Parent/Guardian Definition

In this document, the term “parent/guardian” refers to the student’s parent or guardian, or any person in a custodial relationship to the student.

ACT – Early Release Fridays

The purpose of ACT is to foster a collaborative environment among our educators to enhance teaching practices, improve student outcomes, and promote a culture of continuous improvement.

ACT is 75-minute early release time nearly every Friday. Through these collaborative efforts, we strive to provide the best possible education and support for the success of our students.

Americans with Disabilities Act (ADA)

Individuals with disabilities who may need a modification to participate in programs and/or meetings held in the District should contact the school or district office no later than three (3) days prior to the program or meeting so that arrangements for modification or accommodation can be made.

Assessments

Our comprehensive assessment program provides information on student achievement to students, staff, families and community members. Students are assessed throughout the school year using a variety of strategies and tools. Staff members use the results to see how well students are mastering state standards or course expectations. Teachers use the data to inform their work as they support the individual needs of students. Washington students are assessed annually by the state as part of federal accountability requirements. Our district and school report cards can be found at https://reportcard.ospi.k12.wa.us/

Child Find

A child with a disability may be eligible for services through Section 504 of the Rehab Act of 1973 or special education and related services through the IDEA acts of 2004. If you have reason to suspect your child or another child may have a disability which affect their education, please contact the school or Special Services Department at 360-709-7040 for additional information or to refer the child for an evaluation.

Communications

Strong communication is a key to student success! Below is a list of communications tools we utilize regularly. You may also call the District Office team at 360-709-7000 for assistance.

• TSD Website serves as a convenient, accessible source for District information and updates. Visit us at http://www.tumwater.k12.wa.us. To access your school website, go to the district site and then choose your school from the drop-down menu.
• Mass Notification Phone and Email System: All schools and the District Administrative Office use this system to communicate with families. Please provide current contact information, including an email address, to your school. Better communication allows us to provide you with information you need to help your student succeed!
• FlashAlert.com - Get early notifications regarding closures and/or delays.
• School Newsletters: Newsletters are prepared by each of our schools, and then sent electronically or with students.
• The Open Line newsletter is published two or three times per year and mailed to all addresses in the district. It is also made available online. 
• Facebook: @TumwaterSD
• X: @Tumwater SDNews 
• YouTube: The District YouTube is used to post update messages, videos of school and classroom events, and School Board meetings and can be found at youtube.com/@tumwaterschooldistrict2413
• Instagram: @tumwater.school.district 
• “A Rich Heritage” School History Book details the history of Tumwater schools. This is a ‘must read’ for those who wish to learn more about District roots in the early pioneer days and how we have evolved. Written by local author Don Trosper, this book reflects hours of research and personal interviews conducted by members of TSD’s History Committee. Books sell for $10 and can be purchased at the District Administration Office.

Conferences

Families gain valuable insights into their child’s progress, strengths, and areas for improvement, allowing for personalized support and goal setting during conference week.

Please see the District calendar for conference dates. However, families should address student concerns as they arise. When there is a concern, please contact your student’s teacher to schedule a time to meet. 

During conference week, breakfast and lunch will be served at all elementary schools. Middle schools have breakfast and a grab-n-go lunch. High schools have breakfast only.

Custody/Protection Orders

In cases involving court-ordered custody or restrictions to access to children, parents/guardians must provide the school office with legal paperwork showing the current restrictions.

Emergency Preparedness

Our emergency procedures were created to assist students and staff in the event of natural disasters or any other unforeseen emergency. Changes in bus schedules, school closures or early dismissals due to inclement weather will be broadcast to all families in the district using the mass notification system. Emergency messages will also be posted to the District website, school websites, Facebook, X, and Instagram. The District uses FlashAlert.net, a statewide reporting network which parents can subscribe to for alerts. Before 6 am, the system provides alerts (you choose whether you want text, email, call, etc.) regarding inclement weather delays and closures. For more information, visit our website, click on “District” and then “Emergency Communications.”

Enrolling in School

Children must be five years old on or before August 31st to attend kindergarten, and six years of age on or before August 31st to enter first grade. All new students are required to provide a birth certificate or other acceptable proof of birthdate, immunization records, and proof of residency in our district for registration. Visit the website for your child’s school or the district website more information and basic registration forms. Each school may have additional forms.

Every Student Succeeds Act (ESSA) and Highly Qualified Teachers

Title II Part A requires Districts and schools to inform the parents of Title I, Part A students that they may request, and the district and schools will provide, certain information on the professional qualifications of the student’s classroom teachers and paraprofessionals providing services to the child:

• Whether or not the child’s teacher has met State certification for the grade level and subject areas in which the teacher provides instruction;
• Whether the teacher is teaching under an emergency/provisional status where state certification criteria have been waived;

The college major and any graduate certification or degree held by the teacher;

• Whether the child receives instructional services from paraprofessionals, and if so, the paraprofessional’s qualifications.

If you need to review this information in another language, please visit https://www.k12.wa.us/policyfunding/grants-grant-management/closing-educational-achievement-gaps-title-i-part/parent-and-familyengagement-pfe. If you are interested in knowing the professional qualifications of your student’s teacher, contact the Executive Director of Human Resources at 360-709-7020.

Facility Use

All District facilities are available for public use, community and youth organization meetings and events, non-profit organization events and recreational activities pursuant to TSD Policy 4260. Facility applications are available at all sites, on the District website or by contacting the Support Services Department at 360-709-7725. All athletic events/leagues must submit their sportsmanship code with their application. This code will outline behavior expectations for both participants and spectators. The enforcement procedures for said code should also be included. A certificate of insurance may be required by the District prior to approval of the facility use application submitted by any applicant.

Food Services

TSD serves both breakfast and lunches that meet the USDA nutrition standards and we are committed to providing quality and nutritious meals daily.

For the 2026-27 school year, we have received a state grant to provide free meals at each of our elementary schools with the exception of East Olympia Elementary. Families who qualify may also be eligible for:

•         fee waivers for school programs and activities; discounts on testing fees (SAT, ACT, etc.); access to scholarships and other supports

Submitting the form is quick, confidential, and helps ensure our schools can serve all students even better. Thank you for taking the time to apply.

School breakfast and lunch prices:

Graduation Requirements

All high school students are required to meet state and school district graduation requirements to earn a diploma. By fulfilling state and district graduation requirements, students are better prepared to meet their career goals.

To receive a High School Diploma, students must complete 24 credits, develop a High School and Beyond Plan to include a senior presentation, meet a graduation pathway aligned with career goals, and contribute to the community by completing 30 20 hours of community service.

See links below for more information.

1.    Credit Requirements establish by the Washington State Board of Education.

2.    High School and Beyond Plan: https://www.k12.wa.us/sites/default/files/public/ossi/k12supports/careercollegereadiness/pubdocs/faqhighschoolandbeyondplan.pdf

3.    Graduation Pathways: https://ospi.k12.wa.us/student-success/graduation/graduation-pathways

4.    Local Requirements: https://www.tumwater.k12.wa.us/student-learning/career-and-college-readiness/graduation-requirements/local-requirements

5.    Tumwater School District Course Catalog: Please visit the TSD’s website and select the school of choice to find the course catalog.

Homeless/Displaced Student Assistance – McKinney-Vento Homeless Assistance Act

The state definition for Homelessness defined is:

• Children and youth sharing housing due to loss of housing, economic hardship or a similar reason
• Children and youth living in motels, hotels, trailer parks, or campgrounds due to lack of alternative accommodations
• Children and youth living in emergency or transitional shelters
• Children and youth abandoned in hospitals
• Children and youth whose primary nighttime residence is not ordinarily used as a regular sleeping accommodation (e.g., park benches, etc)
• Children and youth living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations
• Migratory children and youth living in any of the above situations.

Rights of Homeless Students and Responsibilities of the School District

Homeless students have the right to register for and attend school, even if they do not have their full documentation such as immunization records, proof of residency, utility bill, birth certificate, special education records, etc.

Registration must be immediate! Attendance will begin as soon as possible. As with all new students, secretaries/registrars may need time to contact the teacher(s) and make sure there is a desk and appropriate classroom materials.

The school counselor will do an intake with the family or student and submit the form to the district McKinney Vento liaison. The MV Liaison will then:

• arrange for free breakfast and lunch to be provided.
• coordinate transportation for students who are out of the catchment area of the school they are attending.
• reach out to the family to see what other supports are needed

Homeless students have the right to stay in the same school, even if they move to another enrollment area or a new school district, if it is reasonable, feasible, and in the best interest of the child. This helps children maintain stability. Research shows that students who change schools lose between 2- 6 months of academic achievement with each move.

Transportation must be provided by the school district in the form of school bus. Transportation will be coordinated with the MV Liaison and the Transportation department.

Students are entitled to free breakfast and lunch without the need to fill out the forms.

Our counselors form the first line of support for homeless children within their respective schools. TSD Homeless Liaison, Terri Turner, 360-709-7056 or terri.turner@tumwater.k12.wa.us

Homeless Students in the Tumwater School District

Our district served approximately 211 homeless students during the 2024-25 school year. If you are a TSD family experiencing homelessness, or know of a TSD family who is experiencing homelessness, please contact your school counselor. We are dedicated to helping our homeless youth find success within our schools and community. At the District Office, we have a Student Assistance Fund supported by community donations that can be accessed for a variety of student needs, such as clothing, school supplies, medications and toiletries. Contact your school counselor or Terri Turner to learn more about assistance for homeless students.

In addition, TSD has a longstanding partnership with TOGETHER! (local non-profit) and the Community Schools Program. Community Schools Managers serve our students and families directly from the school and are able to help families connect with community resources as well as providing support for students while at school by helping with clothing, food, eye glasses, apply for medical/dental coverage, and so much more. If your child or family could benefit from the assistance of the Community Schools Program, please contact the appropriate school and ask to speak with the Community Schools Manager.

Performance Reports

• Office of the Superintendent of Public Instruction (OSPI) Online Report Card OSPI’s report card provides school data at the state, school district and building levels. Find the report card by going to https://reportcard.ospi.k12.wa.us

Resident and Non-Resident Transfers

District Policy and Procedure 3131 provides information regarding resident (intra-district) transfers. Individuals who reside within the boundaries of Tumwater School District and wish to transfer to another school within the district should access the transfer request through Parent Access in Skyward. Please contact the Office of Student Learning Department at 360-709-7030 if you have any questions.

District Policy and Procedure 3141 provides information regarding non-resident (out-of-district) transfers.  Individuals who reside outside the boundaries of the Tumwater School District and wish to transfer into a Tumwater school should access the transfer request on the Choice Portal which can be found at https://www.tumwater.k12.wa.us/familiesstudents/for-families/transfers. Please contact the Student Learning Office at 360-709-7030 if you have any questions.

