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A basic education is an evolving program of instruction that is intended to provide students with the opportunity to become responsible and respectful global citizens, to contribute to their economic well-being and that of their families and communities, to explore and understand different perspectives and to enjoy productive and satisfying lives. With the involvement of parent and community members, the goal of the district is to provide opportunities for every student to develop the knowledge and skills essential to:

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

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.

Legal References: 

RCW  28A.150.210 - Basic Education Act - Goals of school districts

RCW  28A.655.010 - Washington Commission on Student Learning – Definitions

Adoption Date:  May 16, 2005

Revised: November 19, 2015; February 12, 2025

Annually, the district will do the following:

1. Adopt district-wide performance improvement goals for the measures included in the Washington school improvement framework.
2. Direct each school in the district that enrolls students in grades three through eight and/or high school to establish goals to increase the measures included in the Washington school improvement framework consistent with state and district goals.

The district and each school in the district will establish English language arts and mathematics improvement goals using the federal requirements to determine the increase in requirements described above for all students and for each of the groups required under the federal requirements.

The district and each school will establish annual performance improvement goals in accordance with the following:

1. As a starting point for determining annual performance improvement goals, the district and each school will use the most recently available results of the school improvement framework.

2. The performance improvement goals for assessments administered in the spring of 2027 must be consistent with the goals outlined in the state consolidated plan. At a minimum, the district and each school must adopt the following goals:

1. Ninety percent of students eligible to be assessed will meet standard on the required state assessments.
2. The graduation rate for all students and each of the groups referenced in WAC 180-105-020(2) will not be less than ninety percent.
3. Performance improvement goals using the federal requirements to determine the increase in the percentage of students making progress toward English language proficiency included in the Washington school improvement framework.

3. The district and each school must establish goals for each of the Washington school improvement framework indicators for all students and for each of the groups referenced in WAC 180-105-020(2) 

Reporting Progress

Annually, the district will report the following information at a public meeting and in writing:

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

In each school’s annual performance report, the district will include school-level goals, student performance relative to the goals, and a summary of school-level plans to achieve the goals.

Cross References: 

District Policy 4001 - Public Information Program

Legal References: 

RCW 28A.655.100 Performance goals – Reporting requirements

RCW 28A.655.110 Annual school performance report – Model report form

WAC 180-105-020 Performance improvement goals

WAC 180-105-040 Definitions

WAC 180-105-060 High School Graduation

Adoption Date: May 16, 2005

Revised: January 21, 2009; August 4, 2010; November 19, 2015; February 1, 2023; January 23, 2025

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 draft improvement goals to the superintendent and/or designee by June 30th of each year for initial approval and annual review and approval. 

Each school improvement plan or process will be data driven and will promote a positive impact on student learning. A positive impact on student learning means promoting the continuous achievement of the state learning goals and essential academic learning requirements, and the achievement of nonacademic growth in areas like public speaking, leadership, interpersonal relationship skills, 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:

• 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);
• Safe and supportive learning environments;
• Educational equity factors including gender, race, ethnicity, culture, language and physical and mental ability;
• Use of technology;
• Parent and community involvement; and
• 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.

Legal References: WAC 180-16-220 Supplemental basic education program approval requirements

Adoption Date: May 16, 2005 

Revised: February 1, 2023

Reviewed: May 2, 2025

The district recognizes its responsibility for improving and growing the school’s educational programs. To this end, course designs will 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.

I. Definitions

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

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

2. Instructional Materials are materials designed for students and their teachers are learning resources to help students acquire facts and skills, develop cognitive processes, and meet state learning standards. Instructional materials 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 toward course requirements.
   
   Alternative Core Materials are the primary instructional materials for a given course 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 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 Instruction Materials are used in conjunction with the core instructional materials of a course that are not expressly required by the school or district and are instead selected at a teacher’s discretion. 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 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 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,
3. Instructional Materials Committee is the body that recommends core instructional materials to the board based on superintendent-established procedures.  

II. 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 and for the involvement of community representatives and staff members at appropriate times.

III. 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 applicable state and federal laws, goals and learning standards of the district and state, and Procedure 2020.

The board is responsible for adopting all core instructional materials used in the district.

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

The superintendent or designee will ensure that the district maintains a list of all core instructional materials used within the school curriculum and that it is available for public review in person or online.

The board intends for the superintendent to delegate responsibility for examining, evaluating, and selecting all supplemental and temporary supplemental materials to the district’s professional staff. This includes preparing all student reading lists. Staff will rely on reason and professional judgement in selecting high-quality supplemental materials that align with state learning standards and are appropriate for their students’ instructional programs, developmental levels, and interests.

Legal References

RCW 28A.150.230 District school directors' responsibilities

RCW 28A.320.230 Instructional materials, Instructional materials committee

RCW 28A.320.170 Tribal history and culture [as amended by SSB 5433]

RCW 28A.405.060 Course of study and regulations Enforcement Withholding salary warrant for failure

Chapter 28A.640 RCW Sexual Equality

WAC 180-44-010 Responsibilities related to instruction

WAC 392-190-055 Textbooks and instructional materials  Scope  Elimination of bias

RCW 28A.320.233 Student materials, Denial based on protected class prohibited,Complaint procedure

RCW 28A.320.235 Supplemental instructional materials, Policies and procedures, Definitions

RCW 28A.345.130 Model policy and procedure for instructional materials, Diverse and inclusive curricula

Chapter 28A.642 RCW Discrimination Prohibition

Adoption Date:  May 16, 2005

Revised:  July 16, 2008; February 17, 2015; October 3, 2023; June 18, 2025

The district’s library information and technology programs provide a broad, flexible array of services, resources, and instruction that support student mastery of state standards in all subject areas. The programs include resources that promote a positive impact on student learning, like a variety of resources for reading advocacy, student communication skills, and electronic and print information.

Librarians will collaborate as instructional partners and information specialists with classroom teachers to develop students’ information and technology skills, help all students meet the content goals in all subject areas, and assist high school students in completing their high school and beyond plans.

Additionally, librarians’ duties may include, but are not limited to, integrating information and technology into curriculum and instruction; providing instruction to students and staff regarding the use of emerging learning technology; providing instruction to students about the appropriate use of computers and mobile devices at school; helping teachers and staff access and use information ethically; instructing students in digital citizenship; promoting a culture of reading within the school community; and providing individual support and guidance for students.

The superintendent or designee will establish procedures for citizens selecting library materials with the understanding that media literacy resources will consist of a balance of sources and perspectives. Parents who wish to express a concern about specific material included in the collection may do so according to the procedure outlines in Procedure 2021P, understanding that the criteria and rationale for reconsidering library resources differ from those for reconsidering classroom instructional materials.

Cross References:

District Policy 2020 - Course Design, Selection, and Adoption of Instructional Materials

District Procedure 2020P - Procedure - Course Design, Selection, and Adoption of Instructional Materials

Legal References: 

RCW 28A.320.230 - Instructional Materials - Instructional materials committee

RCW 28A.320.240 - School Library Media Programs - Stocking of libraries – Teacher - Librarians

WAC 392-204-005, 009, 020, 025, 055 Library Media Centers:

WAC 392-204-005 Purpose and authority

WAC 392-204-009 Definitions

WAC 392-204-020 School library media program

WAC 392-204-025 Services

Adoption Date: May 16, 2005, Ref 11/07

Revised Date: June 18, 2025

The South Kitsap School District recognizes that an effective public education system develops students who are globally aware, civically engaged, and capable of managing their lives and careers. The district also believes that staff and students need to be proficient and safe users of information, media, and technology, including appropriate use of artificial intelligence 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 superintendent or designee will: 1) create strong electronic resources and develop related educational systems that support innovative teaching and learning; 2) provide appropriate staff development opportunities regarding this policy; and 3) 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.

Cross References: 

District Policy 2020 - Curriculum Development and Adoption of Instructional Materials

District Policy 2023 - Digital Citizenship and Media Literacy

District Policy 2025 - Copyright Compliance

District Policy 3207 - Prohibition of Harassment, Intimidation, and Bullying of Students

District Policy 3231 - Student Records

District Policy 3241 - Student Discipline

District Policy 4040 - Public Access to District Records

District Policy 4400 - Election Activities

District Policy 5281 - Disciplinary Action and Discharge

Legal References:

18 USC §§ 2510-2522 Electronic Communication Privacy Act

Pub. L. No. 110-385 Protecting Children in the 21st Century Act

Adoption Date: May 16, 2005

Revision Date: March 6, 2006; September 3, 2008; May 30, 2012; September 2, 2015; February 11, 2025

Purpose

In recognition of the fact that students use technology to play, learn, and communicate while at home and at school, it is important that they learn how to use that technology responsibly. The district is committed to educating every student on how to use technology in ways that augment their learning experience, leading to analysis, evaluation, reflection, and enhanced skills of expression. As the district’s educators guide exploration of the digital landscape, they will encourage students to be critical and creative thinkers. Students, in turn, are expected to actively engage with and express their voices in the digital landscape.

Definitions

The district is dedicated to promoting and instilling principles of digital citizenship and media literacy in each of its students. 

Digital Citizenship

Digital citizenship includes the norms of appropriate, responsible, and healthy behavior related to current technology use, including artificial intelligence, digital and media literacy, ethics, etiquette, and security. Digital citizenship includes the ability to access, analyze, evaluate, develop, produce, and interpret media, as well as Internet safety and cyberbullying prevention and response.

Digital citizens recognize and value the rights, responsibilities, and opportunities of living, learning, and working in an interconnected digital world, and they engage in safe, legal, and ethical behaviors. Digital citizens cultivate and manage their digital identity and reputation, and are aware of the permanence of their actions in the digital world. They advocate for themselves and others in their behavior, action, and choices.

Media Literacy

Media literacy is the ability to access, analyze, evaluate, create, and act using a variety of forms of communication, including communications developed with artificial intelligence. Media literacy includes the ability to understand how and why media messages and images are constructed and for what purposes they are used.

Media literate citizens examine how individuals interpret messages differently based on their skills, beliefs, backgrounds, and experiences. They also consider how values and points of view are included or excluded in various media. Media literate citizens remain continually aware of the ways in which media can influence beliefs and behavior. In addition, media literate citizens are effective communicators, able to demonstrate critical and creative thinking as they utilize appropriate media creation tools. Further, they understand the conventions and characteristics of the tools they have selected. 

Media literate citizens are able to adapt to changing technologies and develop the new skills required as they continue to engage in life-long learning. Media literacy empowers individuals to participate as informed and active citizens in a democracy.

Elements of Successful Implementation

The district aspires to implement the following practices to promote digital citizenship and media literacy for all students.

Student Instruction

All students will be educated regarding appropriate digital citizenship, including appropriate use of artificial intelligence, interacting with other individuals online. Students will receive digital citizenship training throughout the school year.

In recognition of the fact that students are consumers and creators of information and ideas, the district promotes cross-curricular integration of digital citizenship and media literacy and leadership instruction at all levels. The district recognizes the importance of students as active participants, role models, and peer mentors in addressing the following topics:

Online safety, responsibility, and security

Students will learn how to be safe and responsible digital citizens, and they will be encouraged to teach others about issues such as cyberbullying, social networking, online predators, and risky communications. Lessons on online safety issues, including cyberbullying awareness/response will be provided according to 2022/2022P – Electronic Resources and Internet Safety.

Media literacy

Students will learn how to produce their own media; how to examine the ways in which people experience or interact with media differently; how to identify embedded values and stereotypes; how to analyze words and images critically; and how to evaluate the various sources of information with which they are presented.

Law, fair use, copyright, and intellectual property

Students will learn about the importance of navigating the digital landscape in ways that are legal, including access to and use of copyrighted materials. Students will also learn how to access and create intellectual property legally.

Online identify and personal brand

Students will learn about their “digital footprint” and the persistence of their digital information, including on social media. Students will also learn about the creation and maintenance of their self-image, reputation, and online identity.

Ethics, digital communications, and collaboration

Students will learn about fairness and civil discourse in the digital environment, including the appropriate uses of artificial intelligence and the importance of collaborating and ethically interacting with others online.

Professional Development

The district endeavors to support teachers and instructional leaders in developing leadership skills and proficiency in the principles of digital citizenship and media literacy, both as an instructional imperative and as dynamic District policy and practice.

Policy and Practices

The district acknowledges the need for digital and online policies that are dynamic and responsive to diverse community standards and student learning outcomes. The district annually reviews its policies and procedures on electronic resources, Internet safety, digital citizenship, and media literacy. The district authorizes the superintendent to develop further procedures and guidelines if appropriate.

Communications and Engagement

The district acknowledges that parents and community stakeholders are partners in developing students as digital citizens and life-long learners. The district encourages parents’ active engagement in the process of educating students to become media-literate digital citizens.

Cross References: 

District Policy 2020 - Course Design, Selection and Adoption of Instructional Materials

District Policy 2022 – Electronic Resources and Internet Safety

District Policy 2025 - Copyright Compliance

District Policy 3207 - Prohibition of Harassment, Intimidation and Bulling of Students

District Policy 3231 - Student Records

District Policy 3241 - Student Discipline

District Policy 4040 - Public Access to District Records

District Policy 4217 - Effective Communication

District Policy 4400 - Election Activities

District Policy 5281 - Disciplinary Action and Discharge

Legal References:

RCW 28A.650.045 – Digital citizenship, internet safety, and media literacy

RCW 28A.650.010 – Definitions

Adopted: April 19, 2018
Revised: March 19, 2025

The South Kitsap School District 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 district 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 district 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.

Cross References: 

District Policy 2022 - Electronic Resources

District Policy 2255 - Alternative Learning Experience Programs

District Policy 2410 - Graduation Requirements

Legal References:

RCW 28A.150.220 Basic Education – Minimum instructional requirements – Program accessibility – Rules

Chapter 28A.225 RCW Compulsory School Attendance and Admission

RCW 28A.230.090 High School graduation requirements or equivalencies – Reevaluation of graduation requirements – Review and authorization of proposed changes – Credit for courses taken before attending high school – Postsecondary credit equivalencies

Chapter 28A.250 RCW Online Learning

RCW 28A.320.035 Contracting out – Board’s powers and duties – Goods and services

Chapter 180-51, WAC High School Graduation Requirements

WAC 392-121-182 Alternative learning experience requirements

WAC 392-121-188 Instruction provided under contract

WAC 392-410-310 Equivalency course of study – Credit for correspondence courses, electronically mediated courses, and college courses

Chapter 392-502, WAC Online learning — Approval of multidistrict on-line providers

Adoption Date:  March 5, 2010

Revised Date: April 19, 2018

Reviewed: May 2, 2025

The district 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:

A.    THE PURPOSE AND CHARACTER OF THE USE. The use must be for such purposes as teaching or scholarship.

B.     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.

C.     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.

D.    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.

Cross Reference: 

District Policy 2022 - Electronic Resources

Legal References:

P.L. 94-553 – Federal Copyright Law of 1976 (U.S. Code, Title 17)

P.L. 105-304 – Digital Millennium Copyright Act of 1998

Adoption Date:  May 16, 2005

Revised: December 22, 2016

Reviewed: May 2, 2025

Consistent with federal law, the district affirms that original works of authorship created by staff members within the scope of employment for use in the district’s schools and programs is generally “work made for hire” and owned by the district.  Work created by district employees that is “work made for hire” is also a public record and publicly accessible under Chapter 42.56 RCW and District Policy 4040.

The superintendent will establish implementing procedures to determine whether work created by district employees for use in the district’s schools and programs is, in fact, “work made for hire.”  District procedures will also provide a mechanism for employees to request permission to retain ownership of original works of authorship that were created within the scope of their employment, and for grieving a decision by the district if that request is denied.

Cross References: 

District Policy 2020 – Course Design, Selection and Adoption of Instructional Materials

District Policy 2022 – Electronic Resources

District Policy 2025 – Copyright Compliance

District Policy 4040 – Public Access to District Records

Legal References:

17 U.S.C. § 101 et seq. Copyright Act of 1976

Adopted: February 12, 2025

Requests to include animals in the instructional program of the classroom or school will be approved by the principal. Health issues (allergies, vaccinated status of the animal) involving students and staff will be addressed before permission is given to allow the animal in the school.

If the instructional program involving the animal is ongoing and the animal will remain at school when school is not in session, appropriate arrangements for the animal’s care must be made.

Animals will not be transported in a school vehicle.

Animals that are part of the instructional program will be under the control of their adult-owner, the teacher or designated students at all times.

This policy does not apply to service animals for the disabled.

Cross References: 

District Policy 2030 - Service Animals in Schools

Adoption Date:  May 16, 2005

Revised Date: December 12, 2016

Reviewed: May 2, 2025

The South Kitsap School District 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 any dog or miniature horse that is individually trained to do work or perform tasks for the benefit of an individual with a disability, including a physical, sensory, psychiatric, intellectual, or other mental disability. The work or tasks performed by the service animal must be directly related to the individual’s disability.

Examples of work or tasks include, but are not limited to the following:

• Assisting individuals who are blind or have low vision with navigation and other tasks, 
• Alerting individuals who are deaf or hard of hearing to the presence of people or sounds,
• Providing nonviolent protection or rescue work,
• Pulling a wheelchair,
• Assisting an individual during a seizure,
• Alerting an individual to the presence of allergens,
• Retrieving items, such as medicine or the telephone,
• Providing physical support and assistance with balance and stability to individuals with mobility disabilities, and
• Helping persons with psychiatric and neurological disabilities by preventing or interrupting impulsive or destructive behaviors. 

The crime deterrent effects of an animal’s presence and the provision of emotional support, well-being, comfort, or companionship do not constitute work or tasks.

It is a civil infraction to misrepresent an animal as a service animal. A student’s parent/guardian who believes their 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 to permit the service animal in school. The principal shall not ask about the nature or extent of a person’s disability but may make two inquires to determine whether an animal qualifies as a service animal. The principal may ask if the animal is required because of a disability and what work or task the animal has been trained to perform. The principal shall not require documentation, such as proof that the animal has been certified, trained, or licensed as a service animal, or require that the service animal demonstrate its task. The principal may not make these inquiries about a service animal when it is readily apparent that an animal is trained to do work or perform tasks for a person with a disability.

The superintendent will develop procedures to implement the policy.

Cross References: 

District Policy 5010 - Nondiscrimination and Affirmative Action

District Policy 3210 - Nondiscrimination

District Policy 2162 - Education of Students With Disabilities Under Section 504 of the Rehabilitation Act of 1973

District Policy 2161 - Special Education and Related Services for Eligible Students

District Policy 2029 - Animals as Part of the Instructional Program

Legal References: 

American Disabilities Act (ADA), Revised Title II Regulations, 35 Service animals

Section 504 of the Rehabilitation Act of 1973

RCW 28A.642 Discrimination Prohibition

RCW 49.60.040 Definitions

WAC 162-26 Public accommodations, disability discrimination

WAC 392-145-021(3) General operating requirements

WAC 392-172A-01035 Child with a disability or student eligible for special education

WAC 392-172A-01155 (3) Related services

WAC 392-190 Equal education opportunity - Unlawful discrimination prohibited

Adoption Date: March 3, 2015

Revised Date: May 3, 2023

Reviewed: May 2, 2025

The superintendent or designee will prepare an annual report that reflects the degree to which district goals and objectives related to the instructional program have been accomplished. The district 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 indicates the district's students need assistance in identified areas.

The board requires efficiency and effectiveness in all facets of the district’s instructional programs. 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 or designee. Parent approval is necessary before administering a diagnostic personality test. Parents will be notified of their child’s performance on any Washington state test or assessment.  Parents who wish to examine any 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 may do so by contacting the superintendent or designee. After examination, the parent or guardian may give written permission for their student to be excluded in taking such a test, questionnaire or examination.

Cross Reference:     District Policy 4001 - Public Information Program

Legal References: 

RCW 28A.230.095    Essential academic learning requirements and assessments – Verification Reports
RCW 28A.655.100    Performance goals – Reporting requirements 
WAC 392-500-020    Pupil tests and records — Tests — School district policy in writing
WAC 392-500-030    Pupil tests and records — Certain tests, questionnaires, etc. — Limitations
WAC 392-500-035    Pupil tests and records — Diagnostic personality tests – Parental permission required

RCW 28A.230 Compulsory Coursework and Activities

Adoption Date:  May 16, 2005, Ref 11/07

Revised: October 15, 2025

The district recognizes that children of military families encounter unique educational and emotional challenges related to enrollment, course placement and graduation because of frequent moves and deployment of their parents. To facilitate the placement, enrollment, graduation and provision of special services for students transferring into or out of the district because of their parents being on full-time active duty in the uniformed services of the United States, including members of the National Guard and Reserve on active duty orders, the district supports and will implement its responsibilities outlined in the Interstate Compact on Educational Opportunity for Military Children (Compact), as adopted by the state of Washington. Uniformed services includes the Army, Navy, Air Force, Marine Corps and Coast Guard, as well as the Commissioned Corps of the National Oceanic and Atmospheric Administration and public health services.

Eligible students are those enrolled in kindergarten through 12th grade who are children of active duty personnel, active duty personnel or veterans who have been severely injured and medically discharged and active duty personnel who die on active duty or as a result of injuries sustained on active duty for a period of one year after death. Students are not eligible for the provisions of the Compact if they are children of inactive National Guard or military reserves, retired personnel and veterans not included above, or U.S. Department of Defense personnel and other Federal civilian service employees and contract employees.

The superintendent will establish procedures to ensure full compliance with the law and to facilitate communication and coordination between sending/receiving schools in Washington and other Compact-member states.

In addition to the Compact, Washington’s Compulsory School Attendance and Admission law specifically addresses residency requirements for student with a parent in the military. The district will conditionally accept applications for enrollment and course registration, including electronic applications, when a family serving in the military is transferred to, or is pending transfer to, a military installation within the state while on active duty pursuant to official military orders.

Within fourteen days of the arrival date stated on official military documentation, the parent must provide the district with proof of residence in the district. Any of the following constitutes proof of residence in the school district: A temporary on-base billeting facility; A purchased or leased residence, or a signed purchase and sale agreement or lease agreement for a residence; or Any federal government housing or off-base military housing, including off-base military housing provided through a public-private venture.

Legal References: 

Chapter 28A.225 RCW Compulsory School Attendance and Admission

Chapter 28A.705 RCW Interstate compact on educational opportunity for military children

Adoption Date: October 21, 2014

Revised: December 3, 2015 (renumbered from 2101 to 2100), February 19, 2020

Reviewed: May 2, 2025

The district will participate in those special programs that are funded by state and/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. 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. It is the district’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 district ensures equivalence among schools in teachers, administrators, and auxiliary personnel, and equivalence in the provision of curriculum materials and supplies.

The superintendent or designee will adopt procedures to ensure that planning, implementation, and evaluation phases of a special program comply with the rules and regulations of the funding agency.

Cross References: 

District Policy 2190 - Highly Capable Programs

District Policy 2108 - Learning Assistance Program 

Legal References: 

RCW 28A.300.070 Receipt of federal funds for school purposes – Superintendent of public instruction to administer 20 U.S.C 6321(c) Title I Comparability Report

Adoption Date: April 15, 2010

Revision Date: April 20, 2023

Reviewed: May 2, 2025

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

A. Appropriate measures are taken to safeguard all student and school district permanent records against loss or damage;

B. Provision is made for the supervision of instructional practices and procedures;

C. Current basic instructional materials are available for required courses of study;

D. A program of guidance, counseling and testing services is maintained for students in all grades offered by the school district;

E. A learning resources program is maintained;

F. The physical facilities of each building are adequate and appropriate for the educational program offered;

G. There is adequate provision for the health and safety of all students within the custody of the school district;

H. 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;

I. The district is in compliance with the statutes which prohibit unequal treatment of individuals on the basis of race, ethnicity, sex, creed, color, national origin, honorably discharged veteran, sexual orientation, gender expression, gender identity, homelessness, immigration or citizenship status, the presence of any sensory, mental or physical disability, or neurodivergence, or the use of a trained guide dog or service animal by a person with a disability, religion, and honorably discharged veteran or military status in activities supported by common schools and which require equal access to Boy Scouts of America and other designated youth groups;

J. 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;

K. Written high school graduation requirements and rules have been adopted by the school district board of directors, and;

L. 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.

Cross References: 

District Policy 6800 - Safety Operations and Maintenance of School Properties

District Policy 5240 - Evaluation of Staff

District Policy 4040 - Public Access to District Records

District Policy 4001 - Public Information Program

District Policy 3410 - Student Health

District Policy 3231 - Student Records

District Policy 3210 - Nondiscrimination

District Policy 2410 - High School Graduation Requirements

District Policy 2140 - Guidance and Counseling

District Policy 2104 - Federal and/or State Funded Special Instructional Programs

District Policy 2090 - Program Evaluation

District Policy 2020 - Course Design, Selection and Adoption of Instructional Materials

District Policy 1310 - Policy Adoption, Manuals and Administrative Procedures

Adoption Date:  May 16, 2005

Revised: December 3, 2015

Reviewed: May 2, 2025, January 21, 2026

The district recognizes that early literacy is fundamental to students' development of listening, speaking, reading, writing and critical thinking skills. The district will develop and implement reading and early literacy services to kindergarten through fourth grade students based on student need for additional support so that every student has the opportunity to build a strong foundation for academic success.

General Requirements

The plan will include:

1. Use of annual screening assessments and other tools (e.g., Washington kindergarten inventory of developing skills, Washington state early learning and development guidelines for birth through third grade, the second grade reading assessment under RCW 28A.300.310, local assessments) to identify at-risk readers; and
2. Research-based family involvement and engagement strategies, including those that help families and guardians learn to assist student reading and early literacy skills at home.

In order to keep parents informed and engaged in their student’s reading progress, the district will require that report cards for students in kindergarten through fourth grade report the student’s progress toward reading skill acquisition and whether the student is reading at grade level. 

If the student is not reading at grade level, the teacher and other appropriate school personnel will: 1) Advise the parent or guardian as to which interventions and/or strategies the district will use to help improve the student’s reading skills; and 2) Provide strategies for parents or guardians to use at home to assist their student in improving their reading skills.

Requirement Specific to Third Grade Students

Prior to the return of the results of the statewide student assessment in English language arts, teachers and parents of students in third grade who are reading below grade-level or who, based on formative or diagnostic assessment and other indicators are likely to score in the below basic level (level one in a four-level scoring system on the statewide student assessment) on the third grade statewide student assessment in English language arts will meet to discuss the student's progress. Teachers may use a regularly scheduled parent-teacher conference to satisfy this meeting requirement.

At the meeting, the teacher will inform the parents/guardians of:

• The requirements of this policy;
• The intensive reading improvement strategies that will be available to their student before fourth grade; and
• The school district's grade placement policy for the following year.

If a third grade student scores below grade level on the third grade statewide student assessment in English language arts and no meeting took place prior to the return of the results as indicated above, the principal or designee will notify the student's parents/guardians of:

• The fact that their student scored below basic;
• The requirements of this policy with regard to such a score;
• The intensive improvement strategy options available;
• The school district's grade placement policy;
• Contact information for a school district employee who can respond to questions and provide additional information; and
• A reasonable deadline for obtaining the parent's consent regarding the student's improvement strategies that will be implented and the student's grade placement.

The district must obtain parent/guardian consent regarding appropriate grade placement and the intensive improvement strategy to be implemented.  For students to be placed in fourth grade, the strategies discussed must include one provided, supported or contracted by the school district that includes a summer program or other options developed to meet the needs of students to prepare for fourth grade.  The strategy must be implemented in consultation with the parents/guardians.

If the district does not receive a response from a parent/guardian by the deadline or within a reasonable time thereafter, the principal or designee will make a decision on the student’s grade placement for the following year and the intensive improvement strategies that will be implemented during the following school year. If the principal and parent cannot agree on the appropriate grade placement and improvement strategies from the list of available options, the district will honor the parent’s request. 

If a student does not have a score in English language arts on the third grade statewide assessment but the district determines or is able to anticipate (using district or classroom-based formative or diagnostic assessments or another standardized assessment), that that student is below basic, the district will follow the same process for third grade students listed in this policy.

Students in the transitional bilingual instruction program are exempt from this process, unless the student has participated in the program for three school years and receives a score of below basic on the third grade statewide student assessment in English language arts. Students with disabilities whose individualized education program (IEP) includes specially designed instruction in reading or English language arts are exempt from this process.

Intensive Reading and Literacy Improvement Strategies

The district will choose and implement intensive reading and literacy improvement strategies from a state menu of best practices established by the Office of the Superintendent of Public Instruction (OSPI).

The district may use a practice or strategy not present on the state menu of best practices for two years initially.  If the district is able to demonstrate that it has achieved improved outcomes for students over the previous two school years at a level commensurate with best practices on the state menu, OSPI must approve use of the strategy for one additional school year.  Subsequent approval is dependent on continuing improvement. 

Students with disabilities whose individualized education program (IEP) includes specially designed instruction in reading or English language arts will be provided reading and literacy improvement strategies as provided in the IEP.

In any school where more than forty percent of tested students received a score of basic (level two on a four-level scoring system) or below basic on the third grade statewide student assessment in English language arts in the previous school year, the school district will implement an intensive reading and literacy improvement strategy from the state menu or an alternative strategy as referenced above for all students in grades kindergarten through four at the school.

Reporting Requirement

The district will require each school to report the number of students in kindergarten through fourth grade who are reading below grade level and the interventions being provided to those students to improve their reading. The information will be disaggregated by subgroups of students.  The district will aggregate the information and provide reports to the office of the superintendent of public instruction for delivery to the education committees of the legislature and the educational opportunity gap oversight and accountability committee.

