Board Special Meeting

Curriculum & Instruction Policy Committee

May 15, 2018, 4:30pm
Board Office Conference Room, John Stanford Center
2445 – 3rd Avenue South, Seattle WA 98134

Agenda

Call to Order 4:30pm

1. Roll Call
2. Approval of Agenda
3. Approval of April 17, 2018 C&I Policy Committee Meeting Minutes

Board Action Reports (Discussion and/or Action) 4:35pm

1. Approval of 2018-2019 Student Rights and Responsibilities (Sander/Romanuk)
2. Approval of Highly Capable Annual Plan (Jessee/Hanson)

Standing Agenda Items 4:55pm

1. Formula for Success
• Superintendent SMART Goal 2, Eliminating Opportunity Gaps (Jones)
2. High School/24 Credits Update (Perkins)
3. Instructional Materials Update (Kinoshita)

Board Policies and Procedures 5:25pm

1. School Board Policy Nos. 2021, 2022, 2023, 2024 – Electronic Learning (Krull/Kinoshita)
2. Superintendent Procedure 2185SP – Physical Education-Annual Review (Dunn)
3. School Board Policy No. 2090 and Superintendent Procedure 2090SP –
Program Evaluation & Assessment (Anderson)

Special Attention Items 5:55pm

1. Civics for All (Vasquez)
2. Advanced Learning Update (Hanson)
3. Native American Education Update (Kinoshita)
4. Ethnic Studies (Kinoshita)
5. Naviance Update (Perkins)
6. C&I Policy Committee Work Plan

Adjourn 6:30pm

Upcoming Meetings

• Tuesday, June 12, 2018 C&I Policy Committee Meeting

IMPORTANT NOTE: As School Board Committees are working committees, the documents presented to the Board can change
up to the time of the meeting. The Board Executive Committee has approved a pilot program to post to the website committee
agendas and approved minutes only. Full meeting materials for Regular Board Meetings will still be posted. If you would like
access to any of the materials for this meeting, you may call 206-252-0040 or email boardoffice@seattleschools.org and the
Board Office staff will send committee materials to you promptly.
Board Special Meeting
Curriculum and Instruction Policy Committee
Tuesday, April 17, 2018
Board Office Conference Room, John Stanford Center
2445 – 3rd Avenue South, Seattle WA 98134

Minutes

Call to Order
This meeting was called to order at 4:31 p.m. by Director Burke. Directors DeWolf and
Mack were present. Director Mack was approved by Director Burke as a voting member
until Director Patu’s arrival. Director Harris joined the meeting at 4:35 p.m.

This meeting was staffed by Associate Superintendent for Teaching and Learning Michael
Tolley, Chief of Curriculum, Assessment & Instruction Dr. Kyle Kinoshita, Director of Career
and College Readiness Dr. Caleb Perkins, Principal Skills Center School Dan Golosman, CTE
Program Manager Jane Hendrickson, Chief of Student Services Wyeth Jessee, Native American
Education Program Manager Gail Morris, Manager School Operations Sherri Kokx, Executive
Director Coordinated School Health Pat Sander, Program Manager Coordinated School Health
Erin Romanuk, Director Policy and Board Relations Nate Van Duzer, Executive Assistant to the
Associate Superintendent for Teaching and Learning Maria Gonzales-Millsap, Executive
Director of Curriculum & Instruction and Early Learning Cashel Toner, and Director of Student
Support Services, Kari Hanson.

This meeting was attended by guest Associate Vice Chancellor of Workforce and Economic
Development for Seattle Colleges Dr. Malcolm Grothe.

Director DeWolf moved to approve the agenda. Director Mack seconded. This motion
passed unanimously.

Director DeWolf moved to approve the March 13, 2018 Curriculum & Instruction (C&I)
Policy Committee meeting minutes. Director Burke seconded. The minutes passed
unanimously.

Board Action Reports (Discussion and/or Action)

Career and Technical Education 2018 Annual Plan for Policy No. 2170
Dr. Caleb Perkins along with Dan Golosman and Jane Hendrickson provided an overview of the
Career and Technical Education (CTE) 2018 Annual Plan per Board Policy No. 2170. The plan
includes analysis of enrollment in high school, middle school, and Skills Center CTE courses,
participation by demographic subgroups, performance target attainment, college credits earned,
and academic cross-crediting provided.
Ms. Hendrickson noted highlights of the annual plan including increase in enrollment in middle
and high schools. She noted the enrollment increase is due to an increase in offerings in high
schools and engagement with principals. Ms. Hendrickson noted participation in budget arenas
as an example of engagement.

Director Mack asked about the possible impact on facilities and spaces. Ms. Hendrickson noted
no instances of space expansion, just equipment upgrade. Director Mack emphasized the need to
work and have conversations with the Operations Department for possible impact on facilities
and spaces. Dr. Perkins agreed with Director Mack.

Director DeWolf asked how we are communicating the message to school leaders. Ms.
Hendrickson noted through improved programs and replacement of old equipment. She added
their participation in budget arenas. Director DeWolf asked how student voice could help shape
the CTE program. Ms. Hendrickson noted it would be included under Strategy #7 of the plan,
Recruitment and Marketing. She added it is not reflected in the plan this year, but there is an
opportunity to be included next year.

Director Harris asked what the community engagement plan is for the summer. Dan Golosman
noted their strategies include robo-calls, mailers with translations, a family transition night,
postings on social media, PTSA outreach and local press coverage. Director Burke suggested
sharing the information with all the Board Directors. Director Harris suggested distributing flyers
in the Directors’ mailboxes. Director Harris also suggested working with principals and making
this element as a part of their C-SIPs.

Dr. Malcolm Grothe the Associate Vice Chancellor of Workforce and Economic Development
for Seattle Colleges acknowledged the strong leadership and partnership between Seattle Public
Schools and Seattle Colleges.

Director Mack asked how the lack of teacher of color in the programs is being addressed. Dan
Golosman noted he is currently working with the Human Resources Department on a plan for a
path to grow the teacher cohort and the Instructional Assistant to Teacher pipeline.

Director Harris suggested adding the locations of the programs on page 9 of the plan.

DECISION: Director Mack made a motion to move for consideration as amended to

include locations of the Pathways. Director DeWolf seconded. This motion passed
unanimously.

Approval for the Contract Amendment with School Data Solutions (Homeroom) for
School-Based Implementation of Multi-Tiered System of Support (MTSS) (RFP09615)
Wyeth Jessee provided an overview of this item. Mr. Jessee provided background of the
student data portal Homeroom to further implement a Multi-Tiered System of Support
(MTSS). Mr. Jessee also briefly demonstrated the use of Homeroom. Director Mack asked
if all teachers have access to every student. Mr. Jessee answered access is limited to their
rosters.
Director Harris commented on mandating usage and pushback from parents. Mr. Jessee
noted usage is currently mandated to be able to access data. Director Burke requested being
updated on how usage is being monitored and the plan to increase usage. Director DeWolf
commented how the system doesn’t show individual stories. Mr. Jessee noted it is more
quantitative versus narrative.

Director Mack asked if the $274,000 is the annual agreement or if it’s an additional cost.
Mr. Jessee noted it is the annual cost for 54,000 students with 100 hours of customization.
Director Harris asked if STAR mentors and Seattle Residency teachers are being trained.
Mr. Jessee noted STAR mentors are being trained but not Seattle Residency teachers. Mr.
Jessee noted the challenge of contract hours with novice teachers. Director Harris suggested
adding professional development opportunities to the Board Action Report.

Director Burke commented on the benefit of Homeroom as a warehouse for data history.
Director DeWolf asked if there is a built-in work plan. Director Mack asked if there is a
goal to track usage rate. Mr. Jessee noted that it is a logical goal.

DECISION: Director Mack made a motion to move for consideration as amended to

include Professional Development opportunities. Director DeWolf seconded. This motion
passed unanimously.

Expansion of Native American Educational Programming

Michael Tolley and Gail Morris provided an overview of this proposal to expand the current
Native American Educational Programming at additional sites in the district as the need grows
for Native American students.

Director Mack asked why this is presented to the Board and if it is a deviation from the budget
process. Director Burke commented that due to the complexity of the issue, it is being presented
for public transparency.

Michael Tolley noted that funding will be identified out of baseline funds for next year and in the
coming years. Director Burke asked to include the funding source and the budget year in the
Board Action Report.

Director Harris asked if there has been a response from the Urban Native Education Alliance
(UNEA) regarding Indian Heritage High School. Ms. Morris noted she is not aware of a
response. Mr. Tolley noted Superintendent Nyland sent the briefing on the proposal to the
UNEA.

DECISION: Director DeWolf made a motion to move forward to the full Board for
approval as amended to include identification of funding source and budget year. Director
Mack seconded. This motion passed unanimously.

Standing Agenda Items

Formula for Success: Superintendent SMART Goal 1, Multi-Tiered Systems of Support
(MTSS)
Wyeth Jessee provided an update on this item. Some highlights included Homeroom was
updated and professional development was provided. Mr. Jessee also noted a plan to hire a
Homeroom coordinator.

High School/24 Credits Update

Dr. Caleb Perkins provided an update on this item. Dr. Perkins highlighted a number of
engagements and connections with various groups for input. He noted a Public Service
Announcement (PSA) and website features were created. Dr. Perkins connected with the
Garfield High School student reporter and has had two meetings with the Seattle Education
Association (SEA)/Seattle Public Schools (SPS) Joint Committee. Dr. Perkins noted that having
an additional survey would not provide clarity and a decision about creating an additional survey
will be made at the end of the month.

Dr. Perkins noted one of the main concerns from SEA is teacher overload. Dr. Perkins is
continuing to work with SEA with a third meeting scheduled this week. Director Harris asked for
a meeting to be scheduled with all master schedulers in the same room.

Instructional Materials Update

Dr. Kyle Kinoshita shared an update on this item. Dr. Kinoshita noted prioritizing based on
immediate needs per the new graduation requirements. Dr. Kinoshita named Science, World
Languages, Ethnic Studies and Career Technical Education (CTE) as the priority. He noted the
next step is to develop an adoption timeline.

Director DeWolf commented about the size of the Health/Social and Emotional Learning
program. He asked if the category could be separated to get a sense of cost and a clearer timeline
of the adoption cycle. Director DeWolf also commented on the lack of Civics materials.

Director Mack suggested a full Board Work Session around what is listed the adoption of
instructional materials overview and also an overview of the 24 Credits topic for a better
understanding of the requirements. Directors Burke and Mack suggested scheduling a Board
Work Session at the end of the year. Dr. Kyle Kinoshita assured the committee they will be
updated around instructional materials on regular basis as a standing agenda item.

Board Policies and Procedures

School Board Policy No. 2200, Equitable Access Quarterly Report
Sharon Kokx provided a quarterly report on Board Policy No. 2200 – Equitable Access to
Programs and Services. The report outlined program and service changes reflected in the 2018-
2019 school year.

School Board Policy No. 3200, Student Rights and Responsibilities Approval
Pat Sander and Erin Romanuk provided an annual report on Board Policy No. 3200 – Student
Rights and Responsibilities with proposed edits that would align with changes made to Board
Policy No. 3240 – Student Behavior and Disciplinary Responses.

Director DeWolf asked what the reason is for disciplining lateness and absences with
punishment. Ms. Romanuk replied that there is no behavior code related to lateness and
absences. Director Harris asked about updating the Basic Rules. Ms. Romanuk commented that
she would look into it and follow up. Director DeWolf asked if teacher discipline by race is
being tracked and how school leaders are disciplining teachers. Ms. Romanuk noted this topic is
not in her charge.

Special Attention Items

Seattle Preschool Program (SPP) and Seattle Preschool Program Plus (SPP Plus)
Cashel Toner provided an update on final SPP locations and program models, professional
development, enrollment and stakeholder engagement. Ms. Toner provided a list of the
Preschool Program options and a list of SPP classroom locations for the 2018-2019 school year.

Ms. Toner noted there is an ongoing conversation with the University of Washington and the
City of Seattle on professional development. Ms. Toner also noted working with the district’s
Human Resources Department to develop a professional learning community. She hopes to
launch this year and have a more formalized process next year.

Annual Approval of Schools – Continuous School Improvement Plans (C-SIPs) Update

Michael Tolley provided an update on this item on behalf of Chief of Schools Mike Starosky.
Mr. Tolley noted that schools are currently in the process of developing their C-SIP plans that
will include strong requirements aligned with the Formula for Success and ESSA requirements.
Mr. Tolley noted June 15, 2018 is the due date for all C-SIPs and ready for submission in
September.

Mr. Tolley noted middle schools would be required to identify their plan for 8th Grade Algebra in
their C-SIP. Mr. Tolley shared information with the committee about a work group he started six
weeks ago. Mr. Tolley noted the group is currently analyzing the root-cause of why only 14% of
African American in 8th Grade complete High School Algebra compared to 55% of White
students in the District. Mr. Tolley invited the Directors to attend the weekly Friday morning
meeting.

Advanced Learning Update

Jessee Wyeth and Kari Hanson provided an update on this item. Ms. Hanson shared that they are
preparing to launch the Advanced Learning Task Force. She noted it would be a four-stage
process, which she anticipates will be a 12 to 18 month process.

Director Mack pointed out the resolution attached to the Board Action Report is NOT the
resolution that was adopted. The correct version of the adopted resolution can be found here.
Ms. Hanson assured Director Mack this will be corrected.

Director Mack asked to see the draft charge. Ms. Hanson noted it has not been updated and will
add rolling recommendation feature. Director Burke suggested the rolling recommendation
should include touch points.

Director Mack commented that Facilities and Student Assignment Plan, and Board Policy No.
2200 should be a part of the packet and be a major consideration on how it will impact
enrollment.
Director Harris asked about the Task Force selection process. Ms. Hanson gave an overview of
the application process. Ms. Hanson added that she would like to have a Board Director on the
Task Force. That Board Director would be recommended by the C&I Policy Committee Chair.

Ms. Hanson will provide the Directors with the charge, the Task Force application packet and
work plan by the close of business day tomorrow.

Course Catalog Update

Dr. Caleb Perkins put forth before the committee a plan to bring a Board Action Report on the
approval of courses per Superintendent Procedure 2026 at an upcoming C&I Policy Committee
meeting. Dr. Perkins noted after reviewing the courses that were uploaded to the District course
catalog in school years prior to 2017-2018, they noted some of the courses may have needed to
go before the Board given SP2026, but according to available records, did not. Dr. Perkins also
reported there would likely be several new course offerings accompanying the full transition to
the 24-credit requirement in the 2019-2020 school year. Dr. Caleb’s proposal includes a
submission of a Board Action Report that addresses both the courses from prior years and
potential new courses at a C&I Policy Committee meeting in the fall of 2019. The exact number
and names of the course offerings to be approved will be discussed and reviewed over the next
few months with the Legal Department and will be included in the final BAR packet.

Director Harris asked if this would be a read-ahead or a Work Session. Director Harris asked that
she be copied on future conversations involving this topic.

Director DeWolf excused himself from the meeting at 7:12 p.m.

Curriculum & Instruction Committee Work Plan

In the interest of time, this item was not discussed.

The meeting was adjourned at 7:21 p.m.

Approved by: __________________________________ Date: ______________________

 SCHOOL BOARD ACTION REPORT
DATE: May 15, 2018
FROM: Dr. Larry Nyland, Superintendent
LEAD STAFF: Erin Romanuk, Program Manager, Discipline, 206-252-0822
Patricia Sander, Executive Director, Coordinated School Health, 206-252-0705
Wyeth Jessee, Chief of Student Support Services, 206-252-0067

For Intro: May 23, 2018

For Action: June 6, 2018

1. TITLE

Approval of the 2018-2019 Student Rights & Responsibilities

2. PURPOSE

The Students Rights & Responsibilities document contains rules and regulations for student
conduct and is approved by the Board annually. This year’s document contains minor editorial
changes, detailed information regarding discipline responses and appeal rights for students who
possess a firearm, and continues to shift the tone from a compliance document to an aspirational
and values-based document. In addition, (within the Discipline Matrix Guide for
Administrators) an Expulsion Review Board process has been established.

3. RECOMMENDED MOTION

I move that the Board approve the 2018-2019 Student Rights & Responsibilities document, as
attached to the Board Action Report.

4. BACKGROUND INFORMATION

a. Background:

Every year Seattle Public Schools updates the Student Rights & Responsibilities (SR&R)
document to reflect changes in District policy and state law. Given the Board’s recent focus
on eliminating disproportionate discipline and increasing positive school climate, for the
last two years Coordinated School Health and the Discipline office have brought substantial
changes to the SR&R moving the document from one of compliance to one that speaks to
the aspirations and values of Seattle Public Schools. Most recently, in December of 2017,
the School Board approved a most substantial rewrite of Policy No. 3240 which was retitled
Student Behavior and Disciplinary Response.

Because of the significant changes to the SR&R document in the past two years, it is
deemed important to allow time for implementation of updated practices. As a result this
year’s document’s edits are limited and include:
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 • minor grammatical edits and clarifying language;
• detailed information regarding discipline responses and appeal rights for students
who possess a firearm on school property, school provided transportation, or at
school sponsored events or activities; and
• establishment of an Expulsion Review Board.

An overview of the proposed changes are attached to this report.

b. Alternatives:
Keeping the SR&R from 2017-2018 is not recommended because the recommended changes
are appropriate and necessary, and reflect continued commitment to Superintendent Goal 2,
the Formula for Success, and Positive Beliefs, Positive Relationships, Positive Learning, and
Positive Partnerships.

c. Research:
Beginning in September 2016, a timeline for feedback was created and throughout the fall
months of 2016 and winter months of 2017, meetings were held to gather feedback on the
document. During the summer and fall of 2017, the community was actively engaged in the
rewrite of School Board Policy No. 3240, Student Behavior and Disciplinary Responses. Their
work included affirmation and additional feedback relating to changes to this year’s SR&R.
Stakeholder groups are identified in the Community Engagement section.

The Office of Superintendent of Public Instruction (OSPI) has proposed significant changes,
related to discipline, for the 2019-2020 school year. Keeping this year’s edits narrow in scope
will allow continued implementation of previous year’s changes to our response to discipline
and will provide the District additional time to understand and better plan for implementation,
including community engagement, of OSPI’s final rules. In addition, it will allow the new
Superintendent to provide vision and direction.

Consideration was also given to the Superintendent’s goals, the Seattle School Board
Resolution No. 2014/15-35, School Board Policy No. 3240 Student Behavior and Disciplinary
Responses, and School Board Policy No. 0030 Ensuring Educational and Racial Equity, and
changes made during the legislative session.

5. FISCAL IMPACT/REVENUE SOURCE

Copies of the SR&R and accompanying matrices will be printed and bound for District
Administrators at an estimated cost of $5,625 from the Safe Schools budget.

Translations of the updated SR&R and Basic Rules of Seattle Schools into seven (7) languages
(Amharic, Chinese, Somali, Spanish, Tagalog, Tigrigna, Vietnamese) are estimated to cost
$12,000 from the Safe Schools budget.

Copies of the Basic Rules of Seattle Schools will be printed for the welcome packets each
student receives at the beginning of the school year at an estimated cost of $7,640 from the
Safe Schools budget.

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Expenditure: One-time Annual Multi-Year N/A

Revenue: One-time Annual Multi-Year N/A

6. COMMUNITY ENGAGEMENT

With guidance from the District’s Community Engagement tool, this action was determined to
merit the following tier of community engagement:
Not applicable

Tier 1: Inform

Tier 2: Consult/Involve

Tier 3: Collaborate

As a result of community feedback in the fall of 2017, the Basic Rules of Seattle Public
Schools pamphlet was reformatted to address concerns raised about the placement of student
pictures. The online version of the pamphlet was edited and any reprints utilized the edited
version.

In addition, during the summer and fall of 2017, community was actively engaged in the rewrite of
School Board Policy No. 3240 Student Behavior and Disciplinary Responses. Their work included
affirmation and additional feedback relating to changes to this year’s SR&R.

7. EQUITY ANALYSIS

Using extensive community engagement through an equity lens has been a strategy of our
District to eliminate disproportionate discipline for African American males and other
historically underserved students. Over the last two years this lens has influenced substantial
changes to the SR&R, adult beliefs and adult practices related to student behavior and
disciplinary responses, and a significant rewrite of School Board Policy No. 3240 Student
Behavior and Disciplinary Responses. Key stakeholders to these efforts included:
students, parents, teachers, administrators, Team Child, the Washington State Governor’s Office
of the Education Ombuds, the City of Seattle Race & Social Justice Community Roundtable’s
Committee on Racial Disproportionality and Discipline, and participants at the Seattle Alliance
for Black School Educators, “My Brother’s Keeper- A White House Initiative event.” This year’s
changes continue to reflect and align with the conversations held.

8. STUDENT BENEFIT

Student behavior is closely associated with learning. Meaningful learning occurs in environments
that are safe, positive, consistent, and predictable. By establishing a positive school climate that
includes shared behavioral expectations and a common language for talking about expected
behavior, students can focus on learning.

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9. WHY BOARD ACTION IS NECESSARY
Amount of contract initial value or contract amendment exceeds $250,000 (Policy No. 6220)

Amount of grant exceeds $250,000 in a single fiscal year (Policy No. 6114)

Adopting, amending, or repealing a Board policy

Formally accepting the completion of a public works project and closing out the contract

Legal requirement for the School Board to take action on this matter

Board Policy No. 3200, Written Rules of Student Conduct, provides the Board shall approve this item

Other: _____________________________________________________________________

10. POLICY IMPLICATION

Board Policy No. 3200, Written Rules of Student Conduct, includes the policy statement: “It is
the policy of the Seattle School Board to adopt written rules regarding pupil conduct, discipline,
and rights. To accomplish this objective, the Seattle School Board will annually approve a
Student Rights & Responsibilities document pertaining to student rights, conduct, and corrective
actions, updated by the superintendent.” The Policy also requires that “a condensed ‘Basic Rules
of Seattle Public Schools’ flyer will be provided to all students and their parents at the beginning
of each school year and when students newly enroll in Seattle Public Schools.”

Additionally, Board Policy No. 3240, Student Behavior and Disciplinary Responses outlines
that “shared behavioral expectations be maintained not only in the classroom, but on school
property at all times. Therefore, it is expected that every student and staff shall follow the
policies, rules, and regulations of Seattle Public Schools during the school day, during any
school-sponsored activity held on or off school property, and on school-provided
transportation.”
The policy also states that the foundation of Seattle Public Schools’ discipline policy is one of
prevention and measurement of progress. The policy is grounded in the establishment of a
positive school climate that is based on shared behavioral expectations and a common language
for talking about expected behavior. The shared behavioral expectations are reaffirmed through
an inclusive process that involves students, families, teachers, administrators, volunteers, and
other staff (within a Positive Behavior Interventions and Supports (PBIS) framework). Should
divergence from these shared expectations occur, behaviors will be addressed with a continuum
of responses from positive communication through clear pathways for reengagement and
reparation of harm.

11. BOARD COMMITTEE RECOMMENDATION

This motion was discussed at the Curriculum and Instruction Policy Committee meeting on
May 15, 2018. The Committee reviewed the motion and the item was moved forward to the
full Board with a recommendation for_________________________________________.

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12. TIMELINE FOR IMPLEMENTATION

Upon final approval, the document will be sent to translators to obtain appropriate translations,
sent to schools to allow them to include changes in their school documents and student
handbooks that are printed over the summer, uploaded on the District’s website, and provided
to all school administrators during their Summer Leadership Institute.

13. ATTACHMENTS

• SR&R Proposed for 2018-2019 (Clean – for approval)

• Overview of Proposed Changes for 2018-2019 SR&R (for reference)
• SR&R Proposed for 2018-2019 (Redline – for reference)
• Discipline Matrix Guide for Administrators 2018-2019 (Clean - for approval)
• Discipline Matrix Guide for Administrators 2018-2019 (Redline – for reference)
• Discipline Matrix 2018-2019 (Clean – for approval)
• Discipline Matrix 2018-2019 (Redline – for reference)
• Discipline Decision Making Template for Long Term Suspensions and Expulsions 2018-
2019 (for reference)
• Reengagement Plan Guideline 2018-2019 (Clean – for approval)
• Reengagement Plan Guideline 2018-2019 (Redline – for reference)
• Reengagement Meeting Plan Template 2018-2019 (Clean for approval)
• Reengagement Meeting Plan Template 2018-2019 (Redline – for reference)

5
 Seattle Public Schools
Student
Rights & Responsibilities
2018 - 2019

SEATTLE SCHOOL BOARD

Rick Burke
Zachary DeWolf
Jill Geary
Leslie Harris
Eden Mack
Betty Patu
Scott Pinkham

SUPERINTENDENT

To Be Determined
 Mission CONTENTS
Seattle Public Schools is committed to 1 Introduction
ensuring equitable access, closing the
opportunity gaps, and excellence in
education for every student. 2 Student Rights

Vision 3 Student Responsibilities

Every Seattle Public Schools student receives
a high-quality, 21st century education and 3 School Responsibilities
graduates prepared for college, career, and
life. 5 Seattle Public School
Commitments
Seattle Public Schools, SPS, provides Equal Educational
Opportunities and Equal Employment Opportunities and does 6 Student Behavior
not discriminate in any programs or activities on the basis of (Formerly Code of
sex; race; creed; color; religion; ancestry; national origin; age; Prohibited Conduct)
economic status; sexual orientation, including gender expression
or identity; pregnancy; marital status; physical appearance; the
presence of any sensory, mental or physical disability; honorably 14 Student Reengagement
discharged veteran or military status; or the use of a trained dog
guide or service animal. SPS also provides equal access to the
Conference, Reengagement
Boy Scouts and other designated youth groups. Plan, and Reentry Program
For students and members of the public, the following
employees have been designated to handle questions and 16 Discipline Appeal Rights
complaints of alleged discrimination against and can be
reached by at:
Seattle Public Schools, 30 Appendix A: Definitions
MS 32-149
PO Box 34165
Seattle, WA 98124-1166 33 Appendix B: Sample Drug/
Or by phone or email as specified in the information below: Alcohol Mediation Form
For sex discrimination concerns, including sexual harassment,
contact: 34 Appendix C: Sample
Title IX Grievance Coordinator at title.ix@seattleschools.org
Mediation Form
For disability discrimination concerns contact:
ADA/Section 504 Grievance Coordinator at accessibility@
seattleschools.org
For all other types of discrimination, contact:
Student Civil Rights Compliance Coordinator at
OSCR@seattleschools.org
For employee questions about or requests for disability related
accommodations and/or complaints of alleged discrimination,
including sexual harassment, contact:
Assistant Superintendent of Human Resources
Seattle Public Schools
MS 33-157
PO Box 34165
Seattle, WA 98124-1166
(206)252-0024
hreeoc@seattleschools.org
 Positive Beliefs, Positive Relationships,
Positive Learning, and Positive
Partnerships in Seattle Public Schools
Meaningful learning occurs in environments that
are safe, positive, consistent, and predictable.
When the principles of cultural intelligence,
safety, respect, honesty, accountability, and
equity are exhibited throughout a system,
trusting relationships result and excellence for
each and every student can be achieved.
Seattle Public Schools is committed to furthering
cultural intelligence that respects and values
the diversity in schools and
in classrooms across the district. This
commitment serves to guide decisions in
promoting fair and equitable treatment for all.
A safe and healthy school climate is important
in promoting a sense of belonging and
supporting excellence for each and every
student. Positive school climates include:
In addition to a positive school climate, we
understand that students at times may be
experiencing emotional and/or physical
stressors. During these times, students are
encouraged to share with a trusted adult at
school and staff are committed to supporting
each student so that s/he is fully able to
participate in the school day.
https://www.seattleschools.org/district/school_board/poli
Our Student Rights & Responsibilities sets forth
the rules and regulations of Seattle Public
Schools regarding student conduct. It is created
in compliance with the requirements of State
law and aligned with the Seattle Public Schools
Strategic Plan. It references sections of the
Washington Administrative Code (WAC) that
govern use of corrective responses (i.e.,
discipline, suspension, and expulsion) for any
student by a school district.
The foundation of Seattle Public Schools’
discipline policy is one of prevention, by
establishing a positive school climate that
includes shared behavioral expectations
and a common language for talking about
expected behavior that is inclusive of students,
families, teachers, administrators, volunteers,
and other staff (within a Positive Behavior
Interventions and Supports (PBIS) framework).
Discipline procedures and strategies aim
to maximize instructional time and reduce
out of school consequences for
behavior. This document applies to all students
and is designed to educate all members of
the educational community as to the rules,
regulations, and due process procedures. We
encourage families to review the Student Rights
& Responsibilities with their student. It describes
our expectations at school as well as what
students can expect from adults at school.
The Seattle Public Schools also publishes “The
Basic Rules of Seattle Public Schools” in flyer
format and distributes to all students at the
beginning of each school year. All discipline
documents may be found on the Seattle Public
Schools website.
Questions about the Student Rights and
Responsibilities may be directed to the Discipline
Office at: discipline@seattleschools.org;
(206) 252-0820; or
Seattle Public Schools
MS 31-177
P.O. Box 34165
Seattle, WA 98124-1165
Inquiries will either be responded to directly or
be referred to the appropriate school
leader. School Board policies referred to in this
document may be accessed at
cies
1
 Student Rights
As a member of the school community, student s
have the right to: • Have equitable access to high quality
instruction, services, resources, and extra-
• An orderly and safe school; curricular activities;
• Courteous and respectful treatment; • Be known and cared for at school; and
• Be listened to and have their voice heard; • Have equity in terms of consequences.

Additionally, as citizens, students have

constitutional rights and schools cannot unduly
infringe on those rights. Schools may, however,
set reasonable limits on those rights in order to
meet their obligation to educate.

• Freedom of speech
• Assembly
• Petition
• Press
• No unreasonable search and seizure1
• Equal educational opportunity2
• Religion

1 Students should be free from unreasonable search and
seizure. For the protection of all, however, the following rules
apply:
• General searches of school property, including lockers and
desks, may be conducted without prior notice.
• Items such as firearms, other weapons, firecrackers, or anything
else that might reasonably be a threat to safety or security,
or disruptive to the educational process may be seized and
removed from a student’s possession.
2 Students shall not be unlawfully discriminated against
because of national origin, race, religion, economic status, sex,
sexual orientation, gender expression or identity, pregnancy,
marital status, previous arrest, previous incarceration, or physical,
mental, or sensory handicap. Such differences shall not be held
against a student or used as a basis for predetermining a student’s
capabilities.

• In general, searches of students’ persons (other than strip

searches) or property may be -conducted if reasonable
suspicion that contraband or other evidence of misconduct is
present, so long as the methods used are reasonably related to
the objectives of the search and the search is not excessively
intrusive in light of the age and sex of the student, the nature of
the suspected infraction, and the information upon which the
research is based.
Washington law (RCW 28A.600.230(3) prohibits strip searches of
students by school administrators and persons acting under their
supervision. “Strip search” is defined broadly:
“[H]aving a person remove or arrange some or all of his or her
clothing so as to permit an inspection of the genitals, anus, or
undergarments of the person or breasts of a female person.”

2
 School Responsibilities
Student Responsibilities
School staff has a responsibility to:
As a member of the school community,
students should take personal responsibility to: • Create a safe and positive school climate;
• Share with a trusted adult at the school • Know, care for, and establish positive
when they are experiencing emotional relationships with students;
and/or physical stressors for the purpose of • Hold all students to high-expectations and
obtaining resources or support; provide quality and effective instruction;
• Advocate for their educational, cultural, • Model courteous and respectful treatment;
social, and emotional needs;
• Provide opportunities for student voice to be
• Engage in mutually respectful dialogue heard;
with staff and other students;
• Encourage family participation in the
• Be accountable when failing to meet resolution of ongoing problems;
behavioral expectations and use the
• Encourage the resolution of problems within
opportunity to learn from their mistakes and
the school setting;
repair relationships;
• Reduce or eliminate the loss of instructional
• Attend School regularly and be prepared
time and out of school consequences;
for all classes;
• Understand that the purpose of discipline is to
• Contribute to a safe and positive
support behavior change, not to punish; and
school climate;
• Provide discipline that is intended to teach
• Respect and be mindful of the rights of
accountability and repair and restore
other people and groups;
relationships.
• Understand and follow “The Basic Rules
of Seattle Public Schools” and individual
school rules;
• Dress appropriately for school in ways that
will not cause safety or health problems;
• Respond to and follow the instructions of
school staff; and
• Respect the property of others and the
school.3

3 RCW 28A.635.060 allows Seattle Public Schools to withhold

the grades, diploma and transcripts of any student who is
responsible for losing or willfully cutting, defacing or injuring any
property belonging to Seattle Public Schools, a contractor of
Seattle Public Schools, an employee, or another student until the
student or the student’s parents or guardian has paid for the
damages. When the student and parent or guardian are unable
to pay for the damages, Seattle Public Schools will provide a
program of voluntary work for the student in lieu of the payment
of monetary damages. Upon the student’s completion of the
voluntary work, Seattle Public Schools will release the grades,
diploma and transcripts of the students.

Any student, parent or guardian aggrieved by the imposition of

the above sanctions shall have the due process rights provided in
the section on Grievance Procedure for Discipline, WAC
392-400-240.

3
 Student Discipline4
All students are subject to the policies, rules,
and regulations of Seattle Public Schools. The
written rules are intended to assure that positive
discipline and disciplinary responses are
imposed in a fair, equitable, and just manner.
Students may receive a disciplinary response if
they fail to comply with any of the written rules
and regulations while at school, on school
grounds, on School District- sponsored
transportation, or at any school- sponsored
event. Students may also receive a disciplinary
response if they fail to comply with any of the
written rules and regulations in other settings
having a real and substantial relationship to the
operation of Seattle Public Schools, including,
but not limited to, the preservation of the safety
of students and employees and the
preservation of an educational process Conditions and limitations for discipline6
conducive to learning. Discipline imposed on a student who violates
the rules of Seattle Public Schools may not
Appeal procedures have been established in include corporal punishment.
order to provide an opportunity for disciplinary
Corporal punishment does not include:
responses to be reviewed by a neutral third party
and to instill confidence among studentsand a. The use of reasonable physical force by
families as to the appropriateness of the a school administrator, teacher, school
disciplinary response. employee or volunteer as necessary to
maintain order or to prevent a student
Authority of District Staff from harming him/herself, other students,
Persons who have authority to discipline students:5

1. The School Board authorizes certificated school staff, or property;

teachers, school administrators, bus drivers,
and any other school staff the authority
to impose discipline upon a student for
conduct that violates the rules of the School
District. These persons may also remove a
student on an emergency basis from a class,
subject, or activity.
2. The School Board authorizes teachers to
remove students who create a disruption
of the educational process from their
classrooms for the rest of the school day or
until an administrator and the teacher have
discussed the incident, whichever comes
first. Except in emergency circumstances,
the teacher is expected to first attempt one
or more alternative forms of disciplinary
responses. In no case will a student be
allowed to return for the rest of the class
period
without the permission of the teacher.
3. The School Board authorizes school
principals, assistant principals, and their
designees to impose school-based
responses, in-school suspensions, short-
term suspensions, long-term suspensions,
emergency expulsions, and expulsions.
b. Physical pain or discomfort caused by
or resulting from training for or
participation in athletic competition or
recreational activity voluntarily engaged
in by the student;
c. Physical exertion shared by all students
in a teacher directed class activity,
which may include but is not limited
to physical education exercises, field
trips, or vocational education projects; or
d. Physical restraint or isolation in response
to a student when reasonably necessary
to control spontaneous behavior
that poses an imminent likelihood of
serious harm and is carried out
according to District procedures in
compliance with state regulations.

4 WAC 392-400-210 6 WAC 392-400-235

5 WAC 392-400-230
4
 Seattle Public Schools Commitments Disclaimers

Eliminating opportunity gaps and ensuring
educational excellence for each and every
student is the issue of our time.
Seattle Public Schools recognizes:
This document uses words and definitions of
words that may be offensive to some persons.
Parents/guardians should use discretion in
allowing young children to read this document
without supervision.

• there is racial disproportionality in disciplinary This document is intended to provide information

responses within the district;
• each situation involving discipline may be
complex with underlying factors that requires
staff to understand the function of students’
behaviors;
• mitigating and aggravating factors should
influence the disciplinary decision-making
process; and
• there is an impact when using exclusionary
practices.
regarding student conduct. Conduct by staff
members is governed by many documents,
including School Board Policies
and Procedures, and applicable collective
bargaining agreements. If you have concerns
about the actions of a staff member, please
contact that person’s supervisor.

Seattle Public Schools staff are committed to:

• knowing, caring for, and establishing positive

relationships with students;
• supporting the whole child;
• holding all students to high-expectations and
providing quality and effective instruction
• teaching the development of positive social,
emotional, and behavioral skills in students;
• using a variety of ways to shape behavior
once harm as occurred, instead of relying on
exclusionary practices;
• implementing a disciplinary response that
would be the least disruptive to the student-
school relationship, which also maximizes
instructional time;
• partnering with families, other staff, and
community based organizations in the event
that a disciplinary response has occurred;
and
• examining their own implicit bias, while working
from a culturally and trauma responsive lens
that utilizes verbal de-escalation skills in an
effort to create conditions in our schools that
allow students to be successful.
 Student Behavior (Formerly Code of Prohibited Conduct)
Arson
Intentionally setting a fire or causing an explosion.

Assault (Please see Physical Aggression when determining the severity of the offense.)
Being physically violent, using unwarranted force, or demonstrating the deliberate and
immediate intent to be physically violent, toward another person, including domestic violence.

(Physical) Aggression
A physical action that disrupts the school environment in an unsafe manner and/or
unintentionally harms another person.

Appropriate for any student in circumstances when emotional regulation or maturity is

insufficient to understand the consequences of the behavior.

Bullying, Intimidation, or Harassment 7

Engaging in intentional, persistent or pervasive written, verbal, electronic, or physical bullying,
intimidating, or harassing conduct that includes, but is not limited to, any of the following:
• is for the purpose of embarrassing or denigrating another person;
• physically harms a person or damages the person’s property;
• is so severe, persistent, or pervasive that it creates an intimidating or threatening
educational environment;
• has the effect of substantially interfering with the student’s education or adult’s right to
teach or manage student behavior; or
• has the effect of substantially disrupting the orderly operation of the school.

(See also Malicious Harassment) The District will respond to off-campus student speech that
causes or threatens to cause a substantial disruption on campus or interferes with the right of
students to be secure and obtain their education. Substantial disruption includes, but is not
limited to, significant interference with instruction, school operations or school activities, violent
physical or verbal altercations between students, or a hostile environment that significantly
interferes with a student’s education.

Conduct that may rise to the level of harassment, intimidation, or bullying may take many
forms, including, but not limited to:
• Conducting electronic bullying, intimidation, and harassment, including, but not
limited to, cyberbullying, on school grounds, during school activities, on school buses,
or during the school day;
• Initiating students into a school, group, grade level, or office through persecuting,
harassing, or coercive behaviors that cause or are likely to cause social or emotional
harm (See also Hazing).

There is no requirement that the person actually possesses the characteristics that is the basis
for the bullying, intimidation, or harassment.

Burglary
Forced entry or remaining unlawfully in a district building or room in the building for the
purpose of taking property. 8

7 See, Malicious Harassment for harassing and intimidating behavior based on protected class or status. Also see, RCW 28A.300.285.
8 See, Trespass for other purposes of being unlawfully present on District property or in District buildings.

6
 Computer Trespass, Tampering, and Misuse 9
Intentionally violating a school or Seattle Public Schools computer system or database.

Dangerous Weapons 10
Carrying a dangerous weapon onto, or possessing a dangerous weapon on, school property,
school-provided transportation, areas of facilities being used exclusively as school district
property, or at school-sponsored events or activities.

Disobedience (Not an exclusionary response for K-5 students)

Flagrantly, purposefully, or repeatedly failing to comply with or follow the instructions of
teachers and other school staff.

Disruptive Conduct (Not an exclusionary response for K-5 students)

Flagrantly and substantially interfering with teaching or learning in the classroom, school
activities, or extracurricular activities.

Distributing Alcoholic Beverages

Distributing, sharing, or passing around alcoholic beverages, including any beverage with
alcohol content.

Distributing Illegal Drugs, Controlled Substances, Prescription or Over-the-Counter Drugs

Distributing, sharing, or passing around illegal drugs, controlled substances, prescription or
over-the-counter drugs, and/or drug paraphernalia including but not limited to pipes,
handmade devices, electronic vapor devices or products containing an illegal drug.
Distributing Marijuana
Distributing, sharing, or passing around marijuana, including but not limited to medical, home-
grown, street or store purchased marijuana, marijuana concentrates, any food item with
marijuana in it, and/or drug paraphernalia including but not limited to pipes, handmade
devices, and electronic vapor devices or products containing a marijuana substance.
Extortion, Blackmail, Coercion
Obtaining money, property or other consideration by violence or threat of violence, or forcing
someone to do something against his or her will by force or threat of violence.

False Alarm
Activating a fire alarm or calling 911 for other than the intended purpose of the alarm.

False Reporting
Knowingly reporting and (maliciously) falsely reporting or falsely corroborating misbehavior of
others that did not occur, including spreading a false rumor maliciously.

False Threats
Falsely reporting any type of bomb or person with a firearm in any school building or structure,
on school grounds, on school-provided transportation, or at a school-sponsored function.

Fighting
Engaging in or provoking mutual physical contact involving anger or hostility, including
deliberately arranging a fight or willingly participating in such an arranged fight that creates
substantial risk of serious physical injury to the participants.
9 See, Disruptive Conduct for behavior with computers that is unintentional or otherwise does not rise to the level of Computer
Trespass.
10 See, Toy Guns and Toy Weapons for toys that do not appear to be real weapons.

7
 Firearms 11
Possessing a firearm on school property, school-provided transportation, areas of facilities
being used exclusively as school district property, or at school-sponsored events or activities.

Any student who is determined to have carried a firearm onto, or to have possessed a firearm
on, school district property, school-provided transportation, or areas or facilities while being used
exclusively by public schools, shall be expelled from school for not less than one year, and law
enforcement officials will be notified as required by RCW 28A.600.420 and RCW 9.41.280. Any
student disciplined for this offense must be evaluated by the District’s Threat Assessment Team
prior to placement in an alternative educational environment and prior to any review by the
Superintendent. An alternate education environment will be determined for the student to
continue his/her education.

Students suspended or expelled have the right to appeal the discipline to a hearing officer,
and to appeal the hearing officer’s decision to the Discipline Appeals Council (DAC). If the
discipline is upheld by the hearing officer and the DAC, students also have the right to appeal
directly to the Superintendent at the end of the semester for a modification of the length of the
suspension or expulsion. Such appeal to the Superintendent must include evidence that the
student has satisfactorily participated in a behavior modification class or program, that the
student maintained satisfactory behavior and attendance in their alternative educational
environment, and that the student is making reasonable academic progress.

Fireworks, Explosives, Chemicals, and Incendiary Devices

Possessing or using fireworks, or an explosive, chemical, or incendiary device on school
property, school-provided transportation, areas of facilities being used exclusively as school
district property, or at school-sponsored events or activities.

Gambling
Playing cards, dice, or games of chance for money or other things of value.

Gang/Hate Group Activity

Belonging to an organized gang, hate group, or similar organization or group and knowingly
engaging in gang/hate group activity on school grounds or during school activities or
functions.

Graffiti 12
Writing, painting, drawing, scratching, or otherwise making any inscription, figure, or mark of
any type on any District owned or staff or student property, unless the student has obtained the
permission of a school official or staff person.

Hazing 13
Initiating or harassing another student through humiliating tasks or unsafe or illegal behaviors
that cause, or are likely to cause, physical injury14 or endangerment. (See also Bullying,
Intimidation, or Harassment.)

Inappropriate Language (previously Verbal Assault) 15

Using words that are hurtful, harmful, demeaning, offensive, or embarrassing, including words
that are crude or vulgar, and name-calling.