School Board Meetings

The School Board is responsible for establishing policies for the District, revising/adopting the annual operating budget, selecting and evaluating the superintendent, and informing the public of the needs and progress of the educational system. School Boards are required to meet once per month to conduct business and allow for public comment. The Tumwater School District Board of Directors holds one regular business meeting per month as well as a workshop or retreat (most months.) Regular meetings are being held in person at 6pm the fourth Thursday of each month at the district office. All business meetings, workshops, and retreats are open to the public. Public comment is permitted at regular business meetings and requires the speaker to sign-up via the website by noon the day of a regular meeting. Agendas will be published to the district website as well as at the district office. Please contact Becky Parsons, Executive Assistant to the Superintendent, at 360-709-7000 with any questions.

School Bus Safety

The TSD Transportation team is dedicated to the academic achievement of our students by providing safe, secure, effective and efficient transportation with the focus on the safety and well-being of all students.

For the safety of all students and staff using district transportation, students should remember to obey the driver, remain in their seat facing the front of the vehicle, and talk quietly. Eating, drinking or chewing gum is not allowed while riding the school bus or van. Students are cautioned about bringing and using electronic equipment such as cell phones or tablets on the bus and TSD is not responsible for lost, stolen, or broken items. Student riding regulations, which include the laws regulating bus operations and rules for students, are posted on the district website. You can request a printed copy by contacting the Transportation Department at 360- 709-7700.

Video Security on School District Grounds or Property

School District grounds, buildings and property, including buses used for District purposes, may be equipped with video and/or sound security cameras. Equipment may be placed to record only in areas where there is not a reasonable expectation of privacy, such as parking lots, entrances, exits,

hallways, front offices, gymnasiums, cafeterias, libraries, and other public shared or common spaces. Only designated staff and law enforcement have access to video and the District does not keep recordings for more than fourteen (14) days.

Volunteering

There are many ways to get involved in your student’s education. You can help as a reading buddy, in the office, on field trips, on the playing field, and more! Each volunteer is required to fill out a volunteer application, which includes a background check. You can do this at your student’s school or on-line at https://www.tumwater.k12.wa.us/community/volunteer-in-our-schoolswww.tumwater.k12.wa.us. We truly appreciate the thousands of volunteer hours that are given to our schools by parents/guardians, relatives and community members. Contact the school office or the District Office for more information about how to get involved.

Voter Registration

To register to vote or to change their registration, visit the Auditor’s website. You can register at any time, but if you are registering by mail or changing

Required Notifications

AHERA/Asbestos Mgmt

TSD has a plan for each of its facilities that is updated every three years. These plans record surveillances, inspections, training for maintenance and custodial staff and summaries of asbestos abatement activities. Each site’s Asbestos Management Plan has been filed with OSPI and is available at each school administration office and the Buildings & Grounds Department.

Pesticide/Herbicide Application

As necessary and in compliance with all State and local regulations, the District uses pesticides/ herbicides to control pest

vegetation, rodents or insects. Pursuant to TSD Policy 6895, on those occasions, products are applied by state licensed staff. At least 48 hours before any necessary pesticide/herbicide application inside or outside of facilities, a “Pesticide Application” notice will be displayed in the school office and primary points of entry at application site. The notice will list what chemical(s) is to be used, when and where it will be applied, why it is being used, and who to call for more information. Any areas treated are clearly marked with signs that include a phone number to call for more information. Typical pesticide/herbicide annual uses include: Generation Blue Max Rodenticide, applied to exterior bait stations by PurCor Pest Management.  SprayPak Wasp, Bee & Hornet Killer, applied to wasp/bee/hornets nests by TSD Grounds. Casoron, Cornerstone Plus, SpeedZone, Pendulum AquaCap, and Amine 2,4-D, applied to ornamental beds, concrete/asphalt cracks, fence lines, and cinder running tracks by TSD Grounds. Barricade, pre-emergence grass and broad leaf weed control, applied to ornamental beds, concrete cracks and fence lines by Total Grounds Management. Tumwater School District maintains records of all such applications. The district can provide notification of impending pesticide applications and information of any emergency applications. For this information, contact the Department of Buildings and Grounds at 360-709-7725.

Lead Testing in Water In compliance with RCW 43.70.840 and 28A.210.420, the District has complied and will continue to follow Department of Health (DOH) technical guidance for reducing lead contamination in drinking water at schools that is at least as protective of student health as any technical guidance on this topic issued by the Environmental Protection Agency (EPA). Our school staff and/or contractors conducting the lead in school drinking water sampling, testing, and remediation will follow these guidelines. For more information, contact Buildings and Grounds at 360-709-7725.

Non-Discrimination Statement

• Civil Rights Coordinator – Meagan Dawson, 360-709-7043, 621 Linwood Avenue SW, Tumwater, WA 98512, meagan.dawson@tumwater.k12.wa.us.
• Title IX Coordinator – Wendy Bromley, 360-709-7020, 621 Linwood Avenue SW, Tumwater, WA 98512, wendy.bromley@tumwater.k12.wa.us
• Section 504 Coordinator – Deena Alley, 360-709-7043, 621 Linwood Avenue SW, Tumwater, WA 98512, deena.alley@tumwater.k12.wa.us

Student Rights & Responsibilities

We have included some key Tumwater School District policies on the following pages for your reference. All of our policies can be found on our website at www.tumwater.k12.wa.us by choosing “District” then “District Policies.” If you have any policy questions, please call the District Office at 360-709-7000.

Responsibility

The primary responsibility of the Tumwater School District and its professional staff is the maintenance of a safe and orderly school district in which all students can learn.

Students, parents and staff must work together to ensure a safe learning environment. It is paramount that students accept responsibility which will contribute to such an environment. It is expected that students will obey the law, adhere to the policies of the District, and comply with rules and regulations implementing these policies and procedures.

The following policies and procedures are designed to protect all members of the educational community in the exercise of their rights and responsibilities.

Rights & Responsibilities - 3200

Each year, the superintendent or designee will develop handbooks pertaining to student rights, conduct, and discipline, and make the handbooks available to all students, their parents, and staff. These handbooks will be developed with the participation of parents and the community.

The school principal and certificated building staff will confer at least annually to develop and/or review student conduct standards and the uniform enforcement of those standards as related to the established student handbooks. They will seek to develop clear definitions for common problem behaviors and build consensus on what constitutes manifestation of those problem behaviors. They will also address differences between major and minor manifestations of problem behaviors to identify those problem behaviors that teachers and other classroom staff can generally address and those problem behaviors that are so severe that an administrator needs to be involved. This work will help district staff identify and address differences in the perception of subjective misbehaviors and reduce the effect of implicit bias.

They will also confer annually to establish criteria for determining when certificated employees must complete classes to improve classroom management skills.

All students who attend the district's schools will comply with the written policies, rules, and regulations of the schools, will pursue the required course of studies, and will submit to the authority of staff of the schools, subject to such discipline, including other forms of discipline as the school officials will determine. 9/12/2019

Student Discipline – Policy 3241

Introduction/Philosophy/Purpose

The Board of the Tumwater School District focuses on the educational achievement of each and every student. The District holds high expectations for all students and gives all students the opportunity to achieve personal and academic success. “Discipline” means any action taken by the school district in response to behavioral 23 violations, including exclusionary as well as positive and supportive forms of discipline. The Board intends that this policy and procedure be implemented in a manner that supports positive school climate, maximizes instructional time, and increases equitable educational opportunities.

The purposes of this policy and accompanying procedure include:

• Engaging with school personnel, students, parents, families, and the community in decisions related to the development and implementation of discipline policies and procedures; Supporting students in meeting behavioral expectations, including providing for early involvement of parents and families;
• Administering discipline in ways that respond to the needs and strengths of students and keep students in the classroom to the maximum extent possible; 
• Providing educational services that students need to complete their education without disruption;
• Facilitating collaboration between school personnel, students, parents, and families to support successful reentry into the classroom following a suspension or expulsion; Ensuring fairness, equity, and due process in the administration of discipline;
• Implementing culturally responsive discipline that provides every student the opportunity to achieve personal and academic success;
• Providing a safe environment for all students and for district employees;

Rights and Responsibilities/District Commitment

• The Board recognizes the negative and disproportionate impact of exclusionary discipline practices and is committed to:
• Identifying and addressing discipline policies and practices that perpetuate educational opportunity gaps;
• Proactively implementing discipline practices that support students in meeting behavioral expectations without losing access to instruction.

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, religion, color, national origin, sexual orientation, gender expression, gender identity, disability, or the use of a trained dog guide or service animal;
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.

This District’s student discipline policy and procedure is designed to provide students with a safe, healthy, and 24 educationally sound environment. Students are expected to be aware of and comply with this policy and procedure, including behavioral expectations that respect the rights, person, 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.

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 collect data on disciplinary actions administered in each school, as required by RCW 28A.300.042, and any additional data required under other district policies and procedures.

The District will ensure that school principals confer with certificated building employees at least annually to develop and/or review building discipline standards and review the fidelity of implementation of those standards. At each district school, principals and certificated staff will develop written school procedures for administering discipline at their school with the participation of other school personnel, students, parents, families, and the community. Each school will:

1. Establish behavioral expectations with students and proactively teach expectations across various school settings.
2. Develop precise definitions for problem behaviors and behavioral violations to address differences in perceptions of subjective behaviors and reduce the effect of implicit bias.
3. Define the differences between minor and major behavior incidents to clarify the types of behaviors that may or may not result in classroom exclusion or are severe enough that an administrator needs to be involved.
4. Identify a continuum of best practices and strategies for classroom-based responses that building staff should administer before or instead of classroom exclusion to support students in meeting behavioral expectations.

Schools handbooks, codes of conduct, and building discipline standards must not conflict with this policy, accompanying procedures, or other Board policies. A school’s building discipline standards must be annually approved by the district superintendent or designee.

School principals will ensure teachers and other school personnel receive adequate support to effectively implement a continuum of identified best practices and strategies that:

1. Focus on prevention to reduce the use of exclusionary discipline practices;
2. Allow the exercise of professional judgment and skill sets; and
3. May be adapted to individual student needs in a culturally responsive manner.

School principals will confer with certificated building employees at least annually to establish criteria for when certificated employees must complete classes to improve classroom management skills.

The District will periodically review and further develop this policy and procedure with the participation of school personnel, students, parents, families, and the community. As part of this development and review process, the district will use disaggregated data collected under RCW 28A.300.042 to monitor the impact of student discipline practices as well as to improve fairness and equity in the administration of student discipline. Discipline data must be disaggregated by:

1. School.
2. Student groups, including by gender, grade level, race/ethnicity (including further disaggregation of federal race and ethnicity categories in accordance with RCW 28A.300.042(1) and CEDARS Appendices Y and Z), low-income, English language learner, migrant, special education, Section 504, foster care, and homeless.
3. Behavioral violation.
4. Discipline types, including classroom exclusion, in-school suspension, short-term suspension, long-term suspension, emergency expulsion, and expulsion. The District will follow the practices outlined in guidance from the Race and Ethnicity Student Data Task Force when disaggregating broader racial categories into subracial and subethnic categories.