Cross References: 

District Policy 2421 - Promotion/Retention

Legal References: 

RCW 28A.320.202 – Comprehensive system of instruction and services in reading and early literacy

RCW 28A.320.203 – Reading skills –report cards

RCW 28A.655.230 Reading skills — Meeting for grade placement and strategies for student improvement — Exemptions.

RCW 28A.655.235 Reading skills — Intensive reading and literacy improvement strategy — Calculation of tested students at or below basic on third grade student assessment — State menu of best practices.

Adoption Date: February 21, 2018

Reviewed: May 2, 2025

The district will implement a learning assistance program designed to enhance educational opportunities for students enrolled in kindergarten through twelfth grade who are not meeting academic standards by providing supplemental instruction and services to those students. “Students who are not meeting academic standards” means students with the greatest academic deficits in basic skills as identified by statewide, school, or district assessments or other performance measurement tools.

Washington Integrated Student Supports Protocol

The district will budget and expend learning assistance program funds using the framework of the Washington integrated student supports protocol, established under RCW 28A.300.139.

The district may use up to 15% of its learning assistance program allocation to deliver academic, nonacademic, and social-emotional supports and services to students through partnerships with community-based or other out-of-school organizations in accordance with RCW 28A.300.139.

If the district enters into an agreement with a community partner in accordance with RCW 28A.300.139, the agreement must do the following:

1. Specify that learning assistance program funds may be used only to provide direct supports and services to students;

2. Clearly identify the academic, nonacademic, or social-emotional supports and services that will be made available to students by the community partner and how those supports and services align to the needs of the students as identified in the student-level needs assessment required by RCW 28A.300.139; and

3. Identify the in-school supports that will be reinforced by the supports and services provided by the community partner to promote student progress towards meeting academic standards.

Coordination with Other Programs

The district may coordinate federal, state, and local programs in order to serve the maximum number of students who are below grade level in basic skills. Students receiving assistance in another special needs program may also be served in the learning assistance program if they meet student eligibility and selection requirements.

Annual Report to OSPI

The district will submit an annual report on September 30th to the Office of Superintendent of Public Instruction detailing the following:

1. The amount of academic growth gained by students participating in the learning assistance program;
2. The number of students who gain at least one year of academic growth;
3. The specific practices, activities, and programs used by each school building that received learning assistance funds;
4. The percentage of learning assistance program funding used to engage community partners, the number of students receiving direct supports and services from those community partners, and the types of supports and services that are being provided; and
5. The number of students served by the learning assistance program during the school year who were able to exit the program because student academic growth resulted in meeting the academic standard for grade level.

Cross References: 

District Policy 6100 - Revenues from Local, State and Federal Sources

District Policy 4130 - Title I, Part A Parent and Family Engagement

District Policy 2161 - Special Education and Related Services for Eligible Students

District Policy 2104 - Federal and/or State Funded Special Instructional Programs

Legal References: 

Chapter 28A.165 RCW Learning assistance program

WAC 392-162 Special service program - Learning assistance

SHB 1208, Chapter 111, Laws of 2021 Learning Assistance Program – Various Provisions

Adoption Date: May 16, 2005

Revised: February 5, 2020, February 1, 2023

Reviewed: May 2, 2025, January 21, 2026

The South Kitsap School District is highly committed to ensuring an equal educational opportunity for every student. While English is the basic language of instruction in the district's schools, the district will provide a transitional bilingual instruction program 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 with parents/family members of students who are English language learners in a language they can understand in accordance with 4218 – Language Access;
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.

Cross References:

District Policy 3210 - Nondiscrimination

District Policy 4129 - Family Involvement

District Policy 4217 - Effective Communication

District Policy 4218 - Language Access Plan

Legal References: 

Chapter 28A.180 RCW – Transitional bilingual instructional program

WAC 162-28-040 – English language limitations and national origin discrimination           

Chapter 392-160 WAC – Special service program - Transitional Bilingual

Adoption Date:  May 16, 2005

Revised: April 13, 2016; January 23, 2025

The district 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 district 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 grades.

The district recognizes the effects on 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 their parent(s)/guardian(s), school staff will work with the home and community to develop and implement a comprehensive prevention and intervention program. The district will seek the support, cooperation, and coordination of public and private agencies through the 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.

To keep students, families, and community members informed about drug abuse issues, the district will make information from the Department of Health that addresses substance use trends, overdose symptoms, and response, and the secure storage of prescription drugs and over-the-counter medications available in accordance with Policy 4001 (Public Information Program).

The superintendent or designee is directed to develop and implement procedures to assess the scope of the problem of the use of addictive substances such as alcohol, drugs, and 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 prevention activities and review prevention instructional materials. At the conclusion of each year, the district will evaluate the effectiveness of the program.

Cross References:

District Policy 5203 - Staff Assistance Program

District Policy 3241 - Student Discipline

District Policy 4000 - Public Information Program

Legal References:                                        

RCW 28A.170.075 Findings - Intent

RCW 28A.210.310 – Prohibition on use of tobacco products on school property

RCW 69.50.101 – Definitions (as amended by 2012 c 8)

RCW 69.51a.060 – Limitations of chapter

Washington Initiative Measure No. 502

20 U.S.C. 7101 et seq. – Safe and Drug-free Schools and Communities Act

Title 21 Section 811 – Controlled Substances Act

HB 1230 (2023) – School-Public Health Information

Adoption Date:  May 16, 2005

Revised: April 23, 2025

The South Kitsap School District has determined that all students be provided instruction in comprehensive sexual health education, consistent with state law.

In grades K-3 instruction will be social and emotional learning that is consistent with the social and emotional standards and benchmarks adopted by the Office of Superintendent of Public Instruction (OSPI).

Comprehensive sexual health education instruction provided by the district to students in grades 4-12 will be medically and scientifically accurate, age appropriate, and inclusive of students regardless of their protected class status under Chapter 49.60 RCW. Abstinence will not be taught to the exclusion of other instruction on contraceptives and disease prevention. The district’s comprehensive sexual health education program will be consistent with the Guidelines for Sexual Health Information and Disease Prevention developed by the Department of Health and the Office of Superintendent of Public Instruction, the Health Education K-12 Learning Standards adopted by OSPI, and other provisions of RCW 28A.300.475.

Instructional materials will be chosen from a list provided by OSPI or will be identified or developed by the district and reviewed using comprehensive sexual health education curriculum analysis tools provided by OSPI.

The superintendent will provide parents/guardians an opportunity to review the materials to be used, including or providing electronic access, will provide information on excluding their child from sexual health education instruction, and will grant all such requests.

The superintendent or their designee will annually identify to OSPI any curricula used to provide comprehensive sexual health education and how the provided classroom instruction aligns with legislative requirements.

Cross References:

District Policy 2020 – Course Design, Selection and Adoption of Instructional Materials

District Policy 2126 – HIV-AIDS Prevention Education

Legal References:

RCW 28A.300.475 – Medically accurate sexual health education — Curricula — Participation excused — Parental review

RCW 28A.600.480(2) – Reporting of harassment, intimidation, or bullying-- Retaliation prohibited — Immunity

WAC 392-410-140 – Sexual health education — Definition — Optional course or subject matter — Excusal of students

RCW 28A.32.168 – Curricula – Mandatory instruction in sex trafficking awareness and prevention

Adopted:  May 16, 2005

Revised: December 3, 2025

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:

A. The dangers of drug abuse, especially the use of hypodermic needles; and

B. 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.

Cross References:      

Board Policy 3414 - Infectious Diseases

Board Policy 2125 - Sexual Health Education

Legal References:      

RCW  28A.230.070 - AIDS Education in public schools —Limitations — Program adoption — Model curricula — Student's exclusion from participation

RCW 28A.300.475 - Medically accurate sexual health education— Curricula — Participation excused — Parental review

RCW  70.24.250 - Office of AIDS - Repository and Clearing House for AIDS Education and Training Materials— University of Washington duties

Adoption Date:  May 16, 2005
Revised: January 21, 2009; December 19, 2012; December 3, 2015
Reviewed: July 17, 2025

The Board recognizes the cultural diversity of students, staff, parents and community members of our school district and acknowledges the educational importance of valuing the diversity of all people in our society. Diversity includes but is not limited to: race, religion, gender, culture, age, physically challenged and all other differences.

The Board recognizes that diversity-multicultural education is an interdisciplinary process to be integrated into the total school program.

To this end the Board is committed and supportive of the following:

1. The inherent dignity and the equal and inalienable rights of all students and staff.
2. The right to and responsibility for an educational environment which extends equal rights to all without discrimination.
3. Universal respect for and observance of these rights to ensure that all students are provided a school and classroom environment in which they are free to learn, encouraged to accept themselves and others with dignity and respect.
4. To strive for astaffing composition of administrators, teachers and all other personnel that reflects  the cultural diversity in the district. Membership in the school district committees should represent the cultural diversity in our  district.
5. An education for all students that includes appreciation and respect for human individuality and cultural differences and the cultural contributions that make up our community.
6. Training opportunities  in diversity-multicultural education issues for all board members, district staff, administrators, teachers, paraprofessionals, volunteers and community members participating in school sponsored activities.

The superintendent is directed to integrate the purposes of diversity-multicultural education into our school district programs.

Adoption Date:  May 16, 2005

Revised Date: April 13, 2016

The South Kitsap School District recognizes that a comprehensive school counseling program based on current national and state standards of best practice is an important part of the district’s total program of instruction and support for all students. 

The district will create a written plan to develop a comprehensive school counseling program of tiered services in accordance with state laws and regulations, school improvement plans, ethical standards, and district policies and procedures. The district will revise its plan as necessary based on relevant data. The district will also create a transition plan that supports the long-term goal of full implementation of the written plan over time. 

A school counselor is a professional educator who holds a valid school counselor certification as defined by the professional educator standards board. School counselors serve a vital role in the comprehensive school counseling program. The school counselor plans, develops, organizes, and leads delivery of a comprehensive school counseling program that focuses on the academic, career, and social-emotional needs of all students, based on the national standards for school counseling programs of the American School Counselor Association and state standards. School counselors align supports with the district’s vision, mission, and school improvement goals. In addition to school counselors, all Educational Staff Associate (ESA) staff, in collaboration, serve to support the implementation of a comprehensive, multi-tiered system of student supports.

School counselors and other ESA staff implementing the comprehensive school counseling program will spend no less than 80% of their contracted time on direct and indirect supports to students and no more than 20% of their contracted time on program planning and school support activities.

It is the goal of the South Kitsap School District that the district’s comprehensive school counseling program will assist every student in acquiring the knowledge, skills, and attitudes needed to become an effective student, responsible citizen, productive worker, and a lifelong learner. To that end, the district will develop and use materials, orientation programs, professional learning, and evidence-based counseling techniques that encourage participation in all available guidance and support opportunities, school programs, and courses of study, including career and vocational technical programs and employment opportunities.

The district will not deny any student the ability to participate in or benefit from its student support system based on sex, race, ethnicity, homelessness, immigration or citizenship status, creed, religion, color, national origin, honorably discharged veteran or military status, sexual orientation, gender expression or identity, the presence of any sensory, mental or physical disability, neurodivergence, or the use of a trained dog guide or service animal, whether they take place on or off school grounds or are offered as part of the district’s online or alternative learning programs.

The district will provide resources to support the foundation, content, and continuous improvement of a comprehensive K-12 school counseling program, consistent with best practices described in state and national models. As feasible within existing resources, all school counseling programs will include the following elements: classroom counseling curriculum, individual student planning, responsive services, and systems support for the counseling program. 

Cross References: 

Board Policy 2170 - Career and Technical Education

Board Policy 3112 - Social Emotional Climate

Board Policy 3123 - Withdrawal Prior To Graduation

Board Policy 3210 - Nondiscrimination    

Legal References:

RCW 28A.320.280 School counselors, social workers, and psychologists—Priorities 

RCW 28A.320.290 School counselors, social workers, and psychologists—Professional collaboration  

RCW 28A.410.043 School counselor certification 

WAC 392-190-010 Agency filings affecting this section Counseling and guidance services—Course and program enrollment. 

RCW 28A.320.600 - 620 

Adoption Date: August 17, 2022

Revised: February 11, 2026

Reviewed: July 17, 2025

South Kitsap School District 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 or sexual 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 and guardians, including notification requirements in accordance with RCW 28A.320.160;
• 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, student suicide, or allegations of sexual abuse of a student;
• Describe how staff should respond when allegations of sexual contact or abuse are made against a staff member, volunteer, parent, guardian or family member of the student, including how staff should interact with parents, law enforcement and child protective services;
• Describe how the district will provide to certificated and classified staff the training on the obligation to report physical abuse or sexual misconduct required under RCW 28A.400.317.

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

Cross References:

District Policy 3211 - Gender-Inclusive Schools

District Policy 3207 - Prohibition of Harassment, Intimidation and Bullying of Students

District Policy 2140 - Comprehensive School Counseling Program

Legal References:

RCW 28A.410.226 – Washington professional educator standards board — Training program on youth suicide screening — Certificates for school nurses, social workers, psychologists, and counselors — Adoption of standards.

RCW 28A.410.043 – School Counselor Certification

RCW 28A.320.1271 – Model school district plan for recognition, initial screening, and response to emotional or behavioral distress in students

RCW 28A.320.127 – Plan for recognition, screening, and response to emotional or behavioral distress in students

Adopted: Oct. 7, 2015

Revised: December 3, 2025

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 district 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;

100. The group will be supervised by a qualified staff member;

500. 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

G. The activity must not be secretive in nature.

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

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;

100. Participation in the activity is required for a particular course; or 

500. Participation in the activity results in academic credit.

The superintendent or designee 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.

Cross References:

Board Policy 2151 - Interscholastic Athletics

Board Policy 3210 - Nondiscrimination

Board Policy 3510 - Associated Student Bodies

Board Policy 4260 - Use of School Facilities

Legal References: 

20 U.S.C. §§ 4074 - Equal Access Act

RCW 28A.325.020 - Associated student bodies — Powers and responsibilities affecting

RCW 28A.600.200 - Interschool athletic and other extra-curricular activities for students, —Authority to regulate and impose penalties — Delegation of authority,  — c Conditions

RCW 28A.640.020 - Regulations, guidelines to eliminate discrimination — Scope— Sexual harassment policies

WAC 392-138-010 - Definitions

392-190-025   Recreational and athletic activities

392-190-030   Recreational and athletic activities

392-190-040   Recreational and athletic activities - student athletic interest survey i

392-190-045   Recreational and athletic activities - Facilities

Adoption Date:  May 16, 2005

Revised: December 22, 2016

Reviewed: July 17, 2025

The district recognizes the value of a program of interscholastic activities as an integral part of the total school experience to all students of the district and to the community. The program of interscholastic activities will include all activities relating to competitive sport contests, games or events, or exhibitions involving individual students or teams of students of this district when such events occur between separate schools within this district or with any schools outside this district.

The district expects that:

A.    All interscholastic activities and events will be in compliance with the rules and regulations of the Washington Interscholastic Activities Association (WIAA). The schools of the district will not participate in any out-of-season athletics that are not sanctioned by the WIAA. The district will not be responsible or liable for nonschool-sponsored programs or for programs that are organized, promoted or participated in by staff members without school approval. The district will not be responsible for or control and incur liability for summer and/or out-of-season activities unless specifically sponsored by the school district. The superintendent will establish rules defining the circumstances under which school facilities may be used and under which announcements of summer sports leagues and/or clinics may be channeled to students.

B.     An athletic coach must be properly trained and qualified for an assignment as described in the coach's job description.  Each coach is required to maintain their WIAA coaching certification.  Clock hours are available through the athletic office for attending meetings, conferences, clinics, etc.

Each coach is required to have a current CPR/First Aid Card and WIAA Concussion Training.  Classes for this purpose will be offered to each coach prior to the beginning of each season.  Coaches may access that certification through other means ie. Fire Department, Red Cross, etc.

C.     A syllabus that outlines the skills, techniques and safety measures associated with a coaching assignment will be distributed to each coach. A coach must secure permission in advance if they wish to deviate from the syllabus.

D.    Coaching stipends and all gifts to a coach that exceed five hundred dollars ($500.00) in a season will be approved by the district.

E.     In-service training opportunities will be afforded each coach so that they are trained to attend to the health care needs of participants. Prior to a sports season, the coach will prepare a plan for handling medical emergencies at practice sessions and games (home and away).

F.      Participants will be issued equipment that has been properly maintained and fitted.

G.    All facilities and equipment utilized in the interscholastic activity program, whether or not the property of the district, will be inspected on a regular basis.

Participants must meet all of the eligibility requirements outlined by South Kitsap School District and the WIAA.

H.    Nonprescribed medications, including such items as analgesic balms, vitamins and salt tablets, must be approved by the superintendent before they may be available for use by coaches and/or athletic trainers. After athletic training medications have been approved, the coach and/or trainer must secure authorization from the parent and the student's doctor before the medications may be used during the athletic season. If such release is not on file, the nonprescribed medications may not be used. This provision does not preclude the coach and/or trainer from using approved first aid items.  

​Students and parents are notified that eligibility to participate may be denied if anabolic steroids are used for the purpose of enhancing athletic ability.

1.      The district recognizes that certain risks are associated with participation in interscholastic sports. While the district will strive to prevent injuries and accidents to students, each participant and their parent(s) or guardian(s) will be required to sign a statement which indicates that the parent(s) and the student acknowledge the risks of injuries resulting from such participation and give assurance that the student will follow the instructions of the coach.

2.      Each participant will be required to furnish evidence of physical fitness prior to becoming a member of an interscholastic team. A written report will be completed when a student is injured while participating in a school-supervised activity. A participant will be free of injury and will have fully recovered from illness before participating in any activity.

3.      Each student participating in interscholastic athletic activities is required to have or obtain medical insurance for expenses incurred as a result of injuries sustained while participating in the extracurricular activity. Students will provide evidence of coverage with a minimum limit of $25,000 in medical expenses or will obtain such coverage through the insurance plan offered to all students participating in activities in the district.  Student insurance is available through the district office or in individual school buildings.

The superintendent or designee will prepare rules for the conduct of student activities including, but not limited to, use of alcoholic beverages; use of tobacco; use or possession of illegal chemical substances (including marijuana/cannabis) or opiates not prescribed by a physician; physical appearance; curfew; unsportsmanlike conduct; absence from practice; gambling; or any infraction of civil law. Notice of rules and disciplinary actions related to rule violations will be distributed to each participant and their parents prior to the beginning of an interscholastic activity season.

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

The district will provide necessary funds for recreational and athletic activities for both sexes, although the aggregate expenditures are not required to be equal for members of each sex and expenditures for separate male and female teams are not required to be equal. 

When individual students with disabilities are unable to participate in existing activities even when offered reasonable modifications and necessary accommodations, aids or services, the district may offer opportunities for students with disabilities to participate in separate or different recreational or athletic activities.

The district may operate or sponsor separate teams for members of each sex where selection for such teams is based upon competitive skill or the activity involved is a contact sport.  However, when the district operates or sponsors a team in a particular sport for members of one sex but not the other, and athletic opportunities for members of the other sex have previously been limited, members of the excluded sex will be allowed to try out for the team offered. For the purposes of this policy, contact sports include boxing, wrestling, rugby, ice hockey, football, basketball and other sports in which the major activity involves bodily contact.

The district will provide equal athletic opportunities for both sexes within each school for interscholastic, club or intramural athletics.  In determining whether equal athletic opportunities for both sexes are being provided, the district will consider the following factors:

1.      Whether the selection of sports and levels of competition effectively accommodate the interests and abilities of members of both sexes;

2.      Provision of equipment and supplies;

3.      Scheduling of games and practice time, including the use of playfields, courts, gyms and pools;

4.      Travel and per diem allowances, if any;

5.      Opportunity to receive coaching and academic tutoring;

6.      Assignment and compensation of coaches, tutors, and game officials;

7.      Provision of locker rooms and practice and competitive facilities;

8.      Provision of medical and training facilities and services, including the availability of insurance;

9.      Provision of housing and dining facilities and services, if any; and

10.  Publicity and awards.
Annual Athletic Evaluation
The district will evaluate its intramural and interscholastic program in each school at least once each year to ensure that equal opportunities are available to members of both sexes with respect to participation in interscholastic and/or intramural programs.  The evaluation will include consideration for the factors listed in the above paragraph, Nondiscrimination.
Student Athletic Interest Survey
Every three years, the district will administer to each school that operates interscholastic, intramural and other athletics the survey developed by the office of the superintendent of public instruction to determine male and female student interest in participation in specific sports.  The district will consider the survey results when planning and developing recreational and athletic activities offered by the district and when determining whether equal opportunities are available to members of both sexes.
Facilities
The district will provide separate facilities (e.g., showers, toilets, training rooms) for male and female students or schedule the facilities equitably for separate use.

Cross References:

District Policy 2121 – Substance Abuse Program

District Policy 3210 – Nondiscrimination

District Policy 3413 – Student Immunization and Life Threatening Health Conditions

District Policy 3414 – Infectious Diseases

District Policy 3416P – Procedure Medication at School

District Policy 3418 – Response to Student Injury or Illness

District Policy 3422 – Student Sports – Concussion, Head Injury and Sudden Cardiac Arrest

District Policy 4260 – Use of School Facilities

Legal References:

RCW 28A.400.350 Liability, life, health, health care, accident, disability and salary insurance authorized — Health savings accounts – Premiums – Noncompliance

RCW 28A.600.200 Interschool athletic and other extracurricular activities for students – Authority to regulate and impose penalties – Delegation of authority – Conditions

RCW 69.41.330 Public Warnings — School districts

RCW 69.41.340 Student athletics – Violations – Penalty

WAC 392-190-025 Recreational and athletic activities

Adopted: May 16, 2005

Revised: March 5, 2010, January 21, 2026

Pursuant to the Equal Access Act, the district authorizes non-curriculum-related student groups to meet before, after school or during noninstructional time, subject to the approval of the principal. Such approval will be granted provided that activities of the group are not disruptive to school operations and the members of the group comply with the rules established by the superintendent and/or school principal. The district authorizes the superintendent to develop administrative procedures to create or maintain this “limited open forum.”

The principal will approve the noncurriculum-related student meeting or activity provided that:

1. The meeting will be voluntary and initiated by students;
2. The school or its staff will not be a sponsor of the group;
3. The meeting will not materially and substantially interfere with the orderly operation of the school;
4. Students will be responsible for the direction, control and conduct of the meeting. Guests must be registered and must not be regular participants;
5. The use of public funds for other than incidental and/or monitoring costs will not be permitted. Funds acquired by non-curriculum related student groups will be considered nonassociated student body private moneys and will be held in trust in a separate account within an associated student body fund that will be accessible by that student group;
6. A staff member will not be compelled to attend when the meeting is contrary to his/her beliefs; and
7. The constitutional rights of all persons will be respected.

The principal will be responsible for the assignment of a room and for the approval and/or assignment of a staff member to monitor the meeting.

Cross References:

Board Policy 2150P - Procedure for Co-curricular Program

Legal References:

20 U.S.C. 4071-4074 - Equal Access Act

Wash. Const. Art. I, § 11

Wash. Const. Art. IX, § 4

Adoption Date:  May 16, 2005

Revised:  December 16, 2015

Reviewed: July 17, 2025

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 Plan (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 shall be available to the public.

Cross-References: 

Board Policy 2162 - Education of Students with Disabilities under Section 504 of the Rehabilitation Act of 1973

Board Policy 2163 - Response to Intervention

Board Policy 2410 - High School Graduation Requirements

Board Policy 3246 - Restraint, Isolation and Other Uses of Reasonable Force

Board Policy 3231 - Student Records

Board Policy 3241 - Student Discipline

Board Policy 4217 - Effective Communication

Legal References:

RCW 28A.155 – Special Education

RCW 28A.600.485 – Restraint of students with individualized education programs or plans developed under section 504 of the rehabilitation act of 1973 — Procedures — Definitions

RCW 28A.600.486 – District policy on the use of isolation and restraint — Notice to parents and guardians of children who have individualized education programs or plans developed under section 504 of the rehabilitation act of 1973.

RCW 28A.605.020 – Parents’ Access to Classroom or School Sponsored Activities — Limitation

RCW 49.60 – Law against Discrimination— Human rights commission

WAC 392-172A – Rules for the Provision of Special Education

20 U.S.C. 1400 et seq. – Individuals with Disabilities Education Act of 2004

42 U.S.C. 12131-12133 – Americans with Disabilities Act of 1990

28 CFR Part 35 – Nondiscrimination on the Basis of Disability in State and Local Government Services

34 CFR Part 99 –  Family Education Rights and Privacy Act (FERPA)

29 U.S.C. 794 – Section 504 of the Rehabilitation Act of 1973, as  amended by the Rehabilitation Act Amendments of 1974, Pub. L. 93‑516, 29 U.S.C. 794

34 CFR Part 104 – Nondiscrimination on the basis of handicap in programs and activities receiving or benefiting from federal financial assistance

34 CFR Part 300 – Assistance to States for the Education of Children With Disabilities

34 CFR Part 303 – Early Intervention Program for Infants and Toddlers with Disabilities

Adoption Date:  May 16, 2005

Revised:  March 19, 2008; February 3, 2016; July 19, 2022

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 (Section 504) are identified, evaluated and provided with appropriate educational services. Students may be a qualified disabled person under this law even though they are not eligible for services pursuant to the Individuals with Disabilities Education Act.

Section 504 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 they:

1. Have a physical or mental impairment that substantially limits one or more major life activities (such as caring for oneself, 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 superintendent or designee will establish procedures to ensure that students who are disabled within the definition of Section 504 are educated in full compliance with the law.

Cross Reference:

District Policy 2161 - Special Education and Related Services for Eligible Students

District Policy 3210 - Nondiscrimination

District Policy 3246 - Restraint, Isolation and Other Uses of Reasonable Force

Legal References:

42 USC 12101 et. seq. Americans With Disabilities Act of 1990

34 CFR Part 104 Section 504 of the Rehabilitation Act of 1973

34 CFR Part 99 Family Education and Privacy Act

RCW 28A.600.485 Restraint of students – Use of restraint or isolation specified in individualized education programs or plans developed under section 504 of the rehabilitation act of 1973 — Procedures — Summary of incidents of isolation or restraint – Publishing to web site

RCW 28A.600.486 District policy on the use of isolation and restraint — Notice to parents and guardians of children who have individualized education programs or plans developed under section 504 of the rehabilitation act of 1973

Adoption Date:  May 16, 2005

Revised: February 3, 2016; January 15, 2025

It is the district’s policy to ensure that all students receive high quality, scientific, evidence-based general education core instruction and, as appropriate, strategic and intensive intervention supports matched to student needs. An effective multi-tiered system of supports (MTSS) framework considers student variability through intentional lesson design; multiple entry points and supports using evidence-based practices that provide equal access to academic and social-emotional curricula while optimizing student engagement.  In this way, we can address the barriers and strengths of individual students.  The district utilizes the core principles of the MTSS 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 MTSS, the district will apply:

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

The superintendent or designee will develop procedures to implement student interventions; using teacher observations, and classroom, school, or district assessments to identify students with academic or behavioral gaps and in need of scientific evidence-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 individualized interventions

Parent/Guardian Involvement

The district will inform parents/guardians regarding the use of scientific, evidence-based interventions, including: a) the students’ performance data collected and the general education services provided; and b) strategies used to increase the student’s rate of learning.

Cross References:

District Policy 3123 - Withdrawal Prior To Graduation

District Policy 2161 - Special Education and Related Services for Eligible Students

District Policy 2162 - Education of Students With Disabilities Under Section 504 of the Rehabilitation Act of 1973

Legal References:

Chapter 392.172A WAC – Rules for the Provision of Special Education

WAC 392-172A-03060 – Process based on a student’s response to a scientific research-based intervention

Adoption Date:  March 19, 2008

Revised: March 19, 2025

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.

Cross Reference:

Board Policy 2161 - Special Education and Related Services for Eligible Students

Board Policy 2162 - Education of Students With Disabilities Under Section 504 of the Rehabilitation Act of 1973

Legal References:

RCW   28A.155 – Special Education

WAC   392-122-145 – State Special Education Program — Home and Hospital Care— Extended absences

WAC 392-172A-02100 – Home/hospital instruction

Adoption Date:  May 16, 2005

Revised: December 16, 2015

Reviewed: July 17, 2025

The district will provide a program of Career and Technical Education to assist students in making informed and meaningful educational and career choices, and to prepare students for post-secondary options. The district’s Career and Technical Education is a planned program of courses and learning experiences that begins with exploration of career options. Additionally, the district’s Career and Technical Education program supports basic academic and life skills, enables achievement of high academic standards, incorporates leadership training, provides options for high skill development and high-wage employment preparation, and includes advanced and continuing education courses. The district will include the program as part of the regular curriculum of the district.

The district will establish local Career and Technical Advisory Committees to assist in the design and delivery of the district’s Career and Technical Education program. Committees will advise the district on current labor market needs and the programs necessary to meet those needs. The district will relate its Career and Technical Education program to employment demands, current and future, and to the needs and interests of students.

The board will annually review and approve the district plan for the design and delivery of its career and technical education program. The plan will ensure academic rigor, align with education reform, establish program performance targets, address the skill gaps of Washington’s economy and provide opportunities for dual credit.

The superintendent or designee will develop  procedures to ensure that the district operates all programs and courses in conformity with the district's plans for Career and Technical Education. Further, the associated procedures will conform to all federal, and state laws prohibiting discrimination based on race, ethnicity, creed, color, national origin, sex, sexual orientation including gender expression, gender  identity, homelessness, immigration or citizenship status, the presence of any sensory, mental, or physical disability, neurodivergence, the use of a trained dog guide or service animal, religion, and honorably discharged veteran or military status. Additionally, the superintendent or designee will seek and utilize all available state and federal sources of revenue for the financial support of Career and Technical Education in the district.