Inappropriate Sexual Conduct

Engaging in inappropriate sexualized conduct that is not conducive to the learning
environment of a school. (See also Inappropriate Touching; Lewd Conduct; Sexual Assault;
Sexual Harassment.)
8
Inappropriate Touching 16
Unwanted or inappropriate touching of another person’s body such that the person is
 uncomfortable by the behavior.

Interference with School Authorities

Interfering with the discharge of the official duties of district staff by:
• Using force or violence that is non-deliberate and not focused on the staff person,
such as attempting to continue a fight when a staff person is trying to stop the fight
and inadvertently striking that person;
11 Mandatory One-Year Expulsion, but will be imposed in a manner consistent with the Individuals with Disabilities
Education Act ....” 20 U.S.C. § 7151(c).

12 See, Property Damage for graffiti causing more than $100 damage.
13 See, Bullying, Intimidation, and Harassment for less serious behaviors.
14 See, Assault for hazing behaviors that involve physical assault
15 See, Threats of Violence for credible, focused threats of violence.
16 See, Sexual Assault for more serious behavior or inappropriate touching.
 • Disobeying the orders of school officials to leave school property or disperse as
instructed; or
• Heckling or harassing school authorities engaged in any lawful task, function, process,
or procedure of the school District such that it interferes with their ability to maintain
order or complete their lawful duties. This includes, but is not limited to:
o Persistent17 use of abusive or foul language directed at a school District
employee;
o Use of any electronic means (e.g., cameras, cell phone cameras, videos, or
other recording devices) that foreseeably causes school staff to be
embarrassed, denigrated, or demeaned; or
o Hindering the investigation of an incident by school staff, including but not
limited to any of the following: refusing to submit to a reasonable search or
respond to reasonable questions, or deliberately lying about, or encouraging
others to lie deliberately about, the facts of the incident.

Intimidation of School Authorities

Interfering, or attempting to interfere, with the discharge of the official duties of district
personnel by using direct, deliberate, or focused threats, force, or violence, such that the staff
person believes his or her safety or the well-being of his or her property is in danger.

Lewd Conduct 18
Engaging in inappropriate sexual or social behavior, such as sexual acts, either singly or
consensually with another person, including, but not limited to, sexual intercourse, oral sex,
sexual touching, indecent exposure, or voyeurism. (See also Inappropriate Sexual Conduct;
Inappropriate Touching; Sexual Touching; Sexual Assault; Sexual Harassment.)

Malicious Harassment 19
Maliciously and intentionally committing one of the following acts because of a perception of
that person’s race, color, religion, ancestry, national origin, gender, sexual orientation, gender
identification, gender expression, or mental, physical, or sensory handicap:
• Causing physical injury to the victim or another person.
• Causing physical damage to or destruction of the property of the victim or another
person.
• Threatening a specific person or group of persons such that the persons, or members of
the specific group of persons, are in reasonable fear of harm to themselves or their
property, including their right to an education or their safety at school.

The District will respond to off-campus student speech that causes or threatens to cause a
substantial disruption on campus or interference with the right of students to be secure and
obtain their education. Substantial disruption includes, but is not limited to, significant
interference with instruction, school operations or school activities, violent physical or verbal
altercations between students, or a hostile environment that significantly interferes with a
student’s education.

Violations of this offense must rise to the level of the state definition of Malicious Harassment.

Malicious Harassment may or may not be personal, but occurs primarily because the victim
is a member of one of the groups identified above See, RCW 9A.36.080. (See also Bullying,
Intimidation, or Harassment.)
17 See, Inappropriate Language for less than persistent use.
18 See, Sexual Assault, for behavior using force or physical harm. Also, see Sexual Misconduct for inappropriate sexualized
behaviors.
19 See, Bullying, Intimidation, or Harassment when the harassment is not based on status or personal characteristics.

9
 Malicious Property Damage (Formerly Malicious Mischief)
Intentionally causing damage to any school property, staff, or student property, or school
buses. Also, writing, painting, drawing, or otherwise marking graffiti on any school property,
staff property, or school bus that is so extensive that the cost of removing it exceeds $100.20

Misrepresentation
• Forging a parent’s, guardian’s, or any other person’s signatures on any letter to the
school, on any school document or form, or on any other document or form used by
the school.
• Changing grades or attendance records on official District forms, including
attendance reporting sheets and grade books, for any student without authorization
of a school official.
• Providing a false name when asked to identify oneself to a school authority.
• Providing false information to school personnel, or impersonating another person
verbally or in writing to provide false or misleading information, regarding a student’s
attendance or absence from school, including, but not limited to, falsely excusing
absences or authorizing a student to be excused early from class or school.

Misuse of Computers 21
Inappropriately using or tampering with school computers.

Other Exceptional Misconduct

Engaging in any other activity that would constitute a felony, gross misdemeanor, or
misdemeanor under city, state, or federal law.
Plagiarism
Cheating, or copying the work of other persons, or turning in another person’s papers, projects,
computer programs, etc., as your own.

Possession of Stolen Property

Knowingly receiving, retaining, possessing, concealing, or disposing of stolen property.

Possessing or Using Alcoholic Beverages

Possessing, using, or being under the influence of alcohol, including any beverage with alcohol
content.

Possessing or Using Illegal Drugs, Controlled Substances, Prescription or Over-the-Counter

Drugs
Possessing, using, or being under the influence of illegal drugs, controlled substances,
prescription or over-the-counter drugs, and/or drug paraphernalia including but not limited to
pipes, handmade devices, electronic vapor devices or products containing an illegal drug.
Possessing or Using Marijuana
Possessing, using, or being under the influence of marijuana, including but not limited to
medical, home-grown, street or store purchased marijuana, marijuana concentrates, any food
item with marijuana in it, and/or drug paraphernalia including but not limited to pipes,
handmade devices, and electronic vapor devices or products containing a marijuana
substance..
20 See, School Board Policy No. 3520 Student Fees, Charges, Fines, Restitution, and Damage Deposits
21 See, Computer Trespass for computer-related misconduct.

10
 Robbery
Taking another’s property by force or threat of force.

Rule-breaking (Not an exclusionary response for K-5 students)

Breaking a specific, published school rule. This includes breaking school bus rules and violating
a specific safety or behavior contract.

Selling Alcoholic Beverages

Selling, or intending to sell, alcoholic beverages, including any beverage with alcohol content.

Selling Illegal Drugs, Controlled Substances, Prescription or Over-the-Counter Drugs

Selling, or intending to sell illegal drugs, controlled substances, prescription or over-the-counter
drugs, and/or drug paraphernalia including but not limited to pipes, handmade devices,
electronic vapor devices or products containing an illegal drug.
Selling Marijuana
Selling or intending to sell marijuana, including but not limited to medical, home-grown, street
or store purchased marijuana, marijuana concentrates, any food item with marijuana in it,
and/or drug paraphernalia including but not limited to pipes, handmade devices, and
electronic vapor devices or products containing a marijuana substance.
Sexual Assault 22
Sexually assaulting or taking indecent liberties with another person. (See also inappropriate
Sexual Conduct; Inappropriate Touching; Lewd Conduct; Sexual Harassment.)

Sexual Harassment
Subjecting another individual to unwelcome conduct of a sexual nature. The conduct can
include, but is not limited to deliberately harassing another person for sexual reasons or in a
sexualized manner with unwanted attention, touching, or verbal comments such that the
targeted person is uncomfortable, intimidated, or threatened by the behavior. (See also
Inappropriate Sexual Conduct; Inappropriate Touching; Lewd Conduct; Sexual Assault.)

Small Folding Knives 23

Bringing or possessing a small folding knife with a blade length of 2-1/2 inches or less and with
a blade width ½-inch or less on school property, school-provided transportation, areas
of facilities being used exclusively as school district property, or at school-sponsored events or
activities.

Theft
Stealing school district property or the property of a staff member, student, or school visitor.

Threats of Violence
Communicating credible, focused threats of violence or harm to an individual or group of
individuals, directly or indirectly by any means, which cause the other person to believe his
or her life, safety, or property is in imminent danger, or which cause a listener to believe that
another person’s life, safety, or property is in imminent danger. It is not necessary that the
threat be communicated to the intended victim.

22 See, Board Policy No. 3208 – Sexual Harassment, and Superintendent Procedure 3208SP.
23 See, Toy Guns and Toy Weapons for toys that do not appear to be real knives.

11
 A student may be expelled for the first offense without regard to progressive discipline when
there is good reason to believe that other forms of disciplinary responses would fail if
employed.

Good reason to believe that other forms of disciplinary responses or punishment would fail if
employed include:
a. Threatening to take another student or staff person’s life. Students and staff have the
right to a safe and non-threatening atmosphere. Seattle Public Schools has no
tolerance for threats of violence or harm to others. Before an expulsion may be used
for threats of violence or harm, school administrators must request School Threat
Assessment Team (STAT) services to determine whether the threat is direct and credible
to do lethal harm. The STAT will provide recommendations that administrators are
encouraged to follow. 24

Toy Guns and Toy Weapons

Possessing a toy gun or other toy weapon not appearing to be a real gun or weapon; or
appearing to be a real gun or weapon, but not used or displayed with malice.

Toys Used as Weapons

Possessing and using with malice (in a threatening manner) objects that appear to be capable
of causing bodily harm such that a person believes his or her safety is in danger, including toys
that appear to be weapons regardless of size.

Trespass
Entering or remaining unlawfully in a school building or on any part of school grounds or school
property for any purpose excluding theft of property.25

Using or Possessing Tobacco Products 26

Using or possessing any tobacco products in or on public school property, on school sponsored
transportation, or at school-sponsored activities.

24 See, Appendix A for full STAT definition.

25 See, Burglary for trespass related to theft of property.
26 See, School Board Policy No. 4215- Tobacco Free Environment, and Superintendent Procedure No. 4215SP.

12
 Accomplice Activity

A student may be held responsible for the conduct of another person if the student is an
accomplice of such other person’s behavior requiring a disciplinary response. A student is an
accomplice to another person if, with knowledge that it will promote or facilitate the need for
disciplinary response, the student: (1) solicits, commands, encourages, or requests such other
person to engage in the behavior, or (2) aids or agrees to aid such other person in planning or
committing the behavior. A student may encourage the conduct of another through verbal or
nonverbal acts.27

A student is not an accomplice if he or she is the victim of the behavior, or he or she terminates
their complicity prior to the commission of the behavior and gives timely warning to school
officials that the conduct may occur.28

If a student engages in accomplice activity, the accomplice may be charged with the same
behavior of the principal actor with a notation that the student committed the behavior as an
accomplice.

Off Campus Behavior

Discipline may be imposed for an off-campus act of misconduct if the disciplinary action is
reasonable under the circumstances and closely connected to the educational process. The
following criteria should be considered to decide whether an act of misconduct is sufficiently
connected to the educational process:

1. Location of the misconduct (proximity to school grounds or to a school activity);

2. Hour and date of the misconduct (during school hours, but off-campus; immediately
before or after school hours; on district-sponsored transportation, directly before
entering or after leaving district-sponsored transportation, or during school-sponsored
activities);
3. Effect on other participants or victims to the misconduct (did the misconduct involve
or affect other students or school district personnel);
4. Severity of the misconduct and its likely connection to student or school district
personnel safety (e.g., fighting or other violent or destructive acts, the selling of a
controlled substance, or possession of a weapon); and
5. Extent to which the off-campus activity affects the environment or safety of the
school (e.g., students are afraid to come to school or afraid at school because of
it; it is disruptive to the school atmosphere in that special precautions or actions
need to be taken to protect students and staff; the arrangements for the activity were
made on campus but conducted off campus, such as drug sales, a fight or assault,
etc.; or there are likely repercussions such as students from other schools or
non-students coming onto the campus to effect retribution.)

27 A student may be an accomplice merely by being present when another student is doing something wrong if they do not attempt to
stop the aggressor from continuing the wrongful act or if their presence constitutes silent agreement of the act or is perceived as
contributing to intimidation of the victim. For example, persons grouped around a victim while another student bullies or threatens the
victim, even though they do not say anything or otherwise participate physically or verbally in the bullying or threatening
behavior, could be considered accomplices because just by being there and not saying anything they are perceived by the victim as
participating with and agreeing to the bullying or threatening behavior.
28 Students are not accomplices if they merely know about an action planned by another student even if they do not report what they
know to an administrator.

13
 The District will respond to off-campus student speech that causes or threatens to cause a
substantial disruption on campus or interference with the right of students to be secure and
obtain their education. Substantial disruption includes, but is not limited to, significant
interference with instruction, school operations or school activities, violent physical or verbal
altercations between students, or a hostile environment that significantly interferes with a
student’s education.

Requirement to Provide Educational Services

School districts may not suspend the provision of educational services to a student as a
disciplinary response.

While students may be excluded from classroom and other instructional or activity areas for a
period of suspension or expulsion, districts must provide students with an opportunity to receive
educational services during that time.

If educational services are provided in an alternative setting, the alternative setting should be
comparable, equitable, and appropriate to the regular education services a student would
have received without the exclusionary discipline.

Student Reengagement Meeting and Reengagement Plan

For students who are long term suspended or expelled, the purpose of the reengagement
meeting is to develop a plan to reengage the student in a school program tailored to the
student’s individual circumstances (RCW 28A 600.022). The goal of the re-engagement process
is to support the student’s ability to be successful in school when they return to school following
a period of exclusionary discipline.

The reengagement meeting must be held within three days of when the Notice of
Disciplinary Action (NDA) is created and provided to parents/families.

Re-engagement conference participants should take into account:

a. The circumstances related to the student’s suspension or expulsion,
b. The student’s prior academic and discipline history, and
c. The severity of the disciplinary incident that led to the student’s exclusion.

The purpose of the re-engagement plan is to:

• Allow the family to provide meaningful input, and have the opportunity to participate
in a culturally sensitive and culturally responsive reengagement plan;
• Discuss the services available to the student while excluded;
• Educational services must be offered
• Behavioral services must be discussed
• Define what the student is required to do before returning to school; and
• Identify supports that will be in place when the student returns to school.

While developing a re-engagement plan, school districts should consider:

1. Shortening the length of time that the student is suspended or expelled;

14
 2. Exploring whether or not there are other forms of disciplinary responses that could
be more effective;
3. Determine how the plan may aid the student as they take the necessary steps to
remedy the situation that led to the suspension or expulsion; and
4. Plan supports that result in academic success, and keep the student engaged and on
track to graduate

Reentry Program for High School Students

Discipline Case Management Services for Middle School Students

High School Students

A reentry program is provided for high school students who have been long-term suspended or
expelled from school. For 2018-19, long-term suspended or expelled high school students will be
referred to Interagency Academy’s reentry program. Students will attend an orientation at
Interagency Academy and will then be assigned to one of several Interagency Academy sites
for the remainder of the suspension. District practice at the high school level is to provide free
access to behavior modification instruction to the extent possible when it is required for
suspensions and expulsions. This generally is when the suspension or expulsion is for offenses that
involve violence. This assignment will continue if there is a requirement for behavior modification
instruction and such instruction has not been completed by the end of the suspension.

Suspended high school students with a requirement to complete behavior modification may
return to their suspending school when the behavior modification instruction is satisfactorily
completed. Students whose disciplinary response did not include a behavior modification
requirement may return to their suspending school when the suspension in over.

Expelled high school students cannot return to their expelling school. If a student is also long
term suspended a referral will be made to Interagency Academy. Expelled students who do
not have a long term suspension as part of the disciplinary response must be reassigned to
another school within ten (10) school days of the expulsion.

Middle School Students

Middle school students who are eligible for behavior modification, based on the referring
behaviors of concern (please see SPS Discipline Matrix for 2018-2019 school year for eligibility),
may be short term suspended and the school leader may request Discipline Case
Management services through the Discipline Office. If the school chooses to impose a long
term suspension, then Discipline Case Management Services will not be provided. The goal of
Discipline Case Management Services is to minimize lost instructional time for all students while
increasing student success (both academically and behaviorally) by providing long term
support (a semester or more) to schools, families, and students in response to significant
behaviors.

While the student is suspended, Discipline Case Management services will include a
comprehensive behavior and social skill assessment conducted with the student and the family;
interviews with school staff; referrals to community based organizations if needed; securing of
Releases of Information (ROIs); coordination with community based providers; the development of a
school success reentry plan based on the story and strengths of the student and projected needs
when they return; and scheduling of a reentry meeting.
15
 When the student returns to school, Discipline Case Management Services will include
ongoing weekly and/or biweekly communication with school staff, families, community-based
providers, and the student. If the comprehensive assessment indicated a need for direct
instruction in skill building, Discipline Case Management Services may also include time limited
skill building instruction. Discipline Case Management Services will continue until stability is
regained and a transition back to school level case management occurs.

Elementary School Students

Elementary school students may not be long-term suspended from their school. Therefore,
there is not a reentry program for elementary students.

Expelled elementary school students are reassigned to another elementary school as quickly
as possible after their expulsion to minimize lost instructional time.

Students with Disabilities

Prior to being referred to Interagency Academy (high school) or Discipline Case Management
Services (middle school), a Manifestation Determination Team (MDT) meeting must occur.

Adoption of Rules by Seattle School Board

The Seattle School Board adopted these rules in June 2018. The Seattle School District follows
the substantive and procedural due process rights guaranteed by the Office of Superintendent
of Public Instruction under RCW 28A.600.015. See, WAC 392.400. A copy of the regulations may
be requested by contacting the Discipline Appeals Office at 206-252-0820 or downloading the
regulation at http://apps.leg.wa.gov/WAC/default.aspx?cite=392-400.

School Rules

In addition to the above District rules, each school may adopt and distribute to each student
rules that will govern a student’s behavior in a particular school. When a student does not
follow these school rules, he or she may be disciplined.

Due Process Rights of Students

Seattle Public Schools believes that due process means that students must be treated fairly
and with regard for their rights under the law. This means that any disciplinary action of a
student who has violated rules must be administered fairly and for good and just cause.
Students have the right to tell their side of the incident and receive a fair consequence for
their behavior. School officials will take disciplinary action only after a thorough examination of
the facts and the facts must always be reasonably related to the nature and circumstances of
the violation. Students have the right to appeal a disciplinary response they feel is unjust or
unjustly administered.

Seattle Public Schools has adopted and implemented the due process rules found in WAC
392-400. These rules outline the substantive and procedural due process rights of students
who are involved in programs or activities within Seattle Public Schools. Additionally, Seattle
Public Schools has adopted rules that guarantee the minimum due process standards and
protections. Other rules that govern student conduct include WAC 392-145 (school buses).

16
 Short-Term Suspensions

Principals, assistant principals, and their designees may short-term suspend a student
for engaging in behavior defined in the Student Behavior section of the Student Rights &
Responsibilities. Before principals, assistant principals, and their designees may short-term
suspend a student they must follow certain general rules, which are listed below:
1. Principals, assistant principals, and their designees must make a decision to suspend a
student by considering mitigating and aggravating factors. Principals, assistant
principals, and their designees must reasonably believe a short-term suspension will
provide an explicit benefit to the student and the school, and that other classroom and
school based options have been exhausted.
2. In grades Pre-school through Grade 4, principals, assistant principals, and their
designees may not short-term suspend a student for more than ten (10) consecutive or
cumulative school days during a single semester or trimester, depending on
the school.
3. In grade five or above, principals, assistant principals, and their designees may not
short-term suspend a student for more than fifteen (15) consecutive or cumulative
school days during any semester or ten (10) consecutive or cumulative school days
during any trimester, depending on the school.
a. No loss of grades or credit may be imposed because of a short-term
suspension.
4. Any student who has been short-term suspended may request a lesser disciplinary
response, including being allowed to return to school immediately. This request is made
to the school principal either verbally or in writing, and is considered a Step 1
grievance.
5. Mediation: If the disciplinary response is mediated at this time the student and/or
parent/guardian/family agree that by signing the mediation agreement all factual
and legal issues related to a particular discipline are finally and fully resolved, and
that the student and parent/guardian/family will file no further appeal related to this
discipline incident. If mediation is not agreed to by either party, the grievance
meeting moves forward and the school administrator makes a decision.
6. A short-term suspension starts immediately, regardless whether the parent or student
appeals the disciplinary response.

Notice to Student and Parents/Guardians/Families of Short-term Suspensions

A student is entitled to a conference before he or she is short-term suspended. During the
conference, the student must be given orally or in writing:
1. An explanation of the alleged behavior or lists the school rule that was
allegedly violated;
2. A review of the evidence that supports the allegations;
3. An explanation of the disciplinary response that will occur; and
4. An opportunity to explain him or herself.

Notwithstanding this entitlement to have a conference prior to being short-term suspended, a

student may be short-term suspended without a conference if he or she refuses to participate
in, or has made himself or herself unavailable for, a conference.

17
 A parent/guardian/family is entitled to verbal and written notice within twenty-four (24) hours
of the proposed disciplinary response in the language spoken by the parent/family A written
notice is called a Notice of Disciplinary Action (NDA). Translations of the NDA are available.
The NDA should include:
1. The reason for the suspension and the length of the suspension.
2. Conditions relating to the suspension, such as a requirement for completion of a
particular activity (e.g., parent/guardian/family conference, drug/alcohol
evaluation, or behavior modification requirement, etc.)
3. Their appeal rights and the process for making an appeal.

Within twenty-four (24) hours of the disciplinary decision, all short-term suspensions and the
reasons for the suspensions must be entered into PowerSchool and made available for access
by the Discipline Appeals Office.

Grievance (Appeal) Procedure: Short-Term Suspensions or Other Discipline Actions

An appeal of a short-term suspension is called a “grievance”. Seattle Public Schools has
adopted and implemented the grievance procedure found in WAC 392-400-240. This
grievance procedure gives the appealing party an opportunity to dispute a school-based
disciplinary response and/or a short-term suspension. During a grievance hearing, the
appealing party requests that the principal change a disciplinary response because he or she
believes a rule was unfairly applied to his or her child or there was something wrong with the
way the child was disciplined.

The short-term suspension starts immediately and may not be held in abeyance unless the
principal agrees to hear the grievance prior to imposing the short-term suspension.
This grievance procedure is not designed for situations involving claims of staff misconduct. If a
parent/guardian/family agrees that his/her child was disciplined appropriately, but is
concerned that the manner in which the administrator behaved was not appropriate, the
complainant may contact the Executive Director for the school.

Any student, parent, or guardian may appeal the discipline of the student. There are three
steps for appealing discipline at this level, called a grievance.
1. Parents and/or guardians appealing a discipline sanction have the right to request an
informal grievance conference with the building principal or designee within three
business days of learning of the discipline sanction. The school official who disciplined
the student will be told that the discipline is being appealed.

During the informal conference, the principal or designee may question the person
appealing, and the person who is appealing may question school staff who were
involved in the incident that resulted in discipline. The principal or designee will
decide whether the discipline sanction should stand.

2. If the person appealing is dissatisfied with the decision at Step One, he or she may
present a written or oral request to the Seattle Public Schools’ Disciplinary Appeals
Office. This grievance must be received within three (3) school business days of
receiving the decision at Step 1. A hearing officer will be assigned by the Disciplinary
Appeals Office to hear the Step 2 grievance. The hearing officer will issue a finding
within five (5) school business days.

3. If the person appealing is still dissatisfied with the decision at Step Two, he or she may
present a written or oral request for an appeal hearing to the Disciplinary Appeals

18
 Council (DAC). This written or oral request must be received within three (3) school
business days after receiving the decision from Step Two. The written request is sent to:
Student Discipline Appeals Office
Mail Stop 31-177
PO Box 34165
Seattle, WA 98124-1165.

The DAC will usually schedule this hearing within ten (10) school business days of
receiving the written request. After the hearing, the DAC will make its decision and
notify the family by a written decision mailed within ten (10) school business days
after the hearing.

A student receiving a short-term suspension must begin his or her suspension immediately. The
short-term suspension continues even if the suspended student or parent/guardian/family
appeals unless the principal waives this requirement. The principal has the discretion to
continue or not continue the suspension pending any appeal and the appealing party may
not appeal this decision.

Long-Term Suspensions or Expulsions from School

Principals, assistant principals, and their designees may long-term suspend or expel a student
for engaging in behavior defined in the Student Behavior section of the Student Rights &
Responsibilities. Before principals, assistant principals, and their designees may long-term
suspend or expel a student they must follow certain general rules, which are listed below:

1. Principals, assistant principals, and their designees may make a decision to suspend
or expel a student by considering mitigating and aggravating factors. Principals,
assistant principals, and their designee must reasonably believe must reasonably
believe a long-term suspension or expulsion will provide an explicit benefit to the
student and the school, and that other classroom and school based options have
been exhausted.
2. Principals, assistant principals, and their designees may not long-term suspend or
expel a student unless they have used progressive discipline.
3. Mediation: If the disciplinary response is mediated at this time the student and/or
parent/guardian/family agree that by signing the mediation agreement35 all
factual and legal issues related to a particular disciplinary response is finally and
fully resolved, and that the student and parent/guardian/family will file no further
appeal related to this discipline incident. If mediation is not agreed to by either
party, the long-term suspension moves forward as follows.
4. A long-term suspension or expulsion starts on the fourth (4th) school day after the
day of the incident to ensure that parents/guardians are aware of the proposed
disciplinary response and to provide them time to appeal the suspension if they
wish. Students have a right to attend school while an appeal is in process.
5. An emergency expulsion, starts on the day of the incident and may be as long
as ten (10) school days. Emergency expulsions are allowed when the school
believes that the student’s presence in the school constitutes an immediate and
ongoing danger to the student, other students or staff, or the educational process
for the school.

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 6. A long-term suspension is from 11 days to 90 days (the length of an academic
term). The student will return to the suspending school at the end of a long-term
suspension.
7. An expulsion from a specific school is permanent and the student may not return to
that specific school. Even so, there are other schools and educational programs
within Seattle Public Schools that are available to a student who has been expelled
from a specific high school, including the a reentry program at Interagency
Academy. With the exception of expulsion from the District for possession of a
firearm, the time a student may be compelled to be unassigned to any school or
educational program due to an expulsion from a specific school is limited to ten
(10) school days.
8. So that discipline is applied equitably, Seattle Public Schools has published a matrix
with a range of disciplinary responses for schools to use in determining when a
student may be long-term suspended or expelled.
9. The Seattle School Board has directed that no student be suspended or expelled
for non-attendance.
10. In pre-kindergarten through grade five, principals, assistant principals, and
their designees may not long-term suspend students, but they may expel students in
pre-kindergarten through grade five.
11. In grade six and above, principals, assistant principals, and their designees may
long-term or expel students, but those students are entitled to educational services
for the duration of the disciplinary response.
12. Students and parents must be notified of the student’s right to continue an
educational program in the high school reentry program at Interagency Academy,
and how to access the program.
13. Students have a right to a reengagement meeting under RCW 28A.600.022, to
be scheduled within 20 days of the student’s long-term suspension. Seattle Public
Schools requires that a reengagement meeting be held within three (3) days
of when the Notice of Disciplinary Action (NDA) is created and provided to families.
The reengagement meeting will be scheduled with the parent/guardian/family and
the notice of the meeting date will be included on the NDA letter.

Exception to progressive discipline rule

Seattle Public Schools mayl expel for the first offense without regard to progressive discipline
when aggravating factors warrant this disciplinary response.

Notice to parents/guardians of long-term suspension or expulsion

Before a student may be long-term suspended or expelled, the student and his/her parent(s)
or guardian(s) must receive a written Notice of Disciplinary Action (NDA) that includes
information about their right to appeal the long-term suspension or expulsion and the
opportunity for a hearing. This notice must be either delivered in person or by certified mail.

1. The written notice will be in the language the parent/guardian/family and student
speak and understand, to the extent feasible,
2. The written or verbal notice will explain the alleged misconduct and the school
District Student Behavior(s) alleged to have been violated,
3. The written notice will identify the disciplinary response being proposed,
4. The written notice will explain the rights of the student and/or his/her parent(s) or
guardian(s) or family to a hearing to appeal the allegation(s), and
5. The written notice will explain how to appeal the allegations and the timeline
by which the request for a hearing must be received.
.

20
 Parents/guardians/family have certain decisions to make after their child has been long-term
suspended or expelled. The first decision is whether to appeal the suspension or expulsion from
school. This decision should be made as soon as possible because there is a three (3)-day
deadline for requesting an appeal, starting from the day parents/guardians/families have
been notified in writing that their child has been long-term suspended or expelled.

Parents/guardians of high school students who decide not to appeal should contact
Interagency Academy to arrange for an assignment to an appropriate reentry program
through Enrollment Services. All students are entitled to educational services for the duration of
the disciplinary response.

Expelled students should immediately go to Enrollment Services to arrange for assignment to an

appropriate educational program because they may not return to the same school unless they
are successful with a petition to the school principal to be readmitted.

Once the student has completed the terms of a long-term suspension, including verification
that they have completed any program they are required to participate in as part of the
disciplinary action, the student will be automatically readmitted to the school that issued the
long-term suspension. A student who has been expelled from a school may not be reassigned
to that school unless they petition for re-admittance and are approved by the principal to
return.

Special rule for re-admittance to same school following an expulsion

Normally, expulsion from a school means that the student may not attend that school again.
However, parents/guardians/families and students may petition in writing for a student to
return to the same school. The written petition must be addressed and sent to the principal
of the school that expelled the student. The student or parent/guardian/family must set out
the reasons why the student should be readmitted to the school. The decision whether to
re-admit an expelled student is at the discretion of the school principal. The principal’s
decision may not be appealed.

Appeal Process for Long-Term Suspension and Expulsion

When a student has been long-term suspended or expelled a parent/guardian/family or the
student may appeal the long-term suspension or expulsion to the Superintendent. In Seattle
Public Schools, the Superintendent has designated that hearing officers will hear appeals as
the designee of the Superintendent. Hearing officers are community members who have been
trained in state law and school District policy and understand due process rules. Hearing
officers may mediate, modify, reverse or affirm the disciplinary response. The following process
is used:

A. Timeline of the Appeal Process

1. The appealing party must request an appeal hearing from the Discipline Appeals
Office within three (3) school business days after they receive written notice of the
disciplinary response or discipline being proposed. The request for an appeal hearing
may be either written or oral, including being made by telephone. The Discipline
Appeals Office telephone number is 206-252-0820.
2. If the request for an appeal is not received within three (3) school business days after
receiving written notice of the disciplinary response or discipline being proposed, the
school will impose the proposed long-term suspension or expulsion, and the
parent/guardian/family or student will not have any further opportunity to appeal the
matter.
.

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 3. If the request for a hearing is received within the three-day (3) time limit, the Discipline
Appeals Office will schedule a hearing to be held within three (3) school business
days from the day the appeal was received.

B. Parent/guardian/family and student rights

Parents/guardians and students have certain due process rights before, during, and after their
requested hearing. These rights have been approved by our state legislature and are found
in WAC 392-400. These rights include but are not limited to the following:
1. The appealing party has the right to inspect before the hearing any written or
physical evidence that the school may be presenting at the hearing, including
witness statements. Student names may be removed to protect confidentiality.
2. The appealing party has the right to be represented by an attorney at private, not
public, expense. Seattle Public Schools will have its attorney present if the appealing
party has an attorney, so the Discipline Office must be notified as soon as possible if
the student is represented.
3. The appealing party has the right to question witnesses at the hearing. This right may
be limited when Seattle Public Schools has made a reasonable effort to produce
a witness and is unable to do so, or when it is not advisable for the student to appear
due to an expectation and fear on the part of the administrator that the student
might be retaliated against if she or he appears as a witness.
4. The appealing party has the right to present his or her explanation of the alleged
misconduct.
5. The appealing party may request that witnesses who saw or have knowledge of the
incident in question be allowed to speak at the hearing, including other students,
and
6. The appealing party may present any written or physical evidence that supports the
student’s case.

C. School’s rights before the hearing

The school leader or other person presenting the school’s case has the right to inspect in advance
of the hearing any written or physical evidence that the parent(s) or guardian(s) may be
presenting at the hearing. Students and parent/guardian/family must provide sufficient copies for
the school leader of any written documentation to be provided to the hearing officer.

D. At the Hearing
1. The participants at the hearing will be limited to those with a relevant interest in the
matter at hand, typically the school administrator, the student and his/her parent or
guardian, or family and witnesses to the incident. If the student is represented by an
attorney, a District attorney also will be present to advise the school leader.
Other family members or friends should not expect to attend, although the parent
may have a support person present so long as that person is not also a witness. The
hearing officer has the authority to determine who may be present.
2. A sign-in sheet will be provided and all person’s present must sign in.
3. All persons present at a hearing must maintain respectful behavior. Expectations
include refraining from shouting, name-calling, cursing, badgering of witnesses, or
other bullying, intimidating or disruptive behavior. The hearing officer may end the
hearing should these behaviors be present. The hearing officer will then determine
whether to reschedule the hearing for another day or make a decision based on
information already presented up to that point in the hearing.
4. If the school leader, student and parent/guardian/family agree to mediate the
disciplinary response, a mediation agreement stating all particulars of the changes
to be made is prepared and signed. The student and parent/guardian/family agree
that

22
 by signing the mediation agreement all factual and legal issues related to a
particular disciplinary response is final and fully resolved, and the student and
parent/guardian/family will file no further appeal related to this discipline incident.
If either party decides that attempting to mediate is not appropriate for whatever
reason, the hearing goes forward.
5. Witnesses may not be allowed to be present in the hearing room except at the time
they are providing testimony. When they have completed testimony, they may be
asked to leave the room.
6. Only the evidence presented at the hearing will be used by the hearing officer
to make a decision. No information may be provided to the hearing officer outside
of the hearing.
7. The hearing officer will make a decision based on the following due process
criteria:
a. Preponderance of the evidence: Did the alleged behavior occur?
b. Student Behavior discipline: Did the school have the right to discipline the
student in the manner chosen, based on the District and school rules?
c. Are there mitigating or aggravating factors recognized by the District that the
school should have taken into account in deciding whether to discipline the
behavior or in choosing the disciplinary response?
8. The hearing officer is neutral. He or she may not be a witness to the incident that
resulted in discipline or testify in the hearing.
9. The hearing will be audio recorded.
10. The hearing officer may mediate, modify, reverse, or affirm the disciplinary
response. The hearing officer will provide a written decision, which will be sent to
the parent or guardian or family by certified mail from the Discipline Appeals
Office within five (5) school business days of the hearing date. Translation of the
hearing decision into the home language of the family will be provided, at
District expense.

Emergency Expulsions

Emergency removal from a class, subject, or activity

A student may be immediately removed from a class or subject or activity by a staff person
and sent to the principal, assistant principal, or their designee, provided that there is sufficient
reason to believe that the student’s presence poses an immediate and continuing danger to
students, or school personnel or an immediate and continuing threat of substantial disruption
of the educational process of the student’s school. This disciplinary response assures safety
and/ or order for students, staff, and the school environment. The student’s removal will
continue only until: (a) the danger or threat is no longer present, or (b) the principal, assistant
principal, or their designee acts to convert to another form of disciplinary response. The
emergency expulsion may not run concurrently with another disciplinary response.

Emergency Expulsion
A principal, assistant principal, or their designee may emergency expel a student
immediately, provided that there is sufficient reason to believe that the student’s presence is
dangerous and/or it would cause substantial disruption within the school to have the student
present in classes, for activities and/or at other related school events. Emergency expulsions

23
 may last no longer than ten (10) school days. Emergency expulsions shall continue through
the specified end date unless rescinded by the principal, assistant principal, or their designee
or modified at an appeal hearing.

The principal, assistant principal or their designee will meet with the student no later than the
next school day following the student’s removal and initiate appropriate disciplinary
response. The person responsible for removing the student will be notified of the disciplinary
response taken before the student returns to the classroom or activity.

Notice to parent/guardian/family of an Emergency Expulsion

Parents or guardians will be orally notified of an emergency expulsion and their hearing
rights as soon as possible, but no later than twenty-four (24) hours. In addition, the Notice of
Disciplinary Action (NDA) must be either delivered in person or by certified mail within twenty-
four (24) hours.
1. The written notice will be in the language the parent/guardian/family and student
speak and understand, to the extent feasible,
2. The written notice will explain the alleged misconduct and the school District
Student Behavior(s) alleged to have been violated,
3. The written notice will identify the disciplinary response being proposed,
4. The written notice will explain the rights of the student and/or his/her parent(s) or
guardian(s) to a hearing to appeal the allegation(s), and
5. The written notice will explain how to appeal the allegations and the timeline
by which the request for a hearing must be received.

Appeal procedure for an emergency expulsion

If the emergency expulsion is disciplinary response on the written notice, student(s) and/or
parent(s) or guardian(s) have up to ten (10) business days after receiving notice of the
emergency expulsion to request an appeal hearing from the Discipline Appeals Office, 206-
252-0820.
According to Seattle Public Schools policy, the request for an appeal may be written
(including by e-mail) or made by telephone.

A. Timeline of the Appeal Process

1. The appealing party must request an appeal hearing from the Discipline Appeals
Office within ten (10) school business days after they receive notice of the
disciplinary response or discipline being proposed.
2. If the appeal is not received within ten (10) school business days, the emergency
expulsion will continue and the student and parent(s) or guardians(s) will not have
further opportunity to appeal the matter. The request for an appeal hearing may
be either written or oral, including being made by telephone.
The Discipline Appeals Office telephone number is 206-252-0820.
3. When the request for a hearing is received within the ten (10) day time limit, the
Discipline Appeals Office will schedule a hearing to be held within three (3) school
business days from the day the appeal was received.

B. Parent/guardian/family and student rights

Parents/guardians/family and students have certain due process rights before, during, and
after their requested hearing. These rights have been approved by our state legislature and
are found in WAC 392-400. Rights include but are not limited to the following:

24
 1. The appealing party has the right to inspect before the hearing any written or
physical evidence that the school may be presenting at the hearing, including
witness statements. Student names may be covered. Given the short time line for
an appeal hearing, copies of written statements may not be available until
twenty-four (24) hours before the hearing.
2. The appealing party has the right to be represented by an attorney at private, not
public, expense. If an attorney represents the student at the hearing, Seattle Public
Schools will have its attorney present, so it is necessary to notify the Discipline
Appeals Office as soon as possible if the student becomes represented.
3. The appealing party has the right to question witnesses. This right may be limited when
Seattle Public Schools has made a reasonable effort to produce a witness and is
unable to do so, or when it is not advisable for the student to appear due to an
expectation and fear on the part of the school administrator that the student might
be retaliated against if she or he appears as a witness.
4. The appealing party has the right to present his or her explanation of the alleged
misconduct.
5. The appealing party may request that witnesses who saw or have knowledge of the
incident in question be allowed to speak at the hearing.
6. The appealing party may present any written or physical evidence that supports
their case.

C. School’s rights before the hearing

The school leader or other person presenting the school’s case has the right to inspect in
advance of the hearing any written or physical evidence that the parent(s) or guardian(s)
may be presenting at the hearing. Students and parent/guardian/family must provide
sufficient copies for the school administrator of any written documentation to be provided to
the hearing officer.

D. At the Hearing
1. The participants at the hearing will be limited to those with a relevant interest in
the matter at hand, typically the school leader, the student and his/her parent or
guardian or family, and witnesses to the incident. If the student is represented by
an attorney, a District attorney also will be present to advise the school leader.
Other family members or friends should not expect to attend, although the parent
may have a support person present so long as that person is not also a witness.
The hearing officer has the authority to determine who may be present.
2. A sign-in sheet will be provided and all person’s present must sign in.
3. All persons present at a hearing must maintain respectful behavior. Expectations
include refraining from shouting, name-calling, cursing, badgering of witnesses, or
other bullying, intimidating or disruptive behavior. The hearing officer may end the
hearing should these behaviors be present. The hearing officer will then determine
whether to reschedule the hearing for another day or make a decision based on
information already presented up to that point in the hearing.
4. If the school leader, student and parent/guardian/family agree to mediate the
disciplinary response, a mediation agreement stating all particulars of the changes
to be made is prepared and signed. The student and parent/guardian/family agree
that
by signing the mediation agreement all factual and legal issues related to a
particular disciplinary response is final and fully resolved, and that the student and
/family will file no further appeal related to this discipline incident. If either party
decides that attempting to mediate is not appropriate for whatever reason, the
hearing goes forward.

25
 5. Witnesses may not be allowed to be present in the hearing room except at the time
they are providing testimony. When they have completed testimony, they may be
asked to leave the room.
6. Only the evidence presented at the hearing will be used by the hearing officer
to make a decision. No information may be provided to the hearing officer outside
of the hearing.
7. The hearing officer will make a decision based on the following due process
criteria:
a. Preponderance of the evidence: Did the alleged behavior occur?
b. Student Behavior discipline: Did the school have the right to discipline the
student in the manner chosen, based on the and school rules?
c. Are there mitigating or aggravating factors recognized by the District that the
school should have taken into account in deciding whether to discipline the
behavior or in choosing the disciplinary response?
8. The hearing officer is neutral. He or she may not be a witness to the incident that
resulted in discipline or testify in the hearing.
9. The hearing will be audio recorded.
10. The hearing officer may mediate, modify, reverse, or affirm the disciplinary
response. The hearing officer will provide a written decision, which will be sent to
the parent or guardian by certified mail within a week of the hearing date.
Translation of the hearing decision into the home language of the family will be
provided, at District expense.

11. When the emergency expulsion is the only response, a decision will be given
within one (1) school business day after the hearing and the student or
parent(s)/guardian(s)/families will be notified by U.S. certified mail within
one (1) calendar week.

E. Length of Emergency expulsions

A student’s emergency expulsion must end or be converted to another form of disciplinary
response within ten (10) school days from the date of expulsion.

Appeal to the School Board

Parents/guardians/families have a right to request a review of a hearing officer’s decision if

the Hearing Officer upholds or modifies the school’s disciplinary response for a suspension,
expulsion, or emergency expulsion, and the parent/guardian/family is dissatisfied with the
decision of the Hearing Officer. The Seattle School Board has delegated its authority to hear
and decide long-term suspension and expulsion appeals (reviews) to the Disciplinary Appeals
Council (DAC).29 The DAC is appointed by the School Board, and consists of at least three
persons who serve fixed terms.

Parents/guardians must provide an oral or written request to the Student Discipline Appeals
Office within three (3) school business days after receiving the decision of the hearing officer,
requesting that the DAC review the hearing officer’s decision. This request should include
information about the basis of the appeal (explaining why they wish to have the hearing
officer’s decision reviewed) and information about what responses they wish the DAC to take
in the matter. Parents/guardians/families should contact the Discipline Appeals Office at 206-
252-0820 or Mail Stop 31-177, PO Box 34165, Seattle, WA 98124-1165.

It is important to understand that the DAC will conduct a review and hear arguments at the
29 Board Policy No. 3201

26
 hearing based upon the existing record (i.e., the hearing officer’s decision). The DAC will not
hold a new (de novo) hearing. Therefore, witness testimony is discretionary.

If the appealing party does not request a review of the hearing officer’s decision, the long-term
suspension or expulsion will be imposed on the calendar day following the expiration of the
three-day appeal timeframe.

Appealing parties must request a review within three (3) business days. However, a student’s
long-term suspension or expulsion may be imposed during the appeal period under the
following conditions:
1. A long-term suspension or expulsion may be imposed while the decision is appealed
for no more than ten (10) consecutive school days or until the appeal is decided,
whichever is shorter;
2. Any days that the student is suspended or expelled before the appeal
is decided will be applied to the student’s suspension or expulsion and will not
extend the term of the suspension or expulsion;
3. A student who is subjected to a suspension or expulsion and who returns to school before the appeal is decided
will be given the opportunity, when he or she returns, to make up assignments and tests missed by reason of the
suspension.

Disciplinary Appeals Council Procedures

The Seattle School Board has chosen to delegate all appeals at the School Board level to the
Disciplinary Appeals Council (DAC). If the student or his or her parent/guardian/family requests,
orally or in writing, an appeal with the Discipline Appeals Office within the required three (3)
school business days, the DAC will schedule and hold a meeting to review the matter within ten
(10) school business days after receiving the notice.