The District will consider student program status and demographic information (i.e. gender, grade-level, low-income, English language learner, migrant, special education, Section 504, foster care, and homeless) when disaggregating student race and ethnicity data to identify any within-group variation in school discipline experiences and outcomes of diverse student groups. This process may include reviewing data to prevent and address discrimination against students in protected classes identified in chapters 28A.640 and 28A.642 RCW, however, the District will ensure it reviews disaggregated discipline data in accordance with WAC 392-190-048 at least annually.

The District will support each school to:

• set at least one goal annually for improving equitable student outcomes;
• create an action plan or plans;
• evaluate previous goals and action plans; and
• revise goals and action plans, based on evaluations.

Schools will share identified goals and action plans with all staff, students, parents, families, and the community.

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. At the building level, schools will annually provide the current building discipline standards, developed as stated above, to all school 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. Schools will ensure all school personnel are knowledgeable of the school building discipline standards. Schools are encouraged to provide discipline training developed under RCW 28A.415.410 to support implementation of this policy and procedure to all school staff as feasible. 8/26/2021

Student Discipline – Procedure 3241

Definitions

For purposes of all disciplinary policies and procedures, the following definitions will apply:

• “Behavioral violation” means a student’s behavior that violates the district’s discipline policies.
• “Classroom exclusion” means the exclusion of a student from a classroom or instructional or activity area for behavioral violations, subject to the requirements of WAC 392-400-330 and 392-400-335. Classroom exclusion does not include action that results in missed instruction for a brief duration when: (a) teacher or other school personnel attempts other forms of discipline to support the student in meeting behavioral expectations; and (b) the student remains under the supervision of the teacher or other school personnel during such brief duration.
• “Culturally responsive” has the same meaning as “cultural competency” in RCW 28A.410.270, which states "cultural competency" includes knowledge of student cultural histories and contexts, as well as family norms and values in different cultures; knowledge and skills in accessing community resources and community and parent outreach; and skills in adapting instruction to students' experiences and identifying cultural contexts for individual students.
• “Discipline” means any action taken by a school district in response to behavioral violations.
• “Disruption” of the educational process” means the interruption of classwork, the creation of disorder, or the invasion of the rights of a student or group of students.
• “Emergency expulsion” means the removal of a student from school because the student’s statements or behavior pose 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, subject to the requirements in WAC 392-400-510 through 392-400-530
• “Expulsion” means a denial of admission to the student’s current school placement in response to a behavioral violation, subject to the requirements in WAC 392-400-430 through 392-400-480
• “Length of an academic term” means the total number of school days in a single trimester or semester, as defined by the board of directors
• “Other forms of discipline” means actions used in response to problem behaviors and behavioral violations, other than classroom exclusion, suspension, expulsion, or emergency expulsion, which may involve the use of best practices and strategies included in the state menu for behavior developed under RCW 28A.165.035.
• “Parent” has the same meaning as in WAC 392-172A-01125, and means (a) a biological or adoptive parent of a child; (b) a foster parent; (c) a guardian generally authorized to act as the child’s parent, or authorized to make educational decisions for the student, but not the state, if the student is a ward of the state; (d) an individual acting in the place of a biological or adoptive parent, including a grandparent, stepparent, or other relative with whom the student lives, or an individual who is legally responsible for the student’s welfare; or a surrogate parent who has been appointed in accordance with WAC 392-172A.05130. If the biological or adoptive parent is attempting to act as the parent and more than one party meets the qualifications to act as a parent, the biological or adoptive parent must be presumed to be the parent unless he or she does not have legal authority to make educational decisions for the student. If a judicial decree or order identifies a specific person or persons to act as the “parent” of a child or to make educational decision on behalf of a child, then that person or persons shall be determined to be the parent for purposes of this policy and procedure.
• “School board” means the governing board of directors of the local school district.
• “School business day” means any calendar day except Saturdays, Sundays, and any federal and school 27 holidays upon which the office of the Superintendent is open to the public for business. A school business day concludes or terminates upon the closure of the Superintendent’s office for the calendar day.
• “School day” means any day or partial day that students are in attendance at school for instructional purposes.
• “Suspension” means the denial of attendance in response to a behavioral violation from any subject or class, or from any full schedule of subjects or classes, but not including classroom exclusions, expulsions, or emergency expulsions. Suspension may also include denial of admission to or entry upon, real and personal property that is owned, leased, rented, or controlled by the district.
  • “In-school suspension” means a suspension in which a student is excluded from the student's regular educational setting but remains in the student's current school placement for up to ten consecutive school days, subject to the requirements in WAC 392-400-430 through 392-400-475.
  • “Short-term” suspension means a suspension in which a student is excluded from school for up to ten consecutive school days, subject to the requirements in WAC 392-400-430 through 392-400-475.
  • “Long-term” suspension means a suspension in which a student is excluded from school for more than ten consecutive school days, subject to the requirements in WAC 392-400-430 through 392-400-475.

Engaging with Families & Language Assistance

The district must provide for early involvement of parents in efforts to support students in meeting behavioral expectations. Additionally, the district must make every reasonable attempt to involve the student and parent in the resolution of behavioral violations. Unless an emergency circumstance exists, providing opportunity for this parental engagement is required before administering a suspension or expulsion.

The district must ensure that it provides all discipline related communications [oral and written] required in connection with this policy and procedure in a language the student and parent(s) understand. These discipline related communications include notices, hearings, conferences, meeting, plans, proceedings, agreements, petitions, and decisions. This effort may require language assistance for students and parents with limited-English proficiency under Title VI of the Civil Rights Act of 1964. For parents who are unable to read any language, the district will provide written material orally.

Supporting Students with Other Forms of Discipline

Unless a student’s on-going behavior poses an immediate and continuing danger to others, or a student’s on-going behavior poses an immediate and continuing threat to the educational process, staff members must first attempt one or more forms of other forms of discipline to support students in meeting behavioral expectations before imposing classroom exclusion, short-term suspension, or in-school suspension. Before imposing a long-term suspension or expulsion, the district must first consider other forms of discipline.

The types of behaviors for which the staff members may use other forms of discipline include any violation of the rules of conduct, as developed annually by the Superintendent. In connection with the rules of conduct, school principals and certificated building staff will confer at least annually to develop and/or review building discipline standards and the uniform enforcement of those standards consistent with policy and law. The purpose of this annual review is to improve equity, address differences in perception of subjective behaviors, and reduce the effect of implicit or unconscious bias.

These other forms of discipline may involve the use of best practices and strategies included in the state Menu of Best Practices and Strategies on the OSPI website. The district has identified the following for use as other forms of discipline:

Oral or written feedback, parent notification or conferences, increased supervision, loss of privileges, behavior 28 monitoring or behavior contract, restorative justice practices, counseling or health services, community service or restitution, mentoring, social skills instruction, and de-escalation.

Staff members are not restricted to the above list and may use any other form of discipline compliant with WAC 392-400-025(9).

Additionally, staff may use after-school detention as another form of discipline for not more than 90 minutes on any given day. Before assigning after-school detention, the staff member will inform the student of the specific behavior prompting the detention and provide the student with an opportunity to explain or justify the behavior. At least one staff member will directly supervise students in after-school detention.

Administering other forms of discipline cannot result in the denial or delay of the student’s nutritionally adequate meal or prevent a student from accomplishing a specific academic grade, subject, or graduation requirements.

Students and parents may challenge the administration of other forms of discipline, including the imposition of afterschool detention using the grievance process below.

Staff Authority and Exclusionary Discipline

District staff members are responsible for supervising students immediately before and after the school day; during the school day; during school activities (whether on or off campus); on school grounds before or after school hours when a school group or school activity is using school grounds; off school grounds, if the actions of the student materially or substantially affect or interferes with the educational process; and on the school bus. Staff members will seek early involvement of parents in efforts to support students in meeting behavioral expectations. The Superintendent and Assistant Superintendent have general authority to administer discipline, including all exclusionary discipline. The Superintendent designates disciplinary authority to impose short-term suspension, long-term suspension, expulsion, and emergency expulsion to school principals.

Classroom exclusions

After attempting at least one other form of discipline, as set forth above, teachers have statutory authority to impose classroom exclusion. Classroom exclusion means the exclusion of a student from the classroom or instructional activity area based on a behavioral violation that disrupts the educational process. The Superintendent, school principals, and certificated staff will work together to develop definitions on what constitutes behavior that disrupts the educational process to reduce the effect of implicit or unconscious bias. Additionally, the district authorizes school principals, assistant principals, and administrative designees to impose classroom exclusion with the same authority and limits of authority as classroom teachers.

Classroom exclusion may be for all or any portion of the balance of the school day. Classroom exclusion does not encompass removing a student from school, including sending a student home early or telling a parent to keep a student at home, based on a behavioral violation. Removing a student from school constitutes a suspension, expulsion, or emergency expulsion and must include the notification and due process as stated in the section below.

Classroom exclusion cannot result in the denial or delay of the student’s nutritionally adequate meal or prevent a student from accomplishing a specific academic grade, subject, or graduation requirements. The school will provide the student an opportunity to make up any assignments and tests missed during a classroom exclusion.

Following the classroom exclusion of a student, the teacher (or other school personnel as identified) must report the classroom exclusion, including the behavioral violation that led to the classroom exclusion, to the principal or the principal’s designee as soon as reasonably possible.

The teacher, principal, or the principal’s designee must notify the student’s parents regarding the classroom exclusion as soon as reasonably possible. As noted above, the district must ensure that this notification is in a language and form (i.e. oral or written) the parents understand.

When the teacher or other authorized school personnel administers a classroom exclusion because the student’s statements or behavior pose 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:

(a) The teacher or other school personnel must immediately notify the principal or the principal’s designee; and

(b) The principal or the principal’s designee must meet with the student as soon as reasonably possible and administer appropriate discipline.

The district will address student and parent grievances regarding classroom exclusion through the grievance procedures.

Grievance process for other forms of discipline and classroom exclusion

Any parent/guardian or student who is aggrieved by the imposition of other forms of discipline and/or classroom exclusion has the right to an informal conference with the principal for resolving the grievance. If the grievance pertains to the action of an employee, the district will notify that employee of the grievance as soon as reasonably possible.

At such conference, the student and parent will have the opportunity to voice issues and concerns related to the grievance and ask questions of staff members involved in the grievance matter. Staff members will have opportunity to respond to the issues and questions related to the grievance matter. Additionally, the principal will have opportunity to address issues and questions raised and to ask questions of the parent, student, and staff members.

If after exhausting this remedy the grievance is not yet resolved, the parent and student will have the right, upon two (2) school business days prior notice, to present a written and/or oral grievance to the Superintendent or designee. The Superintendent or designee will provide the parent and student with a written copy of its response to the grievance within ten (10) school business days. Use of the grievance process will not impede or postpone the disciplinary action, unless the principal or Superintendent or designee elects to postpone the disciplinary action. that may be grieved under this section includes other forms of discipline, including after-school detention; classroom exclusion; removal or suspension from athletic activity or participation; and removal or suspension from schoolprovided transportation.

Suspension and expulsion – general conditions and limitations

The district’s use of suspension and expulsion will have a real and substantial relationship to the lawful maintenance and operation of the school district, including but not limited to, the preservation of the health and safety of students and employees and the preservation of an educational process that is conducive to learning. The district will not expel, suspend, or discipline in any manner for a student’s performance of or failure to perform any act not related to the orderly operation of the school or school-sponsored activities or any other aspect of preserving the educational process. The district will not administer any form of discipline in a manner that would prevent a student from accomplishing specific academic grade, subject, or graduation requirements.

As stated above, the district must have attempted to provide the parent(s) opportunity for involvement to support the student and resolve behavioral violations before administering suspension or expulsion. Additionally, the Superintendent or designee must consider the student’s individual circumstances and the nature of the violation 30 before administering a short-term or in-school suspension.

The board recognizes that when a student’s behavior is subject to disciplinary action, review by a panel of the student’s peers may positively influence the student’s behavior. The board has discretion to authorize the establishment of one or more student disciplinary boards, which may also include teachers, administrators, parents, or any combination thereof. If so authorized, the district will ensure that the student disciplinary board reflects the demographics of the student body. The student disciplinary board may recommend to the appropriate school authority other forms of discipline that might benefit the student’s behavior and may also provide input on whether exclusionary discipline is needed. The school authority has discretion to set aside or modify the student disciplinary board’s recommendation.

The principal or designee at each school must report all suspensions and expulsions, including the behavioral violation that led to the suspension or expulsion, to the Superintendent or designee within twenty-four (24) hours after the administration. Reporting the behavioral violation that led to the suspension or expulsion as “other” is insufficient.

An expulsion or suspension of a student may not be for an indefinite period and must have an end date. After suspending or expelling a student, the district will make reasonable efforts to return the student to the student’s regular educational setting as soon as possible. Additionally, the district must allow the student to petition for readmission at any time. The district will not administer any form of discipline in a manner that prevents a student from completing subject, grade-level, or graduation requirements.

When administering a suspension or expulsion, the district may deny a student admission to, or entry upon, real and personal property that the district owns, leases, rents, or controls. The district must provide an opportunity for students to receive educational services during a suspension or expulsion (see below). The district will not suspend or expel a student from school for absences or tardiness.

If during a suspension or expulsion the district enrolls a student in another program or course of study, the district may not preclude the student from returning to the student’s regular educational setting following the end of the suspension or expulsion, unless one of the following applies:

• The Superintendent or designee grants a petition to extend a student’s expulsion under WAC 392-400-480;
• The change of setting is to protect victims under WAC 392-400-810;
• Or other law precludes the student from returning to his or her regular educational setting.

In accordance with RCW 28A.600.420, a school district must expel a student for no less than one year if the district has determined that the student has carried or possessed a firearm on school premises, school-provided transportation, or areas of facilities while being used exclusively by public schools. The Superintendent may modify the expulsion on a case-by-case basis.

A school district may also suspend or expel a student for up to one year if the student acts with malice (as defined under RCW 9A.04.110) and displays an instrument that appears to be a firearm on school premises, school-provided transportation, or areas of facilities while being used exclusively by public schools. These provisions do not apply to students while engaged in a district authorized military education; a district authorized firearms convention or safety course; or district authorized rifle competition.

In-school suspension and short-term suspension

The Superintendent designates school principals and vice-principals with the authority to impose in-school and short-term suspension. Before administering an in-school or short-term suspension, staff members must have first 31 attempted one or more other forms of discipline to support the student in meeting behavioral expectations and considered the student’s individual circumstances. The district will not administer in-school suspension that would result in the denial or delay of the student’s nutritionally adequate meal.

Unless otherwise required by law, the district is not required to impose in-school or short-term suspensions and instead, strives to keep students in school, learning in a safe and appropriate environment. However, there are circumstances when the district may determine that in-school or short-term suspension is appropriate. The district will work to develop definitions and consensus on what constitutes behavioral violations to reduce the effect of implicit or unconscious bias. In accordance with the other parameters of this policy, these circumstances may include the following types of student behaviors:

• Being intoxicated or under the influence of controlled substance, alcohol or marijuana at school or while present at school activities;
• Bomb scares or false fire alarms that cause a disruption to the school program;
• Cheating or disclosure of exams;
• Commission of any crime on school grounds or during school activities;
• Dress code violations that the student refuses to correct (see student dress policy/procedure 3224);
• Fighting: Fighting and instigating, promoting, or escalating a fight, as well as failure to disperse. Engaging in any form of fighting where physical blows are exchanged, regardless of who initiated the fight. This prohibition includes hitting, slapping, pulling hair, biting, kicking, choking, and scratching or any other acts in which a student intentionally inflicts or attempts to inflict injury on another;
• Gang-related activity;
• Harassment/intimidation/bullying;
• Intentional deprivation of student and staff use of school facilities;
• Intentional endangerment to self, other students, or staff, including endangering on a school bus;
• Intentional injury to another;
• Intentionally defacing or destroying the property of another;
• Intentionally obstructing the entrance or exit of any school building or room in order to deprive others of passing through;
• Possession, use, sale, or delivery of illegal or controlled chemical substances;
• Preventing students from attending class or school activities;
• Refusal to cease prohibited behavior;
• Refusal to leave an area when repeatedly instructed to do so by school personnel;
• Sexual misconduct that could constitute sexual assault or harassment on school grounds, at school activities, or on school provided transportation;
• Substantially and intentionally interfering with any class or activity;
• Threats of violence to other students or staff;
• Use or possession of weapons prohibited by state law and Policy 4210, look-alike devices, or intent to use as a weapon any item apparently capable of producing bodily harm.

Initial hearing

Before administering any in-school or short-term suspension, the district will attempt to notify the student’s parent(s) as soon as reasonably possible regarding the behavioral violation. Additionally, the principal or designee must conduct an informal initial hearing with the student to hear the student’s perspective. The principal or designee must provide the student an opportunity to contact his or her parent(s) regarding the initial hearing. The district must hold the initial hearing in a language the parent and student understand. At the initial hearing, the principal or designee will provide the student:

• Notice of the student’s violation of this policy;
• An explanation of the evidence regarding the behavioral violation;
• An explanation of the discipline that may be administered; and
• An opportunity for the student to share his or her perspective and provide explanation regarding the behavioral violation.

Notice

Following the initial hearing, the principal or designee must inform the student of the disciplinary decision regarding the behavioral violation, including the date when any suspension or expulsion will begin and end.

No later than one (1) school business day following the initial hearing with the student, the district will provide written notice of the suspension or expulsion to the student and parents in person, by mail, or by email in a language and form the student and parents will understand. The written notice must include:

(a) A description of the student’s behavior and how the behavior violated this policy;

(b) The duration and conditions of the suspension or expulsion, including the dates on which the suspension or expulsion will begin and end;

(c) The other forms of discipline that the district considered or attempted, and an explanation of the district’s decision to administer the suspension or expulsion;

(d) The opportunity to receive educational services during the suspension or expulsion;

(e) The right of the student and parent(s) to an informal conference with the principal or designee; and

(f) The right of the student and parent(s) to appeal the in-school or short-term suspension;

For students in kindergarten through fourth grade, the district will not administer in-school or short-term suspension for more than ten (10) cumulative school days during any academic term. For students in grades five through twelve, the district will not administer in-school or short-term suspension for more than fifteen (15) cumulative school days during any single semester, or more than ten (10) cumulative school days during any single trimester. Additionally, the district will not administer a short-term or in-school suspension beyond the school year in which the behavioral violation occurred.

The district will not administer in-school or short-term suspensions in a manner that would result in the denial or delay of a nutritionally adequate meal to a student.

When administering an in-school suspension, school personnel must ensure they are physically in the same location as the student to provide direct supervision during the duration of the in-school suspension. Additionally, school personnel must ensure they are accessible to offer support to keep the student current with assignments and course work for all of the student’s regular subjects or classes.

Long-term suspensions and expulsions

Before administering a long-term suspension or an expulsion, district personnel must consider other forms of discipline to support the student in meeting behavioral expectations. The district must also consider the other general conditions and limitations listed above. Unless otherwise required by law, the district is not required to impose long-term suspension or expulsion and may impose long-term suspension or expulsion only for specified misconduct. In general, the district strives to keep students in school, learning in a safe and appropriate environment. However, in accordance with the other parameters of this policy, there are circumstances when the district may determine that long-term suspension or expulsion is appropriate for student behaviors listed in RCW 28A.600.015 (6)(a) through (d), which include:

(a) Having a firearm on school property or school transportation in violation of RCW 28A.600.420;

(b) Any of the following offenses listed in RCW 13.04.155, including:

• any violent offense as defined in RCW 9.94A.030, including
• any felony that Washington law defines as a class A felony or an attempt, criminal conspiracy, or solicitation to commit a class A felony;
• manslaughter;
• indecent liberties committed by forcible compulsion;
• kidnapping;
• arson;
• assault in the second degree;
• assault of a child in the second degree;
• robbery;
• drive-by shooting; and
• vehicular homicide or vehicular assault caused by driving a vehicle while under the influence of intoxicating liquor or any drug, or by operating a vehicle in a reckless manner.

(ii) any sex offense as defined in RCW 9.94A.030, which includes any felony violation of chapter 9A.44 RCW (other than failure to registered as a sex offender in violation of 9A.44.132), including rape, rape of a child, child molestation, sexual misconduct with a minor, indecent liberties, voyeurism, and any felony conviction or adjudication with a sexual motivation finding;

(iii) inhaling toxic fumes in violation of chapter 9.47A RCW;

(iv) any controlled substance violation of chapter 69.50 RCW;

(v) any liquor violation of RCW 66.44.270;

(vi) any weapons violation of chapter 9.41 RCW, including having a dangerous weapon at school in violation of RCW 9.41.280;

(vii) any violation of chapter 9A.36 RCW, including assault, malicious harassment, drive-by shooting, reckless endangerment, promoting a suicide attempt, coercion, assault of a child, custodial assault, and failing to summon assistance for an injured victim of a crime in need of assistance;

(viii) any violation of chapter 9A.40 RCW, including kidnapping, unlawful imprisonment, custodial interference, luring, and human trafficking;

(ix) any violation of chapter 9A.46 RCW, including harassment, stalking, and criminal gang intimidation; and

(x) any violation of chapter 9A.48 RCW, including arson, reckless burning, malicious mischief, and criminal street gang tagging and graffiti.

(c) Two or more violations of the following within a three-year period

(i) criminal gang intimidation in violation of RCW 9A.46.120:

(ii) gang activity on school grounds in violation of RCW 28A.600.455;

(iii) willfully disobeying school administrative personnel in violation of RCW 28A.635.020; and

(iv) defacing or injuring school property in violation of RCW 28A.635.060; and

(d) Any student behavior that adversely affects the health or safety of other students or educational staff.

