3110—QUALIFICATIONS OF ATTENDANCE AND PLACEMENT

1. Age of Admission

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

A. Is lawfully and regularly employed, and

B. Has permission of a parent, or,

C. Is emancipated pursuant to Chapter 13.64 RCW; or Is subject to one of the other exceptions to compulsory attendance.

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

2. Entrance Qualifications

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

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

3. Admission of Students Aged Twenty-One or Older

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

A. There is available space in the school and program which the student shall attend;

B. Tuition is prepaid;

C. The student provides his/her own transportation;

D. The student resides in the state of Washington; and

E. In the judgment of the superintendent, no adult education program is available at reasonable costs and the district’s program is appropriate to the needs of the student.

4. Placement of Student Files

The decision of where to place a student seeking admission to the district rests with the principal. Generally students meeting the age of admission requirements or transferring from a public or approved private school shall be placed in kindergarten or first grade, or the grade from which they transferred. The principal shall evaluate the educational record and assessments of all other students to determine their appropriate placement. A temporary classroom assignment may be made

for no more than thirty calendar days for the purpose of evaluation prior to making the final placement decision.

Cross References: Board Policy 2121 Drug and Alcohol Use/Abuse Program Board Policy 2140 Guidance and Counseling Board Policy 2108 Remediation Program Board Policy 3114 Part-time, Home-based, or Off-campus Students Board Policy 3121 Compulsory Attendance Board Policy 2423 Student Achievement Board Policy 4220 Complaints Concerning Staff or Program

Legal References: RCW 28A.225.010 Attendance mandatory–Age–Person having custody shall cause child to attend public school – When excused RCW 28A.225.020 School’s duties upon juvenile’s failure to attend school RCW 28A.225.160 Qualification for admission to district’s schools – Fees for preadmission screening RCW 28A.225.220 Adults, children from other districts, agreements for attending school–Tuition WAC 392-335 Uniform Entry Qualifications WAC 392-134-010 Attendance rights of part-time public school students WAC 392-137 Finance-Nonresident attendance

Management Resource: Policy News, April 2006 Entrance to School Policy Changes Policy News, August 1999 Districts may set K-screening fees

Adoption Date: 06/22/2006 Raymond School District #116

3110P—QUALIFICATIONS OF ATTENDANCE AND PLACEMENT

Entrance Qualifications

As a minimum, eligibility for the exemption shall be based upon an analysis of the physical health and motor development; social and emotional development; approaches toward learning; language, literacy and communication; and cognition and general knowledge . Where feasible, assessment devices shall be used that shall permit students who are to be considered for exemption to be compared to the level of performance that would be expected of children with a chronological age of 5 years for kindergarten and 6 years for first grade in each of the areas of ability.

Admission of Students Aged Twenty-One or Older

The student shall petition the superintendent for admission.

The petition shall identify the student’s name, age, address and grade level or program of study.

If approved, the petition shall specify the tuition fee to be paid, shall be signed by the student and the superintendent and shall constitute the written agreement required by law. It shall be retained as a public document and made available to the state superintendent of public instruction upon request.

The tuition fee shall be calculated in the same way the state superintendent of public instruction determines the cost of educating a student in the district, except that a handicapped student who turns twenty-one during the school year shall only pay that amount of money deemed as “excess cost.”

3111—FEES FOR OPTIONAL NONCREDIT EXTRACURRICULAR EVENTS

Fees may be collected from students and nonstudents as a condition of their attendance at any optional noncredit extracurricular events of the district that is of a cultural, social, recreational or athletic nature. Such fees may be reduced or waived in cases of those students whose families, by reason of their low income, would have difficulty in paying the entire amount of such fees. Such fees may likewise be waived or reduced for nonstudents of the age of sixty-five or over who, by reason of their low income, would have difficulty in paying the entire amount of such fees. Additionally, a comprehensive fee may be established by administration and collected for any combination of or all such events.

Personnel who are asked to support the activity and who sign-in at the ticket booth are not required to pay an entrance fee. Personnel who are under contract to attend the activity shall not pay to enter and are not required to sign-in. Students who are actively participating in the activity (players, band members, scorekeepers, etc.) shall neither pay nor sign in.

Fees collected pursuant to this section shall be deposited in the associated student body program fund of the school district, and may be expended to defray the costs of optional noncredit extracurricular events of such a cultural, social, recreational, or athletic nature, or to otherwise support the activities and programs of associated student bodies.

The superintendent will develop such procedures as may be necessary to fully implement this policy by the 2013/14 school year.

Legal Reference: RCW 28A.325.010 Fees for optional noncredit extracurricular events — disposition

Adoption Date: 10/25/12 Raymond School District #116

3111P—FEES FOR OPTIONAL NONCREDIT EXTRACURRICULAR EVENTS

The district has been informed that the State Auditor’s Office has decided to emphasize RCW 28A.325.010, which disallows the past practice of issuing and honoring “discount passes.” The District recognizes that we cannot honor such passes issued by a third party, nor can we issue passes to be honored at events outside of our district.

The following procedures are designed to ensure that all student activities for which there is a charge and which take place within the District are managed in a fiscally responsible manner and follow established ASB procedure.

i. Such activities will have posted entrance fees that align with the District IV fee schedule.

ii. A sign-in list for activity support personnel will be used at each activity. Persons or positions not shown on that list are subject to the normal entrance fee.

iii. A “comprehensive fee” will be charged to all non-student patrons who wish to purchase what is commonly called a “Sports Pass” which will allow entry to all sports events.

iv. No other “Sports Pass” is allowed. For the 2012/2013 season only, those passes which have already been sold in accordance with previous rules and past practice will be accepted.

v. The student ASB card shall function as a “Sports Pass” to all sporting events.

vi. All patrons age 65 or older shall have free access to sports events if they recognize that payment of the posted fee would cause economic difficulty.

3112—Social Emotional Climate

Goal

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

Nurturing a Positive Social Emotional Climate

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

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

The Board therefore directs the superintendent to work with district schools to implement the accompanying procedures, which provide a framework for an effective climate improvement process, including a continuous cycle of 1) planning and preparation, 2) evaluation, 3) action planning, and 4) implementation. This framework is aligned with the social emotional learning standards and benchmarks developed by the social emotional learning committee created under RCW 28A.300.477. The framework is designed to support the district and district schools in developing research-supported action plans that work to meet the Board’s goal for this policy.

Cross References: 2000 – Student Learning Goals
2140 – Guidance and Counseling

Legal References: 3241 – Student Discipline
4110 – Citizen Advisory Committees and Task Forces
4129 – Family Involvement
5520 – Staff Development

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

Management Resources: 2021 – February Issue

Adoption Date: 4/29/21

3112P—Social Emotional Climate

Definitions

For purposes of social emotional climate, the following definitions will apply:

• Classroom climate refers to the prevailing mood, attitudes, standards, and tone that the educator and students feel when they are in the classroom. A positive classroom climate feels safe, respectful, welcoming, and supportive of student learning.

• Community partners include youth and family service organizations, afterschool and summer programs, youth leadership initiatives, youth employment and apprenticeships, mental and behavioral health organizations, and community sports and arts organizations.

• Cultural Responsiveness draws upon students; unique strengths and experiences while orienting learning in relation to individuals’ cultural context.

• Educators refers to in-school and out-of-school staff providing instruction and support to students.

• Equity means that each child receives what he or she needs to develop his or her full academic and social potential.

• Equity-focused refers to strategies aimed at improving equity in experiences and outcomes for all students and adults, across race, gender identity, ethnicity, language, disability, sexual orientation, family background, family income, and other characteristics.

• Multi-tiered System of Support (MTSS) is a framework for enhancing the adoption and implementation of a continuum of evidence-based practices to achieve important outcomes for every student. MTSS involves team-based leadership; continuous data based decision-making; student, family and community engagement; and the delivery of a continuum of evidence-based instruction and support.

• Planning Team This team will lead the process of planning, implementing and improving SEL and the school climate. This team should be made up of educational staff and varied stakeholders.

• Positive School Climate is safe, supportive, and an equitable learning environment that will call on adults to:

• Engage in practices that affirm diverse social and cultural identities;

• Cultivate a sense of belonging and community;

• Provide structures for physical and emotional safety;

• Use engaging, relevant, and culturally responsive instruction built on an understanding of how children and adolescents grow and develop socially, emotionally, and academically; • Create space for student voice and agency;

• Offer frequent opportunities for students to discuss and practice anti-racism and develop collaborative solutions to address inequities;

• Provide tiered supports that meet the needs of all students; and

• Train adults to model and nurture attitudes that emphasize the benefits and satisfaction from learning.

• Social and emotional learning (SEL) is a process through which individuals build awareness and skills in managing emotions, setting goals, establishing relationships, and making responsible decisions that support success in school and in life.

• School Climate Surveys are scientific measures that evaluate a range of aspects of the educational environment to assess perceptions and identify specific strengths and weaknesses within a school. The goal of these measures is to gain an accurate, representative picture of the school in order to improve in various targeted areas.

• School Community refers to members of the broad school ecosystem including administrators, staff, students, families, community partners, and others who may be connected to the school’s success.

• School Leaders is used broadly to encourage schools to consider distributive leadership models that include administrators, teaching and support staff, family and community partners, students, and those who have been historically left out of school decision making.

• Staff refers to those who work within the school building, including teachers, administrators, paraprofessionals, custodial staff, school mental health professionals, cafeteria workers, and parent liaisons, among others.

• Trauma-Informed Practices recognizes the unique strengths and challenges of children and youth in light of the adversities they face.

• Universal Design provides a framework to improve and optimize teaching and learning for all people by removing barriers in the curriculum.

Framework of School and Classroom Climate Improvement Process

Guiding Principles and Essential Elements

The framework of the school and classroom improvement process begins with a commitment to the four guiding principles of equity, cultural responsiveness, trauma-informed practices, and universal design. Definitions of these guiding principles are included above.

The framework of the school and classroom climate improvement process includes three essential elements: creating conditions to support student’ SEL, building adult capacity, and collaborating with the school community. Components from each of these three essential elements blend together to create the process for improving school and classroom climate.

District and School Climate Improvement Process

Develop a Planning Team

• With support of district and school leaders, form a planning team or teams to coordinate school climate improvement efforts. • Team members should include members from the whole school community, including administrators, educational staff, students, families, community partners, and other stakeholders.

• Team members should reflect the diverse groups of the community.

• The district will prioritize building the capacity of the planning team by providing professional learning.

Analyze Data

• Working with members from the whole school community, including students, assess and analyze data assessment. • Include stakeholder voice to ensure equity and honor cultural relevance.

• Use existing data, such as school climate surveys, attendance, engagement, evaluation of SEL implementation, and other feedback for initial assessment.

• Identify the most effective existing practices and the needs for improvement.

• Determine the additional types of data needed and how to collect it.

• Collect and analyze new data, including data regarding the adult SEL training and coaching.

• Plan for continuous improvement.

Develop a Strategic Communication Plan

• Determine how to disseminate information to members of the school community.

• Determine how to obtain input from school community. • Use more than one method to communicate and collaborate. • Use two-way communication strategies to inform, engage, and listen to members of the school community.

• Communicate that school and classroom climate and SEL are interconnected.

• Utilize a feedback loops with families and communities to ensure accountability.

Develop an Integrated Improvement Action Plan

• Use the Washington SEL standards, benchmarks, and indicators.

• Building adult and student SEL competencies school-wide. • Integrate and align school climate and SEL improvement with other district and school improvement efforts to create safe, supportive, and academically effective schools.

• Determine how to include school climate improvement and SEL into other systems and routine practices, such as hiring, onboarding, monitoring, professional development, and student discipline as consistent with policy 3241.

• Embed use an MTSS framework with students, use SEL as a universal, tier 1 support with intensified supports at all tiers. • Integrate restorative practices that build community, celebrate accomplishments, transform conflict, rebuild and strengthens relationships.

• Determine how to differentiate supports for different members of the school community.

• Build adult capacity in the whole school community, this might include providing resources, professional learning, time, and follow-up coaching.

Management Resources: 2021 February Issue

3114—PART-TIME, HOME-BASED, OR OFF-CAMPUS STUDENTS

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

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

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

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

The superintendent is directed to establish procedures that define the district’s responsibilities for home-based and off-campus instruction.

Legal References: RCW 28A.225.220 Adults, children from other districts, agreements for attending school—Tuition RCW 28A.225.225 Applications to attend nonresident district RCW 28A.195.010 Private schools – Extension programs for parents to teach children in their custody – Scope of state control – Generally RCW 28A.225.010 Attendance mandatory – Age – Persons having custody shall cause child to attend public school – Exceptions RCW 28A.200.010 Home-based instruction – Duties of parents RCW 28A.200.020 Home-based instruction – Certain decisions responsibility of parent RCW 28A.150.350 Part-time students – Defined – Enrollment authorized –Reimbursement for costs – Funding authority recognition – Rules WAC 392-121-181 Enrollment time credit off-campus – Alternative Learning WAC 392-134-010 Attendance rights of part-time public school students

Adoption Date: 8/25/98 Raymond School District #116

3114P—PART-TIME, HOME-BASED OR OFF-CAMPUS STUDENTS

Suggested procedures are as follows:

A. Distribute SPI – developed letter of intent and district-developed supplementary application to interested parents upon request.

B. Meet with parent to review supplementary application and determine if parent wishes to enter into off-campus program agreement with the school district. (Maintain a log which reflects the effort that the district has made to conduct such a meeting.)

C. If an off-campus program agreement is not established, clarify the parent’s responsibility in providing home-based instruction including instructional time, subject matter, testing and student records.

D. If a parent determines that supervision by a certificated teacher is necessary to satisfy qualifications to provide home-based instruction, inform the parent that they are expected to select and pay for such supervision. The district will, if requested, assist the parent in securing instructional materials, provided that the parent shall bear the cost of such materials.

E. Advise the parent of their rights to enroll a student for part-time instruction and/or to receive ancillary services.

F. If the parents wish to enroll the child for off-campus instruction (WAC 392-121-181), develop an agreement for each subject which provides for:

1. The objective(s) of the program;

2. The teaching component(s) of the program, including where and when teaching activities will be conducted by school district certificated staff; 3. A schedule of the duration of the program, including beginning and ending dates within the school year;

4. A description of how student performance will be supervised, evaluated, and recorded by the certificated staff or by qualified school district employees under the direct supervision of the certificated staff; and

5. A description of intervention techniques and criteria for their use.

G. Maintain proper documentation that includes the written plan, a log of contacts made with parent and student (verification by signature of

parent), a log of meetings with a classroom teacher for the same grade level as the student.

H. Assign a certificated staff member to supervise the parent and student typical schedule: four (4) hours/month with parent and student; four (4) hours/month with classroom teacher.

I. Claim student as “enrolled” for purposes of state financial support.

3115-HOMELESS STUDENTS- ENROLLMENT RIGHTS AND SERVICES

Students Experiencing Homelessness – Enrollment Rights and Services

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

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

Homeless students are defined as lacking a fixed, regular, and adequate nighttime residence, including those students who are:

• Sharing the housing of other persons due to loss of housing or economic hardship, or a similar reason;

• Living in motels, hotels, trailer parks, or camping grounds due to the lack of alternative adequate accommodations;

• Living in emergency or transitional shelters;

• Abandoned in hospitals;

• Living in public or private places not designed for or ordinarily used as regular sleeping accommodation;

• Living in cars, parks, public spaces, abandoned buildings, substandard housing, transportation stations, or similar settings; or

• Migratory children living in conditions described in the previous examples.

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

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

Best interest determination

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

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

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

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

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

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

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

The superintendent will:

• Strongly encourage district staff, including substitute and regular bus

drivers to annually review the video posted on the OSPI website on identification of student homelessness;

• Strongly encourage every district-designated homeless student liaison to attend trainings provided by the state on identification and serving homeless youth. Ensure that the district includes in materials provided to all students at the beginning of the school year or at enrollment, information about services and support for homeless students (i.e., the brochure posted on the OSPI website).

• Use a variety of communications each year to notify students and families about services and support available to them if they experience homelessness (e.g., distributing and collecting a universal annual housing intake survey, providing parent brochures directly to students and families, announcing the information at school-wide assemblies, posting information on the district’s website).

Facilitating on-time grade level progression

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

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

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

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

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

Informed consent for healthcare

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

a. Consent is necessary for non-emergency, outpatient, primary care services, including physical examinations, vision examinations and eyeglasses, dental examinations, hearing examinations and hearing aids, immunizations, treatments for illnesses and conditions, and routine follow-up care customarily provided by a health care provider in an outpatient setting, excluding elective surgeries;

b. The student meets the definition of a “homeless child or youth” under the federal McKinney-Vento homeless education assistance improvements act of 2001; and

c. The student is not under the supervision or control of a parent, custodian, or legal guardian, and is not in the care and custody of the department of social and health services.

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

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

Cross References: 3116 – Students in Foster Care 3120 – Enrollment 3231 – Student Records 3413 – Student Immunization And Life Threatening Health Conditions 4218 – Language Access Plan

Legal References: RCW 28A.225.215 Enrollment of children without legal residences RCW 28A.320.142 Unaccompanied youth – Building point of contact – Duty of District RCW 28A.320.145 Support for homeless students. 20 U.S.C. 6301 et seq. Elementary and Secondary Education Act of 1965 as amended by the Every Student Succeeds Act [ESSA] 42 U.S.C. 11431 et seq. McKinney-Vento Homeless Assistance Act Chapter 28A.320 RCW Provisions applicable to all districts (new section created by 3SHB 1682, 2016 legislative session)

Management Resources: 2019 – July Issue 2018 – May Issue 2017 – October Policy Issue 2017 – July Policy Issue Posters and Other Materials for Community Outreach – OSPI 2016 – November Issue 2016 – July Issue 2014 – December Issue 2004 – October Issue 2002 – October Issue

Adoption Date: 10/24/19

Classification: Essential Revised Dates: 10.02; 10.04; 12.11; 12.14; 07.16; 11.16; 07.17; 10.17; 05.18; 07.19

3115P-Procedure Homeless Students- Enrollment Rights and Services

A. Definitions

1. Homeless children and youths means individuals who lack a fixed, regular, and adequate nighttime residence. This includes children and youth who are sharing the housing of other

persons due to loss of housing, economic hardship, or a similar reason; living in motels, parks, or campgrounds; or children or youth who have a primary nighttime residence that is a public or private place not designed for or ordinarily used as a sleeping accommodation by human beings; or children or youth living in cars, abandoned buildings, substandard housing or similar situations; or migratory children living in circumstances like those described above. “Substandard housing” may be determined by considering factors such as whether the setting in which the child or youth is living lacks water, electricity, or heat; is infested with vermin or mold; lacks a working kitchen or toilet, or presents unreasonable dangers to adults, children, or persons with disabilities. Cities, counties and states have varying housing codes that further define housing deemed substandard by law.

2. Unaccompanied youth means a youth not in the physical custody of a parent or guardian and includes youth living on their own in any of the homeless situations described in the McKinney-Vento Homeless Education Act.

3. School of origin means the school or preschool that a child or youth attended when permanently housed, or the school in which the child or youth was last enrolled. When a child or youth completes the final grade level served by the school of origin, the school of origin includes the designated receiving school at the next grade level for all feeder schools.

4. Best interest determination means that the district must make school placement decisions for homeless students and youths on the basis of their best interest, as determined by student-centered factors including impact of mobility on achievement, education, health, and safety. Priority should be given to the request of the child or the parent/guardian or unaccompanied youth. Placement of siblings should also be considered.

5. Excess cost of transportation means the difference between what the district normally spends to transport a student to school and the cost of transporting a homeless student to school. For example, there is no excess cost of transportation if the district provides transportation to a homeless student by a regular bus route. However, if the district provides special transportation to a homeless student that is not part of a regular bus route and not covered by the state transportation funding formula (e.g., summer school transportation, extracurricular activities, etc.), the entire cost would be considered excess costs of transportation. The additional cost of the district’s re-routing of busses to transport a homeless student can be considered excess cost of transportation. The district may use McKinney-Vento subgrant funds and Title I, Part A funds to defray the excess cost of transportation for homeless students.

B. Identification

The district will:

1. Use a housing questionnaire in its enrollment process. The questionnaire will be distributed universally so as to avoid stigmatizing homeless children and youths and their families;

2. Ensure that referral forms used to identify and support homeless students are accessible and easy to use;

3. Include its homeless liaison’s contact information on its website;

4. Provide materials for homeless students and parents, if necessary and to the extent feasible, in their native language;

5. As practicable, provide annual guidance for school staff on the definition of homelessness, signs of homelessness, the impact of homelessness on students, and steps to take when a potentially homeless student is identified, including how to connect the student with appropriate housing and support service providers;

6. Develop interagency partnerships to serve homeless families and youths; and

7. Work with the state homelessness coordinator to facilitate services to families and youths made homeless by natural disasters or other catastrophic events.

C. Placement and enrollment

The district will:

1. When deciding placement, presume that allowing the homeless student to remain in their school of origin is in the student’s best interest, except when doing so is contrary to the request of the student’s parent or guardian or unaccompanied youth;

2. If the parent/guardian contests the district’s decision, make a best interest determination based on factors such as the impact of mobility on the student’s educational achievement, health, and

safety. If the best interest determination is requested by an unaccompanied youth, the process will give priority to the views of the youth;

3. After conducting a best interest determination, provide to the parent/guardian of the student in a timely manner and in a language they can understand, a written explanation of the final decision and the right to appeal the decision (see Dispute Resolution Procedure, below);

4. Pending resolution of disputes that arise over eligibility, school selection, or enrollment, immediately enroll a homeless student in the school in which the parent, guardian, or unaccompanied youth seeks enrollment;

5. Avoid delay or denial of enrollment of homeless students, even if they have missed application or enrollment deadlines during any period of homelessness or are unable to produce records required for enrollment (e.g., previous academic records, immunization records, health records, proof of residency, proof of guardianship, birth certificates);

6. Avoid requirements for student contact information to be in a form or manner that creates a barrier for homeless students;

7. Provide transportation for homeless students to their school or preschool of origin. Once the student has obtained permanent housing, the district will continue to provide such transportation until the end of the academic year. If the homeless student remains in their school of origin but begins living in an area served by district, the district of origin and the district in which the homeless student is living must agree upon a method to apportion

the responsibility and costs for the student’s transportation to and from their school of origin. If the districts cannot reach agreement, the responsibility and costs for transportation will be shared equally;

8. Continue to provide transportation to their school of origin pending the outcome of enrollment or transportation disputes;

9. Immediately contact the school last attended by the homeless student to obtain relevant academic and other records;

D. District’s homeless liaison

The district liaison will ensure that:

1. Homeless children and youths are identified by school personnel and through coordination of activities with other entities and agencies;

2. Homeless children and youths enroll in and have a full and equal opportunity to succeed in school;

3. Homeless families, children and youths receive educational services for which such families, children and youths are eligible, including Head Start and Even Start programs, preschool programs administered by the district, and referrals to health care services, dental services, mental health services, and other appropriate services;

4. Homeless students are identified and provided proper access to free school meals;

5. The parents or guardians of homeless children and youths are informed of the educational and related opportunities available to their children and are provided with meaningful opportunities to participate in the education of their children;

6. Public notice of the educational rights of homeless children and youths is disseminated where such children receive services (e.g., schools, family shelters, soup kitchens);

7. Enrollment disputes are mediated in accordance with Paragraph C, Placement and enrollment, above; and

8. The parent or guardian of a homeless child or youth, and any unaccompanied youth, is fully informed of all transportation services, including transportation to the school of origin and is assisted in accessing transportation to the school selected;

9. Unaccompanied youths are enrolled in school, have opportunities to meet the same challenging state academic standards as the state establishes for other children and youths, are informed of their status as independent students under section 480 of the Higher Education Act of 1965 (HEA) (20 U.S.C. 1087vv) for federal student aid purposes, and their right to receive verification of this status from the local liaison;

10. Barriers that prevent homeless students from receiving credit for full or partial coursework satisfactorily completed while attending a prior school are identified and removed;

11. Affirm whether homeless students meet the U.S. Department of Housing and Urban Development (HUD) definition of homelessness to qualify them for HUD homeless assistance programs and refer homeless families and students to housing and other services;

12. Assist parents, guardians, and unaccompanied youth in obtaining immunizations, health screenings, guardianship records, and other documents normally required for enrollment; and

13. Assist unaccompanied youths in connecting with needed supports such as housing assistance, health care and other services.

In addition to the duties and responsibilities listed above, the district liaison will work to improve systems to identify homeless students and coordinate with the district’s nutrition program to ensure that each homeless student has proper access to free school meals, and that applicable accountability and reporting requirements are satisfied.

The district will inform school personnel, service providers, and advocates working with homeless families of the duties of the district homeless liaison.

E. Dispute Resolution Procedure

The district will ensure that the child/youth attends the school in which they sought enrollment while the dispute process is being carried out.

1. Notification of Appeal Process

If the district seeks to place a homeless child in a school other than the school of origin or the school requested by the parent, the school district will inform the parent or the unaccompanied youth of the right to appeal. The district will provide the parent or unaccompanied youth with written notice including:

a. An explanation of the child’s placement, and contact information for the district and the OSPI homeless liaison, including their roles;

b. Notification of the parent’s right to appeal(s);

c. Notification of the right to enroll in the school of choice pending resolution of the dispute;

d. A description of the dispute resolution process including a petition form that can be returned to the school to initiate the process and timelines; and

e. A summary of the federal legislation governing placement of homeless students (McKinney-Vento Act).

2. Appeal to the School District Liaison – Level I

If the parent or unaccompanied youth disagrees with the district’s placement decision, they may appeal by filing a written request for dispute resolution with the school, the district’s homeless liaison or a designee. If submitted to the school, it will be immediately forwarded to the homeless liaison. The request for dispute resolution must be submitted within fifteen business days of receiving notification of the district’s placement.

The liaison must log the complaint including a brief description of the situation and reason for the dispute and the date and time of the complaint was filed.

a. A copy of the complaint must be forwarded to the liaison’s supervisor and the superintendent;

b. Within five business days of the receiving the complaint, the liaison must provide the parent or unaccompanied youth with a written decision and notification of the parent’s right to appeal;

c. The district will verify receipt of the Level I decision; and

d. If the parent or unaccompanied youth wishes to appeal, notification must be provided to the district liaison within ten business days of receipt of the Level I decision. The liaison will provide the parent with an appeals package containing:

i. The complaint filed with the district liaison at Level I;

ii. The decision rendered at Level I; and

iii. Additional information provided by the parent, unaccompanied youth and/or homeless liaison.

3. Appeal to the School Superintendent – Level II

The parent or unaccompanied youth may appeal the district liaison’s decision to the superintendent or the superintendent’s designee using the appeals package provided at Level I.

a. The superintendent will arrange for a personal conference to be held with the parent or unaccompanied youth within five business days of receiving the Level I appeals package;

b. Within five business days of the conference with the parent or unaccompanied youth the superintendent will provide that individual with a written decision with supporting evidence and notification of their right to appeal to the OSPI;

c. The district will verify receipt of the Level II decision;

d. A copy of the superintendent’s decision will be forwarded to the district’s homeless liaison; and

e. If the parent or unaccompanied youth wishes to appeal to the OSPI, notification must be provided to the district homeless liaison within ten business days of receipt of the Level II decision.

4. Appeal to the Office of the Superintendent of Public Instruction – Level III

a. The district superintendent will forward a copy of the Level II decision and all written documentation to the OSPI homeless liaison within five days of rendering a decision. The district will submit the entire dispute package to the OSPI in one complete package by U.S. mail;

b. The OSPI’s homeless education coordinator or designee, along with the appropriate agency director, and/or agency assistant superintendent will make a final decision within fifteen business days of receiving the appeal;

c. The OSPI’s decision will be forwarded to the district’s homeless liaison. The liaison will distribute the decision to the parent or unaccompanied youth and the local

superintendent;

d. The OSPI’s decision will be the final resolution for

placement of a homeless child or youth in the district; and

e. The district will retain the record of all disputes, at each level, related to the placement of homeless children.

F. Inter-district Disputes

If districts are unable to resolve a dispute regarding the placement of a homeless student, either district may submit a written request to the OSPI seeking resolution.

The OSPI will resolve the dispute within 10 business days of notification of the dispute and inform all interested parties of the decision.

Revised Dates: 10.04; 12.05; 04.10; 12.11; 11.16; 05.18;

07.19 3116-STUDENTS IN OUT-OF-HOME (FOSTER) CARE

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

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

Point of contact

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

Enrollment

Whenever practical and in the best interest of the child, students placed into out-of-home care must remain enrolled in the school that they were attending at the time they entered out-of-home care. Best-interest determinations should be made as quickly as possible in order to prevent educational discontinuity for the student, and should take into consideration the student-centered factors and input from the relevant and appropriate persons listed in procedure 3116P.

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

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

Records Transfer

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

Additionally, upon receipt of a request for education records of a student in out-of-home care from the Department of Social and Health Services, the district will provide the records to the agency within two (2) school days.

Transportation

By December 10, 2016, the district will collaborate with state, local or tribal child welfare agencies, as appropriate, to implement a written transportation procedure by which prompt, cost-effective transportation will be provided, arranged and funded for students to remain in their school of origin when in their best interest for the duration of their time in foster care.

The written procedure will ensure that if additional costs are incurred in providing transportation, the district will provide transportation to the school of origin if: 1) the child welfare agency agrees to reimburse the transportation; (2) the district agrees to pay for the cost of the transportation; or 3) the district and the child welfare agency agree to share transportation costs.

Dispute resolution

In the event that a caregiver or education decision-maker disputes a district decision regarding the best interest of the student in out-of-home care with regard to enrollment or the provision of any other education related service, including transportation, the caregiver or education decision-maker may use the three-tiered appeals process outlined in the procedure that accompanies this policy. The district will make all reasonable efforts to collaborate with appropriate agencies and aggrieved parties to resolve the dispute at the local level.

In the event that a dispute occurs between the district and a child welfare agency with regard to issues that do not involve educational placement or the provision of educational services (e.g., transportation reimbursements, failure to collaborate), such disputes may be forwarded to the Office of Superintendent of Public Instruction for resolution.

Review of unexpected or excessive absences

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

Facilitating on-time grade level progression

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

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

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

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

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

Cross References: 2418 – Waiver of High School Graduation Credits 3115 – Homeless Students- Enrollment Rights and Services 3120 – Enrollment 3122 – Excused and Unexcused Absences 3231 – Student Records 6100 – Revenues From Local, State, and Federal Sources

Legal References: RCW 28A.150.510 Transmittal of education records to department of social and health services – Disclosure of educational records – Data-sharing agreements – Comprehensive needs requirement document – Report RCW 28A.225.023 Youth dependent pursuant to Chapter 13.34 RCW – Review of unexpected or excessive absences – Support for youth’s school work RCW 28A.225.215 Enrollment of children without legal residences RCW 28A.225.330 Enrolling students from other districts—Requests for information and permanently records—Withheld transcripts-Immunity from liability—Notification to teachers and security personnel—Rules RCW 28A.320.192 On-time grade level progression and graduation of students who are dependent youth RCW 74.13.550 Child placement – Policy of educational continuity 20 U.S.C. 6301 et seq. Elementary and Secondary Education Act of 1965 as amended by the Every Student Succeeds Act [ESSA]
Laws of 2018. ch, 139 Students in Out-of-Home Care – Best Interest Determinations; Laws of 2018, ch. 271 School Meals

Management Resources: 2018 – May Issue 2017 – July Issue 2016 – November Issue OSPI list of Foster Care Liaisons/DSHS Contacts

Adoption Date: 9/27/18

Revised Dates: 07.17; 05.18

3116P-Students in Out-of-Home Care

Definitions

• Additional costs incurred in providing transportation are those costs that reflect the difference between what the district would otherwise spend to transport a student to his or her assigned school and the cost of transporting a student in out-of-home care to his or her school of origin. The district would, for example, incur an additional cost if it had no choice but to re-route busses to transport a student in foster care to one of its schools.

• Best interest determination means using child-centered criteria for determining which educational setting is best for a particular child. Decisions should be made on a case-by-case basis and should not be based on the cost of transportation.

• Caregiver means potential out-of-home placement options including licensed foster homes, relatives, group care providers or other court ordered suitable parties. All placement options result from state dependency court actions. This term is relevant to the dispute resolution process for education-services decisions relevant to students in out-of home care.

• Educational decision-maker means the caregiver and social worker listed on the Caregiver Authorization Form who are authorized to make day to day decisions for children and youth in out-of-home care. Additional decision-makers such as the birth parent, education liaison, or other appropriate adult may be court-appointed and identified on the Health and Education Authorization Court Order. This term is relevant to the dispute resolution process for enrollment and transportation decisions relevant to students in out-of-home care.

• Out-of-home care has the same meaning as in RCW 13.34.030, and means placement in a foster family home or group care facility licensed pursuant to chapter 74.15 RCW or placement in a home, other than that of the child’s parent, guardian, or legal custodian, not required to be licensed pursuant to chapter 74.15 RCW.

• Other supervising agency means an agency licensed by the state under RCW 74.15.090, or licensed by a federally recognized Indian tribe located in Washington under RCW 74.15.190 that has entered into a performance-based contract with the department to provide case management for the delivery and documentation of child welfare services as defined in RCW 74.13.020.

• School of origin means the school in which a child is enrolled at the time of placement in foster care. If a child’s foster care placement changes, the school of origin would then be considered the school in which the child is enrolled at the time of placement change.

Duties of the foster care liaison

The superintendent or designee will designate a district foster care liaison to facilitate district compliance with state and federal laws related to student in out-of-home care and to collaborate with the department of children, youth, and families to address educational barriers for these students. The role and responsibilities of a foster care liaison may include:

(a) Coordinating with the department of children, youth, and families on the implementation of state and federal laws related to students in out of-home care;

(b) Coordinating with foster care education program staff at the office of the superintendent of public instruction;

(c) Attending training and professional development opportunities to improve school district implementation efforts;

(d) Serving as the primary contact person for representatives of the department of children, youth, and families;

(e) Leading and documenting the development of a process for making best interest determinations in accordance with the processes identified in this procedure;

(f) Facilitating immediate enrollment in accordance with RCW 28A.225.330;

(g) Facilitating the transfer of records in accordance with RCW 28A.150.510 and 28A.225.330;

(h) Facilitating data sharing with child welfare agencies consistent with state and federal privacy laws and rules;

(i) Developing and coordinating local transportation procedures; (j) Managing best interest determination and transportation cost disputes according to the best practices developed by the office of the superintendent of public instruction;

(k) Ensuring that students in out-of-home care are enrolled in and regularly attending school, consistent with RCW 28A.225.023; and (l) Providing professional development and training to school staff on state and federal laws related to students in out-of-home care and their educational needs, as needed.

The district foster care liaison will also:

• Collaborate with the district’s Title I coordinator and the appropriate child welfare agency point of contact on the implementation of Title I provisions;

• Document all best interest determination processes as well as collaboration with the child welfare agency or agencies; • Develop and coordinate local transportation procedures; • Manage transportation costs disputes;

• Coordinate all appeals of education-based decisions for students in out of-home care and district appeals of inter-agency disputes; and • As resources permit, provide guidance to school staff on Title I provisions and educational needs of students in out-of-home care on an as-needed basis.

Enrollment in school of origin

When the district foster care liaison receives notification from a child welfare agency that a student in out-of-home care will be moving to a new residence and the necessary timeframe for determining the student’s most appropriate school placement, the district liaison/designee will in turn provide the agency with information on the appropriateness of the current educational setting. In order to minimize disruption to their education, students placed into out-of-home care must remain enrolled in the school they were attending upon entering out-of-home care, unless it is determined that such placement is not in the student’s best interest.

Best interest determination

When a determination of the student’s best interest is necessary, it will take into account a variety of student-centered factors and input from relevant and appropriate persons. The student-centered factors for consideration should include:

(a) How long is the student’s current out-of-home care placement expected to last?

(b) What is the student’s permanency plan and how does it related to school stability?

(c) How many schools has the student attended in the current year? (d) How many schools has the student attended over the past few years? (e) Considering the impacts of past transfers, how may transferring to a new school impact the student academically, emotionally, physically, and socially?

(f) What are the immediate and long-term educational plans of, and for, the student?

(g) How strong in the student academically?

(h) If the student has special needs, what impact will transferring to a new school have on the student’s progress and services? (i) To what extent are the programs and activities at the potential new school comparable to, or more appropriate than, those at the school of origin?

(j) Does one school have programs and activities that address the unique needs or interests of the student that the other school does not have? (k) Which school does the student prefer?

(l) How deep are the child’s ties to his or her school of origin? (m) Would the timing of the school transfer coincide with a logical juncture, such as after testing, after an event that is significant to the student, or at the end of the school year?

(n) How would changing schools affect the student’s ability to earn full academic credit, participate in sports or other extracurricular activities, proceed to the next grade, or graduate on time?

(o) How would the commute to the school under consideration impact the student, in terms of distance, mode of transportation, and travel time?

(p) How anxious is the student about having been removed from the home or about any upcoming events?

(q) What school does the student’s sibling attend? And

(r) Are there safety issues to consider?

When making best-interest determination, every effort should also be made to gather meaningful input from relevant and appropriate persons on their perspective regarding which school the student should attend during his or her time in out-of-home care, consistent with the student’s case plan. Such relevant and appropriate persons include:

(a) Representatives of the department of children, youth, and families; (b) Representatives of the school of origin, such as a teacher, counselor, coach, or other meaningful person in the student’s life;

(c) Biological parents;

(d) Foster parents;

(e) Educational liaisons identify under RCW 13.34.045; (f) The student’s relatives; and

(g) Depending on his or her age, the student.

Additionally, the district will adopt any best-interest determination guide developed by the office of the superintendent of public instruction during the discussion about the advantages and disadvantages of keeping the student in the school of origin or transferring the student to a new school.

The best interest determination will be made as quickly as possible in order to prevent educational discontinuity for the student.. Written notification of the determination will be given to appropriate parties involved in the determination, including the student’s biological parents, foster parents, school representatives and educational liaisons, as well as representatives of the department of children, youth, and families.

Only a caregiver or education decision-maker for the student may file an appeal using the Dispute Resolution Process.

Dispute resolution process: Disputes between the district and the student’s caregiver/education decision–maker.

The District will adopt and implement any dispute resolution process developed by the office of the superintendent of public instruction when there is a disagreement about school placement, the provision of educational services, or a dispute between agencies.

Level One

The student’s caregiver or education decision-maker may dispute the district’s best interest determination, transportation decision, or the provision of any other education-related service for a student in foster care. They may do so by providing the district or the district’s foster care liaison with written notice of the dispute within fifteen (15) business days of receiving notice of the district’s determination (e.g., that the district intends to enroll the student in a school other than the school of origin or the school requested by the caregiver or the education decision maker).

The District’s foster care liaison is Lyndsey Owen.

The notice of dispute, if provided to the district, will be immediately forwarded to the foster care liaison, or, if that person is unavailable, another designee. The liaison will log receipt of the notice (including the date and time), and then forward a copy of this documentation to their immediate supervisor and the superintendent or designee. The liaison will make a decision on the dispute within five (5) business days of receipt and inform the caregiver or educational decision-maker in writing of the result. The following documents will be included with the decision in an “appeals package”:

• A copy of the original notice of dispute;

• Any additional information from the caregiver or educational decision maker and/or foster care liaison; and

• Instructions on appealing the decision to Level II.

The liaison will verify receipt of the written decision by the caregiver or education decision-maker.

Level Two

If the caregiver or education decision-maker disagrees with the decision of the foster care liaison, he or she may appeal the decision to the superintendent or his/her designee (who must be someone other than the foster care liaison). He or she may do so by providing the superintendent’s office with a copy of the Level I appeals package within ten (10) business days of their receipt of the Level I decision.

Within five (5) business days of the notification to the district that the caregiver or education decision-maker intends to appeal, the superintendent or designee will arrange to meet within a reasonably expeditious time period either in-person or through phone/video conference with the student’s caregiver or educational decision-maker, the student if appropriate, and at least one representative from DSHS or another supervising agency. If it is not possible for the DSHS or other supervising agency representative to be present within a reasonable time, the superintendent or designee will document their efforts to include the representative and proceed with the conference.

Within five (5) business days of the conference, the superintendent or designee will provide the caregiver or educational decision-maker with a written decision, supporting evidence, reasons for the decision and an appeals package that includes:

• A copy of the initial dispute filed at Level I and the Level I decision; • The Level II decision rendered by the superintendent or designee; • Any additional information from the caregiver or education decision maker and/or foster care liaison;

• Instructions as to how to file a Level III appeal, including the physical address and email address of where to submit the dispute:

Foster Care Education Program Supervisor

Old Capital Building

PO Box 47200

Olympia, WA 98504-7200

fostercare@k12.wa.us

The district’s foster care liaison will also be provided a copy of the Level II decision and appeals package. The liaison will be responsible for verifying receipt of the decision and appeals package by the caregiver or educational decision-maker.

Level III

If the caregiver or education decision-maker disagrees with the decision of superintendent or designee, he or she may appeal the decision by notifying the district’s foster care liaison within ten (10) business days of receipt of the Level II decision of their intent to file a Level III appeal.

The superintendent or designee will forward all written and electronic documentation to the OSPI Foster Care Education Program Supervisor or designee for review within five (5) business days of receiving notification of the caregiver or education decision-maker’s intent to file a Level III appeal.

The caregiver or education decision-maker may also submit related documentation to the OSPI Foster Care Education Program Supervisor and the district’s foster care liaison for review within five (5) business days after notifying the district of their intent to file a Level III appeal. The documentation must be submitted in one consolidated and complete package via email or the US Postal Service.

The OSPI Foster Care Education Program Supervisor or designee and appropriate DSHS representatives shall make a decision within fifteen (15) business days of receipt of the dispute. The decision will be forwarded to the district’s foster care liaison for distribution to the caregiver or educational decision-maker, the DSHS representative engaged by the district at Level II and the superintendent. The decision shall be the final resolution for placement and the provision of services for a child or youth in foster care in the district.

The district will maintain records of disputes resolved at the Level I, Level II and/or Level III and shall be made available to OSPI upon request.

Dispute Resolution Process: Disputes between the district and the child welfare agency

In the event that the district and the child welfare agency are unable to resolve a dispute that does not involve educational placement or the provision of educational services to a student in foster care (e.g., failure to collaborate, transportation reimbursements, date sharing, records release policies), either party may forward the dispute in writing to the OSPI Foster Care Education Program Supervisor or designee.

Within ten (10) business days of receipt of the dispute, a written decision will be forwarded to the superintendent, the district’s foster care liaison and the agency representative involved in the dispute. The decision shall be the final resolution for placement and the provision of services for a child or youth in foster care in the district.

3120—ENROLLMENT

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

1. Any history of placement in a special education program; 2. Any past, current or pending disciplinary actions;

3. Any history of violent behavior;

4. Adjudications or convictions described in RCW 13.04.155, which include violent offenses, sex offenses, firearm or dangerous weapon offenses, and controlled substance offenses;

5. Any unpaid fines or fees from other schools; and

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

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

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

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

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

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

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

Cross References: 2255 – Alternative Learning Experience Courses 2100 – Educational Opportunities for Students with a Parent in the Military 3115 – Students Experiencing Homelessness – Enrollment Rights and Services 3143 – Notification and Dissemination of Information about Student Offenses and Notification of Threats of Violence or Harm

Legal References: RCW 28A.225.215 Enrollment of children without legal residences RCW 28A.225.216 Children of military families—Residency RCW 28A.225.330 Enrolling students from other districts — Requests for information and permanent records — Withheld transcripts — Immunity from liability — Notification to teachers and security personnel — Rules WAC 392-121-108 Definitions — Enrollment exclusions WAC 392-121-122 Definitions —Full-time equivalent student WAC 392-121-182 Alternative learning experience requirements WAC 392-169-022 Running start student — Definition

Management Resources: 2020 – August Issue 2014 – June Issue

Adoption Date: 10/22/20 Raymond School District #116

3120P—PROCEDURE ENROLLMENT

Enrollment and attendance records will be maintained in each school building. At the conclusion of the year, the enrollment and attendance information will be recorded on the student’s permanent record.

The attendance registers will remain in the school building for a period of 5 years, after which time they will be sent to the district office to be destroyed.

Annually each school will report to the district office actions taken to reduce any student’s absenteeism following the student’s fifth unexcused absence in one month, or tenth unexcused absence in one year.

The district will report this information annually to the superintendent of public instruction:

1. The number of enrolled students and the number of unexcused absences;

2. The number of enrolled students with ten or more unexcused absences in a school year or five or more unexcused absences in a month during a school year;

3. A description of any programs or schools developed to serve students who have had five or more unexcused absences in a month or ten in a year including information about the number of students in the program or school and the number of unexcused absences of students during and after participation in the program. The reports will also describe any placements in an approved private nonsectarian school or program or certified program under a court order; and

4. The number of petitions filed by the district with the juvenile court. The information in these reports will not disclose the names or other identification of the students or parents.

For enrollment reporting for state funding purposes, a student is reported as a full-time equivalent (FTE) based on their enrolled weekly minutes. 1,665 weekly minutes or 27 weekly hours and 45 minutes equal 1.0 FTE for all grades.

Passing time between classes and recess time may be included in a student’s weekly minutes. However, time for meals is excluded.

Students attending school less than 1,665 weekly minutes are reported as a partial FTE. To calculate the student’s FTE, divide the student’s enrolled weekly minutes by 1,665.

Alternative Learning Experiences: FTE will be determined by the estimated weekly minutes of learning in the written student learning plan pursuant to WAC 392-121-182.

No student may be counted on any school’s or program’s enrollment report who has been absent from school for more than twenty consecutive school days until attendance is resumed. No part-time student that has not attended school at least once within a period of twenty consecutive school days may be counted as an enrolled student until attendance is resumed. School days are defined as regularly scheduled instructional days for the general population of the school or district the student is enrolled in, regardless of the student’s individualized schedule.

Procedures for handling excused and unexcused absences are defined in 3122P, Excused and Unexcused Absences.

Adoption Date: 10/22/20 Raymond School District #116

3121—COMPULSORY ATTENDANCE

Parents of any child eight years of age and under eighteen years of age shall cause such child to attend school and such child shall have the responsibility to and therefore shall attend for the full time when such school may be in session unless the child is enrolled in an approved private school, an educational center as provided in chapter 28A.205 RCW or is receiving home-based instruction. Parents of any child six or seven years old, who have enrolled the child in school, shall cause the child to attend school for the full time when such school may be in session, unless the child is formally withdrawn from enrollment by the parents.

Exception may be granted by the superintendent in the following circumstances:

A. The student is physically or mentally unable to attend school;

B. The student is attending a residential school operated by the Department of Social and Health Services;

C. The student’s parents have requested a temporary absence for purposes agreed to by the district and which will not cause a serious adverse effect on the student’s educational process;

D. The student is sixteen years of age, regularly and lawfully employed and either has parent permission or is emancipated pursuant to chapter 13.64 RCW;

E. The student has met graduation requirements;

F. The student has received a certificate of educational competence (GED).

Any law enforcement officer authorized to make arrests can take a truant child into custody without a warrant and must then deliver the child to the parent or to the school.

The district shall not require enrollment for either (a) a minimum number of semesters or trimesters or (b) a minimum number of courses in a semester or trimester which exceeds the enrollment time or courses necessary for a student to meet established course, credit, and test requirements for high school graduation.

Cross References: Board Policy 3114 Part-time, Home-based, or Off-campus Students Board Policy 2423 Student Achievement

Legal References: AGO 1980 No. 6 Truancy–Enforcement of compulsory attendance law RCW 28A.225.010 Attendance mandatory–Age–Persons having custody shall cause child to attend public school — When excused RCW 28A.225.080 Employment permits RCW 28A.225.090 Penalties in general–Defense–Suspension of fine— Complaints to court WAC 180-51-020 Additional local standards

Adoption Date: 10/26/99 Raymond School District #116

3123—WITHDRAWAL PRIOR TO GRADUATION

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

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

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

C. The student, parent, counselor, and principal shall review all pertinent information and the options that are available to the student and his/her parents.

Reasonable efforts shall be made to persuade the student to remain in school and complete requirements for a diploma. If unsuccessful at that, staff shall attempt to find placement in an appropriate alternative educational setting. Failing that, the principal shall determine if there is

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

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

Cross References: Board Policy 2090 Program Evaluation Board Policy 2108 Remediation Program Board Policy 2121 Drug and Alcohol Use/Abuse Program Board Policy 2140 Guidance and Counseling Board Policy 3121 Compulsory Attendance

Legal References: RCW 28A.225.010 Attendance mandatory–Age–Persons having custody shall cause child to attend public school–When excused. RCW 28A.225.020 School’s duties upon juvenile’s failure to attend school

Adoption Date: 8/25/98 Raymond School District #116

3124—REMOVAL/RELEASE OF STUDENT DURING SCHOOL HOURS

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

Prior to sending a student to his/her home for illness, discipline or a corrective action, the principal shall attempt to reach the student’s parent to inform him/her of the school’s action and to request that he/she come to the school for the child. If the principal cannot reach the parent, the student shall remain at school until the close of the school day. A student may be released to a law enforcement officer in accordance with the district policy.

Cross Reference: Board Policy 3418 Emergency Treatment Board Policy 4411 Relations with Law Enforcement, Child Protective Agencies and County Health Department

Legal Reference: RCW 28A.605.010 Removing child from school grounds during school hours—Procedure

Adoption Date: 8/25/98 Raymond School District #116

3124P—REMOVAL OF STUDENT DURING SCHOOL DAY

Schools must exercise a high order of responsibility for the care of students while in school. The removal of a student during the school day may be authorized in accordance with the following procedures:

• Law enforcement officers, upon proper identification, may remove a student from school without a warrant provided that the law enforcement officer signs a statement that he/she is removing the student from the school. Residential parents should be contacted as soon as possible when a student is taken into custody.

• Any other agencies must have a written administrative or court order directing the school district to give custody to them. Proper identification is required before the student shall be released.

• A student shall be released to the residential parent or the nonresidential parent, unless the residential parent provides the school with a certified copy of a court order restricting and/or prohibiting the student’s contact with the nonresidential parent. When in doubt as to who has custodial rights, school enrollment records must be relied upon as the parents (or guardians) have the burden of furnishing schools with accurate, up-to-date information.

• The school should always make a reasonable effort to notify the residential parent before releasing the student to a nonresidential parent.

• Prior written authorization from the residential parent or guardian is required before releasing a student into someone else’s custody unless an emergency situation justifies a waiver.

• Police should be called if a visitor becomes disruptive or abusive. State law requires that school personnel not remove, cause to be removed or allow to be removed a student from school grounds during school hours without the consent of the student’s parent or guardian, unless the employee is the student’s parent or guardian, the employee is providing bus transportation, the employee is supervising an extra curricular activity and providing transportation for the student, or the student requires transportation for emergency medical care and the parent cannot be contacted. School security personnel may remove a student from school without parental authorization for disciplinary reasons, and anyone officially responding to a 911 emergency call may remove a student without prior parental authorization.

School personnel should exercise discretion as to whether the student shall be transported by ambulance or private automobile to a doctor or hospital in case of an emergency, (i.e. accident or illness when the school is unable to reach the parent or their authorized representative).

Adoption Date: 11/25/08 Raymond School District #116

3126—CHILD CUSTODY

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

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

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

If there is a court order on file with the district that restricts and/or prohibits any parent or other person from contact with a student at school or picking up a student from school, then the district will not permit the student to visit with or be released to that parent, or other person.

Cross References: Model Policy 2420 Grading and progress reports Model Policy 3124 Removal/Release of Students During School Hours Model Policy 3231 Student Records Model Policy 4200 Safe and Orderly Learning Environment Model Policy 310 Relations with Law Enforcement, Child Protective Agencies and County Health Department

Legal References: CFR 45, Part 99 Family education rights and privacy act RCW 13.34.200 Order terminating parent and child relationship RCW 26.09.184 Permanent parenting plan

Management Resources: Policy News, October 2008 Child Custody Policy News, December 2008 Child Custody

Adoption Date: 12/16/08 Raymond School District #116 Technical Fix: 01/07/2013

3130—DISTRICT ATTENDANCE AREAS

The board of directors shall annually review the geographic attendance areas designated for each building in the district. As population and enrollment shifts within the district, changes in attendance areas or transfer of students may become necessary. By mid-May of each school year, the next year’s estimated enrollment should be forecast for each attendance area.

Students shall attend the school designated for their respective residential areas unless individual requests for transfers have been approved according to Policy 3131.

In those cases where estimated enrollments substantially exceed class size guidelines, student transfers shall be proposed in order to operate an effective and efficient educational program during the following year. The following factors shall be considered when the district develops attendance area boundaries and considers student transfers:

A. Minimizing disruption of students’ established learning programs. B. Maintaining established neighborhood groupings.

C. Keeping siblings in the same elementary school.

D. Maintaining relationship with a middle school and/or high school attendance area.

E. Adjusting class loads to available space.

F. Coordinating transportation routes with attendance areas.

Prior to the implementation of any planned transfer of students, parents of students involved in such planned transfer shall be invited to a meeting at which the planned change shall be explained and discussed. An orientation to the new school shall be arranged for transferred students.

The district reserves the right to base final decisions on the needs of all schools in the district. When fall enrollments in an attendance area substantially exceed class size guidelines, students may be required to attend a school in another attendance area.