The purpose of the meeting is to meet with the student and/or his or her
parent/guardian/family and a representative of the school to review the decision of the
hearing officer and determine whether there is additional information that should have been
considered that would change the hearing officer’s decision. Students with Section 504
Accommodations or those receiving Special Education or English Language Learner services
have the right to have a person knowledgeable about their accommodation, disability
and/or language/cultural issues present
to advise the DAC.
1. Prior to the meeting, members of the DAC will review the written decision of the
hearing officer.
2. At the meeting with the DAC, the student or his or her parent/guardian/family (or
legal counsel) has the right to be heard and provide additional information that
he or
she believes is pertinent to the situation. Similarly, the representative from the school
also has the right to provide additional information to support the decision to
discipline the student. The person knowledgeable about the student’s disability or
language/cultural issues will also provide information as it applies to their discipline to
the DAC.
3. The DAC may affirm, reverse, or modify the imposition of discipline, suspension, or
expulsion upon a student. The DAC will send a written decision to the parent or
guardian and student within ten (10) business days of the date of the hearing. The
decision will be made only by those DAC members who have heard or read the
evidence, who have not acted as a witness in the matter, and only at a meeting at

27
 which a quorum of the DAC is present, and by a majority vote.
4. An appeal from the decision of the Disciplinary Appeals Council is to Superior Court.
Whether or not the suspension or expulsion should be imposed while the student or his
or her parent/guardian/family is appealing to the courts will be a decision of the
DAC, unless a court orders otherwise. The DAC does not need to give any reason for
denying a request to waive the suspension or expulsion pending an appeal
to the courts.

Discipline of Special Education Students30

The discipline of special education students is generally subject to the same rules under the
Seattle Public Schools’ Student Rights& Responsibilities as applied to nondisabled students with
the modifications required by the federal Individuals with Disabilities in Education Act (IDEA)
listed below.31

Short-term suspensions and emergency removals

The general procedures relating to school-based discipline, short-term suspension, and
emergency removal apply to special education students when the response proposed or
taken does not result in a change of placement (i.e., the loss of ten (10) or more consecutive
school days or a pattern of exclusion from school) for a special education student, or is not
governed by a behavior improvement plan (BIP). If a BIP exists, the responses in the plan should
have been followed and have been found to be ineffective before resorting to a short-term
suspension or emergency expulsion.

Suspension/Expulsion
When considering disciplining a special education student with a suspension or expulsion, which
may constitute a change of placement (i.e., the loss of ten (10) or more consecutive school days
or a pattern of exclusion from school), the following procedures must be observed):
• Determine whether the suspension or expulsion will result in a change of placement (i.e.,
the loss of ten (10) or more consecutive school days or a pattern of exclusion from
school). If there is no change in placement, the sanction may be imposed. If there is a
change in placement, the school must convene an Manifestation Determination Team
(MDT), meeting.
• Notify the parent/guardian/family of the need to conduct a MDT meeting and
the procedural safeguards given by law, including the right to contest the
disciplinary response in an administrative due process hearing.
• An MDT meeting must be held within 10 days of the change in placement. Participants
must include parents/guardians, the student’s special and regular education teachers, a
school District representative knowledgeable about the student’s disability, and
the student, when appropriate. This meeting must be fully documented. The purpose
of the meeting is to determine whether the student’s conduct resulting in discipline
is a manifestation of (caused by or a result of) the student’s disability or whether the
student’s conduct is a result of a failure to implement the student’s Individualized
Education Plan (IEP) (including a behavior intervention plan (BIP)).
• The suspension or expulsion may be imposed if the MDT determines that the conduct
was not caused by or a result of the student’s disability, or not the result of a failure to
implement the student’s IEP (including a BIP).
• The discipline may not be imposed if the MDT determines the conduct was a
manifestation of the student’s disability or a failure to implement the student’s IEP
(including a BIP). Instead, the meeting should be used to consider what changes
30 his section also applies to students who are eligible for services and/or accommodations under Section 504. The SIT team replaces the
MDT with responsibility for determining whether the student’s behavior is a manifestation of his/her disability.
31 Discipline will be imposed in a manner consistent with the Individuals with Disabilities Education Act ....” 20 U.S.C. § 7151(c).

28
 in the student’s IEP, BIP, and/or Special Education placement are appropriate to
address the student’s behavior.

Interim Alternative Educational Setting (IAES)

School personnel may remove an eligible student to an interim alternative educational setting
(IAES) determined by the student’s IEP team, regardless of whether the student’s behavior was a
manifestation of his or her disability for up to 45 school days if he or she:
1. Carries a weapon to school or has a weapon at school, on school premises, or at a
school function under the authority of a school district;
2. Knowingly has or uses illegal drugs, or sells or solicits the sale of a controlled
substance, while at school, on school premises, or at a school function under the
jurisdiction of a school district; or,
3. Has inflicted serious bodily injury upon another person while at school, on school
premises, or at a school function under the jurisdiction of a school district.

Obligations to students to provide educational services

From the time the parents/guardians initiate a due process hearing through the appeal
process, Seattle Public Schools is required to continue providing educational services. Seattle
Public Schools is also required to provide services to students who have been long-term
suspended or expelled because their behavior is not related to their disability, and to students
on short-term suspension who have been suspended for more than ten (10) cumulative days in
the school year. The principal of the school proposing the disciplinary sanction may instruct the
appropriate teacher(s) to assign and monitor homework.
Even where a disciplinary response is imposed, including suspension and expulsion, the special
education student must continue to receive the special education and related services
required to receive a free, appropriate education.

Behavior Intervention Plans

A behavioral intervention plan (BIP) is a requisite component for the IEP of a child whose
behavior impedes his/her learning or that of others. The plan should contain appropriate
strategies, including positive behavioral supports and interventions, to address the behavior.
When a special education student has a BIP addressing conduct subject to discipline, the plan
governs and prescribes the necessary response for that conduct. Conduct not addressed in
the behavior plan should be disciplined with attention to the special considerations that apply
to special education students as addressed above.

Notice to Students and Parents Required

by Federal Drug-Free Schools and Communities Act of 1989

Seattle Public Schools prohibits the unlawful possession, use, or distribution of drugs and alcohol
by students on school property, on school sponsored transportation, or as part of school
activities. Compliance with this rule is mandatory; students who disregard the prohibition may
be suspended or expelled. Seattle Public Schools offers, or can assist in arranging access to,
drug and alcohol education, counseling, and recovery support; for further information
contact your school’s principal or counselor.

Appendix A
Definitions

The following are key definitions used in various parts of this document.

29
 Appealing Party: A parent, guardian, or student who is using the appeals procedures found
in WAC 392-400 to dispute a disciplinary response that has been assigned to a student.

Change of placement: The removal of a special education student from his/her current
educational placement for more than ten (10) consecutive school days; or a series of removals
that constitute a pattern of exclusion because the removals cumulate to more than ten (10)
school days in a school year. A pattern of exclusion is determined on a case-by-case basis.

Discipline: For the purpose of this document, all forms of disciplinary responses, whether school
based or resulting in suspension or expulsion from school.

Emergency Expulsion: Immediate removal of a student from school for misbehavior on the
basis that an administrator has good and sufficient reason to believe that the student’s
presence is a danger to himself/herself or others, or an immediate or continuing threat of
substantial disruption to the educational process of the school.

Expulsion: An expulsion is the formal exclusion for misbehavior of a student from ever returning
to the specific school in Seattle Public Schools that he or she is attending. If the expulsion is
from Seattle Public Schools, the student may not return to any school or program in Seattle
Public Schools for a period of up to one calendar year.

In-school Suspension: This is a state reportable action that the school uses as disciplinary
response to remove a student from classes or school activities. This response requires a Notice
of Disciplinary Action.

Interim alternative educational settings (IAES): In cases that involve weapons as defined by
state and federal law, controlled substances, or serious bodily injury, school personnel may
order a change in placement of a special education student to an appropriate interim
alternative educational setting for the same amount of time that a student without a disability
would be subject to discipline, but for not more than 45 school days. The interim alternative
educational setting is selected by the student’s IEP team so as to enable the student to
continue to progress in the general curriculum while in another setting, and to continue to
receive services and modifications described in the student’s current IEP that will enable the
student to meet the goals set out in the IEP.

Long-term suspension: A suspension that is anywhere from eleven (11) days to ninety (90) days.
A student is entitled to educational services for the duration of the suspension. Elementary
students may not be long-term suspended.

Manifestation determination: A review of the relationship between a special education

or a Section 504 student’s disability and the behavior that led to the disciplinary response.
If the result of the review is that the behavior did not occur as a result of his/her disability
or
the failure to implement the student’s current Individual Educational Plan (IEP), the student
may be disciplined in the same manner as a non-disabled student would be for the same
offense. Manifestation determination for a Special Education student is with an IEP team or
Manifestation Determination Team (MDT). Manifestation determination for a student with a
Section 504 plan is conducted by the Student Intervention Team (SIT) at the school. Parents/
guardians are invited to be members of these teams when the behavior of their student is
discussed.

30
Mediation: An agreement between the school and student or parent /guardian/family that a
specific disciplinary response will be changed and how it will be changed. The student and
parent/ guardian agree that by signing the mediation agreement all factual and legal issues
related to a particular discipline are final and fully resolved, and that the student and
parent/guardian/family will file no further appeal related to the discipline incident. The
mediation form for Substance Abuse is in Appendix A, and the mediation form for all other
disciplinary mediations is in Appendix B.

Notice of Disciplinary Action (NDA): Letter produced in PowerSchool to notify

parents/guardians/families about the student behavior resulting in disciplinary response.

Progressive Discipline: The use over time of successively more restrictive disciplinary responses
intended to shape behavior. Progression may include classroom-based response(s), school-
based response(s), in-school suspension, short-term, and long-term suspension. For the purpose
of establishing progressive discipline, schools may not consider offenses that occurred prior to
the beginning of the previous school year or 180 school days in the past.

Reasonable Use of Physical Force: The use of sufficient physical force by a school administrator,
teacher, school employee, or volunteer as needed to maintain order or to prevent a student
from harming himself/herself, other students, school staff and/or property. Such physical force is
not considered to be corporal disciplinary response.

Reengagement Meeting: A required meeting for students who are long-term suspended or
expelled. Student, parents/guardians/families, and appropriate school staff will be part of this
meeting. The reengagement meeting is scheduled at the time of suspension/expulsion and
must occur within 3 days of the suspension/expulsion. At the meeting, a written reengagement
plan will be developed that identifies the educational services the student will receive while
the student is suspended or expelled. The plan must also identify supports that will aid the
student in taking the necessary steps to remedy the situation and/or repair and restore
relationships that led to the suspension or expulsion.

Reentry Program: A District program for high school students providing behavior modification
instruction as well as academic courses for students who have been long-term suspended or
expelled from their school for behaviors as noted in the Seattle Public Schools’ Discipline Matrix
for the 2018-2019 school year.

School business day: Any day when Seattle Public Schools is open to the public for business,
except for school holidays.

School Threat Assessment Team (STAT): STAT, part of the Safety and Security Office collaborates
with school-based teams and assesses the credibility of threats, assists administrators in
identifying and mitigating the circumstances and variables known to correlate with youth
violence, develops safety plans and provides case-management services.

School Year Limitation: Discipline sanctions imposed upon a student during one school year
generally do not carry over and affect discipline in succeeding years unless the disciplinary
response is imposed at the very the end of the school year. For the purpose of establishing
progressive discipline, schools may not consider offenses that occurred prior to the beginning
of the previous school year or 180 school days in the past, whichever is greater, except in the
case of some types of threats of violence.

Short-term suspension: A suspension that is not longer than ten (10) consecutive school days.
In the Seattle Public Schools, a student subjected to a short-term suspension normally returns

31
 to the same school at the end of the suspension period. A student with a short-term suspension
has the right to educational services for the duration of the suspension.

Special Education Student: A student who meets the eligibility requirements for one or more
of the disability categories identified in the WAC, and who is in need of specially designed
academic or behavioral instruction.

Special Populations: Special populations include special education and Section 504 students,
and students with English Language Learner (ELL).

Suspension: Formal exclusion of a student from attending school for a stated period of time.
This does not include an informal removal from a class for “discipline” purposes. However, if a
student is removed for more than three (3) hours of instructional time on a given day, the
disciplinary response must be recorded in PowerSchool as a state reportable action and a NDA
created with notification to the parent/guardian/family. A student suspended from school has
the right to educational services for the duration of the suspension.

Threat Assessment Referral: Done in correlation with an emergency expulsion of a student from
school when the student has made a credible lethal threat or is displaying sexually provocative
or sexually aggressive behavior despite interventions and disciplinary responses. As a result of
the referral, a threat assessment will be conducted by the Student Threat Assessment Team. A
plan for safely returning and managing the student in the school or District must be in place
before the student is allowed to return. An emergency expulsion may be appealed by a
student and/or parent/guardian/family in accordance to State law.

32
 Appendix B: DRUG/ALCOHOL MEDIATION

Name _____________________________ ID: ___________________________

This mediation was reached at the conference held with student and parent/guardian/family as
a result of the student being charged with Distributing Illegal Drugs, Controlled Substances,
Prescription or Over-the-Counter Drugs, Distributing Alcoholic Beverages, Distributing Marijuana,
Possessing or Using Illegal Drugs, Controlled Substances, Prescription or
Over-the-Counter Drugs, Possessing or Using Alcoholic Beverages, Possessing or Using
Marijuana, Selling Illegal Drugs, Controlled Substances, Prescription or Over-The-Counter Drugs,
Selling Alcoholic Beverages, or Selling Marijuana.
1. The school agrees to the following:
a. The charges and description in this matter will be as follows:
□ No changes
□ The wording in these areas is changed to be as follows:
________________________________________________________________
________________________________________________________________
b. To reduce the Long-term Suspension for violation of ____________________________ to
the following number of days upon receiving verification that the student has an
appointment to be assessed by a District-approved substance abuse professional
and agrees to follow through with recommendations of the assessor:
□ Short-term suspension of __________ days (not allowed for Selling violations)
□ Long-term suspension of __________ days
c. The school further agrees to change the incident information screens in PowerSchool
to reflect this agreement, and to provide an amended NDA to the
parent/guardian/family within 3 days.
2. The student/parent/guardian/family agrees to the following:
a) Obtain an assessment by a District-approved substance abuse agency, at parent
expense.
b) Follow through with recommendations of the assessment.
c) Sign releases to allow the school to exchange information with the substance abuse agency

3. In addition, the following conditions may be in place:

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
The school, student, and parent/guardian/family agree that by signing this mediation
agreement all factual and legal issues related to this discipline are finally and fully resolved, and
that the student and parent/guardian/family will file no further appeals related to this discipline
incident.

If _____________________________________ fails to carry out the terms of this mediation, the

original charges and discipline will be reinstated.

________________________________________ ___________________________________
Administrator Student
________________________________________ ___________________________________
Parent/guardian/family Date

34
 Appendix C: MEDIATION FOR ________________________

Student ID: ______________________

Date: ___________________________

This mediation was reached at the disciplinary appeal hearing held on this date. The parties
agree to the following terms of mediation:

1. The school agrees that the charges and description in this matter will be as
follows: ______________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
2. The school agrees to do the following: __________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_____________________________________
3. The student agrees to do the following: ____________________________________
________________________________________________________________________________
________________________________________________________________________________
__________________________________________
4. In addition, the following conditions may be in place (check agreed conditions):
□ Student will have a weekly progress report through __________________.
□ Student will exhibit good behavior and have no further incidents of similar
behavior in class or on the campus.
□ Student will attend all classes and be on time for all classes. Student will be ready
to work when class starts. Consequence for violation of this provision will be
____________________________________________.

If ___________________________________ fails to carry out the terms of this mediation, the original
charges and discipline will be reinstated. The student and parent/guardian/family agree that by
signing this mediation agreement all factual and legal issues related to this discipline are finally
and fully resolved, and that the student and parent/guardian/family will file no further appeal
related to this discipline incident.

____________________________________ ______________________________
Administrator Student
____________________________________ __________________________
Hearing Officer or other witness Parent/guardian/family

35
SEATTLE
PUBLIC
SCHOOLS
 Overview of Proposed Changes for SR&R 2018-19

1. Aligned language in SR&R to reflect changes made to School Board Policy No. 3240
– Student Behavior and Disciplinary Responses (Approved December 6th, 2017).
a. “Disciplinary action” changed to “disciplinary response”
b. “Parent/guardian” changed to “parent/guardian/family”
c. “School administrator” changed to “school leader”
d. Added “high quality instruction” to “Every student has the right to…”

2. Updated website referenced on how to access School Board Policies, School Board
Members’ names, and Superintendent name.

3. Added detailed information regarding the disciplinary response and appeal rights for
a student who possess a firearm on school property, school provided transportation, or
areas of facilities being used exclusively as school district property, or at school-
sponsored events or activities.

4. Removed footnotes that referenced WAC and RCW information not contained in the
SR&R. Confirmed that WAC 392-400 (Pupils – Student Rights and Responsibilities,
Discipline, and Appeals) was still referenced in the body of the document (page 16)

Revised Supporting Discipline Documents for 2018-2019

1. Discipline Matrix (slight changes to Drug/Alcohol offense wording)

2. Discipline Matrix Guide for Administrators (added Expulsion Review Board process)
3. Discipline Decision Making Template for Long Term Suspensions and Expulsions (no
changes)
4. Reengagement Plan Guideline (changed from “conference” to “meeting”)
5. Reengagement Meeting Plan Template (changed from “conference” to “meeting”)
 Seattle Public Schools
Student
Rights & Responsibilities
20187 - 20198

SEATTLE SCHOOL BOARD

Stephan Blanford
Rick Burke
Zachary DeWolf
Jill Geary
Leslie Harris
Eden Mack
Betty Patu
Sue Peters
Scott Pinkham
SUPERINTENDENT
Dr. Larry Nyland

To Be Determined
 Mission CONTENTS
Seattle Public Schools is committed to 1 Introduction
ensuring equitable access, closing the
opportunity gaps, and excellence in
education for every student. 2 Student Rights

Vision 3 Student Responsibilities

Every Seattle Public Schools student receives
a high-quality, 21st century education and 3 School Responsibilities
graduates prepared for college, career, and
life. 5 Seattle Public School
Commitments
Seattle Public Schools, SPS, provides Equal Educational
Opportunities and Equal Employment Opportunities and does 6 Student Behavior
not discriminate in any programs or activities on the basis of (Formerly Code of
sex; race; creed; color; religion; ancestry; national origin; age; Prohibited Conduct)
economic status; sexual orientation, including gender expression
or identity; pregnancy; marital status; physical appearance; the
presence of any sensory, mental or physical disability; honorably 14 Student Reengagement
discharged veteran or military status; or the use of a trained dog
guide or service animal. SPS also provides equal access to the
Conference, Reengagement
Boy Scouts and other designated youth groups. Plan, and Reentry Program
For students and members of the public, the following
employees have been designated to handle questions and 16 Discipline Appeal Rights
complaints of alleged discrimination against and can be
reached by at:
Seattle Public Schools, 30 Appendix A: Definitions
MS 32-149
PO Box 34165
Seattle, WA 98124-1166 33 Appendix B: Sample Drug/
Or by phone or email as specified in the information below: Alcohol Mediation Form
For sex discrimination concerns, including sexual harassment,
contact: 34 Appendix C: Sample
Title IX Grievance Coordinator at title.ix@seattleschools.org
Mediation Form
For disability discrimination concerns contact:
ADA/Section 504 Grievance Coordinator at accessibility@
seattleschools.org
For all other types of discrimination, contact:
Student Civil Rights Compliance Coordinator at
OSCR@klschmidt@ seattleschools.org
For employee questions about or requests for disability related
accommodations and/or complaints of alleged discrimination,
including sexual harassment, contact:
Assistant Superintendent of Human Resources
Seattle Public Schools
MS 33-157
PO Box 34165
Seattle, WA 98124-1166
(206)252-0024
hreeoc@seattleschools.org
 Positive Beliefs, Positive Relationships,
and Positive Learning, and Positive
Partnerships in Seattle Public Schools
Meaningful learning occurs in environments that
are safe, positive, consistent, and predictable.
When the principles of cultural intelligence,
safety, respect, honesty, accountability, and
equity are exhibited throughout a system,
trusting relationships result and excellence for
each and every student can be achieved.
Seattle Public Schools is committed to furthering
cultural intelligence that respects and values
the diversity across the District in schools and
in classrooms across the district. This
commitment , and serves to guide decisions in
promoting fair and equitable treatment for all.
A positivesafe and healthy school climate is
important in promoting a sense of belonging
and supporting excellence for each and every
student. Positive school climates include:
• A vision based on shared beliefs, values, rituals,
and stories that grow as part of the culture.
• Collaborative relationships and respectful
interactions between students, families, and staff.
• Fair and equitable treatment that respects and
values all cultures.
• A physical environment that is welcoming, safe,
and accessible to all.
• Regular assessment and review of school
climate survey by students, families, staff, and
stakeholders.
In addition to a positive school climate, we
understand that students at times may be
experiencing emotional and/or physical
stressors. During these times, students are
encouraged to share with a trusted adult at
school and staff are committed to supporting
each student so that s/he is fully able to
participate in the school day.
Our Student Rights & Responsibilities sets forth
the rules and regulations of Seattle Public
Schools regarding student conduct. It is created
in compliance with the requirements of State
law and aligned with the Seattle Public Schools https://www.seattleschools.org/district/school_board/poli
Strategic Plan. It references sections of the
Washington Administrative Code (WAC) that
govern use of corrective responses action (i.e.,
discipline, suspension, and expulsion) for any
student by a school district.
The foundation of Seattle Public Schools’
discipline policy is one of prevention, by
establishing a positive school climate that
includes shared behavioral expectations
and a common language for talking about
expected behavior that is inclusive of students,
families, teachers, administrators, volunteers,
and other staff (within a Positive Behavior
Interventions and Supports (PBIS) framework).
Discipline procedures and strategies aim
to maximize reduce or eliminate loss of
instructional time and reduce out of school
consequences for
behavior. This document applies to all students
and is designed to educate all members of
the educational community as to the rules,
regulations, and due process procedures. We
encourage families to review the Student Rights
& Responsibilities with their student. It describes
our expectations at school as well as what
students can expect from adults at school.
The Seattle Public Schools also publishes and
distributes “The Basic Rules of Seattle Public
Schools” in flyer format and distributes to all
students at the beginning of each school year.
All discipline documents may be found on the
Seattle Public Schools website.
Questions about the Student Rights and
Responsibilities may be directed to the Discipline
Office at: discipline@seattleschools.org;
(206) 252-0820; or
Seattle Public Schools
MS 31-177
P.O. Box 34165
Seattle, WA 98124-1165
Inquiries will either be responded to directly
or be referred to the appropriate school
leaderadministrator. School Board policies
referred to in this document maycan be
accessed at https://
www.seattleschools.org/district/board_nav/
policies_and_procedures.
cies
1
 Student Rights
As a member of the school community, student s
have the right to:
• An orderly and safe school;
• Courteous and respectful treatment;
• Be listened to and have their voice heard;
• Have equitable access to classes high
quality instruction, services, resources, and
extra-curricular activities;
• Be known and cared for at school; and
• Have equity in terms of consequences.
Commented [CCS1]: What does, “Have equity in
terms of consequences” mean? Could we
perhaps say, “mitigating and aggregating factors
Additionally, as citizens, students have will influence the disciplinary decisions making
constitutional rights and schools cannot unduly process.”?
infringe on those rights. Schools may, however,
set reasonable limits on those rights in order to
meet their obligation to educate.

• Freedom of speech
• Assembly
• Petition
• Press
• No unreasonable search and seizure1
• Equal educational opportunity2
• Religion3

1 Students should be free from unreasonable search and
seizure. For the protection of all, however, the following rules
apply:
• General searches of school property, including lockers and
desks, may be conducted without prior notice.
• Items such as firearms, other weapons, firecrackers, or anything
else that might reasonably be a threat to safety or security,
or disruptive to the educational process may be seized and
removed from a student’s possession.
2 Students shall not be unlawfully discriminated against
because of national origin, race, religion, economic status, sex,
sexual orientation, gender expression or identity, pregnancy,
marital status, previous arrest, previous incarceration, or physical,
mental, or sensory handicap. Such differences shall not be held
against a student or used as a basis for predetermining a student’s
capabilities.
3 WAC 392-400-227 and School Board Policy No. 3240.

• In general, searches of students’ persons (other than strip

searches) or property may be -conducted ifon reasonable
suspicion that contraband or other evidence of misconduct is
present, so long as the methods used are reasonably related to
the objectives of the search and the search is not excessively
intrusive in light of the age and sex of the student, the nature of
the suspected infraction, and the information upon which the
research is is based.

Washington law (RCW 28A.600.230(3)) prohibits strip searches of

students by school administrators and persons acting under their
supervision. “Strip search” is defined broadly:
“[H]aving a person remove or arrange some or all of his or her
clothing so as to permit an inspection of the genitals, anus, or
undergarments of the person or breasts of a female person.”
2
 School Responsibilities
Student Responsibilities
School staff has a responsibility to:
As a member of the school community,
students should take personal responsibility to: • Create a safe and positive school climate;
• Share with a trusted adult at the school • Know, care for, and establish positive
when they are experiencing emotional relationships with students;
and/or physical stressors for the purpose of • Hold all students to high-expectations and
obtaining resources or support; provide quality and effective instruction;
• Advocate for their educational, cultural, • Model courteous and respectful treatment;
social, and emotional needs;
• Provide opportunities for student voice to be
• Engage in mutually respectful dialogue heard;
with staff and other students;
• Encourage family participation in the
• Be accountable when failing to meet resolution of ongoing problems;
behavioral expectations and use the
• Encourage the resolution of problems within
opportunity to learn from their mistakes and
the school setting;
repair relationships;
• Reduce or eliminate the loss of instructional
• Attend School regularly and be prepared
time and out of school consequences;
for all classes;
• Understand that the purpose of discipline is to
• Contribute to a safe and positive
support behavior change, not to punish; and
school climate;
• Provide discipline that is intended to teach
• Respect and be mindful of the rights of
accountability and repair and restore Commented [CCS2]: Restorative Justice?
other people and groups;
relationships.
• Understand and follow “The Basic Rules
of Seattle Public Schools” and individual
school rules;
• Dress appropriately for school in ways that
will not cause safety or health problems;
• Respond to and follow the instructions of
school staff; and
• Respect the property of others and the
school.34

34 Note: RCW 28A.635.060 allows Seattle Public Schools to

withhold the grades, diploma and transcripts of any student who
is responsible for losing or willfully cutting, defacing or injuring
any property belonging to Seattle Public Schools, a contractor
of Seattle Public Schools, an employee, or another student until
the student or the student’s parents or guardian has paid for the
damages. When the student and parent or guardian are unable
to pay for the damages, Seattle Public Schools will provide a
program of voluntary work for the student in lieu of the payment
of monetary damages. Upon the student’s completion of the
voluntary work, Seattle Public Schools will release the grades,
diploma and transcripts of the students.

Any student, parent or guardian aggrieved by the imposition of

the above sanctions shall have the due process rights provided in
the section on Grievance Procedure for Discipline, WAC
392-400-2¬-240.
 Student Discipline45
All students arewill be subject to the policies,
rules, and regulations of Seattle Public Schools.
The written rules are intended to assure that
positive discipline and disciplinary
actionresponses are imposed in a fair,
equitable, and just manner. Students may will
receive a disciplinary responsee if they fail to
comply with any of the written rules and
regulations while at school, on school grounds,
on School District- sponsored transportation, or
at any school- sponsored event. Students
maywill also receive a disciplinary responsee if
they fail to comply with any of the written rules
and regulations in any other settings having a
real and substantial relationship
to the operation of Seattle Public Schools,
including, but not limited to, the preservation of Conditions and limitations for discipline67
the safety of students and employees and the Discipline imposed on a student who violates
preservation of an educational process which is the rules of Seattle Public Schools may not
conducive to learning.
include corporal punishment.
Appeal procedures have been established in Corporal punishment does not include:
order to provide an opportunity for disciplinary
actions responses to be reviewed by a neutral a. The use of reasonable physical force by
third party and to instill confidence among a school administrator, teacher, school
students employee or volunteer as necessary to
and families as to the appropriateness of the maintain order or to prevent a student
from harming him/herself, other students,
disciplinary actionresponse.
Authority of District Staff
Persons who have authority to discipline
students:56

1. The School Board authorizes certificated suspensions, emergency expulsions, and

teachers, school administrators, bus drivers, expulsions.
and any other school staff the authority
to impose discipline upon a student for
conduct that violates the rules of the School
District. These persons may also remove a
student on an emergency basis from a class,
subject, or activity.
2. The School Board authorizes teachers to
remove students who create a disruption
of the educational process from their
classrooms for the rest of the school day
or
until an administrator and the teacher have
discussed the incident, whichever comes
first. Except in emergency circumstances,
the teacher is expected to first attempt one
or more alternative forms of disciplinary
actionresponses. In no case will a student
be allowed to return for the rest of the class
period
without the permission of the teacher.
3. The School Board authorizes school
principals, assistant principals, and their
designees to impose school-based
actionresponses, in-school suspensions,
short- term suspensions, long-term
 school staff, or property;
b. Physical pain or discomfort caused
by or resulting from training for or
participation in athletic
competition or
recreational activity voluntarily
engaged in by the student;
c. Physical exertion shared by all
students in a teacher directed
class activity, which may include
45 WAC 392-400-
210
56 WAC 392-400-
230
4
but is not limited
to physical education exercises, field
trips, or vocational education projects; or
d. Physical restraint or isolation in response
to a student when reasonably necessary
to control spontaneous behavior
that poses an imminent likelihood of
serious harm and is carried out
according to District procedures in
compliance with state regulations.
67 WAC 392-400-235
 Seattle Public Schools Commitments Disclaimers

Eliminating opportunity gaps and ensuring
educational excellence for each and every
student is the issue of our time.
Seattle Public Schools recognizes:
This document uses words and definitions of
words that may be offensive to some persons.
Parents/guardians should use discretion in
allowing young children to read this document
without supervision.

• there is racial disproportionality in disciplinary This document is intended to provide

responses within the districtdstrict;
• each situation involving discipline maycan be
complex with underlying factors that requires
staff to understand the function of students’
behaviors;
• mitigating and aggravating factors should
influence the disciplinary decision-making
process; and
• there is an impact when using exclusionary
practices.
information regarding student conduct.
Conduct by staff members is governed by many
documents, including School Board Policies
and Procedures, and applicable collective
bargaining agreements. If you have concerns
about the actions of a staff member, please
contact that person’s supervisor.

Seattle Public Schools staff are committed to:

• knowing, caring for, and establishing positive

relationships with students;
• supporting the whole child;
• holding all students to high-expectations and
providing quality and effective instruction
• teaching the development of positive social,
emotional, and behavioral skills in students;
• using a variety of ways to shape behavior
once harm as occurred, instead of relying on
exclusionary practices;
• implementing a disciplinary response that
would be the least disruptive to the student-
school relationship, which also minimizes the
loss of maximizes instructional time;
• partnering with families, other staff, and
community based organizations in the event
that a disciplinary actionresponse has
occurred; and
• examining their own implicit basisbias, while
working from a culturally responsive,and
trauma informedresponsive lens that utilizes
verbal de-escalation skills in an effort to create
conditions in our schools that allow students to
be successful.
 Student Behavior (Formerly Code of Prohibited Conduct)
Arson

Intentionally setting a fire or causing an explosion.

Assault (Please see Physical Aggression when determining the severity of the offense.)
Being physically violent, using unwarranted force, or demonstrating the deliberate and
immediate intent to be physically violent, toward another person, including domestic violence.

(Physical) Aggression
A physical action that disrupts the school environment in an unsafe manner and/or
unintentionally harms another person.

Appropriate for any student in circumstances when emotional regulation or maturity is

insufficient to understand the consequences of the behavior.

Bullying, Intimidation, or Harassment 78

Engaging in intentional, persistent or pervasive written, verbal, electronic, or physical bullying,
intimidating, or harassing conduct that includes, but is not limited to, any of the following:
• is for the purpose of embarrassing or denigrating another person;
• physically harms a person or damages the person’s property;
• is so severe, persistent, or pervasive that it creates an intimidating or threatening
educational environment;
• has the effect of substantially interfering with the student’s education or adult’s right to
teach or manage student behavior; or
• has the effect of substantially disrupting the orderly operation of the school.

(See also Malicious Harassment) The District will respond to off-campus student speech that
causes or threatens to cause a substantial disruption on campus or interferes with the right of
students to be secure and obtain their education. Substantial disruption includes, but is not
limited to, significant interference with instruction, school operations or school activities, violent
physical or verbal altercations between students, or a hostile environment that significantly
interferes with a student’s education.

Conduct that may rise to the level of harassment, intimidation, or bullying may take many
forms, including, but not limited to:
• Conducting electronic bullying, intimidation, and harassment, including, but not
limited to, cyberbullying, on school grounds, during school activities, on school buses,
or during the school day;
• Initiating students into a school, group, grade level, or office through persecuting,
harassing, or coercive behaviors that cause or are likely to cause social or emotional
harm (See also Hazing).

There is no requirement that the person actually possesses the characteristics that is the basis
for the bullying, intimidation, or harassment.

Burglary
Forced entry or remaining unlawfully in a district building or room in the building for the
purpose of taking property. 89

7 See, Malicious Harassment for harassing and intimidating behavior based on protected class or status. Also see, RCW 28A.300.285.
8 S See, Trespass for other purposes of being unlawfully present on District property or in District buildings.

6
Computer Trespass, Tampering, and Misuse 910
Intentionally violating a school or Seattle Public Schools computer system or database.

Dangerous Weapons 101

Carrying a dangerous weapon onto, or possessing a dangerous weapon on, school property,
school-provided transportation, areas of facilities being used exclusively as school district
property, or at school-sponsored events or activities.

Disobedience (Not an exclusionary responseaction for K-5 students)

Flagrantly, purposefully, or repeatedly failing to comply with or follow the instructions of
teachers and other school staff.

Disruptive Conduct (Not an exclusionary actionresponse for K-5 students)

Flagrantly and substantially interfering with teaching or learning in the classroom, school
activities, or extracurricular activities.

Distributing Alcoholic Beverages

Distributing, sharing, or passing around alcoholic beverages, including any beverage with
alcohol content.

Distributing Illegal Drugs, Controlled Substances, Prescription or Over-the-Counter Drugs

Distributing, sharing, or passing around illegal drugs, controlled substances, prescription or
over-the-counter drugs, and/or drug paraphernalia including but not limited to pipes,
handmade devices, electronic vapor devices or products containing an illegal drug.illegal
drugs or controlled substances, including but not limited to, prescription or over-the-counter
drugs, any food item with illegal drugs in it, and electronic vapor devices or products
containing a controlled substance.

Distributing Marijuana
Distributing, sharing, or passing around marijuana, including but not limited to medical, home-
grown, street or store purchased marijuana, marijuana concentrates, any food item with
marijuana in it, and/or drug paraphernalia including but not limited to pipes, handmade
devices, and electronic vapor devices or products containing a marijuana
substance.marijuana, including but not limited to, medical, home- grown, street or store
purchased marijuana, marijuana concentrates, any food item with marijuana in it, and
electronic vapor devices or products containing any marijuana substance.

Extortion, Blackmail, Coercion

Obtaining money, property or other consideration by violence or threat of violence, or forcing
someone to do something against his or her will by force or threat of violence.

False Alarm
Activating a fire alarm or calling 911 for other than the intended purpose of the alarm.

False Reporting
Knowingly reporting and (maliciously) falsely reporting or falsely corroborating misbehavior of
others that did not occur, including spreading a false rumor maliciously. at school, or school
grounds, on school-provided transportation, or at a school-sponsored function.

False Threats
Falsely reporting any type of bomb or person with a firearm in any school building or structure,
on school grounds, on school-provided transportation, or at a school-sponsored function.

Fighting
Engaging in or provoking mutual physical contact involving anger or hostility, including 7
deliberately arranging a fight or willingly participating in such an arranged fight that creates
 substantial risk of serious physical injury to the participants.
9 See, Disruptive Conduct for behavior with computers that is unintentional or otherwise does not rise to the level of Computer
Trespass.
10 See, Toy Guns and Toy Weapons for toys that do not appear to be real weapons.
 Firearms 112
Possessing a firearm on school property, school-provided transportation, areas of facilities
being used exclusively as school district property, or at school-sponsored events or activities.

Any student who is determined to have carried a firearm onto, or to have possessed a firearm
on, school district property, school-provided transportation, or areas orf facilities while being used
exclusively by public schools, shall be expelled from school for not less than one year, and law
enforcement officials will be notified as required by RCW 28A.600.420 and RCW 9.41.280. Any
student disciplined for this offense must be evaluated by the District’s Threat Assessment Team
prior to placement in an alternative educational environment and prior to any review by the
Superintendent. An alternate education environment will be determined for the student to
continue his/her education.

Students so suspended or expelled have the right to appeal the discipline to a hearing officer,
and to appeal the hearing officer’s decision to the Discipline Appeals Council (DAC). If the
discipline is upheld by the hearing officer and the DAC, students also have the right to appeal
directly to the Superintendent at the end of the semester for a modification of the length of the
suspension or expulsion. Such appeal to the Superintendent must include evidence that the
student has satisfactorily participated in a behavior modification class or program, that the
student maintained satisfactory behavior and attendance in their alternative educational
environment, and that the student is making reasonable academic progress.

Fireworks, Explosives, Chemicals, and Incendiary Devices

Possessing or using fireworks, or an explosive, chemical, or incendiary device on school
property, school-provided transportation, areas of facilities being used exclusively as school
district property, or at school-sponsored events or activities.

Gambling
Playing cards, dice, or games of chance for money or other things of value.

Gang/Hate Group Activity 13

Belonging to an organized gang, hate group, or similar organization or group and knowingly
engaging in gang/hate group activity on school grounds or during school activities or
functions.

Graffiti 1412
Writing, painting, drawing, scratching, or otherwise making any inscription, figure, or mark of
any type on any District owned or staff or student property, unless the student has obtained the
permission of a school official or staff person.

Hazing 1513
Initiating or harassing another student through humiliating tasks or unsafe or illegal behaviors
that cause, or are likely to cause, physical injury1416 or endangerment. (See also Bullying,
Intimidation, or Harassment.)

Inappropriate Language (previously Verbal Assault) 1517

Using words that are hurtful, harmful, demeaning, offensive, or embarrassing, including words
that are crude or vulgar, and name-calling.

Inappropriate Sexual Conduct

Engaging in inappropriate sexualized conduct that is not conducive to the learning
environment of a school. (See also Inappropriate Touching; Lewd Conduct; Sexual Assault;
8 Sexual Harassment.)

Inappropriate Touching 1618

 Unwanted or inappropriate touching of another person’s body such that the person is
uncomfortable by the behavior.

Interference with School Authorities

Interfering with the discharge of the official duties of district staff by:
• Using force or violence that is non-deliberate and not focused on the staff person,
such as attempting to continue a fight when a staff person is trying to stop the fight
and inadvertently striking that person;
11 Mandatory One-Year Expulsion, but will be imposed in a manner consistent with the Individuals with Disabilities
Education Act ....” 20 U.S.C. § 7151(c).
12 The Safety and Security Department must be notified for violations of this offense. If appropriate, Seattle Police will be notified.
1312 See, Property Damage for graffiti causing more than $100 damage.
1413 See, Bullying, Intimidation, and Harassment for less serious behaviors.
1514 See, Assault for hazing behaviors that involve physical assault
1615 See, Threats of Violence for credible, focused threats of violence.
1716 See, Sexual Assault for more serious behavior or inappropriate touching.
 • Disobeying the orders of school officials to leave school property or disperse as
instructed; or
• Heckling or harassing school authorities engaged in any lawful task, function, process,
or procedure of the school District such that it interferes with their ability to maintain
order or complete their lawful duties. This includes, but is not limited to:
o Persistent1719 use of abusive or foul language directed at a school
District employee;
o Use of any electronic means (e.g., cameras, cell phone cameras, videos, or
other recording devices) that foreseeably causes school staff to be
embarrassed, denigrated, or demeaned; or
o Hindering the investigation of an incident by school staff, including but not
limited to any of the following: refusing to submit to a reasonable search or
respond to reasonable questions, or deliberately lying about, or encouraging
others to lie deliberately about, the facts of the incident.

Intimidation of School Authorities

Interfering, or attempting to interfere, with the discharge of the official duties of district
personnel by using direct, deliberate, or focused threats, force, or violence, such that the staff
person believes his or her safety or the well-being of his or her property is in danger.

Lewd Conduct 1820

Engaging in inappropriate sexual or social behavior, such as sexual acts, either singly or
consensually with another person, including, but not limited to, sexual intercourse, oral sex,
sexual touching, indecent exposure, or voyeurism. (See also Inappropriate Sexual Conduct;
Inappropriate Touching; Sexual Touching; Sexual Assault; Sexual Harassment.)

Malicious Harassment 1921

Maliciously and intentionally committing one of the following acts because of a perception of
that person’s race, color, religion, ancestry, national origin, gender, sexual orientation, gender
identification, gender expression, or mental, physical, or sensory handicap:
• Causing physical injury to the victim or another person.
• Causing physical damage to or destruction of the property of the victim or another
person.
• Threatening a specific person or group of persons such that the persons, or members of
the specific group of persons, are in reasonable fear of harm to themselves or their
property, including their right to an education or their safety at school.

The District will respond to off-campus student speech that causes or threatens to cause a
substantial disruption on campus or interference with the right of students to be secure and
obtain their education. Substantial disruption includes, but is not limited to, significant
interference with instruction, school operations or school activities, violent physical or verbal
altercations between students, or a hostile environment that significantly interferes with a
student’s education.

Violations of this offense must rise to the level of the state definition of Malicious Harassment.

Malicious Harassment may or may not be personal, but occurs primarily because the victim
is a member of one of the groups identified above See, RCW 9A.36.080. (See also Bullying,
Intimidation, or Harassment.)
1817 See, Inappropriate Language for less than persistent use.
1918 See, Sexual Assault, for behavior using force or physical harm. Also, see D-320 Sexual Misconduct for inappropriate
sexualized behaviors.
2019 See, Bullying, Intimidation, or Harassment when the harassment is not based on status or personal characteristics.

9
 Malicious Property Damage (Formerly Malicious Mischief)
Intentionally causing damage to any school property, staff, or student property, or school
buses. Also, writing, painting, drawing, or otherwise marking graffiti on any school property,
staff property, or school bus that is so extensive that the cost of removing it exceeds $100.2022

Misrepresentation
• Forging a parent’s, guardian’s, or any other person’s signatures on any letter to the
school, on any school document or form, or on any other document or form used by
the school.
• Changing grades or attendance records on official District forms, including
attendance reporting sheets and grade books, for any student without authorization
of a school official.
• Providing a false name when asked to identify oneself to a school authority.
• Providing false information to school personnel, or impersonating another person
verbally or in writing to provide false or misleading information, regarding a student’s
attendance or absence from school, including, but not limited to, falsely excusing
absences or authorizing a student to be excused early from class or school.

Misuse of Computers 2123

Inappropriately using or tampering with school computers.

Other Exceptional Misconduct

Engaging in any other activity that would constitute a felony, gross misdemeanor, or
misdemeanor under city, state, or federal law.

Appropriate for any student in circumstances when emotional regulation or maturity is

insufficient to understand the consequences of the behavior.

Plagiarism
Cheating, or copying the work of other persons, or turning in another person’s papers, projects,
computer programs, etc., as your own.

Possession of Stolen Property

Knowingly receiving, retaining, possessing, concealing, or disposing of stolen property.

Possessing or Using Alcoholic Beverages

Possessing, using, or being under the influence of alcohol, including any beverage with alcohol
content.

