EduPortal Meeting Packet
"Ensuring learning while challenging each student to achieve full potential"
Meeting Packet
August 8, 2012 Regular Board Meeting August 8, 2012 6:30pm
Packet page 1 of 123 EduPortal Meeting Agenda
"Ensuring learning while challenging each student to achieve full potential"
August 8, 2012 Regular Board Meeting
Pullman High School 510 NW Larry Pullman, WA 99163
8/8/2012 6:30pm 1. Call to Order
President will call the meeting to order.
2. Flag Salute
Pledge of Allegiance
3. Approval of Agenda
Presenter: Paul Sturm, Superintendent
The board or superintendent will revise the agenda if needed at this time; and approve by motion.
4. Visitors
This part of the agenda is for anyone wishing to speak before the board, either as an individual or as a member of a group. Visitors addressing the board will go to the microphone and state their name and address prior to presenting their information.The board will listen, but will not discuss the topic at this time. The board may consider moving the topic presented to a future meeting date as a discussion item.
5. Reports, Correspondence & Program
1. Board Reports 2. Superintendent's Report
Board members and the superintendent will give informational reports at this time.
6. Consent Agenda
To expedite business at a board meeting, the board approves the use of a consent agenda, which includes items considered to
EduPortal Meeting Agenda Packet page 2 of 123 EduPortal Meeting Agenda
be routine in nature. Any item, which appears on the consent agenda, may be removed from the consent agenda by a member of the board and voted on separately. The remaining items will be voted on by a single motion.
1. Minutes
Minutes of the July 25 2012 Regular Board Meeting (p. 8)
2. Warrants
Warrants 8.8.12.pdf (p. 14)
3. Transfer Requests
Transfer Requests 8.8.12 (p. 23)
4. Personnel Report
Personnel Report 8.8.12 (p. 24)
5. Professional/Personal Services Report
Personal Professional Services Report 8.8.12 (p. 25)
7. Action Items
Action items have previously been discussed by the board. The board will now take action, by motion.
1. 2012-2013 Board Meeting Schedule
Presenter: Susana Reyes, Assistant Superintendent
A draft of a 2012-2013 board meeting schedule is presented for consideration. All meeting dates mimic the schedule followed in 2011-2012. (Work sessions the first Wednesday of the month, board meetings the 2nd and 4th Wednesdays in the month). November and December differ to accommodate the school and holiday schedule.
exec summary 2012-2013 Board Meeting Schedule (p. 26) 2012-2013 School Board Meeting Schedule - DRAFT (p. 27)
2. 2012-2013 PHS Fee Schedule
Presenter: Susana Reyes, Assistant Superintendent
The 2012-2013 PHS Fee Schedule is presented to the board for approval - must be approved annually. The only increase from 2011-2012 is the FFA fee, which reflects an increase in state FFA dues.
exec summary 2012-2013 PHS Fee Schedule (p. 28) FEE LIST (p. 29)
3. Revised Policies
Presenter: Susana Reyes, Assistant Superintendent
2020 Curriculum Development and Adoption of Instructional Materials {REVISED} Revised based on recommendations from WSSDA and policy committee. Change in number from 2311 to 2020.
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2021 Library Media Centers {REVISED} Revised based on recomendations from WSSDA and policy committee. Has been reviewed by Julie Udy, district librarian.
2022 Electronic Resources {REVISED} Revised based on recommendations from WSSDA and policy committee. Content from policy 5347 has been incorporated to reduce redundancy.
2106 Program Compliance {REVISED} Revised policy based on WSSDA and policy committee recommendations.
2150 Co-Curricular Program {REVISED} Revised policy based on WSSDA and policy committee recommendations.
2155 Student Services Team {REVISED} Policy changed to reflect minor changes made by policy committee. WSSDA does not have a version of this policy.
2161 Special Education and Related Services for Eligible Students {REVISED} Revised policy based on recommendations from WSSDA and policy committee.
2162 Education of Students with Disabilities Under Section 504 {REVISED} Revised policy based on recommendations from WSSDA and policy committee.
2170 Career and Technical Education {REVISED} Revised policy based on WSSDA and policy committee recommendations.
2321 Guest Speakers {REVISED} Policy number will change from 2321 to 2331.
2410 High School Graduation Requirements {REVISED} Policy contains revisions based on changes to state graduation requirements. Has been reviewed extensively by PHS Principal Joe Thornton, PHS Counselor Kellie Glaze, and policy committee.
2420 Grading and Progress Reports {REVISED} Policy revised based on recommendations from WSSDA and policy committee.
3210 Non-Discrimination {REVISED} Revised to match updated non-discrimination laws.
5010 Non-Discrimination and Affirmative Action {REVISED} Revised to match updated non-discrimination laws.
5515 Student Activity Stipends {REVISED} Revisions made to better fit dsitrict practice and remove "procedural" content - moved to procedure.
Executive Summary - REVISED policies (p. 30) 2020 Curriculum Development and Adoption of Instructional Materials 7.12.12.pdf (p. 31) 2021 Library Media Centers (p. 34) 2022 Electronic Resources (p. 36) 2106 Program Compliance (p. 38) 2150 Co-curr program 7.20.12.pdf (p. 40) 2155 Student Services Team 7.20.12.pdf (p. 42) 2161 Special Education and Related Services for Eligible Students (p. 43) 2162 Education of Students with Disabilities (p. 45) 2170 Career and Technical Education (p. 52) 2321 Guest Speakers 4.10.12.pdf (p. 53) 2410 High School Graduation Requirements (p. 54) 3210 Non-Discrimination (p. 59) 2420 Grading and Progress Reports (p. 60)
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5010 Nondiscrimination and Affirmative Action 7.20.12.pdf (p. 61) 5515 Student Activity Stipends (p. 64)
4. Policies to DELETE
Presenter: Susana Reyes, Assistant Superintendent
2110 Grade Organization {DELETE} WSSDA deleted their version of this policy in October 2011.
2151.1 Interscholastic Activities {DELETE} Content from this policy was incorporated into policy 2151.
2221 School Closure {DELETE} Content is covered in policy 3432: Emergencies.
2311.1 Video Media and Video-Related Materials {DELETE} The material from this policy will be incorporated into 2020P: Curriculum Development and Adoption of Instructional Materials.
2341 Religion and the Curriculum {DELETE} WSSDA merged 2340, 2341, 2342, 2343 and 2344 into one policy (2340).
2342 Religious Holidays and Observances {DELETE} WSSDA merged 2340, 2341, 2342, 2343 and 2344 into one policy (2340).
2343 Religious-Related Assemblies {DELETE} WSSDA merged 2340, 2341, 2342, 2343 and 2344 into one policy (2340).
2344 Prayer and Devotional Activities {DELETE} WSSDA merged 2340, 2341, 2342, 2343 and 2344 into one policy (2340).
5115 Selection of Coaches (DELETE) Recommended to delete this policy - content is a better fit for specific job descriptions.
5347 Acceptable Use for the Internet {DELETE} Content from this policy will be covered in policy 2022 (which covers internet use for ALL users, not just staff or students).
Executive Summary - DELETED policies (p. 67) 2110 Grade Organization (p. 68) 2311.1 Video Media - DELETE.doc (p. 69) 2151.1 Athletic-Finals DELETE.pdf (p. 70) 2221 School Closure (p. 71) 2341 Religion Curr DELETE.pdf (p. 72) 2342 Religious hol DELETE.pdf (p. 73) 2343 Religious related DELETE.pdf (p. 74) 2344 Prayer - Dev DELETE.pdf (p. 75) 5115 Selection Coaches DELETE.pdf (p. 76) 5347 Acceptable Use for the Internet (p. 78)
8. Discussion Items
Discussion items are presented to the board for discussion. If they need action they will be brought back at the next meeting.
1. Dairy Bid
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Presenter: Dan Hornfelt, Executive Director of Support Services
2012-2013 Dairy Bid (p. 79)
2. 2011-2012 Collaboration Report
Presenter: Susana Reyes, Assistant Superintendent
2011-2012 Collaboration Report (p. 80)
3. 2220 School Calendar {REVISED}
Presenter: Susana Reyes, Assistant Superintendent
Revisions made to policy match Master Agreement, current practice, and legal references updated
exec summary 2220 School Calendar (p. 87) 2220 School Calendar (p. 88)
4. 2255 Alternative Learning Experience Programs {REVISED}
Presenter: Susana Reyes, Assistant Superintendent
Revised policy based on recommendations from WSSDA and policy committee.
exec summary 2255 Alternative Learning Experience Programs (p. 89) 2255 Alternative Learning Experience Programs 7.20.12.doc (p. 90)
5. 2409 Credit for Competency/Proficiency {NEW}
Presenter: Susana Reyes, Assistant Superintendent
NEW policy as recommended by WSSDA and policy committee. Has been reviewed by PHS administrators and counselors.
exec summary 2409 Credit for Competency/Proficiency (p. 92) 2409 Credit for Competency Proficiency 7.12.12.doc (p. 93)
9. Informational Items
Informational Items do not require action or discussion by the board. The items are included in the agenda for the board to review, and may be moved to the discussion items section of the board agenda by any board member. Informational Items may include board procedure updates that do not change the intent or practice of the procedure.
1. 2020P Curriculum Development and Adoption of Instructional Materials {REVISED}
revised based on recomendations from WSSDA and policy committee
2020P Curriculum Development and Adoption of Instructional Materials 8.2.12 (p. 94)
2. 2163P Response to Intervention {NEW}
NEW procedure as recommended by WSSDA and policy committee
2163P Response to Intervention (p. 107)
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3. 2220P School Calendar {NEW}
NEW procedure as recommended by WSSDA and the policy committee to match Master Agreement and current practice
2220P School Calendar (p. 111)
4. 2255P Alternative Learning Experience Programs {REVISED}
Revised procedure based on recommendations from WSSDA and policy committee. Has been reviewed by PHS
2255P Alternative Learning Experience 7.20.12.doc (p. 112)
5. 3122P Excused and Unexcused Absences {REVISED}
Exec Summary - 3122P (p. 116) 3122P Excused and Unexcused Absences 7.27.12 (p. 117)
6. 2409P Credit for Competency/Proficiency {NEW}
NEW procedure as recommended by WSSDA and policy committee. Has been reviewed by PHS administrators and counselors.
2409P World Languages Credit for Competency Proficiency 7.12.12.doc (p. 122)
10. Executive Session
The board recesses into an executive or closed session by motion, stating how long it will last and if action will be taken. Following the executive or closed session the board president convenes the regular meeting.
-No Executive Session
11. Adjournment
The president will adjourn the meeting.
District Strategic Plan Goals: District Goal #1: Establish and maintain a clear and shared focus throughout the district. Objectives: ·Establish continual improvement through strategic planning ·Align school and department improvement plans with district strategic plan
District Goal #2: Ensure the highest levels of learning and achievement for each student served by the district. Objectives: · Align curriculum, assessment, and instruction · Focus professional development · Develop high levels of communication and collaboration · Monitor teaching and learning frequently
People with disabilities may contact Shannon Focht in the Superintendent’s office (509.332.3581) so that arrangements can be made for meeting attendance or participation.
Notice: This board meeting will be video recorded and broadcast from the Pullman School District website
EduPortal Meeting Agenda Packet page 7 of 123 MINUTES OF THE July 25, 2012 REGULAR BOARD MEETING
Attendance: Allison Munch-Rotolo Dean Kinzer Susan Weed Karl Johanson Jim Evermann
Absent: Susana Reyes
Call to Order: 6:36 p.m.
Flag Salute: Led by the Board
APPROVAL OF AGENDA There is an addition to the Executive Session – Contract Negotiations. Dean Kinzer moved to approve the agenda as amended. Jim Evermann seconded. The agenda was unanimously approved.
VISITORS No Visitors
REPORTS
1. Board Reports Karl Johanson: Noted that there have been a lot of summer activities at the PHS field.
Dean Kinzer: Updated the board on the waiver the state applied for and received. Individual districts will have to apply to receive any funds. Dean noted that the implementation of the Affordable Healthcare Act will be quite expensive in Washington State – education could end up competing with this for money.
Jim Evermann: no report
Allison Munch-Rotolo: no report
Susan Weed: shared a letter from 5th grade teacher Joni Stevens thanking the board for their support and adoption of the new math curriculum and for allowing teachers to participate in MMRE. Stuff the Bus is August 2-4 – busses will be at Dissmore’s and Wheatland Mall. More info can be found on the Pullman Kiwanis website. Susan thanked Kiwanis for their work – their support of Pullman students is so valuable!
2. Superintendent’s Report Superintendent Sturm: The Supreme Court recently requested an update in regards to the McCleary v State decision, which is a good step in making sure that the State of Washington upholds the ruling.
Title I summer program is currently happening at FES, summer LAP program at LMS and summer school at PHS.
There was a custodian training at PHS yesterday, hosted by Dan Hornfelt.
MMRE training has been held at WSU this summer; we have a teacher from every school plus two administrators participating in the training.
We have been doing interviews in the past week or two to fill multiple teaching positions. Classified positions will be filled in the coming weeks.
Superintendent Sturm thanked Dan Hornfelt and Diane Hodge for their research regarding the new insurance and healthcare laws and work on our new insurance coverage for employees.
Superintendent Sturm discussed the new PHS attendance policy – the high school and district have been receiving some questions since it is still new and will be implemented this fall. Superintendent Sturm shared an informational letter about the policy and procedure written by Joe Thornton, PHS Principal. Superintendent Sturm and Joe Thornton have been putting together an FAQ document that will hopefully address concerns and questions. There will be a booth at the PHS registration days so parents and students can ask questions. Packet page 8 of 123
CONSENT AGENDA Jim Evermann moved to approve the consent agenda as presented. Allison Munch-Rotolo seconded. The consent agenda was unanimously approved.
Board Minutes approved: June 27, 2012 Regular Board Meeting
Warrants approved: o 26706060-26706115, General Fund (Payroll), in the amount of $1,485,517.89 o 26706056, PHS ASB Fund, in the amount of $4,279.60 o 26706057, ASB Fund, in the amount of $193.19 o 26706058, General Fund, in the amount of $22,007.25 o 26706059, Capital Projects, in the amount of $15,000.00 o 26706116-26706123, PHS ASB Fund, in the amount of $11,961.88 o 26706124-26706229, General Fund, in the amount of $219,926.95 o 26706230, Capital Projects, in the amount of $1,543.63 o 201100047-201100048, Tax, in the amount of $411.59
Budget Status Reports Approved: May 2012 June 2012
Transfer Requests Approved: For 2012-2013 School Year Released from PSD: Jackson Mance, Kindergarten, released to WAVA
Released to PSD: Karl Fischer, 9th grade, released from Colfax Elizabeth Coen, 10th grade released from Colton Kaitlyn Van Vleet, 9th grade, released from Colfax Emma Browse, 11th grade, released from Palouse Riley Kopp, 9th grade, released from Colfax Anna Willis, 10th grade, released from Colton Race Martin, 11th grade, released from Palouse Haley Gardner, 12th grade, released from Palouse Grace Peschel, 3rd grade, released from Colfax Nate Culley, 1st grade, released from Palouse Abigail Druffel, 10th grade, released from Colton Alathea Davies, 8th grade, released from Colton Sola Parsons, 7th grade, released from Colfax Zoe Metzer, 6th grade, released from Colfax John Brabb, 12th grade, released from Colfax Ian Brabb, 11th grade, released from Colfax Nicholas Reisenauer, 10th grade, released from Colton Jamie Ankerson, 10th grade, released from Colton Nicholas Niehenke, 11th grade, released from Colton Jenna Metzer, 10th grade, released from Colfax Tessa Rederick, 10th grade, released from Colton Daniel Thomas, 9th grade, released from Colfax Sydney Farnsworth, 9th grade, released from Garfield Hunter Farnsworth, 11th grade, released from Garfield
Personnel Report items approved: Certified: Matt Fluster as summer school LAP math teacher Lisa Morris as summer school consulting teacher Craig McCormick as summer school consulting teacher Dan Lucier as .5 FTE counselor at Pullman High School Sadie Boone, 1.0 FTE third grade teacher at Franklin Elementary, resignation of .5 FTE of her 1.0 FTE contract Packet page 9 of 123 Laura Grant as 1.0 FTE 5th grade teacher at Sunnyside teacher Isabel Haller-Gryc as 1.0 FTE English as a Second Language teacher for the district
Classified: Classified Staff Rehire list for 2012-2013 Trish Wenger as summer school technician Carey Barr as summer custodian at Sunnyside Elementary
Student Activity Stipend Schedule approved
Supplemental/stipend payments: Jamie Smart, head volleyball coach for Lincoln Middle School, resignation Wendy Kruger, 7th grade varsity volleyball coach for Lincoln Middle School, resignation Annie McKiernan as a participant in the Making Mathematics Reasonable and Explicit (MMRE) Grant, $3000 Michael Church as a participant in the Making Mathematics Reasonable and Explicit (MMRE) Grant, $3000 Joni Stevens as a participant in Making Mathematics Reasonable and Explicit (MMRE) Grant, $3000 Craig Nelson as a participant in Making Mathematics Reasonable and Explicit (MMRE) Grant, $600
For your information: Erma Greene, Spanish teacher at Lincoln Middle School and Pullman High School, an additional .2 FTE as Spanish teacher at Pullman High School Amy Hood, .5 FTE kindergarten teacher at Jefferson Elementary, reassigned to 1.0 FTE kindergarten teacher at Sunnyside Elementary Sadie Boone, 1.0 FTE third grade teacher at Franklin Elementary, reassigned as .5 FTE kindergarten teacher at Sunnyside Elementary
Professional/Personal Services Contracts Approved: Community Child Care Center to provide a general education environment and program to Pullman School District special education preschool students for an annual fee not to exceed $19,314. in addition, a $150 per month per child tuition for children not qualifying for Head Start or Early childhood Education and Assistance Program.
ACTION ITEMS 1. Internet Safety Curriculum New FCC regulations enacted last year require school districts to offer an Internet Safety and Digital Citizenship curriculum to all K-12 students. This program is supported by the State of Washington and our local ESD 101 as a free curriculum. The course meets all FCC requirements and provides grade level specific lessons to students. The curriculum appears to be fairly quick, taking about 45 minutes total. Garren Shannon suggests an “Internet Safety Week” next year, where 10 or so minutes would be spent on internet safety lessons each day for a week. The curriculum progresses each year according to what is appropriate for different grades.
Dean Kinzer moved to approve the adoption of the internet safety curriculum: “Internet Safety and Digital Citizenship”. Allison Munch-Rotolo seconded. The curriculum was unanimously approved.
2. 2012-2013 Assessment Plan Per board policy 2090, an annual review of the assessment processes and procedures is required. Every year the district utilizes a variety of assessment processes to regularly assess the achievement levels of all students. These assessments include state-mandated standardized tests, district tests, and classroom based assessments.
Allison Munch-Rotolo moved to approve the 2012-2013 Assessment Plan. Jim Evermann seconded. The plan was unanimously approved.
3. 2012-2013 ASB Clubs and Fundraisers Each summer the board must review and approve the anticipated clubs and fundraisers for the next fiscal year. Dan Hornfelt shared a comprehensive list of the anticipated ASB clubs and fundraisers at each of the schools.
Jim Evermann moved to approve the 2012-2013 ASB Clubs and Fundraisers as presented. Allison Munch-Rotolo seconded. The 2012-2013 ASB Clubs and Fundraisers were approved unanimously.
Packet page 10 of 123 DISCUSSION ITEMS: 1. 2012-2013 Board Meeting Schedule A draft of a 2012-2013 board meeting schedule is presented for consideration. All meeting dates mimic the schedule followed in 2011-2012. (Work sessions are the first Wednesday of the month, board meetings the 2nd and 4th Wednesdays in the month). November and December differ to accommodate the school and holiday schedule. Board members will look over their calendars to check their availability.
2. 2012-2013 PHS Fee Schedule Superintendent Sturm presented the PHS 2012-2013 Fee Schedule to the board – it must be approved annually.
3. Revised Policies From the findings of the policy audit conducted last spring by WSSDA, several policy revisions were recommended. These are policies that describe current practice and new legal requirements. Some may simply change the number to align with the WSSDA sample policy organization. Others remove procedural language from the policy and place it in the accompanying administrative procedure document. The specific changes are summarized on the agenda pages and are shown in detail within the actual documents in your packet. The policy committee and key staff have reviewed each of the revised policies.
2020 Curriculum Development and Adoption of Instructional Materials {REVISED} Revised based on recommendations from WSSDA and policy committee. Change in number from 2311 to 2020.
2021 Library Media Centers {REVISED} Revised based on recommendations from WSSDA and policy committee. Has been reviewed by Julie Udy, district librarian.
2022 Electronic Resources {REVISED} Revised based on recommendations from WSSDA and policy committee. Content from policy 5347 has been incorporated to reduce redundancy.
2106 Program Compliance {REVISED} Revised policy based on WSSDA and policy committee recommendations.
2150 Co-Curricular Program {REVISED} Revised policy based on WSSDA and policy committee recommendations.
2155 Student Services Team {REVISED} Policy changed to reflect minor changes made by policy committee. WSSDA does not have a version of this policy.
2161 Special Education and Related Services for Eligible Students {REVISED} Revised policy based on recommendations from WSSDA and policy committee.
2162 Education of Students with Disabilities Under Section 504 {REVISED} Revised policy based on recommendations from WSSDA and policy committee.
2170 Career and Technical Education {REVISED} Revised policy based on WSSDA and policy committee recommendations.
2321 Guest Speakers {REVISED} Policy number will change from 2321 to 2331.
2410 High School Graduation Requirements {REVISED} Policy contains revisions based on changes to state graduation requirements. Has been reviewed extensively by PHS Principal Joe Thornton, PHS Counselor Kellie Glaze, and policy committee.
2420 Grading and Progress Reports {REVISED} Policy revised based on recommendations from WSSDA and policy committee.
3210 Non-Discrimination {REVISED} Revised to match updated non-discrimination laws.
5010 Non-Discrimination and Affirmative Action {REVISED} Revised to match updated non-discrimination laws.
Packet page 11 of 123 5515 Student Activity Stipends {REVISED} Revisions made to better fit district practice and remove "procedural" content - moved to procedure.
4. Policies to Delete From the findings of the policy audit conducted last spring by WSSDA, several deletions were recommended. These are policies that are no longer relevant, or have been replaced by or consolidated into new policies. Some may simply be deleted to be added with a different number, aligning with the WSSDA sample policy organization system. The specific changes are summarized on the agenda pages for this meeting, and are shown in detail within the actual documents in your packet. The policy committee and key staff have reviewed each of the deleted policies.
2110 Grade Organization {DELETE} WSSDA deleted their version of this policy in October 2011.
2151.1 Interscholastic Activities {DELETE} Content from this policy was incorporated into policy 2151.
2221 School Closure {DELETE} Content is covered in policy 3432: Emergencies.
2311.1 Video Media and Video-Related Materials {DELETE} The material from this policy will be incorporated into 2020P: Curriculum Development and Adoption of Instructional Materials.
2341 Religion and the Curriculum {DELETE} WSSDA merged 2340, 2341, 2342, 2343 and 2344 into one policy (2340).
2342 Religious Holidays and Observances {DELETE} WSSDA merged 2340, 2341, 2342, 2343 and 2344 into one policy (2340).
2343 Religious-Related Assemblies {DELETE} WSSDA merged 2340, 2341, 2342, 2343 and 2344 into one policy (2340).
2344 Prayer and Devotional Activities {DELETE} WSSDA merged 2340, 2341, 2342, 2343 and 2344 into one policy (2340).
5115 Selection of Coaches {DELETE} Recommended to delete this policy - content is a better fit for specific job descriptions.
5347 Acceptable Use for the Internet {DELETE} Content from this policy will be covered in policy 2022 (which covers internet use for ALL users, not just staff or students).
Informational Items: Informational Items do not require action or discussion by the board. The items are included in the agenda for the board to review, and may be moved to the discussion items section of the board agenda by any board member. Informational Items may include board procedure updates that do not change the intent or practice of the procedure.
1. District Non-Discrimination Statement Recently revised to fit federal requirements.
2. 2022P Electronic Resources Revised procedure based on WSSDA and policy committee recommendations. Some content from policy 5347 has been incorporated to eliminate redundancy.
3. 2024P Online Learning Revised procedure based on WSSDA and policy committee recommendations.
4. 2150P Co-Curricular Programs Revised procedure based on recommendations from WSSDA and policy committee.
5. 2162P Education of Students with Disabilities Under Section 504
Packet page 12 of 123 Revised procedure based on recommendations from WSSDA and policy committee.
6. 2170P Career and Technical Education Revised procedure based on recommendations from WSSDA and policy committee.
7. 2410P High School Graduation Requirements Procedure contains revisions based on changes to state graduation requirements. Has been reviewed extensively by PHS Principal Joe Thornton, PHS Counselor Kellie Glaze, and policy committee.
8. 2420P Grading and Progress Reports Procedure revised based on recommendations from WSSDA and policy committee.
9. 5515P Student Activity Stipends Revisions made to better reflect district practice - reviewed by Kathy Brown and policy committee.
10. 2021P Library Media Centers {NEW} NEW Procedure, as recommended by WSSDA and the policy committee Has been reviewed by Julie Udy, district librarian
11. 5515P Student Activity Stipends {NEW} New policy - procedural content moved from the policy to create a new procedure.
12. 2221P School Closure {DELETE} Content is covered in policy 3432: Emergencies.
13. 2311.1P Video Media and Video-Related Materials {DELETE} The material from this procedure will be incorporated into 2020P: Curriculum Development and Adoption of Instructional Materials.
14. 2321P Guest Speakers {DELETE} Content from this procedure has been incorporated into the policy, which will change in number to 2331.
15. 5347P Acceptable Use for the Internet {DELETE} Content from this procedure will be covered in policy 2022 (which covers internet use for ALL users, not just staff or students).
Jim Evermann suggested a regular portion of the agenda dedicated to program updates – such as math updates. Superintendent Sturm thought the Superintendent’s Report would be the best section of the agenda for that.
Karl Johanson moved to withdraw into an Executive session for 15 minutes to discuss potential litigation and contract negotiations. Jim Evermann seconded. The board unanimously withdrew into executive session.
Dean Kinzer moved to adjourn the board meeting. Jim Evermann seconded. The meeting was unanimously adjourned at 7:50 pm.
______Board President Board Secretary
Packet page 13 of 123 Packet page 14 of 123 Packet page 15 of 123 Packet page 16 of 123 Packet page 17 of 123 Packet page 18 of 123 Packet page 19 of 123 Packet page 20 of 123 Packet page 21 of 123 Packet page 22 of 123 Board Meeting – August 8, 2012 Student Transfer Requests
For 2012-2013 School Year Released from PSD: Kimball Cordova, 5th grade, released to WAVA Grant Harris, 8th grade, released to WAVA Joseph Harris, 8th grade, released to WAVA Kameryn Burt-Blacketer, 12th grade, released to Insight School of Washington
Released to PSD: Makenzie Druffel, 7th grade, released from Colton Chauncey Blake, 5th grade, released from Colfax Anakin Settle, 8th grade, released from Colfax Andreas Fischer, 8th grade, released from Colfax Cruz Meines, 8th grade, released from Palouse
Packet page 23 of 123 MEMORANDUM
TO: Board of Directors
FROM: Paul Sturm, Superintendent Kathy Brown, Personnel Coordinator
DATE August 8, 2012
SUBJECT: Personnel Report Employment with the District will be conditional upon the district’s receipt of a criminal conviction history record that is clear of any convictions, adjudications, protective orders, final decisions, or criminal charges in accordance with Washington State law and conditional upon receipt of a Sexual Misconduct Disclosure Form from prior Washington State employer(s), where employment was in a school setting, indicating that no sexual misconduct materials were found in the records of such employer(s) pursuant to RCW 28A.400 and WAC 180-87-080.
I recommend the Board of Directors accept the following:
Certified: Deborah Crabtree as 1.0 FTE 1st grade teacher at Sunnyside Elementary (one year, leave replacement contract)
David Cofer as 1.0 FTE Fitness, Movement and Sport teacher at Lincoln Middle School (continuing contract)
Rachel (Nikki) Phillips as 1.0 FTE 3rd grade teacher at Franklin Elementary (continuing contract)
Kelli Cox as .5 FTE 7th grade language arts/social studies at Lincoln Middle School (continuing contract)
Raeiah De Graaf as .6 FTE English teacher and .4 FTE ESL teacher at Pullman High School (continuing contract)
Classified:
I recommend the Board of Directors approve the following supplemental/stipend payments:
Ryan Scaggs as an assistant football coach at Pullman High School
Pat Allan, assistant softball coach at Pullman High School, resignation
Craig Brantner, assistant football coach at Pullman High School, resignation
Carly Ross, assistant volleyball coach at Pullman High School, resignation
For your information:
Packet page 24 of 123
MEMORANDUM
TO: Board of Directors
FROM: Paul Sturm, Superintendent Kathy Brown, Personnel Coordinator
DATE August 8, 2012
SUBJECT: Professional/Personal Services Contract Report Employment with the District will be conditional upon the district’s receipt of a criminal conviction history record that is clear of any convictions, adjudications, protective orders, final decisions, or criminal charges in accordance with Washington State law and conditional upon receipt of a Sexual Misconduct Disclosure Form from prior Washington State employer(s), where employment was in a school setting, indicating that no sexual misconduct materials were found in the records of such employer(s) pursuant to RCW 28A.400 and WAC 180-87-080.
I recommend the Board of Directors approve the following Professional/Personal Services Contract(s) with:
Palouse Industries will provide evaluation, Individual Family Service Plan (IFSP), early intervention services and transition planning, including Family Resources Coordination, to children birth to thirty-six months, effective September 1, 2012 through May 31, 2013, $679.09 per child per month.
Acknowledgement of the following Personal Services Contracts:
Packet page 25 of 123 To Ensure Learning While Challenging Each Student to Achieve Full Potential Pullman School District No. 267 ● 240 SE Dexter ● Pullman, WA 99163 ● (509) 332-3581
2012-2013 Board Meeting Schedule An Executive Summary August 8, 2012 By Susana Reyes Assistant Superintendent
Background: A draft of a 2012-2013 board meeting schedule is presented for consideration. All meeting dates mimic the schedule followed in 2011-2012. (Work sessions the first Wednesday of the month, board meetings the 2nd and 4th Wednesdays in the month). November and December differ to accommodate the school and holiday schedule.
Recommended Board Action: Approval of the proposed 2012-2013 Board Meeting Schedule.
Motion to approve: I move that we approve the 2012-2013 Board Meeting Schedule as presented.
Approved Not Approved
Date:
Board Secretary Signature:
Packet page 26 of 123
2012-2013 School Board Meeting Schedule 6:30 pm Pullman High School Draft: July 17, 2012
August 8 August 22 September 5 - Work Session/Committees, 4:30 p.m. – 6 p.m. September 12 September 26 October 3 - Work Session/Committees, 4:30 p.m. – 6 p.m. October 10 October 24 November 7 November 14-17 WSSDA Annual Conference November 21 (No meeting, school out for Thanksgiving) December 5 - Work Session/Committees, 4:30 p.m. – 6 p.m. December 6 – (Tentative Date) Special Meeting with Local Legislators, 6:30pm at Lincoln Middle School December 12 January 2 - Work Session/Committees, 4:30 p.m. – 6 p.m. January 9 January 16 February 6 - Work Session/Committees, 4:30 p.m. – 6 p.m. February 13 February 20 March 6 - Work Session/Committees, 4:30 p.m. – 6 p.m. March 13 March 27 April 3 - Work Session/Committees, 4:30 p.m. – 6 p.m. April 10 April 24 May 1 - Work Session/Committees, 4:30 p.m. – 6 p.m. May 8 May 22 June 5 - Work Session/Committees, 4:30 p.m. – 6 p.m. June 12 June 26 July 10 (Tentative for possible budget considerations) July 24 August 14 August 28
People with disabilities may contact Shannon in the Superintendent’s office (509.332.3581) so that arrangements may be made for meeting attendance or participation.
Packet page 27 of 123 To Ensure Learning While Challenging Each Student to Achieve Full Potential Pullman School District No. 267 ● 240 SE Dexter ● Pullman, WA 99163 ● (509) 332-3581
2012-2013 PHS Fee Schedule An Executive Summary August 8, 2012 By Susana Reyes Assistant Superintendent
Background: The 2012-2013 PHS Fee Schedule is presented to the board for approval - must be approved annually. The only increase from 2011-2012 is the FFA fee, which reflects an increase in state FFA dues.
Recommended Board Action: Approval of the 2012-2013 PHS Fee Schedule.
Motion to approve: I move that we approve the 2012-2013 PHS Fee Schedule as presented.
Approved Not Approved
Date:
Board Secretary Signature:
Packet page 28 of 123
PHS FEE LIST 12-13 Yearbook $60 ASB card $25 (must have to participate in Sports) Lock for locker $5 (Unless your student(s) purchased a lock last year) Lab or shop fees Art $15/semester Band $20 Metals $20 Woodshop $20 Drafting $20 Living by Design $15 Plant Science 1 & 2 $10 Gourmet $15 Digital Photography $20 Freshman P.E. (usable for 4 years) Heart Rate Strap $7 P.E. Lock $5 The following club news may be paid at registration: FFA $25 Key Club $15
Packet page 29 of 123 Ensuring Learning While Challenging Each Student To Achieve Full Potential Pullman Public Schools, District No. 267240 SE Dexter Pullman, WA 99163(509) 332-3581
Policy Revisions An Executive Summary July 25, 2012 By Paul Sturm Superintendent
Background: From the findings of the policy audit conducted last spring by WSSDA, several policy revisions were recommended. These are policies that describe current practice and new legal requirements. Some may simply change the number to align with the WSSDA sample policy organization. Others remove procedural language from the policy and place it in the accompanying administrative procedure document. The specific changes are summarized on the agenda pages and are shown in detail within the actual documents in your packet. The policy committee and key staff have reviewed each of the revised policies.
The revised policies for the board’s consideration include: 2020, 2021, 2022, 2106, 2150, 2155, 2161, 2162, 2170, 2321, 2410, 2420, 3210, 5010, and 5515.
Recommended Board Action: Approve the recommended revised policies (individually or as a group)
Motion to approve: I move approval of the revisions to policy (policies) number(s) 2020, 2021, 2022, 2106, 2150, 2155, 2161, 2162, 2170, 2321, 2410, 2420, 3210, 5010, and 5515.
Approved Not Approved
Date:
Board Secretary Signature:
Packet page 30 of 123 Pullman School District Board Policy 2020 2311 Page 1 of 3
INSTRUCTION
Curriculum Development Selection and Adoption of Instructional Materials
The Pullman School District Board of Directors recognizes its responsibility for the improvement and growth of the educational program of the schools. To this end, the curriculum shall be evaluated, adapted and developed on a continuing basis and in accordance with a plan for curriculum growth. Instructional materials shall be selected to assist students in attaining the basic skills and work skills as required by the state. All new courses or major modifications to existing courses must be approved by the superintendent and board prior to implementation. The superintendent, in turn, shall inform the board before the new course or major revision to an existing course is implemented. The superintendent shall establish procedures for curriculum development which provide for involvement of community representatives and staff members at appropriate times, the annual review of selected areas on a cyclical basis and any suggested changes that should be made as a result of the curriculum study. Such review shall take place at least once during each seven year period. believes that the success of the Pullman Schools in meeting the needs of students and teachers depends to a great extent on the range and quality of the instructional material available for their use. The primary objective in selecting instructional materials is to implement, enrich and support the educational program of the schools. The Pullman School District will provide textbooks, library books, electronic information, and other instructional resources essential for an effective instructional program. In order that the school curriculum remains current the selection of appropriate instructional materials shall be a continuous process. All instructional materials shall be selected in conformance with applicable state and federal laws, the stated goals and objectives of the district, and/or site, and be aligned with standards adopted by subject area disciplines and the Washington State Commission on Student Learning.
1.0 Approval of Curriculum and Selection and Adoption of Instructional Materials
The Pullman School District Board of Directors is legally responsible for the approval of all instructional materials regularly used in the district. Instructional materials shall be defined as all printed, filmed or recorded materials furnished by the district for student use and/or included on students’ reading lists. The primary objective in selecting instructional materials is to implement, enrich and support the educational program of the schools. All instructional materials shall be selected in conformance with: 1.1 Applicable state and federal laws; 1.2 The stated goals and/or standards of the district; and 1.3 Procedures established by the instructional materials committee.
2.0 Criteria for Selection of Instructional Material Staff shall rely on reason and professional judgment in the selection of materials of high quality materials that comprise a comprehensive collection appropriate for the instructional program. Instructional materials selected shall include, but are not limited to, those which: 2.1 Enrich and support the curriculum, taking into consideration the varied instructional needs, abilities, interests and maturity levels of the students served. 2.2 Stimulate student growth in conceptual thinking, factual knowledge, physical fitness and literary and ethical standards. 2.3 Provide sufficient variety so as to present opposing views of controversial issues in order that students may develop the skills of critical analysis and informed decision making. 2.4 Contribute to the development of an understanding of the ethnic, cultural and occupational diversity of American life. 2.5 Present objectively the concerns of and build upon the contributions, current and historical, of both sexes and members of religious, ethnic and cultural groups. The district recognizes that under certain conditions biased materials may represent appropriate resources in presenting contrasting and differing points of view.
Packet page 31 of 123 Pullman School District Board Policy 2020 2311 Page 2 of 3 2.6 Provide models which may be used as a vehicle for the development of self-respect, ethnic pride and appreciation of cultural differences, based on respect for the worth, dignity and personal values of every individual. 2.7 Eliminate in all textbooks and instructional materials including reference materials and audio-visual materials, bias pertaining to sex, race, creed, religion, color, national origin, honorably discharged veteran or military status, sexual orientation including gender expression or identity, the presence of any sensory, mental or physical disability, or the use of a trained dog guide or service animal. Any requests from organizations which provide instructional materials and/or aids must be examined to insure that such materials meet the criteria above. The principal shall review for accuracy and educational value to the total school program all materials or activities proposed by outside sources for student or staff use. The responsibility for preparing all student reading lists and for examining, evaluating and selecting all supplementary materials is delegated to the professional staff of the district. Textbooks shall be adopted by the board prior to their use in schools except for trial-use texts of a pilot nature which may be authorized by the superintendent for use for a period of no more than one school year prior to board adoption. Materials approved for trial use shall be restricted to classes specified. The superintendent shall insure that a listing of all textbooks used within the school curriculum is maintained in every district school and is available for public review.
The appropriate content committee will review these materials, and the Administrative Leadership Team based upon an established curriculum review cycle. The content committee will take newly developed curriculum recommendations to the Curriculum Advisory Council (CAC) for review and approval. CAC will make recommendation to the school board for adoption. Core curriculum and instructional material shall be approved by the board prior to their use in the schools. Trial-use of curriculum and or instructional materials of a pilot nature may be authorized by the Administrative Director of Curriculum and Instruction for no more than two school years.
The responsibility for preparing all student-reading lists and for examining, evaluating and selecting all supplementary materials is delegated to the professional staff of the district. Supplementary materials include those that appear in classroom collections, school libraries, the instructional materials center in the district office, and other resource collections.
The superintendent shall ensure that a listing of all core instructional materials curriculum is maintained in every district school and is available for public review.
2.0 Curriculum Advisory Council Membership
The Curriculum Advisory Council shall consist of patrons, administrative staff, and the district’s professional staff working in the area of instruction as appointed by the Superintendent and approved by the Board of Directors. The membership shall include the Administrative Director of Curriculum and Instruction as a permanent member of the Council. The following members shall serve three year appointments on a rotational basis: one elementary administrator and one secondary administrator; one library resource specialist; five faculty members, one representing each building; and five parents and/or patrons representing the five members of the Board of Directors. Effective the Fall of 1997, rotation for new three year membership terms shall be: First Year - 2 community members, 2 faculty members, and 1 elementary administrator; Second Year - 2 community members, 2 faculty members and 1 secondary administrator; Third Year - 1 community member, 1 library resource person, and 1 faculty member.
3.0 Challenged Curriculum or Instructional Materials
Any certificated staff member may receive informal complaints regarding instructional materials. Upon receipt of a complaint, an effort to resolve the issue shall be made at the appropriate level. The Complaints Concerning Staff or Programs Policy (#4312) Situation Resolution Policy #1651 will be followed. If the complainant is not satisfied, he/she may complete and submit the school district form entitled "Request for Reconsideration of Instructional Materials” (form 2020F1 2311F.1). When the form has been completed, it is to be considered by the Curriculum Advisory Council that will make a recommendation to the Superintendent. The Superintendent will review the recommendation and make a decision. Final approval or disapproval of the recommendation will rest with the Board of Directors.
Packet page 32 of 123 Pullman School District Board Policy 2020 2311 Page 3 of 3
4.0 Student Access to Textbooks and Instructional Materials
Textbooks, supplies, electronic information and other instructional materials shall be provided by the district, free of charge, to all enrolled students provided that each student shall be required to exercise reasonable care in their use. The professional staff will maintain records necessary for the proper accounting of all instructional materials and will set forth conditions for student replacement of lost or badly damaged materials. Students may be charged for consumable materials used in their class.
5.0 Conditions for Loan and Sale of Instructional Materials
District instructional materials may be purchased if such materials are available. Sale of currently utilized instructional material will be sold at the current replacement cost. Used materials no longer in use will be sold at a price reflecting the depreciated value of the materials. Instructional materials that do not meet current district standards for subject content, gender balance, ethnic content or are not repairable may be declared obsolete by the Superintendent and disposed of per district policy.
Procedures will be developed to implement this policy.
Cross Reference: Board Policy 7251 Surplus property 6881 Disposal of Surplus Equipment and/or Materials
Legal References:
RCW 28A.405.060 Course of study and regulations Enforcement Withholding salary warrant for failure RCW 28A.320.230 Instructional materials--Instructional materials committee RCW 28A.150.230 Basic Education Act District school directors --Responsibilities RCW 28A.640 Sexual Equality RCW 28A.642 Discrimination prohibition WAC 392-190-055 Textbooks and Instructional Materials – Scope - Elimination of Bias WAC 180-44-010 Responsibilities related to instruction 28A.320.240 Operation and Stocking of Libraries
Adoption date: May 11, 1994 Revised: March 26, 1997 Revised: June 25, 1997 Revised: May 7, 1998 Revised: June 19, 1998 Revised: October 12, 1998 Revised: May 2, 2000 Revised: December 2002
Packet page 33 of 123 Pullman School District Board Policy 2021 2021 Page 1 of 2
INSTRUCTION
Library Media Centers
The Pullman School District Board of Directors expects library/media centers to be used to support and extend the classroom program of instruction. Each center will provide a broad range of instructional equipment and learning resources to support the school curriculum and meet the unique needs of students. Each district library/media center will be appropriately staffed to assist teachers and students in the use of the collection, as well as in the completion of teacher and/or student assignments. The Librarian and the library media staff will assist students and teachers in securing a variety of resources which support student mastery of the essential academic learning requirements and the implementation of the district’s school improvement plan. Additionally, the Librarian, through the school library media program, will collaborate as an instructional partner and information specialist to help all students meet the content goals in all subject areas, provide information, technology literacy instruction and assist high school students completing the culminating project and high school and beyond plans. The Pullman School District Board of Directors supports the use of library/media centers to support the attainment of the state’s learning goals. Each center shall be provided with a collection of print and electronic information, instructional equipment and other learning resource materials to promote a positive impact on student learning. These resources will support the district’s school improvement plan and student mastery of the essential academic learning requirements in all subject areas. Library media staff shall collaborate as instructional partners and informational specialist with teachers to develop student’s information and technology skills. Staff shall assist students in meeting content goals in all subject areas and assist high school students with graduation requirements, specifically the culminating project and the high school and beyond plans. Library/media staff will assist students and teachers by providing access to materials and securing information from other sources. The superintendent shall establish procedures for the selection of materials. Citizens who wish to express a concern about specific material included in the collection may do so according to the procedures outlined in 2020P 2311P. , with the understanding that the criteria and rationale for reconsideration of library resources differs from the criteria and rationale for reconsideration of classroom/curricular instructional materials.
Cross Reference: Board Policy 2020 Curriculum Selection Policy and Procedure
Legal References: RCW 28A.320.230 Instructional Materials—Instructional materials committee RCW 28A.320.240 School Library Media Programs — Stocking of libraries — Teacher-Librarians WAC 392-204-005, 009, 020, 025, 055 Library Media Centers WAC 392-190-055 Text books and instructional materials — Scope — Elimination of sex bias — Compliance timetable
Management Resources: Policy News, April 2011 Library Media Programs Support Student Learning Policy News, October 2007 Elimination of Outdated and Obsolete Policies Policy News, April 2005 State Board of Education Revises Library Media Rules
Packet page 34 of 123 Pullman School District Board Policy 2021 2021 Page 2 of 2
Adoption Date: February 10, 2010
Packet page 35 of 123 Pullman School District Board Policy 2022 Page 1 of 2
INSTRUCTION
Electronic Resources
The Pullman School District Board of Directors recognizes that an effective public education system develops students who are globally aware, civically engaged, and capable of managing their lives and careers. The board also believes that students need to be proficient and safe users of information, media, and technology to succeed in a digital world. Therefore, the district will use electronic resources as a powerful and compelling means for students to learn core subjects and applied skills in relevant and rigorous ways. It is the district’s goal to provide students with rich and ample opportunities to use technology for important purposes in schools just as individuals in workplaces and other real-life settings use these tools. The district’s technology will enable educators and students to communicate, learn, share, collaborate and create; to think and solve problems; to manage their work; and to take ownership of their lives.
To help ensure student safety and citizenship in online activities, all students will be educated about appropriate behavior, including interacting with other individuals on social networking websites and in chat rooms, and cyberbullying awareness and response. Further, a use agreement detailing efficient, ethical and legal utilization of the network is to be developed. It is to cover the following issues: acceptable use, privileges, network etiquette, warrantees, security, vandalism and training. Prior to use of the network all individuals must agree to, and sign said agreement. Further, should any other organization require assurances, all individuals must agree to and sign such other network use agreements.
The superintendent or designee will create strong electronic educational systems that support innovative teaching and learning, to provide appropriate staff development opportunities and to develop procedures to support this policy. that the district implemented an electronic communications (network) that will allow unprecedented opportunities for students, staff and patrons to communicate, learn, access and publish information. The Board believes that the resources available through this network and the skills that students will develop in using it are of significant value in the learning process and student success in the future. These new opportunities also pose many new challenges including, but not limited to, access for all students, age- level appropriateness of material, security, and cost of maintaining ever more elaborate systems. The district will endeavor to ensure that these concerns are appropriately addressed, but cannot insure that problems will not arise. The district firmly believes that the valuable information and interactions on this worldwide network far outweigh any controversial information an industrious user may discover.
By creating this network, the board intends only to provide a means for educational activities and does not intend to create a first amendment forum for free expression purposes. The district dedicates the property comprising the network, and grants access to it by users, only for the educational, not personal activities authorized under this policy and procedures and under the specific limitations contained therein.
The Board directs the Superintendent to provide training and procedures that encourage the widest possible access to electronic information systems and networks by students, staff and patrons.
From time to time, the district will make a determination on whether specific uses of the system are consistent with the regulations stated above. Under prescribed circumstances non-student or staff use may be permitted, provided such individuals demonstrate that their use furthers the purpose and goals of the district. For security and administrative purposes the district reserves the right for authorized personnel to review system use and file content. The district reserves the right to remove a user account on the system to prevent further unauthorized activity. The district's wide-area network provider (Wednet) reserves the right to disconnect the district to prevent further unauthorized activity.
Violation of any conditions of use as outlined in this Policy and procedure 2314P will be cause for disciplinary action.
Cross References:
Board Policy 2020 Curriculum Development and Adoption of Instructional Materials
Packet page 36 of 123 Pullman School District Board Policy 2022 Page 2 of 2
Board Policy 2311 Selection and Adoption of Materials Board Policy 2312 Copyright Compliance Board Policy 3200 Student Rights and Responsibilities Board Policy 3207 Harassment, Intimidation and Bullying Board Policy 3231 Student Records Board Policy 3241 Classroom Management, Corrective Actions or Punishment Board Policy 4340 Public Access to District Records Board Policy 4400 Election Activities Board Policy 5281 Disciplinary Action and Discharge
Legal References RCW 28A405-300 Adverse Change of Contract Status of Certificated Employee RCW 28A400-300 Hiring and Discharge of Employees RCW 28A.635.060 Defacing or Injuring School Property RCW 42.52.160 Use of persons, money, or property for private gain
18 USC 2510-2522, Electronic Communication Privacy Act Pub. L. No. 110-385 Protecting Children in the 21st Century Act
Management Resources: Policy News, February 2012 Federal Guidance Requires Changes to Electronic Resources Policy Policy News, June 2008 Policy News Policy News, June 2001 Congress Requires Internet Blocking at School Policy News, August 1998 Permission required to review e-mail
Adoption date: February 28, 1996 Revised date: January 12, 2000 Revised date: August 22, 2000 Revised date: October 18, 2000 Revised date: August 24, 2005 Revised date: February 10, 2010
Packet page 37 of 123 Pullman School District Board Policy 2106 Page 1 of 2 INSTRUCTION Program Compliance
The Pullman School District Board of Directors authorizes directs the superintendent to annually, on or before October 1, determine if the district is in compliance with the following program requirements:
1.0 Appropriate measures are taken to safeguard all student and school district permanent records against loss or damage;
2.0 Provision is made for the supervision of instructional practices and procedures;
3.0 Current basic instructional materials are available for required courses of study;
4.0 A program of guidance, counseling and testing services is maintained for students in all grades offered by the school district;
5.0 A learning resources program is maintained;
6.0 The physical facilities of each building are adequate and appropriate for the educational program offered;
7.0 There is adequate provision for the health and safety of all students within the custody of the school district;
8.0 A current policy statement pertaining to the administration and operation of the school district is available online or in each building’s administrative office including, but not limited to, policies governing the school building and classroom visitation rights of non-students;
9.0 The Pullman School District complies with all federal and state rules and regulations and does not discriminate on the basis of race, creed, religion, color, national origin, age, veterans or military status, sex, sexual orientation, gender expression or identity, disability, or the use of a trained dog guide or service animal and provides equal access to designated youth groups. The district is in compliance with the statutes that prohibit unequal treatment of individuals on the basis of race, sex, creed, color, honorably discharged veteran, sexual orientation, presence of any sensory, mental or physical disability or the use of a trained guide dog or service animal by a person with a disability and national origin in activities supported by common schools and which require equal access to Boy Scouts of America and other designated youth groups;
10.0 Within each school, the school principal has determined that appropriate student discipline is established and enforced. The school principal has conferred with the certificated employees in the school building in order to develop and/or review building disciplinary standards and the uniform enforcement of those standards;
11.0 Written high school graduation requirements and rules have been adopted by the school district board of directors; and
12.0 Equivalence among all schools in teachers, administrators and auxiliary personnel and equivalence in the provision of curriculum materials and supplies among all schools.
Cross References: Board Policy 1310 Policy Adoption, Manuals and Administrative Procedures Board Policy 2020 Curriculum Development and Adoption of Instructional Materials Board Policy 2090 Program Evaluation Board Policy 2104 Federal and/or State Funded Special Instructional Programs Board Policy 2140 Guidance and Counseling Board Policy 2311 Selection & Adoption of Instructional Materials Board Policy 2410 High School Graduation Requirements Board Policy 3200 Student Rights & responsibilities Board Policy 3210 Nondiscrimination Board Policy 3231 Student Records Board Policy 3410 Student Health Board Policy 4000 Public Information Program Board Policy 4040 Public Access to District Records
Packet page 38 of 123 Pullman School District Board Policy 2106 Page 2 of 2 Board Policy 5240 Evaluation of Non-administrative Staff Board Policy 6800 Operation & Maintenance of School Property
Adoption Date: September 2004 Revised: April 2005
Packet page 39 of 123 Pullman School District Board Policy 2150 Page 1 of 2 INSTRUCTION
Co-Curricular Program
The Pullman School District Board of Directors recognizes that the goals and objectives of the district can best be achieved by providing a broad offering of purposeful learning experiences, some of which are more appropriately conducted outside of the approved curriculum of the district. Such activities shall ordinarily be conducted wholly or partly outside the regular school day and shall be available to all students who voluntarily elect to participate. The co-curricular program encompasses approved curriculum-related activities. including intramural and such associated student body activities as interscholastic athletics, publications, music, dramatics, school service, and other board-approved activities.
The board shall annually approve all activities included within the ASB program. the co-curricular program. The principal is authorized to approve curriculum-related activities that are not part of the ASB program and shall or other ASB activities when requests for these activities occur within the school year. The principal will make school facilities available for them and designate staff members to support and supervise them.
The criteria to be used by the principal for approving curriculum-related or ASB activities are:
1.0 the purposes and/or objectives shall be an extension of a specific program or course offering, or other ASB activity.
2.0 the participating students shall be currently enrolled in a related course or program or possess the entry level knowledge and/or skills to successfully participate in the activity;
3.0 the group shall be supervised by a qualified staff member;
4.0 the cost of the activity must not be prohibitive to student or district;
5.0 the activity must comply with Title IX requirements;
6.0 all activity must take place on school premises unless approved in advance by the school principal; and,
7.0 the activity must not be secretive in nature.
Curriculum related activities, whether approved by the board as part of the ASB or by the principal, must meet at least one of the following criteria: 1.0 The subject matter of the activity is actually taught or will soon be taught in a regularly offered course; 2.0 The subject matter of the activity concerns the body of courses as a whole; 3.0 Participation in the activity is required for a particular course; or 4.0 Participation in the activity results in academic credit.
The board directs the superintendent to develop appropriate procedures for proper planning, funding, approval and implementation of all activities offered within the above guidelines.
The principal shall be responsible for administering the co-curricular program in the school. An opportunity will be made available in each school for students, including those with disabilities, to participate in some aspect of the program. A survey shall be conducted at least once every three (3) years to assure that the recreational and athletic activities program accurately responds to the needs and desires of both boys and girls.
The district shall evaluate its intramural and interscholastic program at least once each year to ensure that equal opportunities are available to members of both sexes with respect to participation in interscholastic and/or intramural programs.
Packet page 40 of 123 Pullman School District Board Policy 2150 Page 2 of 2 Cross-references: Board Policy 2153 Noncurriculum-Related Student Groups Board Policy 2151 Interscholastic Athletics
Legal References: 20 U.S.C. §§ 4074 Equal Access Act RCW 28A.325.020 Associated student bodies — Powers and responsibilities affecting RCW 28A.600.200 Interschool athletic and other extra-curricular activities for students, regulation of--Delegation, conditions RCW 28A.640.020 Regulations, guidelines to eliminate discrimination--Scope WAC 392-138-010 Definitions WAC 392-138-030 (2a) Powers--Authority and policy of board of directors WAC 392-190-030 General--Recreational and athletic activity--Equal opportunity factors considered WAC 392-190-040 Recreational and athletic activities--student interest--Required survey instrument
Adoption date: March 13, 1996
Packet page 41 of 123 Pullman School District Board Policy 2155 Page 1 of 1
INSTRUCTION
Student Services Team (SST)
The Pullman School District Board of Directors recognizes that it is the intent of the district to ensure that all students are afforded a meaningful educational experience. Students may require related services outside of typical classroom activities that could be provided either within by the district or by the community (or by both as a collaborative effort).
In order to provide the variety of services which an individual student may require, each school will establish and maintain a Student Services Team (SST) which will process student referrals. Student Services Teams will facilitate transition activities from preschool to kindergarten, from elementary to middle school and from middle school to high school. The core membership of the Student Services Team (SST) will be the building administrator, school counselor, teacher representative(s), and special program personnel. Additional membership of the Student Services Team will would be determined by the building administrator. The Student Services Team (SST) will meet on a regularly scheduled basis. The building administrator will facilitate the process of referral, evaluation, planning, educational services and program review as deemed appropriate on an individual student basis. Each building site will develop procedures and an accountability system for its Student Services Team (SST). Records of meetings will be kept at the building.
Adoption Date: January 12, 1994
Packet page 42 of 123 Pullman School District Board Policy 2161 Page 1 of 2
INSTRUCTION
Education of Students with Disabilities Special Education and Related Services for Eligible Students
The Pullman School District Board of Directors recognizes that students whose disabilities adversely impact educational performance and who require specially designed instruction can improve their educational performance when they receive special education and related services tailored to fit their needs. The district adopts the state’s full educational opportunity goal to provide students in need of special education services with a free appropriate public education. Special education programs for students eligible for special education shall be an integral part of the general education programs of this district and shall be operated in compliance with federal and state requirements governing special education. The district will provide a continuum of placement options which may include services within and outside the district depending on the student’s needs. Not all students with disabilities are eligible for special education services. The needs of students with disabilities who are ineligible for special education and related services will be addressed individually and, if appropriate, the student will be provided accommodations or modifications required under Section 504 of the Rehabilitation Act in accordance with district policy and procedures.
Mediation or Resolution Agreements The board authorizes the superintendent or a designee to bind the district to a mediation or resolution agreement.
Certificate of Attendance In accordance with Board Policy 2410: Graduation Requirements, students receiving special education and related services may participate in commencement exercises. Students must have met the minimum criteria for graduation prior to the date of the exercise and otherwise be in good standing with their school through the commencement date. Minimum criteria for participation may be adjusted for students with an IEP whose disabilities have impacted their opportunity to accumulate credits. Each student’s IEP team will determine the student’s graduation plan, including graduation date. IEP students who have attended four years of high school and need additional time to complete IEP goals and/or credits may request participation in commencement exercises. IEP students will receive a certificate of attendance until they complete their credits for graduation. Students receiving special education and related services will qualify for high school graduation following the guidelines in Board Policy 2410. The district superintendent shall develop and maintain special education procedures necessary to implement this policy. The procedures will include the following: free appropriate public education (FAPE), early intervention, public and private insurance, parent participation, identification and referral (child find), evaluation, transfer students, independent educational evaluations, individualized education programs, placement, private school students, procedural safeguards, confidentiality and records management, mediation, due process hearing, discipline, staff qualifications, and public participation. This policy and the procedures shall be available to the public.
Cross-references: Board Policy 2162 Education of Students with Disabilities under Section 504 Board Policy 2410 High School Graduation Requirements Board Policy 3200 Student Rights and Responsibilities Board Policy 3231 Student Records Board Policy 3241 Classroom Management, Corrective Actions or Punishment
Legal References: RCW 28A.605.020 Parents’ Access to Classroom or School Sponsored Activities RCW 28A.155 Special Education RCW 49.60 Law against Discrimination
Packet page 43 of 123 Pullman School District Board Policy 2161 Page 2 of 2
WAC 392-172A Rules for the Provision of Special Education 20 U.S.C. 1400 et seq .Individuals with Disabilities Education Improvement Act of 2004 42 U.S.C. 12131-12133 Americans with Disabilities Act of 1990 28 CRF Part 35 Nondiscrimination on the Basis of Disability in State and Local Government Services 34 CFR Part 99 Family Education Rights and Privacy Act (FERPA) 29 U.S.C. 794 Section 504 of the Rehabilitation Act of 1973, as amended by the Rehabilitation Act Amendments of 1974, Pub. L. 93-516, 29 U.S.C. 794 34 CFR Part 104 Nondiscrimination on the basis of handicap in programs and activities receiving or benefiting from federal financial assistance 34 CFR Part 300 Assistance to States for the Education of Children with Disabilities and Preschool Grants for Children with Disabilities 34 CFR 303 Early Intervention Program for Infants and Toddlers with Disabilities
Management Resources: Policy News, December 1999 Rule Adoption Leads to Special Education Policy Policy News, June 2007 Graduation Ceremonies for Special Education Students Policy News, December 2007 Updated Special Education Policy and Procedure Policy News, October 2009 Special Education Rules Revisions
Adoption Date: August 23, 1995 Revised Date: June 2000 Revised Date: March 28, 2001 Revised Date: March 26, 2008
Packet page 44 of 123 Pullman School District Board Policy 2162 Page 1 of 7
INSTRUCTION
Education of Students with Disabilities Under Section 504 of the Rehabilitation Act of 1973
The Pullman School District Board of Directors has the intent to ensure that students with disabilities within the definition of Section 504 of the Rehabilitation Act of 1973 are identified, evaluated, and provided with appropriate educational services. Students may be identified with disabilities under this policy even though they are not eligible for services pursuant to the Individuals with Disabilities Education ACT (IDEA).
Section 504 of the Rehabilitation Act of 1973 is a civil rights law which protects the rights of individuals with disabilities in programs and activities that receive federal financial assistance from the U.S. Department of Education. A child is a “qualified disabled person” under Section 504 if he or she (1) has a physical or mental impairment that substantially limits one or more major life activities (such as caring for one’s self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, reading, concentrating, thinking, communicating, and working), has a record of such an impairment, or is regarded as having such an impairment; and (2) is between the ages of 3 to 21 years old.
The District will shall comply with the federal policies that require free appropriate public education, childfind, equal educational opportunity, confidentiality of information, parent involvement, participation in least restrictive environment, evaluations, placement, reevaluation, programming to meet individual needs, placement procedures, nonacademic services, preschool and adult education programs, disciplinary exclusion, transportation, procedural requirements, appropriate funding, accessibility, special issues related to drug or alcohol addiction, special considerations for students having AIDS or HIV infection, and special issues related to students diagnosed as having ADD/ADHD.
The superintendent will establish procedures to ensure that students who are disabled within the definition of Section 504 are educated in full compliance with the law. .
1.0 Free Appropriate Public Education
The District shall provide a free-appropriate public education (regular or special education and related aids and services) to school-age children with disabilities in the District’s jurisdiction. Instruction shall be individually designed to meet the needs of the students with disabilities as adequately as the needs of the students without disabilities are met.
2.0 Childfind
The District shall annually undertake to identify and locate every qualified student with disabilities residing in the District’s jurisdiction who is not receiving a public education, and take appropriate steps to notify students with disabilities and their parents or guardians of the District’s responsibilities under Section 504.
3.0 Equal Educational Opportunity
The District shall provide students with disabilities an equal opportunity to participate in and benefit from the educational services it provides to students without disabilities. The teachers of students with disabilities shall meet comparable standards for certification that teachers of students without disabilities meet. Facilities shall be of comparable quality and appropriate materials and equipment shall be available.
4.0 Confidentiality of Information
The confidentiality of student records will be maintained throughout the period of time when such records are collected, stored, disclosed, or destroyed by the District.
Packet page 45 of 123 Pullman School District Board Policy 2162 Page 2 of 7 5.0 Parent Involvement
The District shall obtain the informal consent of parents or guardians before conducting an initial evaluation of a student. The District will notify parents or guardians of the evaluation results and any programming and placement recommendations. The District will notify parents or guardians before initially placing a student with a disability, conducting subsequent evaluations of the student, or implementing a significant change in the student’s placement. The District shall notify parents or guardians of their right to review and challenge the District’s program and placement decisions if they disagree with them. Section 504 does not give parents the right to participate in a meeting during which their child’s program is designed and placement is determined, as does the IDEA. However, this practice is recommended.
6.0 Participation in the least restrictive environment
6.1 Academic setting—to the maximum extent appropriate to the needs of students with disabilities, the District shall educate students with disabilities with students without disabilities. In order to remove a child from the regular educational environment, the District must demonstrate that education of the student in the regular environment with the use of supplementary aids and services cannot be achieved satisfactorily for the student with disabilities. Whenever the District places a student in a setting other than the regular education environment pursuant to this paragraph, it shall take into account the proximity of the alternate setting to the student’s home.
6.2 Non-academic setting—In providing or arranging for the provision of non-academic and extra- curricular services and activities, including meals, recess periods, and the services and activities set forth in 34CFR 104.37, the District shall ensure that students with disabilities participate with students without disabilities in such activities and services to the maximum extent appropriate to the needs of the student in question.
7.0 Evaluations
7.1 If a student needs or is believed to need special education or related services, the District shall evaluate the student prior to placement and before any subsequent “significant change in that placement.”
Examples of significant changes in placement include:
7.1.1 Expulsion; 7.1.2 Suspensions which exceed 10 consecutive days in a school year; 7.1.3 Cumulative short-term suspensions, which create a pattern of exclusion; 7.1.4 Transferring a student to home instruction; 7.1.5 Graduation from high school; and/or 7.1.6 Significantly changing the composition of the student’s class.
7.2 The District shall establish policies and procedures for evaluation and placement, which assure those tests and other evaluation materials:
7.2.1 Have been validated and are administered by trained personnel;
7.2.2 Are tailored to assess educational need and are not merely based on IQ scores; and
7.2.3 Reflect aptitude or achievement or whatever else the tests purport to measure and do not reflect the student’s impaired sensory, manual, or speaking skills (unless the test is designed to measure these particular deficits).
8.0 Placement Procedures
In interpreting evaluation data and in making placement decisions, the District shall (1) draw upon information from a variety of sources, including aptitude and achievement tests, teacher recommendations, physical condition, social or cultural background, and adaptive behavior, (2) establish procedures to ensure
Packet page 46 of 123 Pullman School District Board Policy 2162 Page 3 of 7 that information obtained from all such sources is documented and carefully considered, (3) ensure that the placement decision is made by a group of persons, including persons knowledgeable about the student, the meaning of the evaluation data, and the placement options, and (4) ensure that the student is educated with his/her peers without disabilities to the maximum extent appropriate.
Residential placements will be provided by the District if necessary to provide a free appropriate education to a student with disabilities.
In regard to out-of-district placements, if the District affords a free appropriate education to a student but the parent chooses to place the child elsewhere, the District is not responsible to pay for the out-of-district placement.
9.0 Re-Evaluations
The District shall provide for periodic reevaluation of students with disabilities. No time frame is specified in Section 504; however, the every three years requirement of the IDEA will be encouraged. A reevaluation is also required before any “significant change of placement,” as defined about in Part “7.0”.
10.0 Programming to Meet Individual Needs
The District recognizes that to be appropriate, educational programs for students with disabilities must be designed to meet their individual needs to the same extent that the needs of students without disabilities are met. To adequately meet individual needs, academic and related services for students with disabilities may need to be significantly different in character from those offered to students without disabilities. A documented procedure such as the development of an individualized accommodation plan by a knowledgeable team of educational professionals is recommended.
11.0 Non-Academic Services
The District shall provide nonacademic and extracurricular services and activities in such a manner as is necessary to afford students with disabilities an equal opportunity for participation in such services and activities. Nonacademic and extracurricular services and activities may include counseling services, physical recreation athletics, transportation, health services, recreational activities, special interest groups or clubs sponsored by the District, referrals to agencies which provide assistance to persons with disabilities, and employment of students, including both employment by the District and assistance in making available outside employment. The reasonable health and safety standards for all students shall be observed.
11.1 Counseling Services—in providing personal, academic or vocational counseling, guidance, or placement services to its students, the District shall provide these services without discrimination on the basis of disability. The District shall ensure that qualified students with disabilities are not counseled toward more restrictive career objectives than are students without disabilities with similar interests and abilities.
11.2 Physical education and athletics—in providing physical education courses and athletics and similar programs and activities to any of its students, the District shall not discriminate on the basis of disability. As the District offers physical education courses and operates or supports interscholastic, club, or intramural athletics, it shall provide an equal opportunity for qualified students with disabilities to participate in these activities. The District may offer to students with disabilities physical education and athletic activities that are separate or different from those offered to students without disabilities only if separation or differentiation is consistent with the requirements of 34 CFR n 104.34 and only if no qualified student with a disability is denied the opportunity to compete for teams or to participate in courses that are not separate or different.
12.0 Preschool and Adult Education Programs
In the operation of preschool education, or daycare program or activity, or an adult education program or activity, the District shall not, on the basis of disability, exclude qualified students with disabilities from the
Packet page 47 of 123 Pullman School District Board Policy 2162 Page 4 of 7 program or activity and shall take into account the needs of such persons in determining the aid, benefits, or services to be provided under the program or activity.
13.0 Disciplinary Exclusion
13.1 Students with disabilities are protected from being improperly excluded from school for disciplinary reasons. Certain disciplinary exclusions of students with disabilities from school constitute a significant change in the student’s educational placement. Such disciplinary exclusions cannot be implemented until the District has satisfied the required change of placement procedures.
13.2 Qualified students with disabilities should be recognized as having a disabling condition before discipline is imposed on them, especially before imposing long-term suspension (a suspension of more than five days duration) or regular expulsion upon a qualified student with a disability that could constitute a significant change of placement. The school principal or educational staff person responsible for the imposition of discipline must ensure that a group of qualified professionals determine whether or not there is a causal relationship between the student’s misconduct and his or her disability. They are also to consider the appropriateness of the student’s current placement and program. This determination will take into account the student’s current evaluation and Individualized Accommodation Plan (IAP), under Section 504. For students identified with disabilities under Section 504, there is no obligation to provide educational services during periods of long-term suspension or expulsion when the student’s misconduct has been properly determined not to be disability-related or due to an inappropriate placement or program. When a student’s misconduct is determined causally related to his/her disabling condition, procedures at 13.4 below shall be instituted in lieu of either long-term suspension or expulsion.
13.3 When a student poses an immediate and continuing danger to him or herself and/or others (see WAC 180-40-295), an emergency expulsion of up to ten (10) days may be used to alleviate immediate risk on the condition that procedures at WAC 180-40-300, be modified to require the regular disciplinary hearing be held within ten (10) school business days whether the student or parent/guardian requests a hearing or not. The purpose of this regular disciplinary hearing is to determine the nature of, and consequences for, the misconduct.
In the event the student is covered by or believed to be covered by Section 504, the Section 504 Compliance Officer (or designee) must attend and participate in this hearing. The Section 504 Compliance Officer (or designee) shall advise the hearing officer on Section 504 restrictions. Even if the student and/or parent/guardian refuse to attend this hearing, the hearing shall be held.
13.4 When a student has engaged in misconduct which is causally related to his or her disability, aside from emergency expulsion, (see 13.3. above) expulsion and/or long-term suspension should not be imposed which results in more than ten (10) lost school days (cumulative for the entire school year, considering earlier short-term suspension [if any] as counting toward the cumulative total).
Instead, the need for additional evaluation and/or a change of placement should be considered. In this circumstance, the principal or designee responsible for the imposition of discipline, the Section 504 Compliance Officer, and a team of professionals from the school who are knowledgeable about the student will meet to determine if there is a need for further evaluation or a change of program or placement. If further evaluation is recommended, it will be conducted as soon as possible. If the student poses an immediate risk to him or herself or others, the procedure at 13.3 above may be instituted by the principal or designee.
13.5 Students and their parent/guardian shall be notified of the results of the decision regarding the causal relationship of the misconduct and the student’s disabling condition and of their right to challenge this decision. Students/parents/guardians objecting to procedures outlined at 13.1
Packet page 48 of 123 Pullman School District Board Policy 2162 Page 5 of 7 through 13.4 above shall be entitled to exercise their rights under Section 504 to file a grievance or initiate a due process hearing. (See 15.0. Procedural Requirements, sub-section 15.1.7. following.)
13.6 Students who are identified with disabilities under Section 504 are subject to the same disciplinary processes and results as students without disabilities for misconduct regarding the use, sale, or possession of drugs or alcohol at school, or possession of a dangerous weapon, as defined in WAC 392-172-371(3). The extra due process requirements regarding change of placement do not apply.
14.0 Transportation
If the District places a student in a program not operated by the District, the District shall assure that adequate transportation to and from the program is provided at no cost to the parent.
Since the District provides transportation to all its students within a certain geographic area, it shall not discriminate in its provision of transportation to students with disabilities.
If the District proposes to terminate bus transportation for a qualified student with disabilities for inappropriate bus behavior, the District shall first determine the relationship between the student’s behavior and his or her disabling condition, the appropriateness of the related service of transportation, and the need for reevaluation. The parent or guardian shall be provided with notice of the results of such determinations and of their right to challenge such determinations.
The length of the bus rides for qualified students with disabilities should not be longer than that of students without disabilities.
15.0 Procedural Requirements
The District shall ensure compliance with the requirements of Section 504 by doing the following:
15.1 Provide written assurance of non-discrimination whenever the District receives federal money.
15.2 Designate an employee to coordinate the District’s Section 504 compliance activities. The Section 504 Coordinator for the District is the district’s assistant superintendent.
15.3 Provide grievance procedures to resolve complaints of discrimination; students, parents, or employees are entitled to file grievances. (The grievance procedures for the District are set out in the Procedure for Policy 3210, Nondiscrimination.)
15.4 Provide notice to students, parents, employees, unions, and professional organizations of nondiscrimination in admission or access to, or treatment or employment in, its programs or activities. Notice shall also specify the Section 504 coordinator for the district. Notice shall also be included in the student/parent handbooks.
15.5 Annually identify and locate all Section 504 qualified children with disabilities in the District’s geographic area who are not receiving a public education.
15.6 Annually notify persons with disabilities and their parents or guardians of the District’s responsibilities under Section 504.
15.7 Establish and implement procedural safeguards to be provided to parents or guardians with respect to actions regarding the identification, evaluation, or educational placement of persons who, because of disability, need or are believed to need special instruction or related services, that includes:
15.7.1 Notice of their rights;
15.7.2 An opportunity to examine relevant records;
Packet page 49 of 123 Pullman School District Board Policy 2162 Page 6 of 7 15.7.3 An impartial hearing may be initiated by either the parents/guardian or the school district, with opportunity for participation by the student’s parents or guardian. The student/parent is entitled to have representation by legal counsel; and
15.7.4 A review procedure.
16.0 Appropriate Funding
The District recognizes that the regular education funding of the District is the funding source for serving qualified students with disabilities under Section 504 only. However, if students are dual identified as Section 504 and IDEA eligible, state and federal special education funds can be used. The District shall not use money appropriated by the IDEA to serve qualified students with disabilities under Section 504 but not the IDEA. The District may use the IDEA money to evaluate a student if the District believes that the student may also be eligible under the IDEA.
17.0 Accessibility
17.1 District’s responsibility to make buildings accessible: facilities which were constructed prior to June 3, 1977, need not necessarily be made accessible so long as the program or activity, viewed in its entirety, is readily accessible to persons with disabilities.
17.2 District’s options other than major modifications: the District can redesign equipment, reassign classes or other services to accessible buildings, assign aides to students, deliver services at alternate accessible sites, or alter existing facilities. So long as there are other methods which are as effective in achieving compliance, a District need not undertake structural changes to a building.
17.3 District recognition of unacceptable accommodations: carrying a student upstairs; segregating all students with mobility impairments due to inaccessibility of other buildings; having students with disabilities eat on a separate floor due to an inaccessible cafeteria; denying certain programs such as music, art, or assemblies because these programs are inaccessible.
17.4 District obligation for new buildings and additions: buildings or additions constructed since 1980 must be designed and constructed to allow persons with disabilities the ability to access and use them readily.
17.5 District’s obligation when a building is altered: to the maximum extent feasible, all facilities which are altered after 1980 must be altered to allow accessibility and usability by persons with disabilities.
17.6 District recognition of the meaning of the phrase “to the maximum extent possible:” this provision covers the occasional instance where the nature of an existing facility is such as to make it impractical or prohibitively expensive to renovate in a manner that results in its being entirely barrier-free. However, in all of these instances, the alteration should provide the maximum amount of physical accessibility feasible.
18.0 Special Issues Related to Drug or Alcohol Addicted Students
If a District suspects that the drug or alcohol problem of a student may be substantially limiting a major life activity, such as learning, the District is obligated to recommend an evaluation. If the evaluation verifies the existence of a condition which substantially limits a major life activity, the student is identified with a disability under Section 504 and should be planned for appropriately.
With the passage of the Americans with Disabilities Act in 1990, Congress specifically amended Section 504 to exclude persons who are “currently engaging in the illegal use of drugs” from the definition of individuals with disabilities. Therefore, the school district is not required to consider whether a current illegal drug user could successfully participate in the District’s education programs. Furthermore, the
Packet page 50 of 123 Pullman School District Board Policy 2162 Page 7 of 7 District is not required to make accommodations for the student if he or she is currently using drugs. The District can treat the student as it treats students without disabilities.
Congress did not amend Section 504 with respect to students with alcoholism in so far as their coverage as qualified persons with disabilities. Unlike students addicted to drugs, students whose alcoholism constitutes a disabling condition under Section 504 and who continue to use alcohol, are protected by Section 504, although these protections are limited as follows: for purposes of programs and activities providing educational services, the District may take disciplinary action pertaining to the use, sale, or possession of illegal drugs or alcohol at school against any student with disabilities who currently is engaged in the illegal use of drugs or in the use of alcohol at school to the same extent that such disciplinary action is taken against students without disabilities. Furthermore, the due process procedures at 34 CFR n 104.36 shall not apply to such disciplinary actions.
19.0 Special Considerations for Students Having AIDS or HIV Infection
Students with Acquired Immune Deficiency Syndrome (AIDS), and AIDS Related Complex (ARC), or otherwise infected with Human Immunodeficency Virus (HIV-infected) are individuals with disabilities under Section 504. They either qualify as actually having a physical impairment which substantially limits a major life activity, or are regarded as having such a disabling condition. Depending on the nature of the disease and the student’s other conditions, the student may also qualify for services under the IDEA.
Placement of the student must be made by a group of persons knowledgeable about the child, the meaning of the evaluation and medical information, and placement options. A public health representative should be on the team. Unless currently presenting a risk of contagion due to the stage of the disease (e.g., a contagious opportunistic infection, open lesions that cannot be covered) or parents and school agree on an alternative, a student with AIDS should remain in the regular classroom.
20.0 Special Considerations for ADD/ADHD Students
If a District suspects or has knowledge that a student has an Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD) that may be substantially limiting a major life activity, such as learning, the District is obligated to recommend an evaluation.
Evaluation of the student, and service and placement recommendations should be made by a group of persons knowledgeable about the child, the meaning of the evaluation and medical information, and service and placement options. A qualified medical practitioner’s assessment should be considered as well as the impact the student’s
ADD/ADHD has on his or her ability to learn or to otherwise benefit from his or her educational program. The District shall ensure that the student’s educational program meets the full range of his or her individual educational needs.
Cross Reference: Board Policy 2161 Education of Students with Disabilities Board Policy 3210 Nondiscrimination Board Policy 3200 Students Rights and Responsibilities
Legal References: 42 USC 12212 Section 512 Americans With Disabilities Act of 1990 34 CFR Part 104 Section 504 of the Rehabilitation Act of 1973 45 CFT Part 99 Family Education and Privacy Act PL 101-336 Section 512 Americans with disabilities Act of 1990 WAC 392-168-120 Hatch Amendment
Adoption: February 11, 2004
Packet page 51 of 123 Pullman School District Board Policy 2170 Page 1 of 1 INSTRUCTION
Career and Technical Education
The Pullman School District Board of Directors requests that the district provide a program of Career and Technical Education to assist students in the making of informed and meaningful educational and career choices and to prepare students for post- secondary options. The district’s Career and Technical Education is a planned program of courses and learning experiences that begins with exploration of career options. Additionally, the district’s Career and Technical Education program supports basic academic and life skills, enables achievement of high academic standards, incorporates leadership training, provides options for high skill development and employment preparation and includes advanced and continuing education courses. The program and its courses will be included as part of the regular curriculum of the district. The district will establish a local Career and Technical Advisory Committee to assist in the design and delivery of the district’s Career and Technical Education program. The Committee will advise the district on current labor market needs and the programs necessary to meet those needs. The district’s Career and Technical Education program will be related to employment demands, current and future, and to the needs and interests of students. The board will annually review and approve the district plan for the design and delivery of its Career and Technical Education program. The plan will ensure academic rigor, align with education reform, establish program performance targets, and provide opportunities for dual credit. The superintendent shall develop procedures which will ensure that all programs and courses are operated in conformity with the district's plan for Career and Technical Education and with all federal and state rules and regulations and do not discriminate on the basis of race, creed, religion, color, national origin, age, veteran or military status, sex, sexual orientation, gender expression or identity, disability, or the use of a trained dog guide or service animal and provides equal access to designated youth groups. Additionally, the superintendent/designee shall seek and utilize all available state and federal sources of revenue for the financial support of Career and Technical Education in the district.
Legal References: RCW 28A.150.500 Educational agencies offering vocational educational programs — Local advisory committees — Advice on current job needs RCW 28A.700 Secondary career and technical education RCW 28A.230.130 Program to help students meet minimum entrance requirements at baccalaureate-granting institutions or to pursue career or other opportunities — Exceptions Management Resources: Policy News, June 2011 Additional Policy Updates Policy News, February 2009 Career and Technical Education Programs
Adoption: April 22, 2009
Packet page 52 of 123 Pullman School District Board Policy 2331 2321 Page 1 of 1
INSTRUCTION
Guest Speakers
The Pullman School District Board of Directors encourages the extension of instructional experiences through the use of invited guest speakers. A sound education requires that students face issues and gain access to divergent points of view.
The district shall offer courses of study which will afford learning experiences appropriate to the level of student understanding. The instructional program shall respect the right of students to face issues, to have free access to information, to study under teachers in situations free from prejudice and to form, hold, and express their own opinions without personal prejudice or discrimination. The district encourages staff members to provide for the free and orderly flow and examination of ideas so that students may gain the skills to gather and arrange facts, discriminate between facts and opinion, discuss differing viewpoints, analyze problems and draw their own tentative conclusions. Teachers shall guide discussions and procedures, including the use of guest speakers to gain divergent points of view, with thoroughness and objectivity to acquaint students with the need to recognize opposing viewpoints, the importance of fact, the value of judgment and the virtue of respect for conflicting opinions. Teachers will exercise professional judgment in determining the appropriateness of the issue to the curriculum and the maturity of the students. When in doubt regarding appropriateness, the matter should be referred to the principal. The superintendent shall establish procedures for the approval of the use of a guest speaker. When an invited speaker expresses opinions which are partisan or considered controversial by a large portion of the community, the school shall provide for the presentation of opposing views. If the teacher and the principal believe the guest speaker's topic is controversial, they will develop a plan whereby the issue(s) can be presented in an objective unbiased manner. In the event the speaker's topic is determined to be controversial, the teacher will notify students beforehand that any student who does not wish to attend the presentation may have alternative assignment.
The superintendent shall establish procedures for the approval of the use of invited guest speakers. When an invited speaker expresses opinions that are partisan or considered controversial by a large portion of the community, the school shall provide for the presentation of opposing views.
Adoption date: January 8, 1997 Revised date: March 2007
Packet page 53 of 123 Pullman School District Board Policy 2410 Page 1 of 5
INSTRUCTION
High School Graduation Requirements
The Pullman School District Board of Directors shall will award a high school diploma to every student enrolled in the district who meets the requirements for graduation established by the district in accordance with the requirements of the Washington State Board of Education. Only one diploma will be awarded with no distinctions being made between the various programs of instruction which may have been pursued.
1.0 Graduation Ceremony
The Superintendent shall develop procedures to assure an orderly and appropriate graduation ceremony and to establish the criteria for student participation in the ceremony.
Students may be permitted to participate in their graduation ceremony if they have not earned a diploma, provided, 1.1 Students who have not completed all of the credit and/or non-credit diploma requirements appeal to and receive approval from the high school principal (2410P Section 4.0);
1.2 The principal will permit participation only if the student is in good disciplinary standing and is deemed to have made a sincere effort to complete all requirements prior to the commencement date;
1.3 Consideration would be given to a student that has been subject to unusual and significant extenuating circumstances that likely have contributed to the student’s lack of completion, and;
1.4 The student expresses the commitment to and can reasonably be expected to complete all graduation requirements by the end of the following semester.
Students who have met the graduation requirements set forth by the Pullman School District but have yet to earn a Certificate of Academic Achievement (CAA) will be allowed to participate in the graduation ceremony, provided they have met all other graduation requirements, including those described in section 1.0 of this policy, for participating in the graduation ceremony.
2.0 Cohort Assignment
All students entering a high school program in Washington State shall be assigned a graduation year as required by Washington State Administrative Code and the No Child Left Behind Act. Once students are assigned a graduation year, they will be aligned to the requirements for that specific graduating class and subject to the provisions of WAC 180-51-035. Specifically, 2.0 Students shall be assigned an expected graduation year based on the year they commence 9th grade, or for transfer students, based on a transcript evaluation, or for students eligible for special education, based on an Individualized Education Program (IEP) team determination. 3.0 Students shall have the right and the obligation to meet the minimum graduation requirements in place for their expected graduation year designated at the time they enter a district high school, regardless of what year they actually graduate.
3.0 Diploma Requirements
The Pullman School District Board of Directors has approved the following graduation requirements for the Pullman School District that, at a minimum, satisfy those established by the state board of education. A credit is defined as 150 180 (50-minute) hours of planned instructional activities excluding passing time. Schools may also award credit based on a district approved competency assessment consistent with the State Board of Education policy and American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines (see policy and procedure 2409). A Carnegie unit is required unless a waiver process has occurred. No student may earn more than one credit/year to satisfy the state board requirements in English, Mathematics and Science except as provided in WAC 180-51-065.
Packet page 54 of 123 Pullman School District Board Policy 2410 Page 2 of 5
3.1 Requirements for a Pullman School District Diploma, Class of 2013-2015 and beyond:
Required Recommended Specific Required Course English 4 credits Social Studies 2.5 credits 3 credits PNW*, US History Mathematics 3 credits 4 credits See Counselor Science 2 credits 3 credits l lab science Physical Education 1.5 credits Health 0.5 credits Career & Technical Education** 1 credit Fine, Visual or Performing Arts*** 1 credit Information Technology 0.5 credit Culminating Project Pass/Fail (required by statute) 0.5 credit Electives 6.5 credits High School & Beyond Plan (required by statute) 0 credits Total Credits 23 credits
* Required by statute. For those that take PNW in the 8th grade the requirement is satisfied. However this does not lessen the 5-semester social studies requirement. It remains the same. For students that have not satisfied this requirement, PNW is offered one period. **Career & Technical Education includes but is not limited to, homemaking, industrial arts, business and office education, diversified occupations education, agriculture education, trade and industrial education and health occupations. Career & Technical Education, or "Occupational education" means learning experiences designed to assist the student to acquire and demonstrate competency of skills which are required for success in current and emerging occupations. At a minimum, these competencies shall align with the definition of an exploratory course as contained in the career and technical education (CTE) program standards of the office of the superintendent of public instruction. *** Fine, visual or performing arts classes include all music classes, art classes, drama and multi-media classes.
3.2 Requirements for a Pullman School District Diploma, Class of 2016 and beyond:
Required Recommended Specific Required Course English 4 credits Social Studies 3 credits US History, Civics, Current World Problems, PNW* Mathematics 3 credits 4 credits See Counselor Science 2 credits 3 credits l lab science Physical Education 1.5 credits Health 0.5 credits Career & Technical Education** 1 credit Fine, Visual or Performing Arts 1 credit Information Technology 0.5 credit Culminating Project Pass/Fail (required by statute) 0.5 credit Electives 6 credits High School & Beyond Plan (required by statute) 0 credits Total Credits 23 credits
* Required by statute. For those that take PNW in the 8th grade the requirement is satisfied. However this does not lessen the 6-semester social studies requirement. For students that have not satisfied this requirement, PNW is offered one period. Completion of Washington State History and Government is a non-credit requirement.
** Career & Technical Education, or "Occupational education" means learning experiences designed to assist the student to acquire and demonstrate competency of skills which are required for success in current and emerging
Packet page 55 of 123 Pullman School District Board Policy 2410 Page 3 of 5 occupations. At a minimum, these competencies shall align with the definition of an exploratory course as contained in the career and technical education (CTE) program standards of the office of the superintendent of public instruction. Students taking a CTE-equivalent course may satisfy two graduation requirements while earning one credit.
3.3 Jump Start Credits (high school credit for middle school course work)
For those that take PNW, foreign language, mathematics or other high school level courses in the 8th grade the requirement is satisfied. However this does not lessen the 6-semester social studies requirement for the class of 2016 and beyond. For students that have not satisfied this requirement, PNW is offered one period. Completion of Washington State History and Government is a non-credit requirement. These courses will automatically be posted to a student’s high school transcript unless specifically requested to be removed following established procedure. Washington State History (WSH)/Pacific Northwest (PNW)/Foreign Language/Mathematics or other courses taken in grades 7 or 8 can only be included on the high school transcript if it is a high school level course (high school academic level). The Superintendent shall develop procedures for course and transcript requirements of Jump Start credits.
4.0 Additional State Graduation Requirements In addition to the minimum credit requirements, to earn a diploma each student must:
4.1 Pass the reading and writing portions of the statewide assessment or a state-approved alternative. 4.2 High school and beyond plan: Within the first year of high school enrollment, each student shall will develop a plan for satisfying the district’s high school graduation requirements and for their first year after high school completion. The plan should be developed in collaboration with the student, parent and district staff. The plan should include how the student will satisfy the district’s academic credit requirements, preparation for successfully completing the statewide assessment, a description of the student’s culminating project and the student’s goals for the year following graduation. Each student plan should be reviewed annually to assess student progress, to adjust the plan, and to advise the student on steps necessary for successful completion of the plan.
4.3 Culminating project: During the course of their high school career each student shall complete a culminating project. The project shall demonstrate the student’s ability to think analytically, logically and creatively and to integrate experience and knowledge to form reasoned judgments and solve problems. The project will also have a connection to the world of work in that it will demonstrate that the student understands the importance of work and how performance, effort, and decisions directly affect future career and educational opportunities.
The culminating project is a multi-year project that should commence at the beginning of the student’s high school career and culminate in the senior year.
4.4 Complete math requirements: Students in the class of 2009-2012 who fail to successfully pass the mathematics portion of the required Washintgon State assessment or an appropriate alternative, must earn two mathematics credits or career and technical education equivalent mathematics credits after 10th grade. Credits earned must meet high school standards. Students in the class of 2013 and 2014 must pass the end-of-course assessment for the first year of high school mathematics or the end-of-course assessment for the second year of high school mathematics or a high school mathematics retake assessment. Beginning with the graduating class of 2015, the mathematics content area of the Washington assessment of student learning will be assessed using the end-of-course assessment for the first year of high school mathematics plus the end- of-course assessment for the second year of high school mathematics, or results from a high school mathematics retake assessment for the end-of-course assessments in which the student did not meet the standard. Students in the classes of 2013 and 2014 must pass one end of course assessment (either Algebra 1 or Geometry or their integrated math equivalents) or state-approved alternative. Students in the classes of 2015 and beyond must pass two end of course assessments (Algebra I and Geometry or their integrated math equivalents) or state-approved alternative
4.5 Complete science requirements: Students in the class of 2013 2015 and beyond must pass the biology end of course assessment science portion of the required Washington State assessment or an appropriate state-approved alternative.
Packet page 56 of 123 Pullman School District Board Policy 2410 Page 4 of 5
4.6 Certificate of Academic Achievement Criteria: A student will receive a Certificate of Academic Achievement (CAA) if they meet the reading, writing and math standards on the required Washington State high school assessmests or an approved alternative assessment. Through Class of 2014: A student will receive a certificate of academic achievement only if they earn the appropriate number of credits required by the district, complete a culminating project, complete the high school and beyond plan, and meet the reading, writing and math standards on the high school statewide assessment or an appropriate alternative assessment. For the class of 2015 and beyond, students must pass the End of Course Assessment of Biology.
4.7 Certificate of Individual Achievement Criteria: Students qualifying for special education services may earn a Certificate of Individual Achievement (CIA) by meeting Washington State alternative assessment requirements as outlined by their individual education plan (IEP).
5.0 A student shall be issued a diploma after completing the district's requirements for graduation and be advised that he/she may receive a final transcript on or after the next school business day following graduation ceremony.
However, a student's diploma may be withheld until the student pays for any school property that has been lost or willfully damaged. Upon payment for damages, or the equivalency through voluntary work, the diploma will be released. The student and/or his/her parents or guardian may appeal the imposition of a charge for damages to the superintendent. The student and his/her parents or guardian shall be notified regarding the nature of the violation or damage, how restitution may be made, and how an appeal may be instituted. When the damages or fines do not exceed $100, the student and/or his/her parents or guardian shall have the right to an informal conference with the principal. As is the case for appealing a short-term suspension (3200), the principal's decision may be appealed to the superintendent and then to the board of directors. When damages are in excess of $100, the appeal process for long term suspension (3200) shall apply.
6.0 Graduation requirements in effect when a student first enrolls in high school shall be in effect until that student graduates unless such period is in excess of ten years.
7.0 In the event that other forms of corrective actions are imposed for violations of school rules, the student may be denied participation in graduation ceremonies. Such exclusion shall be regarded as a school suspension. In such instances, the diploma will be granted following graduation ceremonies.
8.0 The superintendent shall develop procedures for implementing this policy
Cross Reference: Board Policy 2409 Credit for Competency/Proficiency Board Policy 2255 Alternative Learning Experience Programs Board Policy 3110 Age of Attendance Board Policy 3241 Classroom Management, Corrective Actions or Punishment Board Policy 3520 Student Fees, Fines, Charges
Legal References: RCW 28A.230.090 High school graduation requirements or equivalencies—Reevaluation and report by state board of education—Credit for courses taken before attending high school—Postsecondary credit equivalencies RCW 28A.230.120 High school diplomas — Issuance — Option to receive final transcripts — Notice RCW 28A.600.300-400 Running start program RCW 28A.635.060 Defacing or injuring school property--Liability of parent or guardian — Withholding grades, diploma, or transcripts — Suspension and restitution — Voluntary work program as alternative — Rights protected
WAC 180-51 High School graduation requirements WAC 392-121-182 Alternative Learning Experience Requirements WAC 392-169 Running Start Special service programs running start program WAC 392-348 Secondary Education
Packet page 57 of 123 Pullman School District Board Policy 2410 Page 5 of 5 WAC 392-410 Courses of studies and equivalencies RCW 28A.230.093 Social studies course credits — Civics coursework
RCW 28A.05 Compulsory courses WAC 180-50 Courses of studies and equivalencies WAC 180-57 Secondary Education--Standardized high school transcript
Management Resources: Policy News, October 2011 Policy Manual Revisions Policy News, June 2010 High School Proficiency Examination Policy News, April 2009 High School Graduation Requirements (Class of 2009) Policy News, February 2009 High School Graduation Requirements Policy News, August 2007 Graduation Requirements Modified by Legislature Policy News, October 2004 Graduation Requirements: High School and Beyond Plans Policy News, February 2004 High School Graduation Requirements Policy News, December 2000 2004 High School Graduation Requirements Adopted Policy News, April 1999 Variations Complicate College Credit Equivalencies
Adoption Date: July 14, 1993 Revised Date: April 6, 1994 Revised Date: April 27, 1994 Revised Date: January 14, 1998 Revised Date: September 20, 2000 Revised Date: January 31, 2001 Revised Date: August 2001 Revised Date: July 2004 Revised Date: January 2005 Revised Date: August 2005 Revised Date: August 2006 Revised Date: December 2007 Revised Date: March 10, 2010
Packet page 58 of 123 Pullman School District Board Policy 3210 Page 1 of 1 STUDENTS
Non-Discrimination
The Pullman School District Board of Directors and the Pullman School District shall provide equal educational opportunity and treatment for all students in all aspects of the academic and activities programs without regard to race, religion, creed, color, national origin, age, sex, sexual orientation, gender expression or identity, honorably discharged veteran or military status, disability, the use of a trained dog guide or service animal by a person with a disability, and provides equal access to designated youth groups. or non-program-related physical, sensory or mental disabilities (RCW 49.60 Law Against Discrimination). ?? District programs shall be free from sexual harassment.
The superintendent shall provide for the annual evaluation, periodic surveys, annual notice and complaint procedures as required by law to insure that there is in fact equal opportunity for all students in the district.
The superintendent shall designate a staff member to serve as Affirmative Action Officer/Title IX Compliance Officer.
Cross-References: Board Policies: 3213 Sexual Harassment, Students 2140 Guidance and Counseling 2150 Co-Curricular Program 2311 Selection and Adoption of Instructional Materials 2162 Education of Students with Disabilities Under Section 504 of the Rehabilitation Act of 1973
Legal References: RCW 28A.640 Sexual Equality RCW 49.60 Discrimination – Human Rights Commission RCW 42 U.S.C 12101-12213 Americans with Disabilities Act WAC180-400-215 Student rights WAC 392-190 Equal Educational Opportunity—Sex Discrimination Prohibited.
Management Resources: Policy News, August 2007 Washington’s Law Against Discrimination
Adoption date: March 9, 1994 Revised: June 18, 1996 Revised: April 12, 2000 Revised: April 14, 2010
Packet page 59 of 123 Pullman School District Board Policy 2420 Page 1 of 1
INSTRUCTION
Grading and Progress Reports
The Pullman School District Board of Directors believes that the cooperation of school and home is a vital ingredient in the educational growth and education of the its students and recognizes its responsibility to keep parents informed of a student’s welfare and progress in school.
The issuance of grades and progress reports on a regular basis serves as the basis for continuous evaluation of the student's performance and determining changes that should be made to effect improvement. These written and verbal reports shall be designed to provide information that will be helpful to the student, teacher, counselor and parent.
The district shall comply with the marking/grading system incorporated into the statewide, standardized high school transcript. A student's grade point shall be reported for each term; individually and cumulatively.
The board directs the superintendent to establish a system of reporting student progress and shall require all staff members to comply with such a system as part of their teaching responsibility. Each school shall define consistent levels of student achievement to be used in reporting student progress. Each school shall report such with the advice and consent of its site council.
At the beginning of each term, each teacher shall specify in writing the student learning goals or standards for his/her respective courses. If participation is used as the basis of mastery of a goal or standard, a student's grades may be adversely affected provided on that day there was a graded participation activity. If the teacher does not so advise students in writing, the teacher may not use attendance and participation in the grading process. Individual students, who feel that an unjust application of attendance or tardiness factors has been made, may follow the appeal process for resolving the differences.
A student's grade report may be withheld until such time the student pays for any school property that has been lost or willfully damaged. Upon payment for damages or the equivalency through voluntary work, the grade report will be released. The student or his/her parents may appeal the imposition of a charge for damages to the superintendent and board of directors.
Grading and progressing reporting procedures are to be annually reviewed.
Cross References: Board Policy 3122 Excused and Unexcused Absences Board Policy 3520 Student Fines, Fees and Charge
Legal References: RCW 28A.150.240(2g) Basic Education Act of 1977-- Certificated teaching & administrative staff as accountable for classroom teaching--Scope--Responsibilities-- Penalty
RCW 28A.635.060 Defacing or injuring school property--Liability of parent or guardian RCW 28A.600.030 Grading policies--Option to consider--Attendance WAC180-40-235 Discipline--Conditions & limitations WAC180-44-010 Responsibilities Related to instruction WAC 180-57 Secondary Education--Standardized High School Transcript WAC 392-210 Washington State Honors Award Program
Adoption date: August 26, 1998
Packet page 60 of 123 Pullman School District Board Policy 5010 Page 1 of 3
PERSONNEL
Nondiscrimination and Affirmative Action The Pullman School District Board of Directors recognizes the following Nondiscrimination and Affirmative Action guidelines:
1.0 Nondiscrimination
The district shall provide equal employment opportunity and treatment for all applicants and staff in recruitment, hiring, retention, assignment, transfer, promotion and training. Such equal employment opportunity shall be provided without discrimination with respect to race, creed, religion, color, national origin, age, honorably-discharged veterans or military status, sex, sexual orientation, including gender expression or identity, marital status, the presence of any sensory, mental, or physical disability, or the use of a trained dog guide or service animal by a person with a disability and provides equal access to designated youth groups.
The board shall designate a staff member to serve as the District’s Compliance Officer.
2.0 Affirmative Action
The Pullman School District, as a recipient of public funds, is committed to undertake affirmative action which shall make effective equal employment opportunities for staff and applicants for employment. Such affirmative action shall include a review of programs, the setting of goals and the implementation of corrective employment procedures to increase the ratio of aged, persons with disabilities, ethnic minorities, women and Vietnam Era Veterans who are under-represented in the job classifications in relationship to the availability of such persons having requisite qualifications. Affirmative action plans may not include hiring or employment preferences based on gender or race, including color, ethnicity or national origin. Such affirmative action shall also include recruitment, selection, training, education and other programs.
The superintendent shall cause an Affirmative Action in Employment Program to be developed which specifies the personnel procedures to be followed by the staff of the district and shall ensure that no such procedures discriminate against any individual. Reasonable steps shall be taken to promote employment opportunities of those classes that are recognized as protected groups - aged, persons with disabilities, ethnic minorities, women and Vietnam veterans, although under state law racial minorities and women may not be treated preferentially in public employment.
This policy, as well as the Affirmative Action Plan, regulations and procedures developed according to it, shall be disseminated widely to staff in all classifications and to all interested patrons and organizations. Progress toward the goals established under this policy shall be reported annually to the board.
3.0 Employment of Persons with Disabilities
In order to fulfill its commitment of nondiscrimination of those with disabilities, the following conditions shall prevail:
3.1 No qualified person with disabilities shall, solely by reason of a disability, be subjected to discrimination, and the district shall not limit, segregate or classify any applicants for employment or any staff member in any way that adversely affects his/her opportunities or status because of disability. This prohibition applies to all aspects of employment from recruitment to promotions and includes fringe benefits and other elements of compensation.
Packet page 61 of 123 Pullman School District Board Policy 5010 Page 2 of 3 3.2 The district shall make reasonable accommodation to the known physical or mental limitations of an otherwise qualified disabled applicant or staff member unless it is clear that an accommodation would impose an undue hardship on the operation of the district program.
Such reasonable accommodations may include:
3.2.1 Making facilities used by staff readily accessible and usable by persons with disabilities; and
3.2.2 Job restructuring, part-time or modified work schedules, acquisition or modification of equipment or devices, the provision of readers or interpreters and other similar actions. In determining whether or not accommodation would impose an undue hardship on the district, factors to be considered include the nature and cost of the accommodation.
3.3 The district shall not make use of any employment test or criteria that screens out persons with disabilities unless:
3.3.1 The test or criteria is clearly and specifically job-related; and
3.3.2 Alternative tests or criteria that do not screen out persons with disabilities are available.
3.4 While the district may not make pre-employment inquiry as to whether an applicant has a disability or as to the nature and severity of any such disability, it may inquire into an applicant’s ability to perform job-related functions.
3.5 Any staff member who believes that there has been a violation of this policy or the law prohibiting discrimination because of a disability may initiate a grievance through the procedures for staff complaints.
4.0 Nondiscrimination for Military Service
The district will not discriminate against any person who is member of, applies to be a member or, who performs, has performed, applies to perform, or who has an obligation to perform service in a uniformed service, on the basis of that participation in a uniformed service. The principles of nondiscrimination shall apply in initial employment, retention in employment, promotion, or any benefit of employment. The district will not discriminate against any person who has participated in the enforcement of these rights in accordance with state or federal law.
Cross References: Board Policy 1651 Situation Resolution Board Policy 1655 General Grievance Board Policy 2030 Service Animals in Schools
Legal References: Exec. Order 11246 Amended by Executive Order 11375 29 USC 706 8 USC 1324a and 1324b, (IRCA) Immigration Reform and Control Act of 1986 42 USC 2000c—2000c-9, Title VII of the Civil Rights Act of 1964 42 USC 2000h—2000h-6, Title IX Educational Amendments of 1974 42 USC 12101—12213 Americans with Disabilities Act 45 CFR 84 Sec 504 Vocational Rehabilitation Act of 1973 RCW 28A.400.310, Law against discrimination applicable to district’s employment practices RCW 28A.640.020 Regulations, guidelines to eliminate discrimination-Scope RCW 49.60 Discrimination – Human Rights Commission RCW 49.60.030 Freedom from discrimination – Declaration of Civil Rights
Packet page 62 of 123 Pullman School District Board Policy 5010 Page 3 of 3 RCW 49.60.180 Unfair practices of employer defined
RCW 49.60.400 Discrimination, Preferential Treatment Prohibited WAC 162-22-050 Unfair practice WAC 392-190-0592 Public School Employment--Affirmative Action Program WAC 392-190 Equal Education Opportunity – Unlawful Discrimination Prohibited
Management Resources: Policy News, June 2011 Laws Against Discrimination Address Equal Education Opportunities Policy News, February 2011 Nondiscrimination Policy News, August 2007 Washington’s Law Against Discrimination Policy News, June 2001 State Updates Military Leave Rights
Adoption Date: June 9, 1993 Revision: May 2001 Revision: July 2003 Revision: March 2008
Packet page 63 of 123 Pullman School District Board Policy 5515 Page 1 of 3 PERSONNEL
Student Activity Stipends
The Pullman School District Board of Directors recognizes that Student Activity Stipends are for specific extracurricular activities authorized and/or regularly scheduled beyond the normal school hours, which are not otherwise covered by other salary schedules. and are for Student Activity responsibilities are assigned for a period of for one-year duration. The salary/wages paid is are according to the activity placement on the appropriate student activity stipend schedule.
All individual supplemental contracts will be approved by the Board of Directors.
I recommend moving the remainder of the policy to procedure.
1.0 Student Activity Stipends
Any person who conducts any authorized and/or regularly scheduled student activity beyond the normal school hours, that is not otherwise covered by other the salary schedules, shall be paid a salary for the responsibility according to the Pullman School District Student Activity Stipend Schedules.
1.1. The activity stipend shall reflect responsibilities with students outside of the regular workday.
1.1.1. For regular staff members the 30 minute duty-free lunchtime is also considered time outside the staff members' regular workday.
1.1.2. Staff members may be activity advisors for more than one activity.
1.1.3. Student activity stipend funds for each building will be based upon teacher interest and student participation. Activities with 10 or fewer participants will be reviewed for continuation.
1.2 For each position on the Student Activity Stipend Schedule a job description will be developed. and kept on file in the Pullman School District Personnel Office. For positions affecting more than one (1) building, an agreement must be reached among the certified members of site councils and building administrators.
1.3 For each position on the Student Activity Stipend Schedule, a job description will be kept on file in the Pullman School District Personnel Office.
1.4 Individuals who have a bachelor’s degree shall be placed on Schedule 1. Individuals who do not have a bachelor’s degree shall be placed on Schedule II.
1.4.1 With proper documentation of experience and/or teaching, an individual without a bachelor's degree, may be placed by the superintendent on schedule I.
1.53 Placement--experience for placement will be granted when such experience can be verified and was compensated.
1.53.1 For reasons of salary placement a season of coaching is considered as follows:
a. Experience for a season of middle school, high school or college coaching will be granted a full year.
Packet page 64 of 123 Pullman School District Board Policy 5515 Page 2 of 3 b. Experience for a season of middle school coaching will be granted a half-year.
c. Experience outside of the education setting will be evaluated on an individual basis.
d. No experience will be granted for coaching at camps.
1.5.2 Experience must be determined at the beginning of employment.
2.0 Payment
2.1. Any employee who has a supplemental contract for an activity that is two months or longer may select to be paid either:
2.1.1 In equal monthly installments over 12 months; or
2.1.2 In one lump sum at the end of the activity.
2.2 Any employee who has a supplemental contract for an activity of less than two months or a single event activity will be paid in one lump sum.
2.3 Regular employees who are not exempt from Fair Labor Standard Act overtime provisions, and who also have a student activity stipend, will be placed on the appropriate student activity stipend salary schedule and are eligible to receive overtime pay for work in excess of 40 hours per week. The rate will be 1.5 times the weighted average of the different hourly rates. Employees must submit a time sheet for all hours worked. The total number of hours worked are not to exceed the number of hours for the level of the position, as defined on the student activity stipend salary schedule. and such hours will be identified and agreed to when the supplemental contract is issued
2.4 Remuneration will be identified on the supplemental contract for each individual.
3.0 An employee, with a supplemental stipend for a competitive activity, will be compensated $75.00 $100.00 for each week the competitive activity extends beyond the basic season for reasons of State, National and International competition. Where ten or fewer students are involved, one coach only will be compensated. For more than ten students, the number of stipends will be limited to the relevant number of assistants.
4.0 A person who is solely employed with the district with a student activity stipend shall not be eligible for, including but not limited to:
4.1 health care benefits; 4.2 leave provisions; 4.3 payroll deductions beyond statutory requirements; and 4.4 transfer to regular positions.
Reference: Student Activity Stipend Schedule I, "Student Activity Stipend Schedule for College Graduates" Student Activity Stipend Schedule II, "Student Activity Stipend Schedule for Non-College Graduates"
Adoption Date: August 28, 1995
Packet page 65 of 123 Pullman School District Board Policy 5515 Page 3 of 3 Revised Date: April 10, 1996 Revised Date: November 12, 1997 Revised Date: August 12, 1998 Revised Date: October 14, 1998 Revised Date: May 12, 2010
Packet page 66 of 123 Ensuring Learning While Challenging Each Student To Achieve Full Potential Pullman Public Schools, District No. 267240 SE Dexter Pullman, WA 99163(509) 332-3581
Policy Revisions An Executive Summary July 25, 2012 By Paul Sturm Superintendent
Background: From the findings of the policy audit conducted last spring by WSSDA, several deletions were recommended. These are policies that are no longer relevant, or have been replaced by or consolidated into new policies. Some may simply be deleted to be added with a different number, aligning with the WSSDA sample policy organization system. The specific changes are summarized on the agenda pages for this meeting, and are shown in detail within the actual documents in your packet. The policy committee and key staff have reviewed each of the deleted policies.
The deleted policies for the board’s consideration include: 2110, 2151.1, 2221, 2311.1, 2341, 2342, 2343, 2344, 5115, and 5347.
Recommended Board Action: Approve the recommended revised policies (individually or as a group)
Motion to approve: I move approval of the deletion of policy (policies) number(s) 2110, 2151.1, 2221, 2311.1, 2341, 2342, 2343, 2344, 5115, and 5347.
Approved Not Approved
Date:
Board Secretary Signature:
Packet page 67 of 123 Pullman School District Board Policy 2210 Page 1 of 1
INSTRUCTION
Grade Organization
The Pullman School District Board of Directors recognizes that instructional programs shall be coordinated between each grade and between levels of schools. Grade organization may vary among the schools as individual schools and the community make recommendations to the Board regarding their preferred grade organization. The Board will make the final decision to assure smooth transitions between the various buildings as students progress.
Adoption: October 14, 2009
Packet page 68 of 123 Pullman School District Policy 2311.1 Page 1 of 1
INSTRUCTION Video Media and Video-Related Materials
The Board of Directors recognizes that the district supports the use of video media in the classroom and instructional program that allows opportunities for students, staff and patrons to instruct, communicate, learn, and access recorded information. The Board believes that video resources available to students and staff, and the needed information that students and staff will gain from using these materials, are significant in value to the learning processes and student future life successes. The amount and rapid growth of video media creates many new challenges including, but not limited to, equal access for all students in conjunction with age-level appropriateness of materials. The district will endeavor to ensure that these concerns are appropriately addressed, but cannot ensure that problems will not arise.
The Board intends only to provide a means for educational activities with the use of video and video-related materials, and does not intend to create a first amendment forum for free expression purposes. The district dedicates the property of video and video-related materials, and grants access to it by users, only for the educational activities authorized under this policy and procedures and under the specific limitations contained therein.
The Board directs the Superintendent to provide procedures that encourage the widest possible access to video information by students, staff and patrons while establishing reasonable controls for the lawful, efficient and appropriate use and management of these materials.
Cross References: Policy 2311, Instructional Materials Policy 3200, Student Discipline Policy 2312, Copyright Compliance
Adoption Date: April 2002
Packet page 69 of 123 Pullman School District Board Policy 2151.1 Page 1 of 1
INSTRUCTION
Scheduling of Extra Curricular Activities
The Pullman School District Board of Directors has the intent to provide the best possible learning environment. The Pullman School District realizes the importance of extracurricular activities for our students. To this end, we would like to see the best possible programs offered for extracurricular activities, while at the same time, interfering the least with the students’ academic endeavors.
1.0 Long bus rides or events that would get students home late at night would be restricted to weekends;
2.0 At the high school level there will be no events, either home or away, scheduled the night before a final examination day; and
3.0 At the high school level there will be no away events scheduled during the week of final examinations.
Adoption Date: December 11, 1996
Packet page 70 of 123 Pullman School District Board Policy 2221 Page 1 of 1
INSTRUCTION
School Closure
The Pullman School District Board of Directors gives authority to the superintendent to order the closure of one or more schools in the event of extreme weather or other emergency. This shall be done in compliance with established procedures for notifying parents, students and staff.
Cross References: Board Policy 6600 Emergency Routes and Schedules
Legal References: RCW 28A.150.290 (2) State superintendent authorized to make rules regarding emergency school closures RCW 28A.335.030 Emergency school closures exempt from RCW 28A.335.020 WAC 392-129 Finance--Emergency School Closure
Adoption Date: January 8, 1997
Packet page 71 of 123 Pullman School District Board Policy 2341 Page 1 of 1 INSTRUCTION
Religion and the Curriculum
The Pullman School District Board of Directors recognizes the role that religion has played in the various societies of the world. The United States, through the First Amendment, has clearly separated the role of the government and religion. Religious belief and disbelief are matters of personal consideration rather than of governmental authority. Therefore, the school district must be neutral in matters of religion, neither opposing nor promoting religion in general or any particular religion.
History, sociology, literature, the arts and other disciplines taught in school may have a religious dimension. Study of these disciplines, including the religious dimension, shall give neither preferential nor disparaging treatment to any single religion or the religion in general and must not be introduced or utilized for devotional purposes.
Criteria used to guide academic inquiry in the study of religion shall seek the same neutrality, objectivity and educational effectiveness expected in other areas of the curriculum. In addition, materials and activities should be sensitive to America's pluralistic society and should educate rather than indoctrinate. Instructional activities should meet the three-part test established and used by the U.S. Supreme Court to determine constitutionality: (1) the activity must have a secular purpose; (2) the activity's principal or primary effect must be one that neither advances nor inhibits religion; and (3) the activity must not impose excessive involvement on the part of the school in order to maintain a neutral position towards the advancement of religion. This constitutional restriction shall not preclude a student from expressing views relative to belief or non-belief about a religious-related issue in compositions, reports, music, art, debate and classroom discussion.
Essential academic learning requirements (EALRs) address subject area.
Cross Reference: Board Policy 2340 Religious-related Activities or Practices
Legal References: U.S. Constitution First Amendment/Fourteenth Amendment Wash. Constitution Art. 9, Sec. 4 and Art. 26
Adoption Date: April 23, 1997
Packet page 72 of 123 Pullman School District Board Policy 2342 Page 1 of 1
INSTRUCTION
Religious Holidays and Observances
The Pullman School District Board of Directors recognizes that the school must neither promote nor inhibit religion. Since several holidays have both a religious and cultural foundation in our society, the origin of such holidays may be presented in an unbiased and objective manner without sectarian indoctrination.
Since a variety of activities is included as part of a holiday theme, care must be exercised to focus on the historical and secular aspects of the holiday rather than its devotional meanings. Music programs shall not use the religious aspect of a holiday as the underlying message or theme. Pageants, plays and other dramatic activities shall not be used to exclusively convey religious messages. Religious symbols such as nativity scenes, if used, shall be displayed in conjunction with a variety of secular holiday symbols so that the total presentation emphasizes the cultural rather than religious significance of the holiday.
Staff shall avoid assigning work that emphasizes the religious aspects of a holiday. Individual students should be allowed, at their own direction, to use religious personages, events or symbols as a vehicle for artistic expression.
The above restrictions do not preclude the factual and objective teaching about religions, religious holidays, religious differences and religious doctrines. Such instruction can enhance the mutual understanding needed by all citizens in a pluralistic society.
Cross References: Board Policy 2340 Religious-related Activities or Practices Board Policy 2341 Religion and the Curriculum
Legal References: U.S. Constitution First Amendment/Fourteenth Amendment Wash. Constitution Art. 9, Sec. 4 and Art. 26
Adoption Date: April 23, 1997
Packet page 73 of 123 Pullman School District Board Policy 2343 Page 1of 1
INSTRUCTION
Religious-related Assemblies
The Pullman School District Board of Directors recognizes that all assemblies conducted during the school day are under the control of the school district. Such assemblies shall not inhibit nor advance religion. Speakers and/or programs that convey exclusively a religious or devotional message are prohibited. However, invocations, benedictions and prayers are not allowed. This restriction does not preclude the presentation of choral or musical assemblies that may use religious music or literature as part of the program, provided there is a balance, where feasible, with non-religious or various types of religious music materials.
Cross Reference: Board Policy 2340 Religious-related Activities or Practices
Legal References: U.S. Constitution First Amendment/Fourteenth Amendment Wash. Constitution Art 9, Sec. 4 and Art. 26
Adoption Date: May 14, 1997
Packet page 74 of 123 Pullman School District Board Policy 2344 Page 1 of 1
INSTRUCTION
Prayer and Devotional Activities
The Pullman School District Board of Directors recognizes that, as a matter of individual liberty, a student may of his/her own volition engage in private, unobtrusive prayer whenever he/she wishes to do so. School staff shall neither encourage, nor discourage a student from engaging in oral or silent prayer, or any other form of devotional activity provided such devotional activity does not preclude the student's participation in educational activities; and provided such devotional activity does not disrupt the educational process for other students.
Cross Reference: Board Policy 2340 Religious-related Activities or Practices
Legal References: U.S. Constitution First Amendment/Fourteenth Amendment Wash. Constitution Art. 9, Sec. 4 and Art. 26
Adoption Date: April 23, 1997
Packet page 75 of 123 Pullman School District Board Policy 5115 Page 1 of 2
PERSONNEL
Selection of Coaches
The Pullman School District Board of Directors has developed this policy to provide an orderly process for the employment of athletic and academic coaches. It is the intent of the Pullman School District to hire district employees while seeking the best possible candidates.
1.0 Responsibilities
The Activities Director and Middle School Assistant Principal are responsible for:
1.1 Developing appropriate athletic programs to meet building needs and equity goals.
1.2 Developing appropriate athletic schedules.
1.3 Ordering transportation and arranging for officials.
1.4 Annually evaluating each head coach.
1.5 Making recommendations concerning selection and retention of coaches.
1.6 Providing inservice training opportunities.
1.7 Evaluating the athletic program regularly.
1.8 Enforcing the guidelines of the Frontier League, Bi-State League and WIAA as appropriate.
1.9 Representing the Pullman School District in the Frontier League, District 7, and Bi-State meetings as appropriate.
1.10 Providing for supervision at athletic events.
1.11 Conducting, once every three years, a survey of student activity preferences.
2.0 Appointment of Coaches
2.1 Annually, the Athletic Director and/or Middle School Assistant Principal determine preference of coaches to continue in current positions.
2.2 Annually, the Athletic Director and/or Middle School Assistant Principal will recommend individuals for continuing coaching positions.
2.3 For hiring, the procedures for posting and filling vacancies as in 5110P regarding current hiring procedures will be followed by the hiring administrators.
2.4 All coaching applicants will be interviewed by committees composed, at a minimum, of the following:
2.4.1. For head high school coaches: Principal or designee; Athletic Director; a coach knowledgeable in the specific sport (whenever possible); a parent; and a student.
Packet page 76 of 123 Pullman School District Board Policy 5115 Page 2 of 2 2.4.2 For head middle school coaches: Principal; Assistant Principal or designee; Athletic Director; high school head coach of that sport; a parent; and a student.
2.4.3 For all assistant coaches: Assistant Principal or Athletic Director as appropriate; head coach; a parent; and a student where feasible.
3.0 Payroll
3.1 Regular district employees who are exempt from Fair Labor Standards Act overtime provisions, and who have a supplemental contract for an activity, will be paid in equal monthly installments over 12 months.
3.2 Regular district employees who are not exempt from Fair Labor Standard Act overtime provisions, and who also have a student activity stipend, are eligible to receive overtime pay for work in excess of 40 hours per week. The rate will be 1.5 times the weighted average of the different hourly rates. Employees must submit a time sheet for all hours worked is not to exceed the number of hours for the level of the position, and such hours will be identified and agreed to when the supplemental contract is issued.
3.3 Non-district employees on a student activity stipend must submit a time sheet for all hours worked. The total number of hours worked is not to exceed the number of hours for the level of the position, and such hours will be identified and agreed to when the supplemental contract is issued.
Cross Reference: Policy 5510, Hiring Activity Stipends Policy 5110 and Procedure 5110P - Employment and Personnel
Adoption Date: May 8, 1996 Revision Date: November 13, 1996
Packet page 77 of 123 Pullman School District Board Policy 5347 Page 1 of 1
PERSONNEL
Acceptable Use for the Internet
The Pullman School District Board of Directors recognizes that the district has implemented an electronic communications (network) that will allow opportunities for students, staff and patrons to communicate, learn, access and publish information. The district will endeavor to ensure that these concerns are appropriately addressed, but cannot ensure that problems will not arise. The district firmly believes that the value of information and interactions on the Internet and network far outweigh any controversial information that may be discovered.
The board intends for the network to provide a means for educational activities and does not intend to create a first amendment forum for free expression purposes. The district dedicates the network, and grants access to it by users, only for the educational, not personal activities authorized under this policy and procedures and under the specific limitations contained therein. A user is defined as any individual who is issued a unique login ID and password.
The Board directs the Superintendent to provide training and procedures for widest possible access to electronic information systems and networks by students, staff and patrons. Prior to issuing a login ID and password users must sign a Pullman School District User Agreement which details efficient, ethical and legal utilization if the network and includes acceptable use, privileges, network etiquette, warrantees, security, vandalism, training and risks of use. Users will be required to follow guidelines set forth for the access and use of third party network and Internet services with which the district has an established agreement.
The district will monitor uses of the network and systems to ensure users are complying with the Pullman School District User Agreement. The District reserves the right for authorized personnel to review use and file content. The District may remove any user account if user abuse is found.
Violation of any conditions of use as outlined in this Policy and procedure 5347P will be cause for disciplinary action.
Cross References: Board Policy 2314, Electronic Information
Legal References RCW 28A405-300 Adverse Change of Contract Status of Certificated Employee RCW 28A400-300 Hiring and Discharge of Employees RCW 28A.635.060 Defacing or Injuring School Property RCW 42.52.160
Adoption date: December 2008
Packet page 78 of 123 To Ensure Learning While Challenging Each Student to Achieve Full Potential Pullman School District No. 267 ● 240 SE Dexter ● Pullman, WA 99163 ● (509) 332-3581
Food Services: Dairy Bid Award An Executive Summary August 3, 1012 By Carol Troll Food Service Supervisor
Background: Our district awards bids for dairy products on an annual basis. This August we received bids from two dairies interested in providing us products for the 2012-13 school year. They are Meadowgold Dairy for $46,305.15 and Terry’s Dairy for $50,056.10. We have used Meadowgold Dairy for the past two years. As regarding other food products (frozen, staples, produce) we continue to participate with the Spokane School District according to our inter-local agreement. Spokane schools renewed their bid with Food Services of America for the 2012-2013 school year at their July 25, 2012 board meeting.
Recommended Board Action: Accept the bid for dairy products from Meadowgold Dairy for the 2012-13 school year.
Motion to approve: I move that we award the Pullman School District dairy bid for 2012-13 to Meadowgold Dairy out of Lewiston Idaho.
Approved Not Approved
Date:
Board Secretary Signature:
Packet page 79 of 123
“ Ensuring learning while challenging each student to achieve full potential
An Executive Summary By Susana Reyes Assistant Superintendent
August 8, 2012
BACKGROUND INFORMATION
A brief summary of work accomplished during the 2011-12 collaboration days is provided. Results from a teacher survey administered in the spring regarding collaboration are also included.
RECOMMENDATION:
This report is for information and discussion. No action is necessary.
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“ Ensuring learning while challenging each student to achieve full potential
Common collaboration time for teachers and principals was implemented during the 2011-12 school year. Students were released early one afternoon each month so that teachers and principals could engage in professional collaboration for student learning. The focus of the collaborative work centered on three questions: 1) What do we want students to learn? 2) How will we know if they have learned it? 3) How will we respond if they don't learn it or if they do? To this end, teachers and principals spent time addressing the various components of work detailed in School Improvement Plans which include these questions as the foundation for school-based and district-wide work. Some of the work accomplished included:
Reviewing and learning about the Mathematics and English Language Arts Common Core State Standards (CCSS) to plan for district wide implementation. The Office of Superintendent of Public Instruction officially adopted the CCSS for both mathematics and language arts in July of 2011. This year we completed the first of a four phase strategy which is to develop an understanding of what the standards are and how they differ from existing standards. By 2014-15 full implementation is expected. Exploring and building common plans for assessment and interventions around foundational math skills at each grade level. Teachers reviewed assessment data for each of their students, identifying common weaknesses and strengths and making plans together to help students struggling with specific skills and concepts. Grade level teams spent time examining and discussing student work samples. Each teacher brought samples of a common core math tasks that all district students completed then reviewed and discussed results. Teachers assisted in the creation of a rubric to help select new math materials for grades K-5. Discussions centered around alignment with the Common Core State Standards for mathematics, assessments, instructional strategies and teaching materials, as well as interventions and support materials. Art and Music teachers worked on a scope and sequence for teaching and learning in their curriculum areas The elementary physical education team worked to better define the critical skills that all students need at each grade level in the areas of health and fitness. Teams at the Lincoln Middle School (Language Arts, Math, Social Studies, Science, Fitness, Movement, and Sport, Music, Art, and Special Education) focused on the creation of "power standards" or "big ideas". This is a focus on what students need to know and understand to be successful at the next grade level. Development of rubrics for writing expectations across all curriculum areas by Pullman High School staff.
These are but a few examples of the type of work that was accomplished during collaboration time. The Pullman School District principals, teachers, and support staff are grateful to parents and the Pullman community for supporting this effort. Full reports of work accomplished during each collaboration day are available online at http://www.psd267.org/Page/1088.
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“ Ensuring learning while challenging each student to achieve full potential
PSD 2011-12 Collaboration Teacher Survey Results Spring 2012
Did any of the collaboration days lead to your doing something different in your classroom that improved student learning?
Answered question 91 Skipped question 0 Yes 64.8% No 35.2%
If yes, what did you do?
a sampling of responses/comments: better tracking of test scores trying different teaching strategies spent more time monitoring student progress looked at data and use that to guide instruction increased communication changed instruction techniques aligned curriculum implemented new rubrics discussed terminology improved ability to write IEP’s tried more investigative approaches designed more concise and directed learning goals improved assessment and grading unified focus on school improvement goals
If no, why not?
a sampling of responses/comments: The entire time was spent planning, but there was no implementation No new ideas Talking about curriculum adoption Limited application for paraprofessionals Too general Collaboration was about the future Already doing it Big picture curriculum issues not translated into current lesson plans Page 1 of 5
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Did you contribute to the planning process for collaboration?
Answered question 91 Skipped question 0 Yes 52.7% No 47.3%
If yes, how?
Through my administrator 37.3% Through my building representative to the district collaboration committee 25.5% Through the forms filled out each collaboration day 62.7% Other 33.3%
a sampling of responses/comments:
Committee Feedback Follow-up notes Research information to share Asked administration Department Asked by department head
If not, why not?
a sampling of responses/comments: No opportunity Wasn’t asked District/board told us what we had to do Didn’t know that was an option Already well organized Facilitator has it planned out and the meetings are interesting
Page 2 of 5
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What in our collaboration time could be modified?
Answered question 79 Skipped question 12
Responses Scheduling: Change the time of day 8.9% 7
Scheduling: Change the day of the week 19.0% 15
Longer sessions 10.1% 8
Shorter sessions 17.7% 14
Choose different topics 32.9% 26
Change activities conducted during collaboration time 35.4% 28
Better coordination between administrators and teachers to choose topics 60.8% 48
More consistency (3 meetings as a building, for instance) 41.8% 33
Other 41
a sampling of responses/comments: Each school on the same page More days before school starts Better communication so we come with materials/ideas prepared to work More in-school department and/or grade level meetings Fewer focuses Allow paraprofessionals to break out and collaborate about our issues Plans for specialists More cross-curricular work Transition issues at the beginning of the year More work with peers
Answers specific to a revised schedule:
More often Shorter sessions and more days Once a week Alter schedule to impact specialists’ students more fairly
Page 3 of 5
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How effective were the collaboration configurations (i.e. District, Grade Band, Dept., etc.)?
100% 90% 80% 70% 60% Very Effective 50% Effective 40% Somewhat 30% Not Effective 20% 10% 0% District Grade Band Dept./Content Building Area
Answered question 89 Skipped question 2
Very effective Effective Somewhat Not Responses District 11.8% 23.5% 41.2% 23.5% 85 Grade Band 22.1% 40.3% 20.8% 16.9% 77 Department/Subject Area 33.8% 33.8% 22.1% 10.4% 77 Building 13.4% 36.6% 32.9% 17.1% 82
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The Professional Learning Community model (PLC) focuses our attention on three questions. To what extent did our collaboration time better help you answer these questions?
100% 90% 80% 70% 60% A Great Deal 50% Somewhat 40% Slightly 30% Not at all 20% 10% 0% What do we want How will we know? What will we do if they students to learn? don't learn?
A great deal Somewhat Slightly Not at all Responses
What do we want students to learn? 47.8% 28.9% 12.2% 11.1% 90
How will we know if they have learned? 14.4% 42.4% 26.7% 16.7% 90
What will we do if they don’t learn? 10.1% 33.7% 29.2% 27.0% 89
What do you teach?
Elementary 56.0% Middle 16.5% High school 22.0% Specialist 7.7%
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Packet page 86 of 123 To Ensure Learning While Challenging Each Student to Achieve Full Potential Pullman School District No. 267 ● 240 SE Dexter ● Pullman, WA 99163 ● (509) 332-3581
2220 School Calendar An Executive Summary August 8, 2012 By Susana Reyes Assistant Superintendent
Background: Revisions were made to policy 2220 to match the Master Agreement and current practice. Legal References were also updated.
Recommended Board Action: Approval of changes made to policy 2220: School Calendar.
Motion to approve: I move that we approve the revisions made to policy 2220: School Calendar.
Approved Not Approved
Date:
Board Secretary Signature:
Packet page 87 of 123 Pullman School District Board Policy 2220 Page 1 of 1
INSTRUCTION
School Calendar
The Pullman School District Board of Directors, in order to permit staff, students and parents to make plans for their own work and vacation schedules, shall maintain biennial school calendars. The calendar for the second year of the biennium will be submitted and approved by the board on or before June 1 of each year. adopt a school calendar or calendars by June 1 of each year. Multiple calendars may be developed where some schools are on modified school calendars for the forthcoming school year. Following this action, staff, students, parents and pa- trons will be advised of the school calendar(s).
Legal References: RCW 28A.150.040 School year — Beginning — End 28A.150.220 Basic Education Act of 1977 — Definitions — Program requirements — Program accessibility — Rules and regulations 28A.330.100(7) Additional powers of board 41.59.130 Employer's responsibilities and rights preserved WAC 180-16-215 Minimum 180 school day year
Adoption Date: May 9, 2012
Packet page 88 of 123 To Ensure Learning While Challenging Each Student to Achieve Full Potential Pullman School District No. 267 ● 240 SE Dexter ● Pullman, WA 99163 ● (509) 332-3581
2255 Alternative Learning Experience Programs An Executive Summary August 8, 2012 By Susana Reyes Assistant Superintendent
Background: Revisions were made to policy 2255 based on recommendations from WSSDA and the policy committee.
Recommended Board Action: Approval of changes made to policy 2255 Alternative Learning Experience Programs.
Motion to approve: I move that we approve the revisions made to policy 2255 Alternative Learning Experience Programs.
Approved Not Approved
Date:
Board Secretary Signature:
Packet page 89 of 123 Pullman School District Board Policy 2255 Page 1 of 1 INSTRUCTION
Alternative Learning Experience Programs The Pullman School District Board of Directors shall approve all alternative learning experience programs provided by Pullman School District and all alternative learning experience programs shall abide by all operational guidelines as outlined in Procedure 2255P. All alternative learning experience programs shall be in accordance with WAC 392-121-182.
ALE programs may include, but are not limited to: • On-line programs as defined in RCW 28A.150.262; • Parent partnership programs that include significant participation and partnership by parents and families in the design and implementation of a student's learning experience; and • Contract-based learning programs (as defined in WAC 392-121-188 and RCW 28A.150.305) .
The board will adopt and annually review written policies authorizing alternative learning experiences, including each alternative learning experience program and program provider. The policy must designate, by title, one or more school district official(s) responsible for overseeing the district's alternative learning experience courses or programs. The district establishes the following alternative program provided on site or over the internet or by other electronic means, as defined in WAC 392-121-182. • Flex Ed The school district official responsible for this program is the Assistant Superintendent and designee(s). The school district official responsible for overseeing each ALE program will report at least annually to the board. This annual report will include at least the following: (a) Documentation of ALE student headcount and full-time equivalent enrollment claimed for basic education funding; (b) Identification of the overall ratio of certificated instructional staff to full-time equivalent students enrolled in each ALE program; (c) A description of how the program supports the district's overall goals and objectives for student academic achievement; and (d) Results of any self-evaluations. The district will submit an annual report to the Superintendent of Public Instruction detailing the costs and purposes of any expenditures made to purchase or contract for instructional or co-curricular experiences and services that are included in an ALE written student learning plan, along with the substantially similar experiences or services made available to students enrolled in the district's regular instructional program. The superintendent is directed to develop procedures consistent with WAC 392-121-182 to govern the administration of the district’s ALE program.
1.0 The district shall provide to parents a description of the difference between home-based instruction and alternative learning programs. The parent or guardian must sign documentation indicating their understanding of the distinction.
2.0 Every student enrolled in any alternative learning experience program shall have a written individual plan developed in collaboration with the student, student’s parent(s) or guardian(s), and other interested parties. The student’s supervisor, who must be certificated instructional staff or a contractor as defined in WAC 392-121-188, must approve the plan and has primary responsibility and accountability for the plan. The student learning plan will meet the minimum criteria as outlined in Procedure 2255.
3.0 Each student’s individual plan and progress will be reviewed at least monthly. If the student does not make satisfactory progress in the activities identified in his/her plan, a revised plan must be implemented. Parent, guardians and students (when appropriate) will have access to written student learning plans and thirty-day reviews.
4.0 Each student enrolled in an alternative learning experience program shall have direct personal contact with school staff, at least weekly, to discuss and evaluate student learning. Direct personal contact means a meeting with the student and, if appropriate, the parent(s) or guardian(s). Weekly personal contact may be accomplished through face-to-face meetings, through the use of telephone, e-mail, or other means of digital communication as arranged with the student’s designated teacher.
5.0 The district alternative learning experience program shall satisfy the state board of education requirements for courses of study or equivalencies and, if a high school diploma is offered, the minimum high school graduation requirements. Packet page 90 of 123 Pullman School District Board Policy 2255 Page 2 of 1 6.0 The Program Coordinator shall be responsible for approving specific alternative learning experience programs or courses, monitoring compliance with WAC 392-121-182, and reporting annually to the Board of Directors on the program. The contents of the annual report shall contain the following:
6.1 The alternative learning experience student headcount and full-time equivalent enrollment claimed for basic education funding; 6.2 A description of how certificated and classified staff are assigned program management and instructional responsibilities that maximize student learning, including the ratio of certificated instructional staff to full time equivalent students; 6.3 A description of how the written student learning plan is developed and student performance supervised and evaluated by certificated staff; 6.4 A description of how the alternative learning experience program supports the district’s overall goals for academic achievement; and 6.5 Results of any self-evaluations conducted pursuant to WAC 392-121-182(7)
7.0 The district will report annually to the Office of the Superintendent of Public Instruction (OSPI) on the alternative learning programs and courses offered by the district. The report shall include student headcount; full-time equivalent enrollment claimed for basic education funding; the ratio of certificated instructional staff to full-time equivalent alternative learning students; and identify alternative learning students receiving instruction under contract.
8.0 The district will retain the appropriate records for audit purposes. Documentation shall include: 8.1 School Board Policy 8.2 Annual reports to the board and OSPI 8.3 Student learning plans 8.4 Student progress reviews and evaluations 8.5 Student enrollment detail 8.6 Signed parent/guardian enrollment forms
Cross References: Board Policy 2020 2311, Selection & Curriculum Development and Adoption of Instructional Materials Board Policy 2024 Online Learning
Legal Reference: RCW 28A.150. 262 Defining full-time equivalent student — Students receiving instruction through alternative learning experience online programs — Requirements — Rules. RCW 28A.150.305 Alternative educational service providers — Student eligibility. RCW 28.A.150.325 Alternative Learning Experience Programs – Generally - Rules RCW 28A.250.050 Student access to online courses and online learning programs — Policies and procedures — Dissemination of information — Development of local or regional online learning programs. WAC 392-121-107 Definition-Course of study WAC 392-121-182 Alternative learning experience requirements WAC 392-121-188 Instruction provided under contract RCW 28A 320.230, Instructional Materials—Instructional Materials Committee
Management Resources: Policy News , October 2011 Alternative Learning Experience
Adoption Date: April 24, 1996 Revision: August 2005 Revision: March 25, 2009
Packet page 91 of 123 To Ensure Learning While Challenging Each Student to Achieve Full Potential Pullman School District No. 267 ● 240 SE Dexter ● Pullman, WA 99163 ● (509) 332-3581
2409 Credit for Competency/Proficiency An Executive Summary August 8, 2012 By Susana Reyes Assistant Superintendent
Background: Policy 2409 Credit for Competency/Proficiency is a new policy as recommended by WSSDA and the policy committee. It has been reviewed by PHS administrators and counselors.
Recommended Board Action: Adoption of 2409 Credit for Competency/Proficiency
Motion to approve: I move that we adopt Policy 2409 Credit for Competency/Proficiency
Approved Not Approved
Date:
Board Secretary Signature:
Packet page 92 of 123 Pullman School District Board Policy 2409 Page 1 of 1
INSTRUCTION
Credit for Competency/Proficiency in World Languages
(This policy is designed for competency/proficiency credit in world languages; however, a district can expand the policy to multiple subjects.)
World Languages The Pullman School District Board of Directors recognizes the value of preparing students to be global citizens with the skills to communicate in English and other world languages. In our state’s diverse communities, it is not unusual for students to have various opportunities to develop language skills, for example, through experiences of using the language at home, attendance at language programs offered in the community, learning online or time spent living abroad. The district encourages students and their families to take advantage of any language learning opportunities available to them. To enable students to fully benefit from the advantages of multilingualism, the district will encourage students to learn to understand, speak, read and write at a high level of language proficiency. Proficiency can also be demonstrated in languages that are only spoken or signed. In order to recognize the language proficiency of students, the superintendent is directed to develop procedures for awarding world language credits to students based on demonstrated proficiency across a range of language skills.
Legal References: RCW 28A.230.090(4)(5) High school graduation requirements or equivalencies WAC 180-51-050 High school credit - Definition
Adoption Date:
Packet page 93 of 123 Pullman School District Administrative Procedure 2020P 2311P page 1 of 13 INSTRUCTION
Selection Curriculum Development and Adoption of Instructional Materials
1.0 District Curriculum Advisory Council The curriculum of a district will be reviewed on a regular basis. The director of curriculum will maintain a tentative review cycle. The district will adopt a cycle for review as follows: 1st year: Civics and History, Geography 2nd year: Mathematics, Science and Technology 3rd year: Social, Physical and Life Sciences 4th year: Reading and Communications 5th year: Writing and Arts 6th year: Health and Fitness and Career Education 7th year: Special Programs
1.1 Instructional Materials Committees: Scope and Schedule The instructional materials committees are formed to select and recommend for adoption instructional materials owned and used by the district. The committee will act upon requests for text approval and removal and will evaluate and act upon citizens’ requests for reconsideration of instructional materials. The function of the committee is to ensure that materials are selected in conformance to stated criteria. Regular committee meetings will be held three to five meetings will be scheduled times throughout the school year. Additional meetings may be scheduled by the committee chairman as needed. every other month on a schedule to be set by the committee secretary at the beginning of each school year. The district will be responsible for arranging released time for committee members.
1.2 Curriculum Advisory Council Membership This committee will consist of: a certificated staff member from each school, a community member from each director district, a library representative, an elementary administrator, middle school administrator and high school administrator. The Curriculum Advisory Committee is formed to establish and monitor such procedures as may be necessary for the selection and adoption of instructional materials owned and used by the district. The committee will act upon requests for text approval and removal and will evaluate and act upon citizens’ requests for reconsideration of instructional materials. The function of the committee is to ensure that materials are selected in conformance to stated criteria. The instructional materials committee will establish screening criteria to identify and eliminate bias based on sex, race, creed, religion, color, national origin, honorably discharged veteran or military status, sexual orientation, gender expression or identity, disability or the use of a trained dog guide or service animal. The assistant superintendent serves as the chairperson and will recruit Curriculum Advisory Committee members.
1.3 Term of Office The chairperson will facilitate the work of the committee. Members will have three-year terms. Temporary appointments of one year or less may be made to fill vacancies.
1.4 Duties The duties and responsibilities of the Curriculum Advisory Council pertaining to the selection of curriculum and instructional materials shall include the following:
Packet page 94 of 123 Pullman School District Administrative Procedure 2020P 2311P page 2 of 13 1.4.1 Review core curriculum and instructional material recommendations made by curriculum committees or other representative committees to ensure that the criteria and process for the selection of instructional materials has been followed.
1.4.2 Ensure that materials selected are consistent with the Washington State Essential Academic Learning Requirements, Common Core State Standards, and core curriculum of the District.
1.4.3 Ensure that the opportunity exists for teachers who will use the materials to participate in the selection process.
1.4.4 Ensure that the opportunity exists for patrons in the community to review the adopted curriculum and instructional materials.
1.4.5 Present core curriculum and instructional materials for approval to the Board of Directors.
1.4.6 Review formal complaints regarding curriculum or instructional material and make recommendations to the Superintendent.
2.0 Citizens Participation in the Instructional Materials Process Should a community member wish to make a formal protest regarding specific material used in the school system, he/she must use the form for requesting reconsideration of instructional materials. These forms are available in the district office. A request to remove an item from the schools or limit its use will be acted upon by the committee, using the procedure outlined below. A written decision will be delivered to the complainant within two months. Any appeal of this decision must be delivered in writing to the superintendent within two weeks. The board will make final decisions on appeals. A community member wishing to protest use of any instructional materials in the school system must use the form for requesting reconsideration of instructional materials. These forms are available from the district curriculum office. The complainant will deliver the completed request form to the instructional materials committee secretary, who will take the following steps to assure timely consideration of requests: 2.1 Set a time and place for an open hearing of the complaint by the instructional materials committee. Such hearing will be within 30 days of the committee secretary’s receipt of the completed request form. 2.2 Notify the complainant and appropriate staff, including those using the materials, of the time and place of the meeting. Such notification will include an invitation to present relevant information, oral or written. 2.3 Assemble such data, including reviews and professional opinions of the materials, the staff member’s objectives in using the materials, and the specific objections of the complainant, as may be necessary for the committee to properly judge the request for reconsideration. Hearings of a community member’s request for reconsideration will be open to the public. The committee will consider all matters presented and give reasonable credit to such matters according to the weight to which they are reasonably entitled. Decisions will be by majority vote of the committee. Decisions of the committee will be delivered in writing to the superintendent, complainant and affected staff within 10 days.
3.0 Criteria for Selection of Curriculum and Instructional Materials Staff shall rely on reason and professional judgment in the selection of materials of high quality materials that comprise a comprehensive collection appropriate for the instructional program. Instructional materials selected shall include, but are not limited to, those which: 3.1 Enrich and support the curriculum, taking into consideration the varied instructional needs, abilities, interests and maturity levels of the students served. 3.2 Stimulate student growth in conceptual thinking, factual knowledge, physical fitness and literary and ethical standards. 3.3 Provide sufficient variety so as to present opposing views of controversial issues in order that students may develop the skills of critical analysis and informed decision making.
Packet page 95 of 123 Pullman School District Administrative Procedure 2020P 2311P page 3 of 13 3.4 Contribute to the development of an understanding of the ethnic, cultural and occupational diversity of American life. 3.5 Present objectively the concerns of and build upon the contributions, current and historical, of both sexes and members of religious, ethnic and cultural groups. The district recognizes that under certain conditions biased materials may represent appropriate resources in presenting contrasting and differing points of view. 3.6 Provide models which may be used as a vehicle for the development of self-respect, ethnic pride and appreciation of cultural differences, based on respect for the worth, dignity and personal values of every individual. 3.7 Eliminate in all textbooks and instructional materials including reference materials and audio-visual materials, bias pertaining to sex, race, creed, religion, color, national origin, honorably discharged veteran or military status, sexual orientation including gender expression or identity, the presence of any sensory, mental or physical disability, or the use of a trained dog guide or service animal. Any requests from organizations which provide instructional materials and/or aids must be examined to insure that such materials meet the criteria above. The principal shall review for accuracy and educational value to the total school program all materials or activities proposed by outside sources for student or staff use. The responsibility for preparing all student reading lists and for examining, evaluating and selecting all supplementary materials is delegated to the professional staff of the district. Textbooks shall be adopted by the board prior to their use in schools except for trial-use texts of a pilot nature which may be authorized by the superintendent for use for a period of no more than one school year prior to board adoption. Materials approved for trial use shall be restricted to classes specified. The superintendent shall insure that a listing of all textbooks used within the school curriculum is maintained in every district school and is available for public review.
4.0 Tasks and Time Lines Textbooks can be approved at any committee meeting and sent for adoption at the next board meeting. The superintendent directs that all non-emergency requests be confined to two board meetings per year. The committee secretary will forward requests for text adoption to the board only twice per year as noted in the committee meeting schedule. Requests to deviate from this timeline should be forwarded to the committee secretary.
4.1 Initial Selection Texts initially will be selected by such certificated staff as the superintendent may designate. Texts are major instructional materials for a given course. Supplementary materials will be selected by certificated staff using such materials with the understanding that while such materials do not require item-by-item approval of the committee, they must be selected under the criteria detailed below and are subject to normal reconsideration procedures. Supplementary materials support the major text of a course and should be available in sufficient amounts to support the curriculum. Trial-use texts of an experimental, pilot nature may be authorized for use by the superintendent for a period of no more than one school year prior to board approval for general use throughout the district.
4.2 Recommendation Texts will be approved by the committee. Supplementary materials will not require committee approval.
4.3 Approval Texts will be approved by the board prior to their use in classrooms. Texts selected previously are exempt from this requirement. Supplementary materials will not require board approval. The committee secretary will provide department heads, principals, and program developers with copies of the committee meeting schedule at the beginning of each school year.
Packet page 96 of 123 Pullman School District Administrative Procedure 2020P 2311P page 4 of 13 The following checklist is provided to help text selectors follow the above criteria. Selections which receive “fair” or “poor” ratings on any items should be avoided. If materials uniquely suited to an important purpose fail to meet the above criteria, they may be used in conjunction with countervailing materials. Bias Content: Excellent/Good/Fair/Poor/Not-Applicable 1. Presents more than one viewpoint of controversial issues. ______2. Presents minorities realistically. ______3. Includes contributions of minority authors ______4. Presents non-stereotypic models. ______5. Facilitates the sharing of cultural differences. ______6. Promotes the positive nature of differences. ______7. Includes the contributions, inventions, or discoveries of minorities. ______8. Includes the contributions, inventions, or discoveries of women. ______9. Presents minorities in a manner that promotes ethnic pride. ______10. Facilitates an environment open to discovery and experimentation. ______
Prior to recommending instructional materials selections, Essential Academic Learning Requirements and Common Core State Standards will be reviewed as necessary by the appropriate curriculum committees. An approved district Diversity and Bias Screening Form will be used to evaluate the materials. Two forms are required to be completed by any combination of the following: parents, students, teachers, administrators, community members.
To evaluate materials by these criteria, text selectors may find the following steps helpful: Read reviews in professional periodicals through the curriculum office, state superintendent of public instruction, etc. Review copies of other available texts. The district curriculum office will order samples on request. Check the reading level of the text through use of a standard readability formula. Use tentatively selected materials according to pilot-use procedures. The following criteria will guide the selection of curriculum and instructional materials, including but not limited to core selections, specialized materials, teacher selected individual classroom resources, student material lists, library materials, and the district and/or school media collection:
Instructional materials shall enrich and support students attaining the District's learning standards taking into consideration the various instructional needs, abilities, interests and maturity levels of the students.
Instructional materials shall facilitate classroom activities, which promote the following: informed decision-making based on factual information, concept development, formation of tentative judgments, and respect for opposing viewpoints.
Instructional materials shall promote and objectively present the concerns and build upon the contributions, current and historical, of both sexes and the members of the various religious, ethnic and cultural groups. It is recognized that, under special conditions, biased materials may be appropriate for the presentation of opposing beliefs for highlighting past and present social problems.
Packet page 97 of 123 Pullman School District Administrative Procedure 2020P 2311P page 5 of 13 Instructional materials should contribute to the development of an understanding of the ethnic, cultural, socio-economic and occupational diversity of the United States and the world.
Instructional material shall provide models which may be used as a vehicle for the development of self- respect, and appreciation of differences, based on respect for the worth, dignity, and personal values of every individual.
All instructional materials shall be selected in conformance with applicable state and federal laws; the stated goals and objectives of the district, and alignment with the content standards adopted by subject area disciplines/committees and the Office of Superintendent of Public Instruction.
5.0 Specialized Materials
5.1 Definition Instructional materials used to instruct, enrich, individualize or to meet specific needs of specialized courses or programs shall be defined as specialized materials (e.g. Music, ESL, Special Education, Title 1, and Learning Assistance Program). The use of such materials in the classroom, as judged by the teacher, shall be the primary criterion in determining whether a material is specialized.
5.2 Criteria for selection The criteria for selection of Curriculum and Instructional Materials (Section II) shall be the basis for the selection of any specialized material(s).
5.3 Procedures 5.3.1 Specialized materials shall be reviewed and recommended by teachers and approved for purchase by the appropriate supervisor.
5.3.2 Individual teachers are responsible for the initial selection of these materials. Teachers and/or administrators may choose to have these materials reviewed by the appropriate curriculum committee. Teachers shall consult with the building principal and the final responsibility for selection rests with the principal.
6.0 Teacher-selected Resources for Individual Classrooms
6.1 Definition Those resources that are topical or of interest or of value for a short time (not to exceed one academic year) shall be considered teacher selected resources for individual classrooms. Examples include articles from a newspaper or weekly magazine, teacher-made games, pamphlets, media material, electronic information; books read aloud to the entire class or resource speakers for classrooms. Teachers who want to add this to the approved list will follow procedures in Section III A ("Core curriculum and instructional material recommendations").
6.2 Criteria Criteria for selection of instructional materials (Section II) shall be the basis for selection of any teacher- selected resource.
6.3 Procedures
6.3.1 Teacher selected resources shall be reviewed and recommended to the principal by teachers and may be approved for purchase within budget allocations.
6.3.2 Individual teachers are responsible for the initial selection of these materials. Teachers and/or principals may choose to have these materials reviewed by the appropriate curriculum committee.
Packet page 98 of 123 Pullman School District Administrative Procedure 2020P 2311P page 6 of 13 6.3.3 Teachers shall consult with the building principal. The final responsibility for selection rests with the principal.
7.0 Student Material Lists
7.1 Definition Any list of recommended items from which students may select materials to meet class requirements or to enhance learning should be considered student material lists. Lists may include such items as books, selections from books, magazine articles, films, audio recordings, video recordings, and electronic information.
7.2 Criteria Criteria for selection of curriculum and instructional materials (Section II) shall be the basis for selection of any teacher-selected resource.
7.3 Procedures
7.3.1 Student material lists shall be reviewed and recommended by teachers and approved for purchase by the building principal.
7.3.2 No item on a student materials list shall be interpreted as required reading, viewing or listening.
7.3.3 Individual teachers are responsible for the initial selection of these materials. Teachers may choose to have these materials reviewed by the appropriate curriculum committee. Teachers shall consult with the building principal. Final responsibility for selection of materials rests with the principal.
8.0 Library Resource Material
8.1 Definition Library resource materials are those items accessible through the Library Resource Centers, which provide support for an area of the curriculum, information for independent study, or sources for enrichment and recreational interest.
8.2 Criteria - Selection of materials is a continuous process. New materials become available daily. The factors to be employed in selection are: 8.2.1 Criteria for selection of instructional materials - (Section II)
8.2.2 Needs of the school, curriculum and/or individual student. (The program should provide for a wide range of materials on appropriate levels of difficulty with a diversity of appeal and presentation of a variety of viewpoints); 8.2.3 Artistic and literary quality; 8.2.4 Reliability and breadth of information with particular concern for the contributions (current and historical) of both sexes and members of the several specific religious, ethnic, political and cultural groups; 8.2.5 Accents on sex, profanity, obscenity subjected to a stern test of literary merit and reality; and 8.2.6 Professional reviews. (The library/media staff member employs professional reviewing materials, the judgments of other professions--teachers and librarians — to aid in the selection process. Professional reviewing materials include: Current reviews - Library Journal and School Library Journal, Booklist, Hornbook, English Journal, Choice and other professional and commercial periodicals which review materials objectively.
Packet page 99 of 123 Pullman School District Administrative Procedure 2020P 2311P page 7 of 13 Published lists of appropriate materials - H.W. Wilson's Children's Catalog, ALA Basic Book Collection series, Bowker's Best Books for Children, AAAS Science Book List for Young Adults; materials suggested by the National Councils of Teachers of English and Social Studies; plus Washington Superintendent of Public Instruction Books for School Libraries; and other professional publications which evaluate material.)
8.3 Procedures
8.3.1 The primary responsibility for materials selection belongs to the library resource specialists. Students, teachers, patrons and administrators may participate in the recommendation of materials for purchase.
8.3.2 The final responsibility for selection in each school rests with the building principal.
8.4 Donated, Free and Sponsored Materials Materials donated, granted, or sponsored by another entity must meet the same selection standards as purchased materials prior to being added to the library resources collection.
9.0 District and/or School Resource Collection
9.1 Definition Films, VCR tapes, electronic information, videodiscs, and other print and non-print instructional materials purchased for distribution through the instructional programs department and/or school library resource center, are the District's resource collection.
9.2 Criteria Criteria for selection of instructional materials (Section II) shall be the basis for selection of materials for the district resource collection.
9.3 Procedures for Selection and Review 9.3.1 Recommendations for purchase of materials for the District's resource collection may be made by any staff member or patron. Selection will be based on:
9.3.1.1 Published evaluations or reviews; or
9.3.1.2 Recommendation by an adoption committee, subject-area committee, curriculum committee, or individual teacher; or
9.3.1.3 Recommendation by the curriculum department.
9.3.2 Final determination for the district resource collection of materials is the responsibility of the Administrative Director of Curriculum and Instruction.
10.0 Conditions for Loan and Sale of Instructional Materials Free textbooks and other instructional materials may be made available for loan to enrolled students when, in the judgment of the board members, the best interests of the district will be served by such a decision. The professional staff will maintain records necessary for the proper accounting of all instructional materials and will set forth conditions for student replacement of lost or badly damaged materials. District instructional materials which students are not required to own may be made available to students who wish to purchase them. New and used materials currently utilized in the instructional program will be sold at the replacement cost of each item. Used materials no longer in basic or supplementary use will be sold at a price reflecting the depreciated value of the materials. Instructional materials that do not meet current district standards for subject
Packet page 100 of 123 Pullman School District Administrative Procedure 2020P 2311P page 8 of 13 content, sex balance, ethnic content or are not repairable may be declared obsolete by the superintendent and disposed of per district policy.
11.0 Removal of Instructional Materials Instructional materials may be removed from collections at any time that they no longer meet the criteria for initial selection outlined in “Criteria for Selection of Instructional Material.” Any instructional materials may be removed when the administration judges such removal to be in the best interests of the district. Ordinary procedures for withdrawal of materials are outlined below: Texts will be removed from collections by the committee based on the criteria for selection in this procedure and on the availability of suitable replacement materials. Supplementary materials will be removed from collections by individual certificated staff holding such collections based on the criteria for selection in this procedure and on the availability of suitable replacement materials. Members of the community are invited to review any instructional materials in current use or proposed for district purchase. Such review may be accomplished at the school or in the district learning resource center. The review and examination process should be arranged in a way to avoid disrupting the educational program. The review of materials should be undertaken with the knowledge of district objectives in mind. The following activities will be employed to help citizens become familiar with instructional materials: A variety of learning materials will be available for immediate perusal at any time in the district learning resource center. Displays of learning materials may be provided in schools during P.T.A. meetings, parent-teacher conferences and public meetings during the school year.
12.0 Video Media and Video-Related Materials (transplanted from previous 2311.1)
The Board of Directors recognizes that the district supports the use of video media in the classroom and instructional program that allows opportunities for students, staff and patrons to instruct, communicate, learn, and access recorded information. The Board believes that video resources available to students and staff, and the needed information that students and staff will gain from using these materials, are significant in value to the learning processes and student future life successes. The amount and rapid growth of video media creates many new challenges including, but not limited to, equal access for all students in conjunction with age-level appropriateness of materials. The district will endeavor to ensure that these concerns are appropriately addressed, but cannot ensure that problems will not arise.
The Board intends only to provide a means for educational activities with the use of video and video-related materials, and does not intend to create a first amendment forum for free expression purposes. The district dedicates the property of video and video-related materials, and grants access to it by users, only for the educational activities authorized under this policy and procedures and under the specific limitations contained therein.
The Board directs the Superintendent to provide procedures that encourage the widest possible access to video information by students, staff and patrons while establishing reasonable controls for the lawful, efficient and appropriate use and management of these materials.
13.0 Film and Video Usage (transplanted from previous 2311.1) 13.1 Films and videos used in the classroom shall enrich, support, or extend the curriculum, taking into consideration the varied instructional needs, abilities, interests, and developmental levels of the students served.
13.1.1 A teacher must be present when the film or video is being shown.
13.1.2 The film or video must be shown in a classroom or similar facility.
Packet page 101 of 123 Pullman School District Administrative Procedure 2020P 2311P page 9 of 13 13.1.3 A film or video purchased by the school district or made available through the Educational Service District is approved for classroom usage, provided it is closely tied to the curriculum for that particular class lesson or subject.
13.2 Staff is expected to place principle above personal opinion and reason above prejudice in the selection of a film or video of the highest quality in order to assure a comprehensive collection appropriate for the instructional program. A film or video selected shall include, but is not limited to, the following criteria:
13.2.1 Instructional materials shall enrich and support students attaining the District’s learning standards taking into consideration the various instructional needs, abilities, interests and maturity levels of the students.
13.2.2 Instructional materials shall facilitate classroom activities, which promote the following: informed decision-making based on factual information, concept development, formation of tentative judgments, and respect for opposing viewpoints.
13.2.3 Instructional materials shall promote and objectively present the concerns and build upon the contributions, current and historical, of both sexes and the members of the various religious, ethnic and cultural groups. It is recognized that, under special conditions, biased materials may be appropriate for the presentation of opposing beliefs for highlighting past and present social problems.
13.2.4 Instructional materials should contribute to the development of an understanding of the ethnic, cultural, socio-economic and occupational diversity of the United States and the world.
13.2.5 Instructional material shall provide models which may be used as a vehicle for the development of self-respect, and appreciation of differences, based on respect for the worth, dignity, and personal values of every individual.
13.2.6 All instructional materials shall be selected in conformance with applicable state and federal laws; the stated goals and objectives of the district, and alignment with the content standards adopted by subject area disciplines/committees and the Office of Superintendent of Public Instruction.
14.0 Teacher-Selected Film or Video A teacher-selected film or video is one that is selected for use by an individual teacher for use when student participation is required.
Selection Criteria
14.1 A teacher-selected film or video must meet the general selection criteria in section 2.0.
14.2 A film or video, or list of films and videos, which are teacher-selected or prepared, will be presented to the principal or designee for possible review prior to use. The teacher will certify that the film or video has been reviewed against the criteria in section 2.0.
13.3 A teacher-selected film and video list shall be available to all students and parents in the teacher’s classroom prior to viewing. This list will be updated throughout the school year if additional films or videos requiring student permission slips are to be shown. The teacher will certify to the principal or designee that the collection has been reviewed and meets the criteria for selection in section 2.0 and is balanced in meeting the varied interests and needs of the students.
15.0 Material-List Film or Video
15.1 A material-list film or video is one that is on a list of items from which students may select different video materials to meet class requirements or to enhance learning.
15.2 No film or video on a teacher material-list should be interpreted as required viewing or listening.
Packet page 102 of 123 Pullman School District Administrative Procedure 2020P 2311P page 10 of 13 15.3 A teacher material-list shall be sent home with all students at the first of the school year for any film or video that will require student permission slips prior to viewing. This list will be updated throughout the school year if additional films or videos requiring student permission slips are to be shown.
15.4 The teacher will certify to the principal or designee that a film or video on the teacher material-list meets the criteria for selection in section 2.0, and is balanced in meeting the varied interests and needs of the students. A film or video, or list of films and videos, which are on teacher materials-lists, will be presented to the principal or designee for possible review prior to use.
16.0 Student-selected or Student-produced Films or Videos
All student-selected or student-produced films or videos are governed by the same guidelines and procedures that apply to teacher-selected films or videos and material-list films or videos.
17.0 Guidelines for Use of a Film or Video in the Classroom
17.1 Elementary (grade K-5)
17.1.1 Only a “G” rated film or video may be shown in an elementary school classroom without written parent approval, but must have approval of the building principal or designee.
17.1.2 Teachers must receive approval of the building principal or designee before showing a “PG” rated film or video.
17.1.3 Elementary school students will not be allowed to view or listen to a “PG” rated film or video unless they have returned, to the teacher, the permission slip saying it is OK to view and/or listen to the presentation, and the permission slip is signed by the parent/guardian.
17.1.4 One copy of the permission slip for each “PG” rated film or video will be filed in the principal’s office. This copy of the permission slip will include the approval date from the building principal or designee.
17.1.5 An excerpt from a film or video may be used to illustrate an instructional point; however, if the film or video is rated “PG”, the excerpt must have approval of the building principal or designee.
17.1.6 A film or video with a rating of “PG-13”, “R”, “NC-17”, Mature, Non-Rated or “X” will not be approved or used in an elementary classroom.
17.2 Middle School (grades 6-8)
17.2.1 Only “G” & “PG” rated films or videos may be shown in a middle school classroom without written parent approval, but must have approval of the building principal or designee.
17.2.2 Teachers must receive approval of the building principal or designee before showing a “PG-13 rated film or video.
17.2.3 Middle school students will not be allowed to view or listen to a “PG-13” rated film or video unless they have returned, to the teacher, the permission slip saying it is OK to view and/or listen to the presentation, and the permission slip is signed by the parent/guardian.
17.2.4 One copy of the permission slip for each “PG-13” rated film or video will be filed in the principal’s office. This copy of the permission slip will include the approval date from the building principal or designee.
17.2.5 An excerpt from a film or video may be used to illustrate an instructional point; however, if the film or video is rated “PG-13”, the excerpt must have approval of the building principal or designee.
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17.2.6 A film or video with a rating of “R”, NC-17”, Mature, Non-Rated or “X” will not be approved or used in a middle school classroom.
17.3 High School (grades 9-12) 17.3.1 Only a “G”, “PG”, or “PG-13” rated film or video may be shown in a high school classroom without written parent approval, but must have approval of the building principal or designee.
17.3.2 Teachers must receive approval of the building principal or designee before showing an “R” rated film or video.
17.3.3 High school department heads will screen all Mature or Non-rated foreign and older films that existed before the rating system was in place, or any film or video with an “R” rating.
17.3.4 High school students will not be allowed to view or listen to an ”R” rated film or video unless they have returned, to the teacher, the permission slip saying it is acceptable to view and/or listen to the presentation, and the permission slip is signed by the parent/guardian.
17.3.5 One copy of the permission slip for each “R” rated film or video will be filed in the principal’s office. This copy of the permission slip will include the building principal’s or designee’s signature and approval date.
17.3.6 An excerpt from a film or video may be used to illustrate an instructional point; however, if the film or video is rated “R”, the excerpt must have approval of the building principal or designee.
17.3.7 A film or video with a rating of “NC-17” Mature, Non-Rated or “X” will not be approved or used in a high school classroom.
18.0 Requirements for Choosing a Film or Video 18.1 If a particular film or video requires parent permission, secure this well in advance. It is required that the film be reviewed by the building principal or designee at the secondary level or by the building principal or designee at the elementary level, prior to its being shown.
18.2 If the film or video is taped off-air, rented, or purchased from a commercial vendor, find out about and comply with copyright regulations.
18.3 Opportunities will be given to access equivalent knowledge as is contained in the film for students who are unable or choose not to view the film.
18.4 Credit that is given to the student who completed the alternative assignment must be equal to that given to the students who viewed the film.
18.5 The alternative assignment must be equal in degree of difficulty to that of watching the film.
3.0 Procedures for Selection of Instructional Materials
Packet page 104 of 123 Pullman School District Administrative Procedure 2020P 2311P page 12 of 13 3.1 Core curriculum and instructional material recommendations
3.1.1 Definition
Instructional materials designed for use by students as principle learning resources in meeting the District's student learning goals.
3.1.2 Selection Committees
3.1.2.1 Curriculum committees representing appropriate grade bands.
3.1.2.2 A building based committee may make selections other than those recommended by the District's Curriculum Committees.
3.1.3 Criteria
The criteria described in Section II shall be used to screen materials before recommending materials for selections.
3.1.4 Procedures
A suggested timeline for instructional materials review by the curriculum committees will be reviewed and distributed to staff yearly by the Curriculum Advisory Council.
3.1.4.1 The selection recommendations from the curriculum committees or building committees shall be submitted to the Administrative Leadership Team and the Curriculum Advisory Council for approval. The approved "Request for Adoption of Core Instructional Material" must accompany the committee's recommendation.
3.1.4.2 Prior to recommending instructional materials selections, Essential Academic Learning Requirements will be reviewed as necessary by the appropriate curriculum committee. An approved district "Diversity and Bias Screening Form" will be used to evaluate the materials. Two forms are required to be completed by any combination of the following: parents, students, teachers, administrators, community members.
3.1.4.3 Following the Pullman School District's mission to empower all students to become responsible, lifelong learners who are participating members of our society, no core instructional reading materials will be required of students who can demonstrate that such reading would be an offense to them. In cases where a suitable alternative reading is necessary, teachers will use one or more ways to inform parents of core instructional reading materials. Teachers will request that the student (and/or parent) work with them to provide a suitable alternative reading that fulfills the educational goals of the curriculum and teacher expectations.
3.1.4.4 The Administrative Leadership Team and Curriculum Advisory Council will ensure that the criteria and procedures for selection have been followed and forward the request for approval to the Board of Directors.
3.1.4.5 The Board of Directors may review selected materials to ensure that the criteria and procedures for selection have been followed.
3.1.4.6 The Board of Directors has final approval on core curriculum and instructional materials used in the District.
Packet page 105 of 123 Pullman School District Administrative Procedure 2020P 2311P page 13 of 13
3.1.4.7 Materials that have been screened and meet the District's standards and criteria may be piloted in classrooms prior to being recommended for final selection. Teachers using pilot materials shall submit their recommendations to the Administrative Leadership Team, and the Curriculum Advisory Council. The Executive Administrative Director of Curriculum and Instruction will authorize pilot materials for one/two school year(s).
19.0 Challenged Materials Procedures
The following procedures are established for all instructional materials placed in question by an individual, group or organization. These procedures must be followed in the order presented below:
19.1 Complaints shall be communicated to the person or persons primarily responsible for the utilization of the material. Every effort shall be made to resolve the concern about the material using the District Situation Resolution Policy and Procedures.
19.2 If the concern is not resolved through this informal process, the complainant may complete and submit the school district form entitled "Request for Reconsideration of Instructional Materials".
19.3 The completed "Request for Reconsideration of Instructional Materials" form should be returned within ten days to the Administrative Director of Curriculum and Instruction who will in turn inform the Curriculum Advisory Council.
19.4 The Administrative Director of Curriculum and Instruction shall appoint an Ad-Hoc Committee, which will include representation from the appropriate curriculum committee, to re-evaluate the material with the specific objections in mind as it relates to the educational program.
19.5 The Administrative Director of Curriculum and Instruction shall within forty-five (45) days after receipt of the written complaint submit the recommendation of the Ad-Hoc Committee to the Curriculum Advisory Council.
19.6 The Curriculum Advisory Council shall review the Ad-Hoc Committee's recommendation and submit a final report to the Superintendent who will affirm or deny the recommendation.
19.7 The Curriculum Advisory Council's recommendation and the Superintendent's decision shall be reviewed by the Board of Directors upon request of the concerned parties. Final approval or disapproval of the recommendation will rest with the Board of Directors.
19.8 Instructional materials being re-evaluated shall not be removed from use until a final decision has been made, and the complaint process has been completed.
Approved: May 1997 Revised: October 1997 Revised: May 1998 Revised: March 1999 Revised: May2000 Revised: December 2002 Revised: January 27, 2010
Packet page 106 of 123 Pullman School District Board Procedure 2163P Page 1 of 4
INSTRUCTION
Response to Intervention
The district continues to increase its RTI efforts to reach district-wide implementation based on the following Model District General Education Response to Intervention Procedures. District progress will be reviewed and evaluated annually.
When using a process based on a student’s response to scientific, research-based intervention that may be used for the identification of students with a specific learning disability, the district will implement the response to intervention (RTI) procedures listed below in all or some of its schools, and at all or some grade levels. by the 20XX-20XX school year. (Briefly describe plan to implement RTI on a district-wide basis.) The district provides information about its RTI policy and procedures via (insert methods (i.e., district website, school website, student handbooks, quarterly newsletters, etc.), which includes a description of parents’ rights under a RTI process consistent with WAC 392-172A-03055(4)(b) and WAC 392-172A-03080(1)(g)(ii)(A)-(C) at http://www.k12.wa.us/SpecialEd/regulations. aspx.
1.0 Tier I: Core Classroom Instruction High quality, effective and engaging Tier I instruction is delivered in the general education setting, by a general education teacher and is designed to meet the needs of all students. Tier I includes the research-based core curriculum. Curriculum is implemented and instruction is delivered as planned and intended (i.e., with fidelity), as determined through regularly scheduled monitoring of fidelity by the building principal or designee.
2.0 Universal Screening Universal Tier I instructional screenings in the areas of (Optional: specify content areas (i.e., reading, mathematics, written expression, behavior) are conducted at least three times throughout the school year at fixed intervals (fall, winter, spring) to identify each student’s level of proficiency. Universal screenings are administered and scored by trained district and building leadership teams (insert staff (i.e., central office administrator, building leadership team, classroom teachers, etc.)), (insert timeframes (i.e., within the first two week of September, January and May; or)) Universal screening results are aggregated at the (insert levels (i.e., building, grade level, classroom, and student level and provided to the building principal and the school based team within (insert timeframe (i.e., one school day, one week)) from the time the screenings are administered. (Optional: District may also attach a matrix noting the tools used for universal screening, progress monitoring and conducting diagnostic assessments at each grade level and content area by Tier)
3.0 Tier I: Intervention If 80% or more of children in a classroom score below benchmark on any instructional screening, the school-based team, including the building principal, will meet to consider the need for additional classroom supports and interventions at Tier I.
4.0 Students Below Cut Score The district’s established cut scores, based upon accurate and efficient universal screening measures, identify which students are at academic risk. After confirming that Tier I instruction was monitored and implemented with fidelity, students who score below the district’s cut scores shall receive Tier II strategic interventions. Students who score below benchmark, but above the established cut score will be reviewed by the school based team as described below. Students Below Benchmark, But Above Cut Scores Following each universal screening administration during the school year, the (insert title of team, such as a: Student Support Team (SST), Decision-Making Team (DMT), Collaborative Academic Support Team (CAST), Problem Solving Team (PST), Intervention Support Team (IST), or Grade Level Team (GLT)) will review the program and progress of any student who does not score at benchmark on any instructional screening, but who does score above the district’s established cut score, to assure the student is receiving differentiated, needs-based
Packet page 107 of 123 Pullman School District Board Procedure 2163P Page 2 of 4 instruction. In addition, the team’s review will include the fidelity of program implementation, pacing and appropriateness of instructional groupings.
5.0 Tier I: Progress Monitoring Using curriculum based measures and/or assessments (CBMs or CBAs), monitoring of the student’s progress toward end-of-year benchmarks will occur every two weeks (insert frequency (twice per week; weekly)) until progress monitoring data consistently demonstrates the student is on a trajectory to meet end-of-year benchmarks. Student progress monitoring at Tier I is administered and scored by the general education teacher. If, after six weeks of progress monitoring, the student is not on a trajectory to meet end-of-year benchmarks, the student shall be provided Tier II strategic interventions, unless the school based team specifically determines and can substantiate, based on the progress monitoring data, that further progress monitoring is required before Tier II strategic interventions are provided. For students who have “exited” from a higher level of intervention, general education teachers will monitor the progress of those students (insert frequency (i.e., weekly; monthly)) (insert duration as appropriate (i.e., for 6 weeks)) to ensure they are continuing to make sufficient progress.
6.0 Tier II: Strategic Interventions Tier II strategic interventions will be designed and/or recommended by the SST and delivered primarily in the general education setting, by a general education teacher, but may be delivered in other or additional settings or by other trained staff as appropriate to the specific intervention. ((Optional) in the areas of (insert content areas (i.e., reading, writing, mathematics, behavior)) at (insert grade levels). Tier II interventions are scientifically, research- based, matched to student need and implemented with fidelity and monitored by the principal or his or her designee. Tier II interventions will be described on a student intervention plan using form (insert title or number (OSPI has developed an intervention form which may be accessed on the website at http://www.k12.wa.us/SpecialEd/RTI.aspx under Appendix F of the RTI manual and may be modified as needed to meet the districts needs)). Tier II interventions are provided in addition to regularly scheduled core instruction in the general education curriculum and will be delivered in groups of no more than six students, ideally, at least three times each school week for not less than 30 minutes per session. Tier II interventions will be delivered for at least six weeks, unless progress monitoring data reveals a need for a change in intervention, frequency or duration.
7.0 Tier II: Progress Monitoring Using CBMs and/or CBAs, progress will be monitored at least every two weeks, or more frequently as determined by the school based team, against established benchmarks. Tier II progress monitoring measures are administered, scored and results are charted by (insert titles of staff trained to administer progress monitoring measures at this level (i.e., general education teachers; paraeducators; reading specialist; etc.)) The student’s parents will be provided results of these repeated assessments of achievement (insert frequency (i.e., at 6 week intervals. monthly; etc)) using form (insert title or number).
8.0 Responsiveness and Non-Responsiveness to Tier II Intervention If, after six school weeks of Tier II intervention, the student has made no progress toward benchmarks based on at least three progress monitoring data points below the aim line, or has made progress, but is not on a trajectory to meet end-of-year benchmarks, the SST will meet to review the student’s program and progress, to assure the student is receiving differentiated, needs-based instruction. In addition, the team’s review will include fidelity of program implementation, pacing and appropriateness of instructional groupings. Based on its review, the team will determine whether: 8.1 Additional diagnostic assessments are warranted, and if so, in what areas and by whom; 8.2 Additional changes to the instructional or behavioral interventions are required; 8.3 The Tier II intervention should continue because progress monitoring data indicate the intervention is working even though the student has not yet met benchmarks;
Packet page 108 of 123 Pullman School District Board Procedure 2163P Page 3 of 4 8.4 The student should return to Tier I core instruction with continued progress monitoring because the student has met benchmarks; or 8.5 The student requires Tier III intensive intervention. If, after an additional six weeks of Tier II intervention using the same, modified or different strategies (or up to a total of 12 school weeks of Tier II intervention) the student has made no progress toward benchmarks, the student shall begin receiving Tier III intensive interventions. If not yet administered, diagnostic assessments will be conducted by the appropriate staff and results will be utilized in designing the Tier III intensive intervention. If the student has made progress, but is not on a trajectory to meet end-of-year benchmarks, (A) through (E) above shall be revisited by the school based team accordingly.
9.0 Tier III: Intensive Interventions Tier III intensive interventions will be designed and recommended by the SST and may delivered primarily in the general education setting, by a general education teacher and additional staff, but is likely to be delivered in other or additional settings, or by other trained staff as appropriate to the specific intervention. Tier III intensive interventions are scientifically, research-based, matched to student need, and implemented with fidelity, as monitored by the principal or his or her designee. Tier III interventions will be in addition to regularly scheduled core instruction in the general education curriculum, and will be delivered in group settings smaller than those for intervention delivered in Tier II, and with an increased frequency (i.e., five times per week), duration, but not less than six weeks, and/or intensity (i.e., 60 minutes per session) than provided within Tier II. Tier III intensive interventions will be described in the student’s intervention plan.
10.0 Tier III: Progress Monitoring Using CBMs or CBAs, progress will be monitored weekly against established benchmarks. Tier III progress monitoring measures are administered, scored and results are charted by (insert titles of staff trained to administer progress monitoring measures at this level (i.e., general education teacher, school psychologist, title 1 teacher, special education teacher, reading specialist, paraeducator, etc. The student’s parents will be provided results of these repeated assessments of achievement (insert frequency (i.e., at 6 week intervals.
11.0 Non-Responsive to Tier III Intensive Intervention If, after six school weeks of Tier III interventions (or up to a total of 18 school weeks of combined Tier II or III interventions), the student has made no progress toward benchmarks as indicated by at least three data points below the aim line, the SST will consider a referral for an initial evaluation for special education services or other long- term planning, such as an evaluation for services under Section 504 of the Rehabilitation Act. If appropriate, the Tier III intervention will be continued after any necessary modification during the evaluation process, if the student has not received at least two phases of Tier III intensive interventions.
12.0 Responsive to Tier III Intensive Intervention If, after six school weeks of Tier III interventions (or up to a total of 18 school weeks of intervention), the student has made progress toward benchmarks, but is not on a trajectory to meet end-of-year benchmarks, the SST will meet to review the student’s program and progress, to assure the student is receiving differentiated, needs-based instruction. In addition, the team’s review will include fidelity of program implementation, pacing and appropriateness of instructional groupings. Based on its review, the team will determine whether: 12.1Additional diagnostic assessments are warranted, and if so, in what areas and by whom; 12.2Additional changes to the instructional or behavioral interventions are required; 12.3 The Tier III intervention should continue because progress monitoring data indicate the intervention is working even though the student has not yet met benchmarks; 12.4 The student should return to Tier I or Tier II with continued progress monitoring, as prescribed above, because the student has met or is on trajectory to meet end-of-year benchmarks; or 12.5A referral for an initial evaluation for special education is required.
Packet page 109 of 123 Pullman School District Board Procedure 2163P Page 4 of 4 If, after an additional six school weeks of Tier III interventions (or up to a total of 24 school weeks of combined Tier II and Tier III interventions), the student has made progress toward benchmarks, but is not on a trajectory to meet end-of-year benchmarks, the SST will refer the student for an initial evaluation for special education services. These procedures are designed to permit students to move between Tiers of intervention based on the student’s progress against benchmarks as determined by the SST. Student intervention plans and progress monitoring and diagnostic data will be provided to the special education evaluation group at the time of referral.
______Management Resources: Policy News, December 2007 Response to Intervention (RTI)
Adoption Date:
Packet page 110 of 123 Pullman School District Administrative Procedure 2220P Page 1 of 1
INSTRUCTION
School Calendar Annually, by March 1, the problem-solving team superintendent will prepare calendars for the second year of the biennial calendar for study purposes. These calendars will be reviewed by the principals and voted upon by members of the Pullman Education Association. with principals. A calendar recommendation will be submit- ted to the board for discussion and action by May 1. Each will explain the options available to their staff mem- bers. Staff will be asked to express their preference through an advisory ballot. Parents will also be advised through the district newsletter of the possible calendars under study for the following year. They will be encouraged to express their opinions. Results of these surveys will be presented to the board at its April meeting. The board shall be asked to adopt a calendar or calendars at the May meeting.
Adopted:
Packet page 111 of 123 Pullman School District Board Procedures 2255P Page 1 of 4
INSTRUCTION
Alternative Learning Experience Programs
General Procedures Pertaining to All Alternative Programs 1.0 Program Implementation Criteria
All alternative programs and students enrolled in alternative programs are subject to state assessments and all state laws. They are held to the Washington State educational standards, including the accountability and requirements applicable to all school entities in the State of Washington.
1.1 The approved alternative learning experience programs shall be available to all students including students with disabilities.
1.2 The district shall make available to students enrolled in alternative learning experience programs curriculum, course content and materials and other learning resources required by the written student learning plan. These materials shall be consistent in quality with those available to the overall student population. normally provided by the District and required by the WSLP.
1.3 Work-based learning shall comply with WAC 180-50-315 and 392-121-124.
1.4 Contracting for alternative learning experiences shall be subject to WAC 392-121-188 and RCW 28A.150.305.
1.5 The district shall provide to parents a description of the difference between home-based instruction and alternative learning programs. The parent or guardian must sign documentation indicating their understanding of the distinction. The district shall retain the statement of understanding and make it available for audit.
1.6 The district shall use reliable methods to insure a student is doing his or her own work, which may include proctoring examinations or projects.
1.7 District alternative learning programs, using digital or on-line learning will be accredited through the state accreditation program or through the regional accreditation program.
1.8 All curricula, including digital or on-line learning used in the alternative learning experience programs must meet Washington State standards and be approved by the Program Coordinator.
1.9 Students enrolled full-time in alternative learning programs shall have access to all appropriate district assessments and are expected to participate in all state assessments.
2.0 Performance Evaluation Accountability for Student Performance: Student performance will be supervised, monitored, assessed, evaluated, and recorded by certificated instructional staff 2.1 Students participating in alternative learning experiences shall be evaluated as follows:
2.1.1 Each student’s educational progress will be reviewed evaluated monthly based on the learning goals and performance objectives defined outlined in the Written Student Learning Plan. The progress review will be conducted by certified staff and will include direct personal contact with the student and parent.
2.1.2 The progress review will be conducted by certificated instructional staff and include direct personal contact (as defined by district policy) with the student. The results of the review will be shared with the student and the student’s parent or guardian. Each student enrolled in an alternative learning experience program shall have direct personal contact with school staff, at least weekly, to discuss and evaluate student learning. Direct personal contact means a meeting with the student and, if appropriate, the parent(s) or
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guardian(s). Weekly personal contact may be accomplished through face-to-face meetings, through the use of telephone, e-mail, or other means of digital communication as arranged with the student’s designated teacher.
2.1.3 Certified instructional staff will determine whether the student is making satisfactory progress in meeting the written student learning plan towards the learning goals.
2.1.4 If the student fails to make satisfactory progress for two consecutive evaluation periods an intervention plan shall be developed and implemented. The intervention plan will be developed by certificated instructional staff in collaboration with the students and for students in K-8, the student’s parent or guardian. If a student does not make satisfactory progress in the activities identified in his or her plan, a revised plan may be implemented.
2.1.5 If the student is not making satisfactory progress for two consecutive evaluation periods an intervention plan is to be developed and implemented by certified staff in collaboration with the student and the parent(s)/guardian(s).
2.1.6 If the student is not making satisfactory progress after three consecutive evaluation periods a new plan will be designed to meet the needs of the students. 2.2 Students in alternative learning programs shall be assessed using the state assessment for the student’s grade level and using other annual assessments required by the district. Part-time and home school students are not required to participate in the state wide assessments required under 28A.655. 2.3 Students attending an alternative learning program outside their district, shall participate in any required annual state assessments at the district of residence. The enrolling district shall coordinate the test taking. 3.0 Program Evaluation: The district will periodically evaluate its program in a manner designed to objectively measure its effectiveness. 4.0 Annual Reporting: The district will report annually to the Office of the Superintendent of Public Instruction on the alternative learning programs and courses offered by the district. The report shall include student headcount; full-time equivalent enrollment claimed for basic education funding; the ratio of certificated instructional staff to full-time equivalent alternative learning students; and identify alternative learning students receiving instruction under contract. 5.0 Documentation: The district will retain the appropriate records for audit purposes. Documents shall include a school board policy, annual reports to the school board, reports to OSPI, student learning plans, student progress reviews and evaluations, student enrollment detail and signed parent enrollment forms.
6.0 Graduation Requirements
6.1 Diplomas will be awarded according to High School Graduation Policy 2410.
6.2 Minimum high school graduation requirements, as determined by the State Board of Education and Pullman School District, must be met before a diploma is awarded.
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7.0 Written Student Learning Plan (WSLP) – All students in approved alternative programs must have a Written Student Learning Plan. This Written Student Learning Plan must be in place prior to class/program attendance and prior to the student being counted for apportionment. The Written Student Learning Plan must include:
7.1 A schedule of the duration of the program, including the beginning and ending dates;
7.2 Identification that the WSLP meets one or more of the Essential Academic Learning Requirements or other District academic benchmarks. This requirement may be met though course syllabi or other detailed descriptions of learning requirements;
7.3 A description of how weekly contact requirement will be fulfilled;
7.4 An estimate of the hours per week engaged in learning activities;
7.5 Where any supplemental, ancillary or special services will be provided and for how many hours each week.
7.6 An identification of instructional materials essential to successful completion of the learning plan;
7.7 An identification of the method for evaluating student progress toward the learning goals.
Procedures Specific to Approved Alternative Learning Programs 8.0 Flexible Education Program (FlexEd) - The FlexEd Program is available to students in grades 6-12 who may benefit from non-traditional, self-directed, distance learning, and/or online learning. Programs are individualized to meet the learning needs of the student.
8.1 Application/Enrollment Process – Students must be enrolled in Pullman School District to participate in the FlexEd Program. A formal application process will be followed when the request is made by the student and/or parents. Pullman High School and Lincoln Middle School teachers may refer a student for online learning and provide the Student Services Team with data supporting their recommendation.
8.2 The following criteria serve as guidelines for a thorough review and consideration by the Student Services Team to determine the appropriateness of FlexEd for a student:
8.2.1 Extenuating life circumstances
8.2.2 Credit retrieval/remediation/alternative education
8.2.3 Special education services (accommodations, related services)
8.2.4 Other issues related to student’s social/emotional /behavior needs that warrant further consideration of an alternative learning experience
8.2.5 Extraordinary needs
8.3 The decision to allow a student to take online courses under the above criteria will rest with the Student Services Team (SST). A decision may be appealed by parents or students. The appeal must contain new information or data that the SST has not yet had an opportunity to review and take into consideration. The decision on an appeal will be made by the SST.
8.4 The minimum learning activity per week for a student enrolled full time in FlexEd is 25 hours.
Revised: March 25, 2009
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Revised: May 26, 2010
Packet page 115 of 123 Ensuring Learning While Challenging Each Student To Achieve Full Potential Pullman Public Schools, District No. 267240 SE Dexter Pullman, WA 99163(509) 332-3581
Procedure 3122 An Executive Summary August 8, 2012 By Paul Sturm Superintendent
Background: The high school staff proposed a change to policy and procedures 3122 regarding consideration of attendance when considering grading and/or granting credit. The board added a statement in policy permitting such consideration based on RCW 28A.600.030. The language approved in policy 3122 is consistent with RCW. Therefore, the board does not need to take action regarding this policy at this time.
However, after further review of the RCW and WAC 392-400-235 it is apparent that the intent of the law is to allow individual teachers to consider attendance and/or participation when grading a student or determining if credit may be granted. It does not provide for a general procedure to withhold credit from every course or subject based upon attendance only.
The additional procedures added to Administrative Procedure (AP) 3122, regarding withholding credit based on attendance only, will not be implemented. The AP has been updated without the revision submitted in June, 2012 (see information section of the agenda).
The intent of the staff was to create a procedure that would help them improve attendance, student achievement, and the likelihood that students would graduate on time. The attendance procedures, along with other strategies, will be reconsidered with these goals in mind. If further changes are made to AP 3122 the board will be notified. Current procedures in AP 3122 regarding unexcused absences remain and will continue to be implemented.
Recommended Board Action: No action needed
Motion to approve: No motion needed
Date:
Board Secretary Signature: ______
Packet page 116 of 123 Pullman School District Administrative Procedure 3122P Page 1 of 5 STUDENTS
Excused and Unexcused Attendance
Each school will establish procedures for excused and unexcused absences that are consistent with Board Policy 3122. Such procedures will be written and clearly communicated to students, parents and guardians. Included in each school's procedure are to be the following:
1.0 Whenever a student is absent, parents or guardians are encouraged to telephone the school the day of the absence. However, if the parent does not contact the school on the day of the absence, the school will attempt to contact, by telephone, the parents of the absent student. In either case, parents or guardians are to verify the absence either with a note or by telephone when the student returns.
2.0 Excused Absences
2.1 Participation in school-approved activity.
2.2 Absence due to illness, health condition, family emergency or religious purposes.
2.2.1 When possible, the parent is expected to notify the school office on the morning of the absence and send a signed note of explanation with the student upon his/her return to school.
2.2.2 Adult students (those over eighteen) and emancipated students (those over sixteen who have been emancipated by court action) shall notify the school office of their absences with a signed note of explanation.
2.2.3 Students fourteen years old or older who are absent from school due to testing or treatment for a sexually transmitted disease shall have any absences excused when properly verified, and the reason for the absence will be kept confidential.
2.2.4 Students thirteen years and older may have absences excused when properly verified, for mental health, and outpatient drug or alcohol treatment, and the reason for the absence will be kept confidential.
2.2.5 All students regardless of age may have absences excused when properly verified, for reproductive health appointments, and the reason for the absence will be kept confidential.
2.2.6 In addition, a student, upon the request of his/her parent, may be excused for a portion of a school day to participate in religious instruction provided such is not conducted on school property.
2.3 Absence for parental-approved activities. This category of absence shall be counted as excused for purposes agreed to by the principal and the parent or guardian.
2.4 Absence resulting from disciplinary actions--or short-term suspension.
2.5 Absence for parental-approved activities. This category of absence shall be counted as excused for purposes agreed to by the principal and the parent. An absence may not be approved if it causes a serious adverse effect on the student’s educational progress. In participation-type classes (e.g., certain music and physical education classes) the student may not be able to achieve the objectives of the unit of instruction as a result of absence from class. In such a case, a parent-approved absence would have an adverse effect on the student’s educational progress that would ultimately be reflected in the grade for such a course.
2.6 When the courts excuse such absence.
Packet page 117 of 123 Pullman School District Administrative Procedure 3122P Page 2 of 5 3.0 Extended illness or health condition. If a student is confined to home or hospital for an extended period, the school shall arrange for the accomplishment of assignments at the place of confinement whenever practical through Home/Hospital Instruction. If the student is unable to do his/her schoolwork, or if there are major requirements of a particular course that cannot be accomplished outside of class, the student may be required to take an incomplete or withdraw from the class without penalty.
4.0 Excused absence for chronic health condition. Students with a chronic health condition that interrupts regular attendance may qualify for placement in a limited attendance and participation program. The student and his/her parent shall apply to the principal or counselor, and a limited program shall be written following the advice and recommendations of the student's medical advisor. The principal shall approve the recommended limited program. Staff shall be informed of the student's needs, though the confidentiality of medical information shall be respected at the parent's request.
5.0 Unexcused Absences
5.1 Unexcused absences fall into two categories:
5.1.1 Submitting a signed note or providing verification which does not constitute an excused absence as defined previously; or
5.1.2 Failing to submit any type of justification signed by the parent or guardian. This type of absence is also defined as truancy.
5.2 Each unexcused absence shall be followed by notification to the parent or guardian of the students.
5.3 After two unexcused absences (of more than a half day) within any month or three unexcused within a semester, a conference shall be held between the parent, student and principal or designee. At such a conference the principal or designee, student and parent or guardian shall consider: adjusting the students program; provide more individualized instruction; preparing the student for employment with specific vocational experience or both; transferring the student to another school; assisting the student to obtain supplementary services that might eliminate or ameliorate the causes of absence or, imposing other corrective actions that are deemed to be appropriate. Prescribed corrective action including suspension will be explained.
5.4 After the student's fifth unexcused absence in a month the district may file a petition and affidavit with the juvenile court alleging a violation of RCW 28A.225.010. The petition consists of written notification to the court alleging that:
5.4.1 The student has at least five or more unexcused absences within any month during the current school year or ten or more unexcused absences in the current school year, as well unexcused absences accumulated in another school or school district shall be counted for all purposes in this procedure.
5.4.2 Actions taken by the school district have not been successful in substantially reducing the student's absences from school; and
5.4.3 Court intervention and supervision are necessary to assist the school district to reduce the student's absences from school.
5.4.4 Additionally, the petition shall include the student's name, age, school and residence; and the names and residences of the student's parents or guardian.
Petitions may be served by certified mail, return receipt requested, but if such service is unsuccessful, personal service is required.
Packet page 118 of 123 Pullman School District Administrative Procedure 3122P Page 3 of 5 At the district’s choice, it may be represented by a person who is not an attorney at hearings related to truancy petitions.
5.5. Students six or seven years of age, which have been enrolled in the district, are required to attend school and their parents are responsible for ensuring that they attend. Parents who wish to withdraw their children before the children are eight years old and against whom no truancy petition has been filed, may withdraw the students from school. When a six or seven year old student has unexcused absences, the district shall do the following:
5.5.1 Notify the parent or guardian in writing or by telephone after one unexcused absence in any month.
5.5.2 Request a conference with the parent or guardian and child to analyze the causes of the student’s absences after two unexcused absences in any month (a regularly scheduled teacher-parent conference held within thirty days may substitute).
5.5.3 Take steps to eliminate or reduce the student’s absences, including: adjusting the school program, school, course assignment; providing more individualized or remedial instruction; offering enrollment in alternative schools or programs; or assisting in obtaining supplementary services.
5.5.4 After seven unexcused absences in a month, or ten in a school year, the district shall file a truancy petition.
5.6 A student who has been expelled for attendance violations may petition the superintendent for reinstatement. Such petition may be granted upon presentation of a firm and unequivocal commitment to maintain regular attendance.
5.7 Any student who presents false evidence, with or without the consent of his/her parent, in order to wrongfully qualify for an excused absence shall be subject, to at least the same corrective action that would have occurred had the false excuse not been used. Other discipline may be imposed.
5.8 A student's grade may be adversely affected by reason of absences when the following conditions have been met:
5.8.1 The school clearly indicates that absenteeism may adversely affect grades;
5.8.2 Each teacher clearly indicates how grades may be affected by absenteeism including:
a. Method for making up missed assignments when absences are excused; b. The timeline for making-up missed assignments; c. How attendance is important to achieving the goals of the course, class or subject; and d. How make-up work is counted and its effect on the overall grade.
5.8.3 Each teacher clearly communicates to student and parents or guardians how absenteeism effects grades, how missed work may be made-up and the effects of make-up work on the overall assignment and course grade; and
5.8.4 The school clearly indicates the process for resolving any disputes over absenteeism and grades. Such process will be consistent with Board Policy and Administrative Procedures 1651, Situation Resolution.
5.9 Each school will establish timelines for contacting parents and/or guardians regarding attendance and establish benchmarks for communicating with parents or guardians.
Packet page 119 of 123 Pullman School District Administrative Procedure 3122P Page 4 of 5 6.0 Pullman High School Attendance Grade/Credit Policy
Rationale: According to Pullman School District Board Policy 3121, children eight years of age and under eighteen years of age are required to attend school full-time when school is in session. Regular and punctual school attendance is important for the mastery of the program of studies, is a habit pattern that is indicative of a student's attitude toward school and will follow into the student’s career and other responsibilities throughout life. The school and parent(s) or guardian(s) must work cooperatively by making regular and punctual attendance a top priority. While the responsibility for school attendance belongs with parent(s) or guardian(s), high school students assume the primary responsibility for their attendance.
Each school district board of directors may establish student grading policies which permit teachers to consider a student's attendance in determining the student's overall grade or deciding whether the student should be granted or denied credit. Such policies shall take into consideration the circumstances pertaining to the student's inability to attend school. RCW 28A.600.030
6.1 Excessive Absence. The following procedures shall govern the granting of grades and credits for a student with excessive absences:
6.1.1 Excessive absence. Excessive absence, whether those absences are excused or not, is defined as more than eight (8) total absences in any class during a semester. This total will not include any absence which is school excused (including but not limited to athletic trips, field trips, and discipline.)
6.1.2 At nine (9) total absences in a class during a semester, a student will be graded on a pass/fail basis.
6.13 At thirteen (13) total absences in a class during a semester, the student will receive no credit (NC) for the class.
6.1.4 Students and parents/guardians will be notified by certified letter on the 6th total absence from a class and at the 9th total absence from a class.
6.2 Appeals. Any student wishing to appeal the consequences of this policy shall notify the high school principal (or designee) in writing by the last day of the semester in which the absences occur.
6.2.1 Students who are appealing should prepare the following for submission to an appeals committee for their consideration:
6.2.2 Write a letter explaining each absence to the committee. Since certain excused absences are included in the total (absences due to illness or a health condition; a religious observance, requests by a student’s parent or guardian; family emergencies), it is recommended that students and parents/guardians:
a) Substantiate any extended illnesses with a documentation from a medical professional at the time of the absences.
b) Meet with teachers during the semester in which excessive absences occur to mutually work out a plan for the student to improve their attendance and continue making progress in the course.
6.2.3 Demonstrate or show evidence that make-up work was completed in accordance with the course expectations and/or show evidence of a meeting with a teacher (referenced in 2.1.1b) and the fulfillment of any expectations set out in that meeting.
Packet page 120 of 123 Pullman School District Administrative Procedure 3122P Page 5 of 5 6.2.4 Demonstrate a commitment to minimizing the excessive absences and improving attendance in the future. 6.2.5 Include any other documentation in the packet to the appeals committee which the student feels is relevant.
6.3 Attendance Appeal Committee. An Attendance Appeals Committee shall be formed consisting of an administrator from the high school and 4 teachers. The purpose of this committee is to formally review the documents and evidence which the student and the school provides during an appeal.
6.3.1 The committee shall meet no later than 10 business days after the end of the semester.
6.3.2 During the meeting of the committee, they shall review the materials from each student, the student’s attendance record and any other supporting evidence from the school. In each case, the committee will take a majority vote on whether the appeal has been granted or denied.
6.3.3 If the student and/or parent/guardian believe that the attendance policies or procedures were not adhered to by the high school, they have the right to a review of procedures by a committee of 3 people consisting of 2 members of the Pullman School District Board of Directors and the assistant superintendent. They will need to schedule the review with the Superintendent’s office within five business days after being informed of the decision.
Approved: July 90 Revised: November 1996 Revised: September 2000 Revised: November 2011
Packet page 121 of 123 Pullman School District Administrative Procedure INSTRUCTION 2409PPage 1 of 2 World Languages Credit for Competency/Proficiency Pullman School District currently allows for credit for competency/proficiency in world languages.
1.0 Definition: For purposes of this procedure, a world language is defined according to the definition used by the Higher Education Coordinating Board as “[a]ny natural language that has been formally studied […], including American Sign Language (AMESLAN, the language of the deaf community), and languages no longer spoken, such as Latin and ancient Greek. However, neither computer 'languages' nor forms of deaf signing aside from AMESLAN are acceptable.” 2.0 Demonstrating Competency/Proficiency in a World Language The district will manage the assessment process so that students seeking competency based credit can demonstrate competency/proficiency across language skills. Assessments will be aligned to the American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines in order to ensure consistency across languages. The district will select the appropriate assessment instrument(s) from the following: • Standards-based Measurement of Proficiency (STAMP) in reading, writing, and speaking (and listening, if available) for all languages for which it is available (as of 2010, Spanish, French, German, Italian, Japanese, Chinese). STAMP is offered by Avant Assessment (http://avantassessment.com).
• American Council on the Teaching of Foreign Languages (ACTFL) assessments Oral Proficiency Interview (OPI) or Oral Proficiency Interview Computer Based (OPIc) and Writing Proficiency Test (WPT) — for languages for which STAMP is not available or for which ACTFL assessments are deemed to be more appropriate. ACTFL assessments are offered through Language Testing International (http://www.languagetesting.com).
• Appropriate assessments for American Sign Language such as the Sign Language Proficiency Interview (SLPI).
• For languages that do not currently have any other nationally available proficiency based assessment, the district will work with local language communities and the Office of Superintendent of Public Instruction (OSPI) World Languages Program to develop a collection of evidence process, such as LinguaFolio, that is aligned with ACTFL Proficiency Guidelines.
3.0 Determining Competency and Credit Equivalencies The district will award one or more credits based on the student demonstrating an overall proficiency level according to the ACTFL Proficiency Guidelines as follows: Novice Mid – 1 credit (Carnegie Unit) Novice High – 2 credits Intermediate Low – 3 credits Intermediate Mid – 4 credits Since students may demonstrate varied levels of proficiency across skills, credits will be awarded based on the lowest common level of proficiency demonstrated across the skill areas. (Example: If a student demonstrated Intermediate Mid level proficiency in Speaking, but Novice Mid in Reading and Writing, then credits would be awarded based on the lowest common level of demonstrated proficiency, i.e. one credit for Novice Mid. The student would not receive individual credits for separate language skills. In this example, the student would not receive four credits for Intermediate Mid in Speaking and one credit each for Novice Mid in Reading and Writing. The total award is one World Language credit.) 4.0 Offering Testing Opportunities The district will manage the assessment process so that students have multiple (district may insert here the number of opportunities) opportunities to take or retake the assessment(s) required to demonstrate proficiency. Assessments must be offered in a proctored setting with appropriate technology. The district will approve the site(s) where the assessments are offered, which could include individual schools, district buildings, community colleges, universities, educational service districts, or other community settings. Packet page 122 of 123 Pullman School District Administrative Procedure 5.0 Paying for Assessments 2409PPage 2 of 2 The district will set a fee for the assessments to cover administrative costs, test fees, and/or proctoring. Fees may vary depending on the assessment costs. The district will offer financial assistance to students who demonstrate need, such as qualifying for free or reduced price lunch. (Insert language here if the district plans to pay the assessment fee or subsidize the student’s cost.) Current fees and financial assistance information are available from (insert specific district location here). (Insert assessment fee schedule here.) 6.0 Reporting Results The district will receive official test results for each student participating in the assessment process. The district will provide a letter to the student with a copy of the test results and an indication of how many world language credits, if any, may be awarded. If requested by the student, the school counselors will record the world language credits earned on the official transcript. Credits will be awarded with a grade of “Pass.”
Adopted:
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