Cross References: Board Policy 2210 Grade Organization Board Policy 3131 District Attendance Area Transfers

Legal References: RCW 28A.320.040 Bylaws for board and school government

Adoption Date: 8/25/98 Raymond School District #116

3131—District Attendance Area Transfers

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

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

Transfers may be granted if:

1. A financial, educational, safety, or health condition affecting the student would be reasonably improved as a result of the transfer;

2. Attendance at another school in the district is more accessible to the parent’s place of work or to the location of child care; or 3. There is some other special hardship or detrimental condition affecting the student or the student’s immediate family which would be alleviated as a result of the transfer. Special hardship or detrimental conditions may include a student who moves to a new attendance area in the district during the school year. The student may elect to transfer at the time of the move or at the end of the semester or grading period. For a high school sophomore or junior, transfers may only be approved to coincide with the beginning of a new grading period. A senior may elect to finish the school year without transferring to a new school, but must declare his or her preference prior to the beginning of the last semester. The principal of the currently-assigned school will consult with the principal of the school to which the student desires to transfer to determine:

1. Whether space is available in the grade level or classes at the building in which the student desires to be enrolled;

2. Whether appropriate transportation, educational programs or services are available to improve the student’s condition as stated in requesting the transfer; and

3. Whether the student’s transfer is likely to create a risk to the health or safety of other students or staff at the new building.

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

1. The student has a history of convictions, violent or disruptive behavior, or gang membership;

2. The student has been expelled or suspended from school for more than ten consecutive days; or

3. Enrollment of a non-resident child would displace a child who is a resident of the district (the resident child must be permitted to remain enrolled until he or she completes his or her schooling).

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

Reporting Transfers out of the District

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

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

Legal References: RCW 28A.225.225 Applications from nonresident students or students receiving home-based instruction to attend district school — School employees’ children — Acceptance and rejection standards — Notification RCW 28A.225.270 Intradistrict enrollment options policies RCW 28A.225.290 Enrollment options information booklet RCW 28A.225.300 Enrollment options information to parents

Management Resources: 2020 – May Issue
2003 – June Issue, Policy News, “Enrolling Children of School Employees” 2020 – April Issue, Policy & Legal News CEDARS Guidance, available on OSPI: website www.k12.wa.us/data-reporting/ reporting/cedars

Adoption Date: 7/23/20

Classification: Discretionary

Revised Dates: 06.03; 12.11; 05.20

3140—RELEASE OF RESIDENT STUDENTS

A student who resides within the boundaries of the district will be released to 1) attend another school district, or 2) enroll for ancillary services, if any, in another district as specified in the parental declaration of intent to provide home-based instruction, provided the other district agrees to accept the student if:

A. A financial, educational, safety or health condition affecting the student would be reasonably improved as a result of the transfer;

B. Attendance at the school in the nonresident district is more accessible to the parent’s place of work or to the location of child care;

C. There is some other special hardship or detrimental condition affecting the student or the student’s immediate family which would be alleviated as a result of the transfer. Special hardship or detrimental conditions include a student who becomes a resident of the district in mid-year. Such a student may apply for a release to complete the current school year only in his or her former district of residence, if transferring mid-year would create a special hardship or detrimental condition; or

D. The student is a child of a full-time certificated or classified school employee.

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

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

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

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

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

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

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

Legal References: RCW 28A.225.220 Adults, children from other districts, agreements for attending school —Tuition 28A.225.225 Enrolling Children of Certificated and Classified School Employees 28A.225.230 Appeal from certain decisions to deny student’s request to attend nonresident district — Procedure 28A.225.290 Enrollment options information booklet 28A.225.300 Enrollment options information to parents

Management Resources: Policy News, June 2003 Enrolling Children of School Employees Policy News, February 2001 Federal Budget Implicates Policy

Adoption Date: 02/23/12 Raymond School District #116

3141—NON-RESIDENT STUDENTS

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

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

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

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

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

Standards for accepting or rejecting an application

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

1. Whether acceptance of a nonresident student would result in the district experiencing significant financial hardship (“financial hardship” does not include routine programmatic costs associated with serving additional disabled or non-disabled students);

2. Whether in the grade level or class at the building where the student desires to be enrolled has the capacity for additional students;

3. Whether appropriate educational programs or services are available to improve the student’s condition as stated in requesting release from his or her district of residence;

4. Whether the student’s disciplinary records or other documentation indicate a history of violent or disruptive behavior or gang membership (a gang means a group of three or more persons with identifiable leadership that on an ongoing basis regularly conspires and acts in concert mainly for criminal purposes);

5. Whether the student has been expelled or suspended from a public school for more than ten consecutive days, in which case the student may apply for admission under the district’s policy for readmission and reengagement of suspended or expelled students; and

6. Whether the student’s educational history indicates that he/she will be unsuccessful in the particular program of study requested, as determined by the school’s teachers, registrars, counselors and/or administrators. Pertinent factors may include, but are not limited to, attendance, reading level, discipline, motivation, etc.

7. Whether the student has repeatedly failed to comply with requirements for participation in an online school program, such as participating in weekly direct contact with the teacher or monthly progress evaluations.

Admission or denial: Notice of decision and appeal of decision

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

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

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

Children of full-time employees

1. Pursuant to RCW 28A.225.225, a nonresident student who is the child of a full-time certificated or classified employee will be permitted to enroll:

1. At the school where the employee is assigned;

2. At a school forming the district’s kindergarten through twelfth grade continuum, which includes the school where the employee is assigned; the student remains enrolled until he or she completes schooling; or

3. At a school in the district that provides early intervention services pursuant to RCW 28A.155.065 and/or preschool services pursuant to RCW 28A.155.070, if the student is eligible for such services.

2. The district may reject the application of a student who is the child of a full-time employee if:

1. Disciplinary records or other evidence supports a conclusion that the student has a history of convictions, violent or disruptive behavior, or gang membership; or

2. The student has been expelled or suspended from a public school for more than ten consecutive days (however, the district’s policies for allowing readmission of expelled or suspended students and the required reengagement procedures under this rule must apply uniformly to both resident and nonresident applicants seeking admission, pursuant to RCW 28A.225.225(2)(b)); or

3. The student has repeatedly failed to comply with requirements for participation in an online school program, such as participating in weekly direct contact with the teacher or monthly progress evaluations.

Cross References: 3120 – Enrollment
3155 – Homeless Students – Enrollment Rights and Services

Legal References: RCW 28A.225.220 Adults, children from other districts, agreements for attending school — Tuition RCW 28A.225.225 Applications from nonresident students or students receiving home-based instruction to attend district school — School employees’ children — Acceptance and rejection standards — Notification
RCW 28A.225.230 Appeal from certain decisions to deny student’s request to attend nonresident district – Procedure RCW 28A.225.240 Apportionment credit RCW 28A.225.290 Enrollment options information booklet RCW 28A.225.300 Enrollment options information to parents RCW 28A.250.070 Rights of students to attend nonresident school district for the purposes of enrolling in alternative learning experience programs— Standard release form.
WAC 392-137 Finance — Nonresident attendance

Management Resources: 2018 – December Issue
2015 – October Policy Issue Policy News, June 2003 Enrolling children of School Employees Policy News, September 1999 School safety bills impact policy

Adoption Date: 2/26/19 Classification: Essential Revised Dates: 02.00; 6.03; 12.11; 10.15; 12.18

3142—INTERNATIONAL EXCHANGE STUDENTS

The board recognizes the value of student international exchange programs and/or the hosting of qualified foreign students. Such programs may be approved when admission of an international exchange student does not adversely impact the instructional program of the district. The superintendent is authorized to review and approve organizations which propose to offer a foreign/domestic travel-study program.

The superintendent is directed to develop procedures, including but not limited to: criteria for program sponsors, responsibilities of sponsors, enrollment standards including traffic safety courses, co-curricular participation, and graduation requirements.

Legal Reference: RCW 28A.300.240 International Student Exchange RCW 19.166 International Student Exchange

Adoption Date: 8/25/98 Raymond School District #116

3142P—INTERNATIONAL EXCHANGE STUDENTS

The following procedures shall be in effect:

Approval

A. An organization which wishes to sponsor a foreign and/or domestic travel-study program shall submit a request which provides a complete program description, including the name, address, and telephone number of the local representative.

B. Each request shall be reviewed by the appropriate building principal. Notification of approval or denial shall be issued in writing to the program representative not later than June 1.

C. Program sponsors shall pay for the student activity costs and/or fees as required by the district.

D. Sponsoring agencies will provide necessary student tutorial help.