Possessing or Using Illegal Drugs, Controlled Substances, Prescription or Over-the-Counter

Drugs
Possessing, using, or being under the influence of illegal drugs, controlled substances,
prescription or over-the-counter drugs, and/or drug paraphernalia including but not limited to
pipes, handmade devices, electronic vapor devices or products containing an illegal
drug.illegal drugs, controlled substances, or any food item with illegal drugs in it, and/or
possessing drug paraphernalia, including, but not limited to, electronic vapor devices or
products containing a controlled substance, pipes, and hand-made devices.

Possessing or Using Marijuana

Possessing, using, or being under the influence of marijuana, including but not limited to
medical, home-grown, street or store purchased marijuana, marijuana concentrates, any food
item with marijuana in it, and/or drug paraphernalia including but not limited to pipes,
handmade devices, and electronic vapor devices or products containing a marijuana
substance.marijuana, whether medical, home-grown, street or store purchased marijuana,
10 marijuana concentrates, or any food item with marijuana in it, and/or possessing drug
paraphernalia, including, but not limited to, electronic vapor devices and products containing
 a marijuana substance, pipes, and hand-made devices.
21 See, School Board Policy No. D83.003520 Student Fees, Charges, Fines, Fines, Restitution, and Damage Deposits for appeals regarding
payments and working
20 off fines.
2221 See, Computer Trespass for computer-related misconduct.
Robbery
Taking another’s property by force or threat of force.

Rule-breaking (Not an exclusionary actionresponse for K-5 students)

Breaking a specific, published school rule. This includes breaking school bus rules and violating
a specific safety or behavior contract.

Selling Alcoholic Beverages

Selling, or intending to sell, alcoholic beverages, including any beverage with alcohol content.

Selling Illegal Drugs, Controlled Substances, Prescription or Over-the-Counter Drugs

Selling, or intending to sell illegal drugs, controlled substances, prescription or over-the-counter
drugs, and/or drug paraphernalia including but not limited to pipes, handmade devices,
electronic vapor devices or products containing an illegal drug., drugs or controlled
substances, including but not limited to, prescription or over-the-counter drugs for recreational
purposes, any food item with drugs in it, and electronic vapor devices or products containing
a prohibited substance.

Selling Marijuana
Selling or intending to sell marijuana, including but not limited to medical, home-grown, street
or store purchased marijuana, marijuana concentrates, any food item with marijuana in it,
and/or drug paraphernalia including but not limited to pipes, handmade devices, and
electronic vapor devices or products containing a marijuana substance.marijuana of any kind,
including but not limited to, medical, home- grown, street or store purchased marijuana,
marijuana concentrates, any food item with marijuana in it, and electronic vapor devices or
products containing any marijuana substance.

Sexual Assault 2422

Sexually assaulting or taking indecent liberties with another person. (See also inappropriate
Sexual Conduct; Inappropriate Touching; Lewd Conduct; Sexual Harassment.)

Sexual Harassment
Subjecting another individual to unwelcome conduct of a sexual nature. The conduct can
include, but is not limited to deliberately harassing another person for sexual reasons or in a
sexualized manner with unwanted attention, touching, or verbal comments such that the
targeted person is uncomfortable, intimidated, or threatened by the behavior. (See also
Inappropriate Sexual Conduct; Inappropriate Touching; Lewd Conduct; Sexual Assault.)

Small Folding Knives 2325

Carrying onto Bringing or possessing a small folding knife with a blade length of 2-1/2 inches or
less and with a blade width ½-inch or less on school property, school-provided transportation,
areas
of facilities being used exclusively as school district property, or at school-sponsored events or
activities.

Theft
Stealing school district property or the property of a staff member, student, or school visitor.

Threats of Violence
Communicating credible, focused threats of violence or harm to an individual or group of
individuals, directly or indirectly by any means, which cause the other person to believe his
or her life, safety, or property is in imminent danger, or which cause a listener to believe that
another person’s life, safety, or property is in imminent danger. It is not necessary that the
threat be communicated to the intended victim.
23 See, Malicious Harassment for consideration.
2422 See, Board Policy No. 3208 – Sexual Harassment, and Superintendent Procedure 3208SP.
25 23 See, Toy Guns and Toy Weapons for toys that do not appear to be real knives.

11
 A student may be expelled for the first offense without regard to progressive discipline when
there is good reason to believe that other forms of disciplinary corrective actionresponses or
punishment would fail if employed.

Good reason to believe that other forms of disciplinary corrective actionresponses or

punishment would fail if employed include:
•a. Threatening to take another student or staff person’s life. Students and staff have
the right to a safe and non-threatening atmosphere. Seattle Public Schools has no
tolerance for threats of violence or harm to others. Before an expulsion may be used
for threats of violence or harm, school administrators must request School Threat
Assessment Team (STAT) services to determine whether the threat is direct and
rediblecredible to do lethal harm. The STAT will provide recommendations that
administrators are encouraged to follow. 2426

Toy Guns and Toy Weapons

Possessing a toy gun27 or other toy weapon not appearing to be a real gun or weapon; or
appearing to be a real gun or weapon, but not used or displayed with malice.

Toys Used aAs Weapons

Possessing and using with malice (in a threatening manner) objects that appear to be capable
of causing bodily harm such that a person believes his or her safety is in danger, including toys
that appear to be weapons regardless of size.

Trespass
Entering or remaining unlawfully in a school building or on any part of school grounds or school
property for any purpose excluding theft of property.258

Using or Possessing Tobacco Products 269

Using or possessing any tobacco products in or on public school property, on school
busessponsored transportation, or at school-sponsored activities.

26 24 See, Appendix A for full STAT definition.

27
28 25 See, Burglary for trespass related to theft of property.
29 26 See, School Board Policy No. 4215 - Tobacco Free Environment, and Superintendent Procedure No. 4215SP.

12
 Accomplice Activity

A student may be held responsible for the conduct of another person if the student is an
accomplice of such other person’s behavior requiring a disciplinary actionresponse. A student
is an accomplice to another person if, with knowledge that it will promote or facilitate the
need for disciplinary actionresponse, the student: (1) solicits, commands, encourages, or
requests such other
person to engage in the behavior, or (2) aids or agrees to aid such other person in planning or
committing the behavior. A student may encourage the conduct of another through verbal or
nonverbal acts.2730

A student is not an accomplice if he or she is the victim of the behavior, or he or she terminates
their complicity prior to the commission of the behavior and gives timely warning to school
officials that the conduct may occur.2831

If a student engages in accomplice activity, the accomplice may be charged with the same
behavior of the principal actor with a notation that the student committed the behavior as an
accomplice.

Off Campus Behavior

Discipline may be imposed for an off-campus act of misconduct if the disciplinary action is
reasonable under the circumstances and closely connected to the educational process. The
following criteria should be considered to decide whether an act of misconduct is sufficiently
connected to the educational process:

1. Location of the misconduct (proximity to school grounds or to a school activity);

2. Hour and date of the misconduct (during school hours, but off-campus; immediately
before or after school hours; on district-sponsored transportation, directly before
entering or after leaving district-sponsored transportation, or during school-sponsored
activities);
3. Effect on other participants or victims to the misconduct (did the misconduct involve
or affect other students or school district personnel );
4. Severity of the misconduct and its likely connection to student or school district
personnel safety (e.g., fighting or other violent or destructive acts, the selling of a
controlled substance, or possession of a weapon); and
5. Extent to which the off-campus activity affects the environment or safety of the
school (e.g., students are afraid to come to school or afraid at school because of
it; it is disruptive to the school atmosphere in that special precautions or actions
need to be taken to protect students and staff; the arrangements for the activity were
made on campus but conducted off campus, such as drug sales, a fight or assault,
etc.; or there are likely repercussions such as students from other schools or
non-students coming onto the campus to effect retribution.)

30 27 A student may be an accomplice merely by being present when another student is doing something wrong if they do not attempt to
stop the aggressor from continuing the wrongful act or if their presence constitutes silent agreement of the act or is perceived as
contributing to intimidation of the victim. For example, persons grouped around a victim while another student bullies or threatens the
victim, even though they do not say anything or otherwise participate physically or verbally in the bullying or threatening
behavior, could be considered accomplices because just by being there and not saying anything they are perceived by the victim as
participating with and agreeing to the bullying or threatening behavior.
3128Students are not accomplices if they merely know about an action planned by another student even if they do not report what they
know to an administrator.

13
 The District will respond to off-campus student speech that causes or threatens to cause a
substantial disruption on campus or interference with the right of students to be secure and
obtain their education. Substantial disruption includes, but is not limited to, significant
interference with instruction, school operations or school activities, violent physical or verbal
altercations between students, or a hostile environment that significantly interferes with a
student’s education.

Standard Disciplinary Actions

Standard disciplinary actions for Student Behavior incorporate School Board Policy No. 3240
regarding the use of progressive discipline.

Requirement to Provide Educational Services

School districts may not suspend the provision of educational services to a student as a
disciplinary actionresponse.

While students may be excluded from classroom and other instructional or activity areas for a
period of suspension or expulsion, districts must provide students with an opportunity to receive
educational services during that time.

If educational services are provided in an alternative setting, the alternative setting should be
comparable, equitable, and appropriate to the regular education services a student would
have received without the exclusionary discipline .

Student Reengagement Meeting Conference and , Reengagement Plan, and Reentry

Program

For students who are long term suspended or expelled, the purpose of the reengagement
meetingconference is to develop a plan to reengage the student in a school program tailored
to the student’s individual circumstances (RCW 28A 600.022). The goal of the re-engagement
process is to support the student’s ability to be successful in school when they return to school
following a period of exclusionary discipline.

The reengagement meetingconference must be held within three days of when the Notice of
Disciplinary Action (NDA) is created and provided to notification is given to parents/families.

Re-engagement conference participants should take into account:

1.a. The circumstances related to the student’s suspension or expulsion,
2.b. The student’s prior academic and discipline history, and
3.c. The severity of the disciplinary incident that led to the student’s exclusion.

The purpose of the re-engagement plan is to:

• Allow the family to provide meaningful input, and have the opportunity to participate
in a culturally sensitive and culturally responsive reengagement plan;
• Discuss the services available to the student while excluded;
• Educational services must be offered
• Behavioral services must be discussed
• Define what the student is required to do before returning to school; and
• Identify supports that will be in place when the student returns to school.

While developing a re-engagement plan, school districts should consider :

1. Shortening the length of time that the student is suspended or expelled;
14
 2. Exploring whether or not there are other forms of disciplinary actionresponses that
could be more effective;
3. Determine how the plan may aid the student as they take the necessary steps to
remedy the situation that led to the suspension or expulsion; and
4. Plan supports that result in academic success, and keep the student engaged and on
track to graduate

Reentry Program for High School Students

Discipline Case Management Services for Middle School Students

District practice at the secondary level is to provide free access to behavior modification
instruction to the extent possible when it is required for suspensions and expulsions. This
generally is when the suspension or expulsion is for offenses that involve violence. The reentry
program may include academic instruction as well as courses that meet District expectations
for behavior modification instruction.

Students with Disabilities

Prior to being referred to a Reentry Program or Discipline Case Management Services, a
Manifestation Determination Team (MDT) meeting must occur.

High School Students

A rReentry pProgram is provided for high school students who have been long-term suspended
or expelled from school. for the 2017-18 school year through Interagency Academy. For 20187-
198, long-term suspended or expelled high school students will be referred to Interagency
Academy’s to the rReentry pProgram. Students will attend an orientation at Interagency
Academy and will then be assigned to one of several Interagency Academy sites forthrough the
remainder of their suspension semester in which they were suspended or expelled. District
practice at the high school level is to provide free access to behavior modification instruction to
the extent possible when it is required for suspensions and expulsions. This generally is when the
suspension or expulsion is for offenses that involve violence. This assignment will may continue
into the next semester if there is a requirement for behavior modification instruction and such
instruction has not been completed is unable to be completed satisfactorily in the time
remaining by the end of their suspension.

in the current semester.

Suspended high school students with a requirement to complete behavior modification may
return to their suspending school when at the end of the semester inthe which behavior
modification instruction is satisfactorily completed. Students whose disciplinary response did not
behavior does noinclude at have a behavior modification requirement may return to their
suspending school when their suspension in over.at the end of the same semester as they were
suspended.

Expelled high school students cannot return to their expelling school. for the duration of their
expulsion and If a student is also long term suspended a referral will be referredmade to
Interagency Academy. assigned first to the Reentry Programif a long-term suspension is also part
of the disciplinary response. until the end of the semester, and then to another appropriate
regular school as specified in Enrollment Procedures. They must be allowed to enroll in the
Reentry Program within ten (10) school days of their expulsion from school. Expelled students who
do not have a long term suspension as part of their disciplinary response must be reassigned to
another school within ten (10) school days of their expulsion.whose behavior includes the
requirement that they satisfactorily complete a behavior modification course will be assigned to
another appropriate regular school as specified in Enrollment Procedures at the end of the
semester when they satisfactorily complete the behavior modification requirement.

Middle School Students

 Middle school students who are eligible for behavior modification, based on their referring
behaviors of concern (please see SPS Discipline Matrix for 20187-20198 school year for
eligibility), may be short term suspended and the school leader administrator may request
Discipline Case Management services through the Discipline Office. If the school chooses to
impose a long- term suspension, then Discipline Case Management Services will not be
provided. The goal of Discipline Case Management Services is to minimize lost instructional
time for all students while increasing student success (both academically and behaviorally)
by providing long term support (a semester or more) to schools, families, and students in
response to significant behaviors.

While the student is suspended,

While the student is suspended, Discipline Case Management services will include a comprehensive
behavior and social skill assessment conducted with the student and the family; interviews with
school staff; referrals to community based organizations if needed; securing of Releases ofn
Information (ROIs); coordination with community based providers; the development of a school
success reentry plan based on the story and strengths of the student and projected needs when
they return; and scheduling of a reentry meeting.

15
 When the student returns to school, Discipline Case Management Services will include
ongoing weekly and/or biweekly communication with school staff, families, community-based
providers, and the student. If the comprehensive assessment indicated a need for direct
instruction in skill building, Discipline Case Management Services canmay also include time
limited skill building instruction. Discipline Case Management Services will continue until
stability is regained and a transition back to school level case management occurs.

Elementary School Students

Elementary school students may not be long-term suspended from their school. Therefore,
there is not a reentry program for elementary students.

Expelled elementary school students are reassigned to another elementary school as quickly
as possible after their expulsion to minimize lost instructional time.so they do not miss
academic instruction.

Students with Disabilities

Prior to being referred to Interagency Academy (high school) or Discipline Case Management
Services (middle school), a Manifestation Determination Team (MDT) meeting must occur.

Adoption of Rules by Seattle School Board

The Seattle School Board adopted these rules in June 20187. The Seattle School District follows
the substantive and procedural due process rights guaranteed by the Office of Superintendent
of Public Instruction under RCW 28A.600.015. See, WAC 392.400. A copy of the regulations may
be requested by contacting the Discipline Appeals Office at 206-252-0820 or downloading the
regulation at http://apps.leg.wa.gov/WAC/default.aspx?cite=392-400.

School Rules

In addition to the above District rules, each school maywill adopt and distribute to each
student rules that will govern a student’s behaviorvern a student’s conduct in a particular
school. When a student does not follow breaks these school rules, he or she may be
disciplined.

Due Process Rights of Students

Seattle Public Schools believes that due process means that students must be treated fairly
and with regard for their rights under the law. This means that any disciplinary action of a
student who has violated rules must be administered fairly and for good and just cause.
Students have the right to tell their side of the incident and receive a fair consequence for
their behavior. School officials will take disciplinary action only after a thorough examination
of the facts and the facts must always be reasonably related to the nature and circumstances
of the violation. Students have the right to appeal a disciplinary actionresponse that they feel is
unjust or unjustly administered.

Seattle Public Schools has adopted and implemented the due process rules found in WAC
392-400. These rules outline the substantive and procedural due process rights of students
who are involved in programs or activities within Seattle Public Schools. Additionally, Seattle
Public Schools has adopted rules that guarantee the minimum due process standards and
protections. Other rules that govern student conduct include WAC 392-145 (school buses).

16
 Short-Term Suspensions32

Principals, assistant principals, and their designees may short-term suspend a student
for engaging in behavior defined in the Student Behavior section of the Student Rights &
Responsibilities. . Before principals, assistant principals, and their designees may short-term
suspend a student they must follow certain general rules, which are listed below:
1. Principals, assistant principals, and their designees must make a decision to suspend a
student by considering mitigating and aggravating factors. Principals, assistant
principals, and their designees must reasonably believe that a short-term suspension
will provide an explicit benefit to the student and the school, and that other classroom
and school based options have been exhausted.
2. In grades Pre-school through Grade 4, principals, assistant principals, and their
designees may not short-term suspend a student for more than ten (10) consecutive or
cumulative school days during a single semester or trimester, depending on
the school.
3. In grade five or above, principals, assistant principals, and their designees may not
short-term suspend a student for more than fifteen (15) consecutive or cumulative
school days during any semester or ten (10) consecutive or cumulative school days
during any trimester, depending on the school.
a. No loss of grades or credit may be imposed because of a short-term
suspension.
4. Any student who has been short-term suspended may request a lesser disciplinary
actionresponse, including being allowed to return to school immediately. This request is
made to the school principal either verbally or in writing, and is considered a Step 1
grievance.
5. Mediation: If the disciplinary actionresponse is mediated at this time the student
and/or parent/guardianparent/guardian/family agree that by signing the mediation
agreement33 all factual and legal issues related to a particular discipline are finally
and fully resolved, and that the student and parent/guardianparent/guardian/family
will file no further appeal related to this discipline incident. If mediation is not agreed
to by either party, the grievance meeting moves forward and the school
administrator makes a decision.
6. A short-term suspension starts immediately, regardless whether the parent or student
appeals the actiondisciplinary response.

Notice to Student and Parents/Guardians/Families of Short-term Suspensions34

A student is entitled to a conference before he or she is short-term suspended. During the
conference, the student must be given orally or in writing:
1. An explanation of the alleged behavior or lists the school rule that was
allegedly violated;
2. A review of the evidence that supports the allegations;
3. An explanation of the disciplinary actionresponse that will occur; and
4. An opportunity to explain him or herself.

Notwithstanding this entitlement to have a conference prior to being short-term suspended, a

student may be short-term suspended without a conference if he or she refuses to participate
in, or has made himself or herself unavailable for, a conference.

32 WAC 392-400-245
33 See, Appendix C for a discipline mediation form.
34 WAC 392-400-250

17
 A parent/guardianparent/guardian/family is entitled to verbal and written notice within
twenty-four (24) hours of the proposed disciplinary actionresponse in the language spoken by
the parent/familyguardian. A written notice is called a Notice of Disciplinary Action (NDA).
Translations of the NDA are available. The NDA should include:
1. The reason for the suspension and the length of the suspension.
2. Conditions relating to the suspension, such as a requirement for completion of a
particular activity (e.g., parent/guardianparent/guardian/family conference,
drug/alcohol evaluation, or behavior modification requirement, etc.)
3. Their appeal rights and the process for making an appeal.

Within twenty-four (24) hours of the disciplinary decision, all short-term suspensions and the
reasons for the suspensions must be entered into PowerSchool and made available for access
by the Discipline Appeals Office.

Grievance (Appeal) Procedure: Short-Term Suspensions or Other Discipline Actions35

An appeal of a short-term suspension is called a “grievance”. Seattle Public Schools has
adopted and implemented the grievance procedure found in WAC 392-400-240. This
grievance procedure gives the appealing party an opportunity to dispute a school-based
disciplinary actionresponse and/or a short-term suspension. During a grievance hearing, the
appealing party requests that the principal change a disciplinary actionresponse because he
or she believes that a rule was unfairly applied to his or her child or that there was something
wrong with the way the child was disciplined.

The short-term suspension starts immediately and may not be held in abeyance unless the
principal agrees to hear the grievance prior to imposing the short-term suspension.
This grievance procedure is not designed for situations involving claims of staff misconduct. If a
parent/guardianparent/guardian/family agrees that his/her child was disciplined
appropriately, but is concerned that the manner in which the administrator behaved was not
appropriate, the complainant may contact the Executive Director for the school.

Any student, parent, or guardian may appeal the discipline of the student. There are three
steps for appealing discipline at this level, called a grievance.
1. Parents and/or guardians appealing a discipline sanction have the right to request an
informal grievance conference with the building principal or designee within three
business days of learning of the discipline sanction. The school official who
disciplined the student will be told that the discipline is being appealed.

During the informal conference, the principal or designee may question the person
appealing, and the person who is appealing may question school staff who were
involved in the incident that resulted in discipline. The principal or designee will
decide whether the discipline sanction should stand.

2. If the person appealing is dissatisfied with the decision at Step One, he or she may
present a written and/or oral requestgrievance36 to the Seattle Public Schools’
Disciplinary Appeals Office. This grievance must be received within three (3) school
business days of receiving the decision at Step 1. A hearing officer will be assigned by
the Disciplinary Appeals Office to hear the Step 2 grievance. The hearing officer will
issue a finding within five (5) school business days.

3. If the person appealing is still dissatisfied with the decision at Step Two, he or she may
present a written or oral request for an appeal hearing37 to the Disciplinary Appeals
36 Seattle Public Schools accepts either a written or oral request for a Step 2 Grievance. 37
The Disciplinary Appeals Council accepts only written requests for a Step 3 Grievance.

18
 Council (DAC). This written or oral requestgrievance must be received within three (3)
school business days after receiving the decision from Step Two. The written request is
sent to:
Student Discipline Appeals Office
Mail Stop 31-177
PO Box 34165
Seattle, WA 98124-1165.

The DAC will usually schedule this hearing within ten (10) school business days of
receiving the written request. After the hearing, the DAC will make its decision and
notify the family by a written decision mailed within ten (10) school business days
after the hearing.

A student receiving a short-term suspension must begin his or her suspension immediately. The
short-term suspension continues even if the suspended student or
parent/guardianparent/guardian/family appeals unless the principal waives this requirement.
The principal has the discretion to continue or not continue the suspension pending any
appeal and the appealing party may not appeal this decision.38

Long-Term Suspensions or Expulsions from School39

Principals, assistant principals, and their designees may long-term suspend or expel a student
for engaging in behavior defined in the Student Behavior section of the Student Rights &
Responsibilities. Before principals, assistant principals, and their designees may long-term
suspend or expel a student they must follow certain general rules, which are listed below:

1. Principals, assistant principals, and their designees may make a decision to suspend
or expel a student by considering mitigating and aggravating factors. Principals,
assistant principals, and their designee must reasonably believe must reasonably
believe that a long-term suspension or expulsion will provide an explicit benefit to
the student and the school, and that other classroom and school based options
have been exhausted.
2. Principals, assistant principals, and their designees may not long-term suspend or
expel a student unless they have used progressive discipline.
3. Mediation: If the disciplinary actionresponse is mediated at this time the student
and/or parent/guardianparent/guardian/family agree that by signing the
mediation agreement3540 all factual and legal issues related to a particular
disciplinary actionresponse is finally and fully resolved, and that the student and
parent/guardianparent/guardian/family will file no further appeal related to this
discipline incident. If mediation is not agreed to by either party, the long-term
suspension moves forward as follows.
4. A long-term suspension or expulsion starts on the fourth (4th) school day after the
day of the incident to ensure that parents/guardians are aware of the proposed
disciplinary actionresponse and to provide them time to appeal the suspension if
they wish. Students have a right to attend school while an appeal is in process.
5. An emergency expulsion, starts on the day of the incident and may be as long
as ten (10) school days. Emergency expulsions are allowed when the school
believes that the student’s presence in the school constitutes an immediate and
ongoing danger to the student, other students or staff, or the educational process
for the school.41
38 WAC 392-400-255.
39 WAC 392-400-260.
40 See, Appendix C for a discipline mediation form.
41 Long term suspensions may be imposed with an emergency expulsion.
 6. A long-term suspension is may be from 11 days to 90 days (the length of an
academic term) . The student will return to the suspending school at the end of a
long-term suspension.
7. An expulsion from a specific school is permanent and the student may not return to
that specific school. Even so, there are other schools and educational programs
within Seattle Public Schools that are available to a student who has been expelled
from a specific high schoolschool, including the a High School Rreentry p Program at
Interagency Academy. With the exception of expulsion from the District for
possession of a firearm,,42 the time a student may be compelled to be unassigned to
any school or educational program due to an expulsion from a specific school is
limited to ten (10) school days.
ten (10) school days.43
8. So that discipline is applied equitably, Seattle Public Schools has published a matrix
with a range of disciplinary responses for schools to use in determining when a
student may be long-term suspended or expelled.
9. The Seattle School Board has directed that no student be suspended or expelled
for non-attendance .
10. In pre-kindergarten through grade fivefour, principals, assistant principals, and
their designees may not long-term suspend students, but they may expel students in
pre-kindergarten through grade fivefour.
11. In grade sixfive and above, principals, assistant principals, and their designees may
long-term or expel students, but those students are entitled to educational services
for the duration of the disciplinary actionresponse.
12. Students and parents must be notified of the student’s right to continue an
educational program in the hHigh sSchool rReentry pProgram at Interagency
Academy, and how to access the program.
13. Students have a right to a reengagement meeting under RCW 28A.600.022, to
be scheduled within 20 days of the student’s long-term suspension. Seattle Public
Schools requires that a reengagement meeting be held within three (3) days
of when the Notice of Disciplinary Action (NDA) is created and provided to families.
The reengagement meeting will be scheduled with the parent/guardian/family and
the and sent home. nNotice of the meeting date will be included on the NDA letter.

Exception to progressive discipline rule

Seattle Public Schools wilmayl expel for the first offense without regard to progressive discipline
when aggravating factors warrant this disciplinary response.

Notice to parents/guardians of long-term suspension or expulsion44

Before a student may be long-term suspended or expelled, the student and his/her parent(s)
or guardian(s) must receive a written Notice of Disciplinary Action (NDA) that includes
information about their right to appeal the long-term suspension or expulsion and the
opportunity for a hearing. This notice must be either delivered in person or by certified mail.

1. The written notice will be in the language the

parent/guardianparent/guardian/family and student speak and understand, to
the extent feasible,
2. The written or verbal notice will explain the alleged misconduct and the school
District Student Behavior(s) alleged to have been violated,
3. The written notice will identify the disciplinary actionresponse being proposed,
4. The written notice will explain the rights of the student and/or his/her parent(s) or
guardian(s) or family to a hearing to appeal the allegation(s), and
5. The verbal or written notice will explain how to appeal the allegations and the
timeline by which the request for a hearing must be received.
43 WAC 392-400-275
20
44 WAC 392-400-265 and WAC 392-400-270.
 Parents/guardians/family have certain decisions to make after their child has been long-term
suspended or expelled. The first decision is whether to appeal the suspension or expulsion from
school. This decision should be made as soon as possible because there is a three (3)-day
deadline for requesting filing an appeal, starting from the day parents/guardians/families have
been notified in writing that their child has been long-term suspended or expelled.

Parents/guardians of high school students who decide not to appeal should contact
Interagency Academy45 to arrange for an assignment to an appropriate reentry educational
program through Enrollment Services. All students are entitled to educational services for the
duration of the disciplinary actionresponse.

Expelled students should immediately go to Enrollment Services to arrange for assignment to an

appropriate educational program because they may not return to the same school unless they
are successful with a petition to the school principal to be readmitted.

Once the student has completed the terms of a long-term suspension, including verification
that they have completed any program they are required to participate in as part of the
disciplinary action, the student will be automatically readmitted to the school that issued the
long-term suspension. A student who has been expelled from a school may not be reassigned
to that school unless they petition for re-admittance and are approved by the principal to
return.

Special rule for re-admittance to same school following an expulsion

Normally, expulsion from a school means that the student may not attend that school again.
However, parents/guardians/families and students may petition in writing for a student to
return to the same school. The written petition must be addressed and sent to the principal
of the school that expelled the student. The student or
parent/guardianparent/guardian/family must set out the reasons why the student should
be readmitted to the school. The decision whether to re-admit an
expelled student is at the discretion of the school principal. The principal’s decision may not
be appealed.

Appeal Process for Long-Term Suspension and Expulsion

When a student has been long-term suspended or expelled a
parent/guardianparent/guardian/family or the student may appeal the long-term suspension
or expulsion to the Superintendent. In Seattle Public Schools, the Superintendent has
designated that hearing officers will hear appeals as the designee of the Superintendent.
Hearing officers are community members who have been trained in state law and school
District policy and understand due process rules. Hearing officers may mediate, modify,
reverse or affirm the disciplinary actionresponse. The following process is used:

A. Timeline of the Appeal Process

1. The appealing party must request an appeal hearing from the Discipline Appeals
Office within three (3) school business days after they receive written notice of the
disciplinary actionresponse or discipline being proposed. The request for an appeal
hearing may be either written or oral, including being made by telephone. The
Discipline Appeals Office telephone number is 206-252-0820.
2. If the request for an appeal is not received within three (3) school business days after
receiving written notice of the disciplinary actionresponse or discipline being
proposed, the school will impose the proposed long-term suspension or expulsion, and
the parent/guardianparent/guardian/family or student will not have any further
opportunity to appeal the matter.
45 Interagency contact phone number is 206-743-3930.

21
 3. If the request for a hearing is received within the three-day (3) time limit, the Discipline
Appeals Office will schedule a hearing to be held within three (3) school business
days from the day the appeal was received.

B. Parent/guardianParent/guardian/family and student rights

Parents/guardians and students have certain due process rights before, during, and after their
requested hearing. These rights have been approved by our state legislature and are found
in WAC 392-400. These rights include but are not limited to the following:
1. The appealing party has the right to inspect before the hearing any written or
physical evidence that the school may be presenting at the hearing, including
witness statements. Student names may be removed to protect confidentiality.
2. The appealing party has the right to be represented by an attorney at private, not
public, expense. Seattle Public Schools will have its attorney present if the appealing
party has an attorney, so the Discipline Office must be notified as soon as possible if
the student is represented.
3. The appealing party has the right to question witnesses at the hearing. This right may
be limited when Seattle Public Schools has made a reasonable effort to produce
a witness and is unable to do so, or when it is not advisable for the student to appear
due to an expectation and fear on the part of the administrator that the student
might be retaliated against if she or he appears as a witness.
4. The appealing party has the right to present his or her explanation of the alleged
misconduct.
5. The appealing party may request that witnesses who saw or have knowledge of the
incident in question be allowed to speak at the hearing, including other students,
and
6. The appealing party may present any written or physical evidence that supports the
student’s case.

C. School’s rights before the hearing

The school administrator leader or other person presenting the school’s case has the right to
inspect in advance of the hearing any written or physical evidence that the parent(s) or
guardian(s) may be presenting at the hearing. Students and
parent/guardianparent/guardian/familys must provide sufficient copies for the school
leaderadministrator of any written documentation to be provided to the hearing officer.

D. At the Hearing
1. The participants at the hearing will be limited to those with a relevant interest in the
matter at hand, typically the school administrator, the student and his/her parent or
guardian, or family and witnesses to the incident. If the student is represented by an
attorney, a District attorney also will be present to advise the school
administratorleader.
Other family members or friends should not expect to attend, although the parent
may have aone support person present so long as that person is not also a witness.
The hearing officer has the authority to determine who may be present.
2. A sign-in sheet will be provided and all personsperson’s present must sign in.
3. All persons present at a hearing must maintain respectful behavior. Expectations
include refraining from shouting, name-calling, cursing, badgering of witnesses, or
other bullying, intimidating or disruptive behavior. The hearing officer may end the
hearing should these behaviors be present. The hearing officer will then determine
whether to reschedule the hearing for another day or make a decision based on
information already presented up to that point in the hearing.
4. If the school administratoleader, student and
parent/guardianparent/guardian/family agree to mediate the disciplinary
actionresponse, a mediation agreement stating all particulars of the changes to be
made is prepared and signed. The student and
parent/guardianparent/guardian/family agree that
 by signing the mediation agreement all factual and legal issues related to a
particular disciplinary actionresponse areis finally and fully resolved, and that the
student and parent/guardianparent/guardian/family will file no further appeal
related to this discipline incident. If either party decides that attempting to
mediate is not appropriate for whatever reason, the hearing goes forward.
5. Witnesses may not be allowed to be present in the hearing room except at the time
they are providing testimony. When they have completed testimony, they may be
asked to leave the room.
6. Only the evidence presented at the hearing will be used by the hearing officer
to make a decision. No information may be provided to the hearing officer outside
of the hearing.
7. The hearing officer will make a decision based on the following due process
criteria:
a. Preponderance of the evidence: Did the alleged behavior occur?
b. Student Behavior discipline: Did the school have the right to discipline the
student in the manner chosen, based on the District and school rules?
c. Are there mitigating or aggravating factors recognized by the District that the
school should have taken into account in deciding whether to discipline the
behavior or in choosing the disciplinary actionresponse?
8. The hearing officer is neutral. He or she may not be a witness to the incident that
resulted in discipline or testify in the hearing.
9. The hearing will be audio recorded.
10. The hearing officer may mediate, modify, reverse, or affirm the disciplinary
actionresponse. The hearing officer will provide a written decision, which will be
sent to the parent or guardian or family by certified mail from the Discipline
Appeals Office within five (5) school business days within a week of the hearing
date. Translation of the hearing decision into the home language of the family will
be provided, at District expense.
11. The hearing officer will provide a written decision. This written decision will be sent
to the student and/or parent(s) or guardian(s) from the Discipline Appeals Office
within five school business days.

Emergency Expulsions

Emergency removal from a class, subject, or activity46

A student may be immediately removed from a class or subject or activity by a staff person
and sent to the principal, assistant principal, or their designee, provided that there is sufficient
reason to believe that the student’s presence poses an immediate and continuing danger to
students, or school personnel or an immediate and continuing threat of substantial disruption
of the educational process of the student’s school. This disciplinary actionresponse assures
safety and/ or order for students, staff, and the school environment. The student’s removal will
continue only until: (a) the danger or threat is no longer present, or (b) the principal, assistant
principal, or their designee acts to convert to another form of disciplinary actionresponse. The
emergency expulsion may not run concurrently with another disciplinary actionresponse.

Emergency Expulsion47
A principal, assistant principal, or their designee may emergency expel a student
immediately, provided that there is sufficient reason to believe that the student’s presence is
dangerous and/or it would cause substantial disruption within the school to have the student
present in classes, for activities and/or at other related school events. Emergency expulsions

46 WAC 392-400-290

23
 may last no longer than ten (10) school days. Emergency expulsions shall continue through
the specified end date unless rescinded by the principal, assistant principal, or their designee
or modified at an appeal hearing.

The principal, assistant principal or their designee will meet with the student no later than the
next school day following the student’s removal and initiate appropriate disciplinary
actionresponse. The person responsible for removing the student will be notified of the
disciplinary actionresponse taken before the student returns to the classroom or activity.

Notice to parent/guardianparent/guardian/family of an Emergency Expulsion48

Parents or guardians will be orally notified of an emergency expulsion and their hearing
rights as soon as possible, but no later than twenty-four (24) hours. In addition, the Notice of
Disciplinary Action (NDA) must be either delivered in person or by certified mail within twenty-
four (24) hours.
1. The written notice will be in the language the
parent/guardianparent/guardian/family and student speak and understand, to
the extent feasible,
2. The written or verbal notice will explain the alleged misconduct and the school
District Student Behavior(s) alleged to have been violated,
3. The written notice will identify the disciplinary actionresponse being proposed,
4. The written notice will explain the rights of the student and/or his/her parent(s) or
guardian(s) to a hearing to appeal the allegation(s), and
5. The verbal or written notice will explain how to appeal the allegations and the
timeline by which the request for a hearing must be received.

Appeal procedure for an emergency expulsion

If the emergency expulsion is the only actiondisciplinary response on the written notice,
student(s) and/or parent(s) or guardian(s) have up to ten (10) business days after receiving
notice of the emergency expulsion to request an appeal hearing from the Discipline Appeals
Office, 206-252-0820.
The ten-day appeal period applies only when an emergency expulsion is the only action
imposed. When it is combined with any sanctions (expulsion or long-term suspension), the
normal three-day appeal period applies. According to Seattle Public Schools policy, the
request for an appeal may be written (including by e-mail) or made by telephone.

A. Timeline of the Appeal Process

1. The appealing party must request an appeal hearing from the Discipline Appeals
Office within ten (10) school business days after they receive notice of the
disciplinary actionresponse or discipline being proposed.
2. If the appeal is not received within ten (10) school business days, the emergency
expulsion will continue and the student and parent(s) or guardians(s) will not have
further opportunity to appeal the matter. The request for an appeal hearing may
be either written or oral, including being made by telephone.
The Discipline Appeals Office telephone number is 206-252-0820.
3. When the request for a hearing is received within the ten (10) day time limit, the
Discipline Appeals Office will schedule a hearing to be held within three (3) school
business days from the day the appeal was received.

B. Parent/guardianParent/guardian/family and student rights

Parents/guardians/family and students have certain due process rights before, during, and
after their requested hearing. These rights have been approved by our state legislature and
are found in WAC 392-400. Rights include but are not limited to the following:

47 WAC 392-400-295
24
48 WAC 392-400-300 and WAC 392-400-310
 1. The appealing party has the right to inspect before the hearing any written or
physical evidence that the school may be presenting at the hearing, including
witness statements. Student names may be covered. Given the short time line for
an appeal hearing, copies of written statements may not be available until
twenty-four (24) hours before the hearing.
2. The appealing party has the right to be represented by an attorney at private, not
public, expense. If an attorney represents the student at the hearing, Seattle Public
Schools will have its attorney present, so it is necessary to notify the Discipline
Appeals Office as soon as possible if the student becomes represented.
3. The appealing party has the right to question witnesses. This right may be limited
when Seattle Public Schools has made a reasonable effort to produce a witness and
is unable to do so, or when it is not advisable for the student to appear due to an
expectation and fear on the part of the school administrator that the student might
be retaliated against if she or he appears as a witness.
4. The appealing party has the right to present his or her explanation of the alleged
misconduct.
5. The appealing party may request that witnesses who saw or have knowledge of the
incident in question be allowed to speak at the hearing.
6. The appealing party may present any written or physical evidence that supports
their case.

C. School’s rights before the hearing

The school leaderadministrator or other person presenting the school’s case has the right to
inspect in advance of the hearing any written or physical evidence that the parent(s) or
guardian(s) may be presenting at the hearing. Students and
parent/guardianparent/guardian/familys must provide sufficient copies for the school
administrator of any written documentation to be provided to the hearing officer.

D. At the Hearing
1. The participants at the hearing will be limited to those with a relevant interest in
the matter at hand, typically the school leaderadministrator, the student and
his/her parent or guardian or family, and witnesses to the incident. If the student is
represented by an attorney, a District attorney also will be present to advise the
school leaderadministrator. Other family members or friends should not expect to
attend, although the parent may have aone support person present so long as
that person is not also a witness.
The hearing officer has the authority to determine who may be present.
2. A sign-in sheet will be provided and all personsperson’s present must sign in.
3. All persons present at a hearing must maintain respectful behavior. Expectations
include refraining from shouting, name-calling, cursing, badgering of witnesses, or
other bullying, intimidating or disruptive behavior. The hearing officer may end the
hearing should these behaviors be present. The hearing officer will then determine
whether to reschedule the hearing for another day or make a decision based on
information already presented up to that point in the hearing.
4. If the school leaderadministrator, student and
parent/guardianparent/guardian/family agree to mediate the disciplinary
actionresponse, a mediation agreement stating all particulars of the changes to be
made is prepared and signed. The student and
parent/guardianparent/guardian/family agree that
by signing the mediation agreement49 all factual and legal issues related to a
particular disciplinary actionresponse are finallyis finally and fully resolved, and that
the student and parent/guardian/family will file no further appeal related to this
discipline incident. If either party decides that attempting to mediate is not
appropriate for whatever reason, the hearing goes forward.
 5. Witnesses may not be allowed to be present in the hearing room except at the time
they are providing testimony. When they have completed testimony, they may be
asked to leave the room.
6. Only the evidence presented at the hearing will be used by the hearing officer
to make a decision. No information may be provided to the hearing officer outside
of the hearing.
7. The hearing officer will make a decision based on the following due process
criteria:
a. Preponderance of the evidence: Did the alleged behavior occur?
b. Student Behavior discipline: Did the school have the right to discipline the
student in the manner chosen, based on the and school rules?
c. Are there mitigating or aggravating factors recognized by the District that the
school should have taken into account in deciding whether to discipline the
behavior or in choosing the disciplinary actionresponse?
8. The hearing officer is neutral. He or she may not be a witness to the incident that
resulted in discipline or testify in the hearing.
9. The hearing will be audio recorded.
10. The hearing officer may mediate, modify, reverse, or affirm the disciplinary
actionresponse. The hearing officer will provide a written decision, which will be
sent to the parent or guardian by certified mail within a week of the hearing date.
Translation of the hearing decision into the home language of the family will be
provided, at District expense.
at District expense.
11. When the emergency expulsion is the only actionresponse, a decision will be
given within one (1) school business day after the hearing and the student or
parent(s)/guardian(s)/families will be notified by U.S. certified mail within
one (1) calendar week.

E. Length of Emergency expulsions

A student’s emergency expulsion must end or be converted to another form of disciplinary
actionresponse within ten (10) school days from the date of expulsion.

Appeal to the School Board50

Parents/guardians/families have a right to request a review of a hearing officer’s decision if

the Hearing Officer upholds or modifies the school’s disciplinary actionresponse for a
suspension, expulsion, or emergency expulsion, and the
parent/guardianparent/guardian/family is dissatisfied with the decision of the Hearing Officer.
The Seattle School Board has delegated its authority to hear and decide long-term
suspension and expulsion appeals (reviews) to the Disciplinary Appeals Council (DAC).29 51 The
DAC is appointed by the School Board, and consists of at least three persons who serve fixed
terms.

Parents/guardians must provide an oral or written request to the Student Discipline Appeals
Office within three (3) school business days after receiving the decision of the hearing officer,
requesting that the DAC review the hearing officer’s decision. This written request should
include informationa statement about the basis of the appeal (explaining why they wish to
have the hearing officer’s decision reviewed) and information about a statement of what
actionresponses they wish the DAC to take in the matter. Parents/guardians/families should
contact the Send this letter to the Student Discipline Appeals Office at 206-252-0820 or , Mail
Stop 31-177, PO177, PO Box 34165, Seattle, WA 98124-1165.

It is important to understand that the DAC will conduct a review and hear arguments at the
26 50 WAC 392-400-310
2951 Board Policy No. 3201
hearing based upon the existing record (i.e., the hearing officer’s decision). The DAC will not
hold a new (de novo) hearing. Therefore, witness testimony is discretionary.

If the appealing party does not request a review of the hearing officer’s decision, the long-term
suspension or expulsion will be imposed on the calendar day following the expiration of the
three-day appeal timeframe.y

Appealing parties must request a review within three (3) business days. However, a student’s
long-term suspension or expulsion may be imposed during the appeal period under the
following conditions:
1. A long-term suspension or expulsion may be imposed while the decision is appealed
for no more than ten (10) consecutive school days or until the appeal is decided,
whichever is shorter;
2. Any days that the student is temporarily suspended or expelled before the appeal
is decided will be applied to the student’s suspension or expulsion and will not limit or
extend the term of the suspension or expulsion;
3. 3. A student who is subjected to a temporary suspension or expulsion and who returns
to school before the appeal is decided will be given the opportunity, when he or she
returns, to make up assignments and tests missed by reason of the suspension. if the
assignments or tests have a substantial effect on the student’s semester or trimester
grade or grades; or failure to complete the assignments or tests would prevent the
student from receiving credit for the class or classes.

Disciplinary Appeals Council Procedures52

The Seattle School Board has chosen to delegate all appeals at the School Board level to the
Disciplinary Appeals Council (DAC).53 If the student or his or her
parent/guardianparent/guardian/family requests, orally or in writing, an appeal with the
Discipline Appeals Office within the required three (3) school business days, the DAC will
schedule and hold a meeting to review the matter within ten
(10) school business days after receiving the notice.

The purpose of the meeting is to meet with the student and/or his or her
parent/guardianparent/guardian/family and a representative of the school to review the
decision of the hearing officer and determine whether there is additional information that
should have been considered that would change the hearing officer’s decision. Students with
Section 504 Accommodations or those receiving Special Education or English Language
Learner servicesSpecial Education and ELL students have the right to have a person
knowledgeable about their accommodation, disability and/or language/cultural issues
present
to advise the DAC.
1. Prior to the meeting, members of the DAC will review the written decision of the
hearing officer.
2. At the meeting with the DAC, the student or his or her
parent/guardianparent/guardian/family (or legal counsel) has the right to be
heard and provide additional information that he or
she believes is pertinent to the situation. Similarly, the representative from the school
also has the right to provide additional information to support the decision to
discipline the student. The person knowledgeable about the student’s disability or
language/cultural issues will also provide information as it applies to their discipline to
the DAC.
3. The DAC may affirm, reverse, or modify the imposition of discipline, suspension, or
expulsion upon a student. The DAC will send a written decision to the parent or
guardian and student within ten (10) business days of the date of the hearing. The
decision will be made only by those DAC members who have heard or read the
evidence, who have not acted as a witness in the matter, and only at a meeting at
52 WAC 392-400-310
53 WAC 392-400-310

27
 which a quorum of the DAC is present, and by a majority vote.
4. An appeal from the decision of the Disciplinary Appeals Council is to Superior Court.
Whether or not the suspension or expulsion should be imposed while the student or
his or her parent/guardianparent/guardian/family is appealing to the courts will be a
decision of the DAC, unless a court orders otherwise. The DAC does not need to give
any reason for denying a request to waive the suspension or expulsion pending an
appeal
to the courts.

Discipline of Special Education Students3054

The discipline of special education students is generally subject to the same rules under the
Seattle Public Schools’ Student Rights& Responsibilities as applied to nondisabled students with
the modifications required by the federal Individuals with Disabilities in Education Act (IDEA)
listed below.3155

Short-term suspensions and emergency removals

The general procedures relating to school-based discipline, short-term suspension, and
emergency removal apply to special education students when the actionresponse proposed
or taken does not result in a change of placement (i.e., the loss of ten (10) or more consecutive
school days or a pattern of exclusion from school) for a special education student, or is not
governed by a behavior improvement plan (BIP). If a BIP exists, the actionresponsess in the plan
should have been followed and have been found to be ineffective before resorting to a short-
term suspension or emergency expulsion.

Suspension/Expulsion
When considering disciplining a special education student with a suspension or expulsion, which
may constitute a change of placement (i.e., the loss of ten (10) or more consecutive school days
or a pattern of exclusion from school), the following procedures must be observed) :
• Determine whether the suspension or expulsion will result in a change of placement
(i.e., the loss of ten (10) or more consecutive school days or a pattern of exclusion from
school). If there is no change in placement, the sanction may be imposed. If there is a
change in placement, the school must convene an Manifestation Determination Team
(MDT), meeting.
• Notify the parent/guardianparent/guardian/family of the need to conduct
aconvene an MDT meeting and the procedural safeguards given by law,
including the right to contest the disciplinary actionresponse in an administrative
due process hearing.
• An MDT meeting must be held within 10 days of the change in placement. Participants
must include parents/guardians, the student’s special and regular education teachers, a
school District representative knowledgeable about the student’s disability, and
the student, when appropriate. This meeting must be fully documented. The purpose
of the meeting is to determine whether the student’s conduct resulting in discipline
is a manifestation of (caused by or a result of) the student’s disability or whether the
student’s conduct is a result of a failure to implement the student’s Individualized
Education Plan (IEP) (including a behavior intervention plan (BIP)).
• The suspension or expulsion may be imposed if the MDT determines that the conduct
wasis not caused by or a result of the student’s disability, or not the result of a failure to
implement the student’s IEP (including a BIP).
• The discipline may not be imposed if the MDT determines that the conduct wasis a
manifestation of the student’s disability or a failure to implement the student’s IEP
(including a BIP). Instead, the IEP meeting should be used to consider what changes
54 30 This section also applies to students who are eligible for services and/or accommodations under Section 504. The SIT team replaces
28the
55
MDT with responsibility for determining whether the student’s behavior is a manifestation of his/her disability.
31 Discipline will be imposed in a manner consistent with the Individuals with Disabilities Education Act ....” 20 U.S.C. § 7151(c).
 in the student’s IEP, BIP, and/or Special Education placement are appropriate to
address the student’s behavior.

Interim Alternative Educational Setting (IAES)

School personnel may remove an eligible student to an interim alternative educational setting
(IAES) determined by the student’s IEP team, regardless of whether the student’s behavior was a
manifestation of his or her disability for up to 45 school days if he or she:
1. Carries a weapon to school or has a weapon at school, on school premises, or at a
school function under the authority of a school district;
2. Knowingly has or uses illegal drugs, or sells or solicits the sale of a controlled
substance, while at school, on school premises, or at a school function under the
jurisdiction of a school district; or,
3. Has inflicted serious bodily injury upon another person while at school, on school
premises, or at a school function under the jurisdiction of a school district.

Obligations to students to provide educational services

From the time the parents/guardians initiate a due process hearing through the appeal
process, Seattle Public Schools is required to continue providing educational services. , which
may not have to be provided within the school setting. Seattle Public Schools is also required
to provide services to students who have been long-term suspended or expelled because
their behavior is not related to their disability, and to students on short-term suspension who
have been suspended for more than ten (10) cumulative days in the school year. The principal
of the school proposing the disciplinary sanction may instruct the appropriate teacher(s) to
assign and monitor homework.
Even where a disciplinary actionresponse is imposed, including suspension and expulsion, the
special education student must continue to receive the special education and related
services required to receive a free, appropriate education.

Behavior Intervention Plans

A behavioral intervention plan (BIP) is a requisite component for the IEP of a child whose
behavior impedes his/her learning or that of others. The plan should contain appropriate
strategies, including positive behavioral supports and interventions, to address the behavior.
When a special education student has a BIP addressing conduct subject to discipline, the plan
governs and prescribes the necessary response for that conduct. Conduct not addressed in
the behavior plan should be disciplined with attention to the special considerations that apply
to special education students as addressed above.

Notice to Students and Parents Required

by Federal Drug-Free Schools and Communities Act of 1989

Seattle Public Schools prohibits the unlawful possession, use, or distribution of illicit drugs and
alcohol by students on school property, on school sponsored transportation, premises or as part
of school activities. Compliance with this rule is mandatory; students who disregard the
prohibition may will be long-term suspended or expelled. The possession and use of illegal
drugs and the unlawful possession and use of alcohol are wrong and harmful to health and
education. Seattle Public Schools offers, or can assist in arranging access to, drug and alcohol
education, counseling, rehabilitation and recovery support, and re-entry programs; for further
information contact your school’s principal or counselor.

Appendix A
Definitions

The following are key definitions used in various parts of this document.

29
 Appealing Party: A parent, guardian, or student who is using the appeals procedures found
in WAC 392-400 to dispute a disciplinary response or corrective action that has been assigned
to a given to a Seattle Public School student.

Change of placement: The removal of a special education student from his/her current
educational placement for more than ten (10) consecutive school days; or a series of removals
that constitute a pattern of exclusion because the removals cumulate to more than ten (10)
school days in a school year. A pattern of exclusion is determined on a case-by-case basis.

Discipline: For the purpose of this document, all forms of disciplinary actionresponses, whether
school based or resulting in suspension or expulsion from school.

Emergency Expulsion: Immediate removal of a student from school for misbehavior on the
basis that an administrator has good and sufficient reason to believe that the student’s
presence is a danger to himself/herself or others, or an immediate or continuing threat of
substantial disruption to the educational process of the school.

Expulsion: An expulsion is the formal exclusion for misbehavior of a student from ever returning
to the specific school in Seattle Public Schools that he or she is attending. If the expulsion is
from Seattle Public Schools, the student may not return to any school or program in Seattle
Public Schools for a period of up to one calendar year.

In-school Suspension: This is a state reportable action action that the school uses as
disciplinary responseaction to remove a student from classesinstruction or school activities.
This actionresponse requiresrequires a Notice of Disciplinary Action.

Interim alternative educational settings (IAES): In cases that involve weapons as defined by
state and federal law, controlled substances, or serious bodily injury, school personnel may
order a change in placement of a special education student to an appropriate interim
alternative educational setting for the same amount of time that a student without a disability
would be subject to discipline, but for not more than 45 school days. The interim alternative
educational setting is selected by the student’s IEP team so as to enable the student to
continue to progress in the general curriculum while in another setting, and to continue to
receive services and modifications described in the student’s current IEP that will enable the
student to meet the goals set out in the IEP.

Long-term suspension: A suspension that is anywhere from eleven (11) days to ninety (90) days.
longer than ten (10) days and generally less than ninety (90) days A student is entitled to
educational services for the duration of the suspension. Elementary students may not be long-
term suspended.

Manifestation determination: A review of the relationship between a special education

or a Section 504 student’s disability and the behavior that led to the disciplinary
actionresponse. If the result of the review is that the behavior did not occur as a result of
his/her disability or
the failure to implement the student’s current Individual Educational Plan (IEP), the student
may be disciplined in the same manner as a non-disabled student would be for the same
offense. Manifestation determination for a Special Education student is with an IEP team or
Manifestation Determination Team (MDT). Manifestation determination for a student with a
Section 504 plan is conducted by the Student Intervention Team (SIT) at the school. Parents/
guardians are invited to be members of these teams when the behavior of their student is
discussed.
30
Mediation: An agreement between the school and student or parent /family/guardian/family
that a specific disciplinary actionresponse will be changed and how it will be changed. The
student and parent/ guardian agree that by signing the mediation agreement all factual and
legal issues related to a particular discipline are finally and fully resolved, and that the student
and parent/guardianparent/guardian/family will file no further appeal related to the discipline
incident. The mediation form for Substance Abuse is in Appendix A, and the mediation form for
all other disciplinary mediations is in Appendix B.

Notice of Disciplinary Action (NDA): Letter produced in PowerSchool to notify

parents/guardians/families guardians about the student behavior resulting in disciplinary
actionresponse..

Progressive Discipline: The use over time of successively more restrictive disciplinary
actionresponses intendedneeded to shape behavior. Progression may include classroom-
based response(s), school- based actionresponse(s), in-school suspension, short-term, and
long-term suspension. For the purpose of establishing progressive discipline, schools may not
consider offenses that occurred prior to the beginning of the previous school year or 180
school days in the past.

Reasonable Use of Physical Force: The use of sufficient physical force by a school administrator,
teacher, school employee, or volunteer as needed to maintain order or to prevent a student
from harming himself/herself, other students, school staff and/or property. Such physical force is
not considered to be corporal disciplinary actionresponse.

Reengagement Meeting: A required meeting for students who are long-term suspended or
expelled. Student, parents/guardians/familiesguardians, and appropriate school staff will be
part of this meeting. The reengagement meeting is scheduled at the time of
suspension/expulsion and must occur within 3 days of the suspension/expulsion. At the
meeting, a written reengagement plan will be developed that identifies the educational
services the student will receive while
will be developed that identifies the educational services the student will receive while the
student is suspended or expelled. The plan must also identify supports that will aid the student
in taking the necessary steps to remedy the situation and/or repair and restore relationships
that led to the suspension or expulsion.

Reentry Program: A District program for high school students providing behavior modification
instruction as well as academic courses for students who have been long-term suspended or
expelled from their school for behaviors as noted in the Seattle Public Schools’ Discipline Matrix
for the 20187-20198 school year. .

School business day: Any calendar day when Seattle Public Schools is open to the public for
business, except for school holidays.

School Threat Assessment Team (STAT): STAT, part of the Safety and Security Office collaborates
with school-based teams and assesses the credibility of threats, assists administrators in
identifying and mitigating the circumstances and variables known to correlate with youth
violence, develops safety plans and provides case-management services.

School Year Limitation: Discipline sanctions imposed upon a student during one school year
generally do not carry over and affect discipline in succeeding years unless the disciplinary
actionresponse is imposed at the very the end of the school year. For the purpose of
establishing progressive discipline, schools may not consider offenses that occurred prior to
the beginning of the previous school year or 180 school days in the past, whichever is greater,
except in the case of some types of threats of violence.

Short-term suspension: A suspension that is not longer than ten (10) consecutive school days.
In the Seattle Public Schools, a student subjected to a short-term suspension normally returns

31
 to the same school at the end of the suspension period. A student with a short-term suspension
has the right to educational services for the duration of the suspension.

Special Education Student: A student who meets the eligibility requirements for one or more
of the disability categories identified in the WAC, and who is in need of specially designed
academic or behavioral instruction.

Special Populations: Special populations include special education and Section 504 students,
and students with English Language Learner (ELL).

Suspension: Formal exclusion of a student from attending school for a stated period of time.
This does not include an informal removal from a class for “discipline” purposes. However, if a
student is removed for more than three (3) hours of instructional time on a given day, the
disciplinary response must be recorded in PowerSchool as a state reportable action and a NDA
created with notification to the parent/guardian/family. A student suspended from school has
the right to educational services for the duration of the suspension.

Threat Assessment Referral: Done in correlation with an emergency expulsion of a student from
school when the student has made a credible lethal threat or is displaying sexually provocative
or sexually aggressive behavior despite interventions and disciplinary actionresponses . As a
result of the referral, a threat assessment will be conducted by the Student Threat Assessment
Team. A plan for safely returning and managing the student in the school or District must be in
place before the student is allowed to return. An emergency expulsion may be appealed by a
student and/or parent/guardian/familyguardian in accordance to State law.

32
 Appendix B: DRUG/ALCOHOL MEDIATION

Name _____________________________ ID: ___________________________

School ____________________________

This mediation was reached at the conference held with student and parent/guardian/family as
a result of the student being charged with Distributing Illegal Drugs, Controlled Substances,
Prescription or Over-the-Counter Drugs, Distributing Alcoholic Beverages, Distributing Marijuana,
Possessing or Using Illegal Drugs, Controlled Substances, Prescription or
Over-the-Counter Drugs, Possessing or Using Alcoholic Beverages, or E Possessing or Using
Marijuana, Selling Illegal Drugs, Controlled Substances, Prescription or Over-The-Counter Drugs,
Selling Alcoholic Beverages, or Selling Marijuana.
1. The school agrees to the following:
a. The charges and description in this matter will be as follows:
□ No changes
□ The wording in these areas is changed to be as follows:
________________________________________________________________
________________________________________________________________
b. To reduce the Long-term Suspension for violation of _____________________________
to the following number of days upon receiving verification that the student has an
appointment to be assessed by a District-approved substance abuse professional
and agrees to follow through with recommendations of the assessor:
□ Short-term suspension of __________ days (not allowed for Selling violations).
□ Long-term suspension of __________ days.
c. The school further agrees to change the incident information screens in PowerSchool
to reflect this agreement, and to provide an amended NDA to the
parent/guardian/family within 3 days.
2. The student/parent/guardian/family agrees to the following:
a) Obtain an assessment by a District-approved substance abuse professionalagency, at
parent expense.
b) Follow through with recommendations of the assessorment.
c) Sign releases to allow the school to exchange information with the assessor substance abuse
agency.

□ Follow through with recommendations of the assessor.

□ Sign releases to allow the school to exchange information with the assessor.
3. In addition, the following conditions may be in place:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
The school, student, and parent/guardianparent/guardian/family agree that by signing this
mediation agreement all factual and legal issues related to this discipline are finally and fully
resolved, and that the student and parent/guardianparent/guardian/family will file no further
appeals related to this discipline incident.

If _____________________________________ fails to carry out the terms of this mediation, the

original charges and discipline will be reinstated.

________________________________________ ___________________________________
Administrator Student
________________________________________ ___________________________________
 Parent/GuardianParent/guardian/family Date

34
 Appendix C: MEDIATION FOR ________________________

Student ID: ______________________

Date: ___________________________

This mediation was reached at the disciplinary appeal hearing held on this date. The parties
agree to the following terms of mediation:

1. The school agrees that the charges and description in this matter will be as
follows: ______________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
2. The school agrees to do the following: __________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_____________________________________
3. The student agrees to do the following: ____________________________________
________________________________________________________________________________
________________________________________________________________________________
__________________________________________
4. In addition, the following conditions may be in place (check agreed conditions):
□ Student will have a weekly progress report through __________________.
□ Student will exhibit good behavior and have no further incidents of similar
behavior in class or on the campus.
□ Student will attend all classes and be on time for all classes. Student will be ready
to work when class starts. Consequence for violation of this provision will be
____________________________________________.

If ___________________________________ fails to carry out the terms of this mediation, the original
charges and discipline will be reinstated. The student and
parent/guardianparent/guardian/family agree that by signing this mediation agreement all
factual and legal issues related to this discipline are finally and fully resolved, and that the
student and parent/guardianparent/guardian/family will file no further appeal related to this
discipline incident.

____________________________________ ______________________________
Administrator Student
____________________________________ __________________________
Hearing Officer or other witness Parent/GuardianParent/guardian/family

35
SPS Discipline Draft – 2018-2019 School Year

Seattle Public Schools

2018-2019
Discipline Matrix Guide for Administrators

Eliminating opportunity gaps and ensuring educational excellence for each and every student is the
issue of our time.

Seattle Public Schools recognizes:

• there is racial disproportionality in disciplinary responses within the district;
• each situation involving discipline can be complex with underlying factors that requires staff to
understand the function of students’ behaviors;
• mitigating and aggravating factors should influence the disciplinary decision-making process;
• there is an impact when using exclusionary practices.

Seattle Public Schools staff are committed to:

• knowing, caring for, and establishing positive relationships with students;
• supporting the whole child;
• teaching the development of positive social, emotional, and behavioral skills to students;
• using a variety of ways to shape behavior once harm as occurred, instead of relying on
exclusionary practices;
• partnering with families, other staff, and community based organizations in the event that a
disciplinary action has occurred;
• examining their own implicit bias, while working from culturally and trauma responsive, lenses
that utilize verbal de-escalation skills in an effort to create conditions in schools that allow
students to be successful.

When considering disciplinary responses:

1. Determine the goal of the disciplinary response. What do you want the student to learn as a
result of this behavior of concern?
2. What disciplinary action would be the least disruptive to the student-school relationship, which
also minimizes the loss of instructional time?
3. What mitigating/aggravating factors were present? (see page 2)
4. What supports/interventions have been previously implemented?
5. What supports/interventions are available? (see page 3)

Page 1 of 4
SPS Discipline Draft – 2018-2019 School Year
When considering what an appropriate disciplinary response might be for a particular behavior,
please consider the following factors:
Possible Mitigating Factors
- Little or no prior documented misconduct
- Minimal damage
- No injury or damaged caused
- Little potential of harm
- No evidence that student intended to
display or use the weapon
- Student offers credible evidence that
they had the weapon for legitimate
purposes away from school and
unintentionally brought the object to
school
- The weapon was a small pocket knife
with a blade of 2.5 inches or less
- Student was primarily acting defensively
- Student’s intent or purpose
- Student’s age and/or inability to
understand potential consequences of
the conduct
- Admitted or self-reported conduct
- Student attempted, but failed to or was
prevented from, carrying out the conduct
- Subsequent remedial steps, including
restitution to district or victim of
misconduct
- Subsequent action taken by student to
make amends for misconduct with school
staff
- Property returned to victim
- Cultural or linguistic factors that may
have played a role in the misconduct
- Appropriateness of student’s academic
placement
- Student’s willingness to repair the harm
Page 2 of 4
Possible Aggravating Factors
- Pattern of similar misconduct
- Significant impact of incident on overall
school community
- Substantial disruption to learning of
others caused by student’s defiance
- Student attempts to solicit or incite
others to engage in behavior
- Significant damage (in extent or cost)
- Potential of serious harm
- Intent or purpose in setting fire
- Serious actual or potential injury
- Use of an object or weapon
- Premediated conduct
- Multiple students assaulting a single
student
- Prior assault(s), threat(s), harassment, or
bullying by the student against the same
victim
- Exceptional severity or cruelty
- Previous discipline record of student
warranting progressive discipline
- Student’s presence on campus is
determined to be a threat to the safety of
others
- Conduct is motivated by perceived race,
color, national origin, gender, sexual
orientation, gender expression, disability,
or any similar actual of perceived
characteristic of the victim
- Student used the weapon in furtherance
of an assault, to intimidate another,
cause injury and/or to cause physical
damage to property
- Student displayed, activated or
discharged the weapon in a reckless
manner
- Evidence of premeditation
- Threats of serious injury
- Pattern of similar misconduct against the
same victim
- The weapon is a firearm
- The object appears to be a firearm and
the student displaying or using the object
does so with malice
SPS Discipline Draft – 2018-2019 School Year
When considering what an appropriate disciplinary response would be for a particular behavior,
please consider the following alternatives to suspensions in addition to exclusionary practices:
Possible Classroom Responses
- Student tells their side of the story
- Student determines how to repair the
harm
- Self-reflection activity
- Reteach behavioral expectations
- Behavior agreement with recognition
system
- Change in environment (special seating,
providing a distraction, removal of
triggers, use of a break system)
- Increased proximity when discussing the
situation
- Student spends extra time in classroom
where harm occurred to repair the
relationship(s) with staff/students
- Loss of classroom privileges
- Offer leadership opportunities in
classroom to highlight strengths
- Teach replacement skills directly related
to behavior of concern
- Model replacement skills directly related
to behavior of concern
- Teacher or designated staff counsels with
student in private
- School leaders take over instruction,
allowing the teacher to step out of the
classroom to problem solve with the
student in private
- Teacher or designated staff notifies
parent/guardian
- Teacher or designated staff counsels with
student and if possible, the
parent/guardian
Page 3 of 4
Possible School Based Responses
- Family conference with teacher, school
staff and administrator
- Creation of Positive Behavior
Intervention Plan (PBIP)
- Reevaluate support/safety plans that are
currently in place
- Peer mediation
- Restorative practices
- Referral to school level support staff
(counselor, social worker, nurse, Health
Center)
- Mediation
- Restitution of damages or stolen
property
- Loss of computer privileges
- Loss of credit
- Community service
- Class schedule change
- Informal/formal check ins with
designated staff
- Development of support/safety/crisis
plan
- Detention (before school, after school,
Saturday, or free period for a set period
of time)
- Referral to Student Intervention Team
(SIT)
- If the student has a disability, reviewing
and revising IEP (Individualized Education
Plan) or 504 plan
- Pair student with a mentor
- Referral to community agency for
support with identified needs (housing,
food stability, leadership development,
mental health counseling, social skill
development, drug and alcohol
assessment/treatment, etc.)
SPS Discipline Draft – 2018-2019 School Year

When referencing the Discipline Matrix on the following pages, please refer to the following key
for additional information:

Key
Behavior
Behavior Modification can be considered, can be concurrent or completion
Modification
required before a student returns to their comprehensive school
Eligible
Office of Student Civil Rights, Harassment, Intimidation or Bullying
OSCR/HIB
206-252-0858
Students may be disciplined for using or being under the influence based on
their behavior or appearance as determined by an administrator, school
nurse, or other properly trained official regardless of whether they have a
Drug/Alcohol substance in their possession. Duration of suspension may be reduced with
(D/A) D/A Mediation Agreement that requires student to receive an assessment by a
Mediation District approved substance abuse professional and maintain compliance with
Eligible - recommendations of the assessor, at parent/guardian/family expense. Secure
General Release of Information (ROI) for provider.
D/A Mediation Long term suspension, may reduce to short term or in school suspension with
Eligible - D/A Mediation Agreement
Possession
D/A Mediation Long term suspension, may reduce to short term or in school suspension with
Eligible - D/A Mediation Agreement
Distribution
D/A Meidation
Long term suspension, may reduce number of suspension day with D/A
Eligible -
Mediation
Selling
OSCR/Title IX Office of Student Civil Rights, 206-252-0367
STAT/Safety &
Student Threat Assessment Team, 206-252-0707
Security
Safety & Security Safety and Security Office, 206-252-0707
Short Term
1-10 days
Suspension
Long Term
11 - 90 days
Suspension
Can only be used in situations, provided that there is sufficient reason to
Emergency
believe that the student's presence is dangerous and/or would cause
Expulsion
substantial disruption within the school.

Expulsion from Expulsion from school, may only be used in consultation with the Expulsion
School Review Board. The Expulsion Review Board is comprised of current School
Leaders and Executive Directors of Schools who have volunteered to be a part of
the board. When a School Leader is considering an expulsion from school for a
student, the School Leader will need to:
Page 4 of 4
SPS Discipline Draft – 2018-2019 School Year

1. Call the Discipline/Behavior office and ask for a hearing. From there, the
Discipline/Behavior office will coordinate the hearing, assign a group of 5
School Leaders to hear the case and then collectively, they will make a
decision on whether or not the student situation warrants an expulsion
from school.
2. The School Leader must submit written information, electronically, to the
Discipline/Behavior Office regarding the incident, impact to their school
environment, supports and interventions attempted and outcomes,
aggravating factors present, and the goal of the expulsion from school
(please use the Discipline Decision Making Template).

The Expulsion Review Board hearing will take place telephonically and a decision
will be provided within 24 hours of telephonic hearing and receipt of supporting
documents. Given School Leaders and Executive Directors of Schools demanding
schedules, the expelling school must electronically submit written documents, as
soon as possible, for review. Electronic submission will allow the Expulsion
Review Board to access documentation, review, and submit a decision without
having to attend a meeting in person.
If an expulsion from school is granted, the School Leader must coordinate the
transition from the expelling school to the reassignment school. Steps to take:

1. Notify the Enrollment Office

2. Notify the School Leader at the Reassignment School
3. Participate in the development of a success reentry plan and arrange to
have a representative attend the reentry meeting at the reassignment
school.

May only be used when a student possesses a firearm on school

property, school-provided transportation, areas of facilities being used
exclusively as school district property, or at school-sponsored events or
activities.

Any student who is determined to have carried a firearm onto, or to

have possessed a firearm on, school district property, school-provided
transportation, or areas of facilities while being used exclusively by
public schools, shall be expelled from school for not less than one year,
and law enforcement officials will be notified as required by RCW
28A.600.420 and RCW 9.41.280. Any student disciplined for this
offense must be evaluated by the District’s Threat Assessment Team
Expulsion from prior to placement in an alternative educational environment and prior
District to any review by the Superintendent. An alternate education
environment will be determined for the student to continue his/her
education.

Page 5 of 4
SPS Discipline Draft Final – Approved for 20187-20198

Seattle Public Schools

20187-20198
Discipline Matrix Guide for Administrators

Eliminating opportunity gaps and ensuring educational excellence for each and every student is the
issue of our time.

Seattle Public Schools recognizes:

• there is racial disproportionality in disciplinary responses within the district;
• each situation involving discipline can be complex with underlying factors that requires staff to
understand the function of students’ behaviors;
• mitigating and aggravating factors should influence the disciplinary decision-making process;
• there is an impact when using exclusionary practices.

Seattle Public Schools staff are committed to:

• knowing, caring for, and establishing positive relationships with students;
• supporting the whole child;
• teaching the development of positive social, emotional, and behavioral skills into students;
• using a variety of ways to shape behavior once harm as occurred, instead of relying on
exclusionary practices;
• partnering with families, other staff, and community based organizations in the event that a
disciplinary action has occurred;
• examining their own implicit bias, while working from a culturally and trauma responsive, trauma
informed lenses that utilizes verbal de-escalation skills in an effort to create conditions in our
schools that allow students to be successful.

When considering disciplinary actionresponses:

1. Determine the goal of the disciplinary actionresponse. What do you want the student to learn
as a result of this behavior of concern?
2. What disciplinary action would be the least disruptive to the student-school relationship, which
also minimizes the loss of instructional time?
3. What mitigating/aggravating factors were present? (see page 2)
4. What supports/interventions have been previously implemented?
5. What supports/interventions are available? (see page 3)

Page 1 of 4
SPS Discipline Draft Final – Approved for 20187-20198
When considering what an appropriate disciplinary response might be for a particular behavior,
please consider the following factors:
Possible Mitigating Factors
- Little or no prior documented misconduct
- Minimal damage
- No injury or damaged caused
- Little potential of harm
- No evidence that student intended to
display or use the weapon
- Student offers credible evidence that
they had the weapon for legitimate
purposes away from school and
unintentionally brought the object to
school
- The weapon was a small pocket knife
with a blade of 2.5 inches or less
- Student was primarily acting defensively
- Student’s intent or purpose
- Student’s age and/or inability to
understand potential consequences of
the conduct
- Admitted or self-reported conduct
- Student attempted, but failed to or was
prevented from, carrying out the conduct
- Subsequent remedial steps, including
restitution to district or victim of
misconduct
- Subsequent action taken by student to
make amends for misconduct with school
staff
- Property returned to victim
- Cultural or linguistic factors that may
have played a role in the misconduct
- Appropriateness of student’s academic
placement
- Student’s willingness to repair the harm
Page 2 of 4
Possible Aggravating Factors
- Pattern of similar misconduct
- Significant impact of incident on overall
school community
- Substantial disruption to learning of
others caused by student’s defiance
- Student attempts to solicit or incite
others to engage in behavior
- Significant damage (in extent or cost)
- Potential of serious harm
- Intent or purpose in setting fire
- Serious actual or potential injury
- Use of an object or weapon
- Premediated conduct
- Multiple students assaulting a single
student
- Prior assault(s), threat(s), harassment, or
bullying by the student against the same
victim
- Exceptional severity or cruelty
- Previous discipline record of student
warranting progressive discipline
- Student’s presence on campus is
determined to be a threat to the safety of
others
- Conduct is motivated by perceived race,
color, national origin, gender, sexual
orientation, gender expression, disability,
or any similar actual of perceived
characteristic of the victim
- Student used the weapon in furtherance
of an assault, to intimidate another,
cause injury and/or to cause physical
damage to property
- Student displayed, activated or
discharged the weapon in a reckless
manner
- Evidence of premeditation
- Threats of serious injury
- Pattern of similar misconduct against the
same victim
- The weapon is a firearm
- The object appears to be a firearm and
the student displaying or using the object
does so with malice
SPS Discipline Draft Final – Approved for 20187-20198
When considering what an appropriate disciplinary response would be for a particular behavior,
please consider the following alternatives to suspensions in addition to exclusionary practices:
Possible Classroom Responses
- Student tells their side of the story
- Student determines how to repair the
harm
- Self-reflection activity
- Reteach behavioral expectations
- Behavior agreement with recognition
system
- Change in environment (special seating,
providing a distraction, removal of
triggers, use of a break system)
- Increased proximity when discussing the
situation
- Student spends extra time in classroom
where harm occurred to repair the
relationship(s) with staff/students
- Loss of classroom privileges
- Offer leadership opportunities in
classroom to highlight strengths
- Teach replacement skills directly related
to behavior of concern
- Model replacement skills directly related
to behavior of concern
- Teacher or designated staff counsels with
student in private
- School leaders take over instruction,
allowing the teacher to step out of the
classroom to problem solve with the
student in private
- Teacher or designated staff notifies
parent/guardian
- Teacher or designated staff counsels with
student and if possible, the
parent/guardian
Page 3 of 4
Possible School Based Responses
- Family conference with teacher, school
staff and administrator
- Creation of Positive Behavior
Intervention Plan (PBIP)
- Reevaluate support/safety plans that are
currently in place
- Peer mediation
- Restorative practices
- Referral to school level support staff
(counselor, social worker, nurse, Health
Center)
- Mediation
- Restitution of damages or stolen
property
- Loss of computer privileges
- Loss of credit
- Community service
- Class schedule change
- Informal/formal check ins with
designated staff
- Development of support/safety/crisis
plan
- Detention (before school, after school,
Saturday, or free period for a set period
of time)
- Referral to Student Intervention Team
(SIT)
- If the student has a disability, reviewing
and revising IEP (Individualized Education
Plan) or 504 plan
- Pair student with a mentor
- Referral to community agency for
support with identified needs (housing,
food stability, leadership development,
mental health counseling, social skill
development, drug and alcohol
assessment/treatment, etc.)
SPS Discipline Draft Final – Approved for 20187-20198

When referencing the Discipline Matrix on the following pages, please refer to the following key
for additional information:

Key
Behavior
Behavior Modification can be considered, can be concurrent or completion
Modification
required before a student returns to their comprehensive school
Eligible
Office of Student Civil Rights, Harassment, Intimidation or Bullying
OSCR/HIB
206-252-0858
Students may be disciplined for using or being under the influence based on
their behavior or appearance as determined by an administrator, school nurse,
or other properly trained official regardless of whether they have a substance
Drug/Alcohol in their possession. Coming to school or a school event with a substance on
(D/A) your breath or in your body is not allowed. Duration of suspension may be
Mediation reduced with D/A Mediation Agreement that requires student to receive
Eligible - Assessmentan assessment by a Ddistrict approved substance abuse
GeneralAsse professional and maintain compliance with recommendations of the assessor,
ssment - at parent/guardian/family expense., Ssecure Release of Information (ROI) for
General provider.
D/A Mediation Long term suspension, may reduce to short term or in school suspension with
EligibleAssessme assessment agreementD/A Mediation
nt - Agreement
Possession
D/A Mediation Long term suspension, may reduce to short term or in school suspension with
EligibleAssessme assessment agreementD/A Mediation
nt - Agreement
Distribution
D/A Meidation
Long term suspension, may reduce number of suspension day with D/A
EligibleAssessme
Mediationwith assessment agreement
nt -
Selling
OSCR/Title IX Office of Student Civil Rights, 206-252-0367
STAT/Safety &
Student Threat Assessment Team, 206-252-0707
Security
Safety & Security Safety and Security Office, 206-252-0707
Short Term
1-10 days
Suspension
Long Term
11 - 90 days
Suspension
Can only be used in situations, provided that there is sufficient reason to
Emergency
believe that the student's presence is dangerous and/or would cause
Expulsion
substantial disruption within the school.

Page 4 of 4
SPS Discipline Draft Final – Approved for 20187-20198

Formatted: Left
Expulsion from school, can only be used in consultation with the Expulsion
Expulsion from Review Board. The Expulsion Review Board is comprised of current School
School Leaders and Executive Directors of Schools who have volunteered to be a part of
the board. When a School Leader is considering an expulsion from school for a
student, the School Leader will need to:

Expulsion from school, maycan only be used in consultation with the Expulsion
Review Board. The Expulsion Review Board is comprised of current School
Leaders and Executive Directors of Schools who have volunteered to be a part of
the board. When a School Leader is considering an expulsion from school for a
student, the School Leader will need to:

1. Call the Discipline/Behavior office and ask for a hearing. From there, the
Discipline/Behavior office will coordinate the hearing, assign a group of 5
School Leaders to hear the case and then collectively, they will make a
decision on whether or not the student situation warrants an expulsion
from school.
2. The School Leader must submit written information, electronically, to the
Discipline/Behavior Office regarding the incident, impact to their school
environment, supports and interventions attempted and outcomes,
aggravating factors present, and the goal of the expulsion from school
(please use the Discipline Decision Making Template).

The Expulsion Review Board hearing will take place telephonically and a decision Formatted: Centered
will be provided within 24 hours of telephonic hearing and receiptving ofthe
supporting documents. Given School Leaders and Executive Directors of Schools
demanding schedules, the expelling school must electronically submit written
documents, as soon as possible, for review. Electronic submission which will
allow the Expulsion Review Board to access documentation,them electronically
andreview, and submit a decision without having to attending a meeting in
person.
If an expulsion from school is granted, the sSchool lLeader must coordinate the
transition from the expelling school to the reassignment school. Steps to take:

1. Notify the Enrollment Office

2. Notify the School Leader at the Reassignment School
3. Participate in the development of a success reentry plan and arrange to
have a representative attend the reentry meeting at the reassignment
school.

Expulsion from school, can only be used in consultation with the Ed Director of
the region, school leaders must coordinate the transition from the expelling
school to the reassignment school. Steps to take:
1. Notify the Enrollment Office
2. Notify the Discipline Office
3. Notify the Reassignment School
Participate in the development of a success reentry plan and have a Formatted: Indent: Left: 0.57", No bullets or
numbering
Page 5 of 4
SPS Discipline Draft Final – Approved for 20187-20198

representative at the reentry meeting at the reassignment school

Formatted: Indent: Left: 0.32", Hanging: 0.25", No
bullets or numbering
Expulsion from
District CanMay only be used when a student possesses a firearm on school Formatted: Centered
property, school-provided transportation, areas of facilities being used
exclusively as school district property, or at school-sponsored events or
activities.

Any student who is determined to have carried a firearm onto, or to

have possessed a firearm on, school district property, school-provided
transportation, or areas of facilities while being used exclusively by
public schools, shall be expelled from school for not less than one year,
and law enforcement officials will be notified as required by RCW
28A.600.420 and RCW 9.41.280. Any student disciplined for this
offense must be evaluated by the District’s Threat Assessment Team
prior to placement in an alternative educational environment and prior
to any review by the Superintendent. An alternate education
environment will be determined for the student to continue his/her Formatted: Centered, No bullets or numbering
education.
Formatted: Centered, Indent: Left: 0.32", Hanging:
0.25", No bullets or numbering

4.

Page 6 of 4
SPS Discipline– For 2018-2019 School Year

Discipline Decision Making Template for LTS and Expulsions

2018-2019

Eliminating opportunity gaps and ensuring educational excellence for each and every student
is the issue of our time.
School staff will implement the disciplinary action that is the least disruptive to the student-
school relationship, which also minimizes the loss of instructional time.
Incident entered into PowerSchool? Reengagement plan needed (for LTS/Expulsion)?

Y/N Y/N

Date scheduled __________

Notice of Disciplinary Action (NDA) given Staff notified of student absence and plan for
to parent within 24 hours? return?

Y/N Y/N

Manifestation Determination Review

(MDT) required?

Y/N

Date scheduled? __________

1. Describe the behaviors of concern and impact on the school environment:

2. What do the witnesses describe (staff and students)?

3. What happened prior to the behaviors of concern?

Page 1 of 2
SPS Discipline– For 2018-2019 School Year

4. Has the family received information on the expected behavior and been involved in planning
supports for the student?

5. What previous classroom/school based supports and interventions have been

attempted/implemented?

6. Have any previous exclusionary discipline been imposed?

7. Teacher input on student strengths, concerns, and how to reengage once harm has occurred.

8. Does student have a 504 or IEP? Y/N (If yes, please review prior to making a decision)

9. Do you want/need to consult with other school leaders, Ed Director, Discipline, OCR, Legal,
Security, etc.? Y/N

10. Discipline decision (Classroom based, school based, In School, STS, LTS, EE, Expulsion) and
justification based on mitigating factors, aggravating factors, prior supports/interventions, etc.