In addition to a behavior meeting conditions specified in RCW 28A.600.015, before imposing long-term suspension or expulsion, district personnel must also determine that if the student returned to school before completing a longterm suspension or expulsion the student would pose an imminent danger to students, school personnel, or pose an imminent threat of material and substantial disruption to the educational process. The district will work to develop definitions and consensus on what constitutes an imminent threat to reduce the effect of implicit or unconscious bias.

Behavior agreements

The district authorizes staff to enter into behavior agreements with students and parents in response to behavioral violations, including agreements to reduce the length of a suspension conditioned on the participation in treatment services, agreements in lieu of suspension or expulsion, or agreements holding a suspension or expulsion in abeyance. Behavior agreements will also describe district actions planned to support behavior changes by the students. The district will provide any behavior agreement in a language and form the student and parents understand.

A behavior agreement does not waive a student’s opportunity to participate in a reengagement meeting or to receive educational services. The duration of a behavior agreement must not exceed the length of an academic term. A behavior agreement does not preclude the district from administering discipline for behavioral violations that occur after the district enters into an agreement with the student and parents.

Initial hearing

Before administering any suspension or expulsion, the district will attempt to notify the student’s parent(s) as soon as reasonably possible regarding the behavioral violation. Additionally, the principal or designee must conduct an informal initial hearing with the student to hear the student’s perspective. The principal or designee must make a reasonable attempt to contact the student’s parents and provide an opportunity for the parents to participate in the initial hearing in person or by telephone. The district must hold the initial hearing in a language the parent and student understand. At the initial hearing, the principal or designee will provide the student:

• Notice of the student’s violation of this policy;
• An explanation of the evidence regarding the behavioral violation;
• An explanation of the discipline that may be administered; and
• An opportunity for the student to share his or her perspective and provide explanation regarding the behavioral violation.

Following the initial hearing, the principal or designee must inform the student of the disciplinary decision regarding the behavioral violation, including the date when any suspension or expulsion will begin and end.

Notice

No later than one (1) school business day following the initial hearing with the student, the district will provide written notice of the suspension or expulsion to the student and parents in person, by mail, or by email. If the parent cannot read any language, the district will provide language assistance. The written notice must include:

(a) A description of the student’s behavior and how the behavior violated this policy;

(b) The duration and conditions of the suspension or expulsion, including the dates on which the suspension or expulsion will begin and end;

(c) The other forms of discipline that the district considered or attempted, and an explanation of the district’s decision to administer the suspension or expulsion;

(d) The opportunity to receive educational services during the suspension or expulsion;

(e) The right of the student and parent(s) to an informal conference with the principal or designee;

(f) The right of the student and parent(s) to appeal the suspension or expulsion; and

(g) For any long-term suspension or expulsion, the opportunity for the student and parents to participate in a reengagement meeting.

Other than for the firearm exception under WAC 392-400-820, the district will not impose a long-term suspension or an expulsion for any student in kindergarten through fourth grade.

If a long-term suspension or expulsion may exceed ten (10) days, the district will consider whether the student is currently eligible or might be deemed eligible for special education services. If so, the principal will notify relevant special education staff of the suspension or expulsion so that the district can ensure it follows its special education discipline procedures as well as its general education discipline procedures.

Divergence between long-term suspension and expulsion

A long-term suspension may not exceed the length of an academic term. The district may not administer a longterm suspension beyond the school year in which the behavioral violation occurred.

An expulsion may not exceed the length of an academic term, unless the Superintendent grants a petition to extend the expulsion under WAC 392-400-480. The district is not prohibited from administrating an expulsion beyond the school year in which the behavioral violation occurred.

Emergency Expulsions

The district may immediately remove a student from the student’s current school placement, subject to the following requirements:

The district must have sufficient cause to believe that the student’s statements or observable behaviors pose:

• 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.

The district may not impose an emergency expulsion solely for investigating student conduct.

For purposes of determining sufficient cause for an emergency expulsion, the phrase “immediate and continuing threat of material and substantial disruption of the educational process” means:

• The student’s behavior results in an extreme disruption of the educational process that creates a substantial barrier to learning for other students across the school day; and
• School personnel have exhausted reasonable attempts at administering other forms of discipline to support the student in meeting behavioral expectations. An emergency expulsion may not exceed ten consecutive school days.

An emergency expulsion must end or be converted to another form of discipline within ten (10) school days from its start.

After an emergency expulsion, the district must attempt to notify the student’s parents, as soon as reasonably possible, regarding the reason the district believes the student’s statements or behaviors pose an immediate and continuing danger to other students or school personnel, or an immediate and continuing threat of material and substantial disruption of the education process.

Notice

Within twenty-four (24) hours after an emergency expulsion, the district will provide written notice to the student and parents in person, by mail, or by email. The written notice must include:

• The reason the student’s statements or behaviors pose an immediate and continuing danger to students or school personnel, or poses an immediate and continuing threat of material and substantial disruption of the educational process;
  • The duration and conditions of the emergency expulsion, including the date on which the emergency expulsion will begin and end;
  • The opportunity to receive educational services during the emergency expulsion;
  • The right of the student and parent(s) to an informal conference with the principal or designee; and
  • The right of the student and parent(s) to appeal the emergency expulsion, including where and to whom the appeal must be requested.

If the district converts an emergency expulsion to a suspension or expulsion, the district must:

(a) Apply any days that the student was emergency expelled before the conversion to the total length of the suspension or expulsion; and

(b) Provide the student and parents with notice and due process rights under WAC 392400-455 through 392- 400-480 appropriate to the new disciplinary action.

All emergency expulsions, including the reason the student’s statements or behaviors pose an immediate and continuing danger to other students or school personnel, must be reported to the Superintendent or designee within twenty-four (24) hours after the start of the emergency expulsion.

Appeal, Reconsideration, and Petition

Optional conference with principal

If a student or the parent(s) disagree with the district’s decision to suspend, expel, or emergency expel the student, the student or parent(s) may request an informal conference with the principal or designee to resolve the disagreement. The parent or student may request an informal conference orally or in writing.

The principal or designee must hold the conference within three (3) school business days after receiving the request, unless otherwise agreed to by the student and parent(s).

During the informal conference, the student and parent(s) will have the opportunity to share the student’s perspective and explanation regarding the events that led to the behavioral violation. The student and parent will also have the opportunity to confer with the principal or designee and school personnel involved in the incident that led to the suspension or expulsion. Further, the student and parent will have the opportunity to discuss other forms of discipline that the district could administer.

An informal conference will not limit the right of the student or parent(s) to appeal the suspension or expulsion, participate in a reengagement meeting, or petition for readmission.

Appeals

Requesting appeal

The appeal provisions for in-school and short-term suspension differ from those for long-term suspension and expulsion. The appeal provisions for long-term suspension or expulsion and emergency expulsion have similarities but the timelines differ.

A student or the parent(s) may appeal a suspension, expulsion, or emergency expulsion to the Superintendent or designee orally or in writing. For suspension or expulsion, the request to appeal must be within five (5) school business days from when the district provided the student and parent with written notice. For emergency expulsion, the request to appeal must be within three (3) school business days from when the district provided the student and parent with written notice.

When an appeal for long-term suspension or expulsion is pending, the district may continue to administer the longterm suspension or expulsion during the appeal process, subject to the following requirements:

• The suspension or expulsion is for no more than ten (10) consecutive school days from the initial hearing or until the appeal is decided, whichever is earlier;
• The district will apply any days of suspension or expulsion occurring before the appeal is decided to the term of the student’s suspension or expulsion and may not extend the term of the student’s suspension or expulsion; and
• If the student returns to school before the appeal is decided, the district will provide the student an opportunity to make up assignments and tests missed during the suspension or expulsion upon the student’s return.

In-school and short-term suspension appeal

For short-term and in-school suspensions, the Superintendent or designee will provide the student and parents the opportunity to share the student’s perspective and explanation regarding the behavioral violation orally or in writing. The Superintendent or designee must deliver a written appeal decision to the student and parent(s) in person, by mail, or by email within two (2) school business days after receiving the appeal. The written decision must include:

• The decision to affirm, reverse, or modify the suspension;
• The duration and conditions of the suspension, including the beginning and ending dates;
• The educational services the district will offer to the student during the suspension; and
• Notice of the student and parent(s)’ right to request review and reconsideration of the appeal decision, including where and to whom to make such a request.

Long-term suspension or expulsion and emergency expulsion appeal

For long-term suspension or expulsion and emergency expulsions, the Superintendent or designee will provide the student and parent(s) written notice in person, by mail, or by email, within one (1) school business day after receiving the appeal request, unless the parties agree to a different timeline. Written notice will include:

• The time, date, and location of the appeal hearing;
• The name(s) of the official(s) presiding over the appeal;
• The right of the student and parent(s) to inspect the student’s education records;
• The right of the student and parent(s) to inspect any documentary or physical evidence and a list of any witnesses that will be introduced at the hearing;
• The rights of the student and parent(s) to be represented by legal counsel; question witnesses; share the student’s perspective and explanation; and introduce relevant documentary, physical, or testimonial evidence; and
• Whether the district will offer a reengagement meeting before the appeal hearing.

For long-term suspension or expulsion, the student, parent(s) and district may agree to hold a reengagement meeting and develop a reengagement plan before the appeal hearing. The student, parent(s), and district may mutually agree to postpone the appeal hearing while participating in the reengagement process.

Hearings

A hearing to appeal a long-term suspension or expulsion or emergency expulsion is a quasi-judicial process exempt from the Open Public Meetings Act (OPMA). To protect the privacy of student(s) and others involved, the district will hold hearing without public notice and without public access unless the student(s) and/or the parent(s) or their counsel requests an open hearing. Regardless of whether the hearing is open or closed, the district will make reasonable efforts to comply with the Family Educational Rights and Privacy Act (FERPA) concerning confidentiality of student education records.

When students are charged with violating the same rule and have acted in concert and the facts are essentially the same for all students, a single hearing may be conducted for them if the hearing officer believes that the following conditions exist:

• A single hearing will not likely result in confusion; and
• No student will have his/her interest substantially prejudiced by a group hearing.

If the official presiding over the hearing finds that a student’s interests will be substantially prejudiced by a group hearing, the presiding official may order a separate hearing for that student. The parent and student have the right to petition for an individual hearing. For long-term suspension or expulsion, the district will hold an appeal hearing within three (3) school business days after the Superintendent or designee received the appeal request, unless otherwise agreed to by the student and parent(s).

For emergency expulsion, the district will hold an appeal hearing within two (2) school business days after the Superintendent or designee received the appeal request, unless the student and parent(s) agree to another time.

The school board may designate a discipline appeal council to hear and decide any appeals in this policy and procedure or to review and reconsider a district’s appeal decisions. A discipline appeal council must consist of at least three persons appointed by the school board for fixed terms. All members of a discipline appeal council must be knowledgeable about the rules in Chapter 392-400 WAC and this policy and procedure. The school board may also designate the Superintendent or a hearing officer to hear and decide appeals. The presiding official(s) may not have been involved in the student’s behavioral violation or the decision to suspend or expel the student.

Upon request, the student and parent(s) or their legal representative may inspect any documentary or physical evidence and list of any witnesses that the district will introduce at the appeal hearing. The district must make the information available as soon as reasonably possible, but no later than the end of the school business day before the appeal hearing. The district may also request to inspect any documentary or physical evidence and list of any witnesses that the student and parent(s) intend to introduce at the appeal hearing. The student and parent(s) must make this information available as soon as reasonably possible, but no later than the end of the school business day before the appeal hearing.

Upon request, the student and parent(s) may review the student’s education records. The district will make the records available as soon as reasonably possible, but no later than the end of the school business day before the appeal hearing. If a witness for the district cannot or does not appear at the appeal hearing, the presiding official(s) may excuse the witness’ nonappearance if the district establishes that:

• The district made a reasonable effort to produce the witness; and
• The witness’ failure to appear is excused by fear of reprisal or another compelling reason.

The district will record the appeal hearing by manual, electronic, or other type of recording device and upon request of the student or parent(s) provide them a copy of the recording.

For long-term suspension or expulsion, the presiding official(s) must base the decision solely on the evidence presented at the hearing. The presiding official(s) will provide a written decision to the student and parent(s) in person, by mail, or by email within three (3) school business days after the appeal hearing. The written decision must include:

• The findings of fact;
• A determination whether (i) the student’s behavior violated this policy; (ii) the behavioral violation reasonably warrants the suspension or expulsion and the length of the suspension or expulsion; and (iii) the suspension or expulsion is affirmed, reversed, or modified;
• The duration and conditions of suspension or expulsion, including the beginning and ending dates;
• Notice of the right of the student and parent(s) to request a review and reconsideration of the appeal decision. The notice will include where and to whom to make such a request; and
• Notice of the opportunity for a reengagement meeting and contact information for the person who will schedule it.

For emergency expulsion, the district will provide a written decision to the student and parent(s) in person, by mail, or by email within one (1) school business day after the appeal hearing. The written decision must include:

• The findings of fact;
• A determination whether the student’s statements or behaviors continue to pose (i) an immediate and continuing danger to students or school personnel; or (ii) an immediate and continuing threat of material and substantial disruption of the educational process;
• Whether the district will end the emergency expulsion or convert the emergency expulsion to a suspension or expulsion. If the district converts the emergency expulsion to a suspension or expulsion, the district will provide the student and parent(s) notice and due process consistent with the disciplinary action to which the emergency expulsion was converted; and
• Notice of the right of the student and parent(s) to request a review and reconsideration of the appeal decision. The notice will include where and to whom to make such a request.

Reconsideration of appeal

The student or parents may request the school board or discipline appeal council, if established by the school board, review and reconsider the district’s appeal decision for long-term suspensions or expulsions and emergency expulsions. This request may be either oral or in writing.

For long-term suspension or expulsion, the student or parent(s) may request a review within ten (10) school business days from when the district provided the student and parent(s) with the written appeal decision.

For emergency expulsion, the student or parent(s) may request a review within five (5) school business days from when the district provided the student and parent(s) with the written appeal decision.

• In reviewing the district’s decision, the school board or discipline appeal council, if established, must consider (i) all documentary and physical evidence from the appeal hearing related to the behavioral violation; (ii) any records from the appeal hearing; (iii) relevant state law; and (iv) this policy adopted.
• The school board (or discipline appeal council) may request to meet with the student and parent(s), the principal, witnesses, and/or school personnel to hear further arguments and gather additional information.
• The decision of the school board (or discipline appeal council) will be made only by board or discipline council members who were not involved in (i) the behavioral violation; (ii) the decision to suspend or expel the student; or (iii) the appeal decision. If the discipline appeal council presided over the appeal hearing, the school board will conduct the review and reconsideration.

For long-term suspension or expulsion, the school board (or discipline appeal council) will provide a written decision to the student and parent(s) in person, by mail, or by email within ten (10) school business days after receiving the request for review and reconsideration. The written decision must identify:

• Whether the school board (or discipline appeal council) affirms, reverses, or modifies the suspension or expulsion;
• The duration and conditions of the suspension or expulsion, including the beginning and ending dates of the suspension or expulsion; and
• For long-term suspensions or expulsions, notice of the opportunity to participate in a reengagement meeting.

For emergency expulsion, the school board (or discipline appeal council) will provide a written decision to the student and parent(s) in person, by mail, or by email within five (5) school business days after receiving the request for review and reconsideration. The written decision must identify:

• Whether the school board [or discipline appeal council] affirms or reverses the school district’s decision that the student’s statements or behaviors posed (i) an immediate and continuing danger to students or school personnel; or (ii) an immediate and continuing threat of material and substantial disruption of the educational process.
• If the emergency expulsion has not yet ended or been converted, whether the district will end the emergency expulsion or convert the emergency expulsion to a suspension or expulsion. If the district converts the emergency expulsion to a suspension or expulsion, the district will provide the student and parent(s) notice and due process under WAC 392-400-455 through 392-400-480 consistent with the disciplinary action to which the emergency expulsion was converted.

Petition to extend an expulsion

When risk to public health or safety warrants extending a student’s expulsion, the principal or designee may petition the Superintendent or designee for authorization to exceed the academic term limitation on an expulsion. The petition must inform the Superintendent or designee of:

• The behavioral violation that resulted in the expulsion and the public health or safety concerns;
• The student’s academic, attendance, and discipline history;
• Any nonacademic supports and behavioral services the student was offered or received during the expulsion;
• The student’s academic progress during the expulsion and the educational services available to the student during the expulsion;
• The proposed extended length of the expulsion; and
• The student’s reengagement plan.

The principal or designee may petition to extend an expulsion only after the development of a reengagement plan under WAC 392-400-710 and before the end of the expulsion. For violations of WAC 392-400-820 involving a firearm on school premises, school provided transportation, or areas of facilities while being used exclusively by public schools, the principal or designee may petition to extend an expulsion at any time.

Notice

The district will provide written notice of a petition to the student and parent(s) in person, by mail, or by email within one (1) school business day from the date the Superintendent or designee received the petition. The written notice must include:

• A copy of the petition;
• The right of the student and parent(s) to an informal conference with the Superintendent or designee to be held within five (5) school business days from the date the district provided written notice to the student and parent(s); and
• The right of the student and parent(s) to respond to the petition orally or in writing to the Superintendent or designee within five (5) school business days from the date the district provided the written notice.

The Superintendent or designee may grant the petition only if there is substantial evidence that, if the student were to return to the student’s previous school of placement after the length of an academic term, the student would pose a risk to public health or safety. The Superintendent or designee must deliver a written decision to the principal, the student, and the student’s parent(s) in person, by mail, or by email within ten (10) school business days after receiving the petition.

If the Superintendent or designee does not grant the petition, the written decision must identify the date when the expulsion will end.

If the Superintendent or designee grants the petition, the written decision must include:

• The date on which the extended expulsion will end;
• The reason that, if the student were to return before the initial expulsion end date, the student would pose a risk to public health or safety; and
• Notice of the right of the student and parent(s) to request a review and reconsideration. The notice will include where and to whom to make such a request;

Review and Reconsideration of extension of expulsion

The student or parent(s) may request that the school board (or discipline appeal council, if established by the board) review and reconsider the decision to extend the student’s expulsion. The student or parents may request the review orally or in writing within ten (10) school business days from the date the Superintendent or designee provides the written decision.

The school board (or discipline appeal council) may request to meet with the student or parent(s) or the principal to hear further arguments and gather additional information.

The decision of the school board (or discipline appeal council) may be made only board or discipline appeal council members who were not involved in the behavioral violation, the decision to expel the student, or the appeal decision.

The school board (or discipline appeal council) will provide a written decision to the student and parent(s) in person, by mail, or by email within ten (10) school business days after receiving the request for review and reconsideration. The written decision must identify:

• Whether the school board or discipline appeal council affirms, reverses, or modifies the decision to extend the student’s expulsion; and
• The date when the extended expulsion will end.

Any extension of an expulsion may not exceed the length of an academic term. The district will annually report the number of petitions approved and denied to the Office of Superintendent of Public Instruction.

Educational Services

The district will offer educational services to enable a student who is suspended or expelled to:

• Continue to participate in the general education curriculum;
• Meet the educational standards established within the district; and
• Complete subject, grade-level, and graduation requirements.

When providing a student the opportunity to receive educational services during exclusionary discipline, the school must consider:

• Meaningful input from the student, parents, and the student’s teachers;
• Whether the student’s regular educational services include English language development services, special education, accommodations and related services under Section 504 of the Rehabilitation Act of 1973, or supplemental services designed to support the student’s academic achievement; and
• Access to any necessary technology, transportation, or resources the student needs to participate fully in the educational services.

After considering the factors and input described above, the district will determine a student’s educational services on a case-by-case basis. The types of educational services the district will consider include collected homework with available staff consultation, alternative schools or classrooms, one-on-one or small group tutoring (when available), and online learning. Any educational services in an alternative setting should be comparable, equitable, and appropriate to the regular educational services a student would have received in the absence of exclusionary discipline.

As soon as reasonably possible after administering a suspension or expulsion, the district will provide written notice to the student and parents about the educational services the district will provide. The notice will include a description of the educational services and the name and contact information of the school personnel who can offer support to keep the student current with assignments and course work.

For students subject to suspension or emergency expulsion up to five (5) days, a school must provide at least the following:

• Course work, including any assigned homework, from all of the student’s regular subjects or classes;
• Access to school personnel who can offer support to keep the student current with assignments and course work for all of the student’s regular subjects or classes; and
• An opportunity for the student to make up any assignments and tests missed during the period of suspension or emergency expulsion.

For students subject to suspension or emergency expulsion for six (6) to ten (10) consecutive school days, a school must provide at least the following:

• Course work, including any assigned homework, from all of the student’s regular subjects or classes;
• An opportunity for the student to make up any assignments and tests missed during the period of suspension or emergency expulsion; and
• Access to school personnel who can offer support to keep the student current with assignments and course work for all of the student’s regular subjects or classes. School personnel will make a reasonable attempt to contact the student or parents within three (3) school business days following the start of the suspension or emergency expulsion and periodically thereafter until the suspension or emergency expulsion ends to:
• Coordinate the delivery and grading of course work between the student and the student’s teacher(s) at a frequency that would allow the student to keep current with assignments and course work for all of the student’s regular subjects or classes; and
• Communicate with the student, parents, and the student’s teacher(s) about the student’s academic progress.
• For students subject to expulsion or suspension for more than ten (10) consecutive school days, a school will make provisions for educational services in accordance with the “Course of Study” provisions of WAC 392-121-107.

Readmission

Readmission application process

The readmission process is different from and does not replace the appeal process. Students who have been suspended or expelled may make a written request for readmission to the district at any time. If a student desires to be readmitted at the school from which he/she has been suspended/expelled, the student will submit a written application to the principal, who will recommend admission or non-admission. If a student wishes admission to another school, he/she will submit the written application to the Superintendent. The application will include: The reasons the student wants to return and why the request should be considered; Any evidence that supports the request; and

A supporting statement from the parent or others who may have assisted the student.

The Superintendent will advise the student and parent of the decision within seven (7) school days of the receipt of such application.

Reengagement

Reengagement Meeting

The reengagement process is distinct from a written request for readmission. The reengagement meeting is also distinct from the appeal process, including an appeal hearing, and does not replace an appeal hearing. The district must convene a reengagement meeting for students with a long-term suspension or expulsion.

Before convening a reengagement meeting, the district will communicate with the student and parent(s) to schedule the meeting time and location. The purpose of the reengagement meeting is to discuss with the student and his or her parent(s)/guardian(s) a plan to reengage the student.

The reengagement meeting must occur:

Within twenty (20) calendar days of the start of the student’s long-term suspension or expulsion, but no later than five (5) calendar days before the student’s return to school; or

As soon as reasonably possible, if the student or parents request a prompt reengagement meeting.

Reengagement plan

The district will collaborate with the student and parents to develop a culturally-sensitive and culturally-responsive reengagement plan tailored to the student’s individual circumstances to support the student in successfully returning to school. In developing a reengagement plan, the district must consider:

• The nature and circumstances of the incident that led to the student’s suspension or expulsion;
• As appropriate, students’ cultural histories and contexts, family cultural norms and values, community resources, and community and parent outreach;
• Shortening the length of time that the student is suspended or expelled;
• Providing academic and nonacademic supports that aid in the student’s academic success and keep the student engaged an on track to graduate; and
• Supporting the student parents, or school personnel in taking action to remedy the circumstances that resulted in the suspension or expulsion and preventing similar circumstances from recurring.

The district must document the reengagement plan and provide a copy of the plan to the student and parents. The district must ensure that both the reengagement meeting and the reengagement plan are in a language the student and parents understand.

Exceptions for protecting victims

The district may preclude a student from returning to the student’s regular educational setting following the end date of a suspension or expulsion to protect victims of  offenses as follows:

• A student committing an offense under RCW 28A.600.460 certain (2), 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 ot her school where the teacher is assigned;
• A student who commits an offense under RCW 28A.600.460 (3), 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. 8/26/2021

Ensuring Educational Equity - Policy 3212

The Tumwater School District is committed to the success of every student in each of our schools and to achieving our mission of continuous student learning in a caring, engaging environment. We expect every student to meet or exceed academic standards and be fully prepared to make productive life decisions.

We will significantly change our practices to achieve and maintain equity in education. The concept of educational equity goes beyond formal equality where all students are treated the same - to fostering a barrier-free environment where all students, regardless of their race, class or other personal characteristics such as creed, color, religion, ancestry, national origin, age, economic status, gender, sexual orientation including gender expression or identity, pregnancy status, marital status, physical appearance, the presence of any sensory, mental or physical disability, or the use of a trained dog guide or service animal by a person with a disability, have the opportunity to benefit equally.

This means differentiating resource allocation, within budgetary limitations, to meet the needs of students who need more supports and opportunities to succeed academically. We believe that:

• Every student has a right to an equitable educational experience within the Tumwater School District  Every student has the potential to achieve and it is our responsibility to give each student the support needed to be successful.
• The responsibility for addressing the disparities in opportunities and achievement among student groups rests with the adults, not the children.
• The responsibility for student success is broadly shared by District staff, administrators, instructors, communities and families. 12/13/2018

Excused & Unexcused Absences - Policy 3122

Students are expected to attend all assigned classes each day. 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/guardians and guardians in correcting truancy. The district will also make this information available online and will take reasonable steps to ensure parents/guardians can request and be provided such information in languages in which they are fluent. Parents/guardians will be required to date and acknowledge review of this information online or in writing.

Definition of Absence

Definition of absence from remote learning

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. 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. Students at times may appropriately be absent from class. 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:

The school principal (or designee) has the authority to determine if an absence meets 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; except that in participation-type classes, a student's grade may be affected because of the student's inability to make up the activities conducted during a class period.

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.

Any absence from school is unexcused unless it meets one of the above criteria provided in WAC 382-410-020. The school principal (or designee) has the authority to determine if an absence meets the above criteria for an excused absence.

B. 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; except that in participation-type classes, a student's grade may be affected because of the student's inability to make up the activities conducted during a class period.

C. 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.

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 for an excused absence.

2. As a means of instilling values of responsibility and personal accountability, a student whose absence is not excused will experience the consequences of his/her absence. A student's grade may be affected if a graded activity or assignment occurs during the period of time when the student is absent.

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 period during the current school year. The notification will include the potential consequences of additional unexcused absences.

4. A conference with the parent or guardian will be held after three unexcused absences within any month period 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 parent/guardian of the steps the district has decided to take to eliminate or reduce the student’s absences.

5. Between the student’s second and fifth unexcused absence, the school must take the following data-informed steps:

I. Middle and high school students will be administered the Washington Assessment of the Risks and Needs of Students (WARNS) or other assessment.

II. 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 engagement 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.

III. 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 the 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 during the current school year, the district will enter into an agreement with the student and parents/guardians that establishes school attendance requirements, refer the student to a community engagement board and file a stay petition and affidavit with the juvenile court alleging a violation of RCW 28A.225.010.

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/guardian, student or parent/guardian and student no earlier than the seventh unexcused absence, within any month period, 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/guardians and students annually.

Unexcused absences from remote learning

Absences from remote learning must be marked as a "non-truancy remote learning absence" until October 4, 2020. Such absences shall not be marked as excused or unexcused. Beginning October 5, 2020, any absence from remote learning is unexcused unless it meets one of the criteria in WAC 392-401A-020.

Tardies and Disciplinary Actions

1. Students shall not be absent if:

a. They have been suspended, expelled or emergency expelled pursuant to chapter 392-400 WAC;

b. Are receiving educational services as required by RCW 28A.600.015 and chapter 392-400 WAC; and

c. The student is enrolled in qualifying “course of study” activities defined in WAC 392-121-107.

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 states:

School districts must implement a tiered response system to reduce chronic absenteeism and address barriers to student engagement in learning during the COVID epidemic. Tiered response systems under this section must include:

(a) Monitoring daily attendance data for all students who are absent from remote learning, whether excused or unexcused;

(b) 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; (c) Daily notification of absences to parents;

(d) A process for outreach from the school to determine student needs, such as basic needs, connectivity and hardware, connection with health and social services as necessary; (e) 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; and

(f) When feasible and appropriate, transitioning the students to full-time in-person learning or other program to accommodate the student's needs.

Student dependents 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 school work.

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. 1/25/2024

Excused & Unexcused Absences – Procedure 3122

Students are expected to attend all assigned classes each day. School staff will keep a record of absence and tardiness, including a call log and/or a record of excuse statements submitted by a parent/guardian or, in certain cases, students, to document a student’s excused absences.

Excused Absences

The following are valid excuses for absences and tardiness. Assignments and/or activities not completed because of an excused absence or tardiness may be made up in the manner provided by the teacher.

1. Participation in school-approved activity or instructional program. To be excused this absence must be authorized by a staff member and the affected teacher must be notified prior to the absence unless it is clearly impossible to do so.

2. Absence due to: Illness, health condition or medical appointment (including, but not limited to, medical, counseling, dental, optometry, pregnancy, and in-patient or outpatient treatment for chemical dependency or mental health) for the student or person for whom the student is legally responsible; Family emergency including, but not limited to, a death or illness in the family; religious purposes; court, judicial proceeding court-ordered activity, or serving on a jury; post-secondary, technical school or apprenticeship program visitation, or scholarship interview; State recognized search and rescue activities consistent with RCW 28A.225.055; directly related to the student’s homeless or foster care/dependency status; absences related to deployment activities of a parent or legal guardian who is an active duty member consistent with RCW 28A.705.010; Absences due to suspensions or emergency removals 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; Absences due to student safety concerns, including absences related to threats, assaults, or bullying; Absences due to a student's migrant status; Absences related to the student's illness, health condition, or medical appointments due to COVID-19; Absences related to caring for a family member who has an illness, health condition, or medical appointment due to COVID-19; Absences related to the student's employment or other family obligations during regularly scheduled school hours that are temporarily necessary due to COVID-19 until other arrangements can be made, including placement in a more flexible education program; Absences due to the student's parent's work schedule or other obligations during regularly scheduled school hours, until other arrangements can be made; Absences due to the student's lack of necessary instructional tools, including internet broadband access or connectivity; and other COVID-19 related circumstances as determined between school and parent or emancipated youth.

When possible, the parent/guardian is expected to notify the school office on the morning of the absence by phone, e-mail, or written note and to provide the excuse for the absence. If no excuse is provided with the notification, or no notification is provided, the parent/guardian will submit an excuse via phone, e-mail, or written note upon the student’s return to school. Adult students (those over eighteen) and emancipated students (those over sixteen who have been emancipated by court action) will notify the school office of their absences with a signed note of explanation. Students fourteen years old or older who are absent from school due to testing or treatment for a sexually transmitted disease will notify the school of their absence with a signed note of explanation, which will be kept confidential. Students thirteen years and older may do the same for mental health, drug or alcohol treatment; and all students have that right for family planning and abortion. A parent/guardian may request that a student be excused from attending school in observance of a religious holiday. In addition, a student, upon the request of his/her parent/guardian, may be excused for a portion of a school day to participate in religious instruction provided such is not conducted on school property. A student will be allowed one makeup day for each day of absence.

3. Absence for parental-approved activities. This category of absence will be counted as excused for purposes agreed to by the principal and the parent/guardian. The principal or designee may excuse no greater than five days per school year a. An absence may not be approved if it causes a serious adverse effect on the student's educational progress. The student may not be able to achieve the objectives of the unit of instruction as a result of absence from class. In such a case, a parent/guardian approved absence would have an adverse effect on the student's educational progress., including the grade for the course. A student, upon the request of his/her parent/guardian, may be excused for a portion of a school day to participate in religious instruction provided such is not conducted on school property or otherwise involves the school to any degree.

4. Absence resulting from disciplinary actions. As required by law, students who are removed from a class or classes as a disciplinary measure or students who have been placed on short-term or long-term suspension will have the right to make up assignments or exams missed during the time they were denied entry to the classroom if the effect of the missed assignments will be a substantial lowering of the course grade.

5. Extended illness or health condition. If a student is confined to home or hospital for an extended period, the school will arrange for the accomplishment of assignments at the place of confinement whenever practical. If the student is unable to do the schoolwork, or if there are major requirements of a particular course which cannot be accomplished outside of class the student may be required to take an incomplete or withdraw from the class without penalty

6. Excused absence for chronic health condition. Students with a chronic health condition which interrupts regular attendance may qualify for placement in a limited attendance and participation program. The student and parent/guardian will apply to the principal, school counselor, and/or case manager, and a limited program will be written following the advice and recommendations of the student's medical advisor. The recommended limited program will be approved by the principal. Staff will be confidentiality of medical information will be informed of the student's needs, though the confidentiality of medical information will be respected at the parent's/guardian’s request.

Required conference for elementary school students

If an elementary school student 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 district will schedule a conference with the student and their parent(s)/guardians(s) at a reasonably convenient time. The conference is intended to identify barriers to the student’s regular attendance and to identify supports and resources so the student may regularly attend school. The conference must include at least one school district employee, preferably a nurse, counselor, social worker, teacher or community health service provider, and may occur on the same day as the scheduled parent-teacher conference, provided it takes place within thirty days of the absences. If the student has an Individualized Education Program or a Section 504 Plan, the team that created that program must reconvene. A conference is not required if prior notice of the excused absences was provided to the district or if a doctor’s note has been provided and a plan is in place to ensure the student will not fall behind in their coursework.

Unexcused Absences

An "unexcused absence" means that a student has not attended the majority of hours or periods in an average school day, has not complied with a more restrictive school district policy on absences, or has not complied with alternative learning experience program attendance requirements.

Unexcused absences occur when:

1. The parent/guardian or responsible adult student submits an excuse that does not meet the definition of an excused absence as defined above; or

2. The parent/guardian or responsible adult student fails to submit any type of excuse statement, whether by phone, e-mail or in writing, for an absence

Each unexcused absence within any month of the current school year will be followed by a letter or phone call to the parent/guardian informing them of the consequences of additional unexcused absences. The school will make reasonable efforts to provide this information in a language in which the parent/guardian is fluent. A student's grade will not be affected if no graded activity is missed during such an absence.

After three unexcused absences within any month of the current school year, a conference will be held between the principal, student and parent/guardian to analyze the causes of the student’s absenteeism. If a regularly scheduled parent/guardian-teacher conference is scheduled to take place within thirty days of the third unexcused absence, the district may schedule the attendance conference on the same day. If the parent/guardian does not attend the conference, the conference may be conducted with the student and principal. However, the school will notify the parent of the steps to eliminate or reduce the student’s absences.

At some point after the second and before the seventh unexcused absence, the district will take data-informed steps to eliminate or reduce the student’s absences. Middle school and high school will be administered a questionnaire to assess the student’s risks and needs.

For any student with an existing Individualized Education Program (IEP) or Section 504 Plan, these steps will include convening the student’s IEP team or Section 504 team, including a behavior specialist or mental health specialist where appropriate, to consider the reasons for the student’s absences. If necessary, and if the student’s parent/guardian gives consent, the district will conduct a functional behavior assessment and will complete a detailed behavior plan to explore the function of the absence behavior. For any student who does not have an IEP or Section 504 Plan, but who is reasonably believed to have a mental or physical disability or impairment, these steps will include informing the student’s parent/guardian of the right to obtain an appropriate evaluation at no cost to the parent to determine whether the student has a disability or impairment and needs accommodations, special education services, or related services. This includes students with suspected emotional or behavioral disabilities. If the school obtains consent to conduct an evaluation, time should be allowed for the evaluation to be completed, and if the student is found to be eligible for accommodations, special education services, or related services, a plan will be developed to address the student’s needs.

• adjusting the student’s course assignments;
• providing the student more individualized instruction;
• providing appropriate vocational courses or work experience;
• requiring the student to attend an alternative school or program;
• assisting the parent/guardian or student to obtain supplementary services; or
• referring the student to a community truancy board.

Transfers

In the case of a student who transfers from one district to another during the school year, the sending district will provide to the receiving district, together with a copy of any interventions previously provided to the student, the most recent truancy information for that student. The information will include the online or written acknowledgment by the parent/guardian and student. The sending district will use the standard choice transfer form for releasing a student to a nonresident school district for the purposes of accessing an alternative learning experience program.

Not later than a student’s seventh unexcused absence in a month during the current school year, the district will refer the student to a community engagement board; and file a stay petition to juvenile court (see below).

Community Engagement Board

A “Community Engagement Board” means a board established pursuant to a memorandum of understanding (MOU) between a juvenile court in Thurston County and the school district and composed of members of the local community in which the student attends school.

The district will designate and identify to the juvenile court (and update as necessary) and to the Office of the Superintendent of Public Instruction a staff member to coordinate district efforts to address excessive absenteeism and truancy, including outreach and conferences, coordinating the MOU, establishing protocols and procedures with the court, coordinating trainings, sharing evidence-based and culturally appropriate promising practices. The district will also identify a person within each school to serve as a contact regarding excessive absenteeism and truancy and assisting in the recruitment of community engagement board members.

After the student’s seventh unexcused absence within any month during the current school year, and not later than the fifteenth unexcused absence during the current school year, if the district’s attempts to substantially reduce a student’s absences have not been successful and if the student is under the age of seventeen, the district will file a petition and supporting affidavit for a civil action in juvenile court.

Petition to Juvenile Court

Petitions may be served by certified mail, return receipt requested, but if such service is unsuccessful, personal service is required. At the district’s choice, it may be represented by a person who is not an attorney at hearings related to truancy petitions.

If the allegations in the petition are established by a preponderance of the evidence, the court shall grant the petition and enter an order assuming jurisdiction to intervene for a period of time determined by the court, after considering the facts alleged in the petition and the circumstances of the student, to most likely cause the student to return to and remain in school while the student is subject to the court’s jurisdiction.

If the court assumes jurisdiction, the school district will periodically report to the court any additional unexcused absences by the student, actions taken by the school district, and an update on the student’s academic status in school at a schedule specified by the court. The first report must be received no later than three (3) months from the date that the court assumes jurisdiction.

When a student is tardy, the parent/guardian or student is expected to check-in at the office before the student proceeds to the classroom.

An early departure will be recorded for any student who leaves school less than 30 minutes prior to the end of the school day.

At the middle and high school level, a tardy becomes an absence if a student arrives more than ten (10) minutes late to any class. When a student’s tardiness becomes frequent or disruptive, the student may be subject to disciplinary action.

When a student reaches five (5) tardies OR early departures, the principal may send a letter to the parent/guardian informing them of the number of tardies.

When a student reaches ten (10) tardies OR early departures, the principal may send a registered letter to the parent/guardian informing them of a meeting at the school with the administrator.

Students are expected to be in class on time. When a student's tardiness becomes frequent or disruptive, the student will be referred to the principal. Students are expected to be in class on time. When a student's tardiness becomes frequent or disruptive, the student will be referred to the principal.

All sanctions imposed for failure to comply with the attendance policies and procedures will be implemented in conformance with state and district regulations regarding discipline or corrective action.(See TSD Policy 3241, Student Discipline) 11/16/2023

Drug & Alcohol Use – Policy 3409

The Board recognizes that the use, abuse and/or possession of alcohol, or controlled illegal, addictive, and/or harmful substances, by adolescents (unless prescribed by a physician for therapeutic use) is a societal problem and may impair the normal development and well-being of all students. The Tumwater School District supports chemical abstinence for all adolescents and children so they can reach full intellectual, emotional, social and physical potential.

The District will provide a comprehensive health curriculum in grades kindergarten through nine which includes a drug and alcohol prevention program. After grade nine, specific programs or classes will address prevention and intervention. The District will provide a Student Assistance Program which evaluates, at district expense, the extent of students’ usage of alcohol and other drugs. The evaluation services are provided by a certified drug and alcohol treatment agency (pursuant to Chapter 275-19 WAC).

Both parents and students will receive the results of the evaluation, along with any recommendations for necessary lifestyle changes. The evaluation is provided by the Tumwater School District as a service to students and their families.

For those students who show signs or symptoms of drug, or alcohol usage, district personnel will assist both the student and the parents in finding a solution to the problem. For those students who require either in-patient or out- patient treatment, such treatment will be at parent expense. Follow-up and continuing support are provided by District personnel so that students may continue their education. 5/9/2019

Electronic Resources – Procedure 2022

These procedures are written to support the Electronic Resources Policy of the board of directors and to promote positive and effective digital citizenship among students and staff. Digital citizenship represents more than technology literacy. Successful, technologically-fluent digital citizens live safely and civilly in an increasingly digital world. They recognize that information posted on the Internet is public and permanent and can have a long-term impact on an individual’s life and career.

All use of the network must support education and research consistent with the mission of the district and conform to state and federal law, network provider policies, licenses and district policy.

By use or accessing of the Tumwater School District network all individuals agrees that upon such use or access to abide by the policies and procedures in this document as well as to abide by all of the other policies and procedures of the Tumwater School District.

Harassment, Intimidation & Bullying – Policy 3207

Behaviors/Expressions

This policy recognizes that ‘harassment’, ‘intimidation’, and ‘bullying’ are separate but related behaviors. Each must be addressed appropriately. The accompanying procedure differentiates the three behaviors; however, the 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.

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 and shall 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. 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 perpetrator, 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 someone for reporting harassment, intimidation, or bullying 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 will not be disciplined for making a report in good faith. However, persons found to knowingly report or corroborate false allegations will be subject to appropriate discipline.

Compliance Officer

The superintendent will appoint a compliance officer as the primary district 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. 8/26/2021

Harassment, Intimidation & Bullying – Procedure 3207P

Sexual Harassment - 3205

• Pressuring a person for sexual favors
• Unwelcome touching of a sexual nature
• Writing graffiti of a sexual nature
• Distributing sexually explicit texts, e-mails, or pictures
• Making sexual jokes, rumors, or suggestive remarks
• Physical violence, including rape and sexual assault

• Office for Civil Rights, U.S. Department of Education 206-684-4500 ǀ TTY: 206-684-4503 ǀ email: OCR.Seattle@ed.gov ǀ www.ed.gov/ocr
• Washington State Human Rights Commission 1-800-233-3247 ǀ TTY: 1-800-300-7525 ǀ www.hum.wa.gov 5/8/2018

School Safety & Security Services – 4311

Student Privacy and Searches – Procedure 3230

Student Safety Related to Dress – Procedure 3224

Title I Parent & Community Involvement - 4130

Tobacco & Tobacco Products – Policy 3411

Weapons on School Premises – Policy 4210

Parent & Student Surveys - Policy & Procedure 3232

Procedure -

School Delay/Closure Procedures for the 2025-2026 School Year

When weather or other events impact our ability to transport our students or to operate our schools, these are the procedures that we typically follow.

• Beginning at around 5:30 AM, the district provides delay and closure information to local television and radio stations using www.flashalert.net. Information is posted to both this site and to Tumwater School District site, www.tumwater.k12.wa.us, sent out on the District’s X (Twitter), please call your school or access the “Skylert” tab in Skyward.

You may also call the District’s information line 360-709-7999, watch KOMO Channel 4, KING Channel 5, KIRO Channel 7, or KCPQ Channel 13 or check any of the following radio stations:

Notice Concerning Release of Student Directory Information