If the district receives funds through the work-integrated learning initiative to provide experiences for its students, it will comply with the conditions of receiving such funds.

Cross References:

2413 - Equivalency Credit Opportunities
2140 - Guidance and Counseling

Legal References:

RCW 28A.150.500 –  Educational agencies offering vocational educational programs — Local advisory committees — Advice on current job needs
RCW 28A.230.130 – Program to help students meet minimum entrance requirements at baccalaureate-granting institutions or to pursue career or other opportunities — High school course offerings for postsecondary credit
Chapter 28A.700 RCW – Secondary career and technical education
20 U.S.C. 2301 et seq. Carl D. Perkins Career and Technical Education Act of 2006

Adoption Date:  May 16, 2005

Revised: November 19, 2015, December 3, 2025

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

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

The district 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 and place students, including universal screening at two grade levels; 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 implementing universal referral, screening, assessment, identification, and placement of highly capable students. The procedures will include prioritizing equitable identification of low-income students; use of multiple objective criteria and multiple pathways, universal screening for identification and placement decisions; use of local norms, unless more restrictive than national norms; and use of screening and assessment in the student’s native language (if available) or nonverbal assessment.

Legal References:

RCW 28A.185.030 – Programs - Authority of local school districts - Selection of students

WAC 392-170 – Special service program-Highly capable students

Adoption Date: May 16, 2005

Revised: August 05, 2014; November 9, 2018, August 17, 2022, March 19,2025

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.

Legal References:

RCW 28A.320.196 Academic acceleration incentive program—Dual credit courses—Allocation of funds—Reports

RCW 28A.320.195 Academic acceleration for high school students—Adoption of policy

RCW 28A.300.560 Data on college credit through dual credit courses—Posting on website

Adoption Date:  January 15, 2014

Revised Date: December 18, 2019

Reviewed: July 17, 2025

In order to permit staff, students and parents to make plans for their own work and vacation schedules, the board will adopt a school calendar or calendars by June 1 of each year. Multiple calendars may be developed where some schools are on modified school calendars for the forthcoming school year. Following board action, staff, students, parents and community members will be advised of the school calendar(s)

RCW 28A.150.203 Definitions

RCW 28A.150.220 Basic education Minimum instructional requirements Program accessibility Rules

RCW 28A.330.100(7) Additional powers of board

WAC 180-16-215 Minimum 180 school day year

Adoption Date:  May 16, 2005

Revised: November 19, 2015

Reviewed: August 22, 2025

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.

Cross References: 

District Policy 6111 - Tuition

Legal References:

RCW 28A.320.500 Summer and/or other student vacation period programs Authorized Tuition and fees

RCW 28A.320.510 Night schools, summer schools, meetings, use of facilities

Adoption Date:  May 16, 2005

Revised: November 19, 2015

Reviewed Date: August 22, 2025

The board authorizes the creation of alternative learning experience (ALE) courses as defined in the procedure which accompanies this policy.

The district will make available to students enrolled in an ALE courses educational opportunities designed to meet their individual needs. The district will comply with all program requirements necessary to count an ALE as a course of study and ensure state funding for ALE students.

ALE programs may include the following types of courses as defined in RCW 28A.232.010:

1. 1.      Online courses (See District Policy 2024, Online Learning);
2. 2.      Remote courses; and
3. 3.      Site-based courses.

The board will adopt and annually review written policies authorizing ALE courses, including each ALE course and course provider. The policy must designate, by title, one or more school district official(s) responsible for overseeing the district's ALE courses.

The district establishes the following alternative program(s) provided on site, remote, or online, as defined in WAC 392-55-020: Explorer Academy, Discovery Alternative High School either of which may contract with K-12, Advanced Academics, Fuel Education, or Pearson Connexus, please see course catalog for alternative course(s).

The school district official responsible for these programs is the administrator assigned to each alternative program or school.  

Reporting Requirements

A. Annual Report to the Board of Directors

The school district official responsible for overseeing each ALE course will report at least annually to the board. This annual report will include at least the following:

1. Documentation of ALE student headcount and full-time equivalent enrollment claimed for basic education funding;
2. Identification of the overall ratio of certificated instructional staff to full-time equivalent students enrolled in each ALE course; the number of certificated staff in each ALE course; and
3. A description of how the course supports the district's overall goals and objectives for student academic achievement.

B.  Monthly Report to the Superintendent of Public Instruction

The district must report monthly to the Superintendent of Public Instruction:

1. Accurate monthly headcount and full-time equivalent enrollment for students enrolled in alternative learning experiences; and
2. Information about the resident and serving districts of such students.
3. Regular Submissions to CEDARS
   The district must report all required information to the office of superintendent of public instruction's Comprehensive Education Data and Research System under RCW 28A.300.500, including designating alternative learning experience courses as such when reporting course information to the Comprehensive Education Data and Research System.
4. Annual Report to the Superintendent of Public Instruction
   The district must report annually to the Superintendent of Public Instruction:
   1. The number of certificated instructional staff full-time equivalent assigned to each alternative learning experience program; and
   2. Enrollment of students (separately identified) where ALE instruction is provided entirely under contract pursuant to RCW 28A.150.305 and WAC 392-121-188;
   3. The costs and purposes of any expenditures made to purchase or contract for instructional or co-curricular experiences and services that are included in an ALE written student learning plan, along with the substantially similar experiences or services made available to students enrolled in the district's regular instructional program.

Assessment Requirements:

All students enrolled in alternative learning experience courses or course work must be assessed at least annually, using, for full-time students, the state assessment for the student’s grade level and using any other annual assessments required by the district.

Part-time students whose ALE enrollment is claimed as greater than 0.8 FTE in any one month through the January count date must be included by the district in any required state or federal accountability reporting for that school year. However, part-time students who are either receiving home-based instruction under Chapter 28A.200, RCW or who are enrolled in an approved private school under Chapter 28A.195, RCW are not required to participate in the assessments required under Chapter 28A.655, RCW.

Students enrolled in nonresident district alternative learning experience courses or course work who are unable to participate in required annual state assessments at the nonresident district must have the opportunity to participate in such required annual state assessments at the district of physical residence, subject to that district’s planned testing schedule.  It is the responsibility of the nonresident enrolling district to establish a written agreement with the district of physical residence that facilitates all necessary coordination between the districts and with the student and, where appropriate, the student’s parent(s) to fulfill this requirement.  Such coordination may include:

• Arranging for appropriate assessment materials;
• Notifying the student of assessment administration schedules;
• Arranging for the forwarding of completed assessment materials to the enrolling district for submission for scoring and reporting; and
• Arranging for any allowable testing accommodations, and other steps as may be necessary.

The agreement may include rates and terms for payment of reasonable fees by the enrolling district to the district of physical residence to cover costs associated with planning for and administering the assessments to students not enrolled in the district of physical residence.  Assessment results for students assessed according to these provisions must be included in the enrolling district’s accountability measurements, and not in the district of physical residence’s accountability measurements.

Valid Justification for Missed Contact

Valid justifications why a student may miss the weekly contact requirements of ALE for the purpose of truancy include those outlined in Excused absences WAC 392-401-020 and in District Policy 3122.

Students who drop out of ALE courses

A school district offering or contracting to offer an alternative learning experience course to a nonresident student must inform the resident school district if the student un-enrolls from the course or is otherwise no longer enrolled.

Procedures

The superintendent is directed to develop procedures consistent with WAC Chapter 392-550 to govern the administration of the district’s ALE courses.

Cross Reference:

District Policy 2020 - Course Design, Selection and Adoption of Instructional Materials

District Policy 2024 - Online Learning

District Policy 3122 - Excused and Unexcused Absences

District Policy 3141 - Nonresident Students

Legal References:

RCW 28A.150.305 – Alternative educational service providers — Student eligibility

RCW 28A.232.010 – Alternative learning experience courses — Generally — Rules — Reports

RCW 28A.250.050 – Student access to online courses and online learning programs — Policies and procedures — Course credit — Dissemination of information — Development of local or regional online learning programs

WAC 392-121-107 – Definition – Course of study

WAC 392-121-188 – Instruction provided under contract

WAC 392-137-230 – Length of Acceptance

Adoption date: May 16, 2005

Revised: October 17, 2005; March 2, 2011; November 7, 2011; January 7, 2016, September 5, 2018; January 15, 2025

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.

Field trips include trips to support student participation in competitions and related academic activities (e.g. Knowledge Bowl, music competitions, ROTC). Travel related to scheduled athletic events does not fall under this policy.

The building administrator may approve in-state field trips and for this purpose, Portland, Oregon shall be considered in-state. All out-of-state field trips/travel shall receive prior approval of the Board of Directors. In the event of an emergency or unusual situation or timeline, the Superintendent may authorize out-of-state travel.

District sponsored foreign/international trips/activities other than to Canada and Mexico is not encouraged. It is preferred that foreign/international travel involving South Kitsap School District students and staff be sponsored by outside organizations, with the staff under the jurisdiction of the outside organization and all communication regarding the foreign/international activity containing the statement that the activity is not a district sponsored activity.  In the rare event that the District chooses to sponsor a foreign/international travel activity, staff and administration must follow District procedures and the steps outlined in the Field Trip, Excursions and Outdoor Education Protocol.

The Board reserves the right to suspend this policy if fiscal restraints prohibit support of 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.

Cross References:

Board Policy 6625 - Private Vehicle Transportation

Board Policy 3520 - Student Fees, Fines, Charges

Legal References:

RCW 28A.330.100(5) Additional powers of board

RCW  67.20.020 – Contracts for cooperation

WAC  181-87-090 – Improper remunerative conduct

Adoption Date:  May 16, 2005, Ref 11/07

Revised: Oct. 07, 2015

The district will offer courses of study which will afford learning experiences appropriate to the level of student understanding. The instructional program will respect the right of students to face issues, to have free access to information, to study under teachers in situations free from prejudice and to form, hold, and express their own opinions without personal prejudice or discrimination. The district encourages staff members to provide for the free and orderly flow and examination of ideas so that students may gain the skills to gather and arrange facts, discriminate between facts and opinion, discuss differing viewpoints, analyze problems and draw their own tentative conclusions.

Teachers will plan discussions and procedures, including the use of guest speakers to gain divergent points of view, with thoroughness and objectivity to acquaint students with the need to   recognize opposing viewpoints, the importance of facts, the value of judgment and the virtue of respect for conflicting opinions. Teachers will exercise professional judgment in determining the appropriateness of the issue to the curriculum and the maturity of the students. When in doubt regarding appropriateness, the matter should be referred to the principal.

When an invited speaker expresses opinions which are partisan or considered controversial by a large portion of the community, the school will provide for the presentation of opposing views.

1. If the teacher and the principal believe the guest speaker's topic is controversial, they will develop a plan whereby the issue(s) can be presented in an objective, unbiased manner; and
2. In the event the speaker's topic is determined to be controversial, the teacher will notify students beforehand that any student who does not wish to attend the presentation may have an alternative assignment.

Adoption Date: May 16, 2005

Revised: February 6, 2008

Reviewed: March 5, 2025

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.

Legal References:

RCW 28A.230.140 United States flag Procurement, display, exercises National anthem

Adoption Date: May 16, 2005

Revised: May 3, 2023

Reviewed Date: August 22, 2025

Principals will be responsible for the preparation and presentation of educational activities of approximately sixty minutes in duration in observance of Veterans 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, on the Friday preceding January 16.  On that day, the social studies teachers must, as resources allow, coordinate a voter registration event in each history or social studies class attended by high school seniors.

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.

Legal References:

RCW  28A.230.160 – Educational activities in observance of Veteran's Day

RCW 28A.230.150 – Temperance and Good Citizenship Day – Aids in programming

RCW 28A.230.158 – Disability history month-Activities

36 U.S.C. 106 – Constitution and Citizenship Day

Adoption Date:  May 16, 2005, Ref. 11/07

Revised Date: December 18, 2019

Reviewed: September 29, 2025

The purpose of observing Disability History Month is to encourage students to respect individuals with disabilities rather than pity them, to focus on their strengths and to promote understanding rather than stereotypes.  Students will be encouraged to recognize the whole person rather than just an individual’s disability.

While observing Disability History Month as required by law during the month of October, and      year-round when feasible, the district will conduct a variety of educational activities of its choice designed to foster greater awareness and understanding of individuals with disabilities. The activities may include, but are not limited to, school assemblies, guest speaker presentations, research and writing projects, book studies, art projects and/or film studies.  At a minimum, all activities should provide students with the opportunity to learn how people with disabilities have been treated throughout history, how they have been instrumental in changing history and/or how they became active participants in changing societal attitudes about their needs, desires and capabilities.

Suggested topics for activities include:

• Examination of common word usage that stigmatizes people with disabilities;
• Biographical study of important people throughout history who have or had disabilities (e.g., Muhammad Ali, Abraham Lincoln, Harriet Tubman, Lewis Carroll, Michael Phelps, Ludwig Van Beethoven, Michael J. Fox, Franklin Delano Roosevelt);
• Study of the history of the disability civil rights movement;
• Presentations by adults with disabilities in the community, including veterans with disabilities;
• Discussion of disability etiquette;
• Focus on community-based resources for people with disabilities, or the need therefor;
• Volunteering for community service organizations that work with people with disabilities;
• Study of art/music/film that tells the story of a person with a disability or examines the portrayal of people with disabilities;
• Study of a particular historical period focusing on the experience of persons with disabilities.

Cross References:

District Policy 2336 - Required Observances (Veterans Day, Constitution Day, Temperance and Good Citizenship Day, Disability History Month)

Legal References:

RCW 28A.230.158 Disability history month Activities

Adoption Date: December 12, 2014

Revision Date: 

Reviewed Date: August 22, 2025a

The district recognizes that views and opinions regarding the relationship of the schools and religion are diverse. While community opinions are important in shaping policy, the district 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 district 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 will not preclude a student from expressing their views relative to belief or non-belief about a religious-related issue in compositions, reports, music, art, debate and classroom discussion, when consistent with the assignment.
   
   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 their 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 District 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 shall 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.

Cross References:

District Policy 2153 - Non-Curriculum-related Student Groups

District Policy 3122 - Excused and Unexcused Absences

District Policy 3220 - Freedom of Expression

District Policy 3223 - Freedom of Assembly

District Policy 3224 - Student Dress

District Policy 4060 - Distribution of Information

District Policy 4220 - Complaints Regarding Staff or Program

District Policy 4235 - Public Performances

District Policy 4237 - Contests, Advertising and Promotions

District Policy 4260 - Use of School Facilities

Legal References:

U.S. Constitution First Amendment, Fourteenth Amendment

Wash. Constitution Art. I, § 11

Wash. Constitution Art. 9, Sec. 4 and Art. 26

RCW 28A.600.025 – Students’ rights of religious expression – Duty of superintendent of public instruction to inform school districts

WAC 392-400-227 – School district rules defining students’ religious rights

Adopted:  May 16, 2005

Revised: May 21, 2025

The district recognizes the value of helping students understand the importance of financial education. Financial education includes knowledge and skills related to spending and saving, managing credit and debt, using a career plan to understand income potential, setting and working toward personal financial goals, and applying decision making to matters of personal finance. When students develop their financial education, they are better prepared for successful post-secondary pathways and careers. The district encourages students and their families to take advantage of any financial education learning opportunities available to them through independent activities and programs.

The district will encourage students to learn financial education effectively at a high level of proficiency. The district also recognizes the importance of allowing students to learn at their own pace, and the educational benefits that can be gained by giving students the opportunity to demonstrate competency of skills, proficiency of standards, and mastery of concepts.

As described in the procedures, the district will award financial education credits to students based on demonstrated mastery/proficiency across a range of financial education skills.

To ensure cultural responsiveness and equity in awarding mastery-based credit, the district will collect and annually review disaggregated data to see which subgroups of students are receiving mastery-based credit. If disproportionality is found, the district will take appropriate actions to ensure equitable access to these crediting opportunities.

Cross References:

District Policy 2410 – High School Graduation Requirements

District Policy 3114 – Part-Time, Home-Based, or Off-Campus Students

Legal Reference: 
WAC 180-51-050 – High school credit — Definition

WAC 180-51-051 – Procedure for granting students mastery-based credit

WAC 392-121-139 – Full-time equivalent enrollment for paid work experience for elective credit

WAC 392-410-316 – Equivalency course of study elective credit for paid work experience

RCW 28A.230.090 – High school graduation requirements or equivalencies — Reevaluation of graduation requirements — Review and authorization of proposed changes — Credit for courses taken before attending high school — Postsecondary credit equivalencies

Adoption Date: July 30, 2025

The district recognizes the value of preparing students to read, write, speak, listen, and use English effectively. These skills are necessary for college and career readiness in multiple disciplines. The district also recognizes students may further develop these skills through activities and programs. The district encourages students and their families to take advantage of any English Language Arts learning opportunities available to them.

The district will encourage students to learn to read, write, speak, listen, and use English effectively at a high level of mastery/proficiency.

The district also recognizes the importance of allowing students to learn at their own pace, and the educational benefits that can be gained by giving students the opportunity to demonstrate competency of skills, proficiency of standards, and mastery of concepts.

As described in the procedures, the district will award English Language Arts credits to students based on demonstrated mastery/proficiency across a range of English Language Arts skills.

To ensure cultural responsiveness and equity in awarding mastery-based credit, the district will collect and annually review disaggregated data to see which subgroups of students are receiving mastery-based credit. If disproportionality is found, the district will take appropriate actions to ensure equitable access to these crediting opportunities.

Cross References:

District Policy 2410 – High School Graduation Requirements

District Policy 3114 – Part-Time, Home-Based, or Off-Campus Students

Legal References:

WAC 180-51-050 – High school credit — Definition

WAC 180-51-051 – Procedure for granting students mastery-based credit

RCW 28A.230.090 – High school graduation requirements or equivalencies — Reevaluation of graduation requirements — Review and authorization of proposed changes — Credit for courses taken before attending high school — Postsecondary credit equivalencies

Adoption Date: July 30, 2025

The district recognizes the value of preparing students in math for college, career, and life. Math skills are necessary for college and career readiness in multiple disciplines. Students may further develop these skills through independent activities and programs. The district encourages students and their families to take advantage of any math learning opportunities available to them.

The district will encourage students to use math effectively at a high level of mastery/proficiency.

The district acknowledges the importance of allowing students to learn at their own pace, and the educational benefits that can be gained by giving students the opportunity to demonstrate competency of skills, proficiency of standards, and mastery of concepts.

As described in the procedures, the district will award math credits to students based on demonstrated mastery/proficiency across a range of math skills.

To ensure cultural responsiveness and equity in awarding mastery-based credit, the district will collect and annually review disaggregated data to see which subgroups of students are receiving mastery-based credit. If disproportionality is found, the district will take appropriate actions to ensure equitable access to these crediting opportunities.

Cross References:

District Policy 2410 – High School Graduation Requirements

District Policy 3114 – Part-Time, Home-Based, or Off-Campus Students

Legal References:

WAC 180-51-050 – High school credit — Definition

WAC 180-51-051 – Procedure for granting students mastery-based credit

RCW 28A.230.090 – High school graduation requirements or equivalencies — Reevaluation of graduation requirements — Review and authorization of proposed changes — Credit for courses taken before attending high school — Postsecondary credit equivalencies

Adoption Date: July 30, 2025

The district recognizes the value of preparing students to become literate in science. Science plays an integral role in modern society and is an essential part of each student’s education. When students are learning about science, they are also enhancing their skills in reading, writing, and math. Students may further develop their science skills through independent activities and programs. The district encourages students and their families to take advantage of any science learning opportunities available to them.

The district will encourage students to learn science effectively at a high level of proficiency.

The district also recognizes the importance of allowing students to learn at their own pace, and the educational benefits that can be gained by giving students the opportunity to demonstrate competency of skills, proficiency of standards, and mastery of concepts.

As described in the procedures, the district will award science credits to students based on demonstrated mastery/proficiency across a range of science skills.

To ensure cultural responsiveness and equity in awarding mastery-based credit, the district will collect and annually review disaggregated data to see which subgroups of students are receiving mastery-based credit. If disproportionality is found, the district will take appropriate actions to ensure equitable access to these crediting opportunities.

Cross References:

District Policy 2410 – High School Graduation Requirements

District Policy 3114 – Part-Time, Home-Based, or Off-Campus Students

Legal References:

WAC 180-51-050 – High school credit — Definition

WAC 180-51-051 – Procedure for granting students mastery-based credit

RCW 28A.230.090 – High school graduation requirements or equivalencies — Reevaluation of graduation requirements — Review and authorization of proposed changes — Credit for courses taken before attending high school — Postsecondary credit equivalencies

Adoption Date: July 30, 2025

The district recognizes the value of helping students become part of an active and engaged citizenry. A developed knowledge and understanding of social studies helps prepare students for post-secondary pathways, careers, and civic engagement. Students may further develop their social studies skills through independent activities and programs. The district encourages students and their families to take advantage of any social studies learning opportunities available to them.

The district will encourage students to learn social studies effectively at a high level of proficiency. The district also recognizes the importance of allowing students to learn at their own pace, and the educational benefits that can be gained by giving students the opportunity to demonstrate competency of skills, proficiency of standards, and mastery of concepts.

As described in the procedures, the district will award social studies credits to students based on demonstrated mastery/proficiency across a range of social studies skills.

To ensure cultural responsiveness and equity in awarding mastery-based credit, the district will collect and annually review disaggregated data to see which subgroups of students are receiving mastery-based credit. If disproportionality is found, the district will take appropriate actions to ensure equitable access to these crediting opportunities.

Cross References:

District Policy 2410 – High School Graduation Requirements

District Policy 3114 – Part-Time, Home-Based, or Off-Campus Students

Legal References:

WAC 180-51-050 – High school credit — Definition

WAC 180-51-051 – Procedure for granting students mastery-based credit

RCW 28A.230.090 – High school graduation requirements or equivalencies — Reevaluation of graduation requirements — Review and authorization of proposed changes — Credit for courses taken before attending high school — Postsecondary credit equivalencies

Adoption Date: July 30, 2025

The district recognizes the value of providing students an education in the arts, including the disciplines of dance, media arts, music, theater, and visual arts. The arts engage all learning styles, and they lead to powerful and life-long habits, such as creativity, collaboration, communication, and critical thinking. The arts provide students with keys to understanding the world around them and strategies for learning, interpreting, and expressing their thoughts. Students may further develop their art skills through independent activities and programs. The district encourages students and their families to take advantage of any learning opportunities in the arts available to them.

The district will encourage students to learn the arts effectively at a high level of proficiency. The district also recognizes the importance of allowing students to learn at their own pace, and the educational benefits that can be gained by giving students the opportunity to demonstrate competency of skills, proficiency of standards, and mastery of concepts.

As described in the procedures, the district will award credits in the arts to students based on demonstrated proficiency across a range of skills in the arts.

To ensure cultural responsiveness and equity in awarding mastery-based credit, the district will collect and annually review disaggregated data to see which subgroups of students are receiving mastery-based credit. If disproportionality is found, the district will take appropriate actions to ensure equitable access to these crediting opportunities.

Cross References:

District Policy 2410 – High School Graduation Requirements

District Policy 3114 – Part-Time, Home-Based, or Off-Campus Students

Legal References:

WAC 180-51-050 – High school credit — Definition

WAC 180-51-051 – Procedure for granting students mastery-based credit

RCW 28A.230.090 – High school graduation requirements or equivalencies — Reevaluation of graduation requirements — Review and authorization of proposed changes — Credit for courses taken before attending high school — Postsecondary credit equivalencies

Adoption Date: July 30, 2025

The district recognizes the value of providing students a health and physical education. Health and physical education comprise extensive content areas that include, but are not limited to, the development of knowledge and skills to be physically active, eat nutritiously, access reliable health information and services, communicate effectively, and set health-enhancing goals. Students may further develop their health and fitness skills through independent activities and programs. The district encourages students and their families to take advantage of any learning opportunities in health and physical education available to them.

The district also recognizes the importance of allowing students to learn at their own pace, and the educational benefits that can be gained by giving students the opportunity to demonstrate competency of skills, proficiency of standards, and mastery of concepts.

As described in the procedures, the district will award credits in health and physical activity to students based on demonstrated mastery/proficiency across a range of skills in health and fitness.

To ensure cultural responsiveness and equity in awarding mastery-based credit, the district will collect and annually review disaggregated data to see which subgroups of students are receiving mastery-based credit. If disproportionality is found, the district will take appropriate actions to ensure equitable access to these crediting opportunities.
 

Cross References:

District Policy 2410 – High School Graduation Requirements

Legal References:

WAC 180-51-050 – High school credit — Definition

WAC 180-51-051 – Procedure for granting students mastery-based credit

RCW 28A.230.090 – High school graduation requirements or equivalencies — Reevaluation of graduation requirements — Review and authorization of proposed changes — Credit for courses taken before attending high school — Postsecondary credit equivalencies

RCW 28A.230.050 – Physical education in high schools

Adoption Date: July 30, 2025

The district recognizes the value of providing students instruction about conservation, natural resources, and the environment and helping students to be environmentally and sustainability literate. The district places a high value on environmental stewardship. Students may further develop their environmental and sustainability education skills through independent activities and programs. The district encourages students and their families to take advantage of any learning opportunities in environmental and sustainability education available to them.

The district also recognizes the importance of allowing students to learn at their own pace, and the educational benefits that can be gained by giving students the opportunity to demonstrate competency of skills, proficiency of standards, and mastery of concepts.

As described in the procedures, the district will award credits to students based on demonstrated proficiency across a range of environmental and sustainability education skills.

To ensure cultural responsiveness and equity in awarding mastery-based credit, the district will collect and annually review disaggregated data to see which subgroups of students are receiving mastery-based credit. If disproportionality is found, the district will take appropriate actions to ensure equitable access to these crediting opportunities.

Cross References:

District Policy 2410 – High School Graduation Requirements

Legal References:

WAC 180-51-050- High school credit — Definition

WAC 180-51-051- Procedure for granting students mastery-based credit

RCW 28A.230.090 – High school graduation requirements or equivalencies — Reevaluation of graduation requirements — Review and authorization of proposed changes — Credit for courses taken before attending high school — Postsecondary credit equivalencies

WAC 392-410-115 – Mandatory areas of study in the common school.

Adoption Date: July 30, 2025

The district 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.

As described in the procedures, the district will award world language credits to students based on demonstrated proficiency across a range of language skills.

To ensure cultural responsiveness and equity in awarding mastery-based credit, the district will collect and annually review disaggregated data to see which subgroups of students are receiving mastery-based credit. If disproportionality is found, the district will take appropriate actions to ensure equitable access to these crediting opportunities. 

Cross References:

District Policy 2410 - High School Graduation Requirements

Legal References:

RCW 28A.230.090 – High school graduation requirements or equivalencies — Reevaluation of graduation requirements — Review and authorization of proposed changes — Credit for courses taken before attending high school — Postsecondary credit equivalencies

WAC 180-51-050 – High school credit — Definition

WAC 180-51-051 – Procedure for granting students mastery-based credit

Adopted: Oct. 7, 2015

Revised Dates: December 18, 2019; January 17, 2024

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 or designee. 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 that may be pursued.

I.        REQUIREMENTS FOR GRADUATING

Each student must meet the following requirements to graduate from high school: (1) complete the credit requirements specified in the procedure accompanying this policy; (2) demonstrate career and college readiness by completing a high school and beyond plan; and (3) meet the requirements of at least one graduation pathway option described in the procedure accompanying this policy.

II.     IMPLEMENTATION

The superintendent or designee will develop procedures for implementing this policy according to applicable state law.

Cross References:

District Policy 2418 - Waiver of High School Graduation Credits

District Policy 3110 - Qualifications of Attendance and Placement

District Policy 3241 - Student Discipline

District Policy 3520 - Student Fees, Fines and Charges

Legal References:

RCW 28A.230.090 High school graduation requirements or equivalencies High school and beyond plans Career and college ready graduation requirements and waivers Reevaluation of graduation requirements Language requirements Credit for courses taken before attending high school Postsecondary credit equivalencies

RCW 28A.230.097 Career and technical high school course equivalencies

RCW 28A.230.120 High school diplomas Issuance Option to receive final transcripts Notice

RCW 28A.230.122 International baccalaureate diplomas

RCW 28A.600.500 Graduation Ceremonies Tribal Regalia

RCW 28A.600.300-400 Running start program - Definition

RCW 28A.635.060 Defacing or injuring school property Liability of pupil, parent or guardian Withholding diplomas Suspension and restitution Community Service program as alternative Publication of information on withheld diplomas Students rights protected

RCW 28A.655.250 Graduation pathway options

RCW 28A.655.260 Graduation pathway options Review and monitoring Participation data

WAC 180-51 High school graduation requirements

WAC 392-121-182 Alternative learning experience requirements

WAC 392-169 Special service programs - Running start program

WAC 392-348 Secondary education

WAC 392-410 Courses of study and equivalencies

WAC 392-410-350 Seal of Biliteracy

WAC 392-415-070 Mandatory high school transcript contents

RCW 28A.150.220 Basic education Minimum instructional requirements Program accessibility Rules

RCW 28A.230.330 Inclusion of American Indian peoples culture in state history and government courses Instruction in American sign language or American Indian languages satisfies language requirement.

RCW 28A.230.710 Graduation pathway options.

RCW 28A.230.700 Purpose of diploma Elements of obtainment.

RCW 28A.230.212 High school and beyond plans Substantive requirements

Adoption Date: May 16, 2005

Revised: July 18, 2007; May 5, 2010; August 4, 2010; September 2, 2014; January 20,

2015; January 4, 2017; September 5, 2018, December 18, 2019, February 13, 2023

Reviewed: October 3, 2025

High School Equivalency Certificates will be awarded by the Superintendent of Public Instruction and the State Board for Community and Technical Colleges.