11. Goal of the discipline decision/corrective action? What do you want the student to learn?

Page 2 of 2
SPS Discipline Draft – Below are a Range of Responses to Consider based on Mitigating and Aggravating Factors
2018-2019 School Year

Behavior Code Disciplinary Response

Classroom School Based In School Short Term Long Term
Expulsion Additional Information
Response Response Suspension Suspension Suspension

Elementary    
Referral to Fire Stoppers (206-386-1338), Behavior Modification
Arson Middle School      Eligible
High School     
Elementary   

Assault Middle School      See Physical Aggression, Behavior Modification Eligible

High School     
Elementary   
(Physical)Aggression Middle School    Appropriate to Consider Pre K-12
High School   

Bullying, Intimidation, Elementary  

Middle School     Consult with OSCR/HIB, 206-252-0858
and Harassment
High School    
Elementary   
Burglary Middle School   
High School   

Computer Trespass, Elementary    

Tampering, and Middle School    
Misuse
High School    
Elementary    
Consult with Safety & Security (206-252-0707), Behavior
Dangerous Weapons Middle School     
Modification Eligible
High School     
Elementary  
Disobedience Middle School     Pre K -5 Not Eligible for Suspension
High School    
Elementary  
Disruptive Conduct Middle School     Pre K -5 Not Eligible for Suspension
High School    

Elementary   

Please Reference the Discipline Matrix Guide for Administrators for Additional Information 1
SPS Discipline Draft – Below are a Range of Responses to Consider based on Mitigating and Aggravating Factors
2018-2019 School Year

Behavior Code Disciplinary Response

Classroom School Based In School Short Term Long Term
Expulsion Additional Information
Response Response Suspension Suspension Suspension
Distributing Alcoholic
Drug/Alcohol Mediation Eligible
Beverages Middle School    

High School    

Distributing Illegal
Elementary   
Drugs, Controlled
Substances, Drug/Alcohol Mediation Eligible
Middle School    
Prescription or Over
the Counter Drugs High School    

Elementary   
Distributing Marijuana Drug/Alcohol Mediation Eligible
Middle School    

High School    
Elementary    
Extortion, Blackmail,
Middle School      Behavior Modification Eligible
Coercion
High School     
Elementary   
False Alarm Middle School   
High School   
Elementary    
False Reporting Middle School    
High School    
Elementary   
False Threats Middle School   
High School   
Elementary   
Fighting Middle School     Behavior Modification Eligible
High School    

Elementary 
Mandatory Expulsion from SPS for One Year, Behavior
Firearms
Middle School  Modification Eligible

Please Reference the Discipline Matrix Guide for Administrators for Additional Information 2
SPS Discipline Draft – Below are a Range of Responses to Consider based on Mitigating and Aggravating Factors
2018-2019 School Year

Behavior Code Disciplinary Response

Classroom School Based In School Short Term Long Term
Expulsion Additional Information
Response Response Suspension Suspension Suspension

High School 

Fireworks, Explosives, Elementary    

Chemicals, and Middle School      Behavior Modification Eligible
Incendiary Devices
High School     
Elementary  
Gambling Middle School  
High School    
Elementary   
Gang/Hate Group
Middle School     Behavior Modification Eligible
Activity
High School    
Elementary   
Graffiti Middle School    
High School    

Elementary   
Consult with OSCR/HIB (206-252-0858), Behavior Modification
Hazing Middle School     Eligible
High School    
Elementary  
Inappropriate
Middle School     Consult with OSCR/Title IX (206-252-0367)
Language
High School    

Inappropriate Sexual Elementary  

Middle School     Consult with OSCR/Title IX (206-252-0367)
Conduct
High School    
Elementary  
Inappropriate
Middle School     Consult with OSCR/Title IX (206-252-0367)
Touching
High School    

Interference with Elementary   

Middle School     Behavior Modification Eligible
School Authorities
High School    

Intimidation of School Elementary    

h df l bl

Please Reference the Discipline Matrix Guide for Administrators for Additional Information 3
SPS Discipline Draft – Below are a Range of Responses to Consider based on Mitigating and Aggravating Factors
2018-2019 School Year

Behavior Code Disciplinary Response

Classroom School Based In School Short Term Long Term
Expulsion Additional Information
Response Response Suspension Suspension Suspension
Intimidation of School
Middle School      Behavior Modification Eligible
Authorities
High School     
Elementary   
Lewd Conduct Middle School    Consult with OSCR/Title IX (206-252-0858)
High School   

Elementary    
Consult with OSCR/HIB (206-252-0858), Behavior Modification
Malicious Harassment Middle School      Eligible
High School     
Elementary   
Malicious Property
Middle School   
Damage
High School   
Elementary  
Misrepresentation Middle School   
High School   
Elementary  
Misuse of Computers Middle School  
High School  

Elementary   
Other Exceptional Must meet criteria for a felony, gross misdemeanor, or
Misconduct Middle School    misdemeanor

High School   
Elementary  
Plagiarism Middle School  
High School  

Elementary   
Possession of Stolen
Property Middle School   
High School   

Please Reference the Discipline Matrix Guide for Administrators for Additional Information 4
SPS Discipline Draft – Below are a Range of Responses to Consider based on Mitigating and Aggravating Factors
2018-2019 School Year

Behavior Code Disciplinary Response

Classroom School Based In School Short Term Long Term
Expulsion Additional Information
Response Response Suspension Suspension Suspension

Elementary  
Possessing or Using
Drug/Alcohol Mediation Eligible
Alcoholic Beverages Middle School   

High School   

Possessing or Using Elementary  

Illegal Drugs,
Controlled Substances, Drug/Alcohol Mediation Eligible
Middle School   
Prescription or Over
the Counter Drugs
High School   

Elementary  
Possession or Using
Drug/Alcohol Mediation Eligible
Marijuana Middle School   

High School   
Elementary   
Robbery Middle School     Behavior Modification Eligible
High School    
Elementary  
Rule Breaking Middle School     Pre K -5 Not Eligible for Suspension
High School    

Elementary  
Selling Alcoholic
Drug/Alcohol Mediation Eligible
Beverages Middle School  

High School  

Selling Illegal Drugs, Elementary  

Please Reference the Discipline Matrix Guide for Administrators for Additional Information 5
SPS Discipline Draft – Below are a Range of Responses to Consider based on Mitigating and Aggravating Factors
2018-2019 School Year

Behavior Code Disciplinary Response

Classroom School Based In School Short Term Long Term
Expulsion Additional Information
Response Response Suspension Suspension Suspension
g g g,
Controlled Substances,
Drug/Alcohol Mediation Eligible
Prescription or Over Middle School  
the Counter Drugs
High School  

Elementary  

Selling Marijuana Drug/Alcohol Mediation Eligible

Middle School  

High School  
Elementary  
Consult with OSCR/Title IX (206-252-0367), Consider referral to
Sexual Assault Middle School  
outside agency for assessment of needs
High School  
Elementary  
Sexual Harassment Middle School     Consult with OSCR/Title IX (206-252-0367)
High School    

Elementary    
Consult with Security (206-252-0707), Behavior Modification
Small Folding Knives Middle School     
Eligible
High School     
Elementary   
Theft Middle School   
High School   

Elementary   
Consult with STAT/Safety & Security (206-252-0707), Behavior
Threats of Violence Middle School     Modification Eligible

High School    
Elementary  
Toy Guns and Toy
Middle School    
Weapons
High School    

Please Reference the Discipline Matrix Guide for Administrators for Additional Information 6
SPS Discipline Draft – Below are a Range of Responses to Consider based on Mitigating and Aggravating Factors
2018-2019 School Year

Behavior Code Disciplinary Response

Classroom School Based In School Short Term Long Term
Expulsion Additional Information
Response Response Suspension Suspension Suspension

Elementary   
Trespass Middle School   
High School   

Using/Possession of Elementary 
Middle School  Provide with Tobacco or Vape Fact Sheet
Tobacco
High School 

Please Reference the Discipline Matrix Guide for Administrators for Additional Information 7
SPS Discipline Draft – Below are a Range of Responses to Consider based on Mitigating and Aggravating Factors
2018-2019 School Year

Behavior Code Disciplinary Response

Classroom School Based In School Short Term Long Term
Expulsion Additional Information
Response Response Suspension Suspension Suspension

Elementary    
Referral to Fire Stoppers (206-386-1338), Behavior Modification
Arson Middle School      Eligible
High School     
Elementary   

Assault Middle School      See Physical Aggression, Behavior Modification Eligible

High School     
Elementary   
(Physical)Aggression Middle School    Appropriate to Consider Pre K-12
High School   

Bullying, Intimidation, Elementary  

Middle School     Consult with OSCR/HIB, 206-252-0858
and Harassment
High School    
Elementary   
Burglary Middle School   
High School   

Computer Trespass, Elementary    

Tampering, and Middle School    
Misuse
High School    
Elementary    
Consult with Safety & Security (206-252-0707), Behavior
Dangerous Weapons Middle School     
Modification Eligible
High School     
Elementary  
Disobedience Middle School     Pre K -5 Not Eligible for Suspension
High School    
Elementary  
Disruptive Conduct Middle School     Pre K -5 Not Eligible for Suspension
High School    

Elementary   

Please Reference the Discipline Matrix Guide for Administrators for Additional Information 1
SPS Discipline Draft – Below are a Range of Responses to Consider based on Mitigating and Aggravating Factors
2018-2019 School Year

Behavior Code Disciplinary Response

Classroom School Based In School Short Term Long Term
Expulsion Additional Information
Response Response Suspension Suspension Suspension
Distributing Alcoholic
Drug/Alcohol Mediation Eligible
Beverages Middle School    

High School    

Distributing Illegal
Elementary   
Drugs, Controlled
Substances, Drug/Alcohol Mediation Eligible
Middle School    
Prescription or Over
the Counter Drugs High School    

Elementary   
Distributing Marijuana Drug/Alcohol Mediation Eligible
Middle School    

High School    
Elementary    
Extortion, Blackmail,
Middle School      Behavior Modification Eligible
Coercion
High School     
Elementary   
False Alarm Middle School   
High School   
Elementary    
False Reporting Middle School    
High School    
Elementary   
False Threats Middle School   
High School   
Elementary   
Fighting Middle School     Behavior Modification Eligible
High School    

Elementary 
Mandatory Expulsion from SPS for One Year, Behavior
Firearms
Middle School  Modification Eligible

Please Reference the Discipline Matrix Guide for Administrators for Additional Information 2
SPS Discipline Draft – Below are a Range of Responses to Consider based on Mitigating and Aggravating Factors
2018-2019 School Year

Behavior Code Disciplinary Response

Classroom School Based In School Short Term Long Term
Expulsion Additional Information
Response Response Suspension Suspension Suspension

High School 

Fireworks, Explosives, Elementary    

Chemicals, and Middle School      Behavior Modification Eligible
Incendiary Devices
High School     
Elementary  
Gambling Middle School  
High School    
Elementary   
Gang/Hate Group
Middle School     Behavior Modification Eligible
Activity
High School    
Elementary   
Graffiti Middle School    
High School    

Elementary   
Consult with OSCR/HIB (206-252-0858), Behavior Modification
Hazing Middle School     Eligible
High School    
Elementary  
Inappropriate
Middle School     Consult with OSCR/Title IX (206-252-0367)
Language
High School    

Inappropriate Sexual Elementary  

Middle School     Consult with OSCR/Title IX (206-252-0367)
Conduct
High School    
Elementary  
Inappropriate
Middle School     Consult with OSCR/Title IX (206-252-0367)
Touching
High School    

Interference with Elementary   

Middle School     Behavior Modification Eligible
School Authorities
High School    

Intimidation of School Elementary    

h df l bl

Please Reference the Discipline Matrix Guide for Administrators for Additional Information 3
SPS Discipline Draft – Below are a Range of Responses to Consider based on Mitigating and Aggravating Factors
2018-2019 School Year

Behavior Code Disciplinary Response

Classroom School Based In School Short Term Long Term
Expulsion Additional Information
Response Response Suspension Suspension Suspension
Intimidation of School
Middle School      Behavior Modification Eligible
Authorities
High School     
Elementary   
Lewd Conduct Middle School    Consult with OSCR/Title IX (206-252-0858)
High School   

Elementary    
Consult with OSCR/HIB (206-252-0858), Behavior Modification
Malicious Harassment Middle School      Eligible
High School     
Elementary   
Malicious Property
Middle School   
Damage
High School   
Elementary  
Misrepresentation Middle School   
High School   
Elementary  
Misuse of Computers Middle School  
High School  

Elementary   
Other Exceptional Must meet criteria for a felony, gross misdemeanor, or
Misconduct Middle School    misdemeanor

High School   
Elementary  
Plagiarism Middle School  
High School  

Elementary   
Possession of Stolen
Property Middle School   
High School   

Please Reference the Discipline Matrix Guide for Administrators for Additional Information 4
SPS Discipline Draft – Below are a Range of Responses to Consider based on Mitigating and Aggravating Factors
2018-2019 School Year

Behavior Code Disciplinary Response

Classroom School Based In School Short Term Long Term
Expulsion Additional Information
Response Response Suspension Suspension Suspension

Elementary  
Possessing or Using
Drug/Alcohol Mediation Eligible
Alcoholic Beverages Middle School   

High School   

Possessing or Using Elementary  

Illegal Drugs,
Controlled Substances, Drug/Alcohol Mediation Eligible
Middle School   
Prescription or Over
the Counter Drugs
High School   

Elementary  
Possession or Using
Drug/Alcohol Mediation Eligible
Marijuana Middle School   

High School   
Elementary   
Robbery Middle School     Behavior Modification Eligible
High School    
Elementary  
Rule Breaking Middle School     Pre K -5 Not Eligible for Suspension
High School    

Elementary  
Selling Alcoholic
Drug/Alcohol Mediation Eligible
Beverages Middle School  

High School  

Selling Illegal Drugs, Elementary  

Please Reference the Discipline Matrix Guide for Administrators for Additional Information 5
SPS Discipline Draft – Below are a Range of Responses to Consider based on Mitigating and Aggravating Factors
2018-2019 School Year

Behavior Code Disciplinary Response

Classroom School Based In School Short Term Long Term
Expulsion Additional Information
Response Response Suspension Suspension Suspension
g g g,
Controlled Substances,
Drug/Alcohol Mediation Eligible
Prescription or Over Middle School  
the Counter Drugs
High School  

Elementary  

Selling Marijuana Drug/Alcohol Mediation Eligible

Middle School  

High School  
Elementary  
Consult with OSCR/Title IX (206-252-0367), Consider referral to
Sexual Assault Middle School  
outside agency for assessment of needs
High School  
Elementary  
Sexual Harassment Middle School     Consult with OSCR/Title IX (206-252-0367)
High School    

Elementary    
Consult with Security (206-252-0707), Behavior Modification
Small Folding Knives Middle School     
Eligible
High School     
Elementary   
Theft Middle School   
High School   

Elementary   
Consult with STAT/Safety & Security (206-252-0707), Behavior
Threats of Violence Middle School     Modification Eligible

High School    
Elementary  
Toy Guns and Toy
Middle School    
Weapons
High School    

Please Reference the Discipline Matrix Guide for Administrators for Additional Information 6
SPS Discipline Draft – Below are a Range of Responses to Consider based on Mitigating and Aggravating Factors
2018-2019 School Year

Behavior Code Disciplinary Response

Classroom School Based In School Short Term Long Term
Expulsion Additional Information
Response Response Suspension Suspension Suspension

Elementary   
Trespass Middle School   
High School   

Using/Possession of Elementary 
Middle School  Provide with Tobacco or Vape Fact Sheet
Tobacco
High School 

Please Reference the Discipline Matrix Guide for Administrators for Additional Information 7
Student Reengagement Meeting Plan and Guidelines
(Required for LTS and Expulsion, Optional for In School and STS)

School districts may not suspend the provision of educational services to a student as a disciplinary action (RCW
28A.600.015). This law applies to all forms of discipline (in school, short term, long term, emergency expulsion,
and expulsion from school).

While students may be excluded from classroom and other instructional or activity areas for a period of
suspension or expulsion, districts must provide students with an opportunity to receive educational services
during that time.

If educational services are provided in an alternative setting, the alternative setting should be comparable,
equitable, and appropriate to the regular education services a student would have received without the
exclusionary discipline.

Reengagement Meeting
The purpose of the reengagement meeting is to develop a plan to reengage the student in a school program tailored
to the student's individual circumstances (RCW 28A 600.022). The goal of the re-engagement process is to support
the student’s ability to be successful in school when they return to school following a period of exclusionary
discipline.

District or school staff initiate the reengagement process as soon as the incident is entered into PowerSchool.
1. The reengagement meeting should be held within three days of when the Notice of Disciplinary Action
(NDA) is created and notification is given to parents.
2. Staff should enter the reengagement meeting date into PowerSchool.
3. Beginning with the 2016-2017 school year, the Notice of Disciplinary Action (NDA) will print to include the
reengagement meeting date.

Re-engagement meeting participants should take into account:

1. The circumstances related to the student’s suspension or expulsion,
2. The student’s prior academic and discipline history, and
3. The severity of the disciplinary incident that led to the student’s exclusion.

Re-engagement Plan
The purpose of the re-engagement plan is to:
• Allow the family to provide meaningful input, and have the opportunity to participate in a culturally
sensitive and culturally responsive reengagement plan.
• Discuss the services available to the student while excluded,
o Educational services must be offered
o Behavioral services must be discussed
• Define what the student is required to do before returning to school, and
• Identify supportsan/or interventions that will be in place when the student returns to school.

While developing a re-engagement plan, school districts should consider:

1. Shortening the length of time that the student is suspended or expelled;
2. Exploring whether or not there are other responses that may be more effective;
3. Determine how the plan may aid the student as they take the necessary steps to remedy the situation that
led to the suspension or expulsion; and
4. Plan supportsand/or interventions that support academic success, and keep the student engaged and on
track to graduate

Every Student. Every Classroom. Every Day. April 2018

Student Reengagement MeetingConference Plan and Guidelines
(Required for LTS and Expulsion, Optional for In School and STS)

School districts may not suspend the provision of educational services to a student as a disciplinary action (RCW
28A.600.015). This law applies to all forms of discipline (in school, short term, long term, emergency expulsion,
and expulsion from school).

While students may be excluded from classroom and other instructional or activity areas for a period of
suspension or expulsion, districts must provide students with an opportunity to receive educational services
during that time.

If educational services are provided in an alternative setting, the alternative setting should be comparable,
equitable, and appropriate to the regular education services a student would have received without the
exclusionary discipline.

Reengagement Meeting
The purpose of the reengagement conferencemeeting is to develop a plan to reengage the student in a school
program tailored to the student's individual circumstances (RCW 28A 600.022). The goal of the re-engagement
process is to support the student’s ability to be successful in school when they return to school following a period
of exclusionary discipline.

District or school staff initiate the reengagement process as soon as the incident is entered into PowerSchool.
1. The reengagement conferencemeeting should be held within three days of when the Notice of Disciplinary
Action (NDA) is created and notification is given to parents.
2. Staff should enter the reengagement conferencemeeting date into PowerSchool.
3. Beginning with the 2016-2017 school year, the Notice of Disciplinary Action (NDA) will print to include the
reengagement conferencemeeting date.

Re-engagement meeting participants should take into account:

1. The circumstances related to the student’s suspension or expulsion,
2. The student’s prior academic and discipline history, and
3. The severity of the disciplinary incident that led to the student’s exclusion.

Re-engagement Plan
The purpose of the re-engagement plan is to:
• Allow the family to provide meaningful input, and have the opportunity to participate in a culturally
sensitive and culturally responsive reengagement plan.
• Discuss the services available to the student while excluded,
o Educational services must be offered
o Behavioral services must be discussed
• Define what the student is required to do before returning to school, and
• Identify supportsivean/or interventions that will be in place when the student returns to school.

While developing a re-engagement plan, school districts should consider:

1. Shortening the length of time that the student is suspended or expelled;
2. Exploring whether or not there are other forms of corrective actionresponses that couldmay be more
effective;
3. Determine how the plan canmay aid the student as they take the necessary steps to remedy the situation
that led to the suspension or expulsion; and

Every Student. Every Classroom. Every Day. Aprilugust 20187

 4. Plan supportsiveand/or interventions that support academic success, and keep the student engaged and on
track to graduate

Examples of Actions Strategies to Include in the Plan

Academic
• Complete academic work as outlined in the conference
• Receive tutoring (e.g., after school, at alternative site, etc.)
• Partial-day schedule
• Meet with counseling, guidance, or other reengagement staff
• Enroll in an alternative education program
• Read a book and write a summary of learning, essay about the message, etc.
• Earn physical education credit for developing a fitness plan and tracking fitness hours.
• Credit Recovery/Completion of assignments for credit
• Navigation 101 lessons

Behavioral
• Complete identified behavioral assessments
• Creation of a Safety Plan, Positive Behavioral Intervention Plan (PBIP), or other success plan
• Research the school district policy and procedure that were the grounds for the disciplinary action. Write a
paper that explains the rationale for the policy, and how the student will comply upon return to school
• Implement a partial school schedule to phase in transition
• Structured mentoring
• Other, at administrator's discretion

Other
• Engage in community service
• Job shadow
• Student log of pre-determined activities
• Letter of apology
• Restitution
• Restorative practices

Communication
• Upon completion of developing the re-entry plan, the school will develop a communication plan to notify
appropriate staff about the student's readmission and expectations
• Meet with appropriate school staff (SRO, campus security, counselors, etc.)

Resources for Students:

• Child/Youth/Young Adult Programs:
• Counseling:
• Programs & Support Groups:
• School/Training/Employment:

Resources for Families to Support Students:

• Behavioral/Mental Health:
• Behavioral Assessments:
• District Departments:

Every Student. Every Classroom. Every Day. Aprilugust 20187

Examples of Actions to Include in the Plan

Academic
• Complete academic work as outlined in the conference
• Receive tutoring (e.g., after school, at alternative site, etc.)
• Partial-day schedule
• Meet with counseling, guidance, or other reengagement staff
• Enroll in an alternative education program
• Read a book and write a summary of learning, essay about the message, etc.
• Earn physical education credit for developing a fitness plan and tracking fitness hours.
• Credit Recovery/Completion of assignments for credit
• Navigation 101 lessons

Behavioral
• Complete identified behavioral assessments
• Creation of a Safety Plan, Positive Behavioral Intervention Plan (PBIP), or other success plan
• Research the school district policy and procedure that were the grounds for the disciplinary action. Write a
paper that explains the rationale for the policy, and how the student will comply upon return to school
• Implement a partial school schedule to phase in transition
• Structured mentoring
• Other, at administrator's discretion

Other
• Engage in community service
• Job shadow
• Student log of pre-determined activities
• Letter of apology
• Restitution
• Restorative practices

Communication
• Upon completion of developing the re-entry plan, the school will develop a communication plan to notify
appropriate staff about the student's readmission and expectations
• Meet with appropriate school staff (SRO, campus security, counselors, etc.)

Resources for Students:

• Child/Youth/Young Adult Programs:
• Counseling:
• Programs & Support Groups:
• School/Training/Employment:

Resources for Families to Support Students:

• Behavioral/Mental Health:
• Behavioral Assessments:
• District Departments:

Every Student. Every Classroom. Every Day. April 2018

Reengagement Meeting and Plan
(Required for LTS and Expulsion, Optional for In School and STS)
Student Name: Student ID#: School: Type of
Behavior/Incident:

Date of Behavior/Incident: Date of Notice of Date of Reengagement Expected Return Date:

Disciplinary Action: Meeting: (REQUIRED)

Short Term Suspension Long Term Suspension Emergency Expulsion Expulsion

Number of days: Number of days: Number of days:

___________________ ___________________ ___________________
When was the family notified of the incident, disciplinary action, and the reengagement meeting?
1. 2. 3. 4.

Student/family/staff in attendance at the meeting:

1. 2. 3. 4.

What are the goals for this meeting? (Please choose all that apply)
Access to educational and Repair and rebuild Safety planning Other
behavioral services for the relationships between all
student involved Develop a PBIP
What is the student’s perspective on what happened?

What is the school’s perspective on what happened?

How might school staff support repairing and rebuilding relationships between all involved?

How might the student make amends and/or provide restitution?

Every Student. Every Classroom. Every Day April 2018

 What educational services will be offered to the student while suspended or expelled from school?
(REQUIRED)
Were educational services offered? Yes No
Were educational services accepted? Yes No

What behavioral services will be offered to the student while suspended or expelled from school (if
needed)? (REQUIRED)
Were behavioral services offered? Yes No
Were behavioral services accepted? Yes No

What is the plan for the future that support the needs of the student, school, and family?
Safety Plan
PBIP
Other

Reengagement Plan Development — Pre-Reentry/Post-Reentry Actions

Follow Up Actions Person Date Due Date Completed

Educational Services Plan (Did the

student participate?)

Behavioral Services Plan (If needed – Did

the student participate?)

Follow up with student and family

_________________________________________________________________ _______________________________________________________________
Student Signature Parent/Guardian Signature

_________________________________________________________________ _______________________________________________________________
Administrator Signature Other Staff Signature

2 Every Student. Every Classroom. Every Day. April 2018

Reengagement MeetingConference and Plan
(Required for LTS and Expulsion, Optional for In School and STS)
Student Name: Student ID#: School: Type of
Behavior/Incident:

Date of Behavior/Incident: Date of Notice of Date of Reengagement Expected Return Date:

Disciplinary Action: ConferenceMeeting:
(REQUIRED)

Short Term Suspension Long Term Suspension Emergency Expulsion Expulsion

Number of days: Number of days: Number of days:

___________________ ___________________ ___________________
When was the family notified of the incident, disciplinary action, and the reengagement
meetingconference?
1. 2. 3. 4.

Student/family/staff in attendance at the meeting:

1. 2. 3. 4.

What are the goals for this meeting? (Please choose all that apply)
Access to educational and Repair and rebuild Safety planning Other
behavioral services for the relationships between all
student involved Develop a PBIP
What is the student’s perspective on what happened?

What is the school’s perspective on what happened?

How might school staff support repairing and rebuilding relationships between all involved?

How might the student make amends and/or provide restitution?

Every Student. Every Classroom. Every Day Aprilugust 20187

 What educational services will be offered to the student while suspended or expelled from school?
(REQUIRED)
Were educational services offered? Yes No
Were educational services accepted? Yes No

What behavioral services will be offered to the student while suspended or expelled from school (if
needed)? (REQUIRED)
Were behavioral services offered? Yes No
Were behavioral services accepted? Yes No

What is the plan for the future that support the needs of the student, school, and family?
Safety Plan
PBIP
Other

Reengagement Plan Development — Pre-Reentry/Post-Reentry Actions

Follow Up Actions Person Date Due Date Completed

Educational Services Plan (Did the

student participate?)

Behavioral Services Plan (If needed – Did

the student participate?)

Follow up with student and family

_________________________________________________________________ _______________________________________________________________
Student Signature Parent/Guardian Signature

_________________________________________________________________ _______________________________________________________________
Administrator Signature Other Staff Signature

Formatted: Tab stops: 6.99", Left

2 Every Student. Every Classroom. Every Day. Aprilugust 20187

SCHOOL BOARD ACTION REPORT
DATE: May 15, 2018
FROM: Dr. Larry Nyland, Superintendent
LEAD STAFF: Stephen Martin/Supervisor, Highly Capable/sbmartin@seattleschools.org;
Wyeth Jessee/Chief of Student Support Services/
rwjessee@seattleschools.org

For Introduction: May 23, 2018

For Action: June 6, 2018

1. TITLE

Approval of Annual Highly Capable Program Plan

2. PURPOSE

This Board Action approves the District’s Highly Capable Program Plan, which must be
approved every year per WAC 392-170-25. Plan approval is necessary for accessing funds
allocated by the Office of the Superintendent of Public Instruction (OSPI) for highly capable
services.

3. RECOMMENDED MOTION

I move that the Board approve the Highly Capable Program Plan, as attached to the Board Action
Report, for submission to OSPI for school year 2017-2018 to support Highly Capable Services
and the District’s gifted eligibility identification process, and that the School Board authorize the
Superintendent to apply for the allocation of funds from OSPI.

4. BACKGROUND INFORMATION

a. Background Per WAC 392-170-025, the district’s plan for students who are highly
capable shall be annually approved by formal action of the district’s board of directors.
The submission of this plan is a technical step necessary to receive state funding. The
plan follows a format prescribed by OSPI and is not intended as a document to
communicate the work of Advanced Learning to the broader public. Per the adopted
Board Resolution 2017/18-10, the District has undertaken multiple streams of work
related to highly capable programming and advanced learning as a whole, including
establishing more equitable identification practices.

b. Alternatives Not requesting State fiscal support for SPS Highly Capable Services is not
recommended because there is no alternative funding to replace this revenue and the
services it supports.

c. Research The following materials were used in the development of the plan:
• Robinson, Ann, Shore, Bruce M., and Enersen, Donna L. Best Practices in Gifted
Education: An Evidence-Based Guide, Prufrock Press, Inc. 2007.

1
 • Sternberg, Robert E., and Davis, Janet E. Conceptions of Giftedness. Cambridge
University Press, 2005.
• Rogers, Karen A., Reforming Gifted Education: Matching the Program to the Child.
Great Potential Press. 2002.
• Formal survey of school leaders during April 2018 to determine current services to
highly capable students in schools.

5. FISCAL IMPACT/REVENUE SOURCE

Fiscal impact to this action will be the receipt of $1.2 million dollars.

The revenue source for this motion is State Highly Capable funds in the amount of $1.2 million
dollars.

Expenditure: One-time Annual Multi-Year N/A

Revenue: One-time Annual Multi-Year N/A

6. COMMUNITY ENGAGEMENT

With guidance from the District’s Community Engagement tool, this action was determined to
merit the following tier of community engagement:

Not applicable

Tier 1: Inform

Tier 2: Consult/Involve

Tier 3: Collaborate

The Highly Capable Services Advisory Committee reviewed and provided input to the survey
that was sent to school leaders. The purpose of the survey was to formally determine the
practices currently in place to serve highly capable students in schools. The survey questions
reflect the language used in the Program Plan to describe such services.

7. EQUITY ANALYSIS

The Advanced Learning (AL) office has a close working relationship with the Department of
Racial Equity Advancement, as well as with community based equity groups. All decisions made
by the AL office are looked at through an equity lens per Policy No. 0030, Ensuring Educational
and Racial Equity. All identification and referral processes have been adapted to fully comply
with the language (WAC 392-170-055) to “prioritize equitable identification of low-income
students”. In accordance with the Racial Equity Analysis Tool, there has been consistent
stakeholder engagement regarding impact to special student demographic groups. The AL office
is focused on reducing disproportionality in highly capable programs.

2
8. STUDENT BENEFIT

Approximately 5,000 students are referred by parents/guardians each year for Advanced
Learning eligibility testing. Eligible students are offered the opportunity to receive services
designed to address their academic needs.

9. WHY BOARD ACTION IS NECESSARY

Amount of contract initial value or contract amendment exceeds $250,000 (Policy No. 6220)

Amount of grant exceeds $250,000 in a single fiscal year (Policy No. 6114)

Adopting, amending, or repealing a Board policy

Formally accepting the completion of a public works project and closing out the contract

Legal requirement for the School Board to take action on this matter

Board Policy No. 6100, Revenues from Local, State and Federal Sources, provides the Board
shall approve this item

Other: WAC 392-170-025, Special Service Program – Highly Capable Students, Board
approval

10. POLICY IMPLICATION

Policy No. 2190, Highly Capable Services & Advanced Learning Programs, requires the
submission of this Plan.

11. BOARD COMMITTEE RECOMMENDATION

This motion was discussed at the C&I Committee meeting on May 15, 2018. The Committee
reviewed the motion and _____________.

12. TIMELINE FOR IMPLEMENTATION

Upon approval of this motion, the HCP allocation of $1.2 million dollars will be formally
authorized for SPS.

13. ATTACHMENTS

• Highly Capable Program Plan (for approval) (Available upon request)

3
217 Highly Capable Program Plan
Fiscal Year: 17-18
Milestone: Final Approval Issued (Printed 4/20/2018)

District: Seattle School District #1

Organization Code: 17001
ESD: Puget Sound Educational Service District 121

Page 1

Directions

All LEAs must complete pages 1 and 7.

EHB 2242, signed into law on July 6, 2017, made changes to the Highly Capable funding
formula and equitable identification priorities.

The Highly Capable funding formula increases from 2.314 percent to 5.0 percent of each
LEA’s population. This is a funding formula and does not mean a certain percentage of
students must be identified.

The new law makes equitable identification of low-income students a priority for LEAs.
To assist LEAs, OSPI will provide a webinar, technical assistance, FAQs and other
professional learning opportunities.

The assurance page from last year’s Form Package 778 is merged into page 1 of this
Comprehensive Plan Form Package 217. These include a new assurance regarding the LEA’s
action plan for equitable identification of low-income students. LEA information entered on
pages 2-6 of FP 217 will roll over from the LEA’s last approved Highly Capable
Comprehensive Plan. You will only update pages 2 - 6 if you made major changes in your
program identification or services.

Finally, a new page 7 will ask you to explain how you will address equitable identification of
low-income students. Because this new aspect of basic education and the Highly Capable
Program became law in July 2017, LEAs will provide dates and description of plans and
meetings to form a strategy for addressing equitable identification of low-income students. All
LEAs receiving Highly Capable funding for the 2017-18 school year must complete pages
1 and 7. OSPI staff will review this plan during the Consolidated Program Review (CPR)
process.
LEAs must also turn in the 2016-17 end-of-year report, iGrant Form Package 250,
before receiving funding for the 2017-18 school year.

Your school board must approve the information and data you enter in this form package
annually. In iGrants form Package 217 (fiscal year 2017-18), click Print All, to the right of
Save.

Program Monitoring and Review

Districts will be reviewed during Consolidated Program Review cycle, even if they are not
accepting funds, as highly capable is part of the program of basic education under RCW
28A.150.220(3).

NEW 2017-18 Update

Updates have been made to the following pages:

Page 1 (required)
Page 2
Page 3
Page 4
Page 5
Page 6
Page 7 (required)

Assurances: Comply with State Law and Regulation

NOTE: As part of RCW 28A.150.220(3)(g), the instructional program of basic education

provided by each school LEA shall include programs for Highly Capable students. Consistent
with OSPI’s approach to the Learning Assistance Program and the Transitional Bilingual
Instructional Program, an LEA does not have to accept funds. It does need to ensure services
are provided to students who qualify. Under the law, LEAs are to identify their most Highly
Capable students and serve them. See RCW 28A.185.020(1) and (2).

Please check only one box below:

LEA accepts Highly Capable allocation for 2017-18 school year. LEA agrees to the
comply with:
 a. RCW 28A.150.220(3)(g)(3)
The instructional program of basic education provided by each LEA shall include: (g)
Programs for highly capable students under RCW 28A.185.010 through 28A.185.030.

b. RCW 28A.185.020
Highly Capable program requirements provided in State law.

c. WAC 392-170-012
Highly Capable program requirements provided under OSPI rules.

d. Annually report the students served in the LEA’s Highly Capable program in
CEDARS.

e. Update the Comprehensive Plan (iGrants Form Package 217) on an as-needed basis
when the district has made major program changes. (This does not need to be
annually.) LEA understands that OSPI staff will review the Comprehensive Plan
during the Consolidated Program Review (CPR) process.

f. Annually complete the End-of-Year Report (iGrants Form Package 250).

g. Follow EHB 2242 Sec. 412 District practices for identifying the most highly capable
student must prioritize equitable identification of low-income students.

LEA DOES NOT accept Highly Capable allocation for the 2017-18 school year. LEA
understands that under the Basic Education Act, it must offer a Highly Capable program that
complies with RCW 28A.150.220(3)(g). This includes a responsibility to identify and serve
their most Highly Capable students. LEA agrees that it will:
a. Annually report the students served in the district’s Highly Capable program in
CEDARS.
 b. Annually complete applicable portions of the End-of-Year Report (iGrants Form
Package 250). This includes annually reviewing and validating CEDARS data.

c. Update the Comprehensive Plan (iGrants Form Package 217) on an as needed basis
when the district has made major program changes. (This does not need to be
annually.) LEA understands that OSPI staff will review the Comprehensive Plan
during the Consolidated Program Review (CPR) process.

d. Follow EHB 2242 Sec. 412 District practices for identifying the most highly capable
student must prioritize equitable identification of low-income students.

District officials have read, and the district complies with, the laws and regulations above.

Name of Authorized Representative: Dr. Larry Nyland

Position/Title of Authorized Representative: Superintendent
Date (MM/DD/YY): 05/15/18

Highly Capable Program Coordinator

Contact Name: Stephen B. Martin
Organization: Seattle Public Schools
Email: sbmartin@seattleschools.org
Phone: 206-252-0882
Contact Name:
Organization:

Highly Capable Program Parent Organization

Is there a parent organization in your area? Yes No

Contact Name: Jeanne Thompson
Organization: Highly Capable Advisory Committee
Email: Jeanne Thompson
Phone:

Page 2

District’s Highly Capable Student Definition and Learning Characteristics

RCW 28A-185-030, WAC 392-170 | 035 | 036

Instructions

1. Select one check box.

2. If you check the second box, provide the district’s unique definition of a highly
capable student and learning characteristics.

District uses the state’s definition for students who are highly capable, and to define the
learning characteristics that could be evident in students identified as highly capable.
District uses a unique definition that integrates elements of the state’s definitions.

Highly Capable Student: Unique District Definition and Learning Characteristics.

It is the policy of the Seattle School Board that all students will be afforded the opportunity to
reach their potential and graduate from high school ready for college, career, and life. As such,
all Highly Capable students and Advanced Learners will have equitable access to
academically challenging and appropriate programs and services. The Board also recognizes,
consistent with the definition of basic education under state law, that students capable of
performing at significantly advanced academic levels require specialized services in order to
meet their basic educational needs.

Statement of Purpose (OPTIONAL)

District has a statement of purpose for the highly capable program.

Yes No
Page 3

Identification Process: Notification, Referral, Screening, Assessment, Selection, Appeal

RCW 28A-185-030, WACs 392-170 | 042 | 045 | 047 | 055 | 060 | 070 | 075

Instructions
Identification procedures must occur at all grade levels in the district. The demographics that
characterize your district’s highly capable students reflect the demographics of the district’s
population. Once a student is identified, the district provides services across all grade levels
— for as long as he or she remains in the district.
Every Item is Mandatory

1. Mark each check box in sections A, B, C, D and E to affirm that these WAC
requirements are in place.
2. Write your response where indicated.

A. Annual Notification WAC 392-170-042

Assurances
Public notification for parents and students before any major identification activity.

Public Notification
Translated into languages spoken by the communities whose students attend the schools
in your district, as necessary to reach the families whose children attend schools in your
district.
Published across multiple communication channels with circulation adequate to notify
parents and students throughout the district.

B. Referral Process WAC 392-170-045 | 055

Assurances
 District uses a specific process to refer students for the highly capable program
Referral process permits referrals from teachers, other staff, parents, students and
community members.

C. Parental/Legal Guardian Permission WAC 392-170-047

District must have on file written permission to test and start HCP services. Every item
listed below is required by WAC 392-170-047.
Assurances
District gets permission to test.
District gets permission to start services.
Every assurance in the table below is mandatory.

Written Permission to Start HCP Services

Written Permission to Test Includes
Explanation of the procedures for
identification of a student for entrance
into the HCP.
Explanation of the process for
appealing the selection decision of the
multidisciplinary selection committee.
Explanation of the procedures to exit a
student from the program.
Information on the district's program
and the options that will be available to
identified students.
Includes
Explanation of the procedures for
identification of a student for entrance
into the HCP.
Explanation of the process for
appealing the selection decision of the
multidisciplinary selection committee.
Explanation of the procedures to exit a
student from the program.
Information on the district's program
and the options that will be available to
identified students.

D. Screening Procedures OPTIONAL WAC 392-170-045 | 055 | 060 | 075

Instructions
The referral process could include a method to screen out students, who do not qualify for the
HCP, based on clear current evidence.

The district uses a screening process. Yes No

If yes, click the NEW button and complete the tables to document the type of screener by
grade level.
If no, continue to Part E.

Do Not Lose Your Data - Click Save!

Click Save at the top of the page after you complete each table.

Screening Procedures

Assurances
Mark both check boxes to affirm that WAC requirements detailed in 392-170-055 and
392-170-060 are in place.
District has a clearly defined and documented screening process.
All tests and other evaluation materials used in the screening meet requirements of
WAS 392-170-060 Nondiscrimination in the use of tests.

Instructions

MSC Considers Screening and Assessment Data

Make sure your multidisciplinary selection committee reviews all the data you collect
through your screening procedures and your assessment process.
WAC 392-170-075 Selection of Most Highly Capable
[selection] “(3) Shall be based on a selection system that determines which students are
the most highly capable as defined under WAC 392-170-055, and other data collected
in the assessment process.”
If you checked the K12 box, do NOT check the boxes below individual grades.
Screener by Grade Level
Cognitive
K12 K 1 2 3 4 5 6 7 8 9 10 11 12
CogAt 7-Screening
Form
CogAt 7-Full
Battery
Naglieri Nonverbal
Aptitude Test
(NNAT2)
Stanford Binet
Intelligence Scales
(SB5)
Stanford Binet
Intelligence Scales
for Early Childhood
(Early SB5)
Wechsler
Intelligence Scale
for Children, 4th
Edition (WISC IV)
Woodcock-Johnson
IV (WJ IV)
Otis-Lennon School
Ability Test, 8
Edition (OLSAT 8)
Other: Name(s)
Naglieri Nonverbal
Aptitude Test
(NNAT 3)in Title I
schools

Academic Screener by Grade Level

Achievement K12 K 1 2 3 4 5 6 7 8 9 10 11 12
State Assessment(s)
MAP for Primary
Grades (MPG)
Measures of
Academic Progress
(MAP)
Iowa Test of Basic
Skills (ITBS)
Iowa Test of
Educational
Development
(ITED)
Stanford
Achievement Test
Series, 10th Edition
(SAT 10)
Woodcock-Johnson
IV (WJIV)
Other: Name(s)

Screener by Grade Level

Creativity
K12 K 1 2 3 4 5 6 7 8 9 10 11 12
Torrance Test of
Creative Thinking
(TTCT)
Other: Name(s)

Research-based Screener by Grade Level

Rating Scale K12 K 1 2 3 4 5 6 7 8 9 10 11 12
State Assessment(s)
Scales for Rating
the Behavioral
Characteristics of
Superior Students
(Renzulli Scales)
Scales for
Identifying Gifted
 Students, 2004
(SIGS)
WaKIDS
(Washington
Kindergarten
Inventory of
Developing Skills)
Other: Name(s)

Screener by Grade Level

Informal Measures
K12 K 1 2 3 4 5 6 7 8 9 10 11 12
Kingore
Observation
Inventory
Teacher Rating
Scale-locally
developed
Parent Rating Scale-
locally
developed
Report Card
Portfolio-Work
Samples
Other: Name(s)

E. Assessment Process WAC 392-170-055 | 060

Assurances
Mark each check box to affirm that WAC requirements detailed in 392-170-055 and 392-
170-060 are in place. <="" b="">
District has a clearly defined and documented assessment process.
All tests and other evaluation materials used in the assessment meet requirements of
WAC 392-170-060 Nondiscrimination in the use of Tests.
Instructions
Use up-to-date assessment tools. Contact individual publishing companies for more
information on each assessment.

Other - Name the other data sources you use.

If K12 is marked, do not check any of the individual grade level boxes for the measure.

ALERT: Districts that screen must use different instruments in the assessment process.
Assessment Measures
Assessment Measure By Grade Level
Cognitive
K12 K 1 2 3 4 5 6 7 8 9 10 11 12
CogAt 7-Screening Form
CogAt 7-Full Battery
Naglieri Nonverbal
Aptitude Test (NNAT2)
Stanford Binet
Intelligence Scales (SB5)
Stanford Binet
Intelligence Scales for
Early Childhood (Early
SB5)
Wechsler Intelligence
Scale for Children, 4th
Edition (WISC IV)
Woodcock-Johnson IV
(WJ IV)
Otis-Lennon School
Ability Test, 8 Edition
(OLSAT 8)
Other: Name(s)

Assessment Measure By Grade Level

Academic Achievement
K12 K 1 2 3 4 5 6 7 8 9 10 11 12
State Assessment(s)
MAP for Primary Grades
(MPG)
Measures of Academic
Progress (MAP)
Iowa Test of Basic Skills
(ITBS)
Iowa Test of Educational
Development (ITED)
Stanford Achievement
Test Series, 10th Edition
(SAT 10)
Woodcock-Johnson IV
(WJIV)
Kaufman Test of
Educational Achievement
(KTEA)
Other: Name(s)

Assessment Measure by Grade Level

Creativity
K12 K 1 2 3 4 5 6 7 8 9 10 11 12
Torrance Test of Creative
Thinking
Other: Name(s)
Creativity questions
imbedded in Teacher and
Parent Rating Scales. For
high school referrals the
portfolio includes a
creative essay prompt.

Research-Based Rating Assessment Measure by Grade Level

Scale K12 K 1 2 3 4 5 6 7 8 9 10 11 12
Gifted Rating Scales,
2003 (GRS)
Scales for Rating the
Behavioral Characteristics
of Superior Students
(Renzulli Scales)
Scales for Identifying
Gifted Students, 2004
(SIGS)
WaKIDS (Washington
Kindergarten Inventory of
Developing Skills)
Other: Name(s)

Assessment Measure by Grade Level

Informal Measures
K12 K 1 2 3 4 5 6 7 8 9 10 11 12
Kingore Observation
Inventory
Teacher Rating Scale-
locally developed
Parent Rating Scale-
locally
developed
Report Card
Portfolio-Work Samples
Other: Name(s)
Student Essay, GPA,
SAT, PSAT

F. Selection WAC 392-170- 075

MSC Considers Screening and Assessment Data

If you screen, make sure your multidisciplinary selection committee reviews all the data you
collect — through your screening procedures and your assessment process.
WAC 392-170-075 Selection of Most Highly Capable
Shall be based on a selection system that determines which students are the most highly
capable as defined under WAC 392-170-055, and other data collected in the assessment
process.”

Assurances
District has documented procedure and board-approved policy that govern selection of
the most highly capable students by the multidisciplinary selection committee. This
policy and its procedures meet the requirements listed in WAC 392-170-075.
Board Policy and Procedure Number 2190
If not, 2190: Board Policy and Procedure Name or Number

G. Multidisciplinary Selection Committee (MSC) WAC 392-170- 070 | 075 | 038

Assurances
MSC members must meet the minimum professional requirements listed in WAC 392-170-
070.
The district’s MSC composition and the role of the committee members comply with
WAC 392-170-070 and 075.
Each committee member commits to the strictest level of confidentiality related to the
process, documentation, student information and selection.
Page 4

HCP Services: Continuum and Variety

RCW 28A-185-030, WAC 392-170-030

A. Program Services Management WAC 392-170-078 | 080

Assurances
District provides educational opportunities that take into account each student’s needs
and capabilities.
District reviews services for each student periodically to ensure services meet each
student’s needs and capabilities.

B. Variety and Continuum of Program Services WAC 392-170-078 | 080

Instructions
CEDARS gifted values identifies four primary structures for HCP service delivery:
• General education classroom-based services and programs, CEDARS Gifted Value
32
• Unique HCP Services/Programs, CEDARS Gifted Value 33
• Acceleration Services/Programs, CEDARS Gifted Value 34
• Non-Traditional Services/Programs, CEDARS Gifted Value 35

For each service delivery option, or options, you operate identify the instructional strategies
and curricular modifications teachers integrate to meet the needs of their highly capable
students.
Alert: Instructional programming and the delivery of HCP services must be in place at every
grade level in your district. Highly capable students remain in the program until their
enrollment in your district ends.
Complete the Gifted Value Tables
For each Gifted Value identify:
1. Program options by grade level. If K12 is marked, do not check any of the individual
grade level boxes for the measure.
2. Instructional strategies and curricular modifications
CEDARS Gifted Value 32 K12 K 1 2 3 4 5 6 7 8 9 10 11 12
General Education
classroom-based services
and programs
Instructional Strategies and Curricula Modification

Differentiation Curriculum Compacting

Flexible grouping Enrichment

Independent study Independent projects

Pacing Content acceleration

Supplemental instruction in area of

Supplemental materials in area of interest
interest

Other Name(s)
Cluster grouping

CEDARS Gifted Value 33

Unique HCP services and K12 K 1 2 3 4 5 6 7 8 9 10 11 12
programs
Self-Contained classroom
Supplemental pull-out
program
Specialty online course or
courses
Other Name(s) The IBX
program at Ingraham
High School offers an
accelerated IB curriculum
in grades 10 and 11 with
intensive prep classes in
grade 9.

Instructional Strategies and Curricula Modification

Differentiation Curriculum Compacting

Flexible grouping Enrichment

 Independent study Independent projects

Pacing Content acceleration

Supplemental instruction in area of

Supplemental materials in area of interest
interest

Other Name(s)
Cluster grouping

CEDARS Gifted Value 34

Acceleration services and K12 K 1 2 3 4 5 6 7 8 9 10 11 12
programs
Advance Placement (AP)
Cambridge AICE
Concurrent or dual
enrollment
Credit by examination
Early entrance middle
school, high school or
college
Grade level advancement
Honors/Advanced
International
Baccalaureate (IB)
Online course(s) for
subject acceleration
Running Start
Subject-based
acceleration
Other Name(s)

Instructional Strategies and Curricula Modification

Differentiation Curriculum Compacting

Flexible grouping Enrichment

 Independent study Independent projects

Pacing Content acceleration

Supplemental instruction in area of

Supplemental materials in area of interest
interest

Other Name(s) False

Cluster grouping

CEDARS Gifted Value 35

Non-traditional services K12 K 1 2 3 4 5 6 7 8 9 10 11 12
and programs
Mentorship
Collaborative partnership
with industry
Cooperative arrangement
with ESD
Cooperative arrangement
with other district(s)
Supplemental academic
competitions
Supplemental summer
enrichment or
acceleration
Supplemental before or
after school services and
programs
Other Name(s)

Instructional Strategies and Curricula Modification

Differentiation Curriculum Compacting

Flexible grouping Enrichment

Independent study Independent projects

Pacing Content acceleration

 Supplemental instruction in area of
Supplemental materials in area of interest
interest

Other Name(s)
Cluster grouping

Page 5

Program Goals, Monitoring and Evaluation WAC 392-170-030 | RCW 28A.185.050 |

RCW 28A.150.220

A. District Program Goals WAC 392-170-030

Assurance
District has defined goals for the highly capable program and works toward meeting those
goals.
Alert: Keep documentation related to HCP goals on file at the district. District staff make
these records available to authorized personnel during the sate Consolidated Program Review
cycle and on request.

B. Monitoring: District Records That Demonstrate Compliance WAC 392-170-095 |

RCW 28A.185.050 | RCW 28A.150.220

Instructions
Keep those records that evidence compliance with state law at the district. Here are some
examples of the HCP documents districts must keep on file.
• School board policy and district procedure that govern the district’s highly capable
program
• Assurances
• Annual public notification
• Parent/legal guardian permission notices and letters
• Description/documentation related to processes of identification, selection, appeal and
program evaluation
• Description/documentation related to program exit
 • Documentation related to program options and services
• Records related to individual educational programs for highly capable students

Assurance
District maintains records that evidence compliance with the laws and regulations related
to the highly capable program. District staff makes these records available to authorized
personnel during the Consolidated Program Review cycle and on request.
Alert: Do not upload HCP documentation; keep on file at the district.

C1. Evaluation WAC 392-170-030 | RCW 28A.185.050 | RCW 28A.150.220

Instructions
The evaluation of your HCP should return data that measure:
1. The efficacy of the district's HCP administration and operations
2. Compliance with state laws and regulations related to the highly capable program

Select the methods and activities you will use to evaluate the effectiveness of your highly
capable program. Enter the timeframes for review and analysis.

Timeframe by Month(s) example

September, December, April
Program
Administration / Reviewed Review and Analysis
Operations
Program Administration/Operation
Policy No. 2190 was adopted 0n December 3, 2014. It is
District Policy reviewed and revised as directed by the Board.

Advanced Learning Budget Analyst reviews HCP

Program
expenditures monthly.
Expenditures

Ongoing, with in-depth review and analysis at the

Compliance to WAC
Consolidated Program Review as determined by OSPI.
392-170
 Superintendent Procedure 2190SP is revised as needed,
District Procedures most recently on 8/24/16.

HCP Goals/Objectives are included in Policy and

Goals for District
Procedures, and are periodically reviewed.
Program

Academic Goals for HCP students are established at the

Academic Goals for
beginning of each school year. Data are analyzed in
HCP
June to evaluate the effectiveness of the HCP.
Students

The Advanced Learning website is renovated each

summer for the upcoming school year. It is updated at
least monthly, more often during testing season. All
forms and announcements are coordinated with the SPS
Communications Communications Office to ensure accuracy and
optimum publicity via electronic, print, and social
media. Forms and information are available in nine
world languages.

Identified HC students may choose a self-contained

program in grades 1-8 or remain at their attendance area
Variety of Services at
school and receive appropriate acceleration and/or
Grade Levels
differentiation.

The Student Record System tracks every HC student

Continuum of
from the time of identification through graduation.
Services

Outreach to increase HCP diversity through the referral

Other: and identification process. Our office works with the
Name(s)Initiatives to Department of Race and Equity and community groups
Increase Diversity focused on addressing disproportionality in Highly
Capable Programs.

C2. Evaluation WAC 392-170-030 | RCW 28A.185.050 | RCW 28A.150.220

Instructions
The evaluation of your HCP should return data that measure:
1. How well you HCP met its program goals
 2. Academic achievement of your highly capable students
3. How well your HCP addressed the needs and capabilities of highly capable students

Select the methods and activities you will use to evaluate the effectiveness of your highly
capable program. Enter the grade level, and timeframes for collection/administration and
analysis.

Timeframe by Month(s) example

September, December, April
Evaluation Methods and Collect or
Grades Review
Activities Administer
Grades and Tests

Elementary
AP Tests
May Fall
Secondary

Elementary
Cambridge AICE Tests
Secondary

Elementary
Classroom-based
Assessments
Secondary

Elementary
District Assessments
Secondary

Elementary
IB Tests
May Fall
Secondary

Elementary
Performance Assessment
Secondary
 Elementary
Progress Reports
Secondary

Elementary
Report Cards
Secondary

When available, typically

various August
Elementary
State Assessments
various When available, typically
Secondary August

Elementary
Other: Name(s)
Secondary

Qualitative Data

Elementary
Staff Anecdotal Observation
Secondary

Elementary
Student Reflection
Secondary

Elementary
Student Interviews
Secondary

Elementary
Other: Name(s)
Secondary

Surveys
 Elementary
Administrator
Secondary

Elementary
Parent
Secondary

Elementary
Student
Secondary

Elementary
Teacher
Secondary

Elementary
Other: Name(s)
Secondary

Other Data Sources

Elementary
Attendance
Secondary

Elementary
Competition Performance and Outcomes for supplemental programs
such as Destination Imagination, Future Problem Solvers
Secondary

Elementary
Program Participation
Secondary

Elementary
Other: Name(s)
Secondary
Page 6

School Board Approval of District Comprehensive Plan: iGrants 217

WAC 392-170-020 | 025 | 030

A. Estimate of Students Expected to Serve WAC 392-170-030

Instructions
Estimate the number of students your district expects to serve at each grade — across the
district’s total grade span.

K 1 2 3 4 5 6 7 8 9 10 11 12 Total
93 121 256 421 464 528 510 546 528 457 354 332 296 4,906

B. iGrants 217 Highly Capable Program Comprehensive Plan: School Board Approval
WAC 392-170-020 | 025

Instructions
This iGrants form package - 217 - is your district's Comprehensive plan.

1. Complete, print out all pages and take it to your school board for review and approval.
Click Print All, to the right of Save.
2. Enter the date your school board approved this Comprehensive plan, iGrants 217.
3. Upload the board meeting minutes that document approval.

Date of Board Approval:

Upload meeting minutes that show board approval of iGrants FP 217 for major updates.

File names: do not use symbols or special characters.

Uploaded Files Uploaded By Uploaded At

Files have not been uploaded

Page 7

Equitable Identification of Low-Income Students RCW 28A.185.020

Explain how you will address equitable identification of low-income students as

required by the new law.

Because this new aspect of basic education and the Highly Capable Program became law in
July 2017, LEAs will provide dates and description of plans and meetings to form a strategy
for addressing equitable identification of low-income students. All LEAs receiving Highly
Capable funding for the 2017-18 school year must complete pages 1 and 7. OSPI staff
will review this plan during the Consolidated Program Review (CPR) process.

1. Identify person(s) responsible for developing and implementing LEA equitable

identification plan to address low-income students.

Stephen B. Martin sbmartin@seattleschools.org

Matthew J. Okun mjokun@seattleschools.org
Diann Sanusi dsanusi@seattleschools.org

2. LEAs may find system barriers to identifying low-income students, such as: limited
communication about referral process, testing outside school day, reliance on
standardized testing only, no routine review of existing data, communication in
English only, “cut off” scores on standardized tests, lack of information by school
front office staff.

OSPI suggests the following possible actions to reduce barriers to identifying low-
income students: screen all students at certain grade level(s), look for above-grade-
level WaKIDS indicators, assess rapid growth over time with WaKIDS, test during
school day in home school, review IEPs for students with disabilities for indicators of
giftedness (twice exceptional), inform staff of gifted indicators and solicit referrals by
staff, use alternative assessments for English learners, routinely review all relevant
data for any new student, include referral information in enrollment packets, reach out
to families by native language speaker.

Please explain what actions your LEA will take to prioritize equitable
identification of low-income students, and the LEA’s timeline to implement
during 2017-18 identification cycle.

The Advanced Leaning Office continues to implement an array of strategies to

increase access to Advanced Learning (AL) programs. The focus of these efforts was
to enhance equitable access to underrepresented populations, most especially low
income, ELL, and students of color. Three of the strategies have been especially
fruitful:

1. Targeted universal testing of 2nd graders at all 32 Title I schools. We have adopted
the Naglieri Nonverbal Aptitude Test to help ensure identification of low income and
ELL students.

2. Collaboration between the Advanced Learning Office and the Rainier Scholars (RS)
Program. Data sharing has resulted in significant eligibility increases among students
of color.

3. Achievement-Focused Recruiting of underrepresented students. Students of color in

grades 1-8 who have high achievement scores but have not been referred for
Advanced Learning are sent individual invitations to participate in eligibility testing.

The Advanced Learning Office is committed to addressing disproportionality in AL

programs. We will continue to use these and other creative methods to increase
participation of historically underrepresented students in the months ahead.
To: Curriculum and Instruction Policy Committee

From: Dr. Caleb Perkins, Director of College and Career Readiness

cbperkins@seattleschools.org

Date: May 8, 2018

RE: Update on 24 Credits and Secondary Re-visioning

Dear Committee Members,

I am writing to update you on the progress that we are making with regards to secondary re-visioning and
the 24 credit high school graduation requirement. John Stanford Center staff, principals, and educators
are all engaging in this work, with the dual goals of implementing new schedules at all high schools for
the 2019-20 school year, and improving teaching and learning across those schools.

Seattle Public Schools (SPS) and the Seattle Education Association (SEA) have convened a joint
committee of central staff members, principals, and educators to examine secondary re-visioning through
the lens of collective bargaining. The committee is tasked with examining schedules that best address
the needs of students and educators while balancing financial considerations. The committee has
already met for 4 full day meetings, and is in the process of developing a “straw” proposal on scheduling
to explore at meeting 5. The purpose of these meetings is to develop a mutually agreeable “wood”
proposal for the SEA/SPS Joint Bargaining Team, which will be engaging in contract negotiations this
summer.

In light of the engagement we are doing with educators through the joint committee, we continue to
believe that we should not move forward with an educator survey at this time. A team of educators from
nearly every high school, chosen by SEA to represent teacher voice to the district, is devoting
considerable time and effort to building knowledge and expertise on secondary re-visioning. The work is
deep and the engagement is authentic. Releasing a survey to a wide audience that is neither as invested
in the work, nor as knowledgeable on the topics, would not honor the efforts put forth by SEA committee
members. However, as I shared at the April C&I Policy Committee meeting, we will review this question
at the end of the joint committee.

As we push forward with scheduling changes for 2019-20, we are also devoting resources to another
critical component of secondary re-visioning, professional development (PD). PD is central to our mission
of improving pedagogy, and work is already under way provide PD in every high school next year. High
school principals are working with their staffs to co-design plans for PD. We have collaborated with
principals to create a number of parameters for the PD plans, intended to focus staff on increasing
equitable outcomes for students and improving teaching practices. Schools can also apply for a matching
technology grant from DoTS, to purchase technology related to the professional development. Funds will
be allocated on a per pupil basis, with each school receiving approximately $63 per student for
professional development, and another $63 for technology. The template that schools are using to
submit their professional development plans is attached.

We recently posted a Request for Qualifications to solicit proposals for professional development, and will
be reviewing those proposals by the end of May. The RFQ will be used to generate a roster of qualified
PD providers. For more information, please review the RFQ at this link:
https://www.seattleschools.org/UserFiles/Servers/Server_543/File/District/Departments/procurement/RFQ
05865_PD%20Providers%20Roster_5.3.18.pdf.

I look forward to providing more details on these topics at the C&I Policy Committee Meeting on May 15th.

Best regards,
Caleb Perkins
Instructions and Timeline for Professional Development Plans and Additional Funds

The Department of Curriculum, Assessment, and Instruction has funds available for professional
development (PD) to help students attain standards and increase engagement. These funds will be
available for the 2018-19 school year. We can provide approximately $63 per student FTE, plus an
additional $62.50 per student FTE from DoTS for technology acquisition if a digital learning component is
built into the PD plan (see attached Matching Technology Grant Form). DoTS funding will need to be
applied for separately. We also can provide additional innovation dollars for PD if a school is interested
in piloting some idea that could then be shared with other schools, and a mitigation fund for schools
that may need some small amount over $63 per student. Both the innovation dollars and the mitigation
fund must be applied for separately.

In order to access any of these funds, you will need to work with your building staff to create a plan for
professional development. Write up your plan in the form below, and email it to Kyle Kinoshita as soon
as possible, but no later than July 31st. A draft of your plan should also be written into your CSIP. We
will reply with a response no later than two weeks from the date it is turned in.

Draft Timeline

Month PD Plan CSIP RFQ and PD Providers Technology

May Principals draft PD plans with -RFQ posted May 3

their teams.
-Proposals Due May 23

-Providers selected May 31

Do not contact till RFQ

done

June Principals draft PD plans with CSIPs Schools may start engaging Deadline to
their teams. due with PD providers once submit candidates
end of provider list is finalized for Summer
June Digital Learning
Cohort by June 1

July PD Plan and request for Matching

innovation dollars and mitigation Technology Grant
funds due July 31 (can be due July 31
submitted earlier)

August -CAI reviews plans and responds

to schools by mid August

-Schools may contract with PD

providers once plans are
approved
September Principals begin implementing PD DoTS presents
plans with their teams. BAR on district
technology
requests,
including
Matching
Technology Grant
requests

October/ Principals continue implementing Technology

PD plans with their teams. purchased after
November
Board approval
Professional Development Plan Form

Email to Kyle Kinoshita by July 31, 2018

Please recall that your Professional Development Plan must meet the following parameters:

1. Ensuring content area and practice standards are woven into professional development.
2. Student attainment of 21st century competencies of critical thinking, communication,
collaboration, creativity, citizenship and character.
3. Targeted teacher acquisition of specific instructional/pedagogical strategies that increase
student involvement and ownership of learning—examples: project-based learning, STEM,
engineering, technology or career-connected learning/CTE strategies.
4. Must have a learning goal with a specific change of teacher practice + focus on content area
standards.
5. A connection to equitable outcomes for student success or in de-tracking in-school systems.
6. Leadership development: Plan should include PD for principal/assistant principal to develop
capacity to support teacher learning and best document student learning.
7. Proposal must be the choice of school, through site-based process.

We also recommend the following as you implement your PD plan:

8. Monthly PLC for targeted teachers.

9. Small group (4-5) coaching with facilitator and/or coaches who support shifts in classroom
practice and assist in documenting

Please provide a narrative description of the professional development plan that you are proposing, and
how it responds to the parameters listed above.

Which professional development provider are you planning to work with? What is the breakdown of
costs, including payments to provider, and payment for teacher time and substitute teachers? Note that
you will be receiving $63 per student for PD.
Use the table below to identify the student learning problem you are aiming to solve, what success will
look like, who is participating in the PD, and draft dates for PD.

Problem of What will success look like? (SMART Teacher and Draft Dates:
Student Goal1 to target level of performance Staff
Learning desired) Participants:

Optional Innovation Dollars Request

Do you have an innovative idea for PD that you want to pilot at your school, and then share with other
schools? If so, please write up your idea below. Indicate at least 2 other high schools that are
enthusiastic about your idea and would want to introduce it at their school in subsequent years if the
pilot is a success.

What is your budget? We can provide up to $30,000.

Optional Mitigation Fund Request

Does your school need a small amount of extra money in order to pay for professional development? If
so, please write up your request below. We can provide up to $20,000 additional dollars to small schools
that have professional development needs exceeding their $63 per student allocation.
Optional Matching Technology Grant Form

Email to Kyle Kinoshita by July 31st, 2018

A technology grant is available to support the professional development proposal. Available resource:
up to $62.50 per student FTE, contingent on responses below. Submissions will be evaluated on the
basis of alignment and support for professional learning plan above—technology may either support
teacher learning or student learning that results from implementing the professional learning in the
classroom. Please explain:

1. In what way would technology support the professional development project, either in
supporting teacher learning goals, or in implementing teacher goals with students?

2. Which of the following items are proposed for purchase? Items listed below based on DoTS
capacity to support purchased materials (note: DoTS staff are available for pricing/quantity
information).

Technology options Quantity? What will the technology be used for?

1) Laptop carts
2) Science probes
3) Robotics
4) 3D printers
5) CAD (Computer-
assisted design)
Optional Summer Digital Learning Cohort Application Form

Please Email to Kyle Kinoshita and John Krull by June 1st

In addition to the above resources, DoTS will make available optional slots in their Summer Digital
Learning cohort for 4 staff members from comprehensive high schools or 3 staff members from
option/service schools. Teachers should be selected from those who will be connected to the
professional development project and who will also use the technology in their project. Please list staff
members who would participate in the Summer Digital Learning:

Teacher Name Teacher Email Address Subject Taught

 POLICY
New model policy and form 2023, Digital Citizenship and Media Literacy; Model procedure 2022P, Electronic
resources and Internet Safety
New State-Mandated Policy Updates Reflect
Growing Importance of Digital Citizenship
and Media Literacy By Charles Leitch, Esq., guest contributor
Introduction
Federal law, including the Children’s Internet Protection Act (CIPA),
provides requirements for schools with respect to internet safety for
students. Schools must have an internet safety policy in place that
protects students from harmful materials and educates students about
appropriate online behavior, including interacting with other individu-
als on social networking websites. CIPA also generally requires school
policies to address cyberbullying awareness and response.
However, the ways in which Washington school districts implement
these requirements vary significantly. Some districts have extensive
policies and procedures that seem to address every possible concern
related to student and staff technology use. Others take a broader
position and comply with the law while being less nuanced.
Districts also vary in the ways in which internet safety and online
behavior are framed. The “tone” of policies range from solely focusing
on the prevention of negative behaviors (e.g. cyberbullying or cheating)
to addressing more generally responsible use of electronic resources.
The diversity of communities and school districts throughout the state
reflect these varying approaches and render the development of a
single, uniform policy for the entire state impractical.
december 2017
However, as technology continues to integrate into virtually every
aspect of a student’s life, the line between digital citizenship and
citizenship in general has blurred. As such, the Washington state
Legislature has deemed it necessary for schools to develop a policy
that proactively addresses the importance of citizenship and media
literacy in the digital landscape.
Legislative Background
In the summer of 2016, the Legislature passed a bill recognizing that
with the ever-increasing prevalence of technology in and outside of the
classroom, students must learn how to use that technology in ways that
are safe, ethical, responsible, and effective. To that end, the Legisla-
ture defined digital citizenship as including the norms of appropriate,
responsible, and healthy behavior related to current technology use,
including digital and media literacy, ethics, etiquette, and security.
Substitute Senate Bill (SSB) 6273 directed the Office of Superintendent
of Public Instruction to convene and consult with an advisory commit-
tee to develop best practices and instruction in digital citizenship.
Further, the bill required that Washington school districts annually
review their policies and procedures on electronic resources and
internet safety. See WSSDA model policy 2022 and 2022P.
In early 2017, the Legislature passed Senate Bill 5449 and directed
WSSDA to review its model policy and procedure on electronic
resources and internet safety. The bill also directed WSSDA to develop
a checklist of items for school districts to consider when updating their
related policy and procedures.
Digital Citizenship Advisory Committee
OSPI’s Digital Citizenship Advisory Committee, which included leaders
in education, technology, and law, convened three times in 2016 to
develop best practices and instructional recommendations. Addition-
ally, OSPI formed virtual workgroups including Advisory Committee
members as well as thirty other educators and community members
who contributed ideas and resources, discussed important perspec-
tives regarding digital citizenship, as well as successful practices in
their districts.
The product of the Advisory Committee’s work was a report to the
Legislature with recommendations regarding digital citizenship and
media literacy. Not only did the report provide expanded definitions
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POLICY AND LEGAL NEWS   WSSDA  4
 POLICY december 2017

CONTINUED FROM previous page

of these terms, it presented current successful practices in districts

and summarized elements of successful district implementation of
digital citizenship and media literacy. Many of the Advisory Commit-
tee’s recommendations have been instrumental in the development
of WSSDA’s model policy and checklist on digital citizenship and
media literacy.

Digital Citizenship Summit

To build on the foundation set by the Advisory Committee, WSSDA
hosted the Washington Digital Citizenship Summit on November 1,
2017. Educational and legal professionals from several Washington
school districts and organizations convened to discuss best practices
and to collaborate further on the development of a model policy and
checklist to aid districts in their annual review of procedures. The
Summit presented an opportunity to discuss a draft of the model
policy, parameters for a checklist, as well as deployments in districts
impacting scalability of the current Electronic Resources policy and
any new policy on technology to each district. It became very clear
early on that a one-size-fits-all approach would not work with the new
model policy or the checklist for every district, just as with the Electronic
Resources materials already available from WSSDA. Summit partici-
pants agreed that individual district considerations would ultimately
control how these materials are adopted or utilized.
Model Policy and Checklist
The model policy expresses a commitment to promote and instill in
students principles of appropriate, responsible, and healthy use of
technology. The policy also encompasses elements of successful
implementation, which include professional development for teach-
ers and staff; dynamic electronic resources, policies, and practices;
community engagement; and student instruction across a district’s
curriculum.
To further aid districts in implementing the goals of the policy, the
model checklist contains sets of questions that districts may consider
when annually reviewing their digital citizenship, electronic resources,
and internet safety policies and procedures. The checklist is a
flexible resource intended to encourage critical conversations within
districts related to areas of technology use, which impact everything
from accessibility of electronic resources to social media, student
privacy, ethics, and more. The questions presented in the checklist
are organized into two general sections (“Electronic Resources and
Internet Safety” and “Digital Citizenship and Media Literacy”), although
some questions may pertain to both sections. While not every question
on the model checklist will apply to each district, they may serve to
guide the conversations that districts have in the development and
revision of their policies. The checklist questions are by no means
exhaustive or intended to limit a district’s specific considerations.
It is important to note that adoption of the model digital citizenship and
media literacy policy and checklist is not strictly required by statute.
However, under RCW 28A.650.045, school districts are now required
to review their policy and procedures on Electronic Resources and
Internet Safety annually. To further aid districts in this review, WSSDA
has revised its model resources, and the most significant changes are
described in the following section.
Electronic Resources and Internet Safety Update
In accordance with its legislative mandate and to further assist districts
in their annual review, WSSDA has updated Model Procedure 2022P
on Electronic Resources and Internet Safety. The revised procedure
reflects the Legislature’s updated definition of digital citizenship and
addresses several common issues that have arisen across the state
since the procedure was last revised. For example, with respect to
internet safety, the revised procedure notes that students should be
aware of their “digital footprint” and the persistence of their digital
information. The revised procedure also addresses student privacy
while using district networks, and provides that a district may monitor
student use of a district network, including when accessed on a
student’s personal electronic device or a device issued by a district.
Additionally, with the growing use of electronic educational applications
and programs in the classroom, the revised procedure includes guide-
lines for district staff to follow when requesting students download
or sign up for such programs on their electronic devices. These new
guidelines are intended to further protect students’ privacy and online
safety, and to safeguard districts from related potential legal liability.
Finally, the updated procedure has been revised to include a section
on accessibility of electronic resources. In the past year, there has
been a rise in administrative complaints related to limitations of
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POLICY AND LEGAL NEWS   WSSDA  5

 POLICY december 2017

CONTINUED FROM previous page

accessibility on district websites, for example, by individuals

with disabilities. To address this growing trend, the procedure
now states that district staff with authority to create or modify
website content or functionality associated with a district will take
reasonable measures to ensure that it is accessible to people
with disabilities.

Conclusion
WSSDA’s development and promulgation of these resources
presents an exciting opportunity for districts to formulate their
positions on digital citizenship in general, and to also analyze,
revise, and develop the ways in which digital citizenship and media
literacy are implemented, including in districts’ revision of their
Electronic Resources and Internet Safety procedures.
While no two district policies or set of procedures may look exactly
alike, the WSSDA models can serve as a comprehensive founda-
tion for following new legislative mandates and for demonstrating
districts’ commitments to educating students on responsible, safe,
and effective use of electronic resources.

Charles P.E. Leitch is an attorney and Founding Principal of

Patterson Buchanan Fobes & Leitch, Inc., P.S. Mr. Leitch serves
as counsel to many Washington school districts on technology
matters and related student and staff use. In addition to his
litigation practice, Mr. Leitch routinely conducts trainings on
supervisory challenges of technology, bullying and cyberbullying
response, and privacy issues relating to student and staff use of
technology. He has served as a member of the Washington State
Attorney General’s Youth Internet Safety Taskforce, an Advisory
Board member of the Internet Keep Safe Coalition in Washington
D.C., and an invited blogger for Yahoo Safety. He is a member of
WSSDA’s Policy Consulting Cadre.

Other Updates
wssda has revised Procedure 2110 – Transitional
Bilingual Instruction Program to reflect recent legislation.

The above procedure has been updated to be consistent with the

Every Student Succeeds Act (ESSA) regarding English Learner (EL)
programs and Washington state’s English Language Proficiency (ELP)
assessment. Edits include changes to parent/guardian notification,
annual assessments, and program communication.

POLICY AND LEGAL NEWS   WSSDA  6

Work streams for new Digital Citizenship/Library legislation

Requirement Work implications

Districts will be required to review their policy and Appears to require an advisory
procedure on electronic resources and internet safety committee (4110SP), joint CAI and
annually. Districts’ review must involve representation DoTs. New Library manager and
from students, parents or guardians, teachers, teacher- DoTS (Eric C.)
librarians, administrators, and community
representatives with experience and expertise in digital
citizenship, media literacy, and internet safety issues.
(RCW 28A.650.045)
Alignment of their policy with the WSSDA model policy C&I policy work calendar for
and procedure revisions of policy 2021, 2022,
2023, and related review of
procedures
Identification of existing resources and available models CAI and DoTS
for supporting students, families, and teachers with
digital citizenship best practices in media literacy and
internet safety
As part of annual review, use of model checklist which Many different workstreams
contains sets of questions that districts may consider indicated in checklist (attached)
about digital citizenship, electronic resources, and
internet safety policies and procedures. The checklist
indicates further workstreams regarding the
development of internet safety and digital citizenship
practices
 Policy: 2023F
Section: 2000 - Instruction

Form – Checklist for Digital Citizenship, Media

Literacy, Electronic Resources, and Internet
Safety
PURPOSE
In recognition of the importance of integrating digital citizenship and media literacy across District
curriculum, the District annually reviews its policies and procedures on electronic resources, Internet
safety, digital citizenship, and media literacy.
As a tool for the District’s annual review, this checklist poses questions for consideration and serves
as a discussion guide on various areas of instruction, practices, policies, and procedures related to
the above topics. This checklist is by no means exhaustive or intended to dictate the specific
considerations of the District’s annual review. Each District is unique as is its annual review process.
Individual District characteristics, planning, resources, community standards, risk management, and
staffing considerations may also direct and inform any review or discussion of the questions posed.
CHECKLIST OF CONSIDERATIONS
This checklist is divided into two primary areas: questions regarding the District’s Electronic Resources
and Internet Safety policies and procedures; and questions regarding its Digital Citizenship and Media
Literacy curriculum. Some of the following questions may pertain to both general areas.
A. Electronic Resources and Internet Safety

 Does the District have a policy and procedure dedicated to acceptable and responsible use
of electronic resources, including use of personal electronic devices, and the District
network? [cross-reference with WSSDA model policy 2022, model procedure 2022P, and
model forms 2022F1 and 2022F2]

 Does the District have a policy and procedure dedicated to Internet safety, responsibility,
and security?

 How does the District protect the integrity and security of its network?

 Are the District’s password and access protocols effective?

 What does the District do to anticipate and prevent data breaches?

 How does the District provide District technology, including portable technologies, to
students?

 Does the District conduct administrative record-keeping related to electronic resources?

 What are the limitations to District resources for technology and related educational
practices?

 Are the District’s technology and related educational practices cost effective?

 How does the District access and assess new technologies?

 How does the District address concerns regarding compatibility of technologies?

 Does the District have effective means of measuring student technology use?

1
 How does the District deploy use of technology and electronic resources differently at
Primary and Secondary levels?

 How does use of District technology support teaching and learning?

 Does the District have strategies to increase student and staff technology use?

 Does the District have District-wide and building-level practices regarding “Bring Your Own
Device” (BYOD)?

 Does the District have an Effective Communication and/or Web Accessibility policy? [cross-
reference WSSDA model policy 4217 and model procedure 4217P]

 How does the District deploy and use library information and technology programs?

 Has the District reviewed its practices related to law, Fair Use, and copyright compliance?

 How does the District facilitate program creation and ownership (work for hire)?

 What are the District’s practices regarding staff social media use with students?

 Does the District have a policy and procedure for maintaining professional staff/student
boundaries? [cross-reference WSSDA model policy 5253 and model procedure 5253P]

 What are the District’s policies or practices related to cloud computing, including data
access and security?

 Does the District monitor and filter student use of the District network?

 Does the District have a policy and procedure related to cyberbullying, defamation, and
harassment, intimidation, and bullying (HIB)? [cross-reference with WSSDA model policy
3207 and model procedure 3207P]

 How does the District manage its use of digital imagery and related communications with
students?

 How does the District facilitate staff and student access to media creation tools?

 How does the District ensure equity of access to hardware, software, and other electronic
resources?

 How does the District facilitate access to and use of District electronic resources for
students receiving special education services?

 How does the District facilitate and access to and use of District electronic resources for
accommodation of disability?

B. Digital Citizenship and Media Literacy

 Does the District have a policy and procedure dedicated to Digital Citizenship and Media
Literacy?

 Does the District have an Online Learning policy and procedure? [cross-reference with
WSSDA model policy 2024 and model procedure 2024P]

 Does the District have a policy and procedure dedicated to Internet safety, responsibility,
and security? [cross-reference with WSSDA model policy 2022, model procedure 2022P,
and model forms 2022F1 and 2022F2]

 What are the District’s policies and practices related to District social media and online
communications?

2
 Who in the District is responsible for educating students on Digital Citizenship and Media
Literacy?

 What criteria does the District use to select educational materials for its Digital Citizenship
curriculum?

 What attempts are being made to integrate Digital Citizenship and Media Literacy into the
existing curriculum?

 How does the District integrate family and student voices when developing and revising its
Digital Citizenship and Media Literacy policy and procedure?

 Who in the District community helps promote the District’s Digital Citizenship goals?

 Does the District conduct parent outreach concerning District electronic resources and
related programs?

 How does the District support parent training on technology and child supervision?

 Has the District reviewed its practices related to law, Fair Use, copyright compliance, and
intellectual property education of staff and students?
 How does the District provide professional development and training for teachers, focused
on integrating digital citizenship and media literacy across District curriculum?

 What District-level attitudes, if any, impact implementation of Digital Citizenship

curriculum?

 How does the District work with staff members who are resistant to increased use of
technology in the educational environment?

 How does the District support creation of technology, digital citizenship, and media literacy
instructional materials?

 How does the District facilitate access to and use of model lesson plans?

 How does the District measure instructional goals related to technology and media?

 Does the District encourage and facilitate collaborative staff communication using District
electronic resources?

 Does the District have an effective practice of staff-directed use of technology with students
inside and outside of class?

 How does the District promote digital health and wellness?

 How does the District help students manage digital distractions?

 How does the District promote social and emotional growth with technology?

 How does the District promote norms of technology use among students and staff?

 How does the District protect student privacy and data security?

 How does the District ensure compliance among third-party vendors with respect to
protecting student data?

 How does the District facilitate responsible image creation and use by students with
technology and digital media?

 How does the District educate students regarding online predators and risky
communications?

3
  How does the District educate students regarding digital footprint and the persistence of
digital information?

 How does the District educate regarding appropriate versus inappropriate social media
activity?

 How does the District educate students regarding digital self-image and online identity?

 How does the District educate students to analyze and evaluate media sources of
information critically?

 How does the District educate students to apply critical and creative thinking skills when
developing and producing media?

 How does the District facilitate student access to media creation tools?

 How does the District educate students regarding ethics, etiquette, and civil discourse in
the digital landscape?

 How does the District educate student regarding balanced use and overuse of technology
(i.e. screen addiction)?

Adoption Date: 12.17

Classification:
Revised Dates:

© 2014-2017 Washington State School Directors' Association. All rights reserved.

4
 PHYSICAL EDUCATION Policy No. 2185

June 4, 2014

Page 1 of 2

It is the policy of the Seattle School Board that physical education is a core
component of a school environment that promotes students’ health, well-being,
and ability to learn, as well as mitigates education and health disparities.

Therefore, all students shall experience a Comprehensive School Physical Activity

Program (CSPAP) including: 1) the opportunity to learn the knowledge and skills
needed to establish and maintain physically active lifestyles throughout
childhood and adolescence and into adulthood; 2) opportunities to be physically
active; 3) staff involvement; 4) family and community engagement; and 5) a
culture of health and wellness in every school.

The CSPAP program shall:

 Be taught by teachers who are certificated in Physical Education;
 Meet or exceed state Physical Education standards;
 Use a Board-adopted curricula;
 Include strong oversight at the school and district level; and
 Conduct on-going assessments of the program, teachers and students to
assure the positive impact of the program

Adapted physical education will be included as part of individual education plans

for students with chronic health problems, other disabling conditions, or other
special needs that preclude such student’s participation in regular physical
education instruction or activities.

In addition to state required minutes in physical education, elementary schools

will have scheduled daily recess period(s) featuring time for unstructured, but
supervised active play.

Adopted: June 2014

Revised:
Cross Reference:
Related Superintendent Procedure:
Previous Policies: D119.00
Legal References: RCW 28A.210.360 Model policy on access to nutritious foods and
developmentally appropriate exercise – School district policies; RCW 28A.230.040 Physical

Board Policy No. 2185 Page 1 of 2

education in grades one through eight; RCW 28A.230.050 Physical education in high schools;
WAC 392-410-135 Physical education—Grade school and high school requirement
Management Resources:

Board Policy No. 2185 Page 2 of 2

Superintendent Procedure 2185SP
Physical Education-Annual Review
Approved by: ___________________ Date: _____
Dr. Larry Nyland, Superintendent

Seattle Public Schools will conduct an annual review of Physical Education programs.
The review will consist of numerous inquiries, including:
• the number of individual students completing a Physical Education class
during the school year;
• the average number of minutes per week of Physical Education received by
students in grades 1 through 8, expressed in appropriate reporting ranges;
• the number of students granted waivers from Physical Education
requirements;
• an indication of whether all Physical Education classes are taught by
instructors who possess a valid health and fitness endorsement;
• the Physical Education class sizes, expressed in appropriate reporting ranges;
• an indication of whether, as a matter of policy or procedure, the district
routinely modifies and adapts its Physical Education curriculum for students
with disabilities; and
• an indication of whether the district routinely excludes students from Physical
Education classes for disciplinary reasons.
• the frequency with the which physical education is provided to students;
• an indication of whether there is sufficient dedicated gym space and sheltered
areas to support the minimum amount of physical activity required of student
by law and agency rule;
• an indication of whether the physical education curriculum of the district
addresses the Washington State K-12 Learning standards;
The review will be conducted by the Curriculum, Assessment and Instruction
department and submitted to the Seattle Public Schools’ Wellness Committee and the
Washington State Office of the Superintendent of Public Instruction (OSPI).
Approved:
Revised:
Cross Reference: School Board Policy No. 2185
Legal reference: RCW 28A.230.055

Superintendent Procedure #2185SP Page 1 of 1

SCHOOL BOARD ACTION REPORT
DATE: May 15, 2018
FROM: Dr. Larry Nyland, Superintendent
LEAD STAFF: Dr. Eric Anderson, Director, Research, Evaluation and Accountability
(REA) emanderson@seattleschools.org
Dr. Michael Tolley, Associate Superintendent for Teaching and Learning
mftolley@seattleschools.org

For Introduction: June 6, 2018

For Action: June 27, 2018

1. TITLE

Revision of School Board Policy No. 2090, Program Evaluation & Assessment

2. PURPOSE

This Board Action Report makes edits to Board Policy No. 2090, Program Evaluation &
Assessment, to reflect changes to the District’s approach to program review and evaluation, as
well as to remove assessment language that is covered in Board Policy No. 2080.

Routing alongside this BAR is a revised 2090SP that would replace the existing 2090SP.

3. RECOMMENDED MOTION

I move that the School Board amend Board Policy No. 2090, Program Evaluation & Assessment, as
attached to the Board Action Report.

4. BACKGROUND INFORMATION

a. Background

Board Policy No. 2090 was last revised in 2013. Since that time, the District has made
substantive changes to its program evaluation and strategic research agenda, prioritizing a
number of different types of studies that contribute to continuous improvement of
programs, initiatives, and services Districtwide. This revised Policy No. 2090 details
three elements of the program evaluation and review process:

1) The District shall submit to the School Board an Annual Plan for program and
evaluation and strategic research, including several different types of possible studies;
2) The School Board shall have the opportunity to provide feedback on the Annual Plan;
and
3) The District shall annually report to the School Board findings pertaining to each
educational program included in the Annual Plan.

The current Policy 2090 also includes outdated and unclear language pertaining to
assessments. The revised version clarifies that the policy pertains solely to the evaluation
1
 of instructional programs and other strategic research conducted by the District. In July
2017, the Board has adopted a revised Assessment Policy, Policy No. 2080, that provides
comprehensive guidance on assessment policies and practices, including the elements of
parent/guardian rights.

The 2090SP, which is included in the routing for the Policy 2090 BAR, includes more
details on the process by which the Annual Plan for program evaluation and strategic
research would be developed, as well as the timeline and process by which the Annual
Plan would be brought before the Board of Directors for review and feedback.

b. Alternatives

The alternative considered was to keep the current Policy No. 2090 language intact. This
is not recommended, as the policy has not been updated in five years and does not reflect
current practices in instructional programs research, nor does it reflect the comprehensive
revisions to Policy No. 2080, Assessment.

c. Research

To inform the design of this revised Policy No. 2090, the District engaged in a year-long
pilot of new processes and procedures for program review and evaluation. This pilot year,
which was conducted with guidance from the School Board and in accordance with 2016-
17 SMART Goal #3, began with a systematic review of other Districts’ research policies
and practices. A summary of these policies is included in an attached brief.

Using insights from this best practices research, the District then engaged in a pilot year
of program review (2016-17). This pilot year yielded two program review reports: 1)
International Education/Dual Language Immersion; and 2) Advanced
Learning/SPECTRUM. Following completion of both reports, the District held a School
Board Work Session to both explain findings and receive input from the School Board
about future approaches to program review and evaluation projects.

The District has also held optional briefings with School Board Directors to get feedback
on the policy revisions and accompanying Superintendent Procedure.

5. FISCAL IMPACT/REVENUE SOURCE

Fiscal impact to this action will be none, beyond the current staffing of the Research, Evaluation,
and Accountability (REA) Department. The proposed policy language may include studies
conducted by external third parties (using a competitive bidding process or smaller contracts),
but these activities are pending available funding and clear District need.

The revenue source for this motion is not applicable.

Expenditure: One-time Annual Multi-Year N/A

Revenue: One-time Annual Multi-Year N/A

2
6. COMMUNITY ENGAGEMENT

With guidance from the District’s Community Engagement tool, this action was determined to
merit the following tier of community engagement:

Not applicable

Tier 1: Inform

Tier 2: Consult/Involve

Tier 3: Collaborate

During the design/planning stage, the Research, Evaluation and Accountability (REA)
Department conducted outreach to district leaders, external researchers, and other districts’
research offices to get feedback on ideal processes and procedures. The Department regularly
reported on progress to these goals to the Board C&I Committee and in Friday Memos to the
Board.

For this BAR process, REA has additionally reached out for Tier 1 engagement in the following
ways:
• Offered optional briefings with School Board members in advance of the BAR
introduction in order to review postposed policy changes and gather additional Board
input.
• Communicated with PASS and SEA leaders about proposed policy changes.
• Presented on program review processes (and findings from the International Education
pilot review) at the Washington Educational Research Association (WERA) conference
and the American Education Research Association (AERA).
• Launched a revised Seattle Public Schools website (with contact information) to ensure
accessibility for all community members to existing and forthcoming program reviews,
evaluations, and strategic research.
• Introduced to the Board Curriculum & Instruction Committee a program evaluation and
strategic research action plan for the current school year, 2017-18, which provided
committee members with insights into how a plan will be developed each year.

7. EQUITY ANALYSIS

See attachment.

8. STUDENT BENEFIT

The intent of all instructional program reviews and evaluations is to provide actionable
information regarding program design, implementation and outcomes so that stakeholders can
improve the quality and effectiveness of district instructional programs and improve outcomes
for students.

3
9. WHY BOARD ACTION IS NECESSARY

Amount of contract initial value or contract amendment exceeds $250,000 (Policy No. 6220)

Amount of grant exceeds $250,000 in a single fiscal year (Policy No. 6114)

Adopting, amending, or repealing a Board policy

Formally accepting the completion of a public works project and closing out the contract

Legal requirement for the School Board to take action on this matter

Board Policy No. _____, [TITLE], provides the Board shall approve this item

Other: _____________________________________________________________________

10. POLICY IMPLICATION

2090 – Program Evaluation & Assessment

2080 – Assessment

11. BOARD COMMITTEE RECOMMENDATION

This motion was discussed at the April 17, 2018 Committee meeting on Curriculum &
Instruction. The Committee reviewed the motion and _____________.

12. TIMELINE FOR IMPLEMENTATION

Upon approval of this motion, the policy will be finalized. No additional training or community
engagement is required.

13. ATTACHMENTS

• Revised Board Policy No. 2090, Program Evaluation & Strategic Research – clean (for
approval)
• Revised Board Policy No. 2090, Program Evaluation & Strategic Research – redline
• Superintendent Procedure 2090 – clean (for reference)
• Superintendent Procedure 2090 – redline (for reference)
• Board Policy No. 2080, Assessment (for reference)
• Board Policy No. 2200, Equitable Access to Programs and Services (for reference)
• Superintendent Procedure 2200, Equitable Access to Programs and Services (for
reference)
• Racial Equity Analysis Tool Report for Policy 2090
• Research Brief of Other Districts’ Program Evaluation Policies

4
 PROGRAM Policy No. 2090
EVALUATION
& RESEARCH May 2018

Page 1 of 1

The Board requires efficiency and effectiveness in all facets of its operations,
including its instructional programs and services. In order to achieve this goal,
the Superintendent shall provide the Board with annual Program Review and
Strategic Research Plan for reporting on instructional programs and services.
The Plan shall include projects in the following categories:

A. Program Evaluations: in-depth studies of existing district programs,

services and initiatives;
B. Program Summaries: brief overviews of existing district programs,
services and initiatives;
C. Strategic Research: in-depth inquiry into district data trends and/or
best practices research for school and district improvement in priority
areas; and
D. Research Partnerships: research-practice partnerships with higher
education.

The Superintendent shall provide sufficient opportunity for Board Directors to

provide feedback before the annual plan is finalized. The Superintendent shall
communicate annually to the Board the findings for each instructional program
included in the Program Review and Strategic Research plan.
Adopted: December 2011
Revised: July 2018
Cross Reference: 4280 and 4280SP, 2200 and 2200SP
Related Superintendent Procedure: 2090SP
Previous Policies: C40.00; C42.00; C42.01; C45.00
Legal References:
 PROGRAM Policy No. 2090
EVALUATION
& RESEARCH July 9, 2013
& ASSESSMENT May 2018

Page 1 of 1

The Board requires efficiency and effectiveness in all facets of its operations,
including its instructional programs and services. In order to achieve this goal,
the Superintendent Board shall provide the Board with annual Program Review
and Strategic Research Plan for reporting on instructional programs and
services. The Plan shall include projects in the following categories the
following:

A. Program Evaluations: in-depth studies of existing district programs,

services and initiatives;
B. Program Summaries: brief overviews of existing district programs,
services and initiatives;
C. Strategic Research: in-depth inquiry into district data trends and/or
best practices research for school and district improvement in priority
areas; and
D. Research Partnerships: research-practice partnerships with higher
education.

A. A clear statement of strategic goals and objectives expectations for improving

the dDistrict's instructional programs and eliminating opportunity gaps;
B. Summary of inv estments in Sstaff, resources and support to achieve the
stated goals and objectivesexpectations; and
C. A plan for evaluating instructional programs and services to determine how
well expectations are being met.

The Superintendent shall provide sufficient opportunity for Board Directors to

provide input into the development of strategic goals and objectives for
improving District instructional programs and eliminating opportunity gaps,
and opportunity to provide feedback before the annual plan for evaluating
programs is finalized. The Superintendent shall communicate annually to the
Board the findings for each instructional program included in the Program
Review and Strategic Research plan.

The district will utilize a variety of assessment processes to:

A. Determine the effectiveness of the instructional programs,

B. Assess the progress of individual students in attaining student learning goals or
standards,
C. Identify the needs of individual students who are not progressing at their
expected rates, and
D. Identify students who are in need of specialized programs.
Parents who wish to examine any assessment materials may do so by contacting
the Superintendent or his or her designee. Parents will be notified of their child's
performance on any test or assessment conducted under the Washington State
Assessment Program.

The Superintendent shall prepare an annual report which reflects the degree to
which dDistrict goals and objectives related to the instructional program have
been accomplished to date. This report shall include a summary of student
achievement outcomes aligned to the goals and objectives of the instructional
plan. Student data will be disaggregated by relevant and applicable programs or
service areas for which data is available, as well as by student race/ethnicity. The
report will also include summary findings from any relevant and applicable
program evaluation research conducted by District staff, or by outside researchers
on behalf of the District. The Superintendent shall annually review the assessment
processes and procedures to determine if the purposes of the evaluation program
are being accomplished. Specifically, the district shall adjust its instructional
program if student performance under the Washington State Assessment
Program indicates the district's students need assistance in identified areas.
Adopted: December 2011
Revised: July 20132018
Cross Reference: 4280 and 4280SP, 2200 and 2200SP
Related Superintendent Procedure: 2090SP
Previous Policies: C40.00; C42.00; C42.01; C45.00
Legal References: Chapter RCW 28A.230 Compulsory Coursework and Activities; WAC 392-500-
020 Pupil tests and records — Tests — School district policy in writing; WAC 392-500-030 Pupil
tests and records — Certain tests, questionnaires, etc. — Limitations; WAC 392-500-035 Pupil tests
and records — Diagnostic personality tests--Parental permission required
Management Resources: Policy News, December 2012; December 2000
Superintendent Procedure 2090SP
Program Evaluation & Research
Approved by: Date: ____________________
Superintendent

This procedure outlines the manner in which Seattle Public Schools will identify district programs,
services, and initiatives for evaluation in accordance with Policy 2090. It also provides greater detail into
the types of evaluations conducted, as well as the evaluation timeline. Policy 2090 and this
Superintendent Procedure apply to evaluation projects that are part of the district’s internal research
agenda. Policies and procedures for external research projects are outlined in Policy 4280 and 4280SP,
Research Review.

A. Definitions

Program Evaluation: For the purposes of Policy 2090 and 2090SP, we use “program
evaluation” as a term to encompass the variety of programs and
services in support of district-wide academic goals that address systemic
needs and support quality education for all students within the context
of the student assignment plan. As outlined in 2200SP, this may include
Basic Education, Services, Programs, Curricular Focuses, and Schools.
Evaluations are in-depth studies of existing district programs, services
and initiatives. Program evaluations will be conducted in accordance
with the American Evaluation Association’s Guiding Principles for
Evaluators (AEA, 2013).

Program Summaries: Program summaries are brief overviews of existing district programs,
services and initiatives (again, inclusive of the definitions in 2200SP).
Program summaries may include information such as theory of action,
stakeholder identification, enrollment and performance data of
students served.

Strategic Research: Strategic research is short-cycle, in-depth inquiry into district data
trends and/or best practices research for school and district
improvement in priority areas.

Research Partnerships: Research-practice partnerships are formal partnerships with researchers

in higher education or non-profits. These partnerships typically involve a
specified agreement and scope of study that is co-constructed.
B. Process Overview

In accordance with Policy 2090, the District will develop an Annual Plan for program evaluation and
research. The Plan will include varying types of proposed studies and evaluations that are aligned to
identified District resources, gaps in understanding, and decision points. The School Board will have
an opportunity to provide feedback on the Annual Plan. The District will communicate findings to
District leadership and School Board directors in a timely manner, and will provide a summary to the
School Board of all research studies in the portfolio on an annual basis.

C. Identification of Programs for Evaluation

Prior to developing the Annual Plan for program evaluation, an evaluation needs assessment will be
conducted to examine the District’s program offerings. The needs assessment will:

1. Identify potential study areas, organized by area of focus (e.g. student services, core
curricular programs, intervention programs, school programs and models, strategic
initiatives).

2. Conduct a technical feasibility analysis of the identified study areas. Feasibility will be
determined by factors such as:
o An identified theory of action linking the program to student outcomes
o The availability of student-level data with appropriate program flags
o Sufficient size, scope, and/or financial commitment of the program to merit review
o An identified programmatic lead or content expert in the District

3. Present a narrowed list of feasible studies to district leadership for review. District staff and
District leadership will then identify and design:
o Research questions and general aligned methodologies
o Alignment to specific District decisions (e.g., Student Assignment Plans, Budget,
BAR processes)
o Success criteria for program evaluation
o Executive sponsorship for the program evaluation
o Required stakeholder engagement
o Study timeline
o Format and dissemination strategy for final products

4. Calibrate the Annual Plan to available District resources. As part of this process, District staff
and District leadership will consider:
o Funding availability, including internal and external sources of funding to support
research and staff allocations.
o Scope of study. Studies
o Duration of study
o Depth of study
o Internal or external
D. Evaluation Plan Approval Process and Timeline

The annual plan for program evaluation and strategic research will be developed collaboratively by
the Research, Evaluation and Accountability (REA) department, relevant program managers and
directors, and District leadership. The School Board will have the opportunity to provide feedback on
the annual plan in both the Curriculum & Instruction Committee and at a full Board Work Session.

The timeline for the development and confirmation of the annual plan is as follows:
• Spring/Summer: Annual planning process begins, including steps 1, 2, and 3 of the above
guidelines for identification of programs;
• Early/Mid Fall: Draft annual plan shared with district leadership, followed by presentation to
C&I Committee;
• Late Fall: Plan presented at full Board Work Session.

Approved: December 2011

Revised: August 2018

Cross Reference: Policy No. 2090, Policy 2200, Policy 2200SP

 Racial Equity Analysis Tool: Policy 2090

Step 1: Set Outcomes, Identify and Engage Stakeholders

1. What does your department/division/school define as racially equitable outcomes related to

this issue?

The goal of program review and evaluation is to

a. Provide a rigorous, systematic process for evaluating programs and services
b. Produce actionable formative data to improve programs and services provided
c. Improve decision-making by deepening understanding of program design,
implementation, results/outcomes, and cost/benefits.

At a broad level, racially equitable outcomes for Policy 2090 would be defined as using a
conscious equity lens in all program evaluations. Practically speaking, this might involve the
following: selecting programs that might benefit from deeper inquiry into effective practices for
improving student achievement for Historically Underserved students of color; examining
outcomes by race/ethnicity/language learner status; and valuing student voice at all stages
during research design, data collection and analysis.

In terms of the outcomes examined in the program evaluations themselves, Policy 2090 will
encourage high quality reviews that systematically track, measure, and make sense of
achievement outcomes for students, particularly Historically Underserved students of color.
These outcomes may include: attendance, behavior (e.g., discipline referrals), climate survey
findings, course completion, standardized test scores (growth, proficiency), GPA, graduation
rates, and college-going rates. An equity-focused lens includes examining disproportionality
(under-representation or over-representation) in outcomes, and equitable access to high
quality, rigorous educational opportunities for Historically Underserved students.

Racially equitable outcomes, therefore, would constitute equally desirable student outcomes for
students of all races and ethnicities.

2. How will leadership communicate key outcomes to stakeholders for racial equity to guide
analysis?

The proposed revisions to Policy 2090 stipulate that the District must engage with the School
Board to present an Annual Plan for program evaluation, and then follow up with an Annual
Report of findings from those evaluations. In advance of both the Annual Plan and the Annual
Report, the Research, Evaluation and Accountability (REA) department will engage with district
stakeholders for racial equity to inform the evaluation design, including data collection, analysis,
and presentation of findings. The process for identifying programs for evaluation, as well as the
design of the evaluation scope can be found in the Superintendent Procedure to accompany
Policy 2090.
 3. How will leadership identify and engage stakeholders: racial/ethnic groups potentially
impacted by this decision, especially communities of color, including students who are English
language learners and students who have special needs?

The Research, Evaluation and Accountability (REA) department is the key leader for work under
Policy 2090 and the department has a close working relationship with the Department for Racial
Equity Advancement (DREA), as both departments are in the same Division (Strategy &
Partnerships). Accordingly, REA will consult with DREA leadership during the research design
phase, and solicit feedback about how best to engage a broader stakeholder group that includes
communities of color, including students who are English language learners and students who
have special needs.

Step 2: Engage Stakeholders in Analyzing Data

1. How will you collect specific information about the school, program and community
conditions to help you determine if this decision will create racial inequities that would
increase the opportunity gap?

This is not anticipated to be an issue. As stated above, all program reviews and evaluations are
aimed at providing decision-makers with valid and reliable information about the relationship
between SPS programs and student achievement outcomes, which a specific attention to
outcomes for Historically Underserved students of color. The design of program evaluation
research, and findings from evaluation studies, will in all cases consider the impact of district
programs and services on improving conditions for communities of color, and eliminating
opportunity gaps for Historically Underserved students and their families.

2. Are there negative impacts for specific student demographic groups, including English
language learners and students with special needs?

No negative impacts are anticipated for student demographic groups, including English language
learners or students with special needs.

Step 3: Ensuring Educational and Racial Equity

1. What are the potential benefits or unintended consequences?

Policy 2090 explicitly states the commitment as a District to examine “district improvement in
priority areas,” which is inclusive of the District’s commitment to eliminate opportunity gaps for
Historically Underserved students of color. Additionally, 2090 SP contains language that
program evaluation and research are intended to “address systemic needs and support quality
education for all students.” There is a clear benefit to examining programs that would improve
 the quality of education for all students, and in particular for Historically Underserved students
of color.

However, given limited resources for program evaluation, it is possible that program evaluation
and strategic research might focus on programs serving a high proportion of students of color.
Ideally, program evaluation and review would examine all district programs and services,
including those that serve students of color in more isolated environments.

2. What would it look like if this policy/decision/initiative/proposal ensured educational and

racial equity for every student?

The intent of the revised Policy 2090 is to provide decision-makers with valid, reliable, and
actionable information that can inform future policy and programmatic decisions. In that sense,
Policy 2090 is intended as a catalyst for improved decisions in service of ensuring educational
and racial equity for every student. To be fully effective, Policy 2090 would benefit from robust
funding to ensure rigorous study of all district programs and services serving all students.

Step 4: Evaluate Success Indicators and/or Mitigation Plans

1. How will you evaluate and be accountable for making sure that the proposed solution ensures
educational equity for all students, families and staff?

The proposed revisions to Policy 2090 stipulate that the District must engage with the School
Board to present an Annual Plan for program evaluation, and then follow up with an Annual
Report of findings from those evaluations. In advance of both the Annual Plan and the Annual
Report, the Research, Evaluation and Accountability (REA) department will engage with
stakeholders for racial equity to inform the evaluation design, including data collection, analysis,
and presentation of findings. These processes are detailed in Policy 2090SP.

2. What are specific steps you will take to address impacts (including unintended consequences),
and how will you continue to partner with stakeholders to ensure educational equity for every
student?

The REA department will continually advocate for funding to support program evaluation and
strategic research to extend the reach of this important work. As part of every study the District
conducts internally or outside entities conduct externally (i.e. as part of Research-Practice
Partnerships), the equity lens will guide the work and be a key consideration during research
design. Additionally, achievement outcomes for every student will be detailed in any
presentation of program evaluation findings, and REA will reach out to relevant stakeholders to
help make sense of findings with the goal of continuous program improvement.
 Best Practices in Districtwide Program Evaluation Policies and Practices

REA March 2018

Overview: As we revise Policy 2090, it is helpful to understand the range of approaches that districts
currently employ across the country. This literature review presents district examples, organized by
topic. However, a key finding is what is NOT included in the literature review, namely that the vast
majority of districts across the country do not engage in the systematic review of their programs aside
from what is required through local, state, and federal reporting.

Definition of “Program Evaluation”

We could find no evidence of including specific definitions of “program evaluation” in district policies or
procedures. However, there was evidence on research and evaluation internal websites that some
districts (e.g. Austin ISD, Dallas ISD) adhere to the American Evaluation Association’s Guiding Principles
for Evaluators. In these Guiding Principles, they list as a core assumption the following:

“Evaluation is a profession composed of persons with varying interests, potentially encompassing but not
limited to the evaluation of programs, products, personnel, policy, performance, proposals, technology,
research, theory, and even of evaluation itself. These principles are broadly intended to cover all kinds of
evaluation.”

This definition appears to be broadly inclusive of all instructional programs, services, processes, and
initiatives for which inputs, outputs, and outcomes can be measured.

Goal and Scope of Review

The scope of review varies greatly from district to district. While some districts evaluate all major district
programs (see, for example Dallas ISD), other districts pick and choose which programs to evaluate. This
may be due to staff capacity – districts with extensive evaluation can have as many as five full-time PhDs
working to execute this work for the district.

The stated goals of program review are typically carefully crafted to make clear that the process is
intended to improve the programs in a formative way.

• Anchorage School District: “The most important purpose of program evaluation is to improve
the effectiveness of a program. Evaluation is not a one-time accountability measure of the
program, but an ongoing process to improve the program and help stakeholders better
understand the impact of the program on student achievement and other district goals.”
The district also posts a 6-step plan to collaborate with departments on program evaluation
• Houston ISD: “Evaluations are conducted to comply with state and federal funding and program
guidelines and to provide district and school administrators with timely reports of successful
practices and strategies to support the school improvement process.”

Some districts evaluate every program – or nearly every program – every year. These districts usually are
larger and have multiple dedicated staff for this exclusive purpose. Smaller districts seem to evaluate
their programs on a cycle. Rockwood School District, for example, evaluates 21 different programs, but
does only 7-12 evaluations per year (see pg. 12 of doc).

Austin ISD submits an annual plan for planned research in September of every year. The evaluation plan
contains background on the overall scope of program evaluation, as well as details (purpose, research
questions, timeline, objectives, products, etc.) for each planned research project.

Types of Review

There are two types of reports from districts: research briefs and formal reports.

• Research briefs are typically descriptive statistics around a particular initiative or program, with
a quick background, methodology, findings, and summary. They range in length from 1-5 pages.
This could be a place where we highlight our “short cycle research projects” from R&E. Examples
include the School District of Philadelphia’s research briefs or Dallas ISD’s “At a Glance” reports.
Austin ISD also specifically calls out ad hoc requests from their board as separate briefs.
• Formal reports are typically mixed-method reports that range in length from 5-40 pages. Most
are implementation analyses, not impact analyses. For example, Houston ISD has a formal
process that evaluates all district programs on a cyclical basis.

A key finding is that nearly all districts conduct implementation studies rather than full-blown impact
analyses. There was only one example of a district-led program evaluation with quasi-experimental
design: Dallas ISD, which did a matched comparison design with statewide data. That said,
implementation studies can be fairly sophisticated. Here are some examples:

• Houston ISD’s report on their AP Leadership Program

• The School District of Philadelphia’s CityYear report provides a good example of how to use
descriptive statistics to explain fidelity of implementation

Whatever the degree of sophistication and formality of these reports, a common thread is that there is a
set branding for the Research & Evaluation departments, and that the template generally follows this
structure: abstract/overview, program description, major evaluation questions and results, and
summary/recommendations.

With regard to cost analyses, some districts do ask in the evaluation process what additional funds
might accomplish, and where cost savings might be found. However, the cost analysis is not specific –
rather, it is intended as fodder for conversation, along the lines of Rockwood School District’s example
recommendation for its social studies program of “asking all vendors for shipping and volume discounts”
or “explore grant opportunities to fund training for American History, geography, and economics.”
Dallas ISD also reports out costs, and strikes the right balance by reporting costs for the program
(including funds spent, funds leftover) but not reaching into more sophisticated analyses.

Reporting

The careful framing of recommendations is key to these reports. San Francisco Unified frames its
recommendations as "Issues to Consider for Continual Improvement." The Anchorage School District has
a six-step process for program evaluation, and the sixth step is to create an action plan for the program
that involves both recommendations and the timeline, resources, and assignments of follow-up actions.
Not all districts that engage in program review post their reports on their websites. Districts that do
typically have an archive available for past reports, with the most recent reports at the top. Dallas ISD is
the most comprehensive example – they have one central page where all evaluations are listed. The
district creates both “at a glance” abstracts and full reports – some programs merit both. A website lists
all the program evaluations by school year. Austin ISD also has a structure that organizes its report by
topic area (early childhood education, family and community, etc.)

Finally, some districts post summary reports to the school board on their websites. Examples include
Philadelphia School District and Dallas ISD.
Implementation Updates on Elements of Civics for All
Elements Recommendation Proposal for
of Civics Implementation for School
for All Year 2016-2017
Annual K-3: Not Continue to encourage
mock recommended. participation in WA State
elections Not aligned with sponsored mock election
K-12 WA state SS via multiple
standards. communication outlets;
4-12: develop WA State SS
Recommended Standards based lessons to
support grade level
understanding of core
concepts and ideas of
elections, government and
civics involvement; pay
school-based coordinator
extra hours oversee
logistics and report
participation to the state.
Essential K-12: Not Revise essential questions
Civics for recommended in to align with WA State SS
All current form grade level standards.
Question Essential questions should
Banners focus only on concepts,
K-12 topics and themes that are
connected to student
learning. Develop grade
specific recommendation
for essential questions.
Determine whether
permanent banners reflect
best practice.
Prepared by Kathleen Vasquez, Literacy and Social Studies Program Manager
Implementation Updates
2016=2018
2017-2018
-Promoted grades 4-12 participation in
WA State sponsored mock election
via: School Leaders Communicator,
Social Studies Department Chair
meetings, and 4-12 Schoology
announcements
2016-2017
-Created Schoology Group Mock
Election Folder
-Met with King County Elections 3x to
agree on state and local initiatives for
the ballot.
-Led K-12 teacher training to generate
lessons focused on civic participation,
generating 10 units/lessons
-Enacted Mock Election Campaign
-Did not receive budget allocation to
pay school coordinators to oversee
Mock Election
2017-2018
- Engaged in continued conversations
focused on Essential Civics Questions
via: High School Dept. Chairs
meetings, and middle school
instruction using the Constitution and
New Govt. primary sources
-Presented Civics content to HS Dept.
Chairs: Project Based Learning in
Civics, Action Civics Project, HB 1896
Civics Education, updated AP US Govt.
and Politics course description, and
Civic Online Reasoning resources
Implementation Updates on Elements of Civics for All

2016-2017
Essential -Posted Essential Questions focused
Civics for on civics using OPSI’s EALRs for K-12 to
All grade-level folders in Schoology
Question - Required K-12 teachers building
civics units or lessons to use Essential
Banners
Questions
K-12 -Purchased Primary Source kits June
2016, focused on Constitution and
New Govt. for grade 8
-Provided professional development in
using Constitution primary source
document kit
Banners: 6-12: Gather team of SPS social -Did not purchase Political Spectrum
Political Recommended studies teachers to develop Banners for 6-12, estimated cost
Spectrum standards aligned $7,200.00. Budget funds not allocated
6-8 document reflecting for this purchase.
appropriate activities, -Further consideration given to the
strategies and lessons. Political Banners has resulted in a
decision not to purchase the Banners
Purchase political spectrum as the language is polarizing and
banners divisive.
Media Recommended Gather team of SPS -Supported individual teachers’
literacy for grades 5-12 teachers to develop response to Washington State
standards aligned Standard 8 grades 6-12
document reflecting
appropriate activities,
strategies and lessons to
effectively and
appropriately integrate
Three Partially Reiterate the expectations -Reiterated requirement to focus on
Civics recommended of the RCW to require Civics in grades 4 or 5, 7 or 8, and 11
CBAs K-12 for grades 4, 5, 7, students in fourth, fifth, or 12 via School Leader Communicator
8, 11 and 12 seventh, eighth, eleventh and building contact lists
and twelfth to complete at -Announced via School Leader
least one classroom based Communicator the revised OSPI-
assessment in civics. Developed Assessment outlines for
Civics grades 3-12
-Reviewed updated Civics CBAs with
High School Dept. Chairs
-Facilitated middle school PD session
focused on revised Civics CBAs

Prepared by Kathleen Vasquez, Literacy and Social Studies Program Manager

Implementation Updates on Elements of Civics for All

2016-2017
Three Same as above
Civics
CBAs K-

Civics Recommended Schoology civics page has 2017-2018

website for K-12 teachers been developed for -Updated Schoology civics and grade
internal teacher level pages with resources related to
communications and the teaching of civics including:
resources related to the Constitution Day lesson plans, grades
teaching of civics. K-12; Eagle Eye Citizen and Engaging
Curriculum specialist to Congress website links, grades 4-12;
work on developing grade iCivics WA State home page website
appropriate resources for link, grades 6-12; The Power of Dissent
civics education. Justice Thurgood Marshall Spoken
Word Competition, grades 9-12;
Ninth Circuit Civics Contest, grade 9-
12; Youth Decide session, grades 6-12.

2016-2017
Created Schoology group mock
elections updates, civics PD
opportunities both regional and
national, pre-and post-election
curricular resources and readings,
resources.

Social Recommended Did not receive budget allocation for K-12 Social Studies Curriculum
Studies for K-12 Specialist. Three ELA Curriculum Specialists absorb the work.
Curriculum teacher
Specialist supports

Prepared by Kathleen Vasquez, Literacy and Social Studies Program Manager

Focus on Civics Friday Memo
In order to improve equal access to tier 1 Social Studies instruction in the Civics strands of the
Washington State Standards for Seattle school students, the Curriculum and Instruction
department has focused on the following strategies since the last update in December 2017: (1)
communication to school leaders and Social Studies teachers encouraging students to
participate in civic-minded activities, (2) professional development and supports for secondary
Social Studies teachers focused on the content area of civics, (3) vetted supplementary
instruction resources to support civics education and (3) foundational work for the
implementation of Senate Bill 1896. The K-12 efforts listed below have resulted in a greater
depth of knowledge about civics instruction from our teacher core and also have served to
engender a greater commitment from our youth to become more active and responsible
citizens who participate in our nation’s government.

Communication about Civics-minded Opportunities for Students Earlier in the year, our
communication efforts were focused on encouraging participation in the Mock Election, hosted
by OSPI in partnership with King County Elections Office. As was expected, State-wide
participation rates decreased, as did the numbers of student voters from Seattle Schools. After
the election, all civics-focused activities made available to Seattle School students have been
advertised through multiple sources: School Leaders Communicator, Schoology
main announcement page, and all grade level Schoology Social Studies pages. The following
activities were vetted and advertised to encourage participation: The Power of Dissent: Justice
Thurgood Marshall Spoken Word Competition, Ninth Circuit Civics Contest, and Youth Decide:
Your Vote. Your Future.

Professional Development for Middle School Teachers: Office of the Superintendent of Public
Instruction (OPSI) has released new resources for administering the required social studies
assessments, providing teachers with stronger instructional tools to administer the civics
assessments. In an effort to encourage teachers to use the optional civics resources, Curriculum
and Instruction offered a full day professional development training for middle school teachers.
The session focused on using the OSPI materials and weaving in primary source documents
focused on civics instruction entitled, The Constitution and New Government. 12 teachers
participated in the session, and their work products will be vetted, edited and posted to
Schoology for district-wide consumption.

Professional Supports for High School Teachers: High school department chairs convene
monthly. This year, the steady focus of their instructional leaderships has been focused on
civics. Each department head began the school year by developing a civics goal for the school
year. Each month, department heads receive information to support the implementation of
their civics goal, such as facilitated discussion about getting social studies staff members
informed and aware of: mock elections, project-based learning models centering on civics;
changes to the new AP Government course; implication of Senate Bill 1896, and student
challenging use of social media and online resources as a means of getting news. Department
heads are strongly encouraged to replicate discussions had in meetings with social studies staff
in the school building.

Prepared by Kathleen Vasquez, Literacy and Social Studies Program Manager

Supplementary Instructional Resources for K-12 Teachers: New content for civics instruction is
released frequently in K-12 communications. Seattle Public Schools Curriculum and Instruction
Office vets resources prior to sharing them with teachers for broad consumption. This process
enables teachers to readily utilize resources that align by grade level and content. This school
year, the following resources have been posted to the SPS grade level folders, where social
studies instructional support can be found: lesson plans for Constitution Day, Eagle Eye Citizen,
Engaging Congress, iCivics Washington State and updated OSPI-Developed Social Studies
Assessments resources.

Foundational Work for Senate Bill 1896: Senate Bill requires Washington State school
districts to provide a mandatory stand-alone civics course for all high school students beginning
with or before the 2020-2021 school year. Curriculum and Instruction has analyzed the bill with
an eye toward implementation in school year 2020-2021. In order to ensure all impacted
parties are aware of the changes, an implication document was created and shared with district
administrators and high school social studies department heads, who in turn, shared it with all
social studies teachers. The document highlights the need for: a stand-alone civics course for
12th graders; a new course description that encompasses state, local and federal governments
including tribal government; expanded civics-education teacher training program; and
completion of the civics portion of the naturalization test.

Prepared by Kathleen Vasquez, Literacy and Social Studies Program Manager

Seattle Public Schools Implications Document: Second Substitute House Bill 1896
An Act related to the expansion of civics education in public schools.
Requirements
Require school districts to provide a
mandatory stand-alone civics course for all
high school students beginning with or
before the 2020-2021 school year.
Credit awarded to students who complete
the course must be applied to course credit
requirements in social studies that are
required for high school graduation.
The content of the civics course must
include, but not be limited to:
1) Federal, state, tribal, and local government
organization and procedure;
2) Rights and responsibilities of citizens
addressed in the WA state and US
Constitution;
3) Current issues addressed at each level of
government;
4) Electoral issues, including elections, ballot
measures, initiatives, referenda;
5) The study of and completion of the civics
component of the federally administered
naturalization test; and
6) The importance in a free society of living
the basic values and character traits specified
in RCW 28A.150.211.
Prepared by Kathleen Vasquez, Literacy and Social Studies Program Manager
Implications
• Course Additions: Seattle Public
Schools will need to create a
semester long 12th grade civics
course.
• Graduation Bulletin Alterations: The
2020-2021 graduation bulletin must
be altered to reflect the new
requirement.
• Increased FTE: Social Studies FTE
added to support the new
requirement for all 12th graders.
• Graduation Bulletin Alteration:
Social Studies graduation
requirements must be altered to
reflect a 3.0 credit requirement with
a special notation that the student
does not have to pass the .5 civics
requirement.
• Development of New Civics Course:
A course description reflecting the
outlined content requirements listed
from OSPI must be generated to add
to the SPS course offerings for 12th
grade.
• Identification of Civics Resources: If
OSPI does not identify resources to
support this course, a committee of
SPS Social Studies teachers will need
to be formed in order to identify
online educational resources (OERs)
to support teachers assigned to teach
the new course.
 Neither school districts nor the state board
of education may require students to obtain
a passing grade on the course required by
this section as a requirement for high school
graduation.
An expanded teacher training program is
established within OSPI, subject to the
availability of amounts appropriated for this
specific purpose.
RCW 28A.230.093 (Social studies course credits—
Civics coursework) and 2009 c 223 s 3 are each
repealed.
RCW 28A.230.093 states:
If, after July 26, 2009, the state board of
education increases the number of course credits
in social studies that are required for high school
graduation under RCW 28A.230.090, the board
shall also require that at least one-half credit of
that requirement be coursework in civics.
Prepared by Kathleen Vasquez, Literacy and Social Studies Program Manager
• Graduation Bulletin Alteration: SPS
graduation bulletin must reflect the
civics requirement and
simultaneously must communicate
that a graduate does not need to
earn a passing grade in the course.
• Funding for Required Professional
Development: SPS social studies
teachers assigned to teach this
course must attend the OSPI training.
This could have implications on SPS
funding teachers to take the training,
as it is a requirement.
• Revision of Course Description and
Content for 12th Grade Government:
The 12th grade government course
description will need to be revised to
eliminate the civics component
within the course. Government
teachers will need to revise their
curriculum to build up the other
components within the course as the
civics unit will no longer be
appropriately situated within the
course.
 Progression and timeline of Ethnic Studies curriculum development, 2017-2019, v. 3

Timeline details the development of Ethnic Studies curriculum instructional materials from 2017-2022.
The timeline specifies the different groups in the development process, their roles, and time span of
work. The scope of ethnic studies work integrates with the subject areas of secondary social studies,
middle school English-Language Arts, and elementary social studies. The timeline should be considered
a working draft, as adjustments are a natural process of a long-range plan.

Ethnic Studies Task Force, May-August 2017

Ethnic Studies definition
Ethnic Studies Guiding Principles
• Foundational reference documents for all Ethnic Studies work

Ethnic Studies Working Group, November 2017-June 2018

Ethnic Studies Frameworks—Secondary subject areas and elementary grade-levels
Black Lives Matter Week curriculum
• General curriculum and content guidelines for pilot
• Supplemental instructional materials (grant from City of Seattle)

Ethnic Studies Working Group, November 2017-June 2018

Ethnic Studies Scope and Sequence Outlines—Secondary subject areas and elementary grade-levels
• Based on curriculum frameworks
• Foundational outlines for curriculum unit development

Ethnic Studies Curriculum Writing Teams and Ethnic Studies Working Group
June 2018-August 2019, continue into 2019-20 school year and beyond
Ethnic Studies Units for Existing Courses and Grade-levels: Secondary Social Studies
• Units written in format similar to Since Time Immemorial and other model ethnic studies
curriculum
• Professionally written and reviewed
• Units copyrighted as “intellectual property of district”
• Potential for Board Adoption alongside “Since Time Immemorial, and instructional materials used
in units
• Units assessed for quality by a panel including higher education ethnic studies faculty, SEA,
community representatives associated with effort
• Curriculum writing team process used for subsequent adoptions in Middle School ELA and
Elementary Social Studies in years 2019-2022

Ethnic Studies Working Group, June 2018-August 2019, continue into 2019-20 school year and
beyond
Ethnic Studies piloting of scope and sequence outlines, and drafted curriculum units
• Role of Ethnic Studies Working Group changes from mainly writing curriculum materials to
piloting developed material and providing feedback for curriculum writers to refine units
• Convening of Working Group to summarize experience, provide feedback to curriculum writers
takes place for subsequent adoptions in Middle School ELA and Elementary Social Studies in years
2019-22
• May play role in advising non-humanities subject areas (such as math, science, etc.) on
incorporating ethnic studies content, 2018-2022

Ethnic Studies Curriculum Adoption Committee (TENTATIVE)

June 2019-August 2020, continue into 2020-22 school year and beyond
• Separate Ethnic Studies Curriculum Adoption Committee formed as required by Board Policy
2015, composed of staff, parents, community
• Units developed in summer 2018 and 2018-19 school year potentially for Board Adoption
alongside instructional materials used in units
• Recommendation to adopt “Since Time Immemorial” as core instructional material
• Continued adoption of Ethnic Studies Units for existing courses and grade-levels starting in
summer 2019, proceeding into 2019-20 school year for Middle School English-Language Arts and
in 2020-22 school years for Elementary Social Studies

Ethnic Studies Writing Teams and Ethnic Studies Working Group, June 2018-August 2019, continue
into 2019-20 school year and beyond
Ethnic Studies Professional Development on Ethnic Studies Curriculum
• Professional development session outlines written by unit authors (and Native Ed., in the case of
“Since Time Immemorial”
• Delivered by authors and others
• Curriculum writing teams in subsequent Middle School ELA and Elementary Social Studies in years
2019-2022 conduct professional development on written curriculum
To: Curriculum and Instruction Policy Committee

From: Dr. Caleb Perkins, Director of College and Career Readiness

cbperkins@seattleschools.org

Date: May 8, 2018

RE: Update on Plan for Implementing Naviance

Dear Committee Members,

I am writing to orient you to the documents and information we will provide at the May 15th C&I Policy
Committee meeting on how the district plans to implement Naviance so that it is available to counselors
and students starting in September 2018.

On January 17th, the School Board voted to approve a contract with Hobsons to provide the online
Naviance college and career readiness tool to Seattle Public Schools. The following documents and
information are being shared at the May 15th C&I Policy Committee meeting to provide an update on the
plans to provide this tool across the district in the fall:
- Draft Timeline for Naviance Implementation*
- Excerpt of 5/2 training of counselors*
- Draft text for SPS webpage on Naviance*
- Draft opt out form*
- Update on data sharing
- Summary of other communications we are developing (e.g., web feature story)

With respect to the update at the May 15th C&I Policy Committee meeting, please note that we will focus
on the draft timeline and our plan for communicating the opt-out process. That said, C&I Policy
Committee Members will, of course, have the opportunity to review, comment, and ask questions about
any of the other information included in these documents. Moreover, some of these documents are still
being refined given the need to get additional input (e.g., guidance from Legal) and thus, you may receive
an updated version at the C&I Policy meeting. We look forward to hearing your input on this planning.

-------------------------------------------------
Key:
* = there is a separate document with this information.
DRAFT

Naviance Implementation Timeline

Date Deliverables
1/17 Board voted to approve contract with Hobsons’ Naviance
Feb- Teaching and Learning and DoTS work with Hobsons’ Naviance staff to
May finalize the project plan and determine the details of how Naviance will be
implemented in the district, including training, data-related decisions, and
communications.
5/15 Share Communications and Opt-out Plan with C&I Policy
5/29 Launch initial communications including web feature, school messenger,
Naviance training video for families
6/4 Open opt-out window #1
6/22 Close opt-out window #1
7/1 Begin loading student data for those that did not opt out
7/16 Finalize drafts of back to school communications including Naviance
messaging
8/6 Begin launching back to school communications including Naviance
messaging
8/25 Counselor Training with student data
9/4 Open opt-out window #2
9/12 Close opt-out window #2
9/17 Access for all 8th-12 graders who have not opted out and counselors

• The spring opt-out process is necessary to meet the fall go-live timeline.
• DoTS will load and test data over the summer.
• Counselors will have live data to train with in August.
• Test school will vet data and provide feedback prior to go-live.
Naviance
[webpage content]

Online College and Career Planning Tool

Naviance will be available to all 8th - 12th grade Seattle Public Schools students and their families
beginning Fall 2018. With Naviance, students can explore colleges and career paths, analyze skills and
talents with career and personality assessments and help stay on track to reach academic goals.
Naviance helps students plan for life after school:
• Explore college possibilities and career fields
• Create a 4-year course plan and stay on track for high school graduation
• Understand financial options for college including scholarship search
• Identify best-fit colleges, college majors and careers fields
• Develop resumes and portfolios for job and college applications including transcript and teacher
recommendation requests
Naviance fosters post-high school planning communication and collaboration for students, counselors
and families.
Naviance helps families plan for life after their student's graduation:
• Research career and college possibilities with your student
• Help your student take ownership of college and career planning process
• Help your student examine their strengths, interests and goals
• Explore financial options for college including scholarship search and financial aid information
• Stay up-to-date on time sensitive dates

Background on Naviance adoption at Seattle Public Schools

On January 17, 2018 the School Board voted to provide district staff, students and families with access
to Naviance, a powerful college and career planning tool. You can read additional information on the
school board decision [ADD LINK].

How Seattle Students Login to Naviance

Beginning September 2018, students in 8th through 12th grade can login to Naviance through the
Seattle Public Schools Student Portal Clever.

[audience based tutorials here]

Students
Staff
Families

Opt Out Info

For staff, students, and families to have full access to the tools in Naviance, some student data needs to
be shared with the program. And while the district thoroughly vetted Naviance’s policies and practices
with respect to preserving data security and student privacy, families can still choose to opt their
students out of using this tool. Read more about Naviance’s commitment to data security and student
privacy [ADD LINK].

To opt students out of Naviance, please complete our online form.

Contact
Contact info email and phone here

Naviance Opt Out Form

Naviance is an online tool that provides a comprehensive set of resources to guide students and their
teachers, counselors and families in their planning for college and career. The tool helps student align
their strengths and interests to postsecondary goals, improves student outcomes and connects learning
to life.

Seattle Public Schools will be using Naviance to deliver high school and beyond plan lessons in grades 8-
12. The high school and beyond plan is a graduation requirement. By opting out of Naviance, your
student will be opting out of this curriculum and will be given an alternative activity to meet the high
school and beyond plan graduation requirement. ***Please note the alternative activity will be limited
to the minimum requirements by the state and will utilize the state high school and beyond plan paper-
based worksheets.

As the parent/guardian of the student named below, I do not want my student to access Naviance. I
understand that my student’s data will not be loaded to Naviance and my student will be given an
alternative activity to meet the high school and beyond plan graduation requirement. This opt out
request is valid for one school year and must be submitted on an annual basis.

Student Name ________________________________________________________________________

Parent/Guardian’s Name _______________________________________________________________

School ____________________________________________________ Student’s Grade Level _______

My reason for this decision is:

_____________________________________________________________________________________
_____________________________________________________________________________________

Parent/Guardian Signature: ________________________________________ Date _________________

 Naviance Implementation
Date and Who: What will you be able to do?
September 2018 Majority of the tools: HSBP
• 8th-12th grade students & lessons, self discovery activities,
parents academic planning, college
• Counselors preparation/exploration, career
• Career Center Specialists exploration, Roadtrip Nation, e-
• Registrars/Secretaries Docs, Outcomes Dashboard
Not yet available or Not
Purchased:
Not Available: Common App
Integration & Naviance Curriculum
Not Purchased: Test Prep, and
Alumni Tracker (SPS has a
separate NSC account).

February 2019 Full functionality of purchased Not Purchased: Test Prep, and
• All of the above tools including Common App Alumni Tracker
• 6th-7th grade students & Integration & Naviance Curriculum
parents
September 2019 Full functionality of purchased Not Purchased: Test Prep, and
• All of the above tools based on role. Teachers will Alumni Tracker
• Teachers have a view only role.
Preparation for Go-live
• Opt out forms for 8th-12th grades
• Opt in forms for 6th-7th grades
• School Registrars Create Counselor Course in Power School and schedule
students
• Additional Data loads approved by board
• Currently Student Name, User ID, Proxy Id, and School are the only
data fields that were approved by the board with the Naviance
contract.
• We are requesting permission to add the following data fields (i.e.
Ethnicity, Gender, Gpa, Courses, Transcripts, etc.)
 Seattle Public Schools
Curriculum & Instruction Policy Committee
2018 Committee Work Plan

Charter guided by Policy 1240, Committees & Policy 1010, Board Oversight of Management: • Develop, review and recommend academic policies • Review status,
consistency, and availability of curriculum and assessments • Ensure leveraged use of Policy 0030, Ensuring Educational and Racial Equity • Review academic program
performance • Review processes and status for training all certificated staff in curriculum, standards and the district’s Theory of Action • Oversee the instructional
materials adoption process • Develop an annual committee work plan

Jan 09 Feb 06 Mar 13 Apr 17 May 15 June 12 Jul Aug __ Sept __ Oct __ Nov __ Dec __
Board Middle School Kindergarten Program Student R&R Electronic ALE Schools/ Performance High School
Action Math (Policy 2195) Evaluation & Approval Learning Programs Rept Management Credits
Reports Adoption Assessment (Policy 3200) (Policies 2021- (Policy 2255) (Policy (Policies
(Policy 2090) 2024) A02.00) C16.00/2420)
Seattle
Preschool CTE Annual
Program Procedure Approval of
(Policy 2170) Schools (C-SIP)

Standing Formula for Formula for Formula for Formula for Formula for Formula for Formula for Formula for Formula for Formula for Formula for
Agenda Success Success Success Success Success Success Success Success Success Success Success
Items Update- 2 Update- 1 Update- 2 Update- 1 Update- 2 Update- 1 Update- 2 Update- 1 Update- 2 Update- 1 Update- 2

HS Update HS Update HS Update HS Update HS Update HS Update HS Update HS Update HS Update HS Update

Instructional Instructional Instructional Instructional Instructional Instructional Instructional Instructional Instructional Instructional
Materials Materials Materials Materials Materials Materials Materials Materials Materials Materials

Board Equitable Kindergarten Program Equitable Electronic Equitable ALE Schools/ Equitable Waiver of Basic
Policies and Access Annual (Policy 2195) Evaluation & Access Qtrly Learning Access Qtrly Programs Access Qtrly Instr. Materials
Procedures Rept (Policy Assessment Rept (Policy (Policies 2021- Rept (Policy Rept (Policy Rept (Policy (Policy 2020)
Report or 2200) (Policy 2090) 2200) 2024) 2200) 2255) 2200)
Preview High School
CTE Procedure Student R&R Performance Credits
(Policy 2170) Approval Management (Policies
(Policy 3200) (Policy A02.00) C16.00/2420)

Special Advanced Preschool Annual Native Advanced Ethnic Native Amer. Ethnic Studies Prioritize for
Attention Learning Program Approval of American Learning Studies Credit Update Advanced following year
Items Update update Schools (C- Education Update Update Retrieval Learning work plan
Ethnic Studies SIP) Update Update Update Update
Middle School Update Ethnic Studies
Math Advanced Ethnic Studies Advanced Update
Adoption Learning Update Learning
Update Update Update

Prepared by: N.VanDuzer Updated (L.Fode): 01/30/2018 Page 1 of 2

 Seattle Public Schools
Curriculum & Instruction Policy Committee
2018 Committee Work Plan

PARKING LOT:

• Policy A02.00, Performance Management;

• Policy C16.00, Acceptance of Correspondence or College Courses for High School Credit;
• Policy 2190, Highly Capable Services and Advanced Learning Programs;
• Policy 2163, Supports and Interventions;
• Policy 2162, Education of Students with Disabilities under Section 504 of the Rehabilitation Act of 1973;
• (New) C-SIPs Policy;
• Policy C54.00, Alternative Education;
• (New) Policy 2196, Academic Acceleration;
• Policy 2015, Selection and Adoption of Instructional Materials (in regard to digital materials)

Please note that this is a working document. This Work Plan may change before and/or during the meeting, as deemed necessary by the Committee,
the Committee Chairperson and District Staff.

Prepared by: N.VanDuzer Updated (L.Fode): 01/30/2018 Page 2 of 2