Family Engagement Survey - February 25 to March 24, 2020 - Learn More

This hand book outlines the rules and processes at Ardmore. Any information contained in this handbook defers to the Bellevue School District Policies and Procedures which can be found at https://bsd405.org/about/policies-procedures/

About Ardmore Elementary

Welcome to a new school year at Ardmore Elementary! Ardmore Elementary School extends a sincere welcome to all families. You and the entire Ardmore staff share a mutual interest in your child’s educational experience. You are encouraged to share in this very special partnership by volunteering in the school, getting to know your child’s teacher, joining the Ardmore PTSA, and becoming familiar with the school’s staff and programs.

Ardmore Elementary is a school that works to create a positive and challenging academic experience for your child. The mission of Bellevue Schools is to provide all students with an exemplary college preparatory education so they can succeed in college, career, and life. This year, Ardmore staff will continue to work toward this mission by setting rigorous school goals.

Ardmore Elementary School’s vision is to affirm and inspire each and every student to learn and thrive as creators of their future world.

One of the best ways to get to know what’s happening at Ardmore Elementary is to get involved: volunteer at the school, join the PTSA and volunteer for important committee work, become a partner at home by checking homework and reading daily with your child for at least 20 minutes. We know that when families and school work together in the lives of our children, their opportunities and potential for success soars!

Taking a few minutes to read through the parent information sections on this website will provide you important information to assist in ensuring a positive year for you and your child at Ardmore Elementary. This handbook contains information that pertains to the safety of all our children and policies that help Ardmore run smoothly. If you have any questions about any information you find here, I encourage you to talk with your child’s teacher or call/email to talk directly with the principal, Dr. Anne Reece. (425) 456-4700.

School Schedule

Ardmore School Hours 8:05 a.m.-2:35 p.m. (Wednesday only 8:05 a.m.- 12:20 p.m.)

Monday, Tuesday, Thursday, Friday

  • 7:35-8:00 a.m.: Students enter building and go to café if they want the fee-based breakfast that is served or they go to the class lines on the playground.
  • 8:00 a.m.: Classroom teachers pick up students on the playground and take them to class
  • 8:05 a.m.: Instruction begins in all classrooms
  • 2:35 p.m.: Dismissal

Wednesday

  • 7:35-8:00 a.m.: Students enter building and go to gym (fee-based breakfast served)
  • 8:00 a.m.: Classroom teacher picks up students in gym and takes them to class
  • 8:05 a.m.: Instruction begins in all classrooms
  • 12:20 p.m.: Dismissal (note: the dismissal time is 5 minutes later than in 2018-19)

Arrival and Dismissal Process

Arrival

Students must arrive at the school after 7:35 AM when there is supervision in the café and the line-up area under the covered area. If you child is not eating breakfast we recommend your student arrive at 7:55 am. As students arrive they decide if they need breakfast – if they do they enter through the front doors to the café. If they do not, they follow the sidewalk around to the covered area on the playground. They wait there in line until the teachers arrive when the bell goes at 8:00 AM. Then students are escorted inside by their teacher. Students who arrive after 8:00 enter through the front doors and all students must be in class by 8:05AM.  In severe weather students will be directed to an alternative location if needed.

School begins at 8:05 a.m. Prompt arrival at school is expected of all students. Students who arrive after 8:05 a.m. are considered tardy and must report to the Office.

Dismissal

Students will be walked in grade level groups to the appropriate dismissal area after school. The bus loading area is located on the side of the building, the car drop-off/pick up is located in the front of the building, and parents who are picking up children by foot can meet them in the front of the building. Students can not be on the roads in the pick up area without adult supervision by parents/caregivers. Parents like to park and walk to their child but in the end this slows down the student pick up process and it is unsafe. Parents are asked to use the drive through area.

Unless students are involved in a supervised after-school activity, students must leave campus at the end of the school day (2:35pm Mon/Tue/Thurs/Fri or 12:20pm on Wednesdays.) To not interrupt instruction at the end of the day, parents are asked to wait outside the building to meet their children at dismissal.

If you are using the designated car pick up drive through area, please remain in your car at all times, pull forward in order to keep the traffic flow moving, and following directives of staff members. To help ease student pick-up congestion, you may consider either arriving to school five minutes after dismissal when the parking lot is typically cleared out or parking your car on a side street and meeting your child by foot. Staff will remain outside with students for 10 minutes. To ensure student safety, any student picked up after 2:45 p.m. will need to be picked up in the main office and signed out by a parent/guardian. Frequent late pick-ups may result in the need for a plan to be made between the principal and family or referral to Child Protective Services.

Parking Lot – Where to park

Please park in the visitor parking lot located in the front of the building or in the lower lot. If you need to park on a side street, please use the designated crosswalks and adhere to all safety rules.

Going Home with a Friend

Should your child wish to go home with a friend or anywhere else other than the normal after-school destination, written permission from a parent or guardian must be brought to the school office in the morning where it will be recorded and stamped. School phones are not available to make last minute play plans. If plans should change during the school day, please notify the main office before 2:00 pm. Change of dismissals plans called in after 2:00 pm are not guaranteed to be delivered to the student unless it is deemed an emergency.

Playground Supervision

School staff supervises the play areas during the morning and lunch recesses. These areas are not supervised before or after school.

Attendance

Please report all attendance messages to ardmoreattendance@bsd405.org.  You can also call the 24 Hour hotline (425) 456-4711 to leave voice messages.  Call by the start of school to notify the Office of your child’s absence. This is an automated line, and your messages will be checked early in the school day.

Regular attendance is important to a student’s success in school, and students are expected to be in school unless excused.

An absence from school will be excused for the following reasons:

  • Illness or medical injury
  • Family emergencies
  • Observations of established religious holidays
  • Pre-arranged medical and dental appointments
  • Absences which are considered appropriate at the discretion of the Principal.

Because frequent tardiness and absences affect student learning, this issue will be addressed by the Ardmore Attendance Team. Actions include meeting to make plans for support and might include referrals to the County Court system. The state requires that we communicate with you in writing about attendance, plans, and ways to improve attendance.

Excused absences

Regular school attendance is necessary for mastery of the educational program provided to students. Students may need to be absent from class. The family must notify the school of the absence for it to be considered excused.

The following are valid excuses for absences:

  • Illness, health condition or medical appointment for the student
  • Family emergency including, but not limited to, a death or illness in the family
  • Religious or cultural purpose including observance of religious or cultural holiday or participation in religious or cultural instruction
  • Court, judicial proceeding
  • Absence resulting from a disciplinary/corrective action (e.g. suspension or expulsion).

he Principal or designee has the authority to determine if an absence meets the above criteria to be deemed an excused absence. An absence may not be considered excused if it causes a serious adverse effect on the student’s educational progress.

Unexcused absences

These are absences which do not qualify as excused absences or where the family does not notify the school of the absence. There are progressive consequences for unexcused absences including letters, phone calls, meetings and when there are excessive absences may result in a truancy petition.

Pre-arranged absences

If your child is going to be absent for more than two days due to family plans, please obtain a Request for Excused Absence Form from the Office. It must be approved by the principal at least 5 days prior to the absence. A total of five (5) school days may be approved by the Principal per school year for family purposes.

The District Attendance Procedures 3122P can be found at: https://bsd405.org/wp-content/pdf/policy/3122P.pdf

Office Information

Address or Information Change

Parents may make changes to their child’s school file profile via the ParentVue in Synergy.  Uploading documentation may be required.  It is the Parent/Guardian’s responsibility to notify the front office at 425-456-4700 or via e-mail nordstromk@bsd405.org of any changes of address, work or home phone number or emergency contacts so they may be changed on school records. Any changes need to be noted immediately for safety reasons.

Calendar

Please refer to the district website calendar for the most up-to-date district information (www.bsd405.org). Additionally, you can find out about Ardmore events on the PTSA Website at ardmore1ptsa@gmail.com

Medications

Whenever possible, parents and physicians are urged to design a schedule for administering medication before or after school hours. If this is not possible, parents must come to the Office to complete an Authorization to Administer Medication Form. This authorization is good for the current school year only. Unused medication must be collected from the school at the end of the prescribed period or end of the school year, whichever is sooner. Bellevue School District policy states that all medications must come to the Office, not in the classroom or student’s backpack, in the original container labeled by the pharmacy or physician with the medication name, the dosage to be taken, frequency of administration, the name of physician and a signature by the physician.

Parent Volunteer in the Classroom

All parent volunteers with regular access to students must complete and submit a volunteer application. Applications can be completed online, and a parent computer can be used in our Ardmore Office or any Bellevue school if needed. All applicants must provide a copy of valid photo identification when returning the application. All volunteers must pass the screening process BEFORE they can volunteer in our school.  Please go to the following website to complete your background check: https://app.verifiedvolunteers.com/en/Candidates/Account/Register

Visitor Sign in

All visitors to the school must use the sign-in system for all visitors and volunteers. If you come to the school to visit or volunteer, please stop by the office first and sign in. We will ask you to wear a badge that identifies you as a visitor or volunteer. We truly appreciate your support at Ardmore and want you to feel welcome here while realizing that the safety of our students is a high priority for us.

Dropping of Items for Students

If you are bringing an item to school for your child, please leave it in the Office and your child will be called to the Office to pick it up. Do not deliver it to the classroom. This helps us to limit the number of distractions that occur during instruction time.

Curriculum & Student Learning

Curriculum

The curriculum in our classrooms reflect the Common Core State Standards outlined by the State of Washington and Bellevue School District. More information about the Common Core State Standards and the national and state standards for other subjects can be found on the web at http://www.k12.wa.us/CurriculumInstruct/default.aspx .

Student progress is monitored using rubrics with success criteria for the standards and formal and informal assessments. Students can be at one of 4 levels on the grade level state standards:

  • 4 – Exceeding Standard
  • 3 – Meeting Standard
  • 2 – Approaching Standard
  • 1 – Below Standard

We want all students to be at a 3 or 4 with mastery of state standards. These are the numbers that are reported in the report card. When students are at a 1 or 2 we provide additional or intensive interventions.

Specialists & Band/Orchestra

Across the week, all students participate in specialist lessons that teach them required skills to meet state standards in physical education, integrated arts (music and art), technology, and library skills. Band and orchestra instruction is available for 5th students during specialist time.

Homework

The school has a plan for parents to do homework with students each night to build study skills. This plan is sent home at the beginning of the school year. The key activity that all students must do each night is read for 20-30 minutes. It is beneficial if parents can listen to them read.

Parent Help for Students

Parents often ask, “What can I do at home to help my child learn?” The following list will help your child be more successful in school:

  • Talk with your child about school; what is easy and what is hard for them.
  • Read to your child and/or have them read to you every day for 20 to 30 minutes. Reading can be done in a language other than English. It is the reading that is important, not just English.
  • Ask your child to explain his or her thinking when talking.
  • Ask lots of “why” questions.
  • Have your child write every day.
  • Play games that involve problem solving.
  • Practice basic math facts in addition, subtraction and multiplication and division.
  • Practice spelling and vocabulary words.

School & Student Safety

Ardmore gives students and staff safety its highest priority. In emergency situations the school wants to be well prepared to ensure the safety of all students and staff. For this reason, we have very strict guidelines about access to the building and student release. All parents must check into the office to access the building and child.

Emergency Contact Information

All parents/ guardians must complete or update the ARDMORE Emergency Information Card each year for the school to have on file. This information is necessary for the safety and care of each student. As information changes (address, phone numbers, daycare), you must notify the school to update the information. Students will not be released to people who are not listed on the emergency contact information on the card. If you have someone else pick up your child who is not listed on the emergency card, you must contact the office with the person’s name or send a written note.

It is EXTREMELY important that each child has up-to-date profile information on file in the office. This profile provides names and phone numbers of emergency contacts. If your child is sick or injured, or if there is an emergency at the school, the office first calls the parents/guardians listed at their home, work, or cell phone. If we are unable to reach them, we leave messages whenever possible and proceed down the emergency contact list in the order given. We often face the dilemma of not being able to contact anyone because phone numbers have changed or are no longer in use, or we simply don’t have other names to call. We would appreciate you listing several contacts and advising us when changes occur.

Permission Slips

Permission slips are required any time students leave the campus on a school sponsored event. Teachers will send these home in advance for you to sign and return to school. Students who do not have a signed permission slip will not be allowed to participate in the off-campus activity.

Emergency Preparedness

An extensive emergency plan has been prepared for our school. Students are instructed on emergency procedures and participate in monthly drills. In the event of an emergency, power may be lost and we may be unable to contact you.

  • Fire, Earthquake, and Lockdown Drills: Unannounced emergency evacuation drills are held each month at the school as per state regulations. These include fire, lockdown, modified lockdown, and chemical spill drills. Practice drills make sure that students and staff will know and follow specific safety procedures in the event of a real emergency. If family members are in the building or on school grounds during a drill everyone must follow staff directions and school procedures.
  • Lockdowns & Modified Lockdowns: If there is an emergency in the neighborhood or on school grounds the school will be placed in lockdown for the safety of everyone inside. In a lockdown or a modified lockdown, access to the building is not possible. When these lockdowns are needed a letter will be sent home to families at the end of the day to explain. If family members are in the building or on school grounds during an emergency, everyone must follow staff directions and school procedures.

Student Reunification

If there is an emergency at school the first things parents want to get to their child. This can prevent emergency and school staff doing their job. Each emergency will require different reunification processes to ensure all students and staff are safe. Please follow the directions provided by staff. The most important thing is to not have adults take students from the campus until all students are accounted for and students can only be released when an emergency contact signs them out. We will communicate via digital communication to keep parents up to date.

Access to the Building

All parents and visitors must sign in and wear a visitor badge to be in the building and then sign out when you leave. In 2019 a new electronic system is required for check-in and check-out. For your safety and for the safety of everyone in the building please wear a visitor tag at all times.

No Weapons or Drugs

The school grounds are weapons and drug free zones. It is against the law to have weapons or drugs on campus. Police will be called if necessary.

A “weapon” is any instrument that threatens, or appears to threaten, the safety of the school community. Any student with an object resembling a knife, gun, or other possibly dangerous instrument, regardless of the object’s actual ability to cause harm or the intent of the bearer of such an object, can receive the severest of consequences, including police contact, suspension and expulsion.  The school follows district policies: https://bsd405.org/wp-content/pdf/policy/4210.pdf

Before and After School Care

The ELP department offers before and after school care. Please contact the school office and they will direct you to the correct person.

Personal Property

We have everything your child needs to learn at school. Other than school supplies, they do not need to bring personal items from home. Personal items such as electronic games, cameras, radios, headphones, fidget spinners and any other toys, must not be brought to school. They are not allowed at school because they distract students from learning and are not needed.

Student Responsibility for Personal Item

Ardmore Elementary does not accept responsibility for personal items that are lost or broken at school. Students and their families are responsible for all personal items.

Weapons or Toy Weapons

Weapons or toy weapons are NOT ALLOWED on school property at any time. Toy guns and toy knives are considered weapons, so they cannot be brought to school.

Money

Money for field trips should be handed to the teacher at the beginning of the day. Students do not need money at school usually but if they do they should give it to their teacher for safe keeping. The school cannot be responsible for money brought from home that we do not know about.

Personal playground equipment

Equipment such as basketballs, soccer balls, footballs, baseballs and bats, and jump ropes are provided at school so students should not bring their own equipment. The school will not be not responsible for any personal items brought to school if they are lost, damaged, or stolen. The school will not be responsible for any toys that are collected or stored by staff.

Lost and Found

Lost and Found is located in the café or multipurpose room. Unclaimed items from the Lost and Found are donated to charity at the end of each trimester.

Backpacks

All students should have a backpack to carry student work, books and communication from the school and home. If parents need assistance getting a backpack please call the school.

Student Phone Calls

Student phone calls during the school day must be made through the school office with the permission of school staff. This is to ensure students are not contacted by strangers or distracted from their learning. If parents want to contact a student they should call the office and a message will be delivered to your student. Do not call student cell phones during school hours as staff do not know if it is a safe caller.

Cellular Phones

Cell Phones cannot be used during instructional hours on campus at Ardmore. This rule is to ensure student safety from outside individuals. If students carry a cell phone for safety purposes before or after school, the phone must be turned off and left in the student backpack or in s pocket at ALL times throughout the school day. Parents should not call students on the student’s cell phone during school hours. Please call the office and they can convey the information. If a cell phone is seen or used on campus, the phone will be confiscated and held in the main office until a parent can pick it up. On the third occurrence a plan of action will be agreed on between the school and family.

Bicycles & Scooters

Students may ride their bicycles and scooters to school. A bicycle helmet is required. Bicycles and scooters must be walked on and off the school grounds and riders must obey the school staff at all times. The school accepts no responsibility for accidents or damage to or theft of on any bicycle, scooter or skateboard on or off the school site. Bicycles, scooters, and skateboards cannot be ridden on school property and must be walked on and off the school grounds. Students may lock their bicycles at the designated bicycle stands at the front of the school. The school is not responsible for the storage or loss of any bicycles, scooters, and skateboards.

Transportation

Buses

Bus service is provided for any student living within the school attendance area that is not within walking distance. If you have a question about a bus stop, please contact District Transportation at (425)456-4512 or check out the Bellevue School District website.

Communication between Families and School

Communication with the Principal or Assistant Principal

You can stop by or call to talk to the Principal or Assistant Principal at any time. Unfortunately, they are not always free. The Principal and Assistant Principal are expected to spend half their time in classrooms with students and teachers. To ensure the Principal or Assistant Principal can listen to your ideas or concerns it is best to arrange a meeting in advance. You can do this by talking with the office manager at (425) 456-4700 and scheduling a time.

Conferences

Parent-Teacher Conferences provide the opportunity to share valuable information about student progress in school. Parents may request a conference with the child’s teacher or the principal at any time during the school year. Formal conferences are held in the fall for all students. Additional conferences are held at teacher/parent discretion. Kindergarten conferences will be held in the first days of school before kindergarten students start.

Curriculum Night

Ardmore Curriculum Night for all grades will take place in September. Curriculum Night is an opportunity for you to learn more about classroom expectations, academic focus, and curriculum content for the course of the year. The time will also provide an opportunity for you learn about volunteer opportunities in your child’s classroom, as well as meet school administration. Childcare will be provided, as will translation. More information will follow at the start of school from your child’s classroom teacher.

Student Progress Reports

The chief purpose of reporting student progress to parents it to provide the information necessary for a solid working relationship between school and the home in guidance of the student. Parents will be kept informed about the growth and progress of their children in all aspects of school curriculum, including observed student behaviors in the intellectual, emotional, physical and social development areas. Written progress reports will be sent during the designated reporting periods (usually the end of the two semesters in January and June). For more information, see the district website: www.bsd405.org

Communication to Parents:

  • Principal Newsletter – the principal sends out a newsletter every two weeks. These newsletters are published on the school website so it can be translated into all main languages (click the button at the bottom of the website)
  • PTSA Eagles newsletter is usually available online and notices for events are sent home with students every two weeks. Please check your child’s backpack for these important items from school.
  • Website – The School Website has information posted https://bsd405.org/ardmore/ .
  • Automated Phone Calls – the school will use automated phone calls on occasion. This means the school will call you with a message. Just listen to the message – you don’t need to call the school. If you want to volunteer at school or you have a concern, question or comment, please call the school at (425) 456-4700 and you will be directed to the right person.
  • Text Messages – the school will be using text messages to communicate with families, so we can ensure families get up to date information. Make sure your cell phone number is up to date in the system.
  • Email – parents have stated they prefer to communicate via email. We mainly use emails to communicate – please make sure you have your email in the system. Call the office – (425) 456-4700

Phone Calls with Teachers

Teachers are available to talk with parents before school and after school. During school hours, when teachers are teaching, the office staff will take a message for your child’s teacher or connect you to their voice mail. If you want a teacher conference, please call and make an appointment. Our office staff can help connect you with the teacher to set that up. Call (425) 456-4700.

Meetings with Teachers

During teaching time teachers must teach. Teachers can meet a time convenient for parents outside of the teaching time. Parents are welcome to arrange meetings with teachers to talk about student and family needs. The meeting can be arranged through the office or with the teacher. All meetings should be at a time that is convenient for the teacher and the parent.

Classroom Visits

Parents are welcome to visit their child’s classroom or any other activity on the school grounds, such as special programs and assemblies. Please contact the teacher and/or principal in advance if you wish to observe or visit a class. While in the classroom the parent cannot talk to students or the teacher. The parent should plan to leave notes on what they observe with the teacher. If parents want to talk to the teacher arrange a time to talk after the visit. On-going observations of a classroom can cause disruption to the regular school day, therefore the principal reserves the right to limit the number of observations requested by a parent, as necessary.

Interpretation

The district uses staff where possible to provide interpretation. The district also uses a language service via the phone to support interpretation. When you call