2000 Series - Instruction & Procedures
2000 Instruction - Policies
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A basic education is an evolving program of instruction that is intended to provide students with the opportunity to become responsible and respectful global citizens, to contribute to their economic well-being and that of their families and communities, to explore and understand different perspectives and to enjoy productive and satisfying lives. With the involvement of parent and community members, the goal of the district is to provide opportunities for every student to develop the knowledge and skills essential to:
- Read with comprehension, write effectively, and communicate successfully in a variety of ways and settings and with a variety of audiences;
- Know and apply the core concepts and principles of mathematics; social, physical, and life sciences; civics and history, including different cultures and participation in representative government; geography; arts; and health and fitness;
- Think analytically, logically, and creatively, and to integrate technology literacy and fluency as well as different experiences and knowledge to form reasoned judgments and solve problems; and
- Understand the importance of work and finance and how performance, effort, and decisions directly affect future career and educational opportunities.
These goals will be placed within a context of a performance-based educational system in which high standards are set for all students. Parents are primary partners in the education of their children, and students take responsibility for their learning. How instruction is provided to meet these learning goals is the decision of the school board and district educators. An assessment system for determining if students have successfully learned the essential academic learning requirements based on the student learning goals will be adopted by the district as required by state law.
Legal References:
RCW 28A.150.210 - Basic Education Act - Goals of school districts
RCW 28A.655.010 - Washington Commission on Student Learning – Definitions
Adoption Date: May 16, 2005
Revised: November 19, 2015; February 12, 2025
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Annually, the district will do the following:
- Adopt district-wide performance improvement goals for the measures included in the Washington school improvement framework.
- Direct each school in the district that enrolls students in grades three through eight and/or high school to establish goals to increase the measures included in the Washington school improvement framework consistent with state and district goals.
The district and each school in the district will establish English language arts and mathematics improvement goals using the federal requirements to determine the increase in requirements described above for all students and for each of the groups required under the federal requirements.
The district and each school will establish annual performance improvement goals in accordance with the following:
1. As a starting point for determining annual performance improvement goals, the district and each school will use the most recently available results of the school improvement framework.
2. The performance improvement goals for assessments administered in the spring of 2027 must be consistent with the goals outlined in the state consolidated plan. At a minimum, the district and each school must adopt the following goals:
- Ninety percent of students eligible to be assessed will meet standard on the required state assessments.
- The graduation rate for all students and each of the groups referenced in WAC 180-105-020(2) will not be less than ninety percent.
- Performance improvement goals using the federal requirements to determine the increase in the percentage of students making progress toward English language proficiency included in the Washington school improvement framework.
3. The district and each school must establish goals for each of the Washington school improvement framework indicators for all students and for each of the groups referenced in WAC 180-105-020(2)
Reporting Progress
Annually, the district will report the following information at a public meeting and in writing:
- The district’s performance improvement goals;
- Student performance relative to the goals; and
- District and building plans to achieve the goals, including curriculum and instruction, parent and guardian involvement, and resources available to parents and guardians to assist students in meeting the state standards.
In each school’s annual performance report, the district will include school-level goals, student performance relative to the goals, and a summary of school-level plans to achieve the goals.
Cross References:
District Policy 4001 - Public Information Program
Legal References:
RCW 28A.655.100 Performance goals – Reporting requirements
RCW 28A.655.110 Annual school performance report – Model report form
WAC 180-105-020 Performance improvement goals
WAC 180-105-040 Definitions
WAC 180-105-060 High School Graduation
Adoption Date: May 16, 2005
Revised: January 21, 2009; August 4, 2010; November 19, 2015; February 1, 2023; January 23, 2025
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Each school will develop and adopt a school improvement plan or process, with annual review for progress and necessary changes. Each school will submit its draft improvement goals to the superintendent and/or designee by June 30th of each year for initial approval and annual review and approval.
Each school improvement plan or process will be data driven and will promote a positive impact on student learning. A positive impact on student learning means promoting the continuous achievement of the state learning goals and essential academic learning requirements, and the achievement of nonacademic growth in areas like public speaking, leadership, interpersonal relationship skills, team work, self-confidence and resiliency The intent is that students can meet the goals of Washington’s basic education system: to become responsible citizens, to contribute to their own economic well-being and that of their families and communities, and to enjoy productive and satisfying lives.
Each school improvement plan or process will be based on a building self-review that includes the active participation and input of building staff, students, parents and community members.
Each school improvement plan or process will address the following elements:
- Characteristics of effective schools as identified by the Office of the Superintendent of Public Instruction and the educational service district (a plan may focus on one or several of the characteristics for up to three years);
- Safe and supportive learning environments;
- Educational equity factors including gender, race, ethnicity, culture, language and physical and mental ability;
- Use of technology;
- Parent and community involvement; and
- Other factors identified by the school community for inclusion in the plan or process.
Any school participation in a program of school improvement assistance through the state accountability system or the federal Elementary and Secondary Education Act will constitute sufficient compliance with this policy.
Legal References: WAC 180-16-220 Supplemental basic education program approval requirements
Adoption Date: May 16, 2005
Revised: February 1, 2023
Reviewed: May 2, 2025
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The district recognizes its responsibility for improving and growing the school’s educational programs. To this end, course designs will be evaluated, adapted, and developed on a continuing basis. Instructional materials shall be selected to ensure alignment with state learning standards and enable all students to master foundational skills and knowledge to achieve college and career readiness.
I. Definitions
For the purpose of policy and procedure 2020, the following definitions will apply:
- Course Design is the process that includes identifying and sequencing essential content to support students’ skill development towards state learning standards. Course design involved providing teachers with appropriate instructional materials, professional development, and support systems as they implement the course.
- Instructional Materials are materials designed for students and their teachers are learning resources to help students acquire facts and skills, develop cognitive processes, and meet state learning standards. Instructional materials may be printed or digital and may include textbooks, technology-based materials, other educational media, and assessments. They may carry different licensing types, from open to all rights reserved. For the purposes of this policy, there are five categories of instructional materials:
Core Instructional Materials are the primary instructional resources for a given course. They are district-approved and provided to all students to help meet learning standards and provide instruction toward course requirements.
Alternative Core Materials are the primary instructional materials for a given course used with a subset of students. These materials are intended to replace approved core materials and may be used for specialized course offerings or flexible learning environments.
Intervention Materials are designed to support strategic or intensive intervention for students at risk of not meeting established learning standards. Intervention materials are used with students to accelerate progress toward particular learning goals based on systematic assessment, decision-making, and progress monitoring.
Supplemental Instruction Materials are used in conjunction with the core instructional materials of a course that are not expressly required by the school or district and are instead selected at a teacher’s discretion. These items extend and support instruction. They include, but are not limited to, books, periodicals, visual aids, video, sound recordings, computer software, and other digital content.
Temporary Supplemental Materials are those items used in conjunction with the core instructional materials of a course that are of interest or value for a short period and are chosen within district-established guidelines. They are not intended to supplant the adopted curriculum nor be used on a regular instructional basis. Examples might include timely articles from relevant, reliable sources, websites or news broadcasts. The use of temporary supplemental materials for over one year requires consideration of the material as either part of the core instructional material for a course or supplemental material for the course, depending on the nature and scope of the material, - Instructional Materials Committee is the body that recommends core instructional materials to the board based on superintendent-established procedures.
II. Course Design
The superintendent or designee will establish procedures for course design that provide for the regular review of selected content areas and implementation of any suggested changes and for the involvement of community representatives and staff members at appropriate times.
III. Selection and Adoption of Instructional Materials
The primary objective in selecting instructional materials is to implement, enrich, and support the educational program of the schools. All instructional materials will be selected in conformance with applicable state and federal laws, goals and learning standards of the district and state, and Procedure 2020.
The board is responsible for adopting all core instructional materials used in the district.
The superintendent or designee will establish procedures for core material, alternate core, and intervention material selection and adoption using criteria around evidence-based practices.
The superintendent or designee will ensure that the district maintains a list
The board intends for the superintendent to delegate responsibility for examining, evaluating, and selecting all supplemental and temporary supplemental materials to the district’s professional staff. This includes preparing all student reading lists. Staff will rely on reason and professional judgement in selecting high-quality supplemental materials that align with state learning standards and are appropriate for their students’ instructional programs, developmental levels, and interests.
Legal References
RCW 28A.150.230 District school directors' responsibilitiesRCW 28A.320.230 Instructional materials, Instructional materials committee
RCW 28A.320.170 Tribal history and culture [as amended by SSB 5433]
RCW 28A.405.060 Course of study and regulations Enforcement Withholding salary warrant for failure
Chapter 28A.640 RCW Sexual Equality
WAC 180-44-010 Responsibilities related to instruction
WAC 392-190-055 Textbooks and instructional materials Scope Elimination of bias
RCW 28A.320.233 Student materials, Denial based on protected class prohibited,Complaint procedure
RCW 28A.320.235 Supplemental instructional materials, Policies and procedures, Definitions
RCW 28A.345.130 Model policy and procedure for instructional materials, Diverse and inclusive curricula
Chapter 28A.642 RCW Discrimination Prohibition
Adoption Date: May 16, 2005
Revised: July 16, 2008; February 17, 2015; October 3, 2023; June 18, 2025
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The district’s library information and technology programs provide a broad, flexible array of services, resources, and instruction that support student mastery of state standards in all subject areas. The programs include resources that promote a positive impact on student learning, like a variety of resources for reading advocacy, student communication skills, and electronic and print information.
Librarians will collaborate as instructional partners and information specialists with classroom teachers to develop students’ information and technology skills, help all students meet the content goals in all subject areas, and assist high school students in completing their high school and beyond plans.
Additionally, librarians’ duties may include, but are not limited to, integrating information and technology into curriculum and instruction; providing instruction to students and staff regarding the use of emerging learning technology; providing instruction to students about the appropriate use of computers and mobile devices at school; helping teachers and staff access and use information ethically; instructing students in digital citizenship; promoting a culture of reading within the school community; and providing individual support and guidance for students.
The superintendent or designee will establish procedures for citizens selecting library materials with the understanding that media literacy resources will consist of a balance of sources and perspectives. Parents who wish to express a concern about specific material included in the collection may do so according to the procedure outlines in Procedure 2021P, understanding that the criteria and rationale for reconsidering library resources differ from those for reconsidering classroom instructional materials.
Cross References:
District Policy 2020 - Course Design, Selection, and Adoption of Instructional Materials
District Procedure 2020P - Procedure - Course Design, Selection, and Adoption of Instructional Materials
Legal References:
RCW 28A.320.230 - Instructional Materials - Instructional materials committee
RCW 28A.320.240 - School Library Media Programs - Stocking of libraries – Teacher - Librarians
WAC 392-204-005, 009, 020, 025, 055 Library Media Centers:
WAC 392-204-005 Purpose and authority
WAC 392-204-009 Definitions
WAC 392-204-020 School library media program
WAC 392-204-025 Services
Adoption Date: May 16, 2005, Ref 11/07
Revised Date: June 18, 2025
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The South Kitsap School District recognizes that an effective public education system develops students who are globally aware, civically engaged, and capable of managing their lives and careers. The district also believes that staff and students need to be proficient and safe users of information, media, and technology, including appropriate use of artificial intelligence to succeed in a digital world.
Electronic Resources
The district will develop and use electronic resources as a powerful and compelling means for students to learn core subjects and applied skills in relevant and rigorous ways and for staff to educate them in such areas of need. It is the district’s goal to provide students with rich and ample opportunities to use technology for important purposes in schools just as individuals in workplaces and other real-life settings use these tools. The district’s technology will enable educators and students to communicate, learn, share, collaborate and create; to think and solve problems; to manage their work; and to take ownership of their lives.
The superintendent or designee will: 1) create strong electronic resources and develop related educational systems that support innovative teaching and learning; 2) provide appropriate staff development opportunities regarding this policy; and 3) develop procedures to support this policy. The superintendent or designee is authorized to develop procedures and acceptable use guidelines for staff and students as to use of district electronic resources, including those that access Internet and social media, and to regulate use of personal electronic resources on district property and related to district activities.
Internet Safety
To help ensure student safety and citizenship with electronic resources, all students will be educated about Internet safety. This will include appropriate online behavior, including interacting with other individuals on social networking websites and in chat rooms, and cyberbullying awareness and response.
To promote Internet safety and appropriate online behavior of students and staff as they use electronic resources and access material from the Internet, the superintendent or designee is authorized to develop or adopt Internet safety procedures, acceptable use guidelines, and, for students, related instructional materials for every grade level. The superintendent or designee in evaluating such procedures and instructional materials should take into account district electronic resources, community norms, privacy rights, responsible use, and issues of concern with student or staff use of electronic resources.
As a component of district Internet safety measures, all district-owned electronic resources, including computer networks and Wi-Fi, in all district facilities capable of accessing the Internet must use filtering software to prevent access to obscene, racist, hateful, or violent material. However, given the ever-changing nature of the Internet, the district cannot guarantee that a student will never be able to access objectionable material.
Further, when students use the Internet from school facilities for educational purposes, district staff will make a reasonable effort to supervise student access and use of the internet. If material is accessed that violates district policies, procedures, or student guidelines for electronic resources or acceptable use, district staff may instruct the person to cease using that material and/or implement sanctions consistent with district policies, procedures, guidelines, or student codes of conduct.
Cross References:
District Policy 2020 - Curriculum Development and Adoption of Instructional Materials
District Policy 2023 - Digital Citizenship and Media Literacy
District Policy 2025 - Copyright Compliance
District Policy 3207 - Prohibition of Harassment, Intimidation, and Bullying of Students
District Policy 3231 - Student Records
District Policy 3241 - Student Discipline
District Policy 4040 - Public Access to District Records
District Policy 4400 - Election Activities
District Policy 5281 - Disciplinary Action and Discharge
Legal References:
18 USC §§ 2510-2522 Electronic Communication Privacy Act
Pub. L. No. 110-385 Protecting Children in the 21st Century Act
Adoption Date: May 16, 2005
Revision Date: March 6, 2006; September 3, 2008; May 30, 2012; September 2, 2015; February 11, 2025
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Purpose
In recognition of the fact that students use technology to play, learn, and communicate while at home and at school, it is important that they learn how to use that technology responsibly. The district is committed to educating every student on how to use technology in ways that augment their learning experience, leading to analysis, evaluation, reflection, and enhanced skills of expression. As the district’s educators guide exploration of the digital landscape, they will encourage students to be critical and creative thinkers. Students, in turn, are expected to actively engage with and express their voices in the digital landscape.
Definitions
The district is dedicated to promoting and instilling principles of digital citizenship and media literacy in each of its students.
Digital Citizenship
Digital citizenship includes the norms of appropriate, responsible, and healthy behavior related to current technology use, including artificial intelligence, digital and media literacy, ethics, etiquette, and security. Digital citizenship includes the ability to access, analyze, evaluate, develop, produce, and interpret media, as well as Internet safety and cyberbullying prevention and response.
Digital citizens recognize and value the rights, responsibilities, and opportunities of living, learning, and working in an interconnected digital world, and they engage in safe, legal, and ethical behaviors. Digital citizens cultivate and manage their digital identity and reputation, and are aware of the permanence of their actions in the digital world. They advocate for themselves and others in their behavior, action, and choices.
Media Literacy
Media literacy is the ability to access, analyze, evaluate, create, and act using a variety of forms of communication, including communications developed with artificial intelligence. Media literacy includes the ability to understand how and why media messages and images are constructed and for what purposes they are used.
Media literate citizens examine how individuals interpret messages differently based on their skills, beliefs, backgrounds, and experiences. They also consider how values and points of view are included or excluded in various media. Media literate citizens remain continually aware of the ways in which media can influence beliefs and behavior. In addition, media literate citizens are effective communicators, able to demonstrate critical and creative thinking as they utilize appropriate media creation tools. Further, they understand the conventions and characteristics of the tools they have selected.
Media literate citizens are able to adapt to changing technologies and develop the new skills required as they continue to engage in life-long learning. Media literacy empowers individuals to participate as informed and active citizens in a democracy.
Elements of Successful Implementation
The district aspires to implement the following practices to promote digital citizenship and media literacy for all students.
Student Instruction
All students will be educated regarding appropriate digital citizenship, including appropriate use of artificial intelligence, interacting with other individuals online. Students will receive digital citizenship training throughout the school year.
In recognition of the fact that students are consumers and creators of information and ideas, the district promotes cross-curricular integration of digital citizenship and media literacy and leadership instruction at all levels. The district recognizes the importance of students as active participants, role models, and peer mentors in addressing the following topics:
Online safety, responsibility, and security
Students will learn how to be safe and responsible digital citizens, and they will be encouraged to teach others about issues such as cyberbullying, social networking, online predators, and risky communications. Lessons on online safety issues, including cyberbullying awareness/response will be provided according to 2022/2022P – Electronic Resources and Internet Safety.
Media literacy
Students will learn how to produce their own media; how to examine the ways in which people experience or interact with media differently; how to identify embedded values and stereotypes; how to analyze words and images critically; and how to evaluate the various sources of information with which they are presented.
Law, fair use, copyright, and intellectual property
Students will learn about the importance of navigating the digital landscape in ways that are legal, including access to and use of copyrighted materials. Students will also learn how to access and create intellectual property legally.
Online identify and personal brand
Students will learn about their “digital footprint” and the persistence of their digital information, including on social media. Students will also learn about the creation and maintenance of their self-image, reputation, and online identity.
Ethics, digital communications, and collaboration
Students will learn about fairness and civil discourse in the digital environment, including the appropriate uses of artificial intelligence and the importance of collaborating and ethically interacting with others online.
Professional Development
The district endeavors to support teachers and instructional leaders in developing leadership skills and proficiency in the principles of digital citizenship and media literacy, both as an instructional imperative and as dynamic District policy and practice.
Policy and Practices
The district acknowledges the need for digital and online policies that are dynamic and responsive to diverse community standards and student learning outcomes. The district annually reviews its policies and procedures on electronic resources, Internet safety, digital citizenship, and media literacy. The district authorizes the superintendent to develop further procedures and guidelines if appropriate.
Communications and Engagement
The district acknowledges that parents and community stakeholders are partners in developing students as digital citizens and life-long learners. The district encourages parents’ active engagement in the process of educating students to become media-literate digital citizens.
Cross References:
District Policy 2020 - Course Design, Selection and Adoption of Instructional Materials
District Policy 2022 – Electronic Resources and Internet Safety
District Policy 2025 - Copyright Compliance
District Policy 3207 - Prohibition of Harassment, Intimidation and Bulling of Students
District Policy 3231 - Student Records
District Policy 3241 - Student Discipline
District Policy 4040 - Public Access to District Records
District Policy 4217 - Effective Communication
District Policy 4400 - Election Activities
District Policy 5281 - Disciplinary Action and Discharge
Legal References:
RCW 28A.650.045 – Digital citizenship, internet safety, and media literacy
RCW 28A.650.010 – Definitions
Adopted: April 19, 2018
Revised: March 19, 2025 -
The South Kitsap School District believes that a variety of learning options, including online courses and programs, are critical for 21st Century learners. The board recognizes that the online learning environment provides students with unique opportunities to become self-disciplined learners with life-long learning skills. Further, the district believes that online learning provides tremendous opportunities for students to access curriculum and specialized courses in a flexible learning environment that might not otherwise be available.
Therefore, the district supports a range of online learning opportunities that are equally accessible to all students in the school district. The board directs the superintendent to provide information to parents, students and staff regarding online learning options and the guidelines for participation.
The superintendent or designee will develop procedures to implement this policy. The procedures will include, but not be limited to, a description of student access to online learning courses
Cross References:
District Policy 2022 - Electronic Resources
District Policy 2255 - Alternative Learning Experience Programs
District Policy 2410 - Graduation Requirements
Legal References:
RCW 28A.150.220 Basic Education – Minimum instructional requirements – Program accessibility – Rules
Chapter 28A.225 RCW Compulsory School Attendance and Admission
RCW 28A.230.090 High School graduation requirements or equivalencies – Reevaluation of graduation requirements – Review and authorization of proposed changes – Credit for courses taken before attending high school – Postsecondary credit equivalencies
Chapter 28A.250 RCW Online Learning
RCW 28A.320.035 Contracting out – Board’s powers and duties – Goods and services
Chapter 180-51, WAC High School Graduation Requirements
WAC 392-121-182 Alternative learning experience requirements
WAC 392-121-188 Instruction provided under contract
WAC 392-410-310 Equivalency course of study – Credit for correspondence courses, electronically mediated courses, and college courses
Chapter 392-502, WAC Online learning — Approval of multidistrict on-line providers
Adoption Date: March 5, 2010
Revised Date: April 19, 2018
Reviewed: May 2, 2025
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The district recognizes that federal law makes it illegal to duplicate copyrighted materials without authorization of the holder of the copyright, except for certain exempt purposes.
Severe penalties may be imposed for unauthorized copying or using of audiovisual or printed materials and computer software, unless the copying or using conforms to the "fair use" doctrine.
Under the "fair use" doctrine, unauthorized reproduction of copyrighted materials is permissible for such purposes as criticism, comment, news reporting, teaching, scholarship or research. If duplicating or changing a product is to fall within the bounds of fair use, these four standards must be met for any of the foregoing purposes:
A. THE PURPOSE AND CHARACTER OF THE USE. The use must be for such purposes as teaching or scholarship.
B. THE NATURE OF THE COPYRIGHTED WORK. Staff may make single copies of: book chapters for use in research; instruction or preparation for teaching; articles from periodicals or newspapers; short stories, essays or poems; and charts, graphs, diagrams, drawings, cartoons or pictures from books, periodicals, or newspapers in accordance with these guidelines.
C. THE AMOUNT AND SUBSTANTIALITY OF THE PORTION USED. Copying the whole of a work cannot be considered fair use; copying a small portion may be if these guidelines are followed.
D. THE EFFECT OF THE USE UPON THE POTENTIAL MARKET FOR OR VALUE OF THE COPYRIGHTED WORK. If resulting economic loss to the copyright holder can be shown, even making a single copy of certain materials may be an infringement, and making multiple copies presents the danger of greater penalties.
While the district encourages its staff to enrich the learning programs by making proper use of supplementary materials, it is the responsibility of district staff to abide by the district's copying procedures and obey the requirements of the law.
Any staff member who is uncertain as to whether reproducing or using copyrighted material complies with the district's procedures or is permissible under the law should contact the superintendent or the person designated as the copyright compliance officer. The latter will also assist staff in obtaining proper authorization to copy or use protected material when such authorization is required.
The superintendent or designee will notify the federal Copyright Office of the district’s agent for receiving notifications that users of the district’s Internet network have infringed copyright.
Cross Reference:
District Policy 2022 - Electronic Resources
Legal References:
P.L. 94-553 – Federal Copyright Law of 1976 (U.S. Code, Title 17)
P.L. 105-304 – Digital Millennium Copyright Act of 1998
Adoption Date: May 16, 2005
Revised: December 22, 2016
Reviewed: May 2, 2025
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Consistent with federal law, the district affirms that original works of authorship created by staff members within the scope of employment for use in the district’s schools and programs is generally “work made for hire” and owned by the district. Work created by district employees that is “work made for hire” is also a public record and publicly accessible under Chapter 42.56 RCW and District Policy 4040.
The superintendent will establish implementing procedures to determine whether work created by district employees for use in the district’s schools and programs is, in fact, “work made for hire.” District procedures will also provide a mechanism for employees to request permission to retain ownership of original works of authorship that were created within the scope of their employment, and for grieving a decision by the district if that request is denied.
Cross References:
District Policy 2020 – Course Design, Selection and Adoption of Instructional Materials
District Policy 2022 – Electronic Resources
District Policy 2025 – Copyright Compliance
District Policy 4040 – Public Access to District Records
Legal References:
17 U.S.C. § 101 et seq. Copyright Act of 1976
Adopted: February 12, 2025
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Requests to include animals in the instructional program of the classroom or school will be approved by the principal. Health issues (allergies, vaccinated status of the animal) involving students and staff will be addressed before permission is given to allow the animal in the school.
If the instructional program involving the animal is ongoing and the animal will remain at school when school is not in session, appropriate arrangements for the animal’s care must be made.
Animals will not be transported in a school vehicle.
Animals that are part of the instructional program will be under the control of their adult-owner, the teacher or designated students at all times.
This policy does not apply to service animals for the disabled.
Cross References:
District Policy 2030 - Service Animals in Schools
Adoption Date: May 16, 2005
Revised Date: December 12, 2016
Reviewed: May 2, 2025
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The South Kitsap School District acknowledges its responsibility to permit students and/or adults with disabilities to be accompanied by a “service animal” as required by federal laws and Washington State’s law against discrimination. This policy governs the presence of service animals in the schools, on school property, including school buses and at school activities.
A “service animal” means any dog or miniature horse that is individually trained to do work or perform tasks for the benefit of an individual with a disability, including a physical, sensory, psychiatric, intellectual, or other mental disability. The work or tasks performed by the service animal must be directly related to the individual’s disability.
Examples of work or tasks include, but are not limited to the following:
- Assisting individuals who are blind or have low vision with navigation and other tasks,
- Alerting individuals who are deaf or hard of hearing to the presence of people or sounds,
- Providing nonviolent protection or rescue work,
- Pulling a wheelchair,
- Assisting an individual during a seizure,
- Alerting an individual to the presence of allergens,
- Retrieving items, such as medicine or the telephone,
- Providing physical support and assistance with balance and stability to individuals with mobility disabilities, and
- Helping persons with psychiatric and neurological disabilities by preventing or interrupting impulsive or destructive behaviors.
The crime deterrent effects of an animal’s presence and the provision of emotional support, well-being, comfort, or companionship do not constitute work or tasks.
It is a civil infraction to misrepresent an animal as a service animal. A student’s parent/guardian who believes their student needs to bring a service animal to school or an employee who wishes to bring a service animal to school, must submit a written request to the building principal. The building principal, in consultation with the Section 504 coordinator or director of special services, as appropriate, will determine whether to permit the service animal in school. The principal shall not ask about the nature or extent of a person’s disability but may make two inquires to determine whether an animal qualifies as a service animal. The principal may ask if the animal is required because of a disability and what work or task the animal has been trained to perform. The principal shall not require documentation, such as proof that the animal has been certified, trained, or licensed as a service animal, or require that the service animal demonstrate its task. The principal may not make these inquiries about a service animal when it is readily apparent that an animal is trained to do work or perform tasks for a person with a disability.
The superintendent will develop procedures to implement the policy.
Cross References:
District Policy 5010 - Nondiscrimination and Affirmative Action
District Policy 3210 - Nondiscrimination
District Policy 2162 - Education of Students With Disabilities Under Section 504 of the Rehabilitation Act of 1973
District Policy 2161 - Special Education and Related Services for Eligible Students
District Policy 2029 - Animals as Part of the Instructional Program
Legal References:
American Disabilities Act (ADA), Revised Title II Regulations, 35 Service animals
Section 504 of the Rehabilitation Act of 1973
RCW 28A.642 Discrimination Prohibition
RCW 49.60.040 Definitions
WAC 162-26 Public accommodations, disability discrimination
WAC 392-145-021(3) General operating requirements
WAC 392-172A-01035 Child with a disability or student eligible for special education
WAC 392-172A-01155 (3) Related services
WAC 392-190 Equal education opportunity - Unlawful discrimination prohibited
Adoption Date: March 3, 2015
Revised Date: May 3, 2023
Reviewed: May 2, 2025
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The superintendent or designee will prepare an annual report that reflects the degree to which district goals and objectives related to the instructional program have been accomplished. The district will annually review the assessment processes and procedures to determine if the purposes of the evaluation program are being accomplished. Specifically, the district will adjust its curriculum if student performance indicates the district's students need assistance in identified areas.
The board requires efficiency and effectiveness in all facets of the district’s instructional programs. In order to achieve this goal, the board will provide:
- A clear statement of expectations and/or standards for the district’s instructional programs;
- Staff, resources, and support to achieve these stated expectations and/or standards; and
- A plan for evaluating instructional programs and services to determine how well expectations and/or standards are being met.
The district will utilize a variety of assessment processes to:
- Determine the effectiveness of the instructional programs;
- Assess the progress of individual students in attaining student learning goals or standards;
- Identify the needs of individual students who are not progressing at their expected rates; and
- Identify students who are in need of specialized programs.
Parents who wish to examine any assessment materials may do so by contacting the superintendent or designee. Parent approval is necessary before administering a diagnostic personality test. Parents will be notified of their child’s performance on any Washington state test or assessment.
Cross Reference: District Policy 4001 - Public Information Program
Legal References:
RCW 28A.230.095 Essential academic learning requirements and assessments – Verification Reports
RCW 28A.655.100 Performance goals – Reporting requirements
WAC 392-500-020 Pupil tests and records — Tests — School district policy in writing
WAC 392-500-030 Pupil tests and records — Certain tests, questionnaires, etc. — Limitations
WAC 392-500-035 Pupil tests and records — Diagnostic personality tests – Parental permission requiredRCW 28A.230 Compulsory Coursework and Activities
Adoption Date: May 16, 2005, Ref 11/07
Revised: October 15, 2025
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The district recognizes that children of military families encounter unique educational and emotional challenges related to enrollment, course placement and graduation because of frequent moves and deployment of their parents. To facilitate the placement, enrollment, graduation and provision of special services for students transferring into or out of the district because of their parents being on full-time active duty in the uniformed services of the United States, including members of the National Guard and Reserve on active duty orders, the district supports and will implement its responsibilities outlined in the Interstate Compact on Educational Opportunity for Military Children (Compact), as adopted by the state of Washington. Uniformed services includes the Army, Navy, Air Force, Marine Corps and Coast Guard, as well as the Commissioned Corps of the National Oceanic and Atmospheric Administration and public health services.
Eligible students are those enrolled in kindergarten through 12th grade who are children of active duty personnel, active duty personnel or veterans who have been severely injured and medically discharged and active duty personnel who die on active duty or as a result of injuries sustained on active duty for a period of one year after death. Students are not eligible for the provisions of the Compact if they are children of inactive National Guard or military reserves, retired personnel and veterans not included above, or U.S. Department of Defense personnel and other Federal civilian service employees and contract employees.
The superintendent will establish procedures to ensure full compliance with the law and to facilitate communication and coordination between sending/receiving schools in Washington and other Compact-member states.
In addition to the Compact, Washington’s Compulsory School Attendance and Admission law specifically addresses residency requirements for student with a parent in the military. The district will conditionally accept applications for enrollment and course registration, including electronic applications, when a family serving in the military is transferred to, or is pending transfer to, a military installation within the state while on active duty pursuant to official military orders.
Within fourteen days of the arrival date stated on official military documentation, the parent must provide the district with proof of residence in the district. Any of the following constitutes proof of residence in the school district: A temporary on-base billeting facility; A purchased or leased residence, or a signed purchase and sale agreement or lease agreement for a residence; or Any federal government housing or off-base military housing, including off-base military housing provided through a public-private venture.
Legal References:
Chapter 28A.225 RCW Compulsory School Attendance and Admission
Chapter 28A.705 RCW Interstate compact on educational opportunity for military children
Adoption Date: October 21, 2014
Revised: December 3, 2015 (renumbered from 2101 to 2100), February 19, 2020
Reviewed: May 2, 2025
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The district will participate in those special programs that are funded by state and/or federal government for which a local need can be defined and for which a local program would be developed if funds were available. Board approval will be required before submission of an application for such a program. Applications may include, but are not limited to, programs for highly capable, remedial, and minority students.
Pursuant to federal law, school districts receiving Title I funds to provide educational services to students must do so in accordance with Title I. It is the district’s intent that Title I funds will be used efficiently and effectively to benefit the academic opportunities and progress of students in School-wide or Targeted Assistance Programs.
Title I funds will be used to provide educational services that are in addition to the regular services provided for district students. By adoption of this policy, the district ensures equivalence among schools in teachers, administrators, and auxiliary personnel, and equivalence in the provision of curriculum materials and supplies.
The superintendent or designee will adopt procedures to ensure that planning, implementation, and evaluation phases of a special program comply with the rules and regulations of the funding agency.
Cross References:
District Policy 2190 - Highly Capable Programs
District Policy 2108 - Learning Assistance Program
Legal References:
RCW 28A.300.070 Receipt of federal funds for school purposes – Superintendent of public instruction to administer 20 U.S.C 6321(c) Title I Comparability Report
Adoption Date: April 15, 2010
Revision Date: April 20, 2023
Reviewed: May 2, 2025
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Annually, on or before October 1, the superintendent will determine if the district is in compliance with the following program requirements:
A. Appropriate measures are taken to safeguard all student and school district permanent records against loss or damage;
B. Provision is made for the supervision of instructional practices and procedures;
C. Current basic instructional materials are available for required courses of study;
D. A program of guidance, counseling and testing services is maintained for students in all grades offered by the school district;
E. A learning resources program is maintained;
F. The physical facilities of each building are adequate and appropriate for the educational program offered;
G. There is adequate provision for the health and safety of all students within the custody of the school district;
H. A current policy statement pertaining to the administration and operation of the school district is available online or in each building's administrative office including, but not limited to, policies governing the school building and classroom visitation rights of non-students;
I. The district is in compliance with the statutes which prohibit unequal treatment of individuals on the basis of race, ethnicity, sex, creed, color, national origin, honorably discharged veteran, sexual orientation, gender expression, gender identity, homelessness, immigration or citizenship status, the presence of any sensory, mental or physical disability, or neurodivergence, or the use of a trained guide dog or service animal by a person with a disability, religion, and honorably discharged veteran or military status in activities supported by common schools and which require equal access to Boy Scouts of America and other designated youth groups;
J. Within each school, the school principal has determined that appropriate student discipline is established and enforced. The school principal has conferred with the certificated employees in the school building in order to develop and/or review building disciplinary standards and the uniform enforcement of those standards;
K. Written high school graduation requirements and rules have been adopted by the school district board of directors, and;
L. Equivalence among schools in teachers, administrators and auxiliary personnel and equivalence in the provision of curriculum materials and supplies among schools who receive Title 1 funds.
Cross References:
District Policy 6800 - Safety Operations and Maintenance of School Properties
District Policy 5240 - Evaluation of Staff
District Policy 4040 - Public Access to District Records
District Policy 4001 - Public Information Program
District Policy 3410 - Student Health
District Policy 3231 - Student Records
District Policy 3210 - Nondiscrimination
District Policy 2410 - High School Graduation Requirements
District Policy 2140 - Guidance and Counseling
District Policy 2104 - Federal and/or State Funded Special Instructional Programs
District Policy 2090 - Program Evaluation
District Policy 2020 - Course Design, Selection and Adoption of Instructional Materials
District Policy 1310 - Policy Adoption, Manuals and Administrative Procedures
Adoption Date: May 16, 2005
Revised: December 3, 2015
Reviewed: May 2, 2025, January 21, 2026
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The district recognizes that early literacy is fundamental to students' development of listening, speaking, reading, writing and critical thinking skills. The district will develop and implement reading and early literacy services to kindergarten through fourth grade students based on student need for additional support so that every student has the opportunity to build a strong foundation for academic success.
General Requirements
The plan will include:
- Use of annual screening assessments and other tools (e.g., Washington kindergarten inventory of developing skills, Washington state early learning and development guidelines for birth through third grade, the second grade reading assessment under RCW 28A.300.310, local assessments) to identify at-risk readers; and
- Research-based family involvement and engagement strategies, including those that help families and guardians learn to assist student reading and early literacy skills at home.
In order to keep parents informed and engaged in their student’s reading progress, the district will require that report cards for students in kindergarten through fourth grade report the student’s progress toward reading skill acquisition and whether the student is reading at grade level.
If the student is not reading at grade level, the teacher and other appropriate school personnel will: 1) Advise the parent or guardian as to which interventions and/or strategies the district will use to help improve the student’s reading skills; and 2) Provide strategies for parents or guardians to use at home to assist their student in improving their reading skills.
Requirement Specific to Third Grade Students
Prior to the return of the results of the statewide student assessment in English language arts, teachers and parents of students in third grade who are reading below grade-level or who, based on formative or diagnostic assessment and other indicators are likely to score in the below basic level (level one in a four-level scoring system on the statewide student assessment) on the third grade statewide student assessment in English language arts will meet to discuss the student's progress. Teachers may use a regularly scheduled parent-teacher conference to satisfy this meeting requirement.
At the meeting, the teacher will inform the parents/guardians of:
- The requirements of this policy;
- The intensive reading improvement strategies that will be available to their student before fourth grade; and
- The school district's grade placement policy for the following year.
If a third grade student scores below grade level on the third grade statewide student assessment in English language arts and no meeting took place prior to the return of the results as indicated above, the principal or designee will notify the student's parents/guardians of:
- The fact that their student scored below basic;
- The requirements of this policy with regard to such a score;
- The intensive improvement strategy options available;
- The school district's grade placement policy;
- Contact information for a school district employee who can respond to questions and provide additional information; and
- A reasonable deadline for obtaining the parent's consent regarding the student's improvement strategies that will be implented and the student's grade placement.
The district must obtain parent/guardian consent regarding appropriate grade placement and the intensive improvement strategy to be implemented. For students to be placed in fourth grade, the strategies discussed must include one provided, supported or contracted by the school district that includes a summer program or other options developed to meet the needs of students to prepare for fourth grade. The strategy must be implemented in consultation with the parents/guardians.
If the district does not receive a response from a parent/guardian by the deadline or within a reasonable time thereafter, the principal or designee will make a decision on the student’s grade placement for the following year and the intensive improvement strategies that will be implemented during the following school year. If the principal and parent cannot agree on the appropriate grade placement and improvement strategies from the list of available options, the district will honor the parent’s request.
If a student does not have a score in English language arts on the third grade statewide assessment but the district determines or is able to anticipate (using district or classroom-based formative or diagnostic assessments or another standardized assessment), that that student is below basic, the district will follow the same process for third grade students listed in this policy.
Students in the transitional bilingual instruction program are exempt from this process, unless the student has participated in the program for three school years and receives a score of below basic on the third grade statewide student assessment in English language arts. Students with disabilities whose individualized education program (IEP) includes specially designed instruction in reading or English language arts are exempt from this process.
Intensive Reading and Literacy Improvement Strategies
The district will choose and implement intensive reading and literacy improvement strategies from a state menu of best practices established by the Office of the Superintendent of Public Instruction (OSPI).
The district may use a practice or strategy not present on the state menu of best practices for two years initially. If the district is able to demonstrate that it has achieved improved outcomes for students over the previous two school years at a level commensurate with best practices on the state menu, OSPI must approve use of the strategy for one additional school year. Subsequent approval is dependent on continuing improvement.
Students with disabilities whose individualized education program (IEP) includes specially designed instruction in reading or English language arts will be provided reading and literacy improvement strategies as provided in the IEP.
In any school where more than forty percent of tested students received a score of basic (level two on a four-level scoring system) or below basic on the third grade statewide student assessment in English language arts in the previous school year, the school district will implement an intensive reading and literacy improvement strategy from the state menu or an alternative strategy as referenced above for all students in grades kindergarten through four at the school.
Reporting Requirement
The district will require each school to report the number of students in kindergarten through fourth grade who are reading below grade level and the interventions being provided to those students to improve their reading. The information will be disaggregated by subgroups of students. The district will aggregate the information and provide reports to the office of the superintendent of public instruction for delivery to the education committees of the legislature and the educational opportunity gap oversight and accountability committee.
Cross References:
District Policy 2421 - Promotion/Retention
Legal References:
RCW 28A.320.202 – Comprehensive system of instruction and services in reading and early literacy
RCW 28A.320.203 – Reading skills –report cards
RCW 28A.655.230 Reading skills — Meeting for grade placement and strategies for student improvement — Exemptions.
RCW 28A.655.235 Reading skills — Intensive reading and literacy improvement strategy — Calculation of tested students at or below basic on third grade student assessment — State menu of best practices.
Adoption Date: February 21, 2018
Reviewed: May 2, 2025
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The district will implement a learning assistance program designed to enhance educational opportunities for students enrolled in kindergarten through twelfth grade who are not meeting academic standards by providing supplemental instruction and services to those students. “Students who are not meeting academic standards” means students with the greatest academic deficits in basic skills as identified by statewide, school, or district assessments or other performance measurement tools.
Washington Integrated Student Supports Protocol
The district will budget and expend learning assistance program funds using the framework of the Washington integrated student supports protocol, established under RCW 28A.300.139.
The district may use up to 15% of its learning assistance program allocation to deliver academic, nonacademic, and social-emotional supports and services to students through partnerships with community-based or other out-of-school organizations in accordance with RCW 28A.300.139.
If the district enters into an agreement with a community partner in accordance with RCW 28A.300.139, the agreement must do the following:
- Specify that learning assistance program funds may be used only to provide direct supports and services to students;
- Clearly identify the academic, nonacademic, or social-emotional supports and services that will be made available to students by the community partner and how those supports and services align to the needs of the students as identified in the student-level needs assessment required by RCW 28A.300.139; and
- Identify the in-school supports that will be reinforced by the supports and services provided by the community partner to promote student progress towards meeting academic standards.
Coordination with Other Programs
The district may coordinate federal, state, and local programs in order to serve the maximum number of students who are below grade level in basic skills. Students receiving assistance in another special needs program may also be served in the learning assistance program if they meet student eligibility and selection requirements.
Annual Report to OSPI
The district will submit an annual report on September 30th to the Office of Superintendent of Public Instruction detailing the following:
- The amount of academic growth gained by students participating in the learning assistance program;
- The number of students who gain at least one year of academic growth;
- The specific practices, activities, and programs used by each school building that received learning assistance funds;
- The percentage of learning assistance program funding used to engage community partners, the number of students receiving direct supports and services from those community partners, and the types of supports and services that are being provided; and
- The number of students served by the learning assistance program during the school year who were able to exit the program because student academic growth resulted in meeting the academic standard for grade level.
Cross References:
District Policy 6100 - Revenues from Local, State and Federal Sources
District Policy 4130 - Title I, Part A Parent and Family Engagement
District Policy 2161 - Special Education and Related Services for Eligible Students
District Policy 2104 - Federal and/or State Funded Special Instructional Programs
Legal References:
Chapter 28A.165 RCW Learning assistance program
WAC 392-162 Special service program - Learning assistance
SHB 1208, Chapter 111, Laws of 2021 Learning Assistance Program – Various Provisions
Adoption Date: May 16, 2005
Revised: February 5, 2020, February 1, 2023
Reviewed: May 2, 2025, January 21, 2026
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The South Kitsap School District is highly committed to ensuring an equal educational opportunity for every student. While English is the basic language of instruction in the district's schools, the district will provide a transitional bilingual instruction program for children whose primary language is not English, and whose English skills are sufficiently deficient or absent to impair learning. The district’s transitional bilingual instruction program is designed to enable students to achieve competency in English. Annually, the board of directors will approve the district’s transitional bilingual instruction program.
The district and its staff will:
- Communicate with parents/family members of students who are English language learners in a language they can understand in accordance with 4218 – Language Access;
- Assess and determine, by means of a state approved placement test, student eligibility within 10 days of enrollment and attendance;
- Annually assess, by means of the state approved test, improvement in English language proficiency for each eligible English language learner;
- Provide professional development training for administrators, teachers, counselors, and other staff on the district's bilingual instruction program, appropriate use of instructional strategies and assessment results, and curriculum and instructional materials for use with culturally and linguistically diverse students; and
- Provide for continuous improvement and evaluation of the district’s program to determine its effectiveness.
For purposes of providing such services, the superintendent will establish procedures for implementing the district’s Transitional Bilingual Instruction Program.
Cross References:
District Policy 3210 - Nondiscrimination
District Policy 4129 - Family Involvement
District Policy 4217 - Effective Communication
District Policy 4218 - Language Access Plan
Legal References:
Chapter 28A.180 RCW – Transitional bilingual instructional program
WAC 162-28-040 – English language limitations and national origin discrimination
Chapter 392-160 WAC – Special service program - Transitional Bilingual
Adoption Date: May 16, 2005
Revised: April 13, 2016; January 23, 2025
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The district recognizes that the abuse of alcohol, and the use and abuse of controlled illegal, addictive, or harmful substances including marijuana (cannabis) and anabolic steroids is a societal problem and may represent an impairment to the normal development, well-being, and academic performance of students. To ensure the safety, health, and well-being of all students, the district is committed to the development of a program which emphasizes drug and alcohol abuse prevention, intervention, aftercare support, and necessary corrective actions. The program will address the legal, social, and health consequences of drug and alcohol use, and provide information about effective techniques for resisting peer pressure to use illicit drugs or alcohol. The program will be age-appropriate and developmentally based for all grades.
The district recognizes the effects on the school, home, and community resulting from the abuse of alcohol and the use and abuse of controlled illegal, addictive, or harmful substances including anabolic steroids. While the primary obligation to seek assistance rests with the student and their parent(s)/guardian(s), school staff will work with the home and community to develop and implement a comprehensive prevention and intervention program. The district will seek the support, cooperation, and coordination of public and private agencies through the formation of an advisory committee, including representatives from the instructional staff, students, parents, state and local law enforcement staff, and the county coordinator of alcohol and drug treatment or a representative of a treatment provider.
To keep students, families, and community members informed about drug abuse issues, the district will make information from the Department of Health that addresses substance use trends, overdose symptoms, and response, and the secure storage of prescription drugs and over-the-counter medications available in accordance with Policy 4001 (Public Information Program).
The superintendent or designee is directed to develop and implement procedures to assess the scope of the problem of the use of addictive substances such as alcohol, drugs, and nicotine, and to reduce and/or eliminate the problems associated with the use of alcohol, drugs, and nicotine.
Parents and interested community members are encouraged to visit the school and/or classroom to observe classroom prevention activities and review prevention instructional materials. At the conclusion of each year, the district will evaluate the effectiveness of the program.
Cross References:
District Policy 5203 - Staff Assistance Program
District Policy 3241 - Student Discipline
District Policy 4000 - Public Information Program
Legal References:
RCW 28A.170.075 Findings - Intent
RCW 28A.210.310 – Prohibition on use of tobacco products on school property
RCW 69.50.101 – Definitions (as amended by 2012 c 8)
RCW 69.51a.060 – Limitations of chapter
Washington Initiative Measure No. 502
20 U.S.C. 7101 et seq. – Safe and Drug-free Schools and Communities Act
Title 21 Section 811 – Controlled Substances Act
HB 1230 (2023) – School-Public Health Information
Adoption Date: May 16, 2005
Revised: April 23, 2025
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The South Kitsap School District has determined that all students be provided instruction in comprehensive sexual health education, consistent with state law.
In grades K-3 instruction will be social and emotional learning that is consistent with the social and emotional standards and benchmarks adopted by the Office of Superintendent of Public Instruction (OSPI).
Comprehensive sexual health education instruction provided by the district to students in grades 4-12 will be medically and scientifically accurate, age appropriate, and inclusive of students regardless of their protected class status under Chapter 49.60 RCW. Abstinence will not be taught to the exclusion of other instruction on contraceptives and disease prevention. The district’s comprehensive sexual health education program will be consistent with the Guidelines for Sexual Health Information and Disease Prevention developed by the Department of Health and the Office of Superintendent of Public Instruction, the Health Education K-12 Learning Standards adopted by OSPI, and other provisions of RCW 28A.300.475.
Instructional materials will be chosen from a list provided by OSPI or will be identified or developed by the district and reviewed using comprehensive sexual health education curriculum analysis tools provided by OSPI.
The superintendent will provide parents/guardians an opportunity to review the materials to be used, including or providing electronic access, will provide information on excluding their child from sexual health education instruction, and will grant all such requests.
The superintendent or their designee will annually identify to OSPI any curricula used to provide comprehensive sexual health education and how the provided classroom instruction aligns with legislative requirements.
Cross References:District Policy 2020 – Course Design, Selection and Adoption of Instructional Materials
District Policy 2126 – HIV-AIDS Prevention Education
Legal References:
RCW 28A.300.475 – Medically accurate sexual health education — Curricula — Participation excused — Parental review
RCW 28A.600.480(2) – Reporting of harassment, intimidation, or bullying-- Retaliation prohibited — Immunity
WAC 392-410-140 – Sexual health education — Definition — Optional course or subject matter — Excusal of students
RCW 28A.32.168 – Curricula – Mandatory instruction in sex trafficking awareness and prevention
Adopted: May 16, 2005
Revised: December 3, 2025
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The life-threatening dangers of HIV (human immunodeficiency virus) and AIDS (acquired immune deficiency syndrome) and its prevention will be taught in the district. HIV/AIDS prevention education will be limited to the discussion of the life-threatening dangers of the disease, its transmission and prevention. Students will receive such education at least once each school year beginning no later than the fifth grade.
The HIV/AIDS prevention education program will be developed in consultation with teachers, administrators, parents, and other community members including, but not limited to, persons from medical, public health, and mental health organizations and agencies. The curricula and materials used in the HIV/AIDS education program may be the model curricula and resources available through OSPI or, if developed by the school district, be approved for medical accuracy by the State Department of Health, HIV/AIDS Prevention and Education Services (Office on AIDS). District-developed curricula will be submitted to HIV/AIDS Prevention and Education Services accompanied by an affidavit of medical accuracy stating that the material in the district-developed curricula has been compared to the model curricula for medical accuracy and that in the opinion of the district the district-developed materials are medically accurate. Upon submission of the affidavit and curricula, the district may use these materials until the approval procedure to be conducted by HIV/AIDS Prevention and Education Services has been completed.
At least one month before teaching HIV/AIDS prevention education in any classroom the district will conduct, at least one presentation concerning the curricula and materials that will be used for such education. The presentation will be held during weekend and evening hours for the benefit of parents and guardians of students. The parents and guardians will be notified of the presentation and that the curricula and materials are available for inspection. No student may be required to participate in HIV/AIDS prevention education if the student's parent or guardian, having attended one of the district presentations, objects in writing to participation.
The curriculum for HIV/AIDS prevention education will be designed to teach students which behaviors place a person dangerously at risk of infection from the human immunodeficiency virus (HIV) and methods to avoid such risk including, at least:
A. The dangers of drug abuse, especially the use of hypodermic needles; and
B. The dangers of sexual intercourse, with or without condoms.
The program of HIV/AIDS prevention education will stress the life-threatening dangers of contracting HIV/AIDS and will stress that abstinence from sexual activity is the only certain means for preventing the transmission of HIV through sexual contact. The instruction will also stress that condoms and other artificial means of birth control are not a certain means of preventing the transmission of HIV; and, reliance on condoms puts an individual at risk for exposure to the disease.
Cross References:
Board Policy 3414 - Infectious Diseases
Board Policy 2125 - Sexual Health Education
Legal References:
RCW 28A.230.070 - AIDS Education in public schools —Limitations — Program adoption — Model curricula — Student's exclusion from participation
RCW 28A.300.475 - Medically accurate sexual health education— Curricula — Participation excused — Parental review
RCW 70.24.250 - Office of AIDS - Repository and Clearing House for AIDS Education and Training Materials— University of Washington duties
Adoption Date: May 16, 2005
Revised: January 21, 2009; December 19, 2012; December 3, 2015
Reviewed: July 17, 2025 -
The Board recognizes the cultural diversity of students, staff, parents and community members of our school district and acknowledges the educational importance of valuing the diversity of all people in our society. Diversity includes but is not limited to: race, religion, gender, culture, age, physically challenged and all other differences.
The Board recognizes that diversity-multicultural education is an interdisciplinary process to be integrated into the total school program.
To this end the Board is committed and supportive of the following:
- The inherent dignity and the equal and inalienable rights of all students and staff.
- The right to and responsibility for an educational environment which extends equal rights to all without discrimination.
- Universal respect for and observance of these rights to ensure that all students are provided a school and classroom environment in which they are free to learn, encouraged to accept themselves and others with dignity and respect.
- To strive for astaffing composition of administrators, teachers and all other personnel that reflects the cultural diversity in the district. Membership in the school district committees should represent the cultural diversity in our district.
- An education for all students that includes appreciation and respect for human individuality and cultural differences and the cultural contributions that make up our community.
- Training opportunities in diversity-multicultural education issues for all board members, district staff, administrators, teachers, paraprofessionals, volunteers and community members participating in school sponsored activities.
The superintendent is directed to integrate the purposes of diversity-multicultural education into our school district programs.
Adoption Date: May 16, 2005
Revised Date: April 13, 2016
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The South Kitsap School District recognizes that a comprehensive school counseling program based on current national and state standards of best practice is an important part of the district’s total program of instruction and support for all students.
The district will create a written plan to develop a comprehensive school counseling program of tiered services in accordance with state laws and regulations, school improvement plans, ethical standards, and district policies and procedures. The district will revise its plan as necessary based on relevant data. The district will also create a transition plan that supports the long-term goal of full implementation of the written plan over time.
A school counselor is a professional educator who holds a valid school counselor certification as defined by the professional educator standards board. School counselors serve a vital role in the comprehensive school counseling program. The school counselor plans, develops, organizes, and leads delivery of a comprehensive school counseling program that focuses on the academic, career, and social-emotional needs of all students, based on the national standards for school counseling programs of the American School Counselor Association and state standards. School counselors align supports with the district’s vision, mission, and school improvement goals. In addition to school counselors, all Educational Staff Associate (ESA) staff, in collaboration, serve to support the implementation of a comprehensive, multi-tiered system of student supports.
School counselors and other ESA staff implementing the comprehensive school counseling program will spend no less than 80% of their contracted time on direct and indirect supports to students and no more than 20% of their contracted time on program planning and school support activities.
It is the goal of the South Kitsap School District that the district’s comprehensive school counseling program will assist every student in acquiring the knowledge, skills, and attitudes needed to become an effective student, responsible citizen, productive worker, and a lifelong learner. To that end, the district will develop and use materials, orientation programs, professional learning, and evidence-based counseling techniques that encourage participation in all available guidance and support opportunities, school programs, and courses of study, including career and vocational technical programs and employment opportunities.
The district will not deny any student the ability to participate in or benefit from its student support system based on sex, race, ethnicity, homelessness, immigration or citizenship status, creed, religion, color, national origin, honorably discharged veteran or military status, sexual orientation, gender expression or identity, the presence of any sensory, mental or physical disability, neurodivergence, or the use of a trained dog guide or service animal, whether they take place on or off school grounds or are offered as part of the district’s online or alternative learning programs.
The district will provide resources to support the foundation, content, and continuous improvement of a comprehensive K-12 school counseling program, consistent with best practices described in state and national models. As feasible within existing resources, all school counseling programs will include the following elements: classroom counseling curriculum, individual student planning, responsive services, and systems support for the counseling program.
Cross References:
Board Policy 2170 - Career and Technical Education
Board Policy 3112 - Social Emotional Climate
Board Policy 3123 - Withdrawal Prior To Graduation
Board Policy 3210 - Nondiscrimination
Legal References:
RCW 28A.320.280 School counselors, social workers, and psychologists—Priorities
RCW 28A.320.290 School counselors, social workers, and psychologists—Professional collaboration
RCW 28A.410.043 School counselor certification
WAC 392-190-010 Agency filings affecting this section Counseling and guidance services—Course and program enrollment.
RCW 28A.320.600 - 620
Adoption Date: August 17, 2022
Revised: February 11, 2026
Reviewed: July 17, 2025
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South Kitsap School District recognizes that suicide is a leading cause of death among youth and that suicidal indicators such as substance abuse and violence are complex issues that should be taken seriously. While district staff may recognize potentially suicidal youth and the district can make an initial risk assessment, the district cannot provide in-depth mental health counseling. Instead, the board directs district staff to refer students who exhibit suicidal behaviors to an appropriate service for further assessment and counseling.
District staff who have knowledge of a suicide threat must take the proper steps to support the student and to report this information to the building principal or designee who will, in turn, notify the appropriate school officials, the student’s family and appropriate resource services.
The board also recognizes the need for youth suicide prevention procedures. The district will adopt and, at the beginning of each school year, provide to all district staff, including substitute and regular bus drivers, a plan for recognizing, screening, referring and responding to students in emotional or behavioral distress. At a minimum, the plan will:
- Identify training opportunities for staff on recognizing, screening and referral of students in emotional or behavioral distress, including those who exhibit indicators of substance or sexual abuse, violence or suicide;
- Describe how to utilize the expertise of district staff trained in recognition, screening and referral;
- Provide guidelines, based on staff expertise, for responding to suspicions, concerns or warning signs of emotional or behavioral distress;
- Address development of partnerships with community organizations and agencies for referral of students to support services, to include development of at least one memorandum of understanding between the district and one such entity;
- Contain procedures for communication with parents and guardians, including notification requirements in accordance with RCW 28A.320.160;
- Describe how staff should respond to a crisis situation where a student is in imminent danger to himself or herself or others;
- Describe how the district will provide support to students and staff after an incident of violence, student suicide, or allegations of sexual abuse of a student;
- Describe how staff should respond when allegations of sexual contact or abuse are made against a staff member, volunteer, parent, guardian or family member of the student, including how staff should interact with parents, law enforcement and child protective services;
- Describe how the district will provide to certificated and classified staff the training on the obligation to report physical abuse or sexual misconduct required under RCW 28A.400.317.
The superintendent or designee will develop and implement the plan and a staff training schedule to achieve the board’s goals and objectives.
Cross References:District Policy 3211 - Gender-Inclusive Schools
District Policy 3207 - Prohibition of Harassment, Intimidation and Bullying of Students
District Policy 2140 - Comprehensive School Counseling Program
Legal References:
RCW 28A.410.226 – Washington professional educator standards board — Training program on youth suicide screening — Certificates for school nurses, social workers, psychologists, and counselors — Adoption of standards.
RCW 28A.410.043 – School Counselor Certification
RCW 28A.320.1271 – Model school district plan for recognition, initial screening, and response to emotional or behavioral distress in students
RCW 28A.320.127 – Plan for recognition, screening, and response to emotional or behavioral distress in students
Adopted: Oct. 7, 2015
Revised: December 3, 2025
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The board recognizes that the goals and objectives of the district can best be achieved by providing a broad offering of purposeful learning experiences, some of which are more appropriately conducted outside of the approved curriculum of the district. Such activities will ordinarily be conducted wholly or partly outside the regular school day and will be available to all students who voluntarily elect to participate. The co-curricular program encompasses approved curriculum-related activities.
The district will approve all activities included within the Associated Student Body ( ASB) program. The principal is authorized to approve curriculum-related activities that are not part of the ASB program and will make school facilities available for them and designate staff members to support and supervise them.
The district will not exclude any person from participation in the co-curricular program, deny any person the benefits of such a program or otherwise discriminate against any person in any co-curricular program on the basis of the categories identified in the district’s Nondiscrimination policy.
The criteria to be used by the principal for approving curriculum-related activities are:
- The purposes and/or objectives will be part of a specific program or course offering;
- The participating students will be currently enrolled in a related course or program or possess the entry level knowledge and/or skills to successfully participate in the activity;
- The group will be supervised by a qualified staff member;
- The cost of the activity must not be prohibitive to student or district;
- The activity must comply with Title IX requirements;
- All activity must take place on school premises unless approved in advance by the school principal; and
G. The activity must not be secretive in nature.
Curriculum related activities, whether approved by the board as part of the ASB or by the principal, must meet at least one of the following criteria:
- The subject matter of the activity is actually taught or will soon be taught in a regularly offered course;
- The subject matter of the activity concerns the body of courses as a whole;
- Participation in the activity is required for a particular course; or
- Participation in the activity results in academic credit.
The superintendent or designee to develop appropriate procedures for proper planning, funding, approval and implementation of all activities offered within the above guidelines.
The principal will be responsible for administering the co-curricular program in the school. An opportunity will be made available in each school for students, including those with disabilities, to participate in some aspect of the program. A survey will be conducted at least once every three (3) years to assure that the recreational and athletic activities program accurately responds to the needs and desires of both male and female students.
The district will evaluate its intramural and interscholastic program at least once each year to ensure that equal opportunities are available to members of both sexes with respect to participation in interscholastic and/or intramural programs.
Cross References:
Board Policy 2151 - Interscholastic Athletics
Board Policy 3210 - Nondiscrimination
Board Policy 3510 - Associated Student Bodies
Board Policy 4260 - Use of School Facilities
Legal References:
20 U.S.C. §§ 4074 - Equal Access Act
RCW 28A.325.020 - Associated student bodies — Powers and responsibilities affecting
RCW 28A.600.200 - Interschool athletic and other extra-curricular activities for students, —Authority to regulate and impose penalties — Delegation of authority, — c Conditions
RCW 28A.640.020 - Regulations, guidelines to eliminate discrimination — Scope— Sexual harassment policies
WAC 392-138-010 - Definitions
392-190-025 Recreational and athletic activities
392-190-030 Recreational and athletic activities
392-190-040 Recreational and athletic activities - student athletic interest survey i
392-190-045 Recreational and athletic activities - Facilities
Adoption Date: May 16, 2005
Revised: December 22, 2016
Reviewed: July 17, 2025
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The district recognizes the value of a program of interscholastic activities as an integral part of the total school experience to all students of the district and to the community. The program of interscholastic activities will include all activities relating to competitive sport contests, games or events, or exhibitions involving individual students or teams of students of this district when such events occur between separate schools within this district or with any schools outside this district.
The district expects that:
A. All interscholastic activities and events will be in compliance with the rules and regulations of the Washington Interscholastic Activities Association (WIAA). The schools of the district will not participate in any out-of-season athletics that are not sanctioned by the WIAA. The district will not be responsible or liable for nonschool-sponsored programs or for programs that are organized, promoted or participated in by staff members without school approval. The district will not be responsible for or control and incur liability for summer and/or out-of-season activities unless specifically sponsored by the school district. The superintendent will establish rules defining the circumstances under which school facilities may be used and under which announcements of summer sports leagues and/or clinics may be channeled to students.
B. An athletic coach must be properly trained and qualified for an assignment as described in the coach's job description. Each coach is required to maintain their WIAA coaching certification. Clock hours are available through the athletic office for attending meetings, conferences, clinics, etc.
Each coach is required to have a current CPR/First Aid Card and WIAA Concussion Training. Classes for this purpose will be offered to each coach prior to the beginning of each season. Coaches may access that certification through other means ie. Fire Department, Red Cross, etc.
C. A syllabus that outlines the skills, techniques and safety measures associated with a coaching assignment will be distributed to each coach. A coach must secure permission in advance if they wish to deviate from the syllabus.
D. Coaching stipends and all gifts to a coach that exceed five hundred dollars ($500.00) in a season will be approved by the district.
E. In-service training opportunities will be afforded each coach so that they are trained to attend to the health care needs of participants. Prior to a sports season, the coach will prepare a plan for handling medical emergencies at practice sessions and games (home and away).
F. Participants will be issued equipment that has been properly maintained and fitted.
G. All facilities and equipment utilized in the interscholastic activity program, whether or not the property of the district, will be inspected on a regular basis.
Participants must meet all of the eligibility requirements outlined by South Kitsap School District and the WIAA.
H. Nonprescribed medications, including such items as analgesic balms, vitamins and salt tablets, must be approved by the superintendent before they may be available for use by coaches and/or athletic trainers. After athletic training medications have been approved, the coach and/or trainer must secure authorization from the parent and the student's doctor before the medications may be used during the athletic season. If such release is not on file, the nonprescribed medications may not be used. This provision does not preclude the coach and/or trainer from using approved first aid items.
Students and parents are notified that eligibility to participate may be denied if anabolic steroids are used for the purpose of enhancing athletic ability.1. The district recognizes that certain risks are associated with participation in interscholastic sports. While the district will strive to prevent injuries and accidents to students, each participant and their parent(s) or guardian(s) will be required to sign a statement which indicates that the parent(s) and the student acknowledge the risks of injuries resulting from such participation and give assurance that the student will follow the instructions of the coach.
2. Each participant will be required to furnish evidence of physical fitness prior to becoming a member of an interscholastic team. A written report will be completed when a student is injured while participating in a school-supervised activity. A participant will be free of injury and will have fully recovered from illness before participating in any activity.
3. Each student participating in interscholastic athletic activities is required to have or obtain medical insurance for expenses incurred as a result of injuries sustained while participating in the extracurricular activity. Students will provide evidence of coverage with a minimum limit of $25,000 in medical expenses or will obtain such coverage through the insurance plan offered to all students participating in activities in the district. Student insurance is available through the district office or in individual school buildings.
The superintendent or designee will prepare rules for the conduct of student activities including, but not limited to, use of alcoholic beverages; use of tobacco; use or possession of illegal chemical substances (including marijuana/cannabis) or opiates not prescribed by a physician; physical appearance; curfew; unsportsmanlike conduct; absence from practice; gambling; or any infraction of civil law. Notice of rules and disciplinary actions related to rule violations will be distributed to each participant and their parents prior to the beginning of an interscholastic activity season.
Nondiscrimination
The district will not exclude any person from participation in the interscholastic program, deny any person the benefits of such a program or otherwise discriminate against any person in any interscholastic program on the basis of the categories identified in the district’s Nondiscrimination policy.The district will provide necessary funds for recreational and athletic activities for both sexes, although the aggregate expenditures are not required to be equal for members of each sex and expenditures for separate male and female teams are not required to be equal.
When individual students with disabilities are unable to participate in existing activities even when offered reasonable modifications and necessary accommodations, aids or services, the district may offer opportunities for students with disabilities to participate in separate or different recreational or athletic activities.
The district may operate or sponsor separate teams for members of each sex where selection for such teams is based upon competitive skill or the activity involved is a contact sport. However, when the district operates or sponsors a team in a particular sport for members of one sex but not the other, and athletic opportunities for members of the other sex have previously been limited, members of the excluded sex will be allowed to try out for the team offered. For the purposes of this policy, contact sports include boxing, wrestling, rugby, ice hockey, football, basketball and other sports in which the major activity involves bodily contact.
The district will provide equal athletic opportunities for both sexes within each school for interscholastic, club or intramural athletics. In determining whether equal athletic opportunities for both sexes are being provided, the district will consider the following factors:
1. Whether the selection of sports and levels of competition effectively accommodate the interests and abilities of members of both sexes;
2. Provision of equipment and supplies;
3. Scheduling of games and practice time, including the use of playfields, courts, gyms and pools;
4. Travel and per diem allowances, if any;
5. Opportunity to receive coaching and academic tutoring;
6. Assignment and compensation of coaches, tutors, and game officials;
7. Provision of locker rooms and practice and competitive facilities;
8. Provision of medical and training facilities and services, including the availability of insurance;
9. Provision of housing and dining facilities and services, if any; and
10. Publicity and awards.
Annual Athletic Evaluation
The district will evaluate its intramural and interscholastic program in each school at least once each year to ensure that equal opportunities are available to members of both sexes with respect to participation in interscholastic and/or intramural programs. The evaluation will include consideration for the factors listed in the above paragraph, Nondiscrimination.
Student Athletic Interest Survey
Every three years, the district will administer to each school that operates interscholastic, intramural and other athletics the survey developed by the office of the superintendent of public instruction to determine male and female student interest in participation in specific sports. The district will consider the survey results when planning and developing recreational and athletic activities offered by the district and when determining whether equal opportunities are available to members of both sexes.
Facilities
The district will provide separate facilities (e.g., showers, toilets, training rooms) for male and female students or schedule the facilities equitably for separate use.
Cross References:District Policy 2121 – Substance Abuse Program
District Policy 3210 – Nondiscrimination
District Policy 3413 – Student Immunization and Life Threatening Health Conditions
District Policy 3414 – Infectious Diseases
District Policy 3416P – Procedure Medication at School
District Policy 3418 – Response to Student Injury or Illness
District Policy 3422 – Student Sports – Concussion, Head Injury and Sudden Cardiac Arrest
District Policy 4260 – Use of School Facilities
Legal References:
RCW 28A.400.350 Liability, life, health, health care, accident, disability and salary insurance authorized — Health savings accounts – Premiums – Noncompliance
RCW 28A.600.200 Interschool athletic and other extracurricular activities for students – Authority to regulate and impose penalties – Delegation of authority – Conditions
RCW 69.41.330 Public Warnings — School districts
RCW 69.41.340 Student athletics – Violations – Penalty
WAC 392-190-025 Recreational and athletic activities
Adopted: May 16, 2005
Revised: March 5, 2010, January 21, 2026
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Pursuant to the Equal Access Act, the district authorizes non-curriculum-related student groups to meet before, after school or during noninstructional time, subject to the approval of the principal. Such approval will be granted provided that activities of the group are not disruptive to school operations and the members of the group comply with the rules established by the superintendent and/or school principal. The district authorizes the superintendent to develop administrative procedures to create or maintain this “limited open forum.”
The principal will approve the noncurriculum-related student meeting or activity provided that:
- The meeting will be voluntary and initiated by students;
- The school or its staff will not be a sponsor of the group;
- The meeting will not materially and substantially interfere with the orderly operation of the school;
- Students will be responsible for the direction, control and conduct of the meeting. Guests must be registered and must not be regular participants;
- The use of public funds for other than incidental and/or monitoring costs will not be permitted. Funds acquired by non-curriculum related student groups will be considered nonassociated student body private moneys and will be held in trust in a separate account within an associated student body fund that will be accessible by that student group;
- A staff member will not be compelled to attend when the meeting is contrary to his/her beliefs; and
- The constitutional rights of all persons will be respected.
The principal will be responsible for the assignment of a room and for the approval and/or assignment of a staff member to monitor the meeting.
Cross References:
Board Policy 2150P - Procedure for Co-curricular Program
Legal References:
20 U.S.C. 4071-4074 - Equal Access Act
Wash. Const. Art. I, § 11
Wash. Const. Art. IX, § 4
Adoption Date: May 16, 2005
Revised: December 16, 2015
Reviewed: July 17, 2025
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The board recognizes that students whose disabilities adversely impact educational performance and who require specially designed instruction can improve their educational performance when they receive special education and related services tailored to fit their needs. The district adopts the state’s full educational opportunity goal to provide students in need of special education services with a free appropriate public education.
Special education programs for eligible students will be an integral part of the general educational programs of this district and will be operated in compliance with federal and state requirements governing special education. The district will provide a continuum of placement options, which may include services within and outside the district depending on the student’s needs.
Not all students with disabilities are eligible for special education services. The needs of students with disabilities will be addressed individually and, if appropriate, students will be provided accommodations, modifications, and/or related aids and services as required under Section 504 of the Rehabilitation Act of 1973 in accordance with district policy and procedures.
Mediation or Resolution Agreements
The board authorizes the superintendent or a designee to bind the district to a mediation or resolution agreement.
Commencement Exercises/Certificate of Attendance
In order to participate in commencement exercises, students must have met the minimum criteria for graduation prior to the date of the exercise and otherwise be in good standing with their school through the commencement date. Minimum criteria for participation may be adjusted for students with an Individualized Education Plan (IEP) whose disabilities have impacted their opportunity to accumulate credits. Each student’s IEP team will determine the student’s graduation plan, including graduation date. Students with an IEP who have attended four years of high school and need additional time to complete IEP goals and/or credits may request participation in commencement exercises. Students with an IEP will receive a certificate of attendance until they complete their credits for graduation.
The district superintendent will develop and maintain special education procedures necessary to implement this policy. This policy and the procedures shall be available to the public.
Cross-References:
Board Policy 2162 - Education of Students with Disabilities under Section 504 of the Rehabilitation Act of 1973
Board Policy 2163 - Response to Intervention
Board Policy 2410 - High School Graduation Requirements
Board Policy 3246 - Restraint, Isolation and Other Uses of Reasonable Force
Board Policy 3231 - Student Records
Board Policy 3241 - Student Discipline
Board Policy 4217 - Effective Communication
Legal References:
RCW 28A.155 – Special Education
RCW 28A.600.485 – Restraint of students with individualized education programs or plans developed under section 504 of the rehabilitation act of 1973 — Procedures — Definitions
RCW 28A.600.486 – District policy on the use of isolation and restraint — Notice to parents and guardians of children who have individualized education programs or plans developed under section 504 of the rehabilitation act of 1973.
RCW 28A.605.020 – Parents’ Access to Classroom or School Sponsored Activities — Limitation
RCW 49.60 – Law against Discrimination— Human rights commission
WAC 392-172A – Rules for the Provision of Special Education
20 U.S.C. 1400 et seq. – Individuals with Disabilities Education Act of 2004
42 U.S.C. 12131-12133 – Americans with Disabilities Act of 1990
28 CFR Part 35 – Nondiscrimination on the Basis of Disability in State and Local Government Services
34 CFR Part 99 – Family Education Rights and Privacy Act (FERPA)
29 U.S.C. 794 – Section 504 of the Rehabilitation Act of 1973, as amended by the Rehabilitation Act Amendments of 1974, Pub. L. 93‑516, 29 U.S.C. 794
34 CFR Part 104 – Nondiscrimination on the basis of handicap in programs and activities receiving or benefiting from federal financial assistance
34 CFR Part 300 – Assistance to States for the Education of Children With Disabilities
34 CFR Part 303 – Early Intervention Program for Infants and Toddlers with Disabilities
Adoption Date: May 16, 2005
Revised: March 19, 2008; February 3, 2016; July 19, 2022
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It is the intent of the district to ensure that students who are disabled within the definition of Section 504 of the Rehabilitation Act of 1973 (Section 504) are identified, evaluated and provided with appropriate educational services. Students may be a qualified disabled person under this law even though they are not eligible for services pursuant to the Individuals with Disabilities Education Act.
Section 504 is a civil rights law which protects the rights of individuals with disabilities in programs and activities that receive federal financial assistance from the U.S. Department of Education. A child is a “qualified disabled person” under Section 504 if they:
- Have a physical or mental impairment that substantially limits one or more major life activities (such as caring for oneself, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, reading, concentrating, thinking, communicating and working), has a record of such an impairment, or is regarded as having such an impairment; and
- Is between the ages of 3 to 21 years old.
The superintendent or designee will establish procedures to ensure that students who are disabled within the definition of Section 504 are educated in full compliance with the law.
Cross Reference:
District Policy 2161 - Special Education and Related Services for Eligible Students
District Policy 3210 - Nondiscrimination
District Policy 3246 - Restraint, Isolation and Other Uses of Reasonable Force
Legal References:
42 USC 12101 et. seq. Americans With Disabilities Act of 1990
34 CFR Part 104 Section 504 of the Rehabilitation Act of 1973
34 CFR Part 99 Family Education and Privacy Act
RCW 28A.600.485 Restraint of students – Use of restraint or isolation specified in individualized education programs or plans developed under section 504 of the rehabilitation act of 1973 — Procedures — Summary of incidents of isolation or restraint – Publishing to web site
RCW 28A.600.486 District policy on the use of isolation and restraint — Notice to parents and guardians of children who have individualized education programs or plans developed under section 504 of the rehabilitation act of 1973
Adoption Date: May 16, 2005
Revised: February 3, 2016; January 15, 2025
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It is the district’s policy to ensure that all students receive high quality, scientific, evidence-based general education core instruction and, as appropriate, strategic and intensive intervention supports matched to student needs. An effective multi-tiered system of supports (MTSS) framework considers student variability through intentional lesson design; multiple entry points and supports using evidence-based practices that provide equal access to academic and social-emotional curricula while optimizing student engagement. In this way, we can address the barriers and strengths of individual students. The district utilizes the core principles of the MTSS process which combines systematic assessment, decision-making and a multi-tiered services delivery model to improve educational and behavioral outcomes for all students.
The district’s process identifies students’ challenges early and provides appropriate instruction by ensuring that students are successful in the general education classroom. In implementing MTSS, the district will apply:
- Scientific, evidence-based interventions in the general education setting;
- Measure the student’s response to intervention; and
- Use data to inform instruction.
The superintendent or designee will develop procedures to implement student interventions; using teacher observations, and classroom, school, or district assessments to identify students with academic or behavioral gaps and in need of scientific evidence-based interventions.
Intervention will consist of three levels of assistance that increase in intensity. The three levels will include:
- Screening and classroom interventions;
- Targeted small group intervention; and
- Intensive individualized interventions
Parent/Guardian Involvement
The district will inform parents/guardians regarding the use of scientific, evidence-based interventions, including: a) the students’ performance data collected and the general education services provided; and b) strategies used to increase the student’s rate of learning.
Cross References:
District Policy 3123 - Withdrawal Prior To Graduation
District Policy 2161 - Special Education and Related Services for Eligible Students
District Policy 2162 - Education of Students With Disabilities Under Section 504 of the Rehabilitation Act of 1973
Legal References:
Chapter 392.172A WAC – Rules for the Provision of Special Education
WAC 392-172A-03060 – Process based on a student’s response to a scientific research-based intervention
Adoption Date: March 19, 2008
Revised: March 19, 2025
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Upon request from a parent or an adult student, home or hospital instruction will be provided to students who are unable to attend school for an estimated period of 4 weeks or more because of disability or illness. A written statement from a qualified medical practitioner verifying that the student will not be able to attend school for an estimated period of four weeks or more will accompany the request. The district will not pay for any costs incurred in securing the medical verification.
Cross Reference:
Board Policy 2161 - Special Education and Related Services for Eligible Students
Board Policy 2162 - Education of Students With Disabilities Under Section 504 of the Rehabilitation Act of 1973
Legal References:
RCW 28A.155 – Special Education
WAC 392-122-145 – State Special Education Program — Home and Hospital Care— Extended absences
WAC 392-172A-02100 – Home/hospital instruction
Adoption Date: May 16, 2005
Revised: December 16, 2015
Reviewed: July 17, 2025
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The district will provide a program of Career and Technical Education to assist students in making informed and meaningful educational and career choices, and to prepare students for post-secondary options. The district’s Career and Technical Education is a planned program of courses and learning experiences that begins with exploration of career options. Additionally, the district’s Career and Technical Education program supports basic academic and life skills, enables achievement of high academic standards, incorporates leadership training, provides options for high skill development and high-wage employment preparation, and includes advanced and continuing education courses. The district will include the program as part of the regular curriculum of the district.
The district will establish local Career and Technical Advisory Committees to assist in the design and delivery of the district’s Career and Technical Education program. Committees will advise the district on current labor market needs and the programs necessary to meet those needs. The district will relate its Career and Technical Education program to employment demands, current and future, and to the needs and interests of students.
The board will annually review and approve the district plan for the design and delivery of its career and technical education program. The plan will ensure academic rigor, align with education reform, establish program performance targets, address the skill gaps of Washington’s economy and provide opportunities for dual credit.
The superintendent or designee will develop procedures to ensure that the district operates all programs and courses in conformity with the district's plan
sfor Career and Technical Education. Further, the associated procedures will conform to all federal, and state laws prohibiting discrimination based on race, ethnicity, creed, color, national origin, sex, sexual orientation including gender expression, genderIf the district receives funds through the work-integrated learning initiative to provide experiences for its students, it will comply with the conditions of receiving such funds.
Cross References:
2413 - Equivalency Credit Opportunities
2140 - Guidance and Counseling
Legal References:RCW 28A.150.500 – Educational agencies offering vocational educational programs — Local advisory committees — Advice on current job needs
RCW 28A.230.130 – Program to help students meet minimum entrance requirements at baccalaureate-granting institutions or to pursue career or other opportunities — High school course offerings for postsecondary credit
Chapter 28A.700 RCW – Secondary career and technical education
20 U.S.C. 2301 et seq. Carl D. Perkins Career and Technical Education Act of 2006Adoption Date: May 16, 2005
Revised: November 19, 2015, December 3, 2025
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In order to develop the special abilities of each student, the district will offer a highly capable program that provides kindergarten through twelfth grade students who qualify for the program with access to basic education programs that accelerate learning and enhance instruction. The framework for such programs will encompass, but not be limited to, the following objectives:
- Expansion of academic attainments and intellectual skills;
- Stimulation of intellectual curiosity, independence and responsibility;
- Development of a positive attitude toward self and others; and
- Development of originality and creativity.
The district will annually approve the district’s highly capable plan including: the number of students the district expects to serve by grade level; the district’s plan to identify and place students, including universal screening at two grade levels; a description of the highly capable program goals; a description of the services the program will offer; an instructional program description; a description of ongoing professional development for highly capable program and general education staff; program evaluation and fiscal report; and assurances that the district is legally compliant.
The superintendent will establish procedures consistent with state guidelines for implementing universal referral, screening, assessment, identification, and placement of highly capable students. The procedures will include prioritizing equitable identification of low-income students; use of multiple objective criteria and multiple pathways, universal screening for identification and placement decisions; use of local norms, unless more restrictive than national norms; and use of screening and assessment in the student’s native language (if available) or nonverbal assessment.
Legal References:
RCW 28A.185.030 – Programs - Authority of local school districts - Selection of students
WAC 392-170 – Special service program-Highly capable students
Adoption Date: May 16, 2005
Revised: August 05, 2014; November 9, 2018, August 17, 2022, March 19,2025
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The board recognizes the need for all high school students to have greater access to rigorous advanced courses, including dual credit programs. To that end, the district will automatically enroll students who meet or exceed the state standard on the eighth grade or high school English language arts or mathematics statewide student assessment in the next most rigorous level of advanced courses or program offered by the high school.
The subject matter of courses or program in which students are automatically enrolled will be determined by the areas of the statewide assessment in which the student met state standards. Students who meet or exceed state standard on the English language arts statewide student assessment are eligible for enrollment in English, social studies, humanities, and other related subjects. Students who meet or exceed the state standard on the mathematics statewide student assessment are eligible for enrollment in advanced mathematics courses.
Beginning in 2021-2022 school year, students who meet or exceed the state standard on the Washington comprehensive assessment of science are eligible for enrollment in advanced courses in science.
Students who successfully complete the advanced courses will then be enrolled in the next most rigorous level of advanced courses, with the ultimate goal being the student’s automatic enrollment in dual credit courses.
The district will notify students and parents/guardians regarding the academic acceleration policy and the advanced courses available to students. The district will provide the parent/guardian with an opportunity for the student to opt out of participation in the academic acceleration process and enroll in an alternative course or program that aligns with the student’s high school and beyond plan goals.
Legal References:
RCW 28A.320.196 Academic acceleration incentive program—Dual credit courses—Allocation of funds—Reports
RCW 28A.320.195 Academic acceleration for high school students—Adoption of policy
RCW 28A.300.560 Data on college credit through dual credit courses—Posting on website
Adoption Date: January 15, 2014
Revised Date: December 18, 2019
Reviewed: July 17, 2025
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In order to permit staff, students and parents to make plans for their own work and vacation schedules, the board will adopt a school calendar or calendars by June 1 of each year. Multiple calendars may be developed where some schools are on modified school calendars for the forthcoming school year. Following board action, staff, students, parents and community members will be advised of the school calendar(s)
RCW 28A.150.203 DefinitionsRCW 28A.150.220 Basic education Minimum instructional requirements Program accessibility Rules
RCW 28A.330.100(7) Additional powers of board
WAC 180-16-215 Minimum 180 school day year
Adoption Date: May 16, 2005
Revised: November 19, 2015
Reviewed: August 22, 2025
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The district's summer program of instructional offerings will be for the purposes of remediation and enrichment. Fees will be charged to cover costs for which revenues are not otherwise provided. To the extent that the district can absorb the cost, fees may be waived or reduced for students whose families would have difficulty paying the full fee. The USDA Child Nutrition Program guidelines will be used to determine qualifications for waivers or reductions. Priority in fee waivers and reductions will be given to remediation courses. Parents will be informed of the availability of any fee waivers or reductions in the notice of the summer school program.
Cross References:
District Policy 6111 - Tuition
Legal References:
RCW 28A.320.500 Summer and/or other student vacation period programs Authorized Tuition and fees
RCW 28A.320.510 Night schools, summer schools, meetings, use of facilities
Adoption Date: May 16, 2005
Revised: November 19, 2015
Reviewed Date: August 22, 2025
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The board authorizes the creation of alternative learning experience (ALE) courses as defined in the procedure which accompanies this policy.
The district will make available to students enrolled in an ALE courses educational opportunities designed to meet their individual needs. The district will comply with all program requirements necessary to count an ALE as a course of study and ensure state funding for ALE students.
ALE programs may include the following types of courses as defined in RCW 28A.232.010:
- 1. Online courses (See District Policy 2024, Online Learning);
- 2. Remote courses; and
- 3. Site-based courses.
The board will adopt and annually review written policies authorizing ALE courses, including each ALE course and course provider. The policy must designate, by title, one or more school district official(s) responsible for overseeing the district's ALE courses.
The district establishes the following alternative program(s) provided on site, remote, or online, as defined in WAC 392-55-020: Explorer Academy, Discovery Alternative High School either of which may contract with K-12, Advanced Academics, Fuel Education, or Pearson Connexus, please see course catalog for alternative course(s).
The school district official responsible for these programs is the administrator assigned to each alternative program or school.
Reporting Requirements
A. Annual Report to the Board of Directors
The school district official responsible for overseeing each ALE course will report at least annually to the board. This annual report will include at least the following:
- Documentation of ALE student headcount and full-time equivalent enrollment claimed for basic education funding;
- Identification of the overall ratio of certificated instructional staff to full-time equivalent students enrolled in each ALE course; the number of certificated staff in each ALE course; and
- A description of how the course supports the district's overall goals and objectives for student academic achievement.
B. Monthly Report to the Superintendent of Public Instruction
The district must report monthly to the Superintendent of Public Instruction:
- Accurate monthly headcount and full-time equivalent enrollment for students enrolled in alternative learning experiences; and
- Information about the resident and serving districts of such students.
- Regular Submissions to CEDARS
The district must report all required information to the office of superintendent of public instruction's Comprehensive Education Data and Research System under RCW 28A.300.500, including designating alternative learning experience courses as such when reporting course information to the Comprehensive Education Data and Research System. - Annual Report to the Superintendent of Public Instruction
The district must report annually to the Superintendent of Public Instruction:- The number of certificated instructional staff full-time equivalent assigned to each alternative learning experience program; and
- Enrollment of students (separately identified) where ALE instruction is provided entirely under contract pursuant to RCW 28A.150.305 and WAC 392-121-188;
- The costs and purposes of any expenditures made to purchase or contract for instructional or co-curricular experiences and services that are included in an ALE written student learning plan, along with the substantially similar experiences or services made available to students enrolled in the district's regular instructional program.
Assessment Requirements:
All students enrolled in alternative learning experience courses or course work must be assessed at least annually, using, for full-time students, the state assessment for the student’s grade level and using any other annual assessments required by the district.
Part-time students whose ALE enrollment is claimed as greater than 0.8 FTE in any one month through the January count date must be included by the district in any required state or federal accountability reporting for that school year. However, part-time students who are either receiving home-based instruction under Chapter 28A.200, RCW or who are enrolled in an approved private school under Chapter 28A.195, RCW are not required to participate in the assessments required under Chapter 28A.655, RCW.
Students enrolled in nonresident district alternative learning experience courses or course work who are unable to participate in required annual state assessments at the nonresident district must have the opportunity to participate in such required annual state assessments at the district of physical residence, subject to that district’s planned testing schedule. It is the responsibility of the nonresident enrolling district to establish a written agreement with the district of physical residence that facilitates all necessary coordination between the districts and with the student and, where appropriate, the student’s parent(s) to fulfill this requirement. Such coordination may include:
- Arranging for appropriate assessment materials;
- Notifying the student of assessment administration schedules;
- Arranging for the forwarding of completed assessment materials to the enrolling district for submission for scoring and reporting; and
- Arranging for any allowable testing accommodations, and other steps as may be necessary.
The agreement may include rates and terms for payment of reasonable fees by the enrolling district to the district of physical residence to cover costs associated with planning for and administering the assessments to students not enrolled in the district of physical residence. Assessment results for students assessed according to these provisions must be included in the enrolling district’s accountability measurements, and not in the district of physical residence’s accountability measurements.
Valid Justification for Missed Contact
Valid justifications why a student may miss the weekly contact requirements of ALE for the purpose of truancy include those outlined in Excused absences WAC 392-401-020 and in District Policy 3122.
Students who drop out of ALE courses
A school district offering or contracting to offer an alternative learning experience course to a nonresident student must inform the resident school district if the student un-enrolls from the course or is otherwise no longer enrolled.
Procedures
The superintendent is directed to develop procedures consistent with WAC Chapter 392-550 to govern the administration of the district’s ALE courses.
Cross Reference:
District Policy 2020 - Course Design, Selection and Adoption of Instructional Materials
District Policy 2024 - Online Learning
District Policy 3122 - Excused and Unexcused Absences
District Policy 3141 - Nonresident Students
Legal References:
RCW 28A.150.305 – Alternative educational service providers — Student eligibility
RCW 28A.232.010 – Alternative learning experience courses — Generally — Rules — Reports
RCW 28A.250.050 – Student access to online courses and online learning programs — Policies and procedures — Course credit — Dissemination of information — Development of local or regional online learning programs
WAC 392-121-107 – Definition – Course of study
WAC 392-121-188 – Instruction provided under contract
WAC 392-137-230 – Length of Acceptance
Adoption date: May 16, 2005
Revised: October 17, 2005; March 2, 2011; November 7, 2011; January 7, 2016, September 5, 2018; January 15, 2025
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The board recognizes that field trips, when used as a device for teaching and learning integral to the curriculum, are an educationally sound and important ingredient in the instructional program of the schools. Such trips can supplement and enrich classroom activities by providing learning experiences in an environment beyond the classroom.
Field trips that take students out of the state or keep students out of the district overnight must be approved in advance by the board. Outdoor education resident school plans will be presented to the board for annual approval. The superintendent has the authority to approve all other field trips.
Field trips include trips to support student participation in competitions and related academic activities (e.g. Knowledge Bowl, music competitions, ROTC). Travel related to scheduled athletic events does not fall under this policy.
The building administrator may approve in-state field trips and for this purpose, Portland, Oregon shall be considered in-state. All out-of-state field trips/travel shall receive prior approval of the Board of Directors. In the event of an emergency or unusual situation or timeline, the Superintendent may authorize out-of-state travel.
District sponsored foreign/international trips/activities other than to Canada and Mexico is not encouraged. It is preferred that foreign/international travel involving South Kitsap School District students and staff be sponsored by outside organizations, with the staff under the jurisdiction of the outside organization and all communication regarding the foreign/international activity containing the statement that the activity is not a district sponsored activity. In the rare event that the District chooses to sponsor a foreign/international travel activity, staff and administration must follow District procedures and the steps outlined in the Field Trip, Excursions and Outdoor Education Protocol.
The Board reserves the right to suspend this policy if fiscal restraints prohibit support of field trips.
The superintendent will develop procedures for the operation of a field trip or an outdoor education activity which will ensure that the safety of the student is protected and that parent permission is obtained before the student leaves the school. Each field trip must be integrated with the curriculum and coordinated with classroom activities that enhance its usefulness. Private vehicles may be used to transport students if approval is obtained in advance from the principal.
No staff member may recruit students for any privately arranged field trip or excursion without board permission.
Cross References:
Board Policy 6625 - Private Vehicle Transportation
Board Policy 3520 - Student Fees, Fines, Charges
Legal References:
RCW 28A.330.100(5) Additional powers of board
RCW 67.20.020 – Contracts for cooperation
WAC 181-87-090 – Improper remunerative conduct
Adoption Date: May 16, 2005, Ref 11/07
Revised: Oct. 07, 2015
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The district will offer courses of study which will afford learning experiences appropriate to the level of student understanding. The instructional program will respect the right of students to face issues, to have free access to information, to study under teachers in situations free from prejudice and to form, hold, and express their own opinions without personal prejudice or discrimination. The district encourages staff members to provide for the free and orderly flow and examination of ideas so that students may gain the skills to gather and arrange facts, discriminate between facts and opinion, discuss differing viewpoints, analyze problems and draw their own tentative conclusions.
Teachers will plan discussions and procedures, including the use of guest speakers to gain divergent points of view, with thoroughness and objectivity to acquaint students with the need to recognize opposing viewpoints, the importance of facts, the value of judgment and the virtue of respect for conflicting opinions. Teachers will exercise professional judgment in determining the appropriateness of the issue to the curriculum and the maturity of the students. When in doubt regarding appropriateness, the matter should be referred to the principal.
When an invited speaker expresses opinions which are partisan or considered controversial by a large portion of the community, the school will provide for the presentation of opposing views.
- If the teacher and the principal believe the guest speaker's topic is controversial, they will develop a plan whereby the issue(s) can be presented in an objective, unbiased manner; and
- In the event the speaker's topic is determined to be controversial, the teacher will notify students beforehand that any student who does not wish to attend the presentation may have an alternative assignment.
Adoption Date: May 16, 2005
Revised: February 6, 2008
Reviewed: March 5, 2025
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Flag exercises will be conducted in each classroom at the beginning of the school day and at the opening of all school assemblies. Students not reciting the pledge of allegiance will maintain a respectful silence while either seated or standing. When feasible, the salute to the flag or the national anthem will be rendered immediately preceding interschool events.
The United States flag will be displayed upon or near every public school and district office, except during inclement weather.
Legal References:
RCW 28A.230.140 United States flag Procurement, display, exercises National anthem
Adoption Date: May 16, 2005
Revised: May 3, 2023
Reviewed Date: August 22, 2025
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Principals will be responsible for the preparation and presentation of educational activities of approximately sixty minutes in duration in observance of Veterans Day. The program will be conducted during the school week preceding the eleventh day of November of each year.
Constitution Day will be observed each year on September 17 in commemoration of the September 17, 1787 signing of the United States Constitution. If September 17 occurs on a non-school day, Constitution Day will be conducted on the preceding Friday.
Temperance and Good Citizenship Day will be observed on January 16 or, if on a non-school day, on the Friday preceding January 16. On that day, the social studies teachers must, as resources allow, coordinate a voter registration event in each history or social studies class attended by high school seniors.
Disability History Month will be observed during the month of October by conducting or promoting educational activities such as school assemblies or guest speaker presentations that provide instruction, awareness and understanding of disability history and people with disabilities.
Legal References:
RCW 28A.230.160 – Educational activities in observance of Veteran's Day
RCW 28A.230.150 – Temperance and Good Citizenship Day – Aids in programming
RCW 28A.230.158 – Disability history month-Activities
36 U.S.C. 106 – Constitution and Citizenship Day
Adoption Date: May 16, 2005, Ref. 11/07
Revised Date: December 18, 2019
Reviewed: September 29, 2025
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The purpose of observing Disability History Month is to encourage students to respect individuals with disabilities rather than pity them, to focus on their strengths and to promote understanding rather than stereotypes. Students will be encouraged to recognize the whole person rather than just an individual’s disability.
While observing Disability History Month as required by law during the month of October, and year-round when feasible, the district will conduct a variety of educational activities of its choice designed to foster greater awareness and understanding of individuals with disabilities. The activities may include, but are not limited to, school assemblies, guest speaker presentations, research and writing projects, book studies, art projects and/or film studies. At a minimum, all activities should provide students with the opportunity to learn how people with disabilities have been treated throughout history, how they have been instrumental in changing history and/or how they became active participants in changing societal attitudes about their needs, desires and capabilities.
Suggested topics for activities include:
- Examination of common word usage that stigmatizes people with disabilities;
- Biographical study of important people throughout history who have or had disabilities (e.g., Muhammad Ali, Abraham Lincoln, Harriet Tubman, Lewis Carroll, Michael Phelps, Ludwig Van Beethoven, Michael J. Fox, Franklin Delano Roosevelt);
- Study of the history of the disability civil rights movement;
- Presentations by adults with disabilities in the community, including veterans with disabilities;
- Discussion of disability etiquette;
- Focus on community-based resources for people with disabilities, or the need therefor;
- Volunteering for community service organizations that work with people with disabilities;
- Study of art/music/film that tells the story of a person with a disability or examines the portrayal of people with disabilities;
- Study of a particular historical period focusing on the experience of persons with disabilities.
Cross References:
District Policy 2336 - Required Observances (Veterans Day, Constitution Day, Temperance and Good Citizenship Day, Disability History Month)
Legal References:
RCW 28A.230.158 Disability history month Activities
Adoption Date: December 12, 2014
Revision Date:
Reviewed Date: August 22, 2025a
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The district recognizes that views and opinions regarding the relationship of the schools and religion are diverse. While community opinions are important in shaping policy, the district must give primary credence to the United States and Washington State constitutions, state law and the decisions made by the respective courts when establishing guidelines for making decisions regarding religious-related activities and practices. The board further accepts the declaration of the State Board of Education that “all students . . . possess the constitutional right to the free exercise of religion and to have their schools free from sectarian control or influence.” To this end, the district establishes the following guidelines to preserve the constitutional rights of all students.
- Instruction about religious matters and/or using religious materials will be conducted in an objective, neutral, non-devotional manner and will serve a secular educational purpose. History, sociology, literature, the arts and other disciplines taught in school may have a religious dimension. Study of these disciplines, including the religious dimension, will give neither preferential nor disparaging treatment to any single religion or to religion in general and must not be introduced or utilized for devotional purposes.
- Criteria used to guide academic inquiry in the study of religion will seek the same neutrality, objectivity and educational effectiveness expected in other areas of the curriculum. In addition, materials and activities should be sensitive to America's pluralistic society and should educate rather than indoctrinate. Instructional activities should meet the three-part test established and used by the U.S. Supreme Court to determine constitutionality: (1) the activity must have a secular purpose; (2) the activity's principal or primary effect must be one that neither advances nor inhibits religion; and (3) the activity must not excessively involve the school in religion. This constitutional restriction will not preclude a student from expressing their views relative to belief or non-belief about a religious-related issue in compositions, reports, music, art, debate and classroom discussion, when consistent with the assignment.
All religious-related instructional materials and/or activities must relate to secular student learning goals or standards.
Staff will avoid assigning work that emphasizes the religious aspects of a holiday. Individual students should be allowed, at their own direction, to use religious personages, events or symbols as a vehicle for artistic expression, if consistent with the assignment. State law prohibits staff from requiring that students reveal, analyze or critique their religious beliefs, from grading academic work on its religious expression if any, from censoring or imposing consequences on students who engage in religious expression in accordance with the law, or from imposing the religious beliefs of the staff member on students. - A student may decline to participate in a school activity that is contrary to their religious convictions.
If noncurriculum-related student groups are permitted to meet on school premises immediately before or after school hours, students will be permitted to meet to discuss religious, political, philosophical or other issues provided such group meetings are student-initiated and student-managed in compliance with District Policy 2153, Non-curriculum Related Student Groups. - Religious groups may rent school facilities under the policy providing for facilities rental. Activities of such groups will be clearly separated from school sponsored activities so that the school district does not support or appear to support the establishment of religion.
- A student may distribute religious literature under the same conditions that other literature may be distributed on the campus provided that such distribution does not intrude on the operation of the school.
- Material and/or announcements promoting religion may not be distributed by non-students or on behalf of groups or individuals who are not students.
- Religious services, programs or assemblies
shallwill not be conducted in school facilities during school hours or in connection with any school sponsored or school related activity. Speakers and/or programs that convey a religious or devotional message are prohibited. This restriction does not preclude the presentation of choral or musical assemblies which may use religious music or literature as a part of the program or assembly. - Musical, artistic and dramatic presentations which have a religious theme may be included in course work and programs on the basis of their particular artistic and educational value or traditional secular usage. They will be presented in a neutral, non-devotional manner, be related to the objective of the instructional program, and be accompanied by comparable artistic works of a nonreligious nature. Since a variety of activities is included as part of a holiday theme, care must be exercised to focus on the historical and secular aspects of the holiday rather than its devotional meanings. Music programs will not use the religious aspect of a holiday as the underlying message or theme. Pageants, plays and other dramatic activities will not be used to convey religious messages. Religious symbols such as nativity scenes, if used, will be displayed in conjunction with a variety of secular holiday symbols so that the total presentation emphasizes the cultural rather than religious significance of the holiday.
- A student, upon the request of a parent, may be excused to participate in religious instruction for a portion of a school day provided the activity is not conducted on school property. (Credit will not be granted for such instruction.)
- Upon receipt of a parent(s) request, a student will be excused from attending school in observance of a religious holiday.
- Students may wear religious attire or symbols provided they are not materially and substantially disruptive to the educational process.
- As a matter of individual liberty, a student may of his/her own volition engage in private, non-disruptive prayer at any time not in conflict with learning activities. School staff will neither encourage, nor discourage a student from engaging in non-disruptive oral or silent prayer or any other form of devotional activity.
- Commencement exercises will be free from sectarian influence, including invocations and benedictions.
- There will be no school sponsorship of baccalaureate services. Interested parents and students may plan and organize baccalaureate exercises provided that the service is not promoted through the school and staff, and student participation is voluntary.
Students, parents and staff who are aggrieved by practices or activities conducted in the school or district may register their concern with the building principal or district superintendent.
Cross References:
District Policy 2153 - Non-Curriculum-related Student Groups
District Policy 3122 - Excused and Unexcused Absences
District Policy 3220 - Freedom of Expression
District Policy 3223 - Freedom of Assembly
District Policy 3224 - Student Dress
District Policy 4060 - Distribution of Information
District Policy 4220 - Complaints Regarding Staff or Program
District Policy 4235 - Public Performances
District Policy 4237 - Contests, Advertising and Promotions
District Policy 4260 - Use of School Facilities
Legal References:
U.S. Constitution First Amendment, Fourteenth Amendment
Wash. Constitution Art. I, § 11
Wash. Constitution Art. 9, Sec. 4 and Art. 26
RCW 28A.600.025 – Students’ rights of religious expression – Duty of superintendent of public instruction to inform school districts
WAC 392-400-227 – School district rules defining students’ religious rights
Adopted: May 16, 2005
Revised: May 21, 2025
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The district recognizes the value of helping students understand the importance of financial education. Financial education includes knowledge and skills related to spending and saving, managing credit and debt, using a career plan to understand income potential, setting and working toward personal financial goals, and applying decision making to matters of personal finance. When students develop their financial education, they are better prepared for successful post-secondary pathways and careers. The district encourages students and their families to take advantage of any financial education learning opportunities available to them through independent activities and programs.
The district will encourage students to learn financial education effectively at a high level of proficiency. The district also recognizes the importance of allowing students to learn at their own pace, and the educational benefits that can be gained by giving students the opportunity to demonstrate competency of skills, proficiency of standards, and mastery of concepts.
As described in the procedures, the district will award financial education credits to students based on demonstrated mastery/proficiency across a range of financial education skills.
To ensure cultural responsiveness and equity in awarding mastery-based credit, the district will collect and annually review disaggregated data to see which subgroups of students are receiving mastery-based credit. If disproportionality is found, the district will take appropriate actions to ensure equitable access to these crediting opportunities.
Cross References:
District Policy 2410 – High School Graduation Requirements
District Policy 3114 – Part-Time, Home-Based, or Off-Campus Students
Legal Reference:
WAC 180-51-050 – High school credit — DefinitionWAC 180-51-051 – Procedure for granting students mastery-based credit
WAC 392-121-139 – Full-time equivalent enrollment for paid work experience for elective credit
WAC 392-410-316 – Equivalency course of study elective credit for paid work experience
RCW 28A.230.090 – High school graduation requirements or equivalencies — Reevaluation of graduation requirements — Review and authorization of proposed changes — Credit for courses taken before attending high school — Postsecondary credit equivalencies
Adoption Date: July 30, 2025
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The district recognizes the value of preparing students to read, write, speak, listen, and use English effectively. These skills are necessary for college and career readiness in multiple disciplines. The district also recognizes students may further develop these skills through activities and programs. The district encourages students and their families to take advantage of any English Language Arts learning opportunities available to them.
The district will encourage students to learn to read, write, speak, listen, and use English effectively at a high level of mastery/proficiency.
The district also recognizes the importance of allowing students to learn at their own pace, and the educational benefits that can be gained by giving students the opportunity to demonstrate competency of skills, proficiency of standards, and mastery of concepts.
As described in the procedures, the district will award English Language Arts credits to students based on demonstrated mastery/proficiency across a range of English Language Arts skills.
To ensure cultural responsiveness and equity in awarding mastery-based credit, the district will collect and annually review disaggregated data to see which subgroups of students are receiving mastery-based credit. If disproportionality is found, the district will take appropriate actions to ensure equitable access to these crediting opportunities.
Cross References:
District Policy 2410 – High School Graduation Requirements
District Policy 3114 – Part-Time, Home-Based, or Off-Campus Students
Legal References:
WAC 180-51-050 – High school credit — Definition
WAC 180-51-051 – Procedure for granting students mastery-based credit
RCW 28A.230.090 – High school graduation requirements or equivalencies — Reevaluation of graduation requirements — Review and authorization of proposed changes — Credit for courses taken before attending high school — Postsecondary credit equivalencies
Adoption Date: July 30, 2025
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The district recognizes the value of preparing students in math for college, career, and life. Math skills are necessary for college and career readiness in multiple disciplines. Students may further develop these skills through independent activities and programs. The district encourages students and their families to take advantage of any math learning opportunities available to them.
The district will encourage students to use math effectively at a high level of mastery/proficiency.
The district acknowledges the importance of allowing students to learn at their own pace, and the educational benefits that can be gained by giving students the opportunity to demonstrate competency of skills, proficiency of standards, and mastery of concepts.
As described in the procedures, the district will award math credits to students based on demonstrated mastery/proficiency across a range of math skills.
To ensure cultural responsiveness and equity in awarding mastery-based credit, the district will collect and annually review disaggregated data to see which subgroups of students are receiving mastery-based credit. If disproportionality is found, the district will take appropriate actions to ensure equitable access to these crediting opportunities.
Cross References:
District Policy 2410 – High School Graduation Requirements
District Policy 3114 – Part-Time, Home-Based, or Off-Campus Students
Legal References:
WAC 180-51-050 – High school credit — Definition
WAC 180-51-051 – Procedure for granting students mastery-based credit
RCW 28A.230.090 – High school graduation requirements or equivalencies — Reevaluation of graduation requirements — Review and authorization of proposed changes — Credit for courses taken before attending high school — Postsecondary credit equivalencies
Adoption Date: July 30, 2025
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The district recognizes the value of preparing students to become literate in science. Science plays an integral role in modern society and is an essential part of each student’s education. When students are learning about science, they are also enhancing their skills in reading, writing, and math. Students may further develop their science skills through independent activities and programs. The district encourages students and their families to take advantage of any science learning opportunities available to them.
The district will encourage students to learn science effectively at a high level of proficiency.
The district also recognizes the importance of allowing students to learn at their own pace, and the educational benefits that can be gained by giving students the opportunity to demonstrate competency of skills, proficiency of standards, and mastery of concepts.
As described in the procedures, the district will award science credits to students based on demonstrated mastery/proficiency across a range of science skills.
To ensure cultural responsiveness and equity in awarding mastery-based credit, the district will collect and annually review disaggregated data to see which subgroups of students are receiving mastery-based credit. If disproportionality is found, the district will take appropriate actions to ensure equitable access to these crediting opportunities.
Cross References:
District Policy 2410 – High School Graduation Requirements
District Policy 3114 – Part-Time, Home-Based, or Off-Campus Students
Legal References:
WAC 180-51-050 – High school credit — Definition
WAC 180-51-051 – Procedure for granting students mastery-based credit
RCW 28A.230.090 – High school graduation requirements or equivalencies — Reevaluation of graduation requirements — Review and authorization of proposed changes — Credit for courses taken before attending high school — Postsecondary credit equivalencies
Adoption Date: July 30, 2025
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The district recognizes the value of helping students become part of an active and engaged citizenry. A developed knowledge and understanding of social studies helps prepare students for post-secondary pathways, careers, and civic engagement. Students may further develop their social studies skills through independent activities and programs. The district encourages students and their families to take advantage of any social studies learning opportunities available to them.
The district will encourage students to learn social studies effectively at a high level of proficiency. The district also recognizes the importance of allowing students to learn at their own pace, and the educational benefits that can be gained by giving students the opportunity to demonstrate competency of skills, proficiency of standards, and mastery of concepts.
As described in the procedures, the district will award social studies credits to students based on demonstrated mastery/proficiency across a range of social studies skills.
To ensure cultural responsiveness and equity in awarding mastery-based credit, the district will collect and annually review disaggregated data to see which subgroups of students are receiving mastery-based credit. If disproportionality is found, the district will take appropriate actions to ensure equitable access to these crediting opportunities.
Cross References:
District Policy 2410 – High School Graduation Requirements
District Policy 3114 – Part-Time, Home-Based, or Off-Campus Students
Legal References:
WAC 180-51-050 – High school credit — Definition
WAC 180-51-051 – Procedure for granting students mastery-based credit
RCW 28A.230.090 – High school graduation requirements or equivalencies — Reevaluation of graduation requirements — Review and authorization of proposed changes — Credit for courses taken before attending high school — Postsecondary credit equivalencies
Adoption Date: July 30, 2025
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The district recognizes the value of providing students an education in the arts, including the disciplines of dance, media arts, music, theater, and visual arts. The arts engage all learning styles, and they lead to powerful and life-long habits, such as creativity, collaboration, communication, and critical thinking. The arts provide students with keys to understanding the world around them and strategies for learning, interpreting, and expressing their thoughts. Students may further develop their art skills through independent activities and programs. The district encourages students and their families to take advantage of any learning opportunities in the arts available to them.
The district will encourage students to learn the arts effectively at a high level of proficiency. The district also recognizes the importance of allowing students to learn at their own pace, and the educational benefits that can be gained by giving students the opportunity to demonstrate competency of skills, proficiency of standards, and mastery of concepts.
As described in the procedures, the district will award credits in the arts to students based on demonstrated proficiency across a range of skills in the arts.
To ensure cultural responsiveness and equity in awarding mastery-based credit, the district will collect and annually review disaggregated data to see which subgroups of students are receiving mastery-based credit. If disproportionality is found, the district will take appropriate actions to ensure equitable access to these crediting opportunities.
Cross References:
District Policy 2410 – High School Graduation Requirements
District Policy 3114 – Part-Time, Home-Based, or Off-Campus Students
Legal References:
WAC 180-51-050 – High school credit — Definition
WAC 180-51-051 – Procedure for granting students mastery-based credit
RCW 28A.230.090 – High school graduation requirements or equivalencies — Reevaluation of graduation requirements — Review and authorization of proposed changes — Credit for courses taken before attending high school — Postsecondary credit equivalencies
Adoption Date: July 30, 2025
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The district recognizes the value of providing students a health and physical education. Health and physical education comprise extensive content areas that include, but are not limited to, the development of knowledge and skills to be physically active, eat nutritiously, access reliable health information and services, communicate effectively, and set health-enhancing goals. Students may further develop their health and fitness skills through independent activities and programs. The district encourages students and their families to take advantage of any learning opportunities in health and physical education available to them.
The district also recognizes the importance of allowing students to learn at their own pace, and the educational benefits that can be gained by giving students the opportunity to demonstrate competency of skills, proficiency of standards, and mastery of concepts.
As described in the procedures, the district will award credits in health and physical activity to students based on demonstrated mastery/proficiency across a range of skills in health and fitness.
To ensure cultural responsiveness and equity in awarding mastery-based credit, the district will collect and annually review disaggregated data to see which subgroups of students are receiving mastery-based credit. If disproportionality is found, the district will take appropriate actions to ensure equitable access to these crediting opportunities.
Cross References:
District Policy 2410 – High School Graduation Requirements
Legal References:
WAC 180-51-050 – High school credit — Definition
WAC 180-51-051 – Procedure for granting students mastery-based credit
RCW 28A.230.090 – High school graduation requirements or equivalencies — Reevaluation of graduation requirements — Review and authorization of proposed changes — Credit for courses taken before attending high school — Postsecondary credit equivalencies
RCW 28A.230.050 – Physical education in high schools
Adoption Date: July 30, 2025
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The district recognizes the value of providing students instruction about conservation, natural resources, and the environment and helping students to be environmentally and sustainability literate. The district places a high value on environmental stewardship. Students may further develop their environmental and sustainability education skills through independent activities and programs. The district encourages students and their families to take advantage of any learning opportunities in environmental and sustainability education available to them.
The district also recognizes the importance of allowing students to learn at their own pace, and the educational benefits that can be gained by giving students the opportunity to demonstrate competency of skills, proficiency of standards, and mastery of concepts.
As described in the procedures, the district will award credits to students based on demonstrated proficiency across a range of environmental and sustainability education skills.
To ensure cultural responsiveness and equity in awarding mastery-based credit, the district will collect and annually review disaggregated data to see which subgroups of students are receiving mastery-based credit. If disproportionality is found, the district will take appropriate actions to ensure equitable access to these crediting opportunities.
Cross References:
District Policy 2410 – High School Graduation Requirements
Legal References:
WAC 180-51-050- High school credit — Definition
WAC 180-51-051- Procedure for granting students mastery-based credit
RCW 28A.230.090 – High school graduation requirements or equivalencies — Reevaluation of graduation requirements — Review and authorization of proposed changes — Credit for courses taken before attending high school — Postsecondary credit equivalencies
WAC 392-410-115 – Mandatory areas of study in the common school.
Adoption Date: July 30, 2025
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The district recognizes the value of preparing students to be global citizens with the skills to communicate in English and other world languages. In our state’s diverse communities, it is not unusual for students to have various opportunities to develop language skills, for example, by using the language at home, attending language programs offered in the community, learning online or living abroad. The district encourages students and their families to take advantage of any language learning opportunities available to them.
To enable students to fully benefit from the advantages of multilingualism, the district will encourage students to learn to understand, speak, read and write at a high level of language proficiency. Proficiency can also be demonstrated in languages that are only spoken or signed.
As described in the procedures, the district will award world language credits to students based on demonstrated proficiency across a range of language skills.
To ensure cultural responsiveness and equity in awarding mastery-based credit, the district will collect and annually review disaggregated data to see which subgroups of students are receiving mastery-based credit. If disproportionality is found, the district will take appropriate actions to ensure equitable access to these crediting opportunities.
Cross References:
District Policy 2410 - High School Graduation Requirements
Legal References:
RCW 28A.230.090 – High school graduation requirements or equivalencies — Reevaluation of graduation requirements — Review and authorization of proposed changes — Credit for courses taken before attending high school — Postsecondary credit equivalencies
WAC 180-51-050 – High school credit — Definition
WAC 180-51-051 – Procedure for granting students mastery-based credit
Adopted: Oct. 7, 2015
Revised Dates: December 18, 2019; January 17, 2024
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The board will establish graduation requirements which, at a minimum, satisfy those established by the State Board of Education. The board will approve additional graduation requirements as recommended by the superintendent or designee. Graduation requirements in effect when a student first enrolls in high school will remain in effect until that student graduates. The board will award a regular high school diploma to every student enrolled in the district who meets the requirements established by the district. Only one diploma will be awarded with no distinctions being made between the various programs of instruction that may be pursued.
I. REQUIREMENTS FOR GRADUATING
Each student must meet the following requirements to graduate from high school: (1) complete the credit requirements specified in the procedure accompanying this policy; (2) demonstrate career and college readiness by completing a high school and beyond plan; and (3) meet the requirements of at least one graduation pathway option described in the procedure accompanying this policy.
II. IMPLEMENTATION
The superintendent or designee will develop procedures for implementing this policy according to applicable state law.
Cross References:
District Policy 2418 - Waiver of High School Graduation Credits
District Policy 3110 - Qualifications of Attendance and Placement
District Policy 3241 - Student Discipline
District Policy 3520 - Student Fees, Fines and Charges
Legal References:
RCW 28A.230.090 High school graduation requirements or equivalencies High school and beyond plans Career and college ready graduation requirements and waivers Reevaluation of graduation requirements Language requirements Credit for courses taken before attending high school Postsecondary credit equivalencies
RCW 28A.230.097 Career and technical high school course equivalencies
RCW 28A.230.120 High school diplomas Issuance Option to receive final transcripts Notice
RCW 28A.230.122 International baccalaureate diplomas
RCW 28A.600.500 Graduation Ceremonies Tribal Regalia
RCW 28A.600.300-400 Running start program - Definition
RCW 28A.635.060 Defacing or injuring school property Liability of pupil, parent or guardian Withholding diplomas Suspension and restitution Community Service program as alternative Publication of information on withheld diplomas Students rights protected
RCW 28A.655.250 Graduation pathway options
RCW 28A.655.260 Graduation pathway options Review and monitoring Participation data
WAC 180-51 High school graduation requirements
WAC 392-121-182 Alternative learning experience requirements
WAC 392-169 Special service programs - Running start program
WAC 392-348 Secondary education
WAC 392-410 Courses of study and equivalencies
WAC 392-410-350 Seal of Biliteracy
WAC 392-415-070 Mandatory high school transcript contents
RCW 28A.150.220 Basic education Minimum instructional requirements Program accessibility Rules
RCW 28A.230.330 Inclusion of American Indian peoples culture in state history and government courses Instruction in American sign language or American Indian languages satisfies language requirement.
RCW 28A.230.710 Graduation pathway options.
RCW 28A.230.700 Purpose of diploma Elements of obtainment.
RCW 28A.230.212 High school and beyond plans Substantive requirements
Adoption Date: May 16, 2005
Revised: July 18, 2007; May 5, 2010; August 4, 2010; September 2, 2014; January 20,
2015; January 4, 2017; September 5, 2018, December 18, 2019, February 13, 2023
Reviewed: October 3, 2025
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High School Equivalency Certificates will be awarded by the Superintendent of Public Instruction and the State Board for Community and Technical Colleges.
Eligibility to take high school equivalency test
The following individuals are eligible to take the high school equivalency test:
- Any person aged nineteen or over who has not graduated from a public or private high school.
- Any person between the ages of sixteen and nineteen who has not graduated from a public or private high school and who has been adjudged by a school district to have a substantial and warranted reason for leaving the regular high school program.
- Any student aged sixteen or over who has completed an education center individual student program in accordance with chapter 392-185 WAC.
- Any person between the ages of sixteen and twenty-one who has not graduated from public or private high school and is currently enrolled in the open doors program.
- Any person between the ages of sixteen and nineteen who has not graduated from a public or private high school, and who has completed a program of home-based instruction in compliance with RCW 28A.225.010(4) as certified by the written and notarized statement of the parent or legal guardian who provided the home-based instruction.
- Any person who is an active member of the military, national guard, or reserves and has not received a high school diploma.
- Adjudicated youth under the director of prisons, jails, detention centers, parole and probation offices, and other correctional facilities while enrolled in school if so ordered by a court or officer of the court.
Determination of substantial and warranted reason for leaving the regular high school program
A person between the ages of sixteen and nineteen who has not graduated from a public or private high school may apply to either the district in which they reside or the last Washington district they attended for a determination that they have a substantial and warranted reason for leaving the regular high school education program.
The application must be submitted to a designated employee who has empowered by the district to make determinations about whether a person has a substantial and warranted reason for leaving the regular high school program.
Upon receiving the application, the designated employee will evaluate the facts and make a determination. The determination of the designated employee shall be in writing and signed by the employee.
A substantial and warranted reason for leaving the regular high school program exists if one of the more following applies:
- Personal problems which seriously impair the student's ability to make reasonable progress toward high school graduation.
- A financial crisis which directly affects the student and necessitates the student's employment during school hours.
- The lack of curriculum and instruction which constitute appropriate learning experiences for the student.
- The inability or failure of the school of attendance to adjust its program for the individual or otherwise make arrangements for enrollment in a program in a manner which enables the student to advance toward graduation with reasonable progress and success.
- A determination by the designated employee of the district that it is in the best interests of the student to withdraw in order to enter a postsecondary institution or the military, or to engage in employment.
No person under eighteen years of age may be adjudged to have a substantial and warranted reason for leaving the regular high school education program unless their parent, guardian, or legal custodian agrees that dropping out of school is in the minor’s best interests.
If the designated employee determines there isn’t a substantial and warranted reason for leaving the regular high school education program, the person may appeal that decision to the board of directors. The board of directors will make a decision within 30 calendar days of the request and such decision will be final, subject to an appeal to a court of law pursuant to RCW 28A.645.010.
Cross References:
District Policy 3114 - Part-Time, Home-Based, or Off-Campus Students
Legal References:
RCW 28A.205.030 Reentry of prior dropouts into common schools, rules — Eligibility for GED test
RCW 28A.305.190 Eligibility to take GED test
Chapter 180-96 WAC General Education Development (GED) Test
Chapter 131-48 WAC Certificate of educational competence
Adoption Date: May 16, 2005
Revised: February 1, 2023
Reviewed Date: August 22, 2025
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The district will issue a high school diploma to an honorably discharged member of the armed forces of the United States who was scheduled to graduate from high school, but who left high school before graduation to serve in World War II, the Korean Conflict or the Vietnam era.
To be eligible for a diploma, the veteran or his or her representative must fill out the application provided by the Washington State Department of Veteran Affairs, provide evidence of eligibility, and have substantial ties to the district.
Veterans are eligible for the diploma even if they subsequently earned a high school equivalency certificate or are deceased.
The superintendent will determine those veterans who have substantial ties to the district. Examples include, but are not limited to, living or having lived in the district, having attended school in the district, having children or other descendants who have attended school in the district, having been employed by the district or volunteering in the district.
Cross-Reference:
District Policy 2410 - High School Graduation Requirements
Legal References:
RCW 28A-230-120 High school diplomas — Issuance — Option to receive final transcripts — Notice
RCW 41.04.005 “Veteran” defined for certain purposes
Adoption Date: May 16, 2005
Revised: August 20, 2008; December 16, 2015
Reviewed Date: August 22, 2025
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Prior to course scheduling or course registration for the next school term, the district will provide information to students and their parents or legal guardians about meeting credit-based graduation requirements through equivalency courses.
I. Experiential Education Opportunities
The district may grant credit, including high school graduation credit, for school planned or approved learning experiences which may be conducted away from the facilities owned, operated, or supervised by the district or conducted primarily by individuals not employed by the district. To grant credit for such experiences, a proposal for approval of credit must be submitted to the district’s designated team.
The proposal shall include the following elements:
- Name of program or planned learning experience;
- Length of time for which approval is desired;
- Objectives of the program or planned learning experience;
- Which one or more of the state learning goals and related essential academic learning requirements are part of the program or planned learning experience;
- Description of how credits shall be determined (completion of a district-defined course or satisfactory demonstration of proficiency/mastery in the related state learning standards in accord with WAC 180-51-050(1)) and WAC 180-51-051;
- Content outline of the program and/or major learning activities and instructional materials to be used;
- Description of how student performance will be assessed;
- Qualifications of instructional personnel;
- Plans for evaluation of program; and
- How and by whom the student will be supervised.
Approved experiences may include, but are not limited to, the following: School planned or approved learning experiences such as travel study, work study, private lessons, paid work, volunteer work, and education programs sponsored by governmental agencies.
II. Career and Technical Education Courses Provided by the District
On or after September 1, 2021, any statewide equivalency course offered by the district or accessed at a skill center will be offered for academic credit. Any approved state and local equivalency course offered by a host district in a skill center in which the district participates under an interdistrict cooperative agreement will be honored as an equivalency course by the district. Students served at any core, branch, or satellite skill center campus must have access to academic credit for any approved local or state equivalency courses offered at those sites and in accordance with transcript requirements in RCW 28A.230.097.
The district may also adopt local course equivalencies for career and technical education courses that are not on the list of courses approved by the superintendent of public instruction under RCW 28A.700.070.
Each high school will adopt core academic course equivalencies for high school career and technical courses, provided that the career and technical course has been reviewed and approved for equivalency credit by a district team appointed by the superintendent or a designee.
The district team will include a school administrator, the career and technical administrator, an instructor from the core academic subject area, an instructor from the appropriate career and technical program area, a school counselor and a representative from the curriculum department.
Career and technical courses approved for equivalency will be:
- Aligned with the state’s essential academic learning requirements and grade level expectations; and
- Aligned with current industry standards, as evidenced in the curriculum frameworks. The local career and technical advisory committee will certify that courses meet industry standards.
- Recorded on the student’s transcripts as the academic course the equivalence credit fulfills.
III. Mastery/Competency-based credits
Students may obtain up to (1) credit mastery-based credit for [math, English, arts, social studies, health and physical education, integrated environmental and sustainability education] passing a district-created assessment that is aligned to state learning standards or course equivalency requirements adopted by the office of the superintendent of public instruction (OSPI). Students do not need to have attempted and failed a course before being eligible for these options. Students may gain the knowledge and skills to earn mastery/competency-based credits through learning experiences such as independent study or experiential education, including paid work. Below are the options available to obtain mastery/competency-based credit:
- Locally created written or oral test;
- Student-designed portfolio of work;
- Hands-on demonstration of knowledge and skills; or
- other locally developed methods.
Successful completion of next higher-level course: Credit may be awarded for a course when the student successfully completes the next higher-level course in a sequence that includes a natural progression of the state learning standards from the previous course. State or locally determined learning standards will be used as the guide when making decisions regarding what courses should qualify.
Mastery-based credit is available in math, English, arts, social studies, health and physical education, integrated environmental and sustainability education if the student achieves a C or higher grade in the next-higher level course.
The mastery/competency examination must be offered in a proctored setting with appropriate technology. The district will approve the site(s) where the examination is offered, which could include individual schools, district buildings, community colleges, universities, education service districts, or other community settings. A student may take the examination two times. The district will award credit based on the highest examination score.
The student will be responsible for the cost of taking a mastery/competency examination if not offered by the district. The district will offer financial assistance to students who demonstrate need, such as qualifying for free or reduced lunch.
The district will receive official test results for each student who takes a mastery/competency examination. The district will provide a letter to the student with a copy of the test results and an indication of how many credits the student will be awarded. Credits awarded will be recorded on the student’s transcript with a grade of “Pass.”
To ensure cultural responsiveness and equity in awarding mastery-based credit, the district will collect and annually review disaggregated data to see which subgroups of students are receiving mastery-based credit. If disproportionality is found, the district will take appropriate actions to ensure equitable access to these crediting opportunities.
Elective Credit for Paid Work Experience
Students ages 16 and older may earn up to two elective high school credits through paid work experience according to the requirements contained in chapter 28A.600 RCW, which include preapproval of a proposal and assessment of the student’s grade-level proficiency on the state financial education learning standards. Credits earned through this policy do not restrict students from earning additional credits through cooperative worksite learning (WAC 392-410-315) through mastery/competency policy. There are three types of elective credit for paid work experience:
- Basic Education – General elective credit for all students;
- Special Education – Work experience aligned with IEP transition goals and supported by accommodations; and
- CTE – Worksite learning experiences that meet CTE program requirements under WAC 392-410-315
Students who are legally eligible for paid employment may earn elective credit for paid work experience. Students who meet the requirements below as determined by the appropriate school official will be awarded one-half elective credit for each 180 hours of paid, verified work experience. Students may earn up to a maximum of two elective high school credits through this process.
In order to be eligible to receive elective credit, the student’s High School and Beyond Plan must be updated to reflect the paid work experience. In addition, the student’s paid work experience must be approved in advance and in writing by the school counselor, principal, or principal designee. Approval is contingent upon the student’s submission of the following information:
- Identification of the work-based sponsor (employer) who will serve as the point of contact for the employer and participate in supervising the student during the student’s employment;
- A student narrative describing how the paid work experience will enable the student to develop the knowledge and skills necessary to meet the goals of basic education, including those essential to understanding the importance of work and finance and how performance, effort, and decisions directly affect future career and educational opportunities as provided in RCW 28A.150.210(4); and
- A plan for demonstrating or otherwise assessing the student’s:
- Grade-level proficiencies on the state financial education learning standards for employment and income or financial decisions as provided in the state financial education learning standards adopted in RCW 28A.300.469; and
- Growth in proficiency in meeting the state financial education learning standards that occurred between pre-work and post-work experiences.
The hours worked may occur during a student’s school day, outside of the regular school calendar, or in accordance with WAC 180-51-050 and 180-51-051. The district will verify the number of paid hours worked by the student at least once per term.
Courses taken before attending high school
The district will award high school credit for computer science courses taken before attending high school if either of following occurs:
- The course was taken with high school students, if the academic level of the course exceeds the requirements for seventh and eighth grade classes, and the student has successfully passed by completing the same course requirements and examinations as the high school students enrolled in the class; or
- The academic level of the course exceeds the requirements for seventh and eighth grade classes and the course would qualify for high school credit because the course is similar or equivalent to a course offered at a high school in the district determined by the board.
Students who have taken and successfully completed high school courses under the circumstances above shall not be required to take an additional competency examination or perform any other additional assignment to receive credit.
IV. AP Computer Science Courses
The board will approve Advanced Placement (AP) computer science courses as equivalent to high school mathematics or science. Based on the equivalency selected (math or science), this course may be used by a student to meet graduation requirements. The superintendent or designee will adopt procedures to denote on the student's transcript that AP computer science qualifies as a math-based quantitative course for students who complete it in their senior year.
Mastery/Competency-based credits
The district may award academic credit for computer science to students based on student completion of a mastery/competency examination that is aligned with the state learning standards for computer science or mathematics and course equivalency requirements adopted by the office of the superintendent of public instruction (OSPI).
To receive mastery/competency-based credits for computer science, a student must take a mastery/competency examination that OSPI has found aligns with the state learning standards for computer science or mathematics and that aligns with course equivalency requirements adopted by OSPI. The number of credits awarded will be based on the student’s performance on the mastery/competency examination.
Cross References:
District Policy 2170 - Career and Technical Education
District Policy 2401 – Financial Education Mastery-Based Learning and Credit
District Policy 2410 - High School Graduation Requirements
Legal References:
RCW 28A.230.010 Course content requirements – Access to career and technical course equivalencies – Duties of school boards of directors – Waivers
RCW 28A.230.097 Career and technical high school course equivalencies
RCW 28A.230.120 High School Diplomas – Issuance- Option to receive final transcripts –Notice
WAC 180-51 High school graduation requirements
WAC 392-410 Courses of study and equivalencies
Adoption Date: June 18, 2008
Revised Date: April 2014, December 12, 2016, April 23, 2025
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The board seeks to provide all students with the opportunity to complete graduation requirements without discrimination and without disparate impact on groups of students. In so doing, the board acknowledges that circumstances may arise that prevent a student from earning all credits required for high school graduation. Such circumstances may include, but are not limited to, the following:
- Homelessness;
- A health condition resulting in an inability to attend class;
- Limited English proficiency;
- Disability, regardless of whether the student has an individualized education program or a plan under Section 504 of the federal Rehabilitation Act of 1973;
- Denial of an opportunity to retake classes or enroll in remedial classes free of charge during the first four years of high school;
- Transfer during the last two years of high school from a school with different graduation requirements;
- In or have been released from an institutional education facility; and
- Other circumstances (e.g., emergency, natural disaster, trauma, personal or family crisis) that directly compromised a student’s ability to learn.
The board delegates to the superintendent or his/her designee discretion to grant a waiver of a maximum of two elective credits required for graduation. A student’s parent/guardian or an adult student must file the district’s South Kitsap Application for Waiver of High School Graduation Credits (Form 2418F) with the superintendent’s office no later than thirty days prior to the student’s scheduled graduation date. In order to graduate, students granted a waiver must earn seventeen required subject credits (four English, three Math, three Science, three Social Studies, two Health and Fitness, one Arts, one Career and Technical Education) which may be by satisfactory demonstration of competence as provided by WAC 180-51-050.
Cross References:
District Policy 2410 - High School Graduation Requirements'
Legal References:
RCW 28A.230.090 High school graduation requirements or equivalencies—High school and beyond plans—Career and college ready graduation requirements and waivers— Reevaluation of graduation requirements—Language requirements—Credit for courses taken before attending high school—Postsecondary credit equivalencies
RCW 28A.345.080 Model policy and procedure for granting waivers of credit for high school graduation.
WAC 180-51-050 High school credit—Definition.
WAC 180-51-068 State subject and credit requirements for high school graduation—Students entering the ninth grade on or after July 1, 2015.
Adoption Date: December 12, 2016
Revised Dates: December 18, 2019, February 13, 2023
Reviewed Date: August 22, 2025
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The district believes that the cooperation of school and home is a vital ingredient in the growth and education of the student and recognizes the district’s responsibility to keep parents informed of student welfare and progress in school.
The district will inform parents or legal guardians about their students’ academic progress, including the right to receive periodic reports on their students’ educational growth and development in accordance with RCW 28A.150.240 and to receive notice of their students’ performance on state learning standard tests and assessments in accordance with RCW 28A.230.195. The district will also inform the parents or legal guardians whether their students’ performance could threaten their ability to be promoted to the next grade level. Parents or legal guardians have the right to request an in-person meeting with their students’ classroom teachers and principals to discuss any resources or strategies available to support and encourage their students’ academic improvement.
The district will issue grades and written or electronic progress reports and provide opportunities for parent conferences to serve as a basis for continuous evaluation of the student's performance and to help in determining changes that should be made to effect improvement. These written and verbal reports will be designed to provide information that will be helpful to the student, teacher, counselor, and parent.
The district will comply with the marking/grading system incorporated into the statewide standardized high school transcript. Secondary students’ grade points will be reported for each term, individually and cumulatively.
The superintendent or designee will establish a system of reporting student progress and will require all staff members to comply with such a system as part of their teaching responsibility.
At the beginning of each term, each teacher will specify in writing the student learning goals or standards for his/her respective courses. If participation is used as the basis of mastery of a goal or standard, a student's grades may be adversely affected for failure to attend or participate, provided on that day there was a graded participation activity. If the teacher does not so advise students in writing, the teacher may not use attendance and participation in the grading process.
Students who feel that attendance or tardiness factors have been unfairly applied, may appeal to the principal to determine a resolution.
Cross References:
District Policy 3520 - Student Fees, Fines, or Charges
District Policy 3122 - Excused and Unexcused Absences
Legal References:
RCW 28A.150.240(2)(g) Certificated teaching and administrative staff as accountable for classroom teaching Scope Responsibilities Penalty
RCW 28A.600.030 Grading policies Option to consider attendance
RCW 28A.635.060 Defacing or injuring school property Liability of pupil, parent, or guardian Withholding grades, diploma, or transcripts Suspension and restitution Voluntary work program as alternative Rights protected
WAC 392-210 Student testing and evaluation - Washington state honors award program
WAC 392-415 Secondary education - Standardized high school transcript
RCW 28A.230.195 Test or assessment scores
Adjustments to instructional practices
Notification to parents
RCW 28A.605.005 Parental rights
Adoption Date: May 16, 2005, Ref 11/07
Revision: March 7, 2018; April 20, 2023; September 27, 2025
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The board recognizes that the rate of physical, social, emotional and academic growth will vary among individual students. Since each student grows at his/her own rate, these individual growth characteristics will be recognized in classroom programming.
After a student has successfully completed a year of study at a specific grade level, he/she will be promoted to the next grade. Retention at the same grade may be beneficial to the student when he/she is not demonstrating minimum competency in basic skill subjects in relation to ability and grade level. Retention should not be considered, except in these instances where there is a strong likelihood that the student will benefit with minimum social and emotional disruption.
The superintendent will establish procedures which provide that parents will be informed at least 3 weeks in advance of any retention decision on the part of the school. The procedures may include an exception to this timeline for third grade students subject to the grade placement requirements in Policy 2107, Comprehensive Early Literacy Plan.
Cross References:
Board Policy 2090 - Program Evaluation
Board Policy 2107 - Comprehensive Early Literacy Plan
Adoption Date: May 16, 2005
Revised: November 2007; June 19, 2013; March 7, 2018
2000 Instruction - Procedures
Instruction Procedures 2000 Series
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2020P COURSE DESIGN, SELECTION, AND ADOPTION OF INSTRUCTIONAL MATERIALSpdf
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2021P LIBRARY INFORMATION AND TECHNOLOGY PROGRAMSpdf
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2022P ELECTRONIC INFORMATION SYSTEMpdf
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2024P ONLINE LEARNINGpdf
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2025P COPYRIGHT COMPLIANCEpdf
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2027P DISTRICT OWNERSHIP OF STAFF CREATED WORKpdf
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2029P ANIMALS AS PART OF THE INSTRUCTIONAL PROGRAMpdf
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2030P SERVICE ANIMALS IN SCHOOLSpdf
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2090P PROGRAM EVALUATIONpdf
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2100P EDUCATIONAL OPPORTUNITIES FOR MILITARY CHILDRENpdf
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2110P TRANSITIONAL BILINGUAL INSTRUCTIONpdf
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2121P SUBSTANCE ABUSE PROGRAMpdf
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2125P SEXUAL HEALTH EDUCATIONpdf
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2140P COMPREHENSIVE SCHOOL COUNSELING PROGRAMpdf
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2145P SUICIDE PREVENTIONpdf
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2150P CO CURRICULAR PROGRAMpdf
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2151P INTERSCHOLASTIC ATHLETICSpdf
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2153P NON CURRICULUM RELATED STUDENT GROUPSpdf
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2161P SPECIAL EDUCATION AND RELATED SERVICES FOR ELIGIBLE STUDENTSpdf
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2162P EDUCATION OF STUDENTS WITH DISABILITIES UNDER SECTION 504 OF THE REHABILITATION ACT OF 1973pdf
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2163P MULTI TIERED SYSTEM OF SUPPORTSpdf
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2165P HOME OR HOSPITAL INSTRUCTIONpdf
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2170P CAREER AND TECHNICAL EDUCATIONpdf
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2190P HIGHLY CAPABLE PROGRAMSpdf
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2220P STUDENT CALENDARpdf
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2255P ALTERNATIVE LEARNING EXPERIENCE COURSESpdf
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2320P FIELD TRIPS, EXCURSIONS, AND OUTDOOR EDUCATION PROTOCOLpdf
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2401P FINANCIAL EDUCATION MASTERY BASED LEARNING AND CREDITpdf
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2402P ENGLISH LANGUAGE ARTS MASTERY BASED LEARNING AND CREDITpdf
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2403P MATH MASTERY BASED LEARNING AND CREDITpdf
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2404P SCIENCE MASTERY BASED LEARNING AND CREDITpdf
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2405P SOCIAL STUDIES MASTERY BASED LEARNING AND CREDITpdf
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2406P THE ARTS MASTERY BASED LEARNING AND CREDITpdf
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2407P HEALTH AND PHYSICAL EDUCATION MASTERY BASED CREDITpdf
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2408P INTEGRATED ENVIRONMENTAL AND SUSTAINABILITY EDUCATION MASTERY BASED CREDITpdf
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2409P WORLD LANGUAGE MASTERY BASED CREDITpdf
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2410P HIGH SCHOOL GRADUATION REQUIREMENTSpdf
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2418P WAIVER OF HIGH SCHOOL GRADUATION CREDITSpdf
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2420P GRADING AND PROGRESS REPORTSpdf