Eligibility to take high school equivalency test

The following individuals are eligible to take the high school equivalency test:

1. Any person aged nineteen or over who has not graduated from a public or private high school.
2. Any person between the ages of sixteen and nineteen who has not graduated from a public or private high school and who has been adjudged by a school district to have a substantial and warranted reason for leaving the regular high school program.
3. Any student aged sixteen or over who has completed an education center individual student program in accordance with chapter 392-185 WAC.
4. Any person between the ages of sixteen and twenty-one who has not graduated from public or private high school and is currently enrolled in the open doors program.
5. Any person between the ages of sixteen and nineteen who has not graduated from a public or private high school, and who has completed a program of home-based instruction in compliance with RCW 28A.225.010(4) as certified by the written and notarized statement of the parent or legal guardian who provided the home-based instruction.
6. Any person who is an active member of the military, national guard, or reserves and has not received a high school diploma.
7. Adjudicated youth under the director of prisons, jails, detention centers, parole and probation offices, and other correctional facilities while enrolled in school if so ordered by a court or officer of the court.

Determination of substantial and warranted reason for leaving the regular high school program 

A person between the ages of sixteen and nineteen who has not graduated from a public or private high school may apply to either the district in which they reside or the last Washington district they attended for a determination that they have a substantial and warranted reason for leaving the regular high school education program.

The application must be submitted to a designated employee who has empowered by the district to make determinations about whether a person has a substantial and warranted reason for leaving the regular high school program.

Upon receiving the application, the designated employee will evaluate the facts and make a determination. The determination of the designated employee shall be in writing and signed by the employee.

A substantial and warranted reason for leaving the regular high school program exists if one of the more following applies:

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.

No person under eighteen years of age may be adjudged to have a substantial and warranted reason for leaving the regular high school education program unless their parent, guardian, or legal custodian agrees that dropping out of school is in the minor’s best interests.

If the designated employee determines there isn’t a substantial and warranted reason for leaving the regular high school education program, the person may appeal that decision to the board of directors. The board of directors will make a decision within 30 calendar days of the request and such decision will be final, subject to an appeal to a court of law pursuant to RCW 28A.645.010.

Cross References:

District Policy 3114 - Part-Time, Home-Based, or Off-Campus Students

Legal References:

RCW 28A.205.030 Reentry of prior dropouts into common schools, rules — Eligibility for GED test

RCW 28A.305.190 Eligibility to take GED test

Chapter 180-96 WAC General Education Development (GED) Test

Chapter 131-48 WAC Certificate of educational competence

Adoption Date: May 16, 2005

Revised: February 1, 2023

Reviewed Date: August 22, 2025

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.

Cross-Reference:

District Policy 2410 - High School Graduation Requirements

Legal References:

RCW 28A-230-120 High school diplomas — Issuance — Option to receive final transcripts — Notice

RCW 41.04.005 “Veteran” defined for certain purposes

Adoption Date:  May 16, 2005

Revised: August 20, 2008; December 16, 2015

Reviewed Date: August 22, 2025

Prior to course scheduling or course registration for the next school term, the district will provide information to students and their parents or legal guardians about meeting credit-based graduation requirements through equivalency courses.

I. Experiential Education Opportunities

The district may grant credit, including high school graduation credit, for school planned or approved learning experiences which may be conducted away from the facilities owned, operated, or supervised by the district or conducted primarily by individuals not employed by the district. To grant credit for such experiences, a proposal for approval of credit must be submitted to the district’s designated team.

The proposal shall include the following elements:

1. Name of program or planned learning experience;
2. Length of time for which approval is desired;
3. Objectives of the program or planned learning experience;
4. Which one or more of the state learning goals and related essential academic learning requirements are part of the program or planned learning experience;
5. Description of how credits shall be determined (completion of a district-defined course or satisfactory demonstration of proficiency/mastery in the related state learning standards in accord with WAC 180-51-050(1)) and WAC 180-51-051;
6. Content outline of the program and/or major learning activities and instructional materials to be used;
7. Description of how student performance will be assessed;
8. Qualifications of instructional personnel;
9. Plans for evaluation of program; and
10. How and by whom the student will be supervised.

Approved experiences may include, but are not limited to, the following: School planned or approved learning experiences such as travel study, work study, private lessons, paid work, volunteer work, and education programs sponsored by governmental agencies.

II. Career and Technical Education Courses Provided by the District

On or after September 1, 2021, any statewide equivalency course offered by the district or accessed at a skill center will be offered for academic credit. Any approved state and local equivalency course offered by a host district in a skill center in which the district participates under an interdistrict cooperative agreement will be honored as an equivalency course by the district. Students served at any core, branch, or satellite skill center campus must have access to academic credit for any approved local or state equivalency courses offered at those sites and in accordance with transcript requirements in RCW 28A.230.097.

The district may also adopt local course equivalencies for career and technical education courses that are not on the list of courses approved by the superintendent of public instruction under RCW 28A.700.070.

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 program area, 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.
3. Recorded on the student’s transcripts as the academic course the equivalence credit fulfills.

III. Mastery/Competency-based credits

Students may obtain up to (1) credit mastery-based credit for [math, English, arts, social studies, health and physical education, integrated environmental and sustainability education] passing a district-created assessment that is aligned to state learning standards or course equivalency requirements adopted by the office of the superintendent of public instruction (OSPI). Students do not need to have attempted and failed a course before being eligible for these options. Students may gain the knowledge and skills to earn mastery/competency-based credits through learning experiences such as independent study or experiential education, including paid work. Below are the options available to obtain mastery/competency-based credit:

• Locally created written or oral test;
• Student-designed portfolio of work;
• Hands-on demonstration of knowledge and skills; or
• other locally developed methods.

Successful completion of next higher-level course: Credit may be awarded for a course when the student successfully completes the next higher-level course in a sequence that includes a natural progression of the state learning standards from the previous course. State or locally determined learning standards will be used as the guide when making decisions regarding what courses should qualify.

Mastery-based credit is available in math, English, arts, social studies, health and physical education, integrated environmental and sustainability education if the student achieves a C or higher grade in the next-higher level course.

The mastery/competency examination must be offered in a proctored setting with appropriate technology. The district will approve the site(s) where the examination is offered, which could include individual schools, district buildings, community colleges, universities, education service districts, or other community settings. A student may take the examination two times. The district will award credit based on the highest examination score.

The student will be responsible for the cost of taking a mastery/competency examination if not offered by the district. The district will offer financial assistance to students who demonstrate need, such as qualifying for free or reduced lunch. 

The district will receive official test results for each student who takes a mastery/competency examination. The district will provide a letter to the student with a copy of the test results and an indication of how many credits the student will be awarded. Credits awarded will be recorded on the student’s transcript with a grade of “Pass.”

To ensure cultural responsiveness and equity in awarding mastery-based credit, the district will collect and annually review disaggregated data to see which subgroups of students are receiving mastery-based credit. If disproportionality is found, the district will take appropriate actions to ensure equitable access to these crediting opportunities.

Elective Credit for Paid Work Experience

Students ages 16 and older may earn up to two elective high school credits through paid work experience according to the requirements contained in chapter 28A.600 RCW, which include preapproval of a proposal and assessment of the student’s grade-level proficiency on the state financial education learning standards. Credits earned through this policy do not restrict students from earning additional credits through cooperative worksite learning (WAC 392-410-315) through mastery/competency policy. There are three types of elective credit for paid work experience:

• Basic Education – General elective credit for all students;
• Special Education – Work experience aligned with IEP transition goals and supported by accommodations; and
• CTE – Worksite learning experiences that meet CTE program requirements under WAC 392-410-315

Students who are legally eligible for paid employment may earn elective credit for paid work experience. Students who meet the requirements below as determined by the appropriate school official will be awarded one-half elective credit for each 180 hours of paid, verified work experience. Students may earn up to a maximum of two elective high school credits through this process.

In order to be eligible to receive elective credit, the student’s High School and Beyond Plan must be updated to reflect the paid work experience. In addition, the student’s paid work experience must be approved in advance and in writing by the school counselor, principal, or principal designee. Approval is contingent upon the student’s submission of the following information:

• Identification of the work-based sponsor (employer) who will serve as the point of contact for the employer and participate in supervising the student during the student’s employment;
• A student narrative describing how the paid work experience will enable the student to develop the knowledge and skills necessary to meet the goals of basic education, including those essential to understanding the importance of work and finance and how performance, effort, and decisions directly affect future career and educational opportunities as provided in RCW 28A.150.210(4); and
• A plan for demonstrating or otherwise assessing the student’s:
  • Grade-level proficiencies on the state financial education learning standards for employment and income or financial decisions as provided in the state financial education learning standards adopted in RCW 28A.300.469; and
  • Growth in proficiency in meeting the state financial education learning standards that occurred between pre-work and post-work experiences.

The hours worked may occur during a student’s school day, outside of the regular school calendar, or in accordance with WAC 180-51-050 and 180-51-051. The district will verify the number of paid hours worked by the student at least once per term.

Courses taken before attending high school

The district will award high school credit for computer science courses taken before attending high school if either of following occurs:

1. The course was taken with high school students, if the academic level of the course exceeds the requirements for seventh and eighth grade classes, and the student has successfully passed by completing the same course requirements and examinations as the high school students enrolled in the class; or
2. The academic level of the course exceeds the requirements for seventh and eighth grade classes and the course would qualify for high school credit because the course is similar or equivalent to a course offered at a high school in the district determined by the board.

Students who have taken and successfully completed high school courses under the circumstances above shall not be required to take an additional competency examination or perform any other additional assignment to receive credit.

IV. AP Computer Science Courses

The board will approve Advanced Placement (AP) computer science courses as equivalent to high school mathematics or science. Based on the equivalency selected (math or science), this course may be used by a student to meet graduation requirements. The superintendent or designee 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. 

Mastery/Competency-based credits

The district may award academic credit for computer science to students based on student completion of a mastery/competency examination that is aligned with the state learning standards for computer science or mathematics and course equivalency requirements adopted by the office of the superintendent of public instruction (OSPI).

To receive mastery/competency-based credits for computer science, a student must take a mastery/competency examination that OSPI has found aligns with the state learning standards for computer science or mathematics and that aligns with course equivalency requirements adopted by OSPI. The number of credits awarded will be based on the student’s performance on the mastery/competency examination.

Cross References:

District Policy 2170 - Career and Technical Education

District Policy 2401 – Financial Education Mastery-Based Learning and Credit

District Policy 2410 - High School Graduation Requirements

Legal References:

RCW 28A.230.010 Course content requirements – Access to career and technical course equivalencies – Duties of school boards of directors – Waivers

RCW 28A.230.097 Career and technical high school course equivalencies

RCW 28A.230.120 High School Diplomas – Issuance- Option to receive final transcripts –Notice

WAC 180-51 High school graduation requirements

WAC 392-410 Courses of study and equivalencies

Adoption Date: June 18, 2008

Revised Date: April 2014, December 12, 2016, April 23, 2025

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 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;
• In or have been released from an institutional education facility; 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 South Kitsap 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.

Cross References:

District Policy 2410 - High School Graduation Requirements'

Legal References:

RCW 28A.230.090 High school graduation requirements or equivalencies—High school and beyond plans—Career and college ready graduation requirements and waivers— Reevaluation of graduation requirements—Language requirements—Credit for courses taken before attending high school—Postsecondary credit equivalencies

RCW 28A.345.080 Model policy and procedure for granting waivers of credit for high school graduation.

WAC 180-51-050 High school credit—Definition.

WAC 180-51-068 State subject and credit requirements for high school graduation—Students entering the ninth grade on or after July 1, 2015.

Adoption Date: December 12, 2016

Revised Dates: December 18, 2019, February 13, 2023

Reviewed Date: August 22, 2025

The district 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 inform parents or legal guardians about their students’ academic progress, including the right to receive periodic reports on their students’ educational growth and development in accordance with RCW 28A.150.240 and to receive notice of their students’ performance on state learning standard tests and assessments in accordance with RCW 28A.230.195. The district will also inform the parents or legal guardians whether their students’ performance could threaten their ability to be promoted to the next grade level. Parents or legal guardians have the right to request an in-person meeting with their students’ classroom teachers and principals to discuss any resources or strategies available to support and encourage their students’ academic improvement.

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 or designee 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.

Cross References:

District Policy 3520 - Student Fees, Fines, or Charges

District Policy 3122 - Excused and Unexcused Absences

Legal References:

RCW 28A.150.240(2)(g) Certificated teaching and administrative staff as accountable for classroom teaching Scope Responsibilities Penalty

RCW 28A.600.030 Grading policies Option to consider attendance

RCW 28A.635.060 Defacing or injuring school property Liability of pupil, parent, or guardian Withholding grades, diploma, or transcripts Suspension and restitution Voluntary work program as alternative Rights protected

WAC 392-210 Student testing and evaluation - Washington state honors award program

WAC 392-415 Secondary education - Standardized high school transcript

RCW 28A.230.195 Test or assessment scores

Adjustments to instructional practices

Notification to parents

RCW 28A.605.005 Parental rights

Adoption Date: May 16, 2005, Ref 11/07

Revision: March 7, 2018; April 20, 2023; September 27, 2025

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 3 weeks 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.

Cross References:

Board Policy 2090 - Program Evaluation

Board Policy 2107 - Comprehensive Early Literacy Plan

Adoption Date:  May 16, 2005

Revised: November 2007; June 19, 2013; March 7, 2018

Age of Admission

It is a right and responsibility of those who meet the requirements prescribed by law to attend the schools of the district. Every resident of the district who satisfies the minimum entry age requirement and is less than 21 years of age has the right to attend the district's schools until they complete high school graduation requirements. Children of age 8 and less than age 18 are required by law to attend a public school, an approved private school or educational center, unless they are    receiving approved home-based instruction. Under certain circumstances children who are at least 16 and less than 18 years of age may be excused from further attendance at school. The superintendent will exercise their authority to grant exceptions when they determine that the student:

1. Is lawfully and regularly employed, and
2. Has permission of a parent, or
3. Is emancipated pursuant to Chapter 13.64 RCW; or
4. Is subject to one of the other exceptions to compulsory attendance.

A resident student who has been granted an exception retains the right to enroll as a part-time student and will be entitled to take any course, receive any ancillary services and take or receive any combination of courses and ancillary services which is offered by a public school to full-time students.

Entrance Qualifications

To be admitted to a kindergarten program that commences in the fall of the year, a child must be not less than 5 years of age prior to September l of that school year. To be admitted to a first grade program that commences in the fall of the year a child must be not less than 6 years of age prior to September l of that school year. Any student not otherwise eligible for entry to the first grade who has successfully completed a state-approved, public or private, kindergarten program of 450 or more hours including instruction in the essential academic learning requirements and other subjects that the district determines are appropriate will be permitted entry into the first-grade program. If necessary, the student may be placed in a temporary classroom assignment for the purposes of evaluation prior to making a final determination of the student's appropriate placement. Such determination will be made no later than the 30th calendar day following the student's first day of attendance.

Exemptions
Special exemptions may be made for younger pupils who appear to be sufficiently advanced to succeed in the educational program.  The superintendent will identify screening processes and instruments that will provide reliable estimates of these skills and abilities, develop procedures for implementing this policy and establish fees to cover expenses incurred in the administration of preadmission screening processes. The district will provide a fee waiver or a reduction in fees for low-income students whose parents are unable to pay the full cost of preadmission screening.

Admission of Students Aged Twenty-One or Older

A student aged 21 or older may enroll in a school in the district under the following conditions:

1. There is available space in the school and program which the student will attend;
2. Tuition is prepaid;
3. The student provides his/her own transportation;
4. The student resides in the state of Washington; and
5. In the judgment of the superintendent, no adult education program is available at reasonable costs and the district's program is appropriate to the needs of the student.

Placement of Students on Admission

The decision of where to place a student seeking admission to the district rests with the principal.  Generally, students meeting the age of admission requirements or transferring from a public or approved private school will be placed in kindergarten or first grade, or the grade from which they transferred.  The principal will evaluate the educational record and assessments of all other students to determine their appropriate placement.  A temporary classroom assignment may be made for no more than thirty calendar days for the purpose of evaluation prior to making the final placement decision.

Cross References:

District Policy 2100 - Educational Opportunities for Students With A Parent In The Military

District Policy 2121 - Substance Abuse Program

District Policy 2140 - Comprehensive School Counseling Program

District Policy 2108 - Learning Assistance Program

District Policy 3114 - Part-time, Home-based, or Off-campus Students

District Policy 3122 - Excused and Unexcused Absences

District Policy 4220 - Complaints Concerning Staff or Programs

Legal References:

RCW  28A.225.010 Attendance mandatory — Age —Exceptions

RCW  28A.225.020 School’s duties upon child’s failure to attend school

RCW  28A.225.160 Qualification for admission to district’s schools — Fees for preadmission screening

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

WAC 392-335 Pupils – Uniform Entry Qualifications

WAC  392-134-010 Attendance rights of part-time public school students

WAC 392-137 Finance — Nonresident attendance

Adoption Date:  August 15, 2005

Revised: September 2, 2015; December 19, 2024

Goal

The South Kitsap School District’s goal for this policy and its accompanying procedure is to support and promote school and school district action plans that create, maintain, and nurture physically, emotionally, and intellectually safe, respectful, and positive school and classroom environments that foster, belonging, equitable, ethical, social, emotional, and academic education for all students.

Nurturing a Positive Social Emotional Climate

The South Kitsap School District believes that each and every school community member should be treated with dignity, should have the opportunity to learn, work, interact, and socialize in physically, emotionally, and intellectually safe, respectful, and positive school and classroom environments, and have the opportunity to experience high quality relationships and belonging.

The district recognizes that there is not one best way to improve school climate. Each school needs to consider its history, strengths, and needs. The Board further recognizes the important role that students, families, and community members play in collaborating with the school and school district in creating, maintaining, and nurturing a positive social and emotional school and classroom climate. This collaborative role extends to the planning, implementation, and continuous improvement process around school climate and social emotional learning.

Cross References: 

Board Policy 2000 – Student Learning Goals

Board Policy 2140 – Guidance and Counseling

Board Policy 3241 – Student Discipline

Board Policy 4110 – Citizen Advisory Committees and Task Forces

Board Policy 4129 – Family Involvement

Board Policy 5520 – Staff Development

Legal References: 

Chapter 28A.345.085 Model Policy and procedure for nurturing a positive social and emotional school and classroom climate

Adoption Date: June 15, 2021

Revised: February 25, 2026

The primary responsibility of South Kitsap School District is to ensure that every student is known by name, strength, and need, and graduates ready for continued learning, career, and citizenship. The district believes the entire community benefits when every child succeeds; therefore, we have a collective responsibility and require accountability to ensure children of every race, national origin, language, religion, gender, sexual orientation, gender identity or expression, socioeconomic status, socio-emotional well-being, and ability to reach their full potential.

The superintendent will develop procedures for building the conditions and capacities to ensure each student is seen and served. Ultimately, the district’s goal is equity for all, and we will know we have met our goal when the factors that predict any student’s success or opportunity are no longer correlated with any group identity. Appropriate evaluations and accountability measures will be enacted to measure effectiveness by bringing disaggregated data to the Board.

Cross References:

District Policy 2005 – School Improvement Plan

District Policy 2020 – Curriculum Development and Adoption of Instructional Materials

District Policy 2150 – Co-Curricular Program

District Policy 2190 – Highly Capable Programs

District Policy 2140 – Comprehensive School Counseling Program

District Policy 3112 – Social Emotional Climate

District Policy 3211 – Gender-Inclusive Schools

District Policy 3241 – Student Discipline

District Policy 4201 – Civility

Legal References:

RCW 28A.345.085 Model Policy and Procedure for nurturing a positive social emotional school and classroom climate

WAC 180.16.220 Supplemental Basic Education Program Approval Requirements

WAC 392.190 Equal Educational Opportunity – Unlawful Discrimination Prohibited

Every Student Succeeds Act

Adopted: February 21, 2024

Part-time students are permitted to enroll and receive ancillary services, provided that such students are otherwise eligible for full time enrollment in the school district and such courses or services are not available in the student's private school or an approved extension. Part-time status also includes: any student, not enrolled in a private school, who is receiving home-based instruction and taking courses at or receiving ancillary services from the district or both, or any student involved in an approved work training program.

Home-based instruction will consist of instructional and related educational activities, including the basic skills of occupational education, science, mathematics, language, social studies, history, health, reading, writing, spelling, and the development of an appreciation of art and music. Such instruction will be equivalent, as liberally construed, to the total annual program hours per grade level as established for public schools.

Home-based instruction may be provided by a parent who has filed a declaration of intent with the superintendent by September 15, or within two (2) weeks of the beginning of any quarter, trimester or semester. Parents may file their declaration of intent with the school district in which they reside or in a school district that has accepted their student pursuant to RCW 28A.225.225.  All decisions relating to philosophy or doctrine, selection of books, teaching materials and curriculum, and methods, timing, place, and provision for the evaluation of home-based instruction will be the responsibility of the parent. Failure of a parent to comply with the standards as specified in the law will constitute a violation of the compulsory attendance law.

A student may be enrolled in an off-campus instruction program provided that such experiences have been approved by the superintendent, or designee.

The superintendent or designee will establish procedures that define the district's responsibilities for home-based and off-campus instruction.

Legal Reference:
RCW 28A.150.350 Part-time students Defined Enrollment authorized Reimbursement for costs--Funding authority recognition  Rules, regulations 
RCW 28A.195.010 Private schools Exemption from high school assessment requirements Extension programs for parents to teach children in their custody
RCW 28A.200.010 Home-based instruction Duties of parents Exemption from high school assessment requirements
RCW 28A.200.020 Home-based instruction Certain decisions responsibility of parent unless otherwise specified
RCW 28A.225.010 Attendance mandatory Age Exceptions  
RCW 28A.225.220 Adults, children from other districts, agreements for attending school Tuition 
WAC 392-121-182 Alternative learning experience requirements  
WAC 392-134-010 Attendance rights of part-time public-school students
RCW 28A.225.225 - Applications from school employees' children, nonresident students, or students receiving home-based instruction to attend district school Acceptance and rejection standards Notification.

Adoption Date:  August 15, 2005

Revised:  January 6, 2016

Reviewed: March 10, 2026

To the extent practical and as required by law, the district will work with homeless students and their families to provide them with equal access to the same free, appropriate education (including public preschool education) provided to other students. Special attention will be given to ensuring the identification, enrollment, and attendance of homeless students not currently attending school, as well as mitigating educational barriers to their academic success. Additionally, the district will take reasonable steps to ensure that homeless students are not stigmatized or segregated in a separate school or in a separate program within a school on the basis of their homeless status.

Homeless students will be provided district services for which they are eligible, including Head Start and comparable pre-school programs, Title I, similar state programs, special education, bilingual education, vocational and technical education programs, gifted and talented programs, and school nutrition programs.

Homeless students are defined as lacking a fixed, regular, and adequate nighttime residence,

including those students who are:

• Sharing the housing of other persons due to loss of housing or economic hardship, or similar reason;
• Living in motels, hotels, trailer parks, or camping grounds due to the lack of alternative adequate accommodations;
• Living in emergency or transitional shelters;
• Abandoned in hospitals;
• Living in public or private places not designed for or ordinarily used as regular sleeping accommodation;
• Living in cars, parks, public spaces, abandoned buildings, substandard housing, transportation stations or similar settings; or
• Migratory children living in conditions described in the previous examples.

The superintendent will designate an appropriate staff person to be the district’s McKinney-Vento liaison for homeless students and their families. The liaison may simultaneously serve as a coordinator for other federal programs, provided that they are able to carry out the duties listed in the procedure that accompanies this policy.

The principal of each elementary, middle, and high school building will establish a point of contact for such youth. The point of contact is responsible for identifying homeless and unaccompanied youth and connecting them with the district’s homeless student liaison. The district’s homeless student liaison is responsible for training the building points of contact.

Best interest determination

In making a determination as to which school is in the homeless student’s best interest to attend,

the district will presume that it is in the student’s best interest to remain enrolled in their school of origin unless such enrollment is against the wishes of a parent, guardian or unaccompanied youth.

Attendance options will be made available to homeless families on the same terms as families resident in the district, including attendance rights acquired by living in attendance areas, other student assignment policies, and intra and inter-district choice options.

If there is an enrollment dispute, the student will be immediately enrolled in the school in which enrollment is sought, pending resolution of the dispute. The parent or guardian will be informed of the district’s decision and the reasons therefore, (or informed if the student does not qualify for McKinney-Vento, if applicable) and their appeal rights in writing and in a language they can understand.  The district’s liaison will carry out dispute resolution as provided by state policy. Unaccompanied youth will also be enrolled pending resolution of the dispute.

Once the enrollment decision is made, the school will immediately enroll the student, pursuant to district policies. However, enrollment may not be denied or delayed due to the lack of any document normally required for enrollment, including academic records, medical records, proof of residency, mailing address or other documentation. Additionally, enrollment may not be denied or delayed due to missed application deadlines, fees, fines, or absences at a previous school.

If the student does not have immediate access to immunization records, the student will be admitted under a personal exception. Students and families should be encouraged to obtain current immunization records or immunizations as soon as possible, and the district liaison is directed to assist. Records from the student’s previous school will be requested from the previous school pursuant to district policies. Emergency contact information is required at the time of enrollment consistent with district policies, and in compliance with the state’s Address Confidentiality Program when necessary. However, the district cannot demand emergency contact information in a form or manner that creates a barrier to enrollment and/or attendance at school.

Homeless students are entitled to transportation to their school of origin or the school where they are to be enrolled. If the school of origin is in a different district, or a homeless student is living in another district but will attend his or her school of origin in this district, the districts will coordinate the transportation services necessary for the student or will divide the costs equally.

The district’s liaison for homeless students and their families will coordinate with local social service agencies that provide services to homeless children and youths and their families; other school districts on issues of transportation and records transfers; and state and local housing agencies responsible for comprehensive housing affordability strategies. This coordination includes providing public notice of the educational rights of homeless students where such children and youth receive services under the McKinney-Vento Act, such as schools, family shelters and soup kitchens. The notice must be disseminated in a manner and form that parents, guardians and unaccompanied youth receiving such services can understand, including, if necessary and to the extent feasible, in their native language. The district’s liaison will also review and recommend amendments to district policies that may act as barriers to the enrollment of homeless students and will participate in professional development and other technical assistance activities, as determined by the state-level (OSPI) coordinator for homeless children and youth programs.

The superintendent will:

• Strongly encourage district staff, including substitute and regular bus drivers to annually review the video posted on the OSPI website on identification of student homelessness;
• Strongly encourage every district-designated homeless student liaison to attend trainings provided by the state on identification and serving homeless youth.  Ensure that the district includes in materials provided to all students at the beginning of the school year or at enrollment, information about services and support for homeless students (i.e., the brochure posted on the OSPI website).
• Use a variety of communications each year to notify students and families about services and support available to them if they experience homelessness (e.g., distributing and collecting a universal annual housing intake survey, providing parent brochures directly to students and families, announcing the information at school-wide assemblies, posting information on the district’s website).

Facilitating on-time grade level progression

The district will: 1) waive specific courses required for graduation for students experiencing homelessness if similar coursework has been satisfactorily completed in another school district; or 2) provide reasonable justification for denial of the waiver. In the event the district denies a waiver and the student would have qualified to graduate from their sending school district, the district will provide an alternative process of obtaining required coursework so that the student may graduate on time.

The district will consolidate partial credit, unresolved, or incomplete coursework and will provide students experiencing homelessness with opportunities to accrue credit in a manner that eliminates academic and nonacademic barriers for the student.

For students who have been unable to complete an academic course and receive full credit due to withdrawal or transfer, the district will grant partial credit for coursework completed before the date of the withdrawal or transfer. When the district receives a transfer student in these circumstances, it will accept the student’s partial credits, apply them to the student’s academic progress, graduation, or both, and allow the student to earn credits regardless of the student’s date of enrollment in the district.

In the event a student is transferring at the beginning of or during their junior or senior year of high school and is ineligible to graduate after all alternatives have been considered, the district will work with the sending district to ensure the awarding of a diploma from the sending district if the student meets the graduation requirements of the sending district.

In the event a student enrolled in three or more school districts as a high school student, has met state requirements, has transferred to the district, but is ineligible to graduate from the district after all alternatives have been considered, the district will waive its local requirements and ensure that the student receives a diploma.

Informed consent for healthcare

Informed consent for healthcare on behalf of a student experiencing homelessness may be obtained from a school nurse, school counselor, or homeless student liaison when:

1. Consent is necessary for non-emergency, outpatient, primary care services, including physical examinations, vision examinations and eyeglasses, dental examinations, hearing examinations and hearing aids, immunizations, treatments for illnesses and conditions, and routine follow-up care customarily provided by a health care provider in an outpatient setting, excluding elective surgeries;
2. The student meets the definition of a “homeless child or youth” under the federal McKinney-Vento homeless education assistance improvements act of 2001; and
3. The student is not under the supervision or control of a parent, custodian, or legal guardian, and is not in the care and custody of the department of social and health services.

Upon the request by a health care facility or a health care provider, a district employee authorized to consent to care must provide to the person rendering care a signed and dated declaration stating under penalty of perjury that the employee is a school nurse, school counselor, or homeless student liaison and that the minor patient meet the requirements of RCW 7.70.065 (2) (b) listed above in this policy.

The district and district employee authorized to consent to care under this policy are not subject to administrative sanctions or civil damages resulting from the consent or non-consent for care or payment for care. Any declaration required by a health care facility or a health care provider described in the above paragraph must include written notice that the district employee is exempt from administrative sanctions and civil liability resulting from the consent or non-consent for care or payment for care.

Cross References: 

District Policy 3116 - Students in Foster Care

District Policy 3120 - Enrollment

District Policy 3231 - Student Records

District Policy 3413 - Student Immunization and Life Threatening Health Conditions

District Policy 4218 - Language Access Plan

Legal References:

RCW 28A.320.142 Unaccompanied youth – Building point of contact – Duty of District

42 U.S.C. 11431 et seq. McKinney-Vento Homeless Assistance Act

RCW 28A.225.215 Enrollment of children without legal residences

RCW 28A.320.145 Support for homeless students

20 U.S.C. 6301 et seq. Elementary and Secondary Education Act of 1965 as amended by Every Student Succeeds Act (ESSA)

Chapter 28A.320 RCW Provisions applicable to all districts (new section created by 3SHB 1682, 2016 legislative session)

Adopted: August 15, 2005

Revised:  February 2015; August 2016; January 18, 2017; September 4, 2019, July 24, 2024

The district recognizes that students in foster care include all students who are the subject of a dependency proceeding as defined in RCW 28A.150.510 and that these students, experience mobility in and out of these care systems and from one home placement to another that disrupts their education, thereby creating barriers to academic success and on-time graduation. Through collaboration with state, local, and/or tribal child welfare agencies, the district will strive to minimize or eliminate educational barriers for students in foster care, particularly with regard to enrollment, transfer of student records, and transportation to their school of origin. Pursuant to chapter 28A.225 RCW, the district’s collaboration with the state department of children, youth, and families in compliance with RCW 74.13.56 is mandatory. The superintendent or designee is authorized to establish procedures and/or practices for implementing this policy.

The District and its schools will work to improve systems to identify students in foster care to ensure that each student has proper access to free school meals and that applicable accountability and reporting requirements are satisfied.

District and Building Leven Points of contact

The superintendent or designee will designate an appropriate staff member to serve as the district’s foster care liaison with local child welfare agencies if such agencies notify the district in writing that they have designated a point of contact for the district.  The district foster care liaison will work with appropriate state, local and/or tribal child welfare agencies to receive notifications and share information regarding the status and progress of students who are in foster care. The district foster care liaison will also work collaboratively with the district’s Title I coordinator to provide supports for students in foster care that are enrolled or seeking to enroll in the district. The district’s foster care liaison will train the building level points of contact.

Each district school, including elementary, middle, and high school will establish a building point of contact for students who are in foster care.  The principal of each district school will appoint the building point of contact for students in foster care in consultation with the district foster care liaison.  The building level point of contact will be responsible for coordinating services and resources for students in foster care. 

Enrollment

Students in foster care must remain enrolled in the school they were attending at the time they entered foster care or changed foster placements, unless it is determined to be in their best interest to attend the neighborhood school. Best-interest determinations should be made as quickly as possible in order to prevent educational discontinuity for the student and should take into consideration the student-centered factors and input from the relevant and appropriate persons listed in procedure 3116P.

If remaining in the school of origin is determined not to be in the student’s best interest, the district will immediately enroll that student in their new school. Enrollment may not be denied or delayed based on the fact that documents normally required for enrollment have not been provided.

A school may not prevent a student in foster care from enrolling based on incomplete information of any history of placement in special education, any past, current, or pending disciplinary action, any history of violent behavior, or behavior listed in RCW 13.04.155, any unpaid fines or fees imposed by other schools, or any health conditions affecting the student’s educational needs during the ten (10) day period that the Department of Children, Youth, and Families has to obtain that information. Upon enrollment, the district will make reasonable efforts to obtain and assess the child’s educational history in order to meet the child’s unique needs within two (2) school business days. 

Records Transfer

When a student in foster care transfers schools, whether within the district or to another school district, the enrolling school will immediately contact the sending school to obtain academic and other records. The sending school will respond as soon as possible to requests it receives for records of students in foster care.

Additionally, upon receipt of a request for education records of a student in foster care from the Department of Children, Youth, and Families, the district will provide the records to the agency within two (2) school days.

Transportation

The district will collaborate with state, local or tribal child welfare agencies, as appropriate, to implement a written transportation procedure by which prompt, cost-effective transportation will be provided, arranged, and funded for students to remain in their school of origin when in their best interest for the duration of their time in foster care. 

If the student’s foster care placement changes to an area served by another school district, and it is determined to be in the best interest of the student to remain in the school of origin, the school district of origin and the school district in which the student is living shall agree upon a method to apportion the responsibility and costs for providing the student with transportation to and from the school of origin. If the school districts are unable to agree upon an apportionment method, the responsibility and costs for transportation shall be shared equally between the districts. 

Dispute resolution

In the event that a caregiver or education decision-maker disputes a district decision regarding the best interest of the student in foster care or the implementation of any other foster care provisions of the Every Student Succeeds Act of 2015, including transportation, the caregiver or education decision-maker may use the three-tiered appeals process outlined in the procedure that accompanies this policy. The district will make all reasonable efforts to collaborate with appropriate agencies and aggrieved parties to resolve the dispute at the local level.

Disputes between the district and a child welfare agency that remain unresolved may be forwarded to the Office of Superintendent of Public Instruction for resolution.

Review of unexpected or excessive absences

A district representative or school employee will review unexpected or excessive absences of students in foster care and those awaiting placement with the student and adults involved with the student, including their caseworker, educational liaison, attorney if one is appointed, parent, guardian, and foster parents. The purpose of the review is to determine the cause of the absences, taking into account: unplanned school transitions, periods of running from care, in-patient treatment, incarceration, school adjustment, educational gaps, psychosocial issues, and unavoidable appointments during the school day. The representative or employee will take proactive steps to support the student’s schoolwork, so the student does not fall behind and to avoid suspension or expulsion based on truancy

Facilitating on-time grade level progression

The district will: 1) waive specific courses required for graduation for students in foster care if similar coursework has been satisfactorily completed in another school district; or 2) provide reasonable justification for denial of the waiver. In the event the district denies a waiver and the student would have qualified to graduate from their sending school district, the district will provide an alternative process of obtaining required coursework so that the student may graduate on time.

The district will consolidate partial credit, unresolved, or incomplete coursework and will provide students in foster care with opportunities to accrue credit in a manner that eliminates academic and nonacademic barriers for the student.

For students who have been unable to complete an academic course and receive full credit due to withdrawal or transfer, the district will grant partial credit for coursework completed before the date of the withdrawal or transfer. When the district receives a transfer student in these circumstances, it will accept the student’s partial credits, apply them to the student’s academic progress or graduation or both, and allow the student to earn credits regardless of the student’s date of enrollment in the district.

In the event a student is transferring at the beginning of or during their junior or senior year of high school and is ineligible to graduate after all alternatives have been considered, the district will work with the sending district to ensure the awarding of a diploma from the sending district if the student meets the graduation requirements of the sending district.

In the event a student enrolled in three or more school districts as a high school student, has met state requirements, has transferred to the district, but is ineligible to graduate from the district after all alternatives have been considered, the district will waive its local requirements and ensure that the student receives a diploma.

Cross References:

Board Policy 2418 – Waiver of High School Graduation Credits

Board Policy 3115 – Students Experiencing Homelessness– Enrollment Rights and Services

Board Policy 3120 – Enrollment

Board Policy 3122 – Excused and Unexcused Absences

Board Policy 3231 - Student Records

Board Policy 6100 – Revenues from Local, State and Federal Sources

Legal References:

RCW 28A.150.510 Transmittal of education records to department of social and health services  Disclosure of educational records  Data-sharing agreements Comprehensive needs requirement document  Report
RCW 28A.225.023 Youth dependent pursuant to Chapter 13.34 RCW - Review of unexpected or excessive absences  Support for youths school work
RCW 28A.225.215 Enrollment of children without legal residences
RCW 28A.225.330 Enrolling students from other districts Requests for information and permanently records Withheld transcripts-Immunity from liability Notification to teachers and security personnel Rules
RCW 28A.225.350 Best interest determinations
RCW 28A.320.148 Foster care liaison  Building point of contact
RCW 28A.320.192 On-time grade level progression and graduation of students who are dependent youth
RCW 74.13.550 Child placement  Policy of educational continuity
20 U.S.C. 6301 et seq. Elementary and Secondary Education Act of 1965 as amended by the Every Student Succeeds Act [ESSA]

The superintendent or designee will develop procedures for enrolling students, recording attendance behavior and counseling and correcting students with attendance problems. When enrolling a student who has attended school in another school district, the parent and student will be required to briefly indicate in writing whether or not the student has:

1. Any history of placement in a special education program;
2. Any past, current or pending disciplinary actions;
3. Any history of violent behavior;
4. Adjudications or convictions described in RCW 13.04.155, which include violent offenses, sex offenses, firearm or dangerous weapon offenses, and controlled substance offenses;
5. Any unpaid fines or fees from other schools; and
6. Any health conditions affecting the student’s educational needs.

The school enrolling the student shall request the student’s permanent record—including records of disciplinary action, history of violent behavior or behavior listed in RCW 13.04.155, attendance records, immunization records, and academic performance—from the school the student previously attended.

If a school principal receives information about adjudications or convictions described in RCW 13.04.155, then they will follow the procedure described in Policy 3143 – Notification and Dissemination of Information about Student Offenses and Notification of Threats of Violence or Harm.

The district will require students or their parents to provide proof of residency within the district, such as copies of phone and water bills or lease agreements. The district will not require proof of residency or any other information regarding an address for any student who is eligible by reason of age for the services of the district if the student does not have a legal residence. For students who meet the definition of homeless, the district will immediately enroll the student, including while any enrollment dispute is pending (see 3115 –Students Experiencing Homelessness - Enrollment Rights and Services).

The district will not inquire into a student’s citizenship or immigration status or that of their parents or guardians.

The district will conditionally accept applications, including electronic applications, for enrollment and course registration for a student of a military family transferred to, or is pending transfer to, a military installation within the state (see 2100- Educational Opportunities for Students with a Parent in the Military).

The request for enrollment may be made by the student, parent or guardian.

Since accurate enrollment and attendance records are essential both to obtain state financial reimbursement and to fulfill the district's responsibilities under the attendance laws, the district will be diligent in maintaining such records.

Cross Reference: 

District Policy 2100 - Educational Opportunities for Students With A Parent In The Military

District Policy 2255 - Alternative Learning Experience Courses

District Policy 3115 - Students Experiencing Homelessness - Enrollment Rights and Services

District Policy 3143 - Notification and Dissemination of Information about Student Offenses and Notification of Threats of Violence or Harm

Legal References:

RCW 28A.225.215 Enrollment of children without legal residences

RCW 28A.225.216 Children of military families—Residency

RCW 28A.225.330 Enrolling Students from other districts — Requests for information and permanent records — Withheld transcripts — Immunity from liability — Notification to teachers and security personnel — Rules

WAC 392-121-108 Definitions — Enrollment exclusions

WAC 392-121-122 Definitions —Full-time equivalent students

WAC 392-121-182 Alternative learning experience requirements

WAC 392-169-022 Running start student — definition

Adoption Date: August 15, 2005

Revised: December 16, 2015; February 19, 2020; November 19, 2024

Definition of Absence

Absence from in-person learning

WAC 392-401-015 states the definition of an absence:

1. A student is absent from in-person instruction when they are:
   1. Not physically present on school grounds; and
      1. Not participating in the following activities at an approved location:
         1. Instruction; or
         2. Any instruction-related activity; or
         3. Any other district or school approved activity that is regulated by an instructional/academic accountability system, such as participation in district-sponsored sports.

Definition of absence from synchronous and asynchronous instruction

(1) A student is absent from synchronous online instruction when the student does not log in to the synchronous meeting/class. (2) A student is absent from asynchronous instruction when there is no evidence that the student accessed the planned asynchronous activity. (3) Evidence of student participation in asynchronous activities must occur daily, within a twenty-four-hour time frame of when the participation is planned or expected.

Minimum Time for Being Considered Present

The district has authority to establish minimum thresholds similar to in-person attendance for the time in which a student must be logged in to be considered present. The Superintendent will develop a consistent and equitable approach that is documented in the student handbook and communicated clearly to all students and families.  Determining a threshold for when a student is present or absent should not be left to individual teachers. 

Presence vs. Participation

Participation, such as turning video on and participating in discussion or chat, are not to be considered when determining if a student is present or not.  These are examples of participation and should be considered distinct from attendance.

Absence from Asynchronous Instruction

Similar to local determinations on what constitutes presence for synchronous online instruction, the superintendent will develop a consistent and equitable approach that establishes what constitutes “evidence of participation”. This approach will be documented in the student handbook and communicated clearly to all students and families.  Determining what constitutes “evidence of participation” should not be left to individual teachers.

Tardies

The district has the flexibility to determine what constitutes a tardy in synchronous online settings.  The district differentiates a tardy from an absence (where the student does not attend at all) and will exclude tardies from any reports that tally absences for the purpose of filing a truancy petition.

Daily attendance taking

The district will take daily attendance for all enrolled students whether the instructional modality is in-person, synchronous, or asynchronous.  When instruction is synchronous online or asynchronous, secondary schools will take attendance daily in each course with planned instruction and elementary schools will take attendance at least twice a day.

Excused and Unexcused Absences

Educators and administrators have a responsibility to monitor absences to determine if students and families need support. Students are expected to attend all assigned in-person classes each day or participate in all assigned remote instructional activities except when there are necessary reasons for students to be absent.  Upon enrollment and at the beginning of each school year, the district shall inform students and their parents/guardians of this expectation, the benefits of regular school attendance, the consequences of truancy, the role and responsibility of the district in regard to truancy, and resources available to assist the student and their parents and guardians in correcting truancy.  The district will also make this information available online and will take reasonable steps to ensure parents can request and receive such information in languages in which they are fluent. Parents will be required to date and acknowledge review of this information online or in writing. 

Excused Absences

Regular school attendance is necessary for mastery of the educational program provided to     students of the district. At times, students may be absent from class or not able to participate remotely. School staff will keep a record of absence and tardiness, including a record of excuse statements submitted by a parent/guardian, or in certain cases, students, to document a student’s excused absences. The following principles will govern the development and administration of attendance procedures within the district: 

1. Absences due to the following reasons are excused:
   1. Physical health or mental health symptoms, illness, health condition or medical appointment for the student or person for whom the student is legally responsible.  Examples of symptoms, illness, health conditions, or medical appointments include, but are not limited to, medical, counseling, mental health wellness, dental, optometry, pregnancy, and behavioral health treatment (which can include in-patient or out-patient treatment for chemical dependency or mental health);
   2. Family emergency including, but not limited to, a death or illness in the family;
   3. Religious or cultural purpose including observance of a religious or cultural holiday or participation in religious or cultural instruction;
   4. Court, judicial proceeding, court-ordered activity, or jury service;
   5. Post-secondary, technical school or apprenticeship program visitation, or scholarship       interview;
   6. State-recognized search and rescue activities consistent with RCW 28A.225.055;
   7. Absences directly related to the student’s homeless or foster care/dependency status;
   8. Absences related to deployment activities of a parent or legal guardian who is an active-duty member consistent with RCW 28A.705.010;  
   9. Absences due to suspensions, expulsions or emergency expulsions imposed pursuant to chapter 392-400 WAC if the student is not receiving educational services and is not enrolled in qualifying “course of study” activities as defined in WAC 392-121-107; 
   10. Absences due to student safety concerns, including absences related to threats, assaults, or bullying;
   11. Absences due to a student’s migrant status;
   12. An approved activity that is consistent with district policy and is mutually agreed upon by the principal or designee and a parent, guardian, or emancipated youth; and
   13. Absences due to the student’s lack of necessary instructional tools, including internet access or connectivity.
2. In the event of emergency school facility closure due to COVID-19, other communicable disease outbreak, natural disaster, or other event when districts are required to provide synchronous and asynchronous instruction, absences due to the following reasons are excused:
   1. Absences related to the student’s illness, health condition, or medical appointments due to COVID-19 or other communicable disease;
   2. Absences related to caring for a family member who has an illness, health condition, or medical appointment due to COVIID-19, other communicable disease, or other emergency health condition related to school facility closures;
   3. Absences related to the student’s family obligations during regularly scheduled school hours that are temporarily necessary because of school facility closures, until other arrangements can be made; and
   4. Absences due to the student’s parent’s work schedule or other obligations during regularly scheduled school hours, until other arrangements can be made.

The district may define additional categories or criteria for excused absences. A school principal or designee has the authority to determine if an absence meets this policy according to the above criteria for an excused absence.

1. If an absence is excused, the student will be permitted to make up all missed assignments outside of class under reasonable conditions and time limits established by the appropriate teacher; where  reasonable, if a student misses a participation-type class, they can request an alternative assignment that aligns with the learning goals of the activity missed.  
2. An excused absence will be verified by a parent/guardian; or an adult, emancipated or appropriately aged student, or school authority responsible for the absence. If attendance is taken electronically, either for a course conducted online or for students physically within the district, an absence will default to unexcused until such time as an excused absence may be verified by a parent or other responsible adult. If a student is to be released for health care related to family planning or abortion, the student may require that the district keep the information confidential. Students thirteen and older have the right to keep information about drug, alcohol or mental health treatment confidential. Students fourteen and older have the same confidentiality rights regarding HIV and sexually transmitted diseases.
3. Except as provided in subsection (2) of this section, in the event that a child in elementary school is required to attend school under RCW 28A.225.010 or 28A.225.015 (1) and has five or more excused absences in a single month during the current school year, or ten or more excused absences in the current school year, the school district shall schedule a conference or conferences with the parent and child at a time reasonably convenient for all persons included for the purpose of identifying the barriers to the child’s regular attendance, and the supports and resources that may be made available to the family so that the child is able to regularly attend school. To satisfy the requirements of this section, the conference must include at least one school district employee such as a nurse, counselor, social worker, teacher, or community human services provider, except in those instances regarding the attendance of a child who has an individualized education program or a plan developed under section 504 of the rehabilitation act of 1973, in which case the reconvening of the team that created the program or plan is required.

This conference is not required if the school has received prior notice or a doctor’s note has been provided and an academic plan put in place so that the child does not fall behind.

Unexcused Absences

1. Any absence from school for the majority of hours or periods in an average school day is unexcused unless it meets one of the criteria above or in administrative procedure for an excused absence.
2. A student’s grade may be affected if a graded activity or assignment occurs during the period of time when the student is absent and that absence is not excused.
3. The school will notify a student’s parent or guardian in writing or by telephone whenever the student has failed to attend school after one unexcused absence within any month during the current school year. The notification will include the potential consequences of additional unexcused absences.  The school will make reasonable efforts to provide this information in a language the parent understands.
4. The school will hold a conference with the parent or guardian after three unexcused absences within any month during the current school year. The conference will analyze the causes of the student’s absences and develop a plan that identifies student, school, and family commitments to reduce the student’s absences from school. If the parent does not attend the conference, the school official may still hold the conference with the student.  However, the school will notify the of the steps the district has decided to take to eliminate or reduce the student’s absences. 
5. Between the student’s second and seventh unexcused absence, the school must take the following data-informed steps:
   1. Middle and high school students will be administered the Washington Assessment of the Risks and Needs of Students (WARNS) or other assessment
   2. These steps must include, where appropriate, providing an available  approved best practice or research-based intervention, or both, consistent with the WARNS profile or other assessment, if an assessment was applied, adjusting the child’s school program or school or course  assignment, providing more individualized or remedial instruction, providing appropriate vocational courses or work experience, referring  the child to a community truancy board, requiring the child to attend an  alternative school or program, or assisting the parent or child to obtain supplementary services that might eliminate or ameliorate the cause or causes for the absence from school.
   3. For any child with an existing individualized education plan or 504 plan, these steps must include the convening of the child’s individualized education plan or 504 plan team, including a behavior specialist or mental health specialist where appropriate, to consider the reasons for he absences.  If necessary, and if consent from the parent is given, a functional behavior assessment to explore the function of the absence behavior shall be conducted and a detailed behavior plan completed.  Time should be allowed for the behavior plan to be initiated and data tracked to determine progress.

Not later than the student’s seventh unexcused absence in a month the district will enter into an agreement with the student and parents that establishes school attendance requirements, refer the student to a community engagement board or file a petition and affidavit with the juvenile court alleging a violation of RCW 28A.225.010.

6. If such action is not successful, the district will file a petition and affidavit with the juvenile court alleging a violation of RCW 28A.225.010 by the parent, student or parent and student no earlier than the seventh unexcused absence within any month during the current school year and not later than the fifteenth unexcused absence during the current school year.

The superintendent will enforce the district's attendance policies and procedures. Because the full knowledge and cooperation of students and parents are necessary for the success of the policies and procedures, procedures will be disseminated broadly and made available to parents and students annually. 

Tardies and Disciplinary Actions   

1. Students shall not be absent if:
   1. They have been suspended, expelled, or emergency removed pursuant to chapter 392-400 WAC;
   2. Are receiving educational services as required by RCW 28A.600.015 and chapter 392-400 WAC; and
   3. The student is enrolled in qualifying “course of study” activities as defined in WAC 392-121-107. Course of study activities do not include sending homework packets home.
2. A full day absence is when a student is absent for fifty percent or more of their scheduled day.
3. A school or district shall not convert or combine tardies into absences that contribute to a truancy petition.

A student shall be considered absent if they are on school grounds but not in their assigned setting.

Tiered response system for student absences
WAC 392-401A-045 requires:

School districts to implement minimum requirements of a multitiered system of support for attendance to address barriers to student attendance, provide timely interventions and best practices to reduce chronic absenteeism and truancy.  Multitiered systems of support include:

1. Monitoring daily attendance data for all students who are absent, whether the absence is excused or unexcused;
2. A process to contact families and verify current contact information for each enrolled student that includes multiple attempts and modalities in the parent’s home language;
3. Differentiated supports that address the barriers to attendance and participation that includes universal supports for all students and tiered interventions for students at-risk of and experiencing chronic absence, including school and district attendance or engagement teams, connecting to community resources, and community engagement boards; and
4. A process for outreach and reengagement for students who have been withdrawn due to nonattendance and there is no evidence that the student is enrolled elsewhere.  This outreach and reengagement process must include a school and/or district point person/people to maintain the list, keep it updated, and coordinate the outreach;
   1. A school and/or district point person/people to maintain the list, keep it updated, and coordinate the outreach;
   2. School or district staff assigned to conduct the outreach and attempts at reengagement in coordination with community partners or other programs;
   3. Multiple methods of communication and outreach in a language or mode of communication that the parent understands including phone calls, texts, letters, and home visits;
   4. Referral to community-based organizations;
   5. Documentation of the attempts to reach student and family; and
   6. Follow the required steps to address unexcused absences in chapter 28A.225 RCW, including early communication to parents, holding parent conferences, and administering a truancy screener to understand the underlying reasons for the absences, and providing evidence-based or best practice interventions, even if the student has been withdrawn due to nonattendance.

Students dependent pursuant to Chapter 13.34, RCW

A school district representative or certificated staff member will review unexpected or excessive absences of a student who has been found dependent under the Juvenile Court Act with that student and adults involved with that student.  Adults includes the student’s caseworker, educational liaison, attorney if one is appointed, parent or guardians, foster parents and/or the person providing placement for the student.  The review will take into consideration the cause of the absences, unplanned school transitions, periods of running from care, in-patient treatment, incarceration, school adjustment, educational gaps, psychosocial issues, and the student’s unavoidable appointments that occur during the school day. The representative or staff member must proactively support the student’s management of their schoolwork.

Migrant Students

The district, parent/guardian and student are encouraged to work to create an Extended Absence Agreement with the school to decrease the risk of an adverse effect on the student’s educational progress.

Cross References:

District Policy 3120 - Enrollment

District Policy 3230 - Student Privacy and Searches

District Policy 3241 - Student Discipline

District Policy 4218 - Language Access

Legal References:

Chapter 28A.225 Compulsory school attendance and admission

RCW 13.34.300 Relevance of failure to cause juvenile to attend school to neglect petition.

Chapter 392-401 WAC Statewide definition of absence for the 2020-21 school year

Adoption Date:   August 15, 2005

Revised:   September 2, 2015; August 17, 2016; December 6, 2017; February 20, 2019; October 21, 2020; August 3, 2022; December 4, 2024

The district recognizes its responsibility for the proper care of students during school hours. Students will not be removed from school grounds, any school building or school function during school hours except by a person authorized according to district procedures. Before a student is removed or excused, the person seeking to remove the student must present to the satisfaction of the superintendent or principal evidence of their proper authority to remove the student. A teacher should not excuse a student from class to confer with anyone unless the request is approved by the principal. The superintendent is directed to establish procedures for the removal of a student during school hours.

Prior to sending a student to their home for illness, discipline or a corrective action, the principal will attempt to reach the student's parent to inform them of the school's action and to request that they come to the school for the child. If the principal cannot reach the parent, the student will remain at school until the close of the school day. A student may be released to a law enforcement officer in accordance with the district policy.

Cross Reference:

District Policy 3126 - Child Custody

District Policy 3418 - Emergency Treatment

District Policy 4200 - Parent Access and Safe and Orderly Learning Environment

District Policy 4310 - District Relationships with Law Enforcement and other Government Agencies

Legal Reference:

RCW   28A.605.010 Removing child from school grounds during school hours.

Adoption Date:  August 15, 2005

Revised:  December 16, 2015

Reviewed: October 10, 2024

Students age 16 or older identified by themselves or staff as potential dropouts will become a focus of attention in the following manner:

A.    Each student and his/her counselor will meet for the purpose of discussing the reason for desiring to withdraw from school and the student's plans for the future, including the educational, counseling and related services which are available within the school and/or community.

B.    The counselor and the student's teachers will meet to discuss the student's present status and to identify program modifications and/or options that will meet the student's present and future needs.

C.    The student, parent or guardian, counselor, and principal will review all pertinent information and the options that are available to the student and their parents.

D.    Reasonable efforts will be made to persuade the student to remain in school and complete requirements for a diploma. If unsuccessful, staff will attempt to find placement in an appropriate alternative educational setting. Failing that, the principal will determine if there is sufficient ground to excuse the student from continued compulsory attendance. If there is, the principal will recommend to the superintendent that the student be excused from further school attendance.

No student under the age of 18 will be permitted to withdraw unless he or she is lawfully and regularly employed and either a parent agrees that the student should not be required to attend school, or the student has been emancipated in accordance with Chapter 13.64 RCW. No student under the age of 16 will be permitted to withdraw from further school attendance unless another exception to compulsory attendance has been met.

The superintendent will provide the board an annual early withdrawal report which outlines the age and grade level for each student, the reason(s) for leaving and any follow-up data that has been collected after the student has withdrawn.

Cross References:

2163 - Response to Intervention
2140 - Comprehensive School Counseling Program
2121 - Substance Abuse Program
2108 - Learning Assistance Program
2090 - Program Evaluation

Legal References:

RCW 28A.225.010 Attendance mandatory age Exceptions
RCW 28A.225.020 School's duties upon child's failure to attend school

Adoption Date:  August 15, 2005

Revised: December 16, 2015

Reviewed: February 25, 2026

The district presumes that the person who enrolls a student in school is the residential parent of the student. The residential parent is responsible for decisions regarding the day-to-day care and control of student. Parents or legal guardians have rights to receive information contained in the school records concerning their child and to forbid or permit the disclosure of such information to others, subject to the authority granted to the residential parent.

The district, unless informed otherwise, assumes that there are no restrictions regarding the nonresidential parent's right to be kept informed of the student's school progress and activities. If restrictions are made relative to the above rights, the residential parent will be requested to submit a certified copy of the court order that curtails these right(s). If these rights are questioned by the nonresidential parent, the issue will be referred to law enforcement authorities for resolution.

Unless there are court-imposed restrictions, the nonresidential parent, upon request, will be given grade reports, notices of school activities, reports of disciplinary actions, or notices of teacher or principal conferences or summaries.

If there is a court order on file with the district that restricts and/or prohibits any parent or other person from contact with a student at school or picking up a student from school, then the district will not permit the student to visit with or be released to that parent, or other person. The district will remain neutral in any custody disputes and will not provide special documentation above student records already available to parents.

Cross References:

District Policy 4310 - District Relationships with Law Enforcement and other Government Agencies

District Policy 4200 - Safe and Orderly Learning Environment

District Policy 3231 - Student Records

District Policy 3124 - Removal-Release of Student During School Hours

District Policy 2420 - Grading and Progress Reports

Legal References: 

CFR 45, Part 99 Family education rights and privacy act

RCW 13.34.200 Order terminating parent and child relationship - Rights of parties when granted

RCW 26.09.184 Permanent parenting plan

Adopted: September 2, 2015

Revised: October 10, 2024

District Attendance Area Transfers

Each student in the district is required to attend the school designated for the geographic attendance area in which he or she resides.

A parent or guardian may request that their child be allowed to attend another school in the district. Requests must be submitted, in writing, to the principal of the building at which the student is currently assigned. Secondary students who request attendance area transfers are subject to the Washington Interscholastic Activities Association’s eligibility rules.

Transfers may be granted if:

1. A financial, educational, safety, or health condition affecting the student would be reasonably improved as a result of the transfer;
2. Attendance at another school in the district is more accessible to the parent's place of work or to the location of childcare; or
3. There is some other special hardship or detrimental condition affecting the student or the student's immediate family which would be alleviated as a result of the transfer. Special hardship or detrimental conditions may include a student who moves to a new attendance area in the district during the school year. The student may elect to transfer at the time of the move or at the end of the semester or grading period. For a high school sophomore or junior, transfers may only be approved to coincide with the beginning of a new grading period. A senior may elect to finish the school year without transferring to a new school but must declare their preference prior to the beginning of the last semester.

Transfers must be granted if the student is a child of a full-time certificated or classified school employee unless:

1. The student has a history of convictions, violent or disruptive behavior, or gang membership;
2. The student has been expelled or suspended from school for more than ten consecutive days; or
3. Enrollment of a non-resident child would displace a child who is a resident of the district (the resident child must be permitted to remain enrolled until he or she completes his or her schooling).

Parents will be informed annually of the district's attendance area transfer option. The district will make available for public inspection the Superintendent of Public Instruction's annual information booklet on enrollment options in the state at each school building, the central office and local public libraries. This information will also be available on the website of the Superintendent of Public Instruction.

Reporting Transfers out of the district

When students move out of the district without notification of where they will be enrolling once they have moved, it can be challenging to know how to report the transfer appropriately and ensure the student’s educational records are forwarded. To address these challenges, the district will follow the Comprehensive Education Data and Research System (CEDARS) Reporting Guidance for reporting students as confirmed or unconfirmed transfers both inside and outside of Washington.

To confirm the transfer of a student who has emigrated to another country, the district will obtain written confirmation, but need not obtain an “official” writing. This means that if a parent informs a school administrator that the family is leaving the country and a school administrator documents the conversation in writing and includes it in the student’s file, the district may report the out of country transfer as confirmed. However, the district will not report a transfer as confirmed if information that a student has moved is reported from a student’s friend rather than a parent.

Legal References:

RCW   28A.225.225 Applications from nonresident students or students receiving home-based instruction to attend district school — School employees' children — Acceptance and rejection standards — Notification

RCW 28A.225.270 Intradistrict enrollment options policies

RCW 28A.225.290 Enrollment options information booklet

RCW 28A.225.300 Enrollment options information to parents

Adoption Date:  August 15, 2005

Revised: June 2, 2015; February 12, 2025

A student who resides within the boundaries of the district will be released to 1) attend another school district, or 2) enroll for ancillary services, if any, in another district as specified in the

parental declaration of intent to provide home-based instruction, provided the other district agrees to accept the student if:

1. A financial, educational, safety or health condition affecting the student would be reasonably improved as a result of the transfer;
2. Attendance at the school in the nonresident district is more accessible to the parent's place of work or to the location of child care;
3. There is some other special hardship or detrimental condition affecting the student or the  student's immediate family which would be alleviated as a result of the transfer. Special hardship or detrimental conditions include a student who becomes a resident of the district in mid-year. Such a student may apply for a release to complete the current school year only in their former district of residence, if transferring mid-year would create a special hardship or detrimental condition;
4. The purpose of the transfer is for the student to enroll in an online course or online school      program offered by an online provider approved under RCW 28.A.250.020; or
5. The student is a child of a full-time certificated or classified school employee.

In all cases in which a resident student is released, the student or the student's parent(s) will be solely responsible for transportation, except that a student may ride on an established district bus route if the superintendent determines that the district would incur no additional cost.

A parent or guardian will request the release of their child by completing the appropriate district form including the basis for the request and the signature of the superintendent or designee, of the school district which the student will attend.

The superintendent or designee will grant or deny the request for release according to the above-stated criteria, and promptly notify the parent in writing of their decision.

If the request is granted, the superintendent or designee will notify the nonresident district and make necessary arrangements for the transfer of student records.

If the request is denied, the superintendent will notify the parent of the right to petition the board, upon five school business days prior notice, for review of the decision and to have a hearing before the board at its next regular meeting. Following the hearing by the board, a final decision will be promptly communicated to the parent in writing.

If the request for release is denied by the board, the written decision will inform the parent or guardian of the right to appeal such decision to the superintendent of public instruction.

Each school district board of directors annually will inform parents of the district’s interdistrict enrollment options and parental involvement opportunities.  Information on interdistrict acceptance policies will be provided to nonresidents on request. Providing online access to the information satisfies the requirements of this policy unless a parent or guardian specifically requests information to be provided in written form.

Legal References: 

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

RCW 28A.225.225 Applications from nonresident students or students receiving home-based instruction to attend district school — School employees' children — Acceptance and rejection standards — Notification

RCW 28A.225.230 Appeal from certain decisions to deny student's request to attend nonresident district — Procedure

RCW 28A.225.290 Enrollment options information booklet

RCW 28A.225.300 Enrollment options information to parents

Adoption Date: August 15, 2005

Revised: December 16, 2015; February 1, 2017

Reviewed: November 5, 2024

Consistent with Chapter 28A.225 RCW, any student who resides outside the district, may apply to attend a school in the district or file the parental declaration of the intent to provide home-based instruction and enroll for ancillary services, if any. All applications for nonresident attendance or home-based instruction will be considered on an equal basis. 

The district annually will inform parents of the inter-district enrollment options and parental involvement opportunities. Information on inter-district acceptance policies will be provided to nonresidents on request.  Providing online access to the information satisfies the requirements of this policy unless a parent or guardian specifically requests information to be provided in written form. The district will not charge any transfer fees or tuition costs for enrolling eligible nonresident students.   

The superintendent/designee will develop an application form that the parent or guardian will complete to apply for the student’s admission. The form will gather information such as the child’s current legal residence, the school district where the student is currently enrolled or receiving home-based instruction, the basis for requesting release from the resident district, the specific building desired, and grade level (elementary) or course offerings (secondary) in which the student desires to be enrolled if accepted by the district.

The district must use the Standard Choice Transfer System in the Education Data System (EDS) to process those requests for student transfer enrollment into online or alternative learning       experience programs or schools.

A student who resides in a district that does not operate a secondary program will be permitted to enroll in secondary schools in this district in accordance with state law and regulation relating to the financial responsibility of the resident district.

Standards for Accepting or Rejecting an Application

The superintendent/designee will accept or reject an application for nonresident admission based upon the following standards:

1. Whether acceptance of a nonresident student would result in the district experiencing significant financial hardship (“financial hardship” does not include routine programmatic costs associated with serving additional disabled or non-disabled students);
2. Whether in the grade level or class at the building where the student desires to be enrolled has the capacity for additional students;
3. Whether appropriate educational programs or services are available to improve the student’s condition as stated in requesting release from their district of residence;
4. Whether the student’s disciplinary records or other documentation indicate a history of violent or disruptive behavior or gang membership (a gang means a group of three or more persons with identifiable leadership that on an ongoing basis regularly conspires and acts in concert mainly for criminal purposes);
5. Whether the student has been expelled or suspended from a public school for more than ten consecutive days, in which case the student may apply for admission under the district’s policy for readmission and reengagement of suspended or expelled students;
6. Whether enrollment of a nonresident student would conflict with a district innovation academy cooperative under RCW 28A.340.080; and
7. Whether the student has repeatedly failed to comply with requirements for participation in an online school program, such as participating in weekly direct contact with the teacher or monthly progress evaluations.

Admission or Denial:  Notice of Decision and Appeal of Decision

The superintendent/designee, in a timely manner, will provide all applicants with written notification of the approval or denial of a nonresident student’s enrollment application.  If the student is to be admitted, the superintendent/designee will notify the resident district and make necessary arrangements for the transfer of student records. 

If the application is denied, the superintendent will notify the parent or guardian in writing   within 45 days from receipt of the parent’s application.  The notification will include the reason (s) for denial and inform the parent or guardian of their right to appeal the district’s denial decision to the Superintendent of Public Instruction or their designee as detailed in RCW 28A.225.230.

The parent or guardian may appeal the denial to the district’s superintendent or designee.    Within five business days of receipt of the parent’s appeal submission, the superintendent or designee will provide the parent with a written notification of the final appeal decision to either grant or deny the student’s admittance into the district.

Children of Full-Time Employees

1. Pursuant to RCW 28A.225.225, a nonresident student who is the child of a full-time certificated or classified employee will be permitted to enroll:
   1. At the school where the employee is assigned;
   2. At a school forming the district’s kindergarten through twelfth grade continuum, which includes the school where the employee is assigned;
   3. The student remains enrolled until they complete schooling; or
   4. At a school in the district that provides early intervention services pursuant to RCW 28A.155.065 and/or preschool services pursuant to RCW 28A.155.070, if the student is eligible for such services.
2. The district may reject the application of a student who is the child of a full-time employee if:
   1. Disciplinary records or other evidence supports a conclusion that the student has a history of convictions, violent or disruptive behavior, or gang membership; or
   2. The student has been expelled or suspended from a public school for more than ten consecutive days (however, the district’s policies for allowing readmission of expelled or suspended students and the required reengagement procedures under this rule must apply uniformly to both resident and nonresident applicants seeking admission, pursuant to RCW 28A.225.225(2)(b)); or
   3. The student has repeatedly failed to comply with requirements for participation in an online school program, such as participating in weekly direct contact with the teacher or monthly progress evaluations.

Cross References: 

Board Policy 3120 - Enrollment

Adoption Date: August 15, 2005

Revised: February 15, 2017; May 15, 2019; November 19, 2024

The district recognizes the value of cultural and academic exchanges. Such experiences provide international exchange students with a balanced understanding of our country and provide U.S. students with a broad world perspective.

Students visiting our state for a short stay (B-2 visa), such as a vacation or visit with friends or family, may not enroll in school in the district. However, with prior written permission from the school, these students may visit classrooms and attend school-sponsored events.

International exchange students who come to the U.S. for a long-term visit (J-1 or F-1 visas) with the intention of attending school may register to attend school in the district through a recognized international exchange program or through the sponsorship of a school.

The district will admit such international exchange students when admission does not adversely impact the instructional program of the district.

The superintendent or designee is directed to develop procedures including but not limited to the number of international exchange students the district will admit, selection of international exchange organizations, timing of placement process, district expectations of international exchange organizations, school expectations for international exchange students, school responsibilities and provisions for international exchange students with F-1 visas.

Legal References:

Chapter 19.166 RCW International Student Exchange
RCW 28A.300.240 International Student Exchange

Revised: December 16, 2015

Reviewed: February 25, 2026

The South Kitsap School District is committed to providing a safe and secure environment for all its students and staff.  All students, including those who have committed or been adjudicated for offenses, have constitutional rights to public education.

1. Notification of Student Offenses from County Sheriff’s Office, Courts, Department of Social and Health Services, Department of Corrections, and Other School Districts. 
   
   The district receives notices and information about student offenders from several statutorily authorized sources, including the county sheriff’s office, the courts, the department of social and health services, the department of corrections, and other school districts where the student previously enrolled.  The district will take appropriate precautionary measures when it receives notices and information of student offenses from any of these sources. Student discipline, if any, will be consistent with 3241 – Student Discipline.
   
   The superintendent, or their designee, and school principals play an important role in determining and implementing appropriate precautionary measures relating to notices and information about student offenses.  If the superintendent, a designee of the superintendent, or a principal of a school receives student offense information under RCW 28A.225.330 (notifications from other school districts), 9A.44.138 (sheriff notifications to school districts), 13.04.155 (court notifications to school districts), 13.40.215 (department of children, youth, and families notifications to school districts), or 72.09.730 (department of corrections notifications to school districts), the following notification provisions will be followed.

1. Sex Offenses and Registered Sex or Kidnapping Offenders.
    
   1.  Superintendent or Designee. Upon receipt of information about sex offenses as    defined in RCW 9.94A.030 or upon receipt of information about registered sex or kidnapping offenders pursuant to RCW 9A.44.138, the superintendent or designee will provide the information to the principal of the school where the student is enrolled or will enroll – or, if not known, where the student was most recently enrolled.
   2. Principals. When the principal receives the information described above, they must then disclose the information as follows.
      If the student is classified as a risk level II or III, the principal shall provide the information received to every teacher of the student and to any other personnel who, in the judgment of the principal, supervises the student or for security purposes should be aware of the student’s record.
      If the student is classified as a risk level I, the principal shall provide the information    received only to personnel who, in the judgment of the principal, for security purposes should be aware of the student’s record.
   3. Convicted Juvenile Sex Offenders Attendance at Victims School. Convicted juvenile sex offenders are prohibited from attending the elementary, middle, or high school attended by their victims or their victims’ siblings. The parents or legal guardians of the convicted juvenile sex offender shall be responsible for providing transportation or covering other costs associated with or required by the sex offender’s change in school.
      The Department of Social and Health Services (DSHS) Sex Offender School Attendance Program assists with ensuring that juvenile sex offenders, committed to Juvenile Rehabilitation Administration (JRA), do not enroll in the same school as their victim or their victims’ siblings. If there is a conflict in schools, DSHS program staff will work with JRA to have the offender moved to another school.
   4. Collaboration. The principal or designee will consult and collaborate with department of corrections, juvenile justice staff, treatment providers, victim support groups, and families, as applicable, when working with students required to register as a sex or kidnapping offender.
   5. Inquiries by the Public.  Law enforcement agencies receive relevant information about the release of sex and kidnapping offenders into communities and decide when such information needs to be released to the public. Therefore, district and school staff will refer all inquiries by the public at large (including parents and students) regarding students required to register as a sex or kidnapping offender directly to law enforcement. 
       
2. Violent Offenses, Firearms and Dangerous Weapons Crimes, Unlawful Possession or Delivery of Controlled Substances, or School Disciplinary Actions. 
    
   1. Superintendent or Designee.  Upon receipt of information about a violent offense as defined in RCW 9.94A.030, any crime under chapter 9.41 RCW, unlawful possession or delivery, or both, of a controlled substance in violation of chapter 69.50 RCW, or a school disciplinary action, the superintendent or designee will provide the information to the principal of the school where the student is enrolled or will enroll – or, if not known, where the student was most recently enrolled.
   2. Principals. When the principal, receives the information described above, they have discretion to share the information with a district staff member if, in the principal’s judgment, the information is necessary for: The staff member to supervise the student; The staff member to provide or refer the student to therapeutic or behavioral health services; or Security purposes.
      School principals and staff should use care not to allow a student’s demographic or personal  characteristics to bias the decision of whether to share information received.
      Upon receipt of information about an adjudication in juvenile court for an unlawful    possession of a controlled substance in violation of chapter 69.50 RCW, the principal must notify the student and the parent or legal guardian at least five days before sharing the information with a district staff member.
      If either the student or the student’s parent or legal guardian objects to the proposed   sharing of the information, the student, the student’s parent or legal guardian, or both, may, within five business days of receiving notice from the principal, appeal the decision to share the information with staff to the superintendent of the district in accordance with procedures developed by the district.
      The superintendent shall have five business days after receiving an appeal under the above to make a written determination on the matter. Determinations by the superintendent under this subsection are final and not subject to further appeal.
      A principal may not share adjudication information under this subsection with a district staff member while an appeal is pending.

3. Public Records Act. 
   
   Any information received by district staff under this section is exempt from disclosure under the public records act (chapter 42.56 RCW) and may not be further disseminated except as provided in RCW 28A.225.330, other statutes or case law, and the family and educational and privacy rights act of 1994 (20 U.S.C. Sec. 1232g et seq.)
4. Assignment of Student Offenders to Certain Classrooms.
   
   A student committing an offense under chapter 9A.36 (assault), 9A.40 (kidnapping, unlawful imprisonment, custodial interference, luring, trafficking, and coercion of involuntary servitude), 9A.46 (harassment), or 9A.48 RCW (arson, reckless burning, and malicious mischief) when the activity is directed toward the teacher, shall not be assigned to that teacher’s classroom for the duration of the student’s attendance at that school or any other school where the teacher is assigned.
   
   A student who commits an offense under chapter 9A.36 (assault), 9A.40 (kidnapping, unlawful imprisonment, custodial interference, luring, trafficking, and coercion of involuntary servitude), 9A.46 (harassment), or 9A.48 RCW (arson, reckless burning, and malicious mischief), when directed toward another student, may be removed from the classroom of the victim for the duration of the student’s attendance at that school or any other school where the victim is enrolled.

2. Notification of Threats of Violence or Harm.
   Students and school employees who are subjects of threats of violence or harm will be notified of the threats in a timely manner.  “Threats of violence or harm” means direct or indirect communications by any means of the intent to inflict physical harm upon a specific individual or individuals or that place a person in fear of the imminent likelihood of serious harm.
   
   The district will assess and address potential threats of violence or harm in a manner consistent with Policy and Procedure 3225 – School-Based Threat Assessment, other safety policies, and comprehensive safe school plans. In instances where the threat is deemed moderate risk or high risk or requires further intervention to prevent violence or serious harm, the school administrator shall notify the parent and/or guardian of any student who is the target/recipient of a threat as well as the parent and/or guardian of any student who made the threat.  The district will ensure that the notice is in a language the parent and/or guardian understands, which may require language assistance for parents or guardians with limited-English proficiency under Title VI of the Civil Rights Act of 1964.
   
   If there is a specific and significant threat to the health or safety of a student or other individuals, the district may disclose information from education records to appropriate parties whose knowledge of the information is necessary. Timing and details of the notice will be as extensive as permitted by the federal Family Educational Rights and Privacy Act, other legal limitations, and the circumstances.
   
   The district may use information about a threat of harm or violence in connection with student discipline consistent with Policy and Procedure 3241 – Student Discipline.
   
   The district, board, school officials, and school employees providing notice in good faith as     required and consistent with the district’s policies are immune from any liability arising out of such notification.  A person who intentionally and in bad faith or maliciously, knowingly makes a false notification of a threat under this section is guilty of a misdemeanor punishable under RCW 9A.20.021.
3.  Immunity.
   Any school district or district employee who releases the information in compliance with federal and state law is immune from civil liability for damages unless it is shown that the school district or district employee acted with gross negligence or in bad faith.
4. Notification of Criminal Action
   Upon receiving a report that a criminal action is alleged to have been committed against a student on school property during the school day or during a school-sponsored activity, including if there has been a shooting on school property, or that a student has been detained based on probable cause that they were involved in criminal activity on school property during the school day, the district will immediately notify the student’s parents or legal guardians.

Cross References:

District Policy 2161 - Special Education and Related Services for Eligible Students

District Policy 2162 - Education of Students With Disabilities Under Section 504 of the Rehabilitation Act of 1973

District Policy 3120 - Enrollment

District Policy 3140 - Release of Resident Students

District Policy 3207 - Prohibition of Harassment, Intimidation, and Bullying

District Policy 3225 - School-Based Threat Assessment

District Policy 3231 - Student Records

District Policy 3241 - Student Discipline

District Policy 4020 - Confidential Communications

District Policy 5281 - Disciplinary Action and Discharge

District Policy 6513 - Workplace Violence Prevention

Legal References: 

RCW 13.04.155 Notification to school principal of conviction, adjudication, or diversion agreement - Provision of information to teachers and other personnel Confidentiality

RCW 13.40.215 Juveniles found to have committed violent or sex offense or stalking Notification of discharge, parole, leave, release, transfer, or escape to whom given School attendance Definitions

RCW 28A.600.460 Classroom discipline Policies - Classroom placement of student offenders Data on disciplinary actions

RCW 4.24.550 Sex offenders and kidnapping offenders Release of information to public Web site

RCW 9A.44.130 Registration of sex offenders and kidnapping offenders Procedures Definition  Penalties

RCW 28A.225.330 Enrolling students from other districts Requests for information and permanent records Immunity from liability Rules

RCW 28A.320.128 Notice and disclosure policies Threats of violence Student conduct Immunity for good faith notice Penalty

RCW 28A.320; 2020 c 167 1 Notification provisions

RCW 72.09.345 Sex offenders Release of information to protect public End-of-sentence review committee Assessment Records access Review, classification, referral of offenders Issuance of narrative notices

WAC 392-400 Student Discipline

20 U.S.C. 1232g; 34 C.F.R. Part 99 Family Educational Rights and Privacy Act Article IX, Section 1, Washington State Constitution

RCW 28A.605.005 Parental rights

Adoption Date: August 15, 2005

Revised: December 16, 2015; June 1, 2022; September 17, 2025

Reviewed: October 10, 2024

The district is committed to a positive and productive education free from discrimination, including sexual harassment. This commitment extends to all students involved in academic, educational, extracurricular, athletic, and other programs or activities of the school, whether that program or activity is in a school facility, on school transportation or at a class or school training held elsewhere.

Definitions

For purposes of this policy, sexual harassment means unwelcome conduct or communication of a sexual nature.  Sexual harassment can occur adult to student, student to student or can be carried out by a group of students or adults and will be investigated by the District even if the alleged harasser is not a part of the school staff or student body.  The district prohibits sexual harassment of students by other students, employees, or third parties involved in school district activities.

The term “sexual harassment” may include:

• acts of sexual violence;
• unwelcome sexual or gender-directed conduct or communication that interferes with an individual’s educational performance or creates an intimidating, hostile, or offensive environment;
• unwelcome sexual advances;
• unwelcome requests for sexual favors;
• sexual demands when submission is a stated or implied condition of obtaining an educational benefit;
• sexual demands where submission or rejection is a factor in an academic, or other school-related decision affecting an individual.

A “hostile environment” has been created for a student when sexual harassment is sufficiently serious to interfere with or limit the student’s ability to participate in or benefit from the school’s program. The more severe the conduct, the less need there is to demonstrate a repetitive series of incidents.  In fact, a single or isolated incident of sexual harassment may create a hostile environment if the incident is sufficiently severe, violent, or egregious. 

Investigation and Response

If the district knows, or reasonably should know, that sexual harassment has created a hostile environment, it will promptly investigate to determine what occurred and take appropriate steps to resolve the situation.  If an investigation reveals that sexual harassment has created a hostile environment, the district will take prompt and effective steps reasonably calculated to end the sexual harassment, eliminate the hostile environment, prevent its recurrence and as appropriate, remedy its effects. The district will take prompt, equitable and remedial action within its authority on reports, complaints and grievances alleging sexual harassment that come to the attention of the district, either formally or informally.  The district will take these steps every time a complaint, alleging sexual harassment comes to the attention of the district, either formally or formally.

Allegations of criminal misconduct will be reported to law enforcement and suspected child abuse will be reported to law enforcement or Child Protective Services. Regardless of whether the misconduct is reported to law enforcement, school staff will promptly investigate to determine what occurred and take appropriate steps to resolve the situation, to the extent that such investigation does not interfere with an ongoing criminal investigation. A criminal investigation does not relieve the district of its independent obligation to investigate and resolve sexual harassment.

Engaging in sexual harassment will result in appropriate discipline or other appropriate sanctions against offending students, staff or other third parties involved in school district activities. Anyone else who engages in sexual harassment on school property or at school activities will have their access to school property and activities restricted, as appropriate.

Retaliation and False Allegations

Retaliation against any person who makes or is a witness in a sexual harassment complaint is prohibited and will result in appropriate discipline.  The district will take appropriate actions to protect involved persons from retaliation.

It is a violation of this policy to knowingly report false allegations of sexual harassment.  Persons found to knowingly report or corroborate false allegations will be subject to appropriate discipline.

Staff Responsibilities

The superintendent will develop and implement formal and informal procedures for receiving, investigating, and resolving complaints or reports of sexual harassment.  The procedures will include reasonable and prompt timelines and delineate staff responsibilities under this policy.  

Any school employee who witnesses sexual harassment or receives a report, informal complaint, or written complaint about sexual harassment is responsible for informing the district Title IX or Civil Rights Compliance Coordinator.  All staff are also responsible for directing complainants to the formal complaint process.

Reports of discrimination and discriminatory harassment will be referred to the district’s Title IX/Civil Rights Compliance Coordinator. Reports of disability discrimination or harassment will be referred to the district’s Section 504 Coordinator.

District/school staff, including employees, contractors, and agents shall not provide a recommendation of employment for an employee, contractor, or agent that the district/school, or the individual acting on behalf of the district/school, knows or has probable cause to believe, has engaged in sexual misconduct with a student or minor in violation of the law. 

Notice and Training

The superintendent will develop procedures to provide age-appropriate information and education to district staff, students, parents and volunteers regarding this policy and the recognition and prevention of sexual harassment.  At a minimum sexual harassment recognition and prevention and the elements of this policy will be included in staff, student, and regular volunteer orientation.  This policy and the procedure, which includes the complaint process, will be posted in each district building in a place available to staff, students, parents, volunteers, and visitors.  Information about the policy and procedure will be clearly stated and conspicuously posted throughout each school building, provided to each employee, and reproduced in each student, staff, volunteer, and parent handbook. Such notices will identify the District’s Title IX coordinator and provide contact information, including the coordinator’s email address.

Policy Review

The superintendent will make an annual report to the board reviewing the use and efficacy of this policy and related procedures.  Recommendations for changes to this policy, if applicable, will be included in the report.  The superintendent is encouraged to involve staff, students, volunteers, and parents in the review process.

Cross References:

Board Policy 3207 - Prohibition of Harassment, Intimidation and Bullying

Board Policy 3210 - Nondiscrimination

Board Policy 3211 - Gender-Inclusive Schools

Board Policy 3241 - Student Discipline

Board Policy 5010 - Nondiscrimination and Affirmative Action

Board Policy 5011 - Sexual Harassment of District Staff Prohibited

Legal References:

20 U.S.C. 1681-1688

34 C.F.R. § 106

WAC 392-190-058 Sexual harassment

RCW 28A.640.020 Regulations, guidelines to eliminate discrimination — Scope — Sexual harassment policies

Adopted: September 2, 2015

Revised: November 3, 2021; November 28, 2022

The district is committed to a safe and civil educational environment that is free from the harassment, intimidation or bullying of any student. As defined in Chapter 28A.600 RCW (Students), “Harassment, intimidation or bullying” means any intentional electronic, written, verbal, or physical act including but not limited to one shown to be motivated by any characteristic in RCW 28A.640.010 and RCW 28A.642.010, or other distinguishing characteristics, when the act:

1. Physically harms a student or damages the student’s property;
2. Has the effect of substantially interfering with a student’s education;
3. Is so severe, persistent, or pervasive that it creates an intimidating or threatening educational environment; or
4. Has the effect of substantially disrupting the orderly operation of the school.

Nothing in this section requires the affected student to actually possess a characteristic that is a basis for the harassment, intimidation or bullying.

“Other distinguishing characteristics” can include but are not limited to physical appearance, clothing or other apparel, socioeconomic status and weight.

“Intentional acts” refers to the individual’s choice to engage in the act rather than the ultimate impact of the action(s).

This policy and accompanying procedure do not govern harassment, intimidation, or bullying of an employee, volunteer, parent/legal guardian, or community member.

Behaviors/Expressions

This policy recognizes that ‘harassment,’ intimidation,’ and ‘bullying’ are separate but related behaviors toward a student. Each must be addressed appropriately. The accompanying procedure differentiates the three behaviors, however, this differentiation should not be considered part of the legal definition of these behaviors.

Harassment, intimidation, or bullying can take many forms including, but not limited to, slurs, rumors, jokes, innuendoes, demeaning comments, drawings, cartoons, pranks, gestures, physical attacks, threats or other written, oral, physical or electronically transmitted messages or images directed toward a student.

This policy is not intended to prohibit expression of religious, philosophical, or political views, provided that the expression does not substantially disrupt the educational environment. Many behaviors that do not rise to the level of harassment, intimidation, or bullying may still be prohibited by other district policies or building, classroom or program rules.

Training

This policy is a component of the district’s responsibility to create and maintain a safe, civil, respectful and inclusive learning community for students and will be implemented in conjunction with comprehensive training of staff and volunteers. Specific training requirements are included in the accompanying procedure.

Prevention

The district will provide students with strategies aimed at preventing harassment, intimidation, and bullying toward students. In its efforts to train students, the district will seek partnerships with families, law enforcement, and other community agencies.

Interventions

Interventions are designed to remediate the impact on the targeted student(s) and others impacted by the violation, to change the behavior of the aggressor, and to restore a positive school climate.

The district will consider the frequency of incidents, developmental age of the student, and severity of the conduct in determining intervention strategies. Interventions will range from counseling, correcting behavior and discipline, to law enforcement referrals.

Students with Individual Education Plans or Section 504 Plans

If allegations are proven that a student with an Individual Education Plan (IEP) or Section 504 Plan has been the aggressor or target of harassment, intimidation or bullying, the school will convene the student’s IEP or Section 504 team to determine whether the incident had an impact on the student’s ability to receive a free, appropriate public education (FAPE). The meeting should occur regardless of whether the harassment, intimidation, or bullying incident was based on the student’s disability. During the meeting, the team will evaluate issues such as the student’s academic performance, behavioral issues, attendance, and participation in extracurricular activities. If a determination is made that the student is not receiving a FAPE as a result of the harassment, intimidation, or bullying incident, the district will provide additional services and supports as deemed necessary, such as counseling, monitoring and/or reevaluation or revision of the student’s IEP or Section 504 plan, to ensure the student receives a FAPE.

Retaliation/False Allegations

Retaliation is prohibited and will result in appropriate discipline. It is a violation of this policy to threaten or harm a student for reporting harassment, intimidation, or bullying, being identified as a targeted student, or participating in an investigation.

It is also a violation of district policy to knowingly report false allegations of harassment, intimidation, and bullying. Students or employees who knowingly report or corroborate false allegations will be subject to appropriate discipline. However, students, or employees will not be disciplined for making a report in good faith. 

Compliance Officer

The superintendent will appoint a compliance officer as the primary district contact to receive copies of all formal and informal complaints and oversee policy implementation. The name and contact information for the compliance officer will be communicated throughout the district. The district compliance officer will participate in at least one mandatory training opportunity offered by OSPI.

The superintendent is authorized to direct the implementation of procedures addressing the elements of this policy.

Cross References:

District Policy 2161 - Special Education and Related Services for Eligible Students

District Policy 3205 - Sexual Harassment of Students Prohibited

District Policy 3210 - Nondiscrimination

District Policy 3211 - Gender-Inclusive Schools

District Policy 3241 - Student Discipline\

Legal References: 

WAC 392-190-059 Harassment, intimidation and bullying prevention policy and procedure – School districts

RCW 28A.300.285 Harassment, intimidation and bullying prevention policies and procedures – Model policy and procedure – Training materials – Posting on website – Rules – Advisory committee

Adoption Date: August 20, 2008

Revised: July13, 2011; September 2, 2015; February 19, 2020; November 19, 2024

The Board of Directors of the South Kitsap School District No. 402 declares its intent not to tolerate possession of weapons by students on District property or at District-sponsored events.  Student possession of a weapon on District property or at District-sponsored events creates a danger to students and staff and is disruptive to the operation of schools.  Students who possess a weapon or carry, exhibit, display or draw any weapon or any item apparently capable of producing bodily harm in a manner which, under the circumstances, manifests an intent to intimidate another or warrants alarm for safety of others shall be subject to discipline up to and including expulsion

Adoption Date:  August 15, 2005 

The district is committed to complying with anti-discrimination laws.

Definition

“Protected status” is short for the phrase “sex, race, ethnicity, creed, religion, color, national origin, honorably-discharged veteran or military status, sexual orientation, gender expression, gender identity, homelessness, immigration or citizenship status, the presence of any sensory, mental, or physical disability, neurodivergence, or the use of a trained dog guide or service animal by a person with a disability.”

Nondiscrimination Statement

The district will adopt a nondiscrimination statement that must include the following:

1. Notice that the district may not discriminate in any programs or activities based on sex, race, ethnicity, creed, religion, color, national origin, honorably discharged veteran or military status, sexual orientation, gender expression, gender identity, homelessness, immigration or citizenship status, the presence of any sensory, mental, or physical disability, neurodivergence, or the use of a trained dog guide or service animal.
2. The name or title, office address, and telephone number of the employee designated as the compliance officer under this policy, the Section 504 Coordinator, and the Title IX Coordinator.
3. Notice that the district provides equal access to the Boy Scouts of America and any other youth group listed in Title 36 of the United States Code as a patriotic society.

The district will include this statement in written announcements, notices, recruitment materials, employment application forms, and other publications made available to all students, parents, or employees.

The district may combine the statement described above with the notice described in Policy 3205.

Model Student Handbook Language

The district will adopt the model student handbook language described in RCW 28A.300.286 and include the language in any student, parent, employee, and volunteer handbook it or its schools publish and on its and its schools’ websites.

Discriminatory Harassment

Students have a right to be free from discriminatory harassment. The district violates that right if the following conditions are met:

1. The alleged conduct is based on a student’s protected status.
2. The alleged conduct creates a hostile work environment. A hostile environment is created if the alleged conduct is sufficiently severe, persistent, or pervasive that it limits or denies a student’s ability to participate in or benefit from the district’s course offerings including any educational program or activity. A hostile environment could impact a student’s life in many ways. Physical illness, anxiety about going to school, or a decline in grades or attendance could signal a hospital work environment.
3. After receiving notice of the alleged conduct, the district fails to take prompt and appropriate action to investigate it or fails to take prompt and effective steps reasonably calculated to end the harassment, eliminate the hostile environment, prevent its recurrence, and remedy its effects as appropriate. The district has notice of discriminatory harassment if a reasonable employee knew or, in the exercise of reasonable care, should have known about the harassment. Employees may have notice of discriminatory harassment if they receive an oral report from a student, parent or other individual; receive a written complaint; witness harassing conduct, or become aware of harassment by members of the community or the media.

Harassing conduct may include verbal acts and name calling, graphic and written statements, or other conduct that may be physically threatening, harmful or humiliating.

When the district receives notice of potential discriminatory harassment, it will take prompt and appropriate action to investigate and, as applicable, take prompt and effective steps reasonably calculated to end the harassment, prevent its recurrence and remedy its effects eliminate the hostile environment, prevent its recurrence, and remedy its effects. Examples of the steps the district might take include imposing discipline, separating individuals, developing a safety plan, offering counseling, and providing additional training and instruction. These steps will not penalize the student who was harassed.

Complaint Procedure

The district will adopt a complain procedure in accordance with chapter 392-190 WAC.

Annually, the district will publish a notice of the complaint procedures in a way that is reasonably calculated to inform all students, parents and employees of it. The district will provide the notice in a language each parent can understand, which may require language assistance in accordance with Title VI of the Civil Rights Act of 1964 for those with limited English proficiency.

The district will not adopt any policy, procedure, or practice that would limit a person’s right to file a complaint under the complaint procedure.

Compliance Officer

The superintendent will designate an employee who is responsible for monitoring and coordinating the districts compliance with chapter 392-190 WAC and the guidelines the Office of the Superintendent of Public Instruction has adopted under WAC 392-190-005.

The compliance officer is responsible for ensuring that all complaints filed under the complaint procedure are promptly investigated and resolved.

Training

The district will train all administrators, certificated personnel, and classroom personnel regarding their responsibilities under this policy and chapter 392-190 WAC. The training will aim to raise awareness of and eliminate bias based on sex, race, creed, religion, color, national origin, honorably discharged veteran or military status, sexual orientation, gender expression, gender identity, the presence of any sensory, mental or physical disability, or the use of a trained dog guide or service animal.\

Retaliation Prohibited

The district will not intimidate, threaten, coerce, or discriminate against any individual who seeks to secure their rights under this policy or chapter 392-190 WAC or because the individual has filed a complaint under the complaint procedure. Further, the district will not tolerate someone else retaliating against another because they sought to secure their rights under this policy or chapter 392-190 WAC or because they have filed a complaint under the complaint procedure.

Any person who retaliates will be subject to appropriate discipline.

Legal References: 

RCW 28A.300.286 Discrimination, harassment, intimidation, and bullying Policies and complaint procedures Posting of model student handbook language

Chapter 392-190 WAC Equal Educational Opportunity Unlawful Discrimination Prohibited

Chapter 28A.640 RCW Sexual equality

Chapter 28A.642 RCW Discrimination prohibition

Chapter 49.60 RCW Discrimination Human rights commission

WAC 392-190-020 Training Staff responsibilities Bias awareness

20 U.S.C. 7905 Boy Scouts of American Equal Access Act

42 U.S.C. 12101-12213Americans with Disabilities Act

20 U.S.C. 1681.1688 Title IX of the Education Amendments of 1972

42 U.S.C. 2000d, et seq. Title VI of the Civil Rights Act of 1964

34 CFR Part 100 Nondiscrimination Under Programs Receiving Federal Assistance Through the Department of Education Effectuation of Title VI of the Civil Rights Act of 1964

34 CFR 104 Nondiscrimination on the basis of handicap in programs or activities receiving federal financial assistance

34 CFR Part 106 Nondiscrimination on the basis of Sex in Education Programs or Activities Receiving Federal Financial Assistance

Adoption Date:  August 15, 2005

Revised:  March 3, 2015; March 15, 2017; September 17, 2025

Reviewed: November 5, 2024

The district believes in fostering an educational environment that is safe and free of discrimination for all students, regardless of gender expression, gender identity, or sex. To that end, the district recognizes the importance of an inclusive approach toward transgender and gender-expansive students with regard to key terms, communication and the use of names and pronouns, student records, confidential health and education information, communication, restroom and locker room use and accessibility, sports and physical education, dress codes, and other school activities, in order to provide these students with an equal opportunity for learning and achievement.

This policy is a component of the district’s responsibility to create and maintain a safe, civil, respectful and inclusive learning community and will be implemented in conjunction with comprehensive training of staff and volunteers. Specific training requirements are included in the accompanying procedure. The superintendent will appoint a primary contact to receive copies of all formal and informal complaints and ensure policy implementation. The name and contact information for the compliance officer will be communicated throughout the district. The district compliance officer will participate in at least one mandatory training opportunity offered by OSPI.

This policy and its procedure will support that effort by facilitating district compliance with
local, state and federal laws concerning harassment, intimidation, bullying and discrimination.

Cross References: 

District Policy 2145 - Suicide Prevention

District Policy 3207 - Prohibition of Harassment, Intimidation and Bullying

District Policy 3210 - Nondiscrimination

District Policy 3231 - Student Records

Legal References:

RCW 28A.642 Discrimination Prohibition

20 U.S.C. §1232g, 34 C.F.R., Part 99 - Family Education Rights and Privacy Act

Adoption Date: July 15, 2015

Revised Date: February 19, 2020

Reviewed: November 5, 2024, May 2, 2025

The free expression of student opinion is an important part of education in a democratic society. The district encourages students' verbal and written expression of opinion on school premises so long as it does not substantially disrupt the operation of the school or otherwise violate this policy. Students are expressly prohibited from the use of vulgar and/or offensive terms in classroom or assembly settings.

Student Publications

Student publications produced as part of the school's curriculum or with the support of the associated student body fund are intended to serve both as vehicles for instruction and student communication. Although substantively financed and operated by the district, student editors of school-sponsored media, are responsible for determining the news, opinion, feature, and advertising content of the media, consistent with chapter 28A.600 RCW. Material appearing in such publications may reflect various areas of student interest, including topics about which there may be controversy and dissent. When engaging with a controversial issue, student publications should strive to provide in-depth treatment and represent a variety of viewpoints. Such materials may not: 

• Be libelous or slanderous;
• Be an unwarranted invasion of privacy;
• Be obscene or profane, such that it would violate federal or state laws, rules or regulations         or incite others to violate federal or state laws, rules, or regulations, including the standards established by the Federal Communications Act or applicable Federal Communication Commission rules or regulations; 
• Incite students so as to create a clear and present danger of the material and substantial disruption of the school;
• Violate district policy or procedure related to harassment, intimidation, bullying, or related         to the prohibition on discrimination pursuant to RCW 28A.642.010;
• Violate federal or state laws, rules, regulations, or incite the violation of such laws; or 
• Advertise tobacco products, liquor, illicit drugs, or drug paraphernalia.

The superintendent will develop guidelines, assuring that students are able to exercise freedom of expression so long as it does not present a material and substantial disruption of the orderly operation of the school, implementing the standards above, and establishing procedures for the prompt review of any materials that appear not to comply with the standards.

Distribution of Materials

Students and district staff may distribute student publications or other materials on school premises in accordance with procedures developed by the superintendent. Such procedures may impose limits on the time, place, and manner of distribution including prior authorization for the posting of such material on school property.

Students responsible for the distribution of material that leads to a substantial disruption of school activity or otherwise interferes with school operations will be subject to corrective action, including suspension or expulsion, consistent with student discipline policies.

No one who is neither a student nor a district employee may distribute materials on school grounds.

Cross Reference: 

District Policy 2340 - Religious-related Activities and Practices

District Policy 3241 - Student Discipline

Legal References:

RCW 28A.600

Adopted: August 15, 2005

Revised: December 16, 2015; August 1, 2018; March 20, 2019; January 30, 2023

Reviewed: November 5, 2024

Individual students and student organizations may meet in school rooms or auditoriums, or at outdoor locations on school grounds, to discuss, pass resolutions and take other lawful action respecting any matter which directly or indirectly concerns or affects them, whether or not it relates to school. Such activities will not be permitted to interfere with the normal operation of the school.

Peaceful demonstrations are permissible, however they must be held in designated places where they will present no hazards to persons or property and at designated times that will not disrupt classes or other school activities.

Cross References:

2153 - Non-Curriculum-Related Student Groups

Legal References:

WAC 132C-120-015

Adoption Date:  August 15, 2005

Revised:  January 6, 2016

Reviewed: February 25, 2026

Preserving a beneficial learning environment and assuring the safety and well-being of all students are primary concerns of the ­­­­­­­­­­­­Board of Directors.

Student’s choices in matters of dress should be made in consultation with their parents.

Student dress will only be regulated when, in the judgment of school administrators, there is a reasonable expectation that:

1. A health or safety hazard will be presented by the student's dress or appearance including possible membership in a gang or hate groups;

2. Damage to school property will result from the student's dress; or

3. A material and substantial disruption of the educational process will result from the students' dress or appearance.

For the purpose of this policy, a material and substantial disruption of the educational process may be found to exist when a student's conduct is inconsistent with any part of the educational mission of the school district. Prohibited conduct includes the use of lewd, sexual, drug, tobacco or alcohol-related messages, or gang-related apparel.

The uniforms of nationally recognized youth organizations, and clothing worn in observance of a student’s religion, are not subject to this policy.

The superintendent will establish procedures providing guidance to students, parents, and staff regarding appropriate student dress in school or while engaging in extracurricular activities. Such procedures will ensure that any student wearing, carrying, or displaying gang-related apparel, or exhibiting behavior or gestures which symbolize gang membership, or causing and/or participating in activities which intimidate or affect the attendance of another student will be asked with notice to his or her parents, to make appropriate corrections and be subject to discipline if the corrections are not undertaken.

Cross References:

3220 - Freedom of Expression

Legal References:

RCW 28A.320.140 Schools with Special standards – Dress codes   
WAC 392-400-225 School district rules defining misconduct – Distribution of Rules

Adoption Date:  July 15, 2015

Reviewed: February 25, 2026

The district is committed to providing a safe and secure learning environment for students and staff. This policy establishes a school-based threat assessment program to provide for timely and methodical school-based threat assessment and management.

Threat assessment best occurs in school climates of safety, respect, and emotional support.

Student behavior rather than a student’s demographic or personal characteristics will serve as the basis for a school-based threat assessment.

The threat assessment process is distinct from student discipline procedures. The mere fact that the district is conducting a threat assessment does not by itself necessitate suspension or expulsion and the district will not impose suspension or expulsion, including emergency removal, solely for investigating student conduct or conducting a threat assessment. Further, suspension, or other removal from the school environment can create the risk of triggering either an immediate or a delayed violent response, unless such actions are coupled with containment and support. However, nothing in this policy precludes district personnel from acting immediately to address an imminent threat, including an emergency removal, if the district has sufficient cause to believe that the student’s presence poses an immediate and continuing danger to other students or school personnel or an immediate and continuing threat of material and substantial disruption of the educational process.

Structure of Threat Assessment Teams

The superintendent shall establish and ensure the training of a multidisciplinary, multiagency threat assessment team or more than one such team to serve district schools. As the threat assessment team must be multidisciplinary and multiagency, it might include persons with expertise in:

• Counseling, such as a school counselor, a school psychologist and/or school social worker,
• Law enforcement, such as a school resource officer,
• School administration, such as a principal or other senior administrator,
• Other district or school staff,
• Community resources,
• Special education teachers, and a
• Practicing educational staff member.

Not every multidisciplinary team member need participate in every threat assessment. When faced with a potential threat by, or directed towards, a student receiving special education services, the threat assessment team must include a team member who is a special education teacher.

Although parents, guardians, or family members are often interviewed as part of the threat assessment process, neither the student nor the student’s family members are part of the threat assessment team. This does not diminish the district’s commitment that school personnel will make every     reasonable attempt to involve parents and the student in the resolution of the student’s behavioral violations, consistent with Policy and Procedure 3241 – Student Discipline.

Function of Threat Assessment Team

Each threat assessment team member, whether a teacher, counselor, school administrator, other school staff, contractor, consultant, volunteer, or other individual, functions as a “school official with a legitimate educational interest” in educational records controlled and maintained by the district. The district provides the threat assessment team access to educational records as specified by the Family Educational Rights and Privacy Act (FERPA). No member of a threat assessment team, including district/school-based members and community resource/law enforcement members, shall use any student record beyond the prescribed purpose of the threat assessment team or re-disclose records obtained by being a member of the threat assessment team, except as permitted by FERPA.

The threat assessment team:

• Identifies and assesses the behavior of a student that is threatening, or potentially threatening, to self, other students, staff, school visitors, or school property. Threats of self-harm or suicide unaccompanied by threats of harm to others should be promptly evaluated according to Policy 2145 – Suicide Prevention.
• Gathers and analyzes information about the student’s behavior to determine a level of concern for the threat. The threat assessment team may conduct interviews of the person(s) who reported the threat, the recipient(s) or target(s) of the threat, other witnesses who have knowledge of the threat, and where reasonable, the individual(s) who allegedly engaged in the threatening behavior or communication. The purpose of the interviews is to evaluate the individual’s threat in context to determine the meaning of the threat and intent of the individual. The threat assessment team may request and obtain records in the district’s possession, including student education, health records, and criminal history record information. The purpose of obtaining information is to evaluate situational variables, rather than the student’s demographic or personal characteristics.
• Determines the nature, duration, and level of severity of the risk and whether reasonable modifications of policies, practices, or procedures will mitigate the risk. The threat assessment team will not base a determination of threat on generalizations or stereotypes. Rather, the threat assessment team makes an individualized assessment, based on reasonable judgment, best available objective evidence, or current medical evidence as applicable;
• Communicates lawfully and ethically with each other, school administrators, and other school staff who have a need to know particular information to support the safety and well-being of the school, its students, and its staff; and
• Timely reports its determination to the superintendent or designee.

Depending on the level of concern determined, the threat assessment team develops and implements intervention strategies to manage the student’s behavior in ways that promote a safe, supportive teaching, and learning environment, without excluding the student from the school.

In cases where the student whose behavior is threatening or potentially threatening also has a disability, the threat assessment team aligns intervention strategies with the student’s individualized education program (IEP) or the student’s plan developed under section 504 of the rehabilitation act of 1973 (section 504 plan) by coordinating with the student’s IEP team or section 504 plan team. Although some of the functions of a school-based threat assessment may run parallel to the functions of a student’s IEP team or 504 plan team, school-based threat assessments remain distinct from those teams and processes.

Data Collection, Review and Reporting

The superintendent shall establish procedures for collecting and submitting data related to the school-based threat assessment program that comply with OSPI’s monitoring requirements, processes, and guidelines.  

Other Tasks of Threat Assessment Team

The threat assessment team may also participate in other tasks that manage or reduce threatening or potentially threatening behavior and increase physical and psychological safety. This may include:

• Providing guidance to students and staff regarding recognition of behavior that may represent a threat to students, staff, school, the community, or the individual;
• Providing informational resources for community services boards or health care providers for medical evaluation or treatment, as appropriate;
• Assessing individuals other than students whose behavior poses a threat to the safety of students or staff and notify the superintendent or designee of such an individual.

Cross References: 

District Policy 2121 – Substance Abuse Program

District Policy 2145 – Suicide Prevention

District Policy 2161 – Special Education and Related Services for Eligible Students

District Policy 2162 – Education of Students With Disabilities Under Section 504 of the Rehabilitation Act of 1973

District Policy 3143 – District Notification of Juvenile Offenders

District Policy 3231 – Student Records

District Policy 3432 – Emergencies

District Policy 3241 – Student Discipline  

District Policy 4210 – Regulation of Dangerous Weapons on School Premises

District Policy 4310 – District Relationships with Law Enforcement and other Government Agencies

Legal References:

CFR 34, Part 99, Family Educational Rights and Privacy Act Regulations

Chapter 28A.320 RCW

Chapter 28A.300 RCW

Adoption Date: November 3, 2021

Reviewed: October 10, 2024

Although the district values its relationships with law enforcement, the Department of Children, Youth, and Families (DCYF) and the county health department, to minimize interruption of the instructional program, the district discourages interviews and interrogations of students on school premises.  As a general rule, interview and interrogations by any agency, including law enforcement, DSHS, and the county health department(s) should take place at the agency or the student’s home, rather than school premises.

However, there are limited circumstances when an interview of students at school is warranted, for example school-initiated investigations, child abuse investigations, and/or serious crime investigations.  When an onsite interview or interrogation is warranted by the circumstances, the district will utilize the procedures and protocols associated with this policy, which were developed in cooperation with these agencies and ensure that students and parent(s)/guardian(s) are afforded all rights under law. The interviews of students as witnesses, victims, and suspects are treated differently.

In contrast to the limited circumstances noted above, the work of immigration agents does not overlap with the work or duties of the district.  This is because the district’s obligation to educate the children residing within its borders is not diminished by the children or parents’ immigration status. The district supports the federal immigration enforcement policy that directs immigration agents to avoid questioning and arrests at sensitive locations, including schools.  Therefore, staff shall not grant information or access to immigration agents unless/until the district Superintendent and/or General Counsel determine the request complies with Plyler v. Doe and other applicable laws according to the criteria in the associated procedure.

Cross References:

District Policy 4310 - District Relationships with Law Enforcement and other Government Agencies

District Policy 3414 - Infectious Diseases

District Policy 3432 - Emergencies

District Policy 3231 - Student Records

District Policy 3124 – Removal-Release of Student During School Hours

Legal References: 

RCW 28A.635.020 Willfully disobeying school administrative personnel or refusing to leave public property, violations, when — Penalty.

RCW 26.44.115 Child taken into custody under court order — Information to parents.

RCW 26.44.110 Information about rights — Custody without court order — Written statement required — Contents.

RCW 26.44.050 Abuse or neglect of child — Duty of law enforcement agency or department of social and health services — Taking child into custody without court order, when.

RCW 26.44.030 Reports — Duty and authority to make — Duty of receiving agency — Duty to notify — Case planning and consultation — Penalty for unauthorized exchange of information — Filing dependency petitions — Investigations — Interviews of children — Records — Risk assessment process.

RCW 28A.605.005 Parental rights

Adopted: September 2, 2015

Revised: May 15, 2019

Reviewed: August 22, 2025

Searches of Students and Personal Property

Personal privacy is a fundamental aspect of individual liberty. All students possess the constitutional right to be secure in their persons, papers, and effects against unreasonable searches and seizures. Staff will take particular care to respect students' privacy.

School officials have authority to maintain order and discipline in the schools and to protect students from exposure to illegal drugs, weapons, and contraband. The superintendent, the principal, and other staff designated by the superintendent have the authority to conduct reasonable searches on school property in accordance with the law.

Any authorized school official will conduct searches according to the procedure associated with this policy.

 
Student Privacy

Adult Students, Emancipated Minors, and Confidential Health Information

State law provides that at certain ages, students attain the right to decide for themselves what records will remain confidential, even from their parents, and what activities the student will  participate in. At age eighteen students become legal adults and must approve any disclosure of information about themselves from school records, except directory information if a request for confidentiality has not been filed.  Students at age eighteen may also sign releases, authorizations, or permission slips to participate in school activities, and may sign themselves out of school and authorize their own absences.

Students between sixteen and eighteen who have been granted legal emancipation from their parents or guardians have the same rights as eighteen-year-old students.

Students over fourteen years of age have confidentiality rights in records indicating that they have been tested or treated for a sexually transmitted disease. Students thirteen years and older have confidentiality rights in records regarding drug, alcohol, or mental health treatment.

All students have confidentiality rights in family planning or abortion records.

Cross References:

District Policy 3414 - Infectious Diseases

District Policy 3231 - Student Records

District Policy 3245 - Students and Telecommunication Devices

Legal References: 

34 CFR § 99.5 What are the rights of students

42 CFR § 2.14 Minor patients

RCW 9.02.100 Reproductive privacy—Public policy

RCW   13.64.060 Power and Capacity of emancipated minor

RCW 28A.320.040 Bylaws for board and school government

RCW 28A.600.020 Government of schools, pupils, employees, rules and Optimum learning atmosphere

RCW 28A.600.020 Exclusion of student from classroom — Written disciplinary procedures — Long-term suspension or expulsion

RCW 28A.600.210-240 School locker searches — Finding – No expectation of privacy—Authorization—Limitations—Notice and reasonable suspicion requirements

RCW 70.02.220 Sexually transmitted diseases—Permitted and mandatory disclosures

RCW 70.02.240 Mental health services—Minors—Permitted disclosures

RCW 70.02.265 Adolescent behavioral health services—Disclosures of treatment information and records—Restrictions and requirements

Adoption Date:  August 15, 2005

Revised:  September 2, 2015; November 19, 2024

The district will maintain those student records necessary for the educational guidance and/or welfare of students, for orderly and efficient operation of schools, and as required by law. All information related to individual students will be treated in a confidential and professional manner. The district will use reasonable methods to ensure that teachers and other school officials obtain access to only those education records for which they have legitimate educational interests. When information is released in compliance with state and federal law, the district and district employees are immune from civil liability unless they acted with gross negligence or in bad faith.

The district will retain records in compliance with the current, approved versions of the Local

Government General Records Retention Schedule (CORE) and the School Districts and 

Educational Service Districts Records Retention Schedule, both of which are published on the Secretary of State’s website at: WA Gov Records Search

Student records are the property of the district but will be available in an orderly and timely manner to students and parents. “Parent” includes the state Department of Social and Health

Services when a minor student has been found dependent and placed in state custody. A parent or adult student may challenge any information in a student record believed inaccurate, misleading, or in violation of the privacy or other rights of the student.

Student records will be forwarded to other school agencies upon request. A high school student may grant authority to the district, permitting prospective employers to review the student's transcript. Parental or adult student consent will be required before the district may release student records other than to a school agency or organization, except as otherwise provided by law.

The superintendent or designee will establish procedures governing the content, management, and control of student records.

Cross References: 

District Policy 2100 - Educational Opportunities for Students with a parent in the Military

District Policy 3115 - Students Experiencing Homelessness – Enrollment Rights and Services

District Policy 3211 - Gender-Inclusive Schools

District Policy 3520 - Student Fees, Fines, Charges

District Policy 4020 - Confidential Communications

District Policy 4040 - Public Access to District Records

Legal References:

42 U.S.C. 11431 et seq. McKinney-Vento Homeless Assistance Act

20 U.S.C. § 1232g Family Educational Rights and Privacy Act

CFR 34, Part 99 Family Education Rights and Privacy Act Regulations

RCW 28A.150.510 Transmittal of education records to DSHS —Disclosure of educational records—Data sharing agreements— Comprehensive needs requirement document—Report

RCW 28A.195.070 Official transcript withholding – Transmittal of information

RCW 28A.225.151 Reports

RCW 28A.225.330 Enrolling students from other districts — Requests for information and permanent records — Withheld transcripts, effect — Immunity from liability —— Notification to teachers and security personnel – Rules 

RCW 28A.230.120 High school diplomas – Issuance – Option to receive final transcripts – Notice 

RCW 28A.230.180 Educational and career opportunities in the military, student access to information, on, when

RCW 28A.600.475 Exchange of information with law enforcement and juvenile court officials – Notification of parents and students.

RCW 28A.605.030 Student education records – Parental review—Release of records— Procedure

RCW 28A.635.060 Defacing or injuring school property — Liability of pupil, parent, or guardian— Withholding grades, diploma, or transcripts — Suspension and restitution — Voluntary work program as alternative — Rights protected

RCW 40.24.030 Address Confidentiality Program — Application – Certification

Chapter 246-105 WAC Immunization of childcare and school children against certain vaccine-preventable diseases

Chapter 392-172A WAC Rules for the provision of special education

Chapter 392-182 WAC Student Health Records

Chapter 392-415-WAC Secondary Education- standardized high school transcript

WAC 181-87-093 Failure to assure the transfer of student record information or student records

WAC 392-121-182 Alternative learning experience requirements

WAC 392-122-228 Alternative learning experiences for juvenile students incarcerated in adult jail facilities

WAC 392-500-025 Pupil tests and records —Tests - School district policy in writing

42 CFR – 2.14 Minor patients

RCW 9.02.100 Reproductive privacy – Public policy

RCW 70.02.220 Sexually transmitted diseases – Permitted and mandatory disclosures

RCW 70.02.240 Mental health services – Minors – Permitted disclosures

Chapter 246-105 WAC Immunization of child care and school children against certain vaccine-preventable diseases

Adoption Date: August 15, 2005

Revised: July 15, 2015; February 19, 2020; August 3, 2022

Reviewed: October 10, 2024

All instructional materials, including supplementary materials and teachers manuals, used with any survey, analysis, or evaluation in a program or project supported by federal funds are available for inspection by parents and guardians.

No student will be required as part of any project or program supported by federal funds to submit to a survey, analysis or evaluation that reveals information concerning the following without prior written consent of the student, if the student is an adult or an emancipated minor, or the student’s parent:

1. Political affiliations or beliefs of the student or the student’s parent;
2. Mental or psychological problems of the student or the student’s family;
3. Sex behavior or attitudes;
4. Illegal, anti-social, self-incriminating, or demeaning behavior;
5. Critical appraisals of other individuals with whom the student has close family relationships;
6. Legally recognized privileged or analogous relationships, such as those of lawyers, physicians, and ministers;
7. Religious practices, affiliations, or beliefs of the student or student’s parent; or
8. Income (other than that required by law to determine eligibility for participation in a program or for receiving financial assistance under such program).

The district will make arrangements to protect student privacy during the administration of surveys and the collection, disclosure or use of personal information for marketing, sales or other distribution purposes.

The superintendent or designee will develop procedures consistent with this policy.

Cross References: 

District Policy 3231 - Student Records

Legal References:

34 CFR Part 98 Student rights in research, experimental activities and testing

Adoption Date: August 15, 2005

Revised Dates: September 2, 2015; February, 2018; December 4, 2024

The Board of Directors recognizes that high-quality education data collected by its contracted school service providers is an important component for improving student achievement.  The Board also recognizes that the District plays a role in ensuring that school service providers use the personal information of students in a responsible and ethical manner consistent with the privacy protections required under federal and state law.

To this end, the District will ensure that all negotiated contracts and online “Terms of Use” agreements with school service providers align with the Student User Privacy in Education Rights (SUPER) Act codified at Chapter 28A.604, RCW and the procedure that accompanies this policy

Cross References:

Board Policy 2022 - Electronic Resources and Internet Safety

Board Policy 3231 - Student Records

Board Policy 3232 - Parent and Student Rights in Administration of Surveys, Analysis or Evaluations

Board Policy 4040 - Public Access to District Vendors

Board Policy 6230 - Relations with Vendors

Legal References: 

Chapter 28A.604, RCW Student User Privacy in Education Rights Act

20 U.S.C. § 1231g Family Education Rights and Privacy Act

20 U.S.C. § 123h Protection of Pupil Rights Amendment

Adoption Date:  May 1, 2019

The board focuses on the educational achievement of every student. The district holds high expectations for all students and gives all students the opportunity to achieve personal and academic success.

The board intends that this policy and procedure be implemented in a manner that supports a positive school climate, maximizes instructional time, and increases equitable educational opportunities. 

The purposes of this policy and accompanying procedure include:

1. Providing a safe and supportive learning environment for all students.
2. Providing due process to students.
3. Implementing culturally responsive discretionary and nondiscretionary discipline policies and procedures that provide opportunity for all students to achieve personal and academic success.
4. Engaging with school personnel, students, parents, families, and the community in decisions related to the development and implementation of discipline policies and procedures.
5. Ensuring fairness and equity in the administration of discretionary and nondiscretionary discipline.
6. Administering discretionary discipline in ways that respond to the needs and strengths of students, support students in meeting behavioral expectations, and keep students in the classroom to the maximum extent possible.
7. Providing educational services that students need to complete their education without disruption;
8. Facilitating collaboration between school personnel, students, parents, and families to support successful reentry into the classroom following a suspension or expulsion

Students’ Fundamental Rights

The district will observe students’ fundamental rights and will administer discipline in a manner that does not:

1. Unlawfully discriminate against a student on the basis of sex, race, creed, ethnicity, religion, color, national origin, sexual orientation, gender expression, gender identity, homelessness, immigration or citizen ship status, the presence of any sensory, mental or physical disability, neurodivergence, or the use of a trained dog guide or service animal by a person with a disability is prohibited.
2. Deprive a student of the student’s constitutional right to freedom of speech and press, the constitutional right to peaceably assemble and to petition the government and its
   representatives for a redress of grievances, the constitutional right to the free exercise of religion and to have the student’s school free from sectarian control or influence, subject to reasonable limitations upon the time, place, and manner of exercising the right;
3. Deprive a student of the student’s constitutional right to be secure in the student’s person, papers, and effects against unreasonable searches and seizures;
4. Unlawfully interfere in a student’s pursuit of an education while in the custody of the school district; or
5. Deprive a student of the student’s right to an equal educational opportunity, in whole or in part, by a school district without due process of law.

Student Responsibilities

This district’s student discipline policy and procedure are designed to provide students with a safe, healthy, and educationally sound environment. Students are expected to be aware of and comply with the policy and procedure, including behavioral expectations that respect the rights and property of others. Students are also expected to pursue the required course of
studies.  Students and staff are expected to work together to develop a positive climate for
learning, consistent with District Policy 3112 – Social Emotional Climate.

Development and Review

Accurate and complete reporting of all disciplinary actions, including the associated student-level information, behavioral violations, and other forms of discipline the district considered or attempted, is essential for effective review of this policy; therefore, the district will ensure such reporting. 

The district will develop and periodically review a discretionary and nondiscretionary discipline policy and procedure with the participation of school personnel, students, parents, families and the community. During the development and review, the district must use disaggregated data collected under RCW 28A.300.042 to monitor the impact of the district’s discipline policy, procedure, and practices and update its policy and procedure to improve fairness and equity in the administration of discipline. The policy and procedure will be developed in accordance with WAC 392-400-110.

Distribution of Policies and Procedures

The district will make the current version of this policy and procedure available to families and the community.  The district will annually provide this policy and procedure to all district personnel, students, parents, and families, which may require language assistance for students and parents with limited-English proficiency under Title VI of the Civil Rights Act of 1964. 

The district will ensure district employees and contractors are knowledgeable of this student
discipline policy and procedure.

Application

This policy and accompanying procedure will be construed in a manner consistent with Washington law as stated in WAC 392-400-020.

Cross References: 

District Policy 2121 - Substance Abuse Program

District Policy 2161 - Special Education and Related Services for Eligible Students

District Policy 2162 - Education of Students with Disabilities Under Section 504 of the Rehabilitation Act of 1973

District Policy 3122 -  Excused and Unexcused Absences

District Policy 3210 - Nondiscrimination

District Policy 3244 - Prohibition of Corporal Punishment

District Policy 3520 - Student Fees, Fines, or Charges

District Policy 4210 - Regulation of Dangerous Weapons on School Premises

District Policy 4218 – Language Access

Legal References:

42 U.S.C. 2000d et seq. Civil Rights Act of 1964

34 CFR Part 100.3 Regulations implementing Civil Rights Act of 1964

Chapter 392-400, WAC Student Discipline

WAC 392-190-048 Access to course offerings - Student discipline and corrective action

Chapter 28A.320, RCW Provisions applicable to all districts

Chapter 28A.600 RCW, Students

RCW 28A.400.110 Principal to assure appropriate student discipline Building discipline standards  Classes to improve classroom management skills

RCW 28A.400.100 Principals and vice principals  Employment of  Qualifications  Duties

Chapter 28A.225, RCW Compulsory school attendance and admission

RCW 28A.150.240 Certificated teaching and administrative staff as accountable for classroom teaching  Scope Responsibilities Penalty

RCW 9.41.280 Possessing dangerous weapons on school facilitiesPenalty Exceptions

Adoption Date: August 15, 2015

Revised: August 5, 2015;  August 17, 2016; October 16, 2019; November 3, 2021; June 19, 2024; September 17, 2025

Students will remain on the school grounds from time of arrival until close of school unless officially excused.  Any person not regularly enrolled or an employee of the district is responsible to report to the principal’s office immediately upon coming on campus.  An exception to this regulation will be observed on occasions when building is open to use by public for specific purposes in designated areas.

Adoption Date:  August 15, 2005

Reviewed: April 29, 2016, February 25, 2026

Parents and students bear the sole responsibility for the use of motor vehicles and bicycles for travel to and from school. The superintendent or designee will develop procedures governing the use of bicycles and motor vehicles while on school property and will disseminate those procedures to all students so affected.

Adoption Date:  August 15, 2005

Revised: January 6, 2016

Reviewed: March 3, 2026

The use of corporal punishment in the common schools is prohibited. Corporal punishment is defined as any act that willfully inflicts or willfully causes the infliction of physical pain on a student.

Corporal punishment does not include:

1. The use of reasonable physical force by an administrator, teacher, other school employee or volunteer as necessary to maintain order to prevent a student from harming him/herself, other students, school staff, other persons, or property;
2. Physical pain or discomfort resulting from or caused by training for or participating in athletic competition or recreational activity voluntarily engaged in by a student;
3. Physical exertion shared by all students in a teacher-directed class activity, which may include, but is not limited to, physical education exercises, field trips or vocational education projects.

Cross References:

3241 - Student Discipline

Legal References:

RCW 28A.150.300 Corporal punishment prohibited - Adoption of policy  
WAC 392-400-235 Discipline - Conditions and limitations

Adoption Date: August 15, 2005

Revised Date: September, 2015; February, 2018

Reviewed: February 25, 2026

Students in possession of telecommunications devices, including, but not limited to, pagers, beepers, and cellular phones, while on school property or while attending school-sponsored or school-related activities will observe the following conditions:

1. Telecommunication devices will be turned on and operated only before and after the regular school day and during the student’s lunch break, unless an emergency situation exists that involves imminent physical danger, or a school administrator authorizes the student to use the device;

2. Students will not use telecommunication devices in a manner that poses a threat to academic integrity, disrupts the learning environment or violates the privacy rights of others;

3. Students will not send, share, view or possess pictures, text messages, emails or other material depicting sexually explicit conduct, as defined in RCW 9.68A.011, in electronic or any other form on a cell phone or other electronic device, while the student is on school grounds, at school sponsored events or on school buses or vehicles provided by the district;

4. When a school official has reasonable suspicion, based on objective and articulable facts, that a student is using a telecommunications device in a manner that violates the law or school rules, the official may confiscate the device, which will only be returned to the student’s parent or legal guardian;

5. By bringing a cell phone or other electronic devices to school or school-sponsored events, the student and their parent/guardian consent to the search of the device when school officials have a reasonable suspicion, based on objective and articulable facts, that such a search will reveal a violation of the law or school rules. The scope of the search will be limited to the violation of which the student is accused. Content or images that violate state or federal laws will be referred to law enforcement;

6. Students are responsible for devices they bring to school. The district will not be responsible for loss, theft or destruction of devices brought onto school property or to school sponsored events;

7. Students will comply with any additional rules developed by the school concerning the appropriate use of telecommunication or other electronic devices; and

8. Students who violate this policy will be subject to disciplinary action.

Cross References:

4310 - District Relationships with Law Enforcement and other Government Agencies
3241 - Student Discipline
3207 - Prohibition of Harassment, Intimidation and Bullying of Students
2022 - Electronic Resources and Internet Safety

Adopted: September 2, 2015

Revision Date: January 30, 2020

Reviewed: February 25, 2026

It is the policy of the South Kitsap School District that the district maintains a safe learning environment while treating all students with dignity and respect. All students in the district, including those who have an individualized education program (IEP) or plan developed under section 504 of the Rehabilitation Act of 1973, will remain free from unreasonable restraint, restraint devices, isolation, and other uses of physical force. Under no circumstances will these techniques be used as a form of discipline or punishment.

This policy is intended to address district students. It is not intended to prevent or limit the
use of restraint or other reasonable force as necessary with adults or other youth from outside the district as allowed by law. 

Use of restraint, isolation, and other forms of reasonable force may be used on any student when reasonably necessary to control spontaneous behavior that poses an imminent likelihood of
serious harm as defined by RCW 71.05.020 and Chapter 392-172A WAC and explained in the procedure accompanying this policy. Serious harm includes physical harm to self, another, or district property. Staff will closely monitor such actions to prevent harm to the student and will use the minimum amount of restraint and isolation appropriate to protect the safety of students and staff. The restraint, isolation, and other forms of reasonable force will be discontinued when the likelihood of serious harm has dissipated.

The superintendent or designee will develop procedures to implement this policy, including
review, reporting and parent/guardian notification of incidents involving restraint or isolation as required by law.

Cross References:

District Policy 2161 - Special Education and Related Services for Eligible Students

District Policy 2162 - Education of Students With Disabilities Under Section 504 of the Rehabilitation Act of 1973

Legal References: 

RCW 9A.16.020 Use of force – When lawful

RCW 9A.16.100 Use of force on children – Policy – Actions presumed unreasonable

RCW 28A.150.300 Corporal Punishment Prohibited – Adoption of policy

RCW 28A.155.210 Use of restraints or isolation - Requirement for procedures to notify parent or guardian

RCW 28A.600.485 Restraint of students with individualized     education programs or plans developed under section 504 of the rehabilitation act of 1973 – Procedures – Definitions. [as amended by SHB 1240]

Chapter 392-172A WAC Rules for the provision of special education

RCW 71.05.020 Definitions

Adoption Date:  January 15, 2014

Revised:  January 6, 2016; January 5, 2022; December 5, 2024

The superintendent or designee will arrange for health services to be provided for all students. Such services will include but are not limited to:

A.    The maintenance of student health records;

B.    The development of procedures at each building for the isolation and temporary care of students who become ill during the school day;

C.    Consulting services of a licensed healthcare provider and/or Registered Nurse;

D.    Vision (both distance and near) and hearing screening; and

E.     Immunization records and screening.

Cross References:

3413 - Student Immunization And Life Threatening Health Conditions

3416 – Medication at School

Legal References:

RCW 28A.210.020 Visual and auditory screening of pupils - Rules and regulations

RCW28A.210.300 School physician or school nurse may be employed

RCW 28A.330.100 Additional powers of board

Adoption Date: August 15, 2005

Revised: August 5, 2015; August 22, 2016; May 1, 2019

Reviewed: February 25, 2026

The district will develop and follow an individual health plan for each student with seizure disorder or epilepsy. Each individual health care plan will include an individual emergency plan element. The health plans will be updated annually, and more frequently as needed.

The District shall designate a professional person licensed under chapter 18.71, 18.57, or 18.79 RCW as it applies to registered nurses and advanced registered nurse practitioners, to consult and coordinate with the student's parents and health care provider, and train and supervise the appropriate school district personnel in proper procedures for care for students with epilepsy or other seizure disorders to ensure a safe, therapeutic learning environment. Training required may also be provided by a national organization that offers training for school nurses for managing students with seizures and seizure training for school personnel.

In addition to adhering to the requirements of each individual health care plan, for the general care of students with seizure disorder or epilepsy, the district will:

1. Acquire necessary parent requests and instructions for treatment;
2. Acquire monitoring and treatment orders from licensed health care providers prescribing within the scope of their licensed authority;
3. Provide sufficient and secure storage for medical equipment and medication provided by the parent;
4. Establish school policy exceptions necessary to accommodate students' needs related to epilepsy or other seizure disorders, as described in the individual health plan;
5. Ensure the development of individual emergency plans;
6. Ensure the possession of legal documents for parent-designated adults to provide care, if needed;
7. Ensure each individual health plan is reviewed at least annually; and
8. Ensure each student’s individual health care plan will be distributed to appropriate staff based on the student’s needs and the staff member’s contact with the student.

Parents of students with seizure disorders or epilepsy may designate an adult to provide care for their student consistent with the student’s individual health care plan. At parent request, school district employees may volunteer to be a parent-designated adult under this policy, but they will not be required to participate.

"Parent-designated adult" means a parent-designated adult who is not licensed under chapter 18.79 and: (A) Volunteers for the designation; (B) receives additional training from a health care professional or expert in care for epilepsy or other seizure disorders selected by the parents; and (C) provides care for the child consistent with the individual health plan.

A parent-designated adult may be a school district employee. Parent-designated adults who are school employees will file a voluntary, written, current, and unexpired letter of intent stating their willingness to be a parent-designated adult. Parent-designated adults who are school employees are required to receive training in caring for students with seizures from the District designee or from a parent-selected health care professional or appropriate personnel from a national epilepsy organization that offers seizure training and education for school nurses and other school personnel. If a school district employee who is not licensed under chapter 18.79 RCW chooses not to file a letter under this section, the employee may not be subject to any employer reprisal or disciplinary action for refusing to file a letter.

Parent-designated adults who are not school employees are required to show evidence of comparable training and meet school district requirements for volunteers. Parent-designated adults must receive additional training from a parent-selected health care professional or expert in seizure care to provide the care requested by the parent. The District designee is not responsible for the supervision of procedures authorized by the parents and carried out by the parent-designated adult.

The district, its employees, agents, or parent-designated adults who act in good faith and in substantial compliance with a student’s individual health care plan and the instructions of the student’s health care provider will not be criminally or civilly liable for services provided under RCW 28A.210.355.

Cross References:

5630 - Volunteers

3416 - Medication at School

2162 - Education of Students With Disabilities Under Section 504 of the Rehabilitation Act of 1973

Legal References:

42 U.S.C. 12101 et seq. Americans with Disabilities Act

RCW 28A.210.350 – Students with diabetes or epilepsy or other seizure disorders

Adoption Date: October 19, 2022

Revised: February 25, 2026

The South Kitsap School District recognizes that equipping schools with automated external defibrillators (AEDs) and training employees and students in their use, increases the potential to save lives in the event of a health emergency, including cardiac arrest.

The board authorizes the district to place AEDs at designated school sites. The Washington State Department of Health (DOH) requires that any person using an AED receives training. Therefore, schools and district facilities with an AED on site will designate and train selected staff in the use of AED’s according to the DOH guidelines. Student instruction in cardiopulmonary resuscitations, to include appropriate use of an AED, will occur in at least one health class necessary for graduation. 

This policy does not create any implied or express guarantee, or obligation to use an AED, nor does it create an expectation that an AED or a trained employee or student will be present and able to use an AED, even if a condition arose that made the use of an AED beneficial.

A person who uses an AED at the scene of an emergency and all other persons and entities providing services are immune from civil liability for any personal injury that results from any act or omission in the use of the AED in an emergency setting, unless the acts or omissions amount to gross negligence or willful or wanton misconduct.

The superintendent or designee will develop procedures for the placement, maintenance, and use of AEDs in schools.

Cross References:

2410 – High School Graduation Requirements

Legal References:

Chapter 28A.230 RCW COMPULSORY COURSEWORK AND ACTIVITIES

RCW 4.24. 300 Immunity from liability for certain types of medical care

RCW 70.54.310 Semiautomatic external defibrillator - Duty of acquirer - Immunity from civil liability

Adoption Date: November 4, 2015

Revised: April 17, 2019                    

Reviewed: February 25, 2026

Immunizations

In order to safeguard the school community from the spread of certain communicable diseases and in recognition that prevention is a means of combating the spread of disease, the district requires a student to present evidence of having been immunized against diseases as required by 28A.210 RCW and the Washington State Board of Health 246-105 WAC.

Exemptions from Immunization

The district will allow for exemptions from immunization requirements only as allowed for by RCW 28A.210.090 and WAC 246-105-050.

Meningococcal Disease, Human Papilloma Virus Disease and Vaccine Information Distribution
At the beginning of every school year, the district will provide parents/guardians of sixth through twelfth grade students, information provided by the Washington State Department of Health about meningococcal disease, human papilloma virus (HPV) disease and their vaccines.

The information will include the causes and symptoms of meningococcal disease, human papilloma virus, how the diseases are spread, the places where parents/guardians may obtain additional information and vaccinations for their children, and current recommendations from the United States Centers for Disease Control Prevention regarding the vaccines.

Life-Threatening Health Conditions

Prior to attendance at school, each child with a life-threatening health condition will present a medication and treatment order from a Licensed Healthcare Provider (LHP) addressing the condition. A life-threatening health condition means a condition that will put the child in danger of death during the school day if a medication and treatment order, providing authority to a registered nurse, and a nursing care plan are not in place. Following submission of the medication and treatment order, the registered nurse will develop the nursing care plan.

Students who have a life-threatening health condition and no medication or treatment order presented to the school will be excluded from school, to the extent that the district can do so consistent with federal requirements for students with disabilities under the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973, and according to the due process requirements in School District Procedure 3413P.

Exclusion from School

The district will exclude students as required in RCW28A.210.120 from further presence at the school who are out of compliance with the immunization requirements and students with a life-threatening health condition as required in WAC 392-380-045 who do not have a medication or treatment order in place.

The superintendent will adopt procedures necessary to implement this policy.

Cross References:

2162 - Education of Students With Disabilities Under Section 504 of the Rehabilitation Act of 1973

2161 - Special Education and Related Services for Eligible Students

2100 - Educational Opportunities for Students with a Parent in the Military

3241 - Student Discipline

3416 - Medication at School

3115 - Students Experiencing Homelessness - Enrollment Rights and Services

Legal References:

Chapter 246-105 WAC Immunization of child care and school children against certain vaccine-preventable diseases

Chapter 28A.210 RCW - Health - Screening and requirements

WAC 392-182 - Student - Health records

WAC 392-380 Public school pupils - Immunization requirement and life-threatening health condition

Adoption Date: August 15, 2005

Revised: November 4, 2015; December 2, 2020, May 6, 2026

In order to safeguard the school community from the spread of certain communicable diseases the superintendent will implement procedures assuring that all school buildings are in compliance with State Board of Health rules and regulations regarding the presence of persons who have or have been exposed to infectious diseases deemed dangerous to the public health. Such procedures will also prescribe the steps to remove the danger to others.

The district will require that the parent/guardian complete a medical history form at the
beginning of each school year. The school nurse may use this information to advise the parent of the need for further medical attention and to plan for potential health problems in school.

The superintendent authorizes the school principal to exclude a student who has been
diagnosed by a Licensed Health Care Provider (LHP) or is suspected of having an infectious
disease in accordance with the regulations within the most current Infectious Disease Control Guide for school staff, provided by the Department of Health. The principal and/or school nurse will report the presence of suspected case or cases of reportable communicable disease to the appropriate local health authority as required by the State Board of Health. The district and its staff will treat all information concerning a student's present and past health condition as confidential. The principal will cooperate with the local health officials in the investigation of the source of the disease.

The fact that a student has been tested for a sexually transmitted infection, the test result, any information relating to the diagnosis or treatment of a sexually transmitted infection, and any information regarding drug or alcohol treatment for a student must be kept strictly confidential. If the district receives authorization to release information, the district may disclose information pursuant to the restrictions in the release.

A school principal, or designee has the authority to send an ill student home without the
concurrence of the local health officer, but if the disease is reportable, the district must notify
the local health officer. The local health officer is the primary resource in the identification
and control of infectious disease in the community and school. The local health officer, in
consultation with the superintendent, can take whatever action deemed necessary to control or eliminate the spread of disease, including closing a school.

Legal References:

Chapter 70.02 RCW Medical records — Health care information access and disclosure

RCW 28A.210.010 Contagious diseases, limiting contact — Rules

Chapter 246-110 WAC Contagious diseases – School districts and day care centers

RCW 70.24.290 Public school employees – Rule for bloodborne pathogens education and training

WAC 246-101-420 Duties – Schools

Adoption Date: August 15, 2005

Revised:  June 2, 2015; March 18, 2020; February 23, 2021

Reviewed: April 8, 2025

The school nurse is appointed to:

• Consult and coordinate with the parents and health care providers of students with diabetes; and 
• Train and supervise the appropriate staff in the care of students with diabetes.

The district will develop and follow an individual health plan for each student with diabetes. Each individual health care plan will include an individual emergency plan element. The health plans will be updated annually, and more frequently as needed.

Parents of students with diabetes may designate an adult to provide care for their student consistent with the student’s individual health care plan. At parent request, school district employees may volunteer to be a parent-designated adult under this policy, but they will not be required to participate.  

Parent-designated adults who are school employees will file a voluntary, written, current and unexpired letter of intent stating their willingness to be a parent-designated adult. Parent-designated adults who are school employees are required to receive training in caring for students with diabetes from a nationally certified diabetes educator.

Parent-designated adults who are not school employees are required to show evidence of comparable training, and meet school district requirements for volunteers. Parent-designated adults will receive additional training from a parent-selected health care professional or expert in diabetic care to provide the care requested by the parent. The school district registered nurse or South Kitsap School District is not responsible for the supervision of procedures authorized by the parents and carried out by the parent-designated adult.

In addition to adhering to the requirements of each individual health care plan, for the general care of students with diabetes, the district will:

• Acquire necessary parent requests and instructions for treatment;
• Acquire monitoring and treatment orders from licensed health care providers prescribing within the scope of their licensed authority;
• Provide sufficient and secure storage for medical equipment and medication provided by the parent;
• Permit students with diabetes to perform blood glucose tests, administer insulin, and treat   hypoglycemia and hyperglycemia by providing easy access to the necessary supplies, equipment and medication necessary under their individual health care plan. This includes the option for students to carry the necessary supplies, equipment and medication on their person and perform monitoring and treatment functions wherever they are on school grounds or at school sponsored events;
• Permit students with diabetes unrestricted access to necessary food and water on schedule and as needed and unrestricted access to bathroom facilities. When food is served at school events, provision will be made for appropriate food to be available to students with diabetes;
• School meals will not be withheld from any student for disciplinary reasons. Students with diabetes will not miss meals because they are not able to pay for them. The charge for the meal will be billed to the parent or adult student and collected consistent with district policies;
• Parents and health care providers of students with diabetes will be provided with a description of their student’s school schedule to facilitate the timing of monitoring, treatment and food consumption; and
• Each student’s individual health care plan will be distributed to appropriate staff based on the student’s needs and the staff member’s contact with the student.

The district, its employees, agents or parent-designated adults who act in good faith and in substantial compliance with a student’s individual health care plan and the instructions of the student’s health care provider will not be criminally or civilly liable for services provided under RCW.28A.210.330.

Cross References:

5630 - Volunteers
3520 - Student Fees, Fines, or Charges
3416 - Medication at School
2162 - Education of Students With Disabilities Under Section 504 of the Rehabilitation Act of 1973
Legal References:

42 U.S.C. 12101et seq. Americans with Disabilities Act
RCW 28A.210.330 Students with diabetes - Individual health plans - Designation of professional to consult and coordinate with parents and health care provider - Training and supervision of school district personnel

Adoption Date: August 15, 2005

Revised: August 5, 2015

Reviewed: February 25, 2026

Under normal circumstances, all student medications, both prescription and over the counter (OTC) medications, should be administered before and/or after school hours under supervision of the parent/guardian. When it is necessary for a student to receive prescription or OTC oral medication, topical medication, eye drops, ear drops or nasal spray at school or at school-sponsored events,  the parent/guardian must submit a written parental request and a written authorization form from a licensed healthcare practitioner (LHP), prescribing within the scope of his or her prescriptive authority.

In addition, due to the potential of allergic reaction, over dose, choking hazard, or exposure to hazardous chemicals; cough drops/throat lozenges containing medication and bug sprays/repellents require individualized physician’s orders. Chap stick/lip balm may be kept in student’s possession, but not shared with others.

The superintendent will establish procedures for required and proper:

1. Designating staff members who may administer medication to students; 
2. Training, delegation, and supervision of staff members in the administration of medication to students by a registered nurse (RN), including oral medication, topical medication, eye drops, ear drops, and/or nasal spray; 
3. Obtaining signed and dated parent/guardian and LHP request and authorization for the administration of medications, including instructions from the LHP;
4. Transporting medications to and from school; 
5. Storing medication in a locked or limited access area;
6. Labeling medication;
7. Administering of medication, including identification of student and medication;
8. Documenting administration of medication, including errors, reactions, or side effects;
9. Disposing of medications; 
10. Maintaining records pertaining to the administration of medication;
11. Maintaining student confidentiality 
12. Permitting, as appropriate, possession and self-administration of medications necessary for student school attendance;  
13. Permitting possession and self-administration of over-the-counter topical sunscreen products (see Sunscreen Section below); and
14. Reviewing and evaluating of medication practices and documentation

School District Policy and Procedure 3419 - Self-Administration of Asthma and Anaphylaxis Medication and School District Policy and Procedure 3420 - Anaphylaxis Prevention and Response govern the use of injectable medication for the treatment of anaphylaxis.

Except for limited situations, no school staff other than a RN or licensed practical nurse (LPN) may administer suppositories, rectal gels, or injections (except for emergency injections for students with anaphylaxis, as stated in School District Policy and Procedure 3419 - Self-Administration of Asthma and Anaphylaxis Medication and School District Policy and Procedure 3420 - Anaphylaxis Prevention and Response). In some situations, a parent designated adult (PDA) may administer certain injections.

If the school decides to discontinue administering a student’s medication, the superintendent or designee must provide notice to the student’s parent/guardian orally and in writing prior to the discontinuance. There must be a valid reason for the discontinuance that does not compromise the health of the student or violate legal protections for the disabled.

Required Notification of EMS: Emergency Medical Services will be notified whenever the administration of rescue medication is given by school personnel.  These include, but are not limited to, Epinephrine, Diazepam, Midazolam, Glucagon, etc. Emergency Medical Services (911) will be summoned as soon as practicable.

Sunscreen

Over-the-counter topical sunscreen products may be possessed and used by students, parent/guardians, and school staff without a written prescription or note from a licensed health care provider if the following conditions are met:

1. The product is regulated by the US Food and Drug administration as an over-the-counter sunscreen product; and
2. If possessed by a student, the product is provided to the student by a parent/guardian.

Medical Marijuana:

Washington State law (RCW 69.51A.060) permits the use of medical marijuana, however, federal law (Title IV-Part A—Safe and Drug Free Schools and Communities and the Controlled Substances Act (CSA) (21 U.S.C. § 811) prohibits the possession and use of marijuana on the premises of recipients of federal funds including educational institutions. School nurses may not administer medical marijuana. See 3423 – Parental Administration of Marijuana for Medical Purposes, regarding parental administration of medical marijuana on school grounds, school bus, and school-sponsored activities.

Cross References: 

Board Policy 3420 - Anaphylaxis Prevention and Response

Board Policy 3419 - Self-Administration of Asthma and Anaphylaxis Medications

Board Policy 3423 - Parental Administration of Marijuana for Medical Purposes

Legal References:

RCW 28A.210.260 Public and private schools - Administration of medication — Conditions

RCW 28A.210.270 Public and private schools —Administration of medication — Immunity from liability — Discontinuance, procedure

Adoption Date:  August 15, 2005

Revised: July 15, 2015, December 7, 2016, September 4, 2019

The district authorizes qualified staff to provide clean, intermittent bladder catheterization (CIC) of students or assisted self-catheterization according to rules adopted by the State Board of Nursing.

Catheterization is authorized under the following conditions:

A.    A parent, legal guardian or other person having legal control over the student files a written, current and unexpired request that the district provide for the catheterization of the student;

B.     A licensed physician of the student files a written, current and unexpired request that catheterization of the student be provided for during the hours when school is in session or the hours when the student is under the supervision of school officials;

C.     A registered nurse provides written, current and unexpired instructions regarding catheterization which states that staff members are designated to provide for catheterization and a description of the nature and extent of any supervision that is required; and

D.    Any staff member who is authorized to provide for catheterization must receive training from a registered nurse consistent with the rules of the State Board of Nursing. Licensed practical nurses (LPNs) are trained to provide catheterization as part of their professional preparation and are not subject to this training requirement.

Employees (excepting licensed nurses) who have not previously agreed in writing to perform clean, intermittent bladder catheterization as a specific part of their job description may file a written letter of refusal to perform catheterization. The employee’s refusal may not serve as grounds for discharge, nonrenewal or any other action adversely affecting the employee’s contract status.

The district and its staff and the staff member who provides for catheterization in substantial compliance with this policy and the rules of the State Board of Nursing will not be liable in any criminal action or for civil damages arising from providing catheterization. The district may discontinue catheterization service for a student without being liable so long as the affected parents/guardians are given advance oral/written notice.

Cross References: