be directed by a “higher authority “, and students cannot be charged more than the actual cost of photocopying.

Teachers may use copyrighted material in overhead or opaque projectors for instructional purposes.
 

Authorized reproduction and use of copyrighted materials in the library:

A library may make a single copy or three digital copies of:

1. An unpublished work which is in its collection;
2. A published work in order to replace it because it is damaged, deteriorated, lost, or stolen, provided that an unused replacement cannot be obtained at a fair price; or
3. A work that is being considered for acquisition, although use is strictly limited the purpose of making an acquisition decision. Technological protection measures may be circumvented for purposes of copying materials in order to make an acquisition decision.

A library may provide a single copy of copyrighted material to a student or staff member at no more than the actual cost of photocopying. The copy must be limited to one article of a periodical issue or a small part of other material, unless the library finds that the copyrighted work cannot be obtained elsewhere at a fair price. If the item cannot be found at a fair price, the entire work may be copied. In any case, the copy will contain the notice of copyright and the student or staff member will be notified that the copy is to be used only for private study, scholarship or research. Any other use may subject the person to liability for copyright infringement.

At the request of a teacher, copies may be made for reserve use. The same limits apply as for single or multiple copies described in “Authorized Reproduction and Use of Copyrighted Material in Print.”
 

Authorized Reproduction and Use of Copyrighted Music

A teacher may make a single copy of a song, movement, or short section from a printed musical work that is unavailable except in a larger work for purposes of preparing for instruction.

A teacher may make multiple copies for classroom use of an excerpt of not more than 10% of a printed musical work if it is to be used for academic purposes other than performance, provided that the excerpt does not comprise a part of the whole musical work which would constitute a performable unit, such as a complete section, movement, or song. In an emergency, a teacher may make and use replacement copies of printed music for an imminent musical performance when the purchased copies have been lost, destroyed or are otherwise not available.

A teacher may make and retain a single recording of student performances of copyrighted material when it is made for purposes of evaluation or rehearsal.

A teacher may make and retain a single copy of excerpts from recordings of copyrighted musical works for use as aural exercises or examination questions.

A teacher may edit or simplify purchased copies of music provided that the fundamental character of the music is not distorted. Lyrics will not be altered or added if none exist.

Performance by teachers or students of copyrighted musical works is permitted without the authorization of the copyright owner as part of a teaching activity in a classroom or instructional setting. The purpose will be instructional rather than for entertainment.

Performances of nondramatic musical works which are copyrighted are permitted without the authorization of the copyright owner, provided that:

1. The performance is not for a commercial purpose;
2. None of the performers, promoters or organizers are compensated; and
3. Admission fees are used for educational or charitable purposes only.

All other musical performances require permission from the copyright owner.
 

Off-Air Recording of Copyrighted Programs

Television programs, excluding news programs, transmitted by commercial and non-commercial television stations for reception by the general public without charge may be recorded off-air simultaneously with broadcast transmission (including simultaneous cable retransmission) and retained by a school for a period not to exceed the first forty-five (45) consecutive calendar days after date of recording. Upon conclusion of this retention period, all off-air recordings must be erased or destroyed immediately.

Off-air recording may be used once by individual teachers in the course of instructional activities, and repeated once only when reinforcement is necessary within a building, during the first ten (10) consecutive school days, excluding scheduled interruptions, in the forty-five (45) calendar day retention period.

Off-air recordings may be made only at the request of and used by individual teachers, and may not be regularly recorded in anticipation of requests. No broadcast program may be recorded off-air more than once at the request of the same teacher, regardless of the number of times the program may be broadcast.

A limited number of copies may be reproduced from each off-air recording to meet the legitimate needs of teachers. Each additional copy will be subject to all provisions governing the original recording.

After the first ten (10) consecutive school days, off-air recordings may be used up to the end of the forty-five (45) calendar day retention period only for evaluation purposes, i.e., to determine whether or not to include the broadcast program in the teaching curriculum. Permission must be secured from the publisher before the recording can be used for instructional purposes after the ten (10) day period.

Off-air recordings need not be used in their entirety, but the recorded programs may not be altered from their original content. Off-air recordings may not be physically or electronically combined or merged to constitute teaching anthologies or compilations.

All copies of off-air recordings must include the copyright notice on the broadcast program as recorded.
 

Authorized Reproduction And Use Of Copyrighted Computer Software

Schools have a valid need for high-quality software at reasonable prices. To assure a fair return to the authors of software programs, the school district will support the legal and ethical issues involved in copyright laws and any usage agreements that are incorporated into the acquisition of software programs.

To this end, the following guidelines will be in effect:

1. All copyright laws and publisher license agreements between the vendor and the district will be observed;
2. Staff members will take reasonable precautions to prevent copying or the use of unauthorized copies on school equipment;
3. A back-up copy will be purchased, for use as a replacement when a program is lost or damaged. If the vendor is not able to supply a back-up the district, in accordance with P.L. 96-517, Section 7(b), will make a back-up program and attest that the program will be used for replacement purposes only;
4. The principal is authorized to sign a software license agreement on behalf of the school. A copy of this agreement will be retained by the principal; and
5. A computer program may be adapted by adding to the content or changing the language. The adapted program may not be distributed.
    

Fair Use Guidelines for Education Multimedia

1. Fair use does not include posting a student or teacher’s work on the Internet if it includes portions of copyrighted materials. Permission to copy will be obtained from the original copyright holder(s) before such projects are placed online;
2. Projects posted online will include a notice that they were prepared under the fair use exemption of the US copyright law and are restricted from further use;
3. Students may incorporate portions of copyrighted materials in producing educational multimedia projects for a specific course, and may perform, display or retain the projects; and
4. Educators may perform or display their own multimedia projects to students in support of curriculum-based instructional activities. These projects may be used:
   1. In face-to-face instruction;
   2. In demonstrations and presentations, including conferences;
   3. In assignments to students;
   4. For remote instruction if distribution of the signal is limited;
   5. Over a network that cannot prevent duplication for fifteen days; after fifteen days a copy may be saved on-site only; or
   6. In their personal portfolios.

Educators may use copyrighted materials in a multimedia project for two years, after that permission must be requested and received. The following limitations restrict the portion of any given work that may be used pursuant to fair use in an educational multimedia project:

1. Motion media: ten percent or three minutes, whichever is less;
2. Text materials: ten percent or 1,000 words, whichever is less;
3. Poetry: an entire poem of fewer than 250 words, but no more than three poems from one author or five poems from an anthology. For poems of greater than 250 words, excerpts of up to 250 words may be used, but no more than three excerpts from one poet or five excerpts from an anthology;
4. Music, lyrics and music video: Up to ten percent, but no more than thirty seconds. No alterations are allowed that change the basic melody or fundamental character of the work;
5. Illustrations, cartoons and photographs: No more than five images by an artist, and no more than ten percent or fifteen images whichever is less, from a collective work; and
6. Numerical data sets: Up to ten percent or 2,500 field or cell entries, whichever is less.
    

Copying Limitations

Circumstances will arise when staff are uncertain whether or not copying is prohibited. In those circumstances, the superintendent or designated copyright compliance officer should be contacted. The following prohibitions have been expressly stated in federal guidelines:

1. Reproduction of copyrighted material will not be used to create or substitute for anthologies, compilations or collective works.
2. Unless expressly permitted by agreement with the publisher and authorized by district action, there will be no copying from copyrighted consumable materials such as workbooks, exercises, test booklets, answer sheets and the like.
3. Staff will not:
   1. Use copies to substitute for the purchase of books, periodicals, music recordings, computer software or other copyrighted material except as permitted by district procedure;
   2. Copy or use the same item from term to term without the copyright owner's permission;
   3. Copy or use more than nine instances of multiple copying of protected material in any one term;
   4. Copy or use more than one short work or two excerpts from works of the same author in any one term; or
   5. Copy or use protected material without including a notice of copyright. The following is a satisfactory notice: NOTICE: THIS MATERIAL MAY BE PROTECTED BY COPYRIGHT LAW.

Staff will not reproduce or use copyrighted material at the direction of someone in higher authority or copy or use such material in emulation of some other teacher's use of copyrighted material without permission of the copyright owner.

Adoption Date:

Kiona-Benton City School District
Classification: Priority
Revised Dates: 04.25.16

Policy: 2030
Section: 2000 - Instruction

Service Animals in Schools

The Kiona-Benton City 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.

Adoption Date: 03.23.16

Kiona-Benton City School District
Classification: Priority
Revised Dates: 

Policy: 2030P
Section: 2000 - Instruction

Service Animals in Schools Procedure

1. 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.
    
2. 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 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, the county, and the state of Washington.
    
3. 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.
    
4. 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 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.
       
5. 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.
    
6. Responsibility/Liability
   1. Neither the district, nor its employees, are 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 be under the control of its handler. A service animal must also have a harness, leash or other tether, unless either the handler is unable because of a disability to use a harness, leash or other tether, or the use of the harness, leash or other tether would interfere with the service animal’s safe, effective performance of work or tasks, in which case the service animal must be otherwise under the handler’s control (e.g., voice control, signals or other effective means); 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.
       
7. 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.
    
8. Resources
   1. District Contact
      (Insert the name/title of the district contact [MP1] [HB2] [HB3] [HB4])
       
   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: 03.23.16

Kiona-Benton City School District
Classification: Priority
Revised Dates:

 [MP1]District-specific language needed.

 [HB2]

 [HB3]

 [HB4]Special Services Director

509.588.2021

Policy: 2090
Section: 2000 - Instruction

Program Evaluation

The board requires efficiency and effectiveness in all facets of its operations. In order to achieve this goal, the board will provide:

1. A clear statement of expectations and/or standards for the district's instructional programs;
2. Staff, resources and support to achieve these stated expectations and/or standards; and
3. A plan for evaluating instructional programs and services to determine how well expectations and/or standards are being met.

The district will utilize a variety of assessment processes to:

1. Determine the effectiveness of the instructional programs;
2. Assess the progress of individual students in attaining student learning goals or standards;
3. Identify the needs of individual students who are not progressing at their expected rates; and
4. Identify students who are in need of specialized programs.

Parents who wish to examine any assessment materials may do so by contacting the superintendent. Parent approval is necessary before administering a diagnostic personality test. Parents will be notified of their child's performance on any test or assessment conducted under the Washington State Assessment Program. No tests or measurement devices containing any questions about a student's personal beliefs and practices or his/her family's personal beliefs and practices in family life, morality and religion will be administered unless the parent or guardian gives written permission for the student to take such a test, questionnaire or examination.

The superintendent will prepare an annual report that reflects the degree to which district goals and objectives related to the instructional program have been accomplished. The superintendent will annually review the assessment processes and procedures to determine if the purposes of the evaluation program are being accomplished. Specifically, the district will adjust its curriculum if student performance under the Washington State Assessment Program indicates the district's students need assistance in identified areas.

Adoption Date: 06.05.00

Kiona-Benton City School District
Classification: Essential
Revised Dates: 04.25.16

Policy: 2090P
Section: 2000 - Instruction

Procedure Program Evaluation

Testing Program

A district program evaluation committee that represents the staff will meet at least once per year to review the district assessment program. The committee will submit its recommendation to the superintendent for the following year's assessment program by May 15. The recommendation will include a schedule for all assessment activities to be conducted during the year. In its review, the committee will consider such factors as:

1. Validity. Do the proposed assessment materials measure the district's objectives? Are the items compatible with the district scope and sequence?
2. Administration. Are directions clear for the teacher and for the students? Is the format attractive?
3. Interpretation of Results. Are results reported in a form that is meaningful to the teacher, the student, the district, and parents?

The proposed schedule will be approved by principals and by the superintendent. The schedule will be distributed to individual schools by August 15. The district office will be responsible for ordering tests, distributing materials and scoring sheets, and distributing administration instructions. After tests have been scored, the district office will be responsible for:

1. Preparing reports on test results for board, instructional staff, parents/guardians and the general public.
2. Interpreting scores for staff and interested persons.
3. Disseminating individual scores to staff responsible for counseling, screening and special placement of individuals.
4. Preparing reports to evaluate curriculum and assist staff in implementing changes and improvements in curriculum.

Policy: 2104
Section: 2000 - Instruction

Federal and/or State Funded Special Instructional Programs

The district will participate in those special programs that are funded by state or federal government for which a local need can be defined and for which a local program would be developed if funds were available. Board approval will be required before submission of an application for such a program.

The superintendent will adopt procedures to ensure that planning, implementation and evaluation phases of a special program are in compliance with the rules and regulations of the funding agency. Applications may include, but are not limited to, programs for highly capable, remedial and minority students.

Pursuant to federal law, school districts receiving Title I funds to provide educational services to students must do so in accordance with Title I of the No Child Left Behind Act of 2001.  It is the Board’s intent that Title I funds will be used efficiently and effectively to benefit the academic opportunities and progress of students in school-wide or Targeted Assistance Programs.

Title I funds will be used to provide educational services that are in addition to the regular services provided for district students. By adoption of this policy, the board ensures equivalence among schools in teachers, administrators and auxiliary personnel and equivalence in the provision of curriculum materials and supplies.

Adoption Date: 06.05.00

Kiona-Benton City School District
Classification: Priority
Revised Dates: 04.25.16

Policy: 2104P
Section: 2000 - Instruction

Procedure Federal and/or State Funded Special Instructional Programs

 Applications for special funds or categorical grants will be based upon the needs of the students, staff, or facilities within the district. Such applications may be related to the program needs of a particular building or the district as a whole. Each proposal for special funding must address the following points:

1. Needs: The proposal should succinctly identify and/or document the specific needs that are to be addressed. Hard data should be supplied.
2. Objectives: The stated needs should be converted into objectives. What does the project hope to accomplish?
3. Procedures: The action plan should be presented. How will the objectives be accomplished?
4. Evaluation: What kind of data will be collected? Who will collect it?

The proposal should also include a tentative budget which identifies proposed expenditures and revenues. A timeline should also be included which shows the submission date deadline, funding agency approval date, and the project status report dates. The proposal writer must identify any obligations that the district will incur as a result of securing a grant award.

The principal must approve the proposal before submission to the district office. Proposals must be submitted to the superintendent at least two weeks prior to submission to the board.

When a project is approved, the business office will be given a copy of the grant award notice and will establish the appropriate accounting procedures for operating the special program.

Adoption Date:

Kiona-Benton City School District
Classification: Priority
Revised: 4.25.16

Policy: 2106
Section: 2000 - Instruction

Program Compliance

Annually, on or before October 1, the superintendent will determine if the district is in compliance with the following program requirements:

1. Appropriate measures are taken to safeguard all student and school district permanent records against loss or damage;
2. Provision is made for the supervision of instructional practices and procedures;
3. Current basic instructional materials are available for required courses of study;
4. A program of guidance, counseling and testing services is maintained for students in all grades offered by the school district;
5. A learning resources program is maintained;
6. The physical facilities of each building are adequate and appropriate for the educational program offered;
7. There is adequate provision for the health and safety of all students within the custody of the school district;
8. A current policy statement pertaining to the administration and operation of the school district is available online or in each building's administrative office including, but not limited to, policies governing the school building and classroom visitation rights of non-students;
9. The district is in compliance with the statutes which prohibit unequal treatment of individuals on the basis of race, sex, creed, color, honorably discharged veteran, sexual orientation, presence of any sensory, mental or physical disability or the use of a trained guide dog or service animal by a person with a disability and national origin in activities supported by common schools and which require equal access to Boy Scouts of America and other designated youth groups;
10. Within each school, the school principal has determined that appropriate student discipline is established and enforced. The school principal has conferred with the certificated employees in the school building in order to develop and/or review building disciplinary standards and the uniform enforcement of those standards;
11. Written high school graduation requirements and rules have been adopted by the school district board of directors; and
12. Equivalence among schools in teachers, administrators and auxiliary personnel and equivalence in the provision of curriculum materials and supplies among schools who receive Title 1 funds.
     

Adoption Date: 06.05.00

Kiona-Benton City School District
Classification: Essential
Revised Dates: 04.25.16

Policy: 2108
Section: 2000 - Instruction

Remediation Programs

The district, within its financial capacity, will offer programs that are designed to meet the needs of educationally disadvantaged students. Eligible students may receive services from one of three special needs programs — special education, learning assistance  program (LAP) and Title I of the No Child Left Behind Act of 2001.

The district or individual school will conduct a needs assessment and will develop a plan for the use of LAP funds. Such a plan will be determined in consultation with an advisory committee, including, but not limited to, parents of participants, teachers, principals, administrators, and school directors. The plan will include:

1. District and school-level data on reading, writing and mathematics achievement;
2. Processes to identify under-achieving students to be served at each site for program services;
3. How accelerated learning plans are developed and implemented for participating schools;
4. How state and classroom assessments are used to inform instruction;
5. How focused and intentional instruction strategies are identified and implemented;
6. How highly qualified staff are developed and how staff will support the program at each site;
7. How resources from other federal, state, district and school programs are coordinated with School Improvement plans and district strategic plans to support underachieving students;
8. How a program evaluation will be conducted to determine the direction and elements of the program for the following school year; and
9. Identification of the program activities the district will implement.

The plan will be approved by the board of directors prior to submission to the state.

In compliance with the federal law, the board of directors adopts a parent involvement policy, developed jointly with, agreed upon by, and distributed to the parents of children participating in the federal remediation program. The parent involvement policy is 4130.

The superintendent is directed to identify eligible students and their special needs and design programs that will satisfy those needs by combining federal remediation assistance programs, learning assistance programs (LAP) and special education services. The superintendent will monitor the progress of such programs; and provide assurances to state and federal agencies that such programs are in compliance with program requirements regarding staff qualifications, staff-student ratios, student records, facilities and materials, financial accounting, reporting and program and student evaluation.

Adoption Date: 04.05.05

Kiona-Benton City School District
Classification: Essential
Revised Dates: 04.25.16

Policy: 2108P
Section: 2000 - Instruction

Procedure Remediation Programs

To receive services from federal remediation, learning assistance programs (LAP) or special education programs, a student must meet the qualifying criteria for that program:

1. Students with any disability may receive both special education and federal remediation services, if eligible for both services. A student may receive federal remediation services only in academic areas in which the student does not have a qualifying deficit for special education services.
2. Students whose special education is limited to services provided by a communication disorders specialist, physical therapist or occupational therapist may receive LAP services. Such students may receive any type of LAP services for which they are eligible.
3. A student may receive either federal remediation or LAP service in an academic area for which the student qualifies, but not both services. A student may receive federal remediation services in any one eligibility area and LAP services in another eligibility area.
4. A student eligible for special education may receive federal remediation or LAP services only if the student has the capacity to make substantial progress toward functioning at a level appropriate to the student's chronological age without substantially modifying the level or intensity of the federal remediation or LAP instruction.

Program Alternatives

Special education, federal remediation and LAP services may be combined to benefit the special needs student:

1. Separate programs. The student may be served separately by more than one special needs program.
2. Cooperative programs. Staff members from special education, federal remediation and/or LAP programs may work together to serve more than one group of special needs students in a school. A special education teacher and a federal remediation instructional assistant may provide services for students who are eligible for special education and/or federal remediation services. Staff time and other expenditures should be documented separately for each program for financial purposes.
3. Unified program. One teacher certified to teach special education may provide services to all students in the school who are eligible for special education, federal remediation and LAP. The teacher may be assisted by a teacher aide or instructional assistant. The salary and non-salary costs may be prorated to special education, federal remediation and LAP budget accounts according to the proportion of services provided for students eligible for each type of service.

Adoption Date: 03.23.16

Kiona-Benton City School District
Classification: Essential
Revised Dates:

Policy: 2110
Section: 2000 - Instruction

Transitional Bilingual Instruction Program

The board has the highest commitment toward ensuring an equal educational opportunity for every student. While English is the basic language of instruction in the district's schools, the district will provide a transitional bilingual instruction program for children whose primary language is not English, and whose English skills are sufficiently deficient or absent to impair learning. The district’s transitional bilingual instruction program is designed to enable students to achieve competency in English. Annually, the board of directors will approve the district’s transitional bilingual instruction program.

The district and its staff will:

1. Communicate, whenever feasible, with parents of English language learners in a language they can understand;
2. Assess and determine, by means of a state approved placement test, student eligibility within 10 days of enrollment and attendance;
3. Annually assess, by means of the state approved test, improvement in English language proficiency for each eligible English language learner;
4. Provide professional development training for administrators, teachers, counselors and other staff on the district’s bilingual instruction program, appropriate use of instructional strategies and assessment results, and curriculum and instructional materials for use with culturally and linguistically diverse students; and
5. Provide for continuous improvement and evaluation of the district’s program to determine its effectiveness.

For purposes of providing such services, the superintendent will establish procedures for  implementing the district’s Transitional Bilingual Instruction Program.

Adoption Date: 06.05.00

Kiona-Benton City School District
Classification: Priority
Revised Dates: 03.24.14; 04.25.16

Policy: 2110P
Section: 2000 - Instruction

Procedure Transitional Bilingual Instruction Program

The following procedures are instituted for purposes of implementing a Transitional Bilingual Instruction Program.

A Transitional Bilingual Instruction Program, as defined by state law, means a system of instruction which uses two languages, one of which is English, to build upon and expand language skills to enable the student to achieve competency in English. In those cases where the use of two languages is not practicable, appropriate instruction for English language learners may be provided primarily in English.

The district will provide English language learners appropriate core academic instruction in addition to language instruction. The district’s Transitional Bilingual Instruction Program is intended to supplement core academic instruction.

Program Application and Description

Annually, and prior to August 1 of each year, the district will submit an application to the Office of Superintendent of Public Instruction requesting funding to support its Transitional Bilingual Instruction Program. In its application, the district will provide a description of its research-based program models including staffing and implementation strategies.

Eligibility

At the time of registration, the parents/guardians of each student will be asked to complete a home language survey which identifies the child’s primary language. Students that indicate on the home language survey a primary language other than English will be assessed within ten school days of enrollment and attendance using the Washington Language Proficiency Placement Test to determine eligibility for the Transitional Bilingual Instruction Program. Any student who scores a level one (beginning/advanced beginning), two (intermediate) or three (advanced) will be eligible for the program. Students who score at level four (transitional) are not eligible for the program. Staff will determine the appropriate instructional program for each eligible student.

Parent/Guardian Notification

Parents/guardians will be notified, in writing, of their child’s initial eligibility and notified annually of their child’s continuing eligibility for the Transitional Bilingual Instruction Program. At a minimum the parent/guardian notification will contain:

1. How the child’s eligibility was determined and the child’s current level of English proficiency;
2. A description of the district’s program and how it will meet the child’s educational needs;
3. The specific exit requirements for the program; and
4. Information on the parent’s right to refuse services.

Communication with parents/guardians should be provided, when feasible, in the parents' primary language.

Continued Eligibility/Annual Assessment

Each eligible English language learner must be assessed annually, using the state-approved language proficiency test to determine continued eligibility. Students remain eligible until they reach level four (transitional) on the annual state-approved language proficiency test.

Expected Graduation Year

For eligible English language learners who require extended time to meet high school graduation requirements, the district may set an expected graduation year beyond the typical four years of high school or through the school year in which a student turns 21.

Record Keeping and Documentation

The district will maintain records of eligible students and comply with state reporting requirements.

The District will document the following by placing them in the student’s cumulative file:

• Signed HLS or identification of first language other than English on district registration form
• The original WLPT-II/WELPA placement test results with enrollment and testing date (Students must be tested within 10 days of attendance).
• Copy of parent notification letter regarding student placement
• Signed parent waiver form, if applicable.
• Annual WLPT II/WELPA test results
• Parent notification of student’s continuation in program (annual letter)
• Parent notification of student’s exit from program 

Communication Plan

The district will develop and provide to parents/guardians, district staff and interested stakeholders a user friendly description of the Transitional Bilingual Instruction Program offered in the district. The description will include the process for identifying and serving English language learners and provide contact information for the district’s transitional bilingual instruction program manager.

Report to the Board

Annually, and prior to the board of directors’ program approval, the superintendent or designee will report on the status of the district’s Transitional Bilingual Instruction Program.

Adoption Date:

Kiona-Benton City School District
Classification: Priority
Revised Dates: 03.24.14; 04.25.16

Policy: 2121
Section: 2000 - Instruction

Substance Abuse Program

The board recognizes that the abuse of alcohol, and the use and abuse of controlled illegal, addictive, or harmful substances including marijuana (cannabis) and anabolic steroids is a societal problem and may represent an impairment to the normal development, well-being and academic performance of students. To ensure the safety, health and well-being of all students, the board is committed to the development of a program which emphasizes drug and alcohol abuse prevention, intervention, aftercare support and necessary corrective actions. The program will address the legal, social and health consequences of drug and alcohol use, and provide information about effective techniques for resisting peer pressure to use illicit drugs or alcohol. The program will be age-appropriate and developmentally based for all students in all grades.

The board recognizes the effects to the school, home and community resulting from the abuse of alcohol and the use and abuse of controlled illegal, addictive or harmful substances including anabolic steroids. While the primary obligation to seek assistance rests with the student and his/her parent(s)/guardian(s), school staff will work with the home and community to develop and implement a comprehensive prevention and intervention program. The board of directors will seek the support, cooperation and coordination of public and private agencies through formation of an advisory committee, including representatives from the instructional staff, students, parents, state and local law enforcement staff and the county coordinator of alcohol and drug treatment or a representative of a treatment provider.

The superintendent is directed to develop and implement procedures to assess the scope of the problem of the use of addictive substances such as alcohol, drugs and nicotine, and to reduce and/or eliminate the problems associated with the use of alcohol, drugs and nicotine.

Parents and interested community members are encouraged to visit the school and/or classroom to observe classroom activities and review instructional materials. At the conclusion of each year, the district will evaluate the effectiveness of the program.

Adoption Date: 09.10.01

Kiona-Benton City School District
Classification: Discretionary
Revised Dates: 04.25.16

Policy: 2121P
Section: 2000 - Instruction

Procedure Substance Abuse Program

 Actions taken by staff in dealing with student use and abuse of alcohol and controlled illegal, addictive or harmful substances, including marijuana (cannabis) and anabolic steroids, will have as their first concern the welfare of the student involved and the other students in the school. Although a helping relationship rather than an investigative and punitive approach will be emphasized, necessary and appropriate disciplinary action will be taken when laws or school regulations are violated. Law enforcement agencies will be called upon for investigative and consultative assistance where illegal drug or alcohol activity has occurred.

Prevention

The prevention program will focus on classroom instruction, guidance services, and the creation a positive school climate.

1. Instruction
   This dimension of the prevention program will focus on:
   1. The effects of addictive substances such as alcohol, drugs and nicotine upon the body; and
   2. Skill development related to self-esteem, goal-setting, decision-making, conflict management, problem-solving, refusal and communication.
2. Guidance Services
   Staff will meet with students, individually and in small groups, to supplement addictive substance prevention, instruction and skill development. Staff will also assist parents to maximize the prevention efforts of the school.
3. School Climate
   A facilitative school environment can help students to achieve academically, socially and emotionally. The school will strive to be a place where:
   1. Students, staff, and parents respect themselves and others;
   2. Individuals can be trusted to do what they say they will do;
   3. High morale is evident;
   4. Each person feels that he/she has a voice in the decisions that affect him/her;
   5. All feel that they are continuing to learn and grow;
   6. All value diversity and accept it as an opportunity for growth and development;
   7. All possess a "sense of belonging;” and
   8. All feel that they can make a difference to someone else.

To this end, the school will encourage the formation of "natural helper", Core Team and any education and/or prevention promotions that increase the awareness of the effects of substance abuse. Student support groups will assist students concerned about their own substance abuse, students living in families suffering from substance abuse, and students concerned about the substance abuse of someone else.
 

Intervention

The goal of the intervention program will be to eliminate use of alcohol and the use and abuse of controlled, illegal, addictive or harmful substances, including anabolic steroids abuse, by students.

Ongoing in-service will be provided for faculty and staff. Important aspects of in-service training will include dimensions of the family illness and dynamics of the addiction process; enabling behaviors; intervention techniques; children in chemically dependent families; student experimentation, abuse and dependency; parental involvement and community resources; prevention issues and strategies; treatment and aftercare support; and implementation of the program into the classroom/building.

Staff roles for the intervention program are as follows:

1. Administrators, counselors, selected staff and nurses will meet weekly for the purpose of identifying any student(s) who may be in need of assistance. Such staff will be sensitive to identifying symptoms of substance abuse.
   
   Suspected student(s) will be referred to the Core Team, consisting of staff members who have exhibited a strong interest in attending to the needs of such students and who have received specialized training in substance abuse dependency.
    
2. The Core Team will meet regularly to review referrals; confer with students and, if warranted, counselors, administrators and/or parents; collect data; make recommendations for services; and maintain a confidential system of record keeping. Parents will be involved before any action is taken.
    
3. Students returning to school from a community inpatient or outpatient treatment program will be given aftercare support by the Core Team. Such students will receive support from "natural helpers" so that they may develop a strong bond with other students and the school. Primary aftercare responsibility for students returning from a community treatment program rests with the student, parent and community treatment program personnel. School staff, the student, parent(s) and community treatment personnel will work cooperatively to facilitate the aftercare plan.
    

Corrective Action

If a student appears at school or at a school-sponsored function demonstrating behavior that indicates that he/she may be under the influence of an addictive substances and/or admits to an administrator that he/she is under the influence of an addictive substances, the school will take the following action:

1. The parents will be notified to arrange for appropriate treatment.
2. If the student's illegal use of addictive substances is confirmed, the school administration may request the assistance of a law enforcement official in investigating the source of the addictive substance.
3. Appropriate school disciplinary action will be taken.

If school authorities find a student in possession of addictive substances at school, the addictive substances will be confiscated and turned over to law enforcement officials for investigation and disposal. Appropriate school disciplinary action will be taken by a school administrator regardless of law enforcement action.

If a school administrator receives information concerning sales and use of addictive substances outside of school, the information will be reported to law enforcement officials for their investigation.

Adoption Date:

Kiona-Benton City School District
Classification: Essential
Revised Dates: 04.25.16

Policy: 2126
Section: 2000 - Instruction

HIV-AIDS Prevention Education

The life-threatening dangers of HIV (human immunodeficiency virus) and AIDS (acquired immune deficiency syndrome) and its prevention will be taught in the district. HIV/AIDS prevention education will be limited to the discussion of the life-threatening dangers of the disease, its transmission and prevention. Students will receive such education at least once each school year beginning no later than the fifth grade.

The HIV/AIDS prevention education program will be developed in consultation with teachers, administrators, parents, and other community members including, but not limited to, persons from medical, public health, and mental health organizations and agencies. The curricula and materials used in the HIV/AIDS education program may be the model curricula and resources available through OSPI or, if developed by the school district, be approved for medical accuracy by the State Department of Health, HIV/AIDS Prevention and Education Services (Office on AIDS). District-developed curricula will be submitted to HIV/AIDS Prevention and Education Services accompanied by an affidavit of medical accuracy stating that the material in the district-developed curricula has been compared to the model curricula for medical accuracy and that in the opinion of the district the district-developed materials are medically accurate. Upon submission of the affidavit and curricula, the district may use these materials until the approval procedure to be conducted by HIV/AIDS Prevention and Education Services has been completed.

At least one month before teaching HIV/AIDS prevention education in any classroom, the district will conduct at least one presentation concerning the curricula and materials that will be used for such education. The presentation will be held during weekend and evening hours for the benefit of parents and guardians of students. The parents and guardians will be notified of the presentation and that the curricula and materials are available for inspection. No student may be required to participate in HIV/AIDS prevention education if the student's parent or guardian, having attended one of the district presentations, objects in writing to participation.

The curriculum for HIV/AIDS prevention education will be designed to teach students which behaviors place a person dangerously at risk of infection from the human immunodeficiency virus (HIV) and methods to avoid such risk including, at least:

1. The dangers of drug abuse, especially the use of hypodermic needles; and
2. The dangers of sexual intercourse, with or without condoms.

The program of HIV/AIDS prevention education will stress the life-threatening dangers of contracting HIV/AIDS and will stress that abstinence from sexual activity is the only certain means for preventing the transmission of HIV through sexual contact. The instruction will also stress that condoms and other artificial means of birth control are not a certain means of preventing the transmission of HIV, and reliance on condoms puts an individual at risk for exposure to the disease.

Adoption Date: 08.06.01

Kiona-Benton City School District
Classification: Priority
Revised Dates: 04.25.16

Policy: 2145
Section: 2000 - Instruction

Suicide Prevention

The Kiona-Benton City School District Board of Directors recognizes that suicide is a leading cause of death among youth and that suicidal indicators such as substance abuse and violence are complex issues that should be taken seriously.  While district staff may recognize potentially suicidal youth and the district can make an initial risk assessment, the district cannot provide in-depth mental health counseling.  Instead, the board directs district staff to refer students who exhibit suicidal behaviors to an appropriate service for further assessment and counseling.

District staff who have knowledge of a suicide threat must take the proper steps to support the student and to report this information to the building principal or designee who will, in turn, notify the appropriate school officials, the student’s family and appropriate resource services.

The board also recognizes the need for youth suicide prevention procedures.  The district will adopt and, at the beginning of each school year, provide to all district staff, including substitute and regular bus drivers, a plan for recognizing, screening, referring and responding to students in emotional or behavioral distress.  At a minimum, the plan will:

• Identify training opportunities for staff on recognizing, screening and referral of students in emotional or behavioral distress, including those who exhibit indicators of substance abuse, violence or suicide;
• Describe how to utilize the expertise of district staff trained in recognition, screening and referral;
• Provide guidelines, based on staff expertise, for responding to suspicions, concerns or warning signs of emotional or behavioral distress;
• Address development of partnerships with community organizations and agencies for referral of students to support services, to include development of at least one memorandum of understanding between the district and one such entity;
• Contain procedures for communication with parents;
• Describe how staff should respond to a crisis situation where a student is in imminent danger to himself or herself or others;
• Describe how the district will provide support to students and staff after an incident of violence or student suicide.

The superintendent will develop and implement the plan and a staff training schedule to achieve the board’s goals and objectives.

Adoption Date: 03.23.16

Kiona-Benton City School District
Classification: Priority
Revised Dates: 

Policy: 2145P
Section: 2000 - Instruction

Procedure Suicide Prevention

1. Prevention
   Suicide prevention strategies may include, but are not be limited to, efforts to promote a positive school climate that enhances students’ feelings of connectedness with the school and each other, and is characterized by caring staff and harmonious interrelationships among students.​
   1. Student Health Education Program
      The district’s comprehensive health education program will promote the healthy mental, emotional, and social development of students including, but not limited to, the development of problem-solving skills, coping skills and self-esteem.  Developmentally appropriate suicide prevention instruction will be incorporated into the health education curriculum and designed to help students: Identify and analyze signs of depression and self-destructive behaviors and understand how feelings of depression, loss, isolation, inadequacy and anxiety can lead to thoughts of suicide;
      1. Identify alternatives to suicide and develop coping and resiliency skills;
      2. Learn to listen, share feelings and get help when communicating with friends who show signs of suicidal intent; and
      3. Identify trusted adults, school resources, and/or community crisis intervention resources where youth can get help and recognize that there is no stigma associated with seeking mental health, substance abuse and/or suicide prevention services.
          
   2. Student Responsibility
      The district will encourage students to notify a teacher, principal, counselor or other adult when they are experiencing depression or thoughts of suicide or when they suspect or have knowledge of another student’s despair or suicidal intentions.  Where appropriate, the district will use students to help educate their peers to identify the warning signs of suicidal behavior and to get a suicidal student adult help.
       
   3. Staff Training
      The district’s suicide prevention training will help staff identify and respond to students at risk of suicide.  The training will be offered under the direction of a district counselor/ psychologist and/or in cooperation with one or more community mental health or public health agencies and may include information on:
      1. Identifying risk factors such as previous suicide attempts, history of depression or mental illness, substance use problems, bullying and harassment, family history of suicide or violence, feelings of isolation, interpersonal conflicts, a recent severe stressor or loss, family instability and other factors;
      2. Warning signs that may indicate suicidal intentions, including changes in students’ appearance, personality or behavior;
      3. School and community resources/services; and
      4. District procedures for intervening when a student attempts, threatens, discloses the desire to commit suicide or displays other indicators.
          
   4. ​Principal/Designee Prevention Planning
      School administrative teams will designate specific individuals to be promptly contacted regarding a suicide threat including the school counselor, psychologist, nurse, superintendent, the student’s parent/guardian and, as necessary, local law enforcement or mental health agencies.  The principal or counselor will develop a reentry plan, including a student/staff support plan for use after a suicide attempt.
       
2. Intervention
   Whenever a staff member suspects or has knowledge of a student’s suicidal intentions he/she will take proper steps to support the student, promptly notify the principal or school counselor and request that appropriate school staff conduct an initial risk interview.  The principal or counselor will then notify the student’s parents/guardians as soon as possible, unless notification of the parents will jeopardize the student’s safety. The district may also refer the student to mental health resources in the community.  Additionally, the principal or designee will ensure the student’s physical safety by one of the following as appropriate:
   1. Secure immediate medical treatment if a suicide attempt has occurred;
   2. Secure emergency assistance if a suicidal act is being actively threatened;
   3. Keep the student under continuous adult supervision until the parent/guardian and/or appropriate support agent or agency can be contacted and has the opportunity to intervene;
   4. Document the incident and disposition in writing as soon as feasible;
   5. Follow-up with the parent/guardian and student, in a timely manner, to provide referrals to appropriate services as needed;
   6. Provide access to counselors or other appropriate personnel to listen to and support students and staff who are directly or indirectly involved with the incident; or
   7. Provide an opportunity for all who respond to the incident to debrief, evaluate the effectiveness of the strategies used and make recommendations for future actions.
       
3. Parent Responsibility
   If a student is determined to be at risk, the principal or designee will contact the parent/guardian and:
   1. Ask the parent/guardian whether he or she is aware of the student’s mental state;
   2. Ask the parent/guardian how he/she will obtain mental counseling or appropriate support for the student;
   3. Provide names of community counseling resources, if appropriate, and offer to facilitate the referral;
   4. Determine the parent’s/guardian’s intent to seek appropriate services for the student; and
   5. Discuss the student’s reentry into school.
       
4. Post-Event
   In the event that a suicide occurs or is attempted, the principal or designee will follow the crisis intervention procedures contained in the school safety plan.  After consultation with the Superintendent or designee and the student’s parents/guardians about facts that may be divulged in accordance with the laws governing confidentiality of student record information, the principal or designee may provide students, parents/guardians, and staff with information, counseling and/or referrals to community agencies as needed.  School administrators may receive assistance from school counselors or other mental health professionals in determining how best to discuss the suicide or attempted suicide with students and staff.  Following a suicide, the district will also assess the impact within all schools and the local community and provide appropriate information and support.
    
5. Communications
   The district’s suicide prevention policy and procedure and the crisis intervention plan will be available for all staff, students and community through the student, staff, volunteer and parent/guardian handbooks and in school and district offices.  All requests for specific information regarding an incident will be directed to the building principal or designee.
    
6. Resources
   The district will utilize school counselors, the crisis telephone hotline, physician/health care providers, mental health specialists, coaches and youth leaders, parents and clergy as resources for prevention and intervention.  The district will also develop partnerships with community organizations and agencies and a memorandum of understanding with at least one of these programs for referral of students to support services.  Community resources include:
   ​​​​​​​
   1. Prevention Resources:
      1. Washington Youth Suicide Prevention Program, www.yspp.org, 206-297-5922;
      2. Washington State Department of Health, www.doh.wa.gov/preventsuicide; 360-236-2800;
      3. (Insert the name of your ESD prevention/intervention contact or your County Health Department contact here); and
      4. 211 System – This is an information referral service, it assists with providing resources in your community.
          
   2. Crisis Response Resources:
      1. Emergency Response: 911
      2. Local Crisis Hotline (List here the number for your community);
      3. National LifeLine: 1-800-273 and Talk (8255)
      4. Local Community Mental Health Center (List here the numbers for your community)
          

Adoption Date: 03.23.16

Kiona-Benton City School District
Classification: Priority
Revised Dates:

Policy: 2150
Section: 2000 - Instruction

Co-Curricular Program

The board recognizes that the goals and objectives of the district can best be achieved by providing a broad offering of purposeful learning experiences, some of which are more appropriately conducted outside of the approved curriculum of the district. Such activities will ordinarily be conducted wholly or partly outside the regular school day and will be available to all students who voluntarily elect to participate. The co-curricular program encompasses approved curriculum-related activities.

The board will approve all activities included within the Associated Student Body (ASB) program. The principal is authorized to approve curriculum-related activities that are not part of the ASB program and will make school facilities available for them and designate staff members to support and supervise them.

The district will not exclude any person from participation in the co-curricular program, deny any person the benefits of such a program or otherwise discriminate against any person in any co-curricular program on the basis of the categories identified in the district’s Nondiscrimination policy.  

The criteria to be used by the principal for approving curriculum-related activities are:

1. The purposes and/or objectives will be part of a specific program or course offering;
2. The participating students will be currently enrolled in a related course or program or possess the entry level knowledge and/or skills to successfully participate in the activity;
3. The group will be supervised by a qualified staff member;
4. The cost of the activity must not be prohibitive to student or district;
5. The activity must comply with Title IX requirements;
6. All activity must take place on school premises unless approved in advance by the school principal; and
7. The activity must not be secretive in nature.

Curriculum related activities, whether approved by the board as part of the ASB or by the principal, must meet at least one of the following criteria:

1. The subject matter of the activity is actually taught or will soon be taught in a regularly offered course;
2. The subject matter of the activity concerns the body of courses as a whole;
3. Participation in the activity is required for a particular course; or
4. Participation in the activity results in academic credit.
5. The board directs the superintendent to develop appropriate procedures for proper planning, funding, approval and implementation of all activities offered within the above guidelines.

The principal will be responsible for administering the co-curricular program in the school. An opportunity will be made available in each school for students, including those with disabilities, to participate in some aspect of the program. A survey will be conducted at least once every three (3) years to assure that the recreational and athletic activities program accurately responds to the needs and desires of both male and female students.

The district will evaluate its intramural and interscholastic program at least once each year to ensure that equal opportunities are available to members of both sexes with respect to participation in interscholastic and/or intramural programs.

Adoption Date: 09.27.04

Kiona-Benton City School District
Classification: Priority
Revised Dates: 04.25.16

Policy: 2161
Section: 2000 - Instruction

Special Education and Related Services for Eligible Students

The board recognizes that students whose disabilities adversely impact educational performance and who require specially designed instruction can improve their educational performance when they receive special education and related services tailored to fit their needs. The district adopts the state’s full educational opportunity goal to provide students in need of special education services with a free appropriate public education.

Special education programs for eligible students will be an integral part of the general educational programs of this district and will be operated in compliance with federal and state requirements governing special education. The district will provide a continuum of placement options, which may include services within and outside the district depending on the student’s needs.

Not all students with disabilities are eligible for special education services. The needs of students with disabilities will be addressed individually and, if appropriate, students will be provided accommodations, modifications, and/or related aids and services as required under Section 504 of the Rehabilitation Act of 1973 in accordance with district policy and procedures.
 

Mediation or Resolution Agreements

The board authorizes the superintendent or a designee to bind the district to a mediation or resolution agreement.
 

Commencement Exercises/Certificate of Attendance

In order to participate in commencement exercises, students must have met the minimum criteria for graduation prior to the date of the exercise and otherwise be in good standing with their school through the commencement date. Minimum criteria for participation may be adjusted for students with an Individualized Education Program (IEP) whose disabilities have impacted their opportunity to accumulate credits. Each student’s IEP team will determine the student’s graduation plan, including graduation date. Students with an IEP who have attended four years of high school and need additional time to complete IEP goals and/or credits may request participation in commencement exercises. Students with an IEP will receive a certificate of attendance until they complete their credits for graduation.

The district superintendent will develop and maintain special education procedures necessary to implement this policy. This policy and the procedures will be available to the public.

Adoption Date: 05.00
Classification: Essential
Revised Dates: 05.14; 04.16; 06.22

Policy: 2161P
Section: 2000 - Instruction

2161P - Procedure: Special Education and Related Services for Eligible Students

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 Individuals 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 who are not familiar with the regulations need to contact the special education director if there are questions regarding special education. These procedures describe how the district implements its special education program.

Free Appropriate Public Education (FAPE)

The district will apply annually for Federal Part B and state special education funding to assist in the provision of special education and any necessary related services. This funding is in addition to students' basic education funding and state special education funding.

The superintendent, in consultation with building 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 subsequently received special education and related services under Part B of IDEA during the preceding two-year period.

Services to eligible special education student(s) age three to 21 will be provided without charge to the student. This does not include incidental fees that are normally charged to all students. Special education services will include preschool, elementary and secondary education and are provided in conformance with the student's 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 procedures 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;
• 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 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 uses 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 WAC 392-172A-05010(3) that includes:

1. a statement of the parental consent provisions;
2. a statement of the “no cost” provisions;
3. a statement that the parents may withdraw their consent to disclose personally identifiable information to the agency responsible for administering the state’s public benefits or insurance, and
4. a statement that a parent’s withdrawal or refusal to consent does not relieve the school district of its responsibility to ensure that all required services are provided at no cost to the parents.

 After providing the required notification, the district will obtain written informed consent from the parent allowing the district to disclose information from the student’s educational records to the agency responsible for administering the state’s public benefits or insurance programs. The consent will specify:

1. The personally identifiable information that may be disclosed, such as records or information about the services that may be provided to the student;
2. The purpose of the disclosure;
3. The agency to which the disclosure will be made; and 
4. That the parent understands and agrees that the public agency may access the parent’s or student’s public benefits or insurance to pay for services under the act. 

To avoid financial cost to parents who would otherwise consent to use private insurance, or public benefits if the parent would incur a cost such as a deductible or co-pay, the district may use its Part B funds to pay the cost the parents would incur.

The Secretary of the Special Services Office is responsible for providing the required notices and requests for consent to parents under this section.

Parent Participation in Meetings

The district encourages parental involvement and sharing of information between district and parents to support the provision of appropriate services to its students. As used in these procedures, the term “parent” includes biological and adoptive parents, legal guardians, persons acting in the place of a parent, such as relatives and stepparents, foster parents, persons appointed as surrogate parents and adult students.

Parents (and as appropriate, students) will be provided the opportunity to participate in any meetings with respect to the identification, evaluation, educational placement and provision of a FAPE.

When a meeting is scheduled parents will be:

• Notified of the availability of interpretation and translation services at no cost to the parents
• Notified of the purpose, time, and location of the meeting and who will be in attendance.

The parent will be notified that the district or the parent may invite others who have knowledge or special expertise of the student; and

The meetings will be scheduled at a mutually agreeable time and place.

The district shall take whatever action is necessary to ensure that the parent understands the proceedings of the IEP team meeting, including arranging for an interpreter for parents with deafness or whose native language is other than English. The district will maintain documentation of the language in which families prefer to communicate and whether a qualified interpreter for the student’s family was provided.

The staff person responsible for inviting the parents to meetings will keep documentation of the information provided and the methods used to notify the parents of the meeting. The district may proceed with the IEP or placement meeting if the district is not able to convince the parent to attend. In this case, the district will document its attempts to arrange the meeting. This documentation will include records of telephone calls and the results, copies of correspondence sent to the parent and/or other means used to contact the parent.

This documentation will be kept in the student's special education file.

If the parent cannot attend the IEP or placement meeting but wishes to participate, the district will arrange for other means to participate. This can include individual or conference phone calls, 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 provisions; or preparatory activities that district personnel engage in to develop a proposal or a response to a parent proposal to be discussed at a later meeting.

The district will ensure parents have access to their child's classroom and school sponsored activities for purposes of observing class procedure, teaching material and class conduct. Such access must not disrupt the classroom procedure or learning activities.

Identification and Referral (Child Find) Identification

1. 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 education and related services and who may be eligible for those services. Activities are to reach:
   1. Children residing in the school district boundaries including preschool-aged children;
   2. Children attending approved, nonprofit private elementary and secondary schools located within the district boundaries.
   3. Highly mobile children (such as children experiencing homelessness, in foster care, and living in migrant conditions);
   4. Children who have a disability and may need special education services even though they are advancing from grade to grade; and
   5. Children at home or home schooled.

The district will consult with parents and representatives of private school students to ensure its child find activities are comparable in private schools located within district boundaries. These consultations will occur annually once a year by letter or phone call.

The district reaches students who may be eligible for special education services through

1. Notification to parents of child find activities in its annual informational packet; 
2. Notification to parents district-wide through local papers or other media;
3. Information regarding child find on the district’s Web site;
4. Notification to private schools located in the district's boundaries;
5. District informational mailings;
6. Notifying and coordinating with the designated Part C lead agencies;
7. Early childhood screenings conducted by the district;
8. Written information provided to district staff on referral procedures;
9. Training teachers and administrators on referral/evaluation/identification procedures;
10. Review of student behavior, discipline, and absentee information and information gathered from district-wide assessment activities

When district staff have concerns that a student may have a suspected disability which could result in eligibility for special education services, they will notify the building principal.

The district's special education department conducts early childhood screenings for ages birth to five. These occur monthly at the special education department office. When parents or others inquire about screenings, the caller will be referred to the Secretary of the Department of Special Services

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 written 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 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 principal 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 and/or communicate orally. A person who makes a referral orally must be provided with the optional district referral form in the requestor’s native language and offered assistance in completing the referral with the support of a qualified interpreter when needed.

When a referral is made, the district must act within a 25 school-day timeline to make a decision about whether or not the student will receive an evaluation for eligibility for special education services.

All certificated employees will document referrals immediately upon a referral being made to or by them. All other staff receiving a referral from another person shall notify a certificated staff member or the building principal. The special education department: (a) records the referral; (b) provides written notice of the referral to the parent; and (c) advises the school psychologist to collect and review district data and information provided by the parent to determine whether evaluation is warranted.

During the referral period the counselor and school psychologist 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 observations;
• 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 department provides written notice to the parents of the decision regarding evaluation, whether or not the parents attend the meeting.

Recommendations regarding evaluation are forwarded to the special education department.

After staff and school psychologist the request for evaluation and supporting data and does not suspect that the child has a disability, the district may deny the request. In this case written notice, including the reason for the denial and the information used as the basis for the denial, must be given to the parent.

If the determination is that the child should be evaluated, the reviewers 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. The school psychologist or Special Services office manager is responsible for notifying parents of the results using prior written notice. When the determination is that the child will be evaluated, parent consent for evaluation and consent for release of appropriate records will be sent with the notice.

The school psychologist 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 completion and the parent and new district have an agreement for completion of the evaluation.

If a parent does not provide consent written, informed consent for the evaluation, notify the Special Services office. 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 district does not use mediation or due process, the School Psychologist will provide the parent with prior written notice informing the parent that the district cannot proceed with the evaluation to determine eligibility and is not responsible for providing special education and related services without an initial evaluation to determine eligibility. 

Evaluation and Reevaluation

1. Evaluation of Students moving from Part C to Part B and Participation in Transition Planning Conferences 
2. The district will participate in transition planning conferences, arranged by the local lead agency as designee of the Part C lead agency for each student who may be eligible for preschool services.  Transition plans will be designed to promote uninterrupted provision of appropriate services to the child).
   1. The Special Service Secretary will serve as the point of contact with the family resource coordinator for timely execution of transition planning conferences that are arranged at least 90 days before the student’s third birthday by the designee of the Part C agency;
   2. Within 25 school days following the transition planning conference, a determination whether or not to evaluate the student for Part B services will be made;
   3. The district will follow the procedures for obtaining consent and conducting an initial evaluation, and provide prior written notice of the decision, if it determines that the student will be evaluated to determine eligibility for Part B services;

The district will follow the procedures for timelines and evaluation requirements for students moving from Part C to Part B. However, students turning three, who were previously determined eligible for early intervention services under Part C of IDEA, will be evaluated for initial eligibility for special education services under Part B of IDEA. The evaluation must be completed in enough time to develop an initial IEP by the date of the student’s third birthday.

Evaluation Requirements

The purpose of the evaluation is to collect information about a student's functional, developmental and academic skills and achievements from a variety of sources, to determine whether a student qualifies for special education and related services, and to develop an IEP. This includes information provided by the parent. All information gathered in this process is reviewed by the IEP team or other group of qualified professionals.

The evaluation must be an individual assessment designed to determine:

• 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, including information related to enabling the child to be involved in and progress in the general education curriculum.

The district's Psychologist shall select the members of the evaluation group. Members selected must be knowledgeable about the student and the areas of suspected disabilities. Qualifications of a group member include having the appropriate professional license or certification and may include outside practitioners when necessary. When assessing for specific learning disabilities, the parent and a group of qualified professionals must be part of the group. If the student requires a medical evaluation in order to determine eligibility, the district will coordinate with the parents to arrange for the evaluation at district expense or through the use of public or private insurance if the parent consents to the use of the insurance.

There are many legal requirements for conducting evaluations. Evaluation procedures or materials must be free of racial, cultural or sexual/gender bias and they must be used for the purpose for which they are valid and reliable. Tests must be appropriate for the student's age and stage of developmental level. Tests should be administered in the native language of the student or conducted in the mode of communication most familiar to the student. If it appears to be clearly not feasible to conduct a procedure or test in the mode of communication most frequently used by the student, the IEP team will contact the special education administrator to develop an individualized strategy for valid evaluation of the student's skills. The inclusion of parents in this collaboration is desirable and strongly encouraged.

Specific areas to be included in the evaluation are determined by the evaluation team and other qualified professionals, as appropriate, as part of a review of existing data concerning the student. The evaluation does not rely on one source or procedure as the sole criterion for determination and should include:

• Review of existing data, including corresponding response to intervention (RTI) documentation;
• Relevant functional and developmental information;
• Information from parents;
• Information from other providers;
• Information related to enabling access to and progress within the general education curriculum and assisting in determining whether there is a disability and the content of the IEP;
• Current classroom-based evaluations, using criterion-referenced and curriculum-based methods, anecdotal records and observations;
• Teacher and related service providers' observations;
• Testing and other evaluation materials, which may include medical or other evaluations when necessary.

All current evaluation data as well as data previously reviewed by the team must be considered. Professional members of the evaluation team need to be familiar with qualifying disability definitions and criteria in federal and state rules.

This review of existing data may be in the form of a meeting of IEP team members, or may be conducted without a meeting. It could include data provided by parents, data gathered in the general education classroom or from state and district level assessments. The data may provide information about the student's physical condition, social or cultural background and adaptive behavior.

When additional assessments are necessary, the group members have the responsibility of selecting, administering, interpreting and making judgments about evaluation methods and results, and ensuring that the tests and assessments are administered by qualified personnel in accordance with the instructions of the test producer. The gathering of additional data in combination with existing data must be sufficiently comprehensive to address all areas of the suspected disability and any special education needs, whether linked to the disability category or not. If the IEP Team determines that no additional data is needed, the IEP team will notify the student's parent of that determination and the reasons for it, and inform them of their right to request additional assessments. The district will 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 school psychologist will provide the parent with prior written notice of the eligibility decision, as well as a copy of the evaluation report. If the parent disagrees with the eligibility decision they need to be informed of their dispute resolution options described in the procedural safeguards.

Specific Learning Disability (SLD)

(Choose the criteria the district will use for identifying students with SLD from one of the options below.)

1. The district uses a combination of severe discrepancy and a process based on a student's response to scientific, research-based intervention in determining the identification of students with a specific learning disability consistent with the District's RTI policy and procedures, number 2161 and 2163p. Grade levels and content areas are described in the district's RTI general education procedure 2163p.

• Student response is only one element of determining whether a child has a specific learning disability. The evaluation will also include whether the child performs adequately to meet the grade-level standards in the general curriculum and a determination that the failure to make progress is not the result of:
  • A physical, mental, emotional, cultural or environmental factor or limited English proficiency; or
  • Inadequate instruction in reading or mathematics.

The district must act promptly on a referral. Anyone, including parents and teachers, can make a referral at any time. A student cannot be required to progress through all levels of intervention before being evaluated if evidence exists to suspect a disability.

Evaluation of Transfer Students

If a student transfers into the school district while an evaluation process is pending from the other district, the District School Psychologist is responsible for determining the status of evaluations conducted to date and making a determination as to whether the evaluation can be completed within the 35 school day timeline from the date the parent provided consent. If the determination is that additional time will be needed, the parents will be provided prior written notice of the timeline needed to complete the evaluation and the reasons for the additional time needed, the School Psychologist will notify the parent and obtain the parent’s agreement to establish a new timeline

Eligibility

The evaluation group and the parent will determine whether or not the student is eligible for special education services.

1. A student is not eligible if the determinant factor is lack of appropriate instruction in reading or math, based upon the state's grade level expectations or limited English proficiency.
2. Eligibility may be determined by documented professional judgment when:
   1. Properly validated tests are unavailable; or
   2. Corroborating evidence indicates that results were influenced due to measuring a disability.

The parent will be provided with a copy of the evaluation report and the documentation of determination of eligibility.

Parents will also be provided with prior written notice of the eligibility decision within ten school days of the decision. The special education department, Special Services secretary is responsible for sending the notice.

Students remain eligible for special education services until one of four events occur:

• The student is determined through a reevaluation to no longer be eligible for special education;
• 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 after 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 revocation of services.

When a special education student is expected to graduate prior to age 21, or when graduation is part of the transition plan, the IEP team will document a student's progress towards achieving course credits towards graduation on the transition portion of the IEP. The district will provide prior written notice to parents and adult students that the student is expected to graduate and will no longer be eligible for special education services. The district will also provide the parents and student with a summary of academic achievement and functional performance and recommendations to assist the student with postsecondary goals.

Evaluation Report

Each person conducting an assessment of the student will specify the procedures and instruments used and their results and the significance of findings related to the student's instructional program, including a specification of the factors interfering with performance and the special education and related services needed.

The evaluation group will determine who is most appropriate to develop the evaluation report reflecting the evaluation information. This will be completed before the conclusion of the evaluation period and will, at a minimum:

1. Identify the disability which requires special education and related services, if a disability exists;
2. Discuss assessments and review data supporting conclusions regarding eligibility;
3. Include the additional information required for the specific learning disability eligibility category;
4. Describe how the disability or disabilities affect the student's involvement and progress in the general curriculum;
5. Make recommendations to the IEP team with respect to special education and related services needed, materials or equipment, instructional and curricular practices, student management strategies, the need for extended school year services beyond 180 school days and location of services;
6. Include other information, as determined through the evaluation process and parent input;
7. Include the additional information required for the specific learning disability eligibility category;
8. Provide any necessary professional judgments and the facts or reasons in support of the judgments; and
9. 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.
10. The School Psychologist 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. In addition to written notification, case managers may utilize phone calls or in-person notification.

Reevaluations

A reevaluation of a student receiving special education or related services is conducted if academic 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. The School Psychologist will schedule a review of this determination and notify the special education department.

Students who turn six who met the eligibility requirements for the disability category of “Developmentally Delayed” (DD) under the criteria for ages three to age ten need not be reevaluated at age six under the criteria for six to nine years until three years after their initial evaluation was completed

Students who were previously eligible under the category “Developmentally Delayed” must be reevaluated before age nine to determine eligibility within another category.

As part of any reevaluation, the IEP team members and other professionals the district determines appropriate will review existing data that includes:

• Evaluations and information provided by the parents;
• Current classroom-based assessment, local or state assessments and classroom based observations; 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 determine:

• 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 school psychologist will request written parental consent for reevaluation;
• If the parents do not return the signed consent form, the district will send another letter explaining the need for reevaluation and parent consent and will enclose another consent form and a copy of the prior written notice. In addition, the district will document its reasonable attempts to obtain consent such as telephone calls, emails, personal contact, and other efforts to obtain consent;
• If the parents do not respond to the request for consent, and the district has documented its reasonable attempts to obtain consent, the district can proceed with the reevaluation;
• If the parents refuse to consent to the reevaluation, the evaluation group will notify the Special Programs Director so that the district can determine whether it will seek mediation in order to obtain consent or request a due process hearing to ask an administrative judge to override the parent's refusal to consent.

After the reevaluation is completed, the school psychologist will both invite parents to the eligibility meeting and will provide prior written notice after the meeting of the results of reevaluation to parents in their primary language, 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 department, Special Services Office Manager, 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 will provide prior written notice 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,

Independent Educational Evaluations (IEE)

Parents of students eligible for special education, students referred for special education and determined to not be eligible or students determined not to need an evaluation have a right to obtain an IEE at public expense, each time the district conducts an evaluation of the student.

When parents request an IEE the district must decide within 15 calendar days whether or not it agrees to provide it. Any parent request for an independent evaluation should be immediately referred to the Special Programs Director. The Special Programs Director shall review the request and determine whether or not the request is warranted. If the district agrees to provide an IEE, arrangements will be made promptly. If the district denies the request to pay for an IEE, it must file for a due process hearing within 15 calendar days of the parent's request. The district may request mediation as an option after filing the due process hearing. If the parents withdraw their request for an IEE the due process hearing can be dismissed.

When a parent requests an IEE, the district must provide parents a list of district criteria and evaluators. If the school district initiates a hearing and a decision is made that the district's evaluation is appropriate, the parent still has the right to an IEE but not a public expense. A parent is only entitled to one IEE at public expense each time the district conducts an evaluation with which the parent disagrees.

If the parent obtains an IEE at either public or private expense, any results of the IEE must be considered by the district if providing FAPE. The IEE may also be presented as evidence at a hearing regarding the student.

The following criteria are established for the selection of an individual to conduct an IEE at public expense. These criteria are established in order to identify the knowledge, experience and qualifications of individuals selected to conduct the evaluations. Any individual selected to conduct either a district evaluation or an IEE must be:

1. Licensed, credentialed or otherwise qualified within the state of Washington or state of residence/practice to perform an evaluation in the specific professional discipline for which an independent evaluation is sought;
2. Knowledgeable and experienced in evaluating children with similar disabilities;
3. Geographically located within the state of Washington, (districts may wish to specifically expand the criteria to include practitioners in other states/British Columbia); and
4. 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 circumstances of the child or the disability:

1. Make it impossible to identify anyone within the state of Washington who holds the appropriate credentials or experience necessary to conduct the evaluation; or
2. Require a specialized evaluator whose fee exceeds the prevailing average by more than 25%; or
3. Include factors which would warrant an exception in order to obtain an appropriate evaluation.

Individualized Education Programs (IEP) 

IEP Development

The term IEP means a written statement for each student eligible for special education that is developed, reviewed, and revised in a meeting in accordance with WAC 392-172A-03095 through WAC 392-172A-03100.  The IEP reflects the implementation of instructional programs and other services for students who are eligible for special education services, based on the evaluation of student needs. 

An IEP must be in effect before initiation of special education services. The IEP must be developed within 30 calendar days after the student's initial determination of eligibility for special services. IEPs must be updated annually, or revised more frequently if needed to adjust the program and services.

Parent consent is required before the initial provision of special education services. If a parent refuses to consent to the provision of special education services, the district may not use mediation or due process to override a parent's refusal. When a parent refuses to provide consent the Special Programs Director will notify that parent that the district does not have a FAPE obligation to the student. The notification will be documented in the student's file.

The district will maintain a copy of the current IEP which is accessible to all staff members responsible for providing education, other services or implementation of the IEP. All staff members will be informed of their responsibilities for its implementation. This includes not only teachers and other service providers, but also bus drivers, playground and lunchroom supervisors, nursing staff and others who may be responsible for the proper implementation. The building principal, Special Programs Director 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 payment source for special education and or related services.

Parents are members of the IEP team and shall have the opportunity to fully participate. The district will make sure that the parents understand the proceedings, including arranging for an interpreter for parents who are deaf or whose native language is other than English. The district will also ensure that meeting locations are accessible. The special education department case manager is responsible for coordinating interpreters and making arrangements for the meeting location.

IEP team

• The parents of the student;
• Not less than one general education teacher (or preschool teacher) of the student if the student is, or will be, participating in the general education environment; The general education teacher will, to the extent appropriate, participate in development of the student’s IEP, including determinations of: 1) appropriate positive behavioral interventions and supports for the student; and 2) supplementary aids and services, program modifications, and support for school personnel consistent with WAC 392-172A-01185 and WAC 392-172A-03110(2)(b);
• Not less than one special education teacher, or if appropriate, not less than one special education provider of the student;
• A representative of the district, who is qualified to provide or supervise the provision of special education and related services, is knowledgeable about general education curriculum, and is knowledgeable about the availability of district resources;
• 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 individuals 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 representative cannot attend the meeting, district personnel shall keep the representative informed of the meeting and obtain agency information that will assist in the service provision;
• Parents will be notified of the participation of the Part C service coordinator or other designated representatives of the Part C system as specified by the state lead educational agency for Part C 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. The excused team member forms must be filled out and signed by the parent.

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 mutually possible, or whether there is enough information to complete the IEP. When the decision is made that the IEP will be implemented the district must send prior written notice of the decisions reached to the parent, including the date the IEP will be implemented.

When the parents do not attend the IEP meeting, despite the district's efforts to ensure participation, or if the team does not reach agreement, it is the district's obligation to offer an appropriate educational program:

• Have IEP members present sign the IEP (or document participation if any member is unwilling 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 department for processing when parents do not attend the meeting;

When making changes to an IEP after the annual IEP meeting for a school year, the parent and the district may agree not to convene an IEP meeting for the purpose of making changes. The parent and the district must complete a written document indicating the changes and inform IEP team members and appropriate individuals of the changes, and the case manager shall facilitate this process. If the parent requests that the district revise the IEP to include the amendments, the case manager will revise the IEP.

IEP Preparation and Content:

IEP teams will consider the recommendations in the initial or 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 positive behavior interventions and supports, behavioral intervention plan, as defined by WAC 392-172A-01031, are needed to address the student’s behavior
• The language needs of the student as those needs relate to the student’s IEP, for a student with limited English proficiency;
• Whether Braille instruction is appropriate for a student who is blind or visually impaired;
• The communication needs of the student (and in the case of a student who is deaf or hard of hearing, consider the student’s language and communication needs), opportunities for direct communications with peers and professional personnel in the student’s language and communication mode; academic level; and full range of needs, including opportunity for direct instruction in the student’s language and communication mode; and
• Whether assistive technology devices or services are needed.

IEP content must include:

• he student's present levels of academic and functional performance with a description of how the disability(ies) affect the student's involvement and progress in the general curriculum or preschool activities;
• Measurable academic and functional annual goals for the student (including benchmarks or short term objectives if the student is participating in alternate assessments) that will meet the student's needs resulting from the disability(ies) to enable involvement and progress in the general curriculum or in preschool activities, and will meet the student's other educational needs;
• A statement of special education services, any necessary related services, and supplementary aids and services based on peer-reviewed research to the extent practicable to be provided to the student and program modifications or supports for personnel so that the student may advance towards annual goals, progress in the general curriculum and be educated and participate with other special education students and non-disabled students and participate in extracurricular and other nonacademic activities;
• A statement of the extent, if any, that the student will not participate with non-disabled students in general classroom, extra-curricular and non-academic activities;
• A statement of any individual appropriate accommodations in the administration of state or district-wide assessments of student achievement that are needed to measure academic achievement and functional performance of the child on state assessments. If the team determines that the student will not participate in a particular assessment, the IEP will address why the student cannot participate in the regular assessment(s) and why the particular alternative assessment is appropriate for the child;
• 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 student's parents will be regularly informed of their child's progress towards the annual goals and whether the progress is sufficient to enable the student to achieve the goal by the end of the year. Measurement of the student's progress should be based on the data collected as designated on the IEP. The individual responsible for implementing the goal is responsible for maintaining the data used to measure progress. Information to the parents can be provided at the same time the district issues progress reports or report cards, or other agreed times as identified in the IEP.
• 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 component 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; and a description of how the postsecondary goals and transition services align with the high school and beyond plan (HSBP);
• Emergency response protocols, if determined necessary by the IEP team for the student to receive FAPE and parents provide consent.  Emergency response protocols must meet the requirements stated in WAC 392-172A-02105;
• A behavioral intervention plan (BIP), if determined necessary by the IEP team for a student to receive FAPE. The BIP must meet the requirements stated in WAC 392-172A-01031;
• The procedures by which parents/guardians will be notified of the use of isolation or restraint or a restraint device on their student (see Procedure 3246).
• A statement regarding transfer of rights at the age of majority. The 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 decision, based on information provided in the evaluation report and based on the individual needs of a student. ESY services are not limited by categories of disability, or limited by type amount or duration of the services. If the need for ESY services is not addressed in the IEP and ESY services may be appropriate for the student, the IEP team will meet by (insert date here) 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 professional judgment of the IEP team including consideration of the nature and severity of the student's disability, the rate of progress and emerging skills.

Use of isolation, restraint and restraint devices:

1. Definitions
   1. Imminent: The state or condition of being likely to occur at any moment or near at hand, rather than distant or remote.
   2. Isolation: Restricting a student alone within a room or any other form of enclosure, from which the student may not leave. It does not include a student’s voluntary use of a quiet space for self-calming, or temporary removal of a student from his or her regular instructional area to an unlocked area for purposes of carrying out an appropriate positive behavior intervention plan.
   3. Likelihood of serious harm: A substantial risk that physical harm will be inflicted by a student:
      1. upon his or her own person, as evidenced by threats or attempts to commit suicide or inflict physical harm on oneself;
      2. upon another, as evidenced by behavior that has caused such harm or that places another person or persons in reasonable fear of sustaining such harm;
      3. upon the property of others, as evidenced by behavior that has caused substantial loss or damage to the property of others; or
      4. after the student has threatened the physical safety of another and has history of one or more violent acts.
   4. Positive behavioral intervention: Strategies and instruction that can be implemented in a strategic manner in order to provide alternatives to challenging behaviors, reinforce desired behaviors, and reduce or eliminate the frequency and severity of challenging behaviors. Positive behavioral interventions include the consideration of environmental factors that may trigger challenging behaviors and teaching a student the skills to manage his or her own behavior. 
   5. Restraint: Physical intervention or force used to control a student, including the use of a restraint device. It does not include appropriate use of a prescribed medical, orthopedic or therapeutic device when used as intended, such as to achieve proper body position, balance or alignment, or to permit a student to safely participate in activities.
   6. Restraint device: A device used to assist in controlling a student, including, but not limited to, metal handcuffs, plastic ties, ankle restraints, leather cuffs, other hospital-type restraints, pepper spray, tasers, or batons. Restraint device does not mean a seat harness used to safely transport students. This definition is consistent with RCW 28A.600.485(1)(c) and is not intended to endorse or encourage the use of such devices or techniques with district students.
2. Practices presumed to be unreasonable when correcting or restraining any student under the age of 18: Under RCW 9A.16.100, the following is a non-exclusive list of acts that are presumed unreasonable when correcting or restraining a child:
   1. throwing, kicking, burning, or cutting a child;
   2. striking a child with a closed fist;
   3.  shaking a child under the age of three:
   4.  interfering with a child’s breathing;
   5.  threatening a child with a deadly weapon; or
   6.  doing any other act that is likely to cause bodily harm to a student greater than transient pain or minor temporary marks.
   7. This non-exclusive list should not be read so as to imply that another, unlisted form of correction or restraint is permissible. Whether or not an unlisted use of force or restraint is presumptively permissible depends upon a balanced consideration of all relevant state laws and regulations, and whether the use is reasonable under the totality of the circumstances. 
3. Conditions specific to use of isolation:
   1. The isolation must be discontinued as soon as the likelihood of serious harm has dissipated;
   2.  The enclosure will be ventilated, lighted, and temperature controlled from inside or outside for purposes of human occupancy.
   3.  The isolation enclosure will permit continuous visual monitoring of the student from outside the enclosure.
   4.  An adult responsible for supervising the student will remain in visual or auditory range of the student at all times.
   5.  Either the student shall be capable of releasing himself or herself from the enclosure, or the student shall continuously remain within view of an adult responsible for supervising the student.
   6.  Any staff member or other adults using isolation must be trained and currently certified by a qualified provider in the use of trauma-informed crisis intervention (including de-escalation techniques), and also trained by the district in isolation requirements, unless trained personnel are not immediately available due to the unforeseeable nature of the emergency. 
4. Conditions specific to use of restraint and restraint devices:
   1. The use of restraint or a restraint device must be discontinued as soon as the likelihood of serious harm has dissipated;
   2. The restraint or restraint device will not interfere with the student’s breathing;
   3. Any staff member or other adults using restraint or restraint devices must be trained and currently certified by a qualified provider in the use of trauma-informed crisis intervention (including de-escalation techniques), and such restraint or restraint devices, or otherwise available in the case of an emergency unless trained personnel are not immediately available due to the unforeseeable nature of the emergency. 
   4. In the case of a restraint device, either the student will be capable of releasing himself or herself from the restraint device or the student shall continuously remain within view of an adult responsible for supervising the student.
5. Prohibited practices involving restraint, use of force, and discipline: The following practices are prohibited with students eligible for special education services:
   1. District personnel are prohibited from using aversive interventions;
   2. District personnel are prohibited from physically restraining or isolating a student, except when the student’s behavior poses an imminent likelihood of serious harm as defined above;
   3. No student may be stimulated by contact with electric current, including, but not limited to, tasers;
   4. A student may not be denied or subjected to an unreasonable delay in the provision of food or liquid as a form of punishment;
   5. A student may not be the recipient of force or restraint that is either unreasonable under the circumstances or deemed to be an unreasonable form of corporal punishment as a matter of state law (see above, for example, for a list of practices presumed to be unreasonable when used in correcting or restraining a child);
   6. A student must not be denied or subjected to an unreasonable delay in the provision of common hygiene care;
   7. A student must not be denied or subjected to an unreasonable delay in the provision of medication;
   8. A student may not be excluded from his or her regular instructional or service area and isolated within a room or any other form of enclosure, except under the conditions set forth in WAC 392-172A-02110;
   9. A student must not be forced to listen to noise or sound that the student finds painful;
   10. A student must not be forced to smell or be sprayed in the face with a noxious or potentially harmful substance;
   11. A student must not be forced to taste or ingest a substance which is not commonly consumed or which is not commonly consumed in its existing form or concentration;
   12. A student’s head must not be partially or wholly submerged in water or any other liquid;  
   13. A student must not be physically restrained or immobilized by binding or otherwise attaching the student’s limbs together or by binding or otherwise attaching any part of the student’s body to an object, except under the conditions set forth in WAC 392-172A.02110;
   14. A student must not be subjected to the use of prone (lying face-down) and supine (lying face-up) restraint, wall restraint, or any restraint that interferes with the student's breathing.
6. Documentation and Reporting Requirements: Districts must follow the documentation and reporting requirements for any use of isolation, restraint, or a restraint device consistent with RCW 28A.600.485 and the parental notification requirement of RCW 28A.155.210.  See Policy and Procedure 3246.  (District note: Insert here the district’s process for documentation and reporting and include the person(s) responsible.)

Transfer Students

Students who transfer from one district to another within the state continue to be eligible for special education and any necessary related services. When a special education student transfers into the district, the building principal or office manager will notify the special education department. The special education department and principal in consultation with parents will review the student's IEP to ensure the district provides services comparable to those in the previous IEP until the district adopts the previous IEP or develops, adopts and implements a new IEP.

When a student, who was identified as eligible for special education transfers from out of state into the district, the building principal or office manager will notify the special education department as soon as possible. The school psychologist will review the evaluation, eligibility documentation and IEP to determine whether or not the student meets state eligibility criteria. If the student meets the state eligibility criteria, follow the procedures described in the previous paragraph. If the student needs to be evaluated to determine eligibility in this state, the school psychologist will notify the parents, obtain consent and evaluate the student for eligibility within 35 school days. The district, in consultation with the parents, will continue to provide special education services comparable to the services on the student's IEP, pending the results of the 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 previous school.

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 determined student eligibility and the need for special education and related services, programming decisions must occur. These decisions are made on the basis of information generated through the evaluation and IEP processes. The actual program is considered within the context of least restrictive environment (LRE) and the continuum of placement alternatives (reviewed below). When determining initial eligibility for special education, including determination of the appropriate 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 special education and related services, the district will not provide special education services to the student. The district will notify the parents that the student is eligible for services and that the district is willing to provide the services when the parent provides written 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 possible.

Special classes, separate schools or removal of students with disabilities from the general education environment occurs only when the nature or severity of the disability is such that education in the general education classroom with use of supplementary aids and services cannot be satisfactorily achieved.

If the IEP team believes that the student will not be successful within the general education classroom, 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 dependent 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 activities with non-disabled students including counseling services, athletics, transportation, health services, recreational activities and clubs. Limits on nonparticipation or conditions of participation must be designated in the IEP.

The district will also make opportunities available for students eligible for special education to participate with non-disabled students in the district's art, music, industrial arts, computer, consumer 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 intended to address the individual needs of students and they are considered according to the following process:

The placement of each student with a disability will be determined annually, or sooner if appropriate, by the IEP team.

The appropriateness of placement options will be based upon various decisions including:

• 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 services needed.

Placement options along the continuum must include alternative placement options identified in the definition of special education and make provisions for supplementary services such as resource room or itinerant instruction to be provided in concert with the general education placement.

Students Unilaterally Enrolled in Private Nonprofit Schools by Parents

On December 1st of each school year, 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 Special Programs Director shall have timely and meaningful consultation with appropriate representatives and parents of private school students and make determinations about who will receive services and what services will be provided. The purpose of the child count is to determine the proportionate amount that the district must spend on providing special education and related services, including transportation, to private elementary or secondary school students in the next fiscal year.

The district is required to spend a proportionate amount of federal special education Part B and Section 619 funds to provide special education and related services to private school students. In order to determine which students will receive services, what services will be provided, how and where the services will be provided, and how services provided will be evaluated, the district shall consult with appropriate representatives and parents of private school students. The district shall make the final decision with respect to services to be provided to eligible private school students “The special education office will notify each approved private school operating in the district seeking recommendations of persons to serve as representatives of special education private school students in consultations with the district. An initial meeting will be called by the district to establish a work plan and schedule with the private school student representatives to discuss how to identify students, which students will receive services, what services will be provided, how and where services will be provided, and how services will be evaluated.”

The Special Programs Director is responsible for private school involvement and service plan development. 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 district 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 participation.

Private school students may receive a different amount of services than special education students in public schools. However, the services provided to special education private school students will be provided by personnel meeting the same standards as personnel providing the services in the district.

Services to students in private schools, including private sectarian schools, may be provided on-site. District personnel may be made available to private schools only to the extent necessary to provide the services required, if those services are not normally provided by the private school. Services shall not include payment of private school teachers' or other employees' salaries, except for services performed outside regular private school hours and under public supervision and control.

Equipment and/or supplies may be placed on private school premises for the period of time necessary for the services plan program, but the district will

Upon request by the parent.

The procedural safeguard notice used by the district includes a full explanation of all the procedural safeguards relating to independent educational evaluation, prior written notice, parental consent, access to educational records, discipline procedures for students who are subject to placement in an interim alternative educational setting, requirements for unilateral placement by parents of children in private 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 district’s special education procedural safeguards are available at Special Services office.

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.

Consent

The district will obtain informed, written parental consent before:

• Conducting an initial evaluation;
• Providing initial special education and related services to a student; and
• Conducting a reevaluation if the reevaluation includes administration of additional assessments.

Parental consent is not required to review existing data as part of an evaluation or reevaluation, or to administer a test or other evaluation that is administered to all students unless consent is required of all students' parents.

Informed consent means that the parent or adult student:

• Has been fully informed of all information that is relevant to the activity for which the district is asking consent, and that the information is provided in 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 consent 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 consent was given and before the consent was revoked.

The district may not use a parent's refusal to consent to one service or activity to deny the parent or child any other service, benefit or activity of the district.

If the district is unable to obtain, in a parent's consent, the district may use mediation procedures to obtain a parent's consent or request a due process hearing asking the administrative law judge to override the parent's refusal to consent to an evaluation or reevaluation. The district may not request a due process hearing to override a parent's refusal to consent to initial special education services. The district may not use mediation or due process procedures to override a parent's refusal to consent to an evaluation or reevaluation if the student is homeschooled or enrolled in a private school.

Revocation of Consent

Parents may revoke consent for the continued receipt of special education and related services. If parents revoke consent, the staff member receiving the revocation will forward the revocation to Special Services Secretary.

Upon receipt of the parent's written notice of revocation, the district:

1. Will provide prior written notice within a reasonable time before the district stops providing services.  The notice will include information about the effect of revocation and will inform the parent of the date the district will stop providing special education and related services.;

Discontinuation of special education and related services in response to the parent's written revocation will not be in violation of 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 eligibility for special education services after they have revoked consent for continued services.  

Prior Written Notice

Prior written notices are provided to parents when a district makes a decision relating to a student's identification, evaluation, placement or provision of a FAPE. Prior written notices document the decisions made by the IEP teams and evaluation group.

The district will provide prior written notice to the parent 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 have procedural safeguard protections and if a copy of the procedural safeguards do not accompany the notice, a statement that describes how a copy of the statement of procedural safeguards may be obtained;
• 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;
• A description of any evaluation procedures the district proposes to conduct and sources for parents to contact to obtain assistance in understanding the procedural safeguards provision of this chapter.

Prior written notice and the notice of procedural safeguards must be provided in the native language of the parent or other mode of communication used by the parent unless it is clearly not feasible to do so. If the native language or other mode of communication of the parent is not a written language, the district will take steps to ensure that the notice is translated orally or by other means to the parent. This may involve:

• Arranging for an interpreter if English is not the native language of the parent or if the parent has a hearing impairment; or
• Providing notice orally if the written language is not a native language.

The district will document in writing how this information was provided and that the parent understands the content of the notice. Each case manager is responsible for sending Prior Written Notices.

Transfer of Educational Rights to an Adult Student

When a student eligible for special education reaches the age of 18, all educational rights under Part B of the IDEA, previously exercised by the parent, transfer to the student, unless the student is determined incapacitated in a guardianship proceeding or the district has appointed an educational representative for the student. When the student turns 18, the district will notify the parent and student that the educational rights have transferred to the student and will send any required notices to both the parent and the adult student. The Special Programs Director is responsible for providing the notice.

At an IEP meeting occurring one year before the student turns 18, the district will inform the parents and the student that educational rights will transfer to the student and the district will inform the student about those educational rights. This information will be documented on the IEP.

Appointment of an Educational Representative

A student over the age of eighteen is presumed to be capable of making educational decisions and able to provide informed consent unless he or she is determined to be “incapacitated” through a legal guardianship proceeding. If a parent, another interested party, or the district believes that a student over the age of eighteen is unable to provide informed consent or to make educational decisions, and the student does not have a legal guardian, the parent or other interested party may ask the district to appoint an educational representative. This determination will only be made if two separate professionals as defined by WAC 392-172A-05135(5)(a), state that they conducted an examination and interviewed the student, and conclude the student is incapable of providing informed consent. The district will inform the student of the decision and appoint either, the spouse, 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 and Special Programs Director are responsible for maintaining the confidentiality of personally identifiable information pertaining to special education and all other students. The Special Programs Director will maintain, for public inspection, a current list of the names and positions of district employees who have access to personally identifiable information of special education students. The district will provide parent and adult students, upon request, a list of the types and locations of educational records collected, maintained or used by the district.

The district will provide instruction annually to employees collecting or using personally identifiable information on the procedures to protect the confidentiality of personally identifiable information. The training will address the protections outlined in 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 Special Programs Director.

If parents believe that information in an education record is inaccurate or misleading or violates the privacy or rights of the student, they may request that the district amend the information. Policy and Procedure 3231, Student Records, describes the process and timelines for challenges and hearings regarding student records. The district follows the guidelines for records retention outlined in the Secretary of State's, General Records Retention Schedule and Records Management Manual. The district 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 destroyed at the request of the parent(s) or adult student, or will be provided to the parent or adult student upon their request. However, a permanent record of the student's name, address and phone number, his or her grades, attendance, record, classes attended, grade level completed and year completed will be maintained without time limitation.

Records management is also governed by Policy and Procedure 4040, Public Access to District Records.

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 whereabouts of the parent are unknown or the student is a ward of the state and does not have a foster parent.

The Special Programs Director is responsible for determining the need for appointment of a surrogate parent.

Natural or adoptive parents, foster parents, persons acting in the place of a parent such as stepparents or relatives, and persons with legal custody or guardianship are considered parents. Students who are homeless and not living with a parent may need a surrogate parent.

The following is guidance for the district to follow to assist in determining the status of the parent's rights to make educational decisions:

1. In cases where the student is in out of home care the district must determine the legal custodial status of the child.
2. Parents who have voluntarily placed their child in state placement still retain legal custody of the child and retain the right to make educational decisions. In this situation the student is not a ward of the state.
3. Parents whose children are placed in group care, pending a determination of “dependency” may still retain rights to make educational decisions unless otherwise ordered by the court.
4. When a disposition order and order of dependency is issued, the state becomes the legal as well as physical custodian of the child. Parents may no longer have the right to make educational decisions during this stage of dependency; and
5. Parents whose parental rights are terminated no longer have the right to make educational decisions on behalf their child.

When a student is placed in foster care the foster parent may act as the parent. When a student is placed in group care, the district will work with the parents, case-worker(s), foster parents, and others who have knowledge of the student's legal status in order to determine the need for appointment of a surrogate.

When selecting a surrogate parent, the district will select a person willing to participate in making decisions regarding the student's educational program, including participation in the identification, evaluation, placement of and provisions of FAPE to the student.

If a student is referred for special education or a special education student transfers into the district who may require a surrogate parent, the district special education office will be notified of the potential need. The special education office will then select a trained individual who can adequately represent the student to ensure that all student rights are observed.

The person selected as a surrogate:

1. Must have no interest that conflicts with the interests of the student 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 education or care of the student. This includes OSPI, DSHS, district employees and group care providers.

The district will at a minimum, review with the surrogate parent procedural safeguards, parent involvement in the special education process, parent education publications and special education regulations. The district will also cooperate with other districts, the ESD or OSPI in training surrogate parents and in establishing a list of persons willing and able to serve as surrogate parents.

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 hearing. Mediation is used to resolve disagreements concerning the identification, evaluation and delivery of educational services or provision of a FAPE to a special education student. Mediation may be terminated by either party at any time during the process.

The primary participants are the parents, school district representatives and mediator. The process is voluntary, confidential and informal. It is a collaborative process, conducted in a nonadversarial manner. Mediation services will be provided by the Office of Superintendent of Public Instruction (OSPI) at no cost to either party.

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 district in any agreement reached through mediation.

Due Process Hearing

Both parents and districts may file due process hearings involving the identification, evaluation, placement or provision of FAPE to a student. IDEA requires that specific information be provided as part of a due process hearing request. The requirements are identified in the notice of procedural safeguards. If parents request information about how to file a due process hearing, the district will provide the parent with a due process hearing request that contains the required information. Due process hearing request forms are available from the Special Programs Director and on the OSPI Special Education web site.

If any staff receives a request for a due process hearing, a copy of the request should be immediately forwarded to the Special Programs Director. If the parent has not filed the request for hearing with the Washington State Office of Administrative Hearings (OAH), the district will forward the parent request to (OAH) 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 Special Programs Director is responsible for providing the parents a copy of the procedural safeguards in this situation and documenting that the safeguards were provided to the parent.

When a parent files a due process hearing, the student remains in the placement at the time of the request for hearing unless the parents and district agree to a different placement. The student's status during the pendency of any proceedings does not preclude the IEP team from meeting, as needed or as required, and updating and implementing the student's IEP, unless those changes are in dispute. See the discipline section below for placements when a disciplinary action is challenged.

When parents file a request for a due process hearing, the Special Programs Director will immediately schedule a resolution meeting. The meeting must occur within 15 days after a parent request files a due process request with the district and provides a copy of the request to OAH, or, within seven days if the hearing request involves an expedited hearing regarding discipline. The Special Programs Director will determine the appropriate district staff that will attend the resolution meeting. The district will ensure that one of the district representatives attending the resolution meeting has authority to bind the district in any resolution agreement. The district will not bring district counsel to a resolution meeting unless the parent is bringing an attorney to the meeting.

Any resolution agreement reached will be documented in writing and is binding on the parties. The document will inform the parent of their right to void the agreement within three business days of signing the agreement.

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 education must not be improperly excluded from school for disciplinary reasons that are related to their disability or related to the district's failure to implement a student's IEP. The district shall 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.

1. Removal Up to Ten Days
   The building principal may order the removal of a special education student from a current placement. The district need not provide services to a student removed from the current placement for ten school days or less in any school year, if services are not provided to a student without disabilities.
2. Removal for More than Ten Days
   Once a student has been removed from placement for a total of ten school days in the same school year, and if the district determines that the removal is not a change of placement, the district must, during subsequent days of removal, provide appropriate services to the extent necessary to enable the student to participate in the general curriculum, although in another setting, and to progress toward meeting the goals set out in the student's IEP. The IEP team, in consultation with one or more of the student's teachers, shall make the determination of such necessary services.
3. Change in Placement
   A change of placement when an eligible student is:
   1. Removed from current placement for more than ten consecutive school days in a school year; or
   2. Subjected to a series of removals in a school year that 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.
4. Manifestation Determination
   • Within ten school days after the date on which the decision to change the student’s placement, the district will conduct a manifestation determination meeting to determine the relationship between the student's disability and the behavior subject to the disciplinary action.
   • The review of the relationship between a student's disability and the behavior subject to the disciplinary action will occur at meeting that includes the parent and relevant members of the IEP team who are selected by the parent and the district. The School Psychologist, in conjunction with the building principal, is responsible for contacting the parent in order to determine relevant IEP team member and providing notice of the meeting. The team will review all relevant information in the student's file, including the IEP, teacher observations and information provided by the parent to determine:
     1. If the conduct was caused by or had a direct and substantial relationship to the child's disability; or
     2. If the conduct in question was the direct result of the district's failure to implement the student's IEP.
   • If the team determines that the behavior resulted from any of the above, the behavior must be considered a manifestation of the student's disability.
   • 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.
   • The district will take immediate action to remedy the deficiencies, and will:
     1. Conduct a functional behavioral assessment (unless already completed) and implement a behavioral intervention plan if one is not already in place; or
     2. Review the existing behavioral intervention plan and modify it to address the behavior; and
     3. Return the child to the placement from which he or she was removed from unless the parents and the district agree a change is necessary as part of the behavioral intervention plan, or unless the infraction involves drugs, weapons or serious bodily harm.
5. Special Circumstances
   • School personnel may order a change in placement to an appropriate interim alternative educational 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:
     1. Possesses a “dangerous weapon” or carries such a weapon to school or to a school function; or
     2. Knowingly possesses or uses “illegal drugs” while at school or a school function; or
     3. Sells or solicits the sale of a “controlled substance” while at school or a school function; or
     4. Inflicts serious bodily injury upon another person while at school or a school function. Serious bodily injury means a substantial risk of death, extreme physical pain, protracted and obvious disfigurement or protracted loss or impairment of the function of a bodily member, organ or mental faculty.
   • Any interim alternative educational setting in which the student is placed is determined by the student's IEP team and will:
     1. Be selected so as to enable the student to participate in the general curriculum, although in another setting and to progress toward meeting the goals set out in the student's IEP; and
     2. Include services and modifications designed to address the behavior or to prevent the behavior from recurring.
   • The district may ask an administrative law judge, or seek injunctive relief through a court having jurisdiction of the parties, to order a change in placement to an appropriate interim alternative educational setting for not more than 45 calendar days or seek injunctive relief through a court having jurisdiction of the parties when:
     1. The district believes that maintaining the student’s current placement is substantially likely to result in injury to the student or others.  If the student’s IEP team believes that the student may not be maintained in his or her current placement, the IEP team should work with the district’s Special Services Director
     2. Unless the parent and the district agree otherwise, if a parent requests a hearing to challenge either the manifestation determination or the interim alternative educational setting, the student must remain in the interim alternative educational setting pending the decision of the hearing officer or until the expiration of the 45 day period, whichever occurs first.

Basis of Knowledge

A student who has not been determined eligible for special education services may assert the protections if the district had knowledge that the student was eligible for special education before the behavior that precipitated disciplinary action occurred.

The district is deemed to have knowledge if:

1. The parent expressed concern in writing (or orally if the parent does not know how to write or has a disability the prevents a written statement) to district supervisory or administrative personnel or a teacher that the student is in need of special education and related services
2. The parent requested that the student be evaluated for special education services; or
3. The teacher or other school personnel has expressed specific concern about a pattern of behavior demonstrated by the student to the director of the special education department or to other supervisory staff.

If instituting disciplinary action that would exceed ten days and the principal believes that one or more of these events applies to the student, the principal will notify the special education department to determine the appropriate disciplinary procedures.

The district is not deemed to have knowledge if, as a result of receiving the information described above, the district either:

1. Conducted a special education evaluation of the student and determined that the student was not eligible for services; or
2. The parent of the student has not allowed an evaluation of the child or has refused services.

If the district is not deemed to have knowledge that a student is a student eligible for special education services, the student may be disciplined as a student without disabilities who engages in comparable behaviors. 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 will remain in the educational placement determined by the district, which depending upon the behavior can include suspension or expulsion without educational services.

Notwithstanding the foregoing, the district may report a crime committed by a student eligible for special education services to appropriate authorities. In the event of such a report, the district shall ensure that copies of the student's special education and disciplinary records are transmitted for consideration by the appropriate authorities to whom the crime is reported, to the extent transmission of the records is permitted by the Family Educational Rights and Privacy Act (FERPA).

Staff Qualifications

All employees of the district funded in whole or part with state or federal excess special education funds will meet the standards established by the Professional Educator State Board of Education (PESB) and defined in WAC 392-172A-02090.

All employees will hold such credentials, certificates or permits as are now or hereafter required by the PESB for the particular position of employment and will meet such supplemental standards established by the district.

Special education and related services must be provided by appropriately qualified staff. Other staff including general education teachers and para educators may assist in the provision of special education and related services, provided that the instruction is designed and supervised by special education certificated staff (or early childhood special education certificated staff, deaf education certificated staff, deaf education with American Sign Language proficiency certificated staff, teacher of the visually impaired certificated staff), or for related services by a certificated educational staff associate. Student progress must be monitored and evaluated by special education certificated staff or for related services, a certificated educational staff associate.

In the event a special education teacher does not have a certificate endorsed in special education (or early childhood special education endorsement, deaf education endorsement, deaf education with American Sign Language proficiency endorsement, teacher of the visually impaired endorsement), a district may apply for a pre-endorsement waiver through the special education section of the OSPI. To qualify for the special education pre-endorsement waiver, the teacher must meet PESB criteria outlined in WAC 181-82-110.

If the district must temporarily assign a classroom teacher without a special education endorsement (or early childhood special education endorsement, deaf education endorsement, deaf education with American Sign Language proficiency endorsement, teacher of the visually impaired endorsement) to a special education position, the district Superintendent or Special Programs Director will document in writing that:

• The district is unable to recruit a teacher with the proper endorsement who was qualified for the position;
• The need for a teacher with such an endorsement could not have been reasonably anticipated and the recruitment of such a classroom teacher at the time of assignment was not reasonably practical; and/or
• The reassignment of another teacher within the district would be unreasonably disruptive to the current assignments of other classroom teachers or would have an adverse effect on the educational program of the students assigned to the other teacher.

If one or more of these criteria can be documented and the district determines that a teacher has the competencies to be an effective special education teacher and the teacher has completed two hundred forty clock hours (or the equivalent of 24 quarter or 16 semester credits) applicable to one or more Washington state special education teaching certificates (early childhood special education endorsement, deaf education endorsement, deaf education with American Sign Language proficiency endorsement, teacher of the visually impaired endorsement), the district can assign the teacher to special education in compliance with the process for making out-of-endorsement assignments and reporting them to the state.

Classified staff will present evidence of skills and knowledge necessary to meet the needs of students with disabilities. The district will provide training to classified staff to meet the state recommended core competencies.

Personnel Development

In order to provide a staff development program to improve the quality of instructional programs, the following procedures will be employed:

1. Special education concerns will be identified through a staff needs assessment completed by administrators, teachers, educational staff associates, program assistants, parents and volunteers;
2. All personnel who use restraint, restraint devices and/or isolation must be certified and annually trained in the use of such restraint, restraint devices, and/or isolation
3. In-service training schedules will be developed based upon the results of the district assessment and in support of needs identified;
4. 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 students eligible for special education; and
5. Training for classified staff in the state recommended core competencies will occur through scheduled training days in the district.

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 office 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.

Adoption Date:
Classification:
Revised Dates: 10.00; 10.02; 12.07; 10.09; 12.11; 06.14; 3.16; 8.16; 6.22

Policy: 2162
Section: 2000 - Instruction

Education of Students with Disabilities Under Section 504 of the Rehabilitation Act of 1973

It is the intent of the district to ensure that students who are disabled within the definition of Section 504 of the Rehabilitation Act of 1973 are identified, evaluated and provided with appropriate educational services. Students may be disabled under this policy even though they are not eligible for services pursuant to the Individuals with Disabilities Education Act (IDEA).

Section 504 of the Rehabilitation Act of 1973 is a civil rights law which protects the rights of individuals with disabilities in programs and activities that receive federal financial assistance from the U.S. Department of Education. A child is a “qualified disabled person” under Section 504 if he or she:

1. Has a physical or mental impairment that substantially limits one or more major life activities (such as caring for one’s self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, reading, concentrating, thinking, communicating and working), has a record of such an impairment, or is regarded as having such an impairment; and
2. Is between the ages of 3 to 21 years old.

The district will comply with the federal policies that require free appropriate public education, Child Find, equal educational opportunity, confidentiality of information, parent involvement, participation in least restrictive environment, evaluations, placement, reevaluation, programming to meet individual needs, placement procedures, nonacademic services, preschool and adult education programs, disciplinary exclusion, transportation, procedural requirements, appropriate funding, accessibility, special issues related to drug or alcohol addicted students, special considerations for students having AIDS or HIV infection, and special issues related to ADD/ADHD students.

The superintendent will establish procedures to ensure that students who are disabled within the definition of Section 504 are educated in full compliance with the law.

Adoption Date: 05.06.02

Kiona-Benton City School District
Classification: Essential
Revised Dates: 01.26.15; 04.25.16

Policy: 2162P
Section: 2000 - Instruction

Procedure Education of Students with Disabilities Under Section 504 of the Rehabilitation Act of 1973

1. Free Appropriate Public Education
   The district will provide a free appropriate public education (regular or special education and related aids and services) to school-age children with disabilities in the district’s jurisdiction. Instruction will be individually designed to meet the needs of the disabled students as adequately as the needs of the non-disabled students are met.
    
2. Child Find
   The district will annually undertake to identify and locate every qualified disabled student residing in the district’s jurisdiction who is not receiving a public education and take appropriate steps to notify disabled children and their parents or guardians of the district’s responsibilities under Section 504.
    
3. Equal Educational Opportunity
   The district will provide students with disabilities an equal opportunity to participate in and benefit from the educational services it provides to non-disabled students. The teachers of disabled students will meet comparable standards for certification that teachers of non-disabled students meet. Facilities will be of comparable quality and appropriate materials and equipment will be available.
    
4. Confidentiality of Information
   The confidentiality of student records will be maintained throughout the period of time when such records are collected, stored, disclosed or destroyed by the district.
    
5. Parent Involvement
   The district will obtain the informal consent of parents or guardians before conducting an initial evaluation of a student. The district will notify parents or guardians of the evaluation results and any programming and placement recommendations. The district will notify parents or guardians before initially placing a disabled student, conducting subsequent evaluations of the student or implementing a significant change in the student’s placement. The district will notify parents or guardians of their right to review and challenge the district’s program and placement decisions if they disagree with them. Section 504 does not give parents the right to participate in a meeting during which their child’s program is designed and placement is determined, as does the IDEA. However, this practice is recommended.
    
6. Participation in the least restrictive environment
   1. Academic setting. To the maximum extent appropriate to the needs of disabled students, the district will educate disabled students with non-disabled students. In order to remove a child from the regular educational environment, the district must demonstrate that education of the student in the regular environment with the use of supplementary aids and services cannot be achieved satisfactorily for the disabled student. Whenever the district places a student in a setting other than the regular education environment pursuant to this paragraph, it will take into account the proximity of the alternate setting to the student’s home.
   2. Non-academic setting. In providing or arranging for the provision of non-academic and extra-curricular services and activities, including meals, recess periods and the services and activities set forth in 34 CFR 104.37, the district will ensure that disabled students participate with non-disabled students in such activities and services to the maximum extent appropriate to the needs of the disabled student in question.
       
7. Referral and Screening
   If a student, parent, teacher, counselor or administrator believe they are observing in a student substantially limited performance in one or more major life activities that is believed to be caused by a physical or mental impairment, the concerned individual should complete a referral form in the Special Services office.
   
   A designated building team will review referrals to determine if an evaluation is appropriate. If an evaluation appears to be necessary, the district will obtain written consent from parents to perform an evaluation and/or gather additional information and will provide parents with a written statement of their rights under Section 504. If the screening team determines that an evaluation is not necessary, it will provide written notice to parents, and forward the results of the screening to the source of the referral.
    
8. Evaluations
   1. If a student needs, or is believed to need, special education or related services, the district will evaluate the student prior to placement and before any subsequent “significant change in that placement.”
      
      Examples of significant changes in placement include:
      1. Expulsion;
      2. Suspensions which exceed ten consecutive days in a school year;
      3. Cumulative short-term suspensions which create a pattern of exclusion;
      4. Transferring a student to home instruction;
      5. Graduation from high school; and/or
      6. Significantly changing the composition of the student’s class.
          
   2. The district will establish policies and procedures for evaluation and placement which assure that tests and other evaluation materials:
      1. Have been validated and are administered by trained personnel;
      2. Are tailored to assess educational need and are not merely based on IQ scores; and
      3. Reflect aptitude or achievement or whatever else the tests purport to measure and do not reflect the student’s impaired sensory, manual or speaking skills (unless the test is designed to measure these particular deficits).
   3. The determination of whether a student is substantially limited in one or more major life activities will be made without regard to any ameliorative effects of mitigating measures which include, but are not limited to: medication, medical supplies, equipment, low-vision devices, prosthetics, hearing aids and cochlear implants or other implantable hearing devices, mobility devices, oxygen therapy equipment and supplies, assistive technology, reasonable accommodations, auxiliary aids or services; or learned behavioral or adaptive neurological modifications.
       
   4. Low vision devices do not include ordinary eyeglasses or contact lenses. The ameliorative effects of ordinary eyeglasses or contact lenses may be considered in determining whether the impairment substantially limits a major life activity.
       
   5. A student with a temporary impairment falls within the scope of Section 504 if the temporary impairment is severe enough that it substantially limits one or more of the student’s major life activities. A temporary impairment is one with an actual or expected duration of six months or less. For example, pregnancy is not generally regarded as a disability under Section 504; however, if a student was put on bed rest or otherwise limited due to pregnancy complications, this would be a temporary impairment that would qualify the student as disabled under Section 504.
       
   6. A student with an episodic impairment or a disease in remission qualifies as disabled under Section 504 if the impairment would substantially limit a major life activity when active (i.e. a student whose cancer is in remission).
       
9. Placement Procedures
   A Section 504 team should be composed of persons knowledgeable about the student’s disability and the meaning of the evaluation data and service options. The team will convene to review all evaluation results, determine eligibility as a student with a disability under Section 504 and document the meeting in writing. The team composition may vary according to the needs of the student.
   
   In interpreting evaluation data and in making placement decisions, the district will (1) draw upon information from a variety of sources, including aptitude and achievement tests, teacher recommendations, physical condition, social or cultural background and adaptive behavior; (2) establish procedures to ensure that information obtained from all such sources is documented and carefully considered; and (3) ensure that the student is educated with his/her non-disabled peers to the maximum extent appropriate.
   
   Parents and guardians of students who have a plan developed under Section 504 of the Rehabilitation Act of 1973 will be provided a copy of the district policy (see Policy 3247) on the use of isolation and restraint at the time that the plan is created.
   
   Residential placements will be provided by the district if necessary to provide a free appropriate education to a disabled student.
   
   In regard to out-of-district placements, if the district affords a free appropriate education to a student but the parent chooses to place the child elsewhere, the district is not responsible to pay for the out-of-district placement.
    
10. Re-Evaluations
    The district will provide for periodic reevaluation of disabled students. No time frame is specified in Section 504; however, re-evaluating students every three years in accordance with the requirements of the IDEA will satisfy Section 504 requirements as well. A reevaluation is also required before any “significant change of placement,” as defined above in Part “G.”
     
11. Programming to Meet Individual Needs
    The district recognizes that to be appropriate, educational programs for students with disabilities must be designed to meet their individual needs to the same extent that the needs of non-disabled students are met. To adequately meet individual needs, academic and related services for students with disabilities may need to be significantly different in character from those offered to students without disabilities. A documented procedure, such as the development of an individualized accommodation plan by a knowledgeable team of educational professionals, is recommended.
     
12. Non-Academic Services
    The district will provide nonacademic and extracurricular services and activities in such a manner as is necessary to afford disabled students an equal opportunity for participation in such services and activities. Nonacademic and extracurricular services and activities may include counseling services, physical recreation athletics, transportation, health services, recreational activities, interest groups or clubs sponsored by the district, referrals to agencies which provide assistance to disabled persons and employment of students, including both employment by the district and assistance in making available outside employment. The district will observe reasonable health and safety standards for all students.
     
    1. Counseling Services. In providing personal, academic or vocational counseling, guidance or placement services to its students, the district will provide these services without discrimination on the basis of disability. The district will ensure that qualified students with disabilities are not counseled toward more restrictive career objectives than are non-disabled students with similar interests and abilities.
        
    2. Physical education and athletics. In providing physical education courses and athletics and similar programs and activities to any of its students, the district will not discriminate on the basis of disability. If the district offers physical education courses and operates or supports interscholastic, club or intramural athletics, it will provide an equal opportunity for qualified students with disabilities to participate in these activities. The district may offer to disabled students physical education and athletic activities that are separate or different from those offered to non-disabled students only if separation or differentiation is consistent with the requirements of 34 CFR 104.34 and qualified disabled students will not be denied the opportunity to compete for teams or to participate in courses that are not separate or different.
        
13. Preschool And Adult Education Programs
    In the operation of preschool education, or day care program or activity, or an adult education program or activity, the district will not, on the basis of disability, exclude qualified students with disabilities from the program or activity and will take into account the needs of such persons in determining the aid, benefits or services to be provided under the program or activity.
     
14. Disciplinary Exclusion
    1. Students with disabilities are protected from being improperly excluded from school for disciplinary reasons. Certain disciplinary exclusions of disabled students from school constitute a significant change in the student’s educational placement. Such disciplinary exclusions cannot be implemented until the district has satisfied the required change of placement procedures.
        
    2. Qualified disabled students should be recognized as having a disabling condition before discipline is imposed on them, especially before imposing long-term suspension (a suspension of more than five days duration) or regular expulsion upon a qualified disabled student that could constitute a significant change of placement. The school principal or educational staff person responsible for the imposition of discipline must ensure that a group of qualified professionals determine whether or not there is a causal relationship between the student’s misconduct and his or her disability. They are also to consider the appropriateness of the student’s current placement and program. This determination will take into account the student’s current evaluation and Individualized Accommodation Plan (IAP) under Section 504. For students considered disabled under Section 504, there is no obligation to provide educational services during periods of long-term suspension or expulsion when the student’s misconduct has been properly determined not to be disability-related and not the result of an inappropriate placement or program. When a student’s misconduct is determined to be causally related to his/her disabling condition, procedures at #4 below will be instituted in lieu of either long-term suspension or expulsion.
        
    3. When a student poses an immediate and continuing danger to him or herself and/or others (see WAC 180-40-295), an emergency expulsion of up to ten days may be used to alleviate immediate risk. In such cases the procedures at WAC 180-40-300 will be modified to require the regular disciplinary hearing be held within ten school business days, whether the student or parent/guardian requests a hearing or not. The purpose of this regular disciplinary hearing is to determine the nature of, and consequences for, the misconduct.
       
       In the event the student is covered by, or is believed to be covered by, Section 504, the Section 504 Compliance Officer (or designee) must attend and participate in this hearing. The Section 504 Compliance Officer (or designee) will advise the hearing officer on Section 504 restrictions. Even if the student and/or parent/guardian refuse to attend this hearing, the hearing will be held.
       ​​​​​​​
    4. When a student has engaged in misconduct which is causally related to his or her disability, expulsion and/or long term suspension should not be imposed if it would result in more than ten lost school days. Lost days will be measured cumulatively over the period of the entire school year, with any short term suspensions as counting toward the cumulative total.
       
       When a student’s misconduct is related to a disability, additional evaluations and/or a change of placement should be considered in lieu of expulsion/ suspension. In this circumstance, the principal or designee responsible for the imposition of discipline, the Section 504 Compliance Officer and a team of professionals from the school who are knowledgeable about the student will meet to determine if there is a need for further evaluation or a change of program or placement. If further evaluation is recommended, it will be conducted as soon as possible.
       
       In accordance with #3 above, a student may be expelled for up to ten days to alleviate an immediate risk to the student or others, even if the conduct is related to the student’s disability.
        
    5. Students and their parent/guardian will be notified of the results of the decision regarding the causal relationship of the misconduct and the student’s disability and of their right to challenge this decision. Students/parents/guardians objecting to procedures used by the district to evaluate the misconduct are entitled to exercise their rights under Section 504 to file a grievance or initiate a due process hearing.
        
    6. Students who are considered disabled under Section 504 are subject to the same disciplinary processes and results as non-disabled students for misconduct regarding the use, sale or possession of drugs or alcohol at school. The extra due process requirements regarding change of placement do not apply.
        
15. Restraint Or Isolation
    Restraint or isolation of students who have a section 504 plan will be authorized only under the limited circumstances specified in Policy/Procedure 3247 and each incident will require reporting and parent/guardian notification as specified in that policy and procedure.
     
16. Transportation
    If the district places a student in a program not operated by the district, the district will assure that adequate transportation to and from the program is provided at no cost to the parent.
    
    Because the district provides transportation to all its students within a certain geographic area, it will not discriminate in its provision of transportation to students with disabilities.
    
    If the district proposes to terminate a qualified disabled student’s bus transportation for inappropriate bus behavior, the district will first determine the relationship between the student’s behavior and his or her disabling condition, the appropriateness of the related service of transportation and the need for reevaluation. The parent or guardian will be provided with notice of the results of such determinations and of their right to challenge such determinations.
    
    The length of the bus rides for qualified disabled students should not be longer than that of non-disabled students.
     
17. Procedural Requirements
    The district will ensure compliance with the requirements of Section 504 by doing the following:
    1. Provide written assurance of non-discrimination whenever the district receives federal money.
    2. Designate an employee to coordinate the district’s Section 504 compliance activities. The Section 504 Coordinator for the district is the Special Services Director.
    3. Provide grievance procedures to resolve complaints of discrimination. Students, parents or employees are entitled to file grievances. The grievance procedures for the district are set out in the Procedure for Policy 3210, Nondiscrimination.
    4. Provide notice to students, parents, employees, unions and professional organizations of the district’s nondiscrimination policy in admission and access to programs and activities, and in treatment and employment. Notice will also specify the Section 504 coordinator for the district. Notice will also be included in the student/parent handbooks.
    5. Annually identify and locate all Section 504 qualified disabled children in the district’s geographic area who are not receiving a public education.
    6. Annually notify disabled persons and their parents/guardians of the district’s responsibilities under Section 504.
    7. Establish and implement procedural safeguards to be provided to parents/guardians with respect to actions regarding the identification, evaluation or educational placement of persons who, because of disability, need, or are believed to need, special instruction or related services. Procedural safeguards will include:
       1. Notice of parental/guardian rights;
       2. An opportunity to examine relevant records;
       3. An impartial hearing, initiated by either the parents/guardian or the school district, with opportunity for participation by the student’s parents/guardians. The student/ parent/guardian is entitled to have representation by legal counsel; and
       4. A review procedure.
           
18. Appropriate Funding
    The district recognizes that the regular education funding of the district is the funding source for serving students who are qualified as disabled under Section 504 only. However, if students are dual identified as Section 504 and IDEA eligible, state and federal special education funds can be used. The district will not use money appropriated by the IDEA to serve students found disabled under Section 504 but not the IDEA. The district may use the IDEA money to evaluate a student if the district believes that the student may also be eligible under the IDEA.
     
19. Accessibility
    1. Facilities that were constructed prior to June 3, 1977 need not necessarily be made accessible so long as the program or activity, viewed in its entirety, is readily accessible to persons with disabilities.
    2. Buildings or additions constructed since 1980 must be designed and constructed to allow disabled persons the ability to access and use them readily.
    3. District’s obligation when a building is altered: to the maximum extent feasible, all facilities which are altered after 1980 must be altered to allow accessibility and usability by persons with disabilities.
    4. A district can redesign equipment, reassign classes or other services to accessible buildings, assign aides to students, deliver services at alternate accessible sites or alter existing facilities. So long as there are other methods which are as effective in achieving compliance, a district need not undertake structural changes to a building.
    5. A district recognizes that some forms of accommodation are unacceptable such as: carrying a student upstairs; segregating all students with mobility impairments due to the inaccessibility of other buildings; having disabled students eat on a separate floor due to an inaccessible cafeteria; denying participation in certain programs such as music, art or assemblies because these programs are inaccessible.
    6. District recognition of the meaning of the phrase “to the maximum extent possible.” This provision covers the instance where occasionally the nature of an existing facility is such as to make it impractical or prohibitively expensive to renovate in a manner that results in it being entirely barrier-free. However, in all of these instances, the alteration should provide the maximum amount of physical accessibility feasible.
        
20. Special Issues Related to Drug or Alcohol Addicted Students
    If a district suspects that the drug or alcohol problem of a student may be substantially limiting a major life activity such as learning, the district is obligated to recommend an evaluation. If the evaluation verifies the existence of a disabling condition that substantially limits a major life activity, the student is considered disabled under Section 504 and should be planned for appropriately.
    
    With the passage of the Americans with Disabilities Act in 1990, Congress specifically amended Section 504 to exclude persons who are “currently engaging in the illegal use of drugs” from the definition of individuals with disabilities. Therefore, the school district is not required to consider whether a current illegal drug user could successfully participate in the district’s education programs. Furthermore, the district is not required to make accommodations for the student if he or she is currently using drugs. The district can treat the student as it treats non-disabled students.
    
    Congress did not amend Section 504 with respect to students who abuse alcohol and alcoholism Unlike students addicted to drugs, students whose alcoholism constitutes a disabling condition under Section 504 and who continue to use alcohol are protected by Section 504. However, the district may take disciplinary action against any disabled student engaged in the illegal use of drugs or in the use of alcohol at school to the same extent that such disciplinary action is taken against non-disabled students. Furthermore, the due process procedures at 34 CFR Part 104.36 will not apply to such disciplinary actions.
     
21. Special Considerations for Students Having AIDS or HIV Infection
    Students with Acquired Immune Deficiency Syndrome (AIDS), AIDS Related Complex (ARC) or otherwise infected with Human Immunodeficiency Virus (HIV-infected) are individuals with disabilities under Section 504. They either qualify as actually having a physical impairment that substantially limits a major life activity or are regarded as having such a disabling condition.
    
    Depending on the nature of the disease and the student’s other conditions, the student may also qualify for services under the IDEA.
    
    Placement of the student must be made by a group of persons knowledgeable about the child, the meaning of the evaluation and medical information and placement options. A public health representative should be on the team.
    
    A student with AIDS should remain in the regular classroom unless currently presenting a risk of contagion e.g., a contagious opportunistic infection, open lesions that cannot be covered) or the student’s parents and school agree on an alternative.
     
22. Special Considerations for ADD/ADHD Students
    If a district suspects or has knowledge that a student has an Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD) that may be substantially limiting a major life activity such as learning, the district is obligated to recommend an evaluation.
    
    Evaluation of the student and service and placement recommendations should be made by a group of persons knowledgeable about the child, the meaning of the evaluation and medical information and service and placement options. A qualified medical practitioner’s assessment should be considered, as well as the impact the student’s ADD/ADHD has on his or her ability to learn or to otherwise benefit from his or her educational program. The district will ensure that the student’s educational program meets the full range of his or her individual educational needs.
    
    ​​​​​​​NOTE: Due process hearing or mediation requests must be made directly to the district 504 Compliance Officer. If a parent requests a due process hearing or mediation, districts should contact the Office of State Superintendent of Public Instruction (OSPI), Special Services Department, Old Capital Building, PO Box 47200, Olympia Washington 98504-7200, (360) 725-6075 to obtain a list of qualified hearing officers or mediators and a sample hearing officer or mediator contract. Districts are responsible for hearing officers or mediators. Districts are responsible for arranging for hearing officer and mediator expenses. When contacting OSPI, be sure they understand that the dispute is under Section 504 and that the district is just obtaining information, not seeking to have a special education hearing set up with a state administrative law judge. OPSI encourages districts to first utilize mediation as a method to resolve disputes.

Adoption Date:

Kiona-Benton City School District
Classification: Essential
Revised Dates: 01.26.15; 4.25.16

Policy: 2163
Section: 2000 - Instruction

Response to Intervention

It is the district’s policy to ensure that all students receive high quality, scientific, research-based general education core instruction and, as appropriate, strategic and intensive intervention supports matched to student needs. The district utilizes the core principles of the Response to Intervention (RTI) process, which combines systematic assessment, decision-making and a multi-tiered services delivery model to improve educational and behavioral outcomes for all students.

The district’s process identifies students’ challenges early and provides appropriate instruction by ensuring that students are successful in the general education classroom. In implementing the RTI process, the district will apply:

1. Scientific, research-based interventions in the general education setting;
2. Measure the student’s response to intervention; and
3. Use RTI data to inform instruction.

The superintendent will develop procedures to implement student interventions, using teacher observations, and classroom, school, or district assessments to identify students who are at risk of academic or behavioral problems and in need of scientific research-based interventions.

Intervention will consist of three levels of assistance that increase in intensity. The three levels will include:

1. Screening and classroom interventions;
2. Targeted small group intervention; and
3. Intensive interventions.
    

Parent Involvement in the RTI Process

The district will inform parents regarding the use of scientific, research-based interventions, including: a) the state’s guidelines regarding the amount and nature of students’ performance data collected and the general education services provided; b) strategies used to increase the student’s rate of learning; and c) the parents’ right to request a special education evaluation.

Adoption Date: 03.23.16

Kiona-Benton City School District
Classification: Essential
Revised Dates:

Policy: 2165
Section: 2000 - Instruction

Home or Hospital Instruction

Upon request from a parent or an adult student, home or hospital instruction will be provided to students who are unable to attend school for an estimated period of 4 weeks or more because of disability or illness. A written statement from a qualified medical practitioner verifying that the student will not be able to attend school for an estimated period of four weeks or more will accompany the request. The district will not pay for any costs incurred in securing the medical verification.

Adoption Date: 05.06.02

Kiona-Benton City School District
Classification: Priority
Revised Dates: 04.25.16

Policy: 2165P
Section: 2000 - Instruction

Procedure Home or Hospital Instruction

Request

The procedures for instituting home/hospital instruction are as follows:

1. Parent completes application form for home/hospital instruction.
2. The district office and family physician complete the SPI E-310 form.
3. Home/hospital instruction will begin when the family physician signs form SPI E-310.
    

Role of Instructor

The function of the home/hospital instructor is to provide instructional assistance and serve as a liaison between the student and the school in the following manner:

1. Elementary (emphasizes reading, math and language skills)
   1. Contact school principal.
   2. Contact classroom teacher initially and on a weekly basis.
   3. Obtain current academic standing.
   4. Obtain books, materials and assignments from the homeroom teacher.
   5. Keep parents/guardians informed as to the progress of the student.
   6. Provide a statement to the student's home school for the cumulative record regarding the grades earned by the student while on home/ hospital instruction. Grading shall be the responsibility of the classroom teacher. This statement is due immediately upon termination of the home/hospital instruction.
2. Middle/Senior High (receives instruction in required subjects)
   1. Contact school counselor and have counselor set up initial meeting with home/hospital instructor and classroom teacher.
   2. Obtain current academic standing.
   3. Contact each classroom teacher on a weekly basis and arrange for books, materials and assignments; also include a class schedule, class outlines, etc., of what the student needs to fulfill credit requirements for quarter, semester and year.
   4. Provide a statement to the student's home school for the cumulative record regarding the grades earned by the student while on home/ hospital instruction. Grading shall be the responsibility of the classroom teacher. This statement is due immediately upon termination of home/hospital instruction.

If the student is unable to complete regular classroom assignments, the home/ hospital instructor will work with the regular classroom teacher to modify or develop alternative classroom assignments to meet required course work.
 

Instructor Communication

The instructor will:

1. Contact parents and arrange home/hospital instruction schedule.
2. Discuss with the parent any conditions surrounding the student's disability or educational development that may have a bearing on the program.
3. Discuss the need for a supervising adult to be in the home during the teacher's visit.
4. Discuss the need for an appropriate learning environment.
   1. Other youngsters and/or adults should remain out of the room while the lesson is in progress.
   2. The student should be awake, properly dressed and ready for lessons at the appropriate time.
   3. Adequate study time should be scheduled each day, taking into account the physical limitations of the student.
5. Evaluate the students' work and make a report to the student's home school.
    

Termination of Home/Hospital Instruction

Instruction will be terminated if the qualified medical practitioner determines the advisability of the student returning to school.

Extension of the original instruction period must be requested by the parent or guardian, and verified by the attending qualified medical practitioner.

The home/hospital instructor will contact the payroll office when the student returns to school.
 

Instructor Reimbursement Procedures

1. The week before payroll cut-off date, the payroll office will contact home/hospital instructor advising of the payroll cut-off date for that particular month.
2. When the time sheets and mileage sheets are received by the payroll office, the amounts will be computed and submitted for payment.

Adoption Date:

Kiona-Benton City School District
Classification: Priority
Revised Dates: 04.25.16

Policy: 2178
Section: 2000 - Instruction

Traffic Safety Education

The district will provide traffic safety instruction for eligible students. A fee will be assessed to cover those costs, except that this fee may be waived or reduced for students whose families, by reason of their low income, would have difficulty paying the full fee. The USDA child nutrition program guidelines will be used to determine qualification for a waiver or reduction.

The board directs the superintendent to implement procedures dealing with program supervision; curriculum development; student enrollment criteria, including but not limited to grade level of student, age of student and enrollment status of student; student progress; and collection and refunding of student fees, including provisions for accruing money for future traffic safety program needs or refunding students when student fees exceed the unreimbursed cost of the programs; and notice of the availability of fee waivers or reductions.

Adoption Date: 09.10.01

Kiona-Benton City School District
Classification: Discretionary
Revised Dates: 04.25.16

Policy: 2190
Section: 2000 - Instruction

Highly Capable Programs

In order to develop the special abilities of each student, the district will offer a highly capable program which provides kindergarten through twelfth grade students selected for the program access to basic education programs that accelerates learning and enhances instruction. The framework for such programs will encompass, but not be limited to, the following objectives:

1. Expansion of academic attainments and intellectual skills;
2. Stimulation of intellectual curiosity, independence and responsibility;
3. Development of a positive attitude toward self and others; and
4. Development of originality and creativity.

The board will annually approve the district’s highly capable plan including: the number of students the district expects to serve by grade level; the district’s plan to identify students; a description of the highly capable program goals; a description of the services the program will offer; an instructional program description; a description of ongoing professional development for highly capable program and general education staff; program evaluation and fiscal report; and assurances that the district is legally compliant.

The superintendent will establish procedures consistent with state guidelines for nomination, assessment and selection of children of demonstrated achievement or potential ability in terms of general intellectual ability, academic aptitude and creative or productive thinking.

Adoption Date: 09.10.01

Kiona-Benton City School District
Classification: Essential
Revised Dates: 04.25.16

Policy: 2190P
Section: 2000 - Instruction

Highly Capable Programs

Definition

Highly capable students are students who perform or show potential for performing at significantly advanced academic levels when compared with others of their age, experiences, or environments. Outstanding abilities are seen within student's general intellectual aptitudes, specific academic abilities, and/or creative productivities within a specific domain. These students are present not only in the general populace, but are present within all protected classes. 

Students who are highly capable may posses, but are not limited to, these learning characteristics: 

1. Capacity to learn with unusual depth of understanding, to retain what has been learned, and to transfer learning to new situations;
2. Capacity and willingness to deal with increasing levels of abstraction and complexity earlier than other peers;
3. Creative ability to make unusual connections among ideas and concepts;
4. Ability to learn quickly in their area(s) of intellectual strength; and 
5. Capacity for intense concentration and/or focus. 

The following procedures will be employed to nominate, assess and select students to participate in the program:
 

Nomination

Referrals are permitted and accepted based on data or evidence from teachers, other staff, parents, students, and members of the community. Nominators will use the district’s nomination form to refer a student to be considered for admission in the program.
 

Screening (Omit if district does not conduct a screening procedure)

The district will screen each nominee to identify students who qualify for further assessment. Screening criteria may include the following: state test, teacher recommendation and parent recommendation.
 

Assessment

The district will obtain written parental permission prior to conducting assessments to determine eligibility for participation in its Highly Capable Program (HCP).

Nominees identified for further testing through the screening process (keep language if district employs a screening process; otherwise omit) will be assessed using multiple objective criteria. The assessment process shall be based upon a review of each nominee's capability as shown by multiple criteria, from a wide variety of sources and data, intended to reveal each nominee's unique needs and capabilities. The assessment criterion consists of both qualitative and quantitative (district may select one or both) instruments and may include ClogAT.

Test results will be recorded in the student's cumulative file.
 

Selection

A multi-disciplinary selection team composed of a district administrator, psychologist or other individual who can interpret cognitive and achievement test results and a teacher will review data that has been collected for each of the nominated students. The multi-disciplinary selection committee is composed of: A special teacher (provided that if a special teacher is not available, a classroom teacher shall be appointed); a psychologist or other qualified practitioner with the training to interpret cognitive and achievement test results; a certified coordinator or administrator with the responsibility for the supervision of the district's highly capable program; and additional professionals if any, that the district deems desirable. 

The multi-disciplinary selection committee will evaluate individual student assessment profile data and make the selection decision based on:

1. A preponderance of evidence from the profile data demonstrating that a student is among the most highly capable;
2. Evidence of clear need for highly capable services; and
3. Determination of which students would benefit the most from inclusion in the district's program.  

​A single assessment score or indicator will not prevent a student's selection for the HCP; however, individual pieces of evidence, if strong enough, can indicate that the student would benefit from these services. If properly validated test are not available, the professional judgment of the qualified district personnel shall determine eligibility of the student based upon evidence of cognitive and/or academic achievement. 

The district will: 

1. Notify parents of students who have been selected. Parents will receive a full explanation of the procedures for identification, an explanation of the process to exit a student from the program, the information on the district's program and the options that are available to identified students.
2. Obtain parental permission to place identified students in the program before any special services and programs are provide to the student.
3. Schedule a meeting of all such parents; and
4. Conduct an annual parent meeting to review each student’s educational plan.
    

Process for Appeal 

Parents/legal guardians have the right to appeal the Multi-Disciplinary Selection Committee's decision. Individuals appealing the selection committee's decision must submit a completed appeals form or letter requesting review of selection/placement decision. The written request must include reasons for the appeal and, to support reconsideration, provide additional evidence of significantly advanced cognitive or academic levels and/or outstanding intellectual, academic, or creative abilities. 

The appeal request and supporting evidence must be submitted to Highly Capable Program Coordinator within 10 school days of the Multi-Disciplinary Selection Committee's decision notification. 

The district's appeals committee (district may indicate multidisciplinary selection committee instead of an appeals committee) will review the student's file, assessment profile data, and additional evidence provided in the request for appeal. The Appeals Committee is composed of: multidisciplinary team as wellas the program coordinator, school psychologist and a teacher.

The decision of the appeals/multidisciplinary selection committee (district specifies which is used) may include:

• Upholding the original decision of the Multidisciplinary Selection Committee;
• Reversing the decision of the Multidisciplinary Selection Committee; 

A decision will be made by the Appeals Committee within 10 school days after receipt of written request for reconsideration. The parent/legal guardian will be notified of the decision in writing. The decision of the Appeals Committee is final decision may be appealed to the Highly Qualified Program Coordinator.
 

Exit Process

The exit process may be initiated for students who no longer demonstrate a need for highly capable program services. A request may be made by a teacher or program administrator for highly capable student identification and placement discontinuation. The Multi-Disciplinary Selection Committee will convene a meeting to review the student’s profile to determine if the student qualifies for program services based on assessment data and selection criteria. The multi-disciplinary selection committee may request additional evidence of student capabilities and/or willingness to participate in the program.  If the committee determines that the student no longer qualifies for highly capable program services, it may be recommended that the student exited from the program. The parent will be notified in writing of the committee’s decision and of the appeal’s process.

A parent/legal guardian may request that the student be withdrawn from the program or a student may voluntarily withdraw from the program.  A meeting will be convened by the Highly Capable Program Coordinator/Director to discuss the request. If the parent/legal guardian desires to withdraw the student from the program, the student will be exited from the program. The multi-disciplinary selection committee will determine if identification procedures are necessary for students wishing to reenter the program in the future.   
 

Program Design

The district will make a variety of appropriate program services to students who participate in the program. Once services are started, a continuum of services will be proved to identified students in grades K-12. The district will keep on file a description of the educational programs provided for identified students. The district reviews services annualy for each student to ensure that the services are appropriate.

The district will offer highly capable students the following programs: (Describe the district’s grades K-12 programs and services. Options include but are not limited to: accelerated learning opportunities; academic grouping arrangements that provide intellectual and interest peer group interactions; cooperative agreements between K-12 and institutions of higher education and programs designed to share resources and facilities to maximize student learning and mentorships and career exploration.)
 

Reporting

Identified students will be assigned the appropriate CEDARS Gifted value(s) in the district's student information system for the end-of-year reporting activities. 

The superintendent or designee will provide an end-of-the-year report to the Office of Superintendent of Public Instruction (OSPI) which includes

• number of students served by grade level K-12
• Student demographic information
• Data to determine if students who are highly capable met the goals set and if the programs provided met the academic needs of these students;
• Number and content of professional development activities provided for special teachers and general education staff;
• Program evaluation data and, if needed, program changes that will be made based upon this information; and 
• Final Fiscal report that reports on activities and staff funded by this program.

Adoption Date: 03.23.16

Kiona-Benton City School District
Classification: Essential
Revised Dates:

Policy: 2195
Section: 2000 - Instruction

Academic Acceleration

The board recognizes the need for all high school students to have greater access to rigorous advanced courses, including dual credit programs. To that end, the district will automatically enroll students who meet or exceed the state standard on the eighth grade or high school English language arts or mathematics statewide student assessment in the next most rigorous level of advanced courses or program offered by the high school.

The subject matter of courses or program in which students are automatically enrolled will be determined by the areas of the statewide assessment in which the student met state standards. Students who meet or exceed state standard on the English language arts statewide student assessment are eligible for enrollment in English, social studies, humanities, and other related subjects. Students who meet or exceed the state standard on the mathematics statewide student assessment are eligible for enrollment in advanced mathematics courses.

Beginning in 2021-2022 school year, students who meet or exceed the state standard on the Washington comprehensive assessment of science are eligible for enrollment in advanced courses in science.

Students who successfully complete the advanced courses will then be enrolled in the next most rigorous level of advanced courses, with the ultimate goal being the student’s automatic enrollment in dual credit courses.

The district will notify students and parents/guardians regarding the academic acceleration policy and the advanced courses available to students. The district will provide the parent/guardian with an opportunity for the student to opt out of participation in the academic acceleration process and enroll in an alternative course or program that aligns with the student’s high school and beyond plan goals.
 

Adoption Date: 09.21
Classification: Essential
Revised Dates:

Policy: 2240
Section: 2000 - Instruction

Summer School

The district's summer program of instructional offerings will be for the purposes of remediation and enrichment. Fees will be charged to cover costs for which revenues are not otherwise provided. To the extent that the district can absorb the cost, fees may be waived or reduced for students whose families would have difficulty paying the full fee. The USDA Child Nutrition Program guidelines will be used to determine qualifications for waivers or reductions. Priority in fee waivers and reductions will be given to remediation courses. Parents will be informed of the availability of any fee waivers or reductions in the notice of the summer school program.
 

Adoption Date: 09.10.01

Kiona-Benton City School District
Classification: Priority
Revised Dates: 04.25.16

Policy: 2320
Section: 2000 - Instruction

Field Trips, Excursions And Outdoor Education

The board recognizes that field trips, when used as a device for teaching and learning integral to the curriculum, are an educationally sound and important ingredient in the instructional program of the schools. Such trips can supplement and enrich classroom activities by providing learning experiences in an environment beyond the classroom.

Field trips that take students out of the state or keep students out of the district overnight must be approved in advance by the board. Outdoor education resident school plans will be presented to the board for annual approval. The superintendent has the authority to approve all other field trips.

The superintendent will develop procedures for the operation of a field trip or an outdoor education activity which will ensure that the safety of the student is protected and that parent permission is obtained before the student leaves the school. Each field trip must be integrated with the curriculum and coordinated with classroom activities that enhance its usefulness. Private vehicles may be used to transport students if approval is obtained in advance from the principal.

No staff member may recruit students for any privately arranged field trip or excursion without board permission.

Adoption Date: 09.10.01

Kiona-Benton City School District
Classification: Priority
Revised Dates: 04.25.16

Policy: 2333
Section: 2000 - Instruction

Flag Exercises

Flag exercises will be conducted in each classroom at the beginning of the school day and at the opening of all school assemblies. Students not reciting the pledge of allegiance will maintain a respectful silence while either seated or standing. When feasible, the salute to the flag or the national anthem will be rendered immediately preceding interschool events.

The United States flag will be displayed upon or near every public school and district office, except during inclement weather.
 

Adoption Date: 08.06.01

Kiona-Benton City School District
Classification: Priority
Revised Dates: 04.25.16

Policy: 2336
Section: 2000 - Instruction

Required Observances (Veterans Day, Constitution Day, Temperance and Good Citizenship Day, Disability History Month)

Principals will be responsible for the preparation and presentation of educational activities of approximately sixty minutes in duration in observance of Veteran’s Day. The program will be conducted during the school week preceding the eleventh day of November of each year.

Constitution Day will be observed each year on September 17 in commemoration of the September 17, 1787, signing of the United States Constitution.  If September 17 occurs on a non-school day, Constitution Day will be conducted on the preceding Friday.

Temperance and Good Citizenship Day will be observed on January 16 or, if on a non-school day, the Friday preceding January 16.

Disability History Month will be observed during the month of October by conducting or promoting educational activities such as school assemblies or guest speaker presentations that provide instruction, awareness and understanding of disability history and people with disabilities. 
 

Adoption Date: 08.06.01

Kiona-Benton City School District
Classification: Priority
Revised Dates: 04.25.16

Policy: 2340
Section: 2000 - Instruction

Religious-Related Activities and Practices

The board recognizes that views and opinions regarding the relationship of the schools and religion are diverse. While community opinions are important in shaping policy, the board must give primary credence to the United States and Washington State constitutions, state law and the decisions made by the respective courts when establishing guidelines for making decisions regarding religious-related activities and practices. The board further accepts the declaration of the State Board of Education that “all students . . . possess the constitutional right to the free exercise of religion and to have their schools free from sectarian control or influence.” To this end, the board establishes the following guidelines to preserve the constitutional rights of all students:

1. Instruction about religious matters and/or using religious materials will be conducted in an objective, neutral, non-devotional manner and will serve a secular educational purpose. History, sociology, literature, the arts and other disciplines taught in school may have a religious dimension. Study of these disciplines, including the religious dimension, will give neither preferential nor disparaging treatment to any single religion or to religion in general and must not be introduced or utilized for devotional purposes.
2. Criteria used to guide academic inquiry in the study of religion will seek the same neutrality, objectivity and educational effectiveness expected in other areas of the curriculum. In addition, materials and activities should be sensitive to America's pluralistic society and should educate rather than indoctrinate. Instructional activities should meet the three-part test established and used by the U.S. Supreme Court to determine constitutionality: (1) the activity must have a secular purpose; (2) the activity's principal or primary effect must be one that neither advances nor inhibits religion; and (3) the activity must not excessively involve the school in religion. This constitutional restriction does not preclude a student from expressing his/her views relative to belief or non-belief about a religious-related issue in compositions, reports, music, art, debate and classroom discussion, when consistent with the assignment.
   
   All religious-related instructional materials and/or activities must relate to secular student learning goals or standards.
   
   Staff will avoid assigning work that emphasizes the religious aspects of a holiday. Individual students should be allowed, at their own direction, to use religious personages, events or symbols as a vehicle for artistic expression, if consistent with the assignment. State law prohibits staff from requiring that students reveal, analyze or critique their religious beliefs, from grading academic work on its religious expression if any, from censoring or imposing consequences on students who engage in religious expression in accordance with the law, or from imposing the religious beliefs of the staff member on students.
    
3. A student may decline to participate in a school activity that is contrary to his/her religious convictions.
   
   If noncurriculum-related student groups are permitted to meet on school premises immediately before or after school hours, students will be permitted to meet to discuss religious, political, philosophical or other issues provided such group meetings are student-initiated and student-managed in compliance with Board Policy 2153, Non-curriculum Related Student Groups.
    
4. Religious groups may rent school facilities under the policy providing for facilities rental. Activities of such groups will be clearly separated from school sponsored activities so that the school district does not support or appear to support the establishment of religion.
    
5. A student may distribute religious literature under the same conditions that other literature may be distributed on the campus provided that such distribution does not intrude on the operation of the school.
    
6. Material and/or announcements promoting religion may not be distributed by non-students or on behalf of groups or individuals who are not students.
    
7. Religious services, programs or assemblies will not be conducted in school facilities during school hours or in connection with any school sponsored or school related activity. Speakers and/or programs that convey a religious or devotional message are prohibited. This restriction does not preclude the presentation of choral or musical assemblies which may use religious music or literature as a part of the program or assembly.
    
8. Musical, artistic and dramatic presentations which have a religious theme may be included in course work and programs on the basis of their particular artistic and educational value or traditional secular usage. They will be presented in a neutral, non-devotional manner, be related to the objective of the instructional program, and be accompanied by comparable artistic works of a nonreligious nature.
   
   Since a variety of activities is included as part of a holiday theme, care must be exercised to focus on the historical and secular aspects of the holiday rather than its devotional meanings. Music programs will not use the religious aspect of a holiday as the underlying message or theme. Pageants, plays and other dramatic activities will not be used to convey religious messages. Religious symbols such as nativity scenes, if used, will be displayed in conjunction with a variety of secular holiday symbols so that the total presentation emphasizes the cultural rather than religious significance of the holiday.
   
    
9. A student, upon the request of a parent, may be excused to participate in religious instruction for a portion of a school day provided the activity is not conducted on school property. (Credit will not be granted for such instruction.)
    
10. Upon receipt of a parent(s) request, a student will be excused from attending school in observance of a religious holiday.
     
11. Students may wear religious attire or symbols provided they are not materially and substantially disruptive to the educational process.
     
12. As a matter of individual liberty, a student may of his/her own volition engage in private, non-disruptive prayer at any time not in conflict with learning activities. School staff will neither encourage, nor discourage a student from engaging in non-disruptive oral or silent prayer or any other form of devotional activity.
     
13. Commencement exercises will be free from sectarian influence, including invocations and benedictions.
     
14. There will be no school sponsorship of baccalaureate services. Interested parents and students may plan and organize baccalaureate exercises provided that the service is not promoted through the school and staff, and student participation is voluntary.​​​​​

Students, parents and staff who are aggrieved by practices or activities conducted in the school or district may register their concern with the building principal or district superintendent.
 

Adoption Date: 08.06.01

Kiona-Benton City School District
Classification: Priority
Revised Dates: 04.25.16

POLICY 2408

Partial Credit for High School Students

It is the policy of the Kiona-Benton City School Board to support high school completion of all students.   Consistency of policies across Washington districts sharing students is essential so they may earn credit needed to graduate.  By State law a credit is defined as successful completion . . . of the state’s essential academic learning requirements (WAC 180-51-050).  Therefore, if a student is successfully passing a course at the time of their withdrawal, they will be awarded partial credit in that course for their competency in the learning standards that have been covered. An instructional hour contains at least 50 minutes of instruction or supervised study (WAC 392-121-122).  

Exit grades shall be documented when a student moves out of the district before the grading period ends, a withdrawal  form shall be initiated by the high school office, circulated to and completed by each of the student’s teachers, and returned to the high school office within no more than six school days.  The form shall at a minimum document the date last attended and the grade earned as of that date.   For students identified as enrolled in the migrant program, information will be reported to the migrant student records clerk, for input into the Migrant Student Information System as unresolved coursework immediately upon student withdrawal.

Partial credit shall be awarded when the student has maintained a passing grade, partial credit shall be awarded; such credit will be posted on the student’s transcript immediately upon withdrawal.  Counselors and registrars shall award and transcript partial credit as follows:

Completed                                                                         Credit

                                                         Days of enrollment                                                            Awarded for

                                                        With Passing Grade                                                          Passing Grade

                                                                  0-17                              No Credit (NC)                                0.0

                                                                 18-35                                                                                       0.1

36-53                           Grade earned                                  0.2

54-71                     on last date attended                           0.3

                                                                 72 +                                                                                         0.4

                                                Successful completion of course requirements                              0.5

Absences.  For purposes of calculating seat hours, excused and unexcused absences of students shall be counted or not counted consistent with policies of the district. 

Transcript immediately issued.  The high school office shall update the student’s transcript within 2 (two) school days of receipt of the completed withdrawal form, attaching course syllabi if applicable.  If the student is identified as a Migrant Student, within 2 (two) school days of issuance, the transcript with attachments if any shall be conveyed by high school office to the district’s Migrant Records Clerk for reporting in the state migrant records database.

Incoming transfer of student with transcripted partial credit.  Counselors shall accept and consolidate transcripted partial credit.  In placement decisions, high priority shall be given to providing a credit accrual alternative that will support completing remaining requirements of the partially completed course(s).

Placement decisions for Migrant Students and MSIS Database.  Placement counselors in the high school of the district shall utilize state and nationwide migrant student credit accrual records and transfer school documents in making placement decisions for migrant high school students.

Adoption date: 2.22.16

 Policy: 2409
Section: 2000 - Instruction

Credit for Competency-Proficiency

World Languages

The board recognizes the value of preparing students to be global citizens with the skills to communicate in English and other world languages. In our state’s diverse communities, it is not unusual for students to have various opportunities to develop language skills, for example, by using the language at home, attending language programs offered in the community, learning online or living abroad. The district encourages students and their families to take advantage of any language learning opportunities available to them.

To enable students to fully benefit from the advantages of multilingualism, the district will encourage students to learn to understand, speak, read and write at a high level of language proficiency. Proficiency can also be demonstrated in languages that are only spoken or signed.

In order to recognize the language proficiency of students, the superintendent is directed to develop procedures for awarding world language credits to students based on demonstrated proficiency across a range of language skills.
 

English Language, Mathematics, Biology Assessment Based Proficiency

The Board recognizes that competency and proficiency in a given subject can be determined in multiple ways. Student who may not have been successful in a given subject may prove competency and proficiency and earn up to one (1.0) credit by passing the state assessment in that subject with a level 3 or 4.

Level 4- Student “MUST” take the class and “fail” to allow Math, Science, English grade to be amended to a “P” pass grade by passing the SBA assessment.

Adoption Date: 4.18

Revised Dates:

Policy: 2410
Section: 2000 - Instruction

High School Graduation Requirements

The board will establish graduation requirements which, at a minimum, satisfy those established by the State Board of Education.  The board will approve additional graduation requirements as recommended by the superintendent.  Graduation requirements in effect when a student first enrolls in high school will remain in effect until that student graduates.  The board will award a regular high school diploma to every student enrolled in the district who meets the requirements established by the district.  Only one diploma will be awarded with no distinctions being made between the various programs of instruction which may be pursued.

CREDIT REQUIREMENTS

Additional credit information for Classes of 2015-2017

Math (3 credits required)

Math credits are required as follows:  Algebra 1 or Integrated Math 1; Geometry or Integrated Math 2; Algebra 2 or Integrated Math 3, or a 3^rd credit of math, other than Algebra 2 or Integrated Math 3,  if the elective is based on a career-oriented program of study identified in the student’s High School and Beyond Plan and the student, parent/guardian and a school representative meet, discuss the plan and sign a from pursuant to WAC 180-51-067(2)(b). 

Social Studies (2.5 credits required for Class of 2015, 3 credits required for Classes of 2016-2017)

For the Class of 2015, the following courses are required:  1 credit of U.S. History and Government, 1 credit of Contemporary World History, Geography and Problems, and .5 credits of Washington State History.  For the Classes of 2016 and 2017, the following courses are required:  1 credit of U.S. History and Government, 1 credit of Contemporary World History, Geography and Problems, .5 credits of Civics (content may be embedded in another social studies course) and .5 Social Studies elective. 

The Washington State history and government requirement may be met in grades 7 through 12.  If the course is taken in the 7^th or 8^th grade, it fulfills the requirement, but high school credit will only be awarded if the academic level of the course exceeds the requirements for 8^th grade.  Students who meet the requirement but do not earn credit must still take the required number of social studies credits in high school. 

Career and Technical Education equivalencies

The district has determined the following Career and Technical Education (CTE) courses to be equivalent to a non-CTE course: insert courses.  These courses may be used to meet two (2) graduation requirements.

Additional credit information for Class of 2018

Math (3 credits required)

The following courses are required:  Algebra 1 or Integrated Math 1; Geometry or Integrated Math 2; Algebra 2 or Integrated Math 3, or a third credit of math, if the elective is based on a career-oriented program of study identified in the student’s High School and Beyond Plan and the student, parent/guardian and a school representative meet, discuss the plan and sign a form pursuant to WAC 180-51-067. 

Science (2 credits required)

At least one lab is required.

Social Studies (3 credits required)

The following are required:  U.S. History and Government; Contemporary World History, Geography and Problems; .5 credits of Civics (content may be embedded in another social studies course); .5 credits of Social Studies elective.

Arts (1 credit required)

Performing or visual arts is required

Health and Fitness (2 credits required)

The following are required:  .5 credits of Health (must include instruction in CPR and appropriate use of an automated external defibrillator (AED); 1.5 credits of Fitness.  Students must earn credit for physical education unless excused pursuant to RCW 28A.230.050.

Occupational Education (1 credit required)

A CTE course or one that meets the definition of an exploratory course according to the CTE program standards

Additional credit information for Class of 2019 and beyond

Credit requirements conform to Career & College-Ready Graduation requirements. 

Math (3 credits required)

The following courses are required:  Algebra 1 or integrated Math 1, Geometry or Integrated Math 2 and a third credit of math chosen by the student based on the student’s interest and High School and Beyond Plan and approved by the parent or guardian.  If the parent or guardian is unavailable or does not indicate a preference, the school counselor or principal will approve the course.

Science (3 credits required)

At least two (2) labs are required and a third credit of Science chosen by the student based on the student’s interest and High School and Beyond Plan and approved by the parent or guardian.  If the parent or guardian is unavailable or does not indicate a preference, the school counselor or principal will approve the course.

Social Studies (3 credits required)

The following are required:  U.S. History and Government; Contemporary World History, Geography and Problems; 0.5 credits of Civics (content may be embedded in another social studies course); 0.5 credits of Social Studies elective.

Arts (2 credits required)

Performing or visual arts is required.  One (1) credit may be a Personalized Pathway Requirement, defined as related courses that lead to a specific post-high school career or educational outcome chosen by the student and based on the student’s interests and High School and Beyond Plan, which may include Career and Technical Education, and are intended to provide a focus for the student’s learning.

World Language (2 credits required)

Both credits may be a Personalized Pathway Requirement.  If the student has chosen a four-year degree pathway in their High School and Beyond Plan, the student will be advised to earn 2 credits in world language.

Career and Technical Education (1 credit required)

This credit may be an Occupational Education course that meets the definition of an exploratory course as described in the CTE program standards.

ASSESSMENTS

Additional assessment information

SBAC refers to the Common Core State Standard assessments developed by the multi-state consortium, the Smarter Balanced Assessment Consortium.  ELA SBAC refers to the English Language Arts assessment that will be administered to students in the 11th grade.

The 10th grade ELA Exit Exam refers to a Common Core State Standard assessment that will be developed by Washington using SBAC components.  The Math EOC Exit Exam will be developed by the spring of 2015 and will be aligned with Common Core State Standards.

Next Generation Science Standards (NGSS) implementation and assessment development are underway as of December, 2014 and may be required for graduation for students graduating after 2015.

NON-CREDIT REQUIREMENTS

High School and Beyond Plan

Within the first year of high school enrollment, each student will develop a High School and Beyond Plan.  The plan will be developed in collaboration with the student, parents/guardians and district staff and include, at a minimum: 1) a career goal; 2) an educational goal; 3) a four-year course plan for high school; and 4) identification of required assessments. Each student plan should be reviewed annually at the beginning of the school year to assess student progress, to adjust the plan if necessary and to advise the student on steps for successful completion of the plan.  Whether the student has met requirements for the High School and Beyond Plan is determined by the district.

A student receiving special education services who has developed a transition plan as part of their Individualized Education Plan (IEP) may be considered by the district to have developed a High School and Beyond Plan.

Certificate of Academic Achievement

A student will receive a certificate of academic achievement (CAA) if they earn the appropriate number of credits required by the district, complete the High School and Beyond plan, complete the Culminating Project (not required for the Class of 2015 and beyond) and meet the reading, writing and math standards on the high school statewide assessment or an appropriate state-approved alternative (“CAA option”).

Certificate of Individual Achievement

A student qualifying for special education services may earn a Certificate of Individual Achievement after passing assessments determined by the student’s Individualized Education Plan (IEP) team to be appropriate for the student based on their learner characteristics, post-secondary goals and previous testing history.  

International Baccalaureate Programme Diploma

A student who fulfills the requirements for an International Baccalaureate Programme diploma is considered to have satisfied the minimum state requirements for graduation from high school, but the district may require the student to complete additional local graduation requirements.  To receive an international baccalaureate diploma, a student must complete and pass all required diploma program courses as scored at the local level, pass all internal assessments as scored at the local level, successfully complete all required projects and products as scored at the local level and complete the final exams administered by the international baccalaureate organization in each of the required subjects.

Awarding of High School Credit

High school credit will be awarded for successful completion of a specified unit of study. In this district, successful completion of a specified unit of study means: 

1. Earning a passing grade according to the district's grading policy and/or 
2. Demonstrating proficiency/mastery of content standards as determined by the district; and/or
3. Successfully completing an established number of hours of planned instructional activities to be determined by the district. 
4. The district will establish a process for determining proficiency/mastery for credit-bearing courses of study.

Implementation

The superintendent will develop procedures for implementing this policy which include:

1.    Determination of the education plan process for identifying competencies;

2. Establishing the process for completion of the High School and Beyond Plan;
3. Recommending course and credit requirements which satisfy the State Board of Education requirements and recognize the expectations of the citizens of the district;
4. Determining which courses satisfy particular subject area requirements and whether a particular course may satisfy more than one subject area requirement, including a process for determining the credits the district will recognize for courses taken through another program recognized by the state (e.g. another public school district or an approved private school) or those courses taken by students moving into the state from another state or country. Decisions regarding the recognition of credits earned before enrolling in the district will be based on the professional judgment of the high school principal or designee based on an evaluation of the student’s former program and demonstrated knowledge and skills in the discipline for which credit is sought. The decision of the principal may be appealed to the superintendent within fifteen school days;
5. Making graduation requirements available in writing to students, parents and members of the public;
6. Providing for a waiver of graduation requirements for an individual student when permitted. All state graduation requirements must be satisfied unless a waiver is permitted by law;
7. Granting credit for learning experiences conducted away from school, including National Guard high school career training;
8. Granting credit for correspondence, vocational-technical institutes and/or college courses for college or university course work the district has agreed to accept for high school credit. ​State law requires that the district award one high school credit for every five quarter hour credit or three semester hour credit successfully earned through  a college or university, except for community college high school completion programs where the district awards the diploma. Tenth and eleventh grade students  and their parents will be notified annually of the Running Start Program;
9. Granting credit for work experience;
10. Granting credit based upon competence testing, in lieu of enrollment;
11. Granting credit for high school courses completed before a student attended high school, to the extent that the course work exceeded the requirements for seventh or eighth grade;
12. Counseling of students to know what is expected of them in order to graduate;
13. Preparing a list of all graduating students for the information of the board and release to the public;
14. Preparing suitable diplomas and final transcripts for graduating seniors;
15. Planning and executing graduation ceremonies; and
16. Developing student learning plans for students who are not successful on one or more components of the statewide assessment.

In the event minimum test requirements are adopted by the board, a student who possesses a disability will satisfy those competency requirements which are incorporated into the Individualized Education Plan (IEP). Satisfactory completion of the objectives incorporated into the IEP will serve as the basis for determining completion of a course.

Seal of Biliteracy

The district will award the Washington Seal of Biliteracy to students who have attained a high level of proficiency in speaking, reading and writing in one or more world languages in addition to English. Students who meet the criteria as established in WAC 392-410-350 will be awarded the seal on their high school diploma and transcript. The superintendent will implement procedures to determine eligibility.

Awarding of a Diploma

A student will be issued a diploma after completing the district's requirements for graduation. In lieu of the certificate of academic achievement, special education students may earn a certificate of individual achievement. A student will also be advised that he/she may receive a final transcript.

Withholding of a Diploma

A student's diploma or transcript may be withheld until the student pays for any school property that has been lost or willfully damaged. Upon payment for damages, or the equivalency through voluntary work, the diploma or transcript will be released. When the damages or fines do not exceed $100, the student or his/her parents will have the right to an appeal using the same process as used for short-term suspension as defined in Policy 3241, Classroom Management, Discipline and Corrective Action  When damages are in excess of $100, the appeal process for long term suspension as defined in Policy 3241, Classroom Management, Discipline and Corrective Action, will apply. The district may, in its discretion, choose to offer in-school suspension in these circumstances.  

In the event that other forms of corrective actions are imposed for violations of school rules, the student may be denied participation in graduation ceremonies. Such exclusion will be regarded as a school suspension. In such instances, the diploma will be granted. 

Adoption Date: 06.05.00

Kiona-Benton City School District
Classification: Essential
Revised Dates: 12.16.02; 06.14.04; 02.13.12; 04.25.16

Request for Graduation Credits Form

Request for Repeat Course Credit Form

Policy: 2411
Section: 2000 - Instruction

Certificate of Educational Competency

Certificates of educational competency will be awarded by the Superintendent of Public Instruction and the State Board for Community and Technical Colleges.

To be eligible for a certificate of educational competency, a student who is 16 years of age or older but under 19 years of age must have a substantial and warranted reason for leaving the regular high school program, or have been home schooled.

The student may apply either to the resident district or the school the student last attended in the State of Washington. The application must be signed by the student's parent and will include the recommendation of a staff review committee and the superintendent. Reasons for withdrawal to seek a certificate of education competency may include:

1. Personal problems which seriously impair the student's ability to make reasonable progress toward high school graduation;
2. A financial crisis which directly affects the student and necessitates the student's employment during school hours;
3. The lack of curriculum and instruction which constitute appropriate learning experiences for the student;
4. The inability or failure of the school of attendance to adjust its program for the individual or otherwise make arrangements for enrollment in a program in a manner which enables the student to advance toward graduation with reasonable progress and success;
5. A determination by the designated employee of the district that it is in the best interests of the student to withdraw in order to enter a postsecondary institution or the military, or to engage in employment; or
6. The student has been home-schooled and has essentially completed high school work.

Any student who feels that the denial to apply for a certificate of educational competency was unwarranted may appeal to the board of directors. The board of directors will make a decision within 30 calendar days of the request and such decision be final, subject to an appeal to a court of law pursuant to RCW 28A.645.010.

Adoption Date: 08.06.01

Kiona-Benton City School District
Classification: Essential
Revised Dates: 04.25.16

Policy: 2412
Section: 2000 - Instruction

Diplomas for Veterans

The district will issue a high school diploma to an honorably discharged member of the armed forces of the United States who was scheduled to graduate from high school, but who left high school before graduation to serve in World War II, the Korean Conflict or the Vietnam era.

To be eligible for a diploma, the veteran or his or her representative must fill out the application provided by the Washington State Department of Veteran Affairs, provide evidence of eligibility, and have substantial ties to the district.

Veterans are eligible for the diploma even if they subsequently earned a high school equivalency certificate or are deceased.

The superintendent will determine those veterans who have substantial ties to the district. Examples include, but are not limited to: living or having lived in the district, having attended school in the district, having children or other descendants who have attended school in the district, having been employed by the district or volunteering in the district.

Adoption Date: 03.23.16

Kiona-Benton City School District
Classification: Discretionary
Revised Dates: 

Policy: 2413
Section: 2000 - Instruction

Equivalency Credit for Career and Technical Education Courses

Each high school will adopt core academic course equivalencies for high school career and technical courses, provided that the career and technical course has been reviewed and approved for equivalency credit by a district team appointed by the superintendent or a designee.

The district team will include a school administrator, the career and technical administrator, an instructor from the core academic subject area, an instructor from the appropriate career and technical course, a school counselor and a representative from the curriculum department.

Career and technical courses approved for equivalency will be:

1. Aligned with the state’s essential academic learning requirements and grade level expectations; and
2. Aligned with current industry standards, as evidenced in the curriculum frameworks. The local career and technical advisory committee will certify that courses meet industry standards.

The board will approve Advanced Placement (AP) computer science courses as equivalent to high school mathematics or science. Board approval of AP computer sciences as equivalent to high school mathematics requires that a student has successfully completed or is currently enrolled in Algebra II. The superintendent will adopt procedures to denote on the student's transcript that AP computer science qualifies as a math-based quantitative course for students who complete it in their senior year.

Adoption Date: 03.23.16

Kiona-Benton City School District
Classification: Essential
Revised Dates:

Policy: 2414
Section: 2000 - Instruction

Community Service

The board recognizes that volunteering connects students to their communities and provides an opportunity for students to practice and apply their academic and social skills in preparation for entering the workforce.  The board further recognizes that community service is associated with increased civic awareness and participation by students, and can inspire students to continue their education and skill development beyond high school.  Students are encouraged to participate in community service activities as a part of their high school graduation requirements. The board will implement an incentive program to recognize students for achievement in community service and may, in its discretion, include community service in the district’s high school graduation /diploma requirements.

Adoption Date: 03.23.16

Kiona-Benton City School District
Classification: Essential
Revised Dates:

Policy: 2414P
Section: 2000 - Instruction

Procedure Community Service

The Superintendent will implement a process to recognize student achievement in community service.  The following programs are suggested but districts may design their own programs to best serve the unique needs of their students:
 

Varsity Letter Recognition Program

The Varsity letter program is based on the number of volunteer hours completed by students enrolled in grades 9 through 12.  Students will complete 145 hours of community service volunteer hours between April 1 and April 30 of the following year.  The 145-hour requirement will include: 1) 50 hours of non-school related volunteering in a non-profit or civic service setting and 2) at least one school related requirement.  Students must meet a 2.0 GPA requirement prior to participating or receive a GPA requirement waiver from the principal. All activities must be verifiable and students will provide a written log upon completion of the 145-hour requirement.
 

Certificate of Merit

A certificate of merit program awards students gold, silver or bronze “medals” for completing certain numbers of hours for volunteer community service. Students must meet the 2.0 GPA requirement or receive a GPA requirement waiver from the principal in order to participate.  Hours may be accumulated annually or throughout the high school career. Students will keep a written log and hours must be verifiable.
 

Other Incentives

Districts may implement other incentive programs, including class credit for a required number of community service hours, a class on volunteerism, making a certain number of community service hours a graduation requirement, extra privileges or a special event, field trips and/or a “community service” club.

Adoption Date: 03.23.16

Kiona-Benton City School District
Classification: Essential
Revised Dates:

Policy: 2415
Section: 2000 - Instruction

Elective Credit for Paid Work Experience

Elective credit toward high school graduation may be granted through paid work experience which provides students the opportunity to learn and master the state financial education learning standards.

Credit earned when the following conditions are met:

1. The student is legally eligible for paid employment and is at least 16 years old.
2. A 1.0 credit is granted for no less than 360 hours of paid work; a .5 credit may be granted for no less than 180 hours of paid work.
3. The student’s High School and Beyond Plan is updated to reflect the paid work experience.
4. The paid work experience is approved in advance and in writing by the school counselor, principal, or principal designee. Approval is contingent upon submission of the following information:
   1. Identification of the work-based sponsor (employer) who will serve as the point of contact and supervise the student during employment.
   2. A student narrative that describes how the paid work experience will develop knowledge and skills for basic education; an understanding of work and finance; and how performance, effort, and decisions affect future career and educational opportunities as provided in RCW 28A.150.210(4).
   3. A plan to include how the student will demonstrate or be assessed on:
      1. Grade-level proficiency of the state financial education learning standards for employment, income, or financial decisions adopted in RCW 28A.300.469; and
      2. Growth in proficiency in meeting the state financial education learning standards that occurred between pre-work and post-work experiences.
      3. Paid hour verification is completed by the school district no less than once per term.
5. Students may earn credit under this section for work experiences scheduled as part of their school day, experiences that occur outside of the regular school calendar, or through WAC 180-51-050 and 180-51-051.
6. The learning experience must be reported using the specific state course code and course designation code per OSPI guidance.
7. A maximum of two elective credits may be earned through paid work experience.

This policy does not impact the legal requirements of the employment of minors in accordance with chapters 296-125 and 296-131 WAC, particularly on issues of occupational health and safety, discrimination, harassment, worker/employer rights and responsibilities, and work rules for minors.

This policy does not modify the district’s policies to increase student access to credit for worksite learning that includes cooperative worksite learning for nonelective credit as referenced in WAC 392-410-315; or through mastery-based education as referenced in WAC 180-51-051.

Paid work experience scheduled as part of the student’s school day may be claimed for apportionment in alignment with Chapter 392-121 WAC.

Adoption Date: 01.24
Revised Dates:

Policy: 2417 
Section: 2000 - Instruction

PE Waiver

It is the policy of the Kiona Benton City School Board that physical education is a central component of a school’s overall environment. The district shall adopt and implement a physical education waiver policy to meet Washington State statutes related to health and physical education requirements:

High School Graduation Requirements – delineates the minimum course credits

• Health education (.5 credit) and physical education (1.5 credits)
• Minimum requirements for graduation (WAC 180-51-067)

Assessments for Health and Fitness – formerly known as Classroom-Based Assessments (CBAs)

• Emphasizes alignment with state health and fitness learning standards and assessments
• Essential academic learning requirements and assessments (RCW 28A.230.095)

Waivers in Physical Education – outlines parameters for excused physical education

• Physical education in grades 1–8 (RCW 28A.230.040)
• Physical education in high schools (RCW 28A.230.050)

Minutes in Physical Education – defines parameters for

• Grades 1-8, an average of 100 instructional minutes of physical education per week
• High schools, must offer one course in PE for each grade in high school (WAC 392-410-135)

Physical Education Requirements – outlines physical education and equivalency credits

• Excuse from physical education requirement (WAC 392-410-136)

Special Education Students – explains services available to PE students receiving FAPE

• Special education/Physical education (WAC 392-172A-02030)

Nutrition and Physical Activity – emphasizes the goals for wellness policies

• Access to nutritious foods and exercise (RCW 28A.210.360)
• Food choice, physical activity, childhood fitness (RCW 28A.210.365)

A student may only waive .5 credit of physical education per semester and student must demonstrate competency/proficiency on a fitness assessment and/or Fitness Plan/Portfolio. Waiver application forms are to be completed and returned to the appropriate designee (example, 10 days prior to the start of the semester).

Applications received after the deadline for the applicable semester will be denied.

Allowable reasons for requesting a physical education waiver (RCW 28A.230.050):

1. Physical Disability – Attach verification from doctor or health care professional indicating that participation in a physical education class will be detrimental to student’s health.
2. Employment* – Attach verification from employer including dates and times of employment.
3. Religious Belief – Attach a note from parent/guardian if religion does not allow for participation in physical education.
4. Directed Athletics* – Participation in school district extra-curricular athletic program. Student must complete the full season in good standing.
5. Military Science & Tactics*
6. Other Good Cause*

*Exclusions that do not meet the criteria for a physical education waiver:

• Position as a Teacher’s Aide or Office Assistant
• Use of an Open Period (e.g., late arrival, early dismissal)
• Previous failure of a high school physical education class

Rationale – Meeting a high school graduation requirement has a higher priority over serving as a teacher’s aide, office assistant or use of an open period.

Adoption Date: 2.22.16

Revised Dates:

Policy: 2418
Section: 2000 - Instruction

Waiver of High School Graduation Credits

The board seeks to provide all students with the opportunity to complete graduation requirements without discrimination and without disparate impact on groups of students. In so doing, the board acknowledges that circumstances may arise that prevent a student from earning all twenty-four credits required for high school graduation. Such circumstances may include, but are not limited to, the following:

• Homelessness;
• A health condition resulting in an inability to attend class;
• Limited English proficiency;
• Disability, regardless of whether the student has an individualized education program or a plan under Section 504 of the federal Rehabilitation Act of 1973;
• Denial of an opportunity to retake classes or enroll in remedial classes free of charge during the first four years of high school;
• Transfer during the last two years of high school from a school with different graduation requirements; and
• Other circumstances (e.g., emergency, natural disaster, trauma, personal or family crisis) that directly compromised a student’s ability to learn.

The board delegates to the superintendent or his/her designee discretion to grant a waiver of a maximum of two elective credits required for graduation. A student’s parent/guardian or an adult student must file the district’s Application for Waiver of High School Graduation Credits (Form 2418F) with the superintendent’s office no later than thirty days prior to the student’s scheduled graduation date. In order to graduate, students granted a waiver must earn seventeen required subject credits (four English, three Math, three Science, three Social Studies, two Health and Fitness, one Arts, one Career and Technical Education) which may be by satisfactory demonstration of competence as provided by WAC 180-51-050.

Adoption Date: 05.21
Classification: Essential
Revised Dates:

Policy: 2418F
Section: 2000 - Instruction

Form – Waiver of High School Graduation Credits

Application for waiver of up to two elective high school graduation credits based on a student’s circumstances

Instructions:

Please review the district’s Policy and Procedure 2418 prior to completing this form. This form must be completed, signed and provided to the Superintendent’s office no later than thirty business days prior to high school graduation for the year the waiver is requested.

Providing the completed form does not automatically guarantee a waiver will be granted. Once the application is submitted, the Superintendent or designee will respond to the request within ten business days with his or her decision.

Please attach any and all materials and/or documentation that would establish the existence of the circumstances justifying a waiver (e.g., physician’s letter). Please attach additional pages if necessary to the narrative section.

Parents or adult students with limited English proficiency may request that this application and/or the policy and procedure be provided in a language that they understand.

Student Identification (required)

Name of person completing this form:

Relationship to student:

Address of person completing this form:

Daytime phone number:

Student’s Name:

Student’s ID Number/Date of Birth:

Expected year of graduation:

Basis for Waiver Request (required) (check all that apply):

[ ] Disability (regardless of whether student has an IEP or Section 504 plan)

[ ] Health condition resulting in student’s inability to attend class

[ ] Homelessness

[ ] Limited English proficiency

[ ] No opportunity to retake classes or enroll in remedial classes free of charge during the first four years of high school

[ ] Transfer during the last two years of high school from a school with different graduation requirements

[ ] Other circumstances (e.g., emergency, natural disaster, trauma, personal or family crisis) that directly compromised the student’s ability to learn

Narrative: (required)

Signature and Authorization: (required)

I am requesting that the Superintendent or designee waive (insert up to two elective credits) required for (insert student’s name) high school graduation in (insert year) due to the circumstances indicated above.

I hereby authorize the Superintendent or designee to contact, consult and/or confer with any individual referenced in this application who would have knowledge of my circumstances, except for those subject to a duty of confidentiality.

I hereby certify that the information provided on this application is true and accurate to the best of my knowledge.

Signature of parent or adult student

Date

Adoption Date: 05.21
Classification: Essential
Revised Dates:

Policy: 2420
Section: 2000 - Instruction

Grading and Progress Reports

The board believes that the cooperation of school and home is a vital ingredient in the growth and education of the student and recognizes the district’s responsibility to keep parents informed of student welfare and progress in school.

The district will issue grades and written or electronic progress reports, and provide opportunities for parent conferences to serve as a basis for continuous evaluation of the student's performance and to help in determining changes that should be made to effect improvement. These written and verbal reports will be designed to provide information that will be helpful to the student, teacher, counselor and parent.

The district will comply with the marking/grading system incorporated into the statewide standardized high school transcript. Secondary students’ grade points will be reported for each term, individually and cumulatively.

The superintendent will establish a system of reporting student progress and will require all staff members to comply with such a system as part of their teaching responsibility.

At the beginning of each term, each teacher will specify in writing the student learning goals or standards for his/her respective courses. If participation is used as the basis of mastery of a goal or standard, a student's grades may be adversely affected for failure to attend or participate, provided on that day there was a graded participation activity. If the teacher does not so advise students in writing, the teacher may not use attendance and participation in the grading process. Students who feel that attendance or tardiness factors have been unfairly applied, may appeal to the principal to determine a resolution.  

A student's grade report may be withheld until such time the student pays for any school property that has been lost or willfully damaged. Upon payment for damages or the equivalency through voluntary work, the grade report will be released. The student or his/her parents may appeal the imposition of a charge for damages to the superintendent and board of directors.

Adoption Date: 08.06.01

Kiona-Benton City School District
Classification: Priority
Revised Dates: 04.25.16

Policy: 2421
Section: 2000 - Instruction

Promotion/Retention

The board recognizes that the rate of physical, social, emotional and academic growth will vary among individual students. Since each student grows at his/her own rate, these individual growth characteristics will be recognized in classroom programming.

After a student has successfully completed a year of study at a specific grade level, he/she will be promoted to the next grade. Retention at the same grade may be beneficial to the student when he/she is not demonstrating minimum competency in basic skill subjects in relation to ability and grade level. Retention should not be considered, except in these instances where there is a strong likelihood that the student will benefit with minimum social and emotional disruption.

The superintendent will establish procedures which provide that parents will be informed at least one (1) quarter in advance of any retention decision on the part of the school. The procedures may include an exception to this timeline for third grade students subject to the grade placement requirements in Policy 2107, Comprehensive Early Literacy Plan. 

Adoption Date: 03.23.16

Kiona-Benton City School District
Classification: Discretionary
Revised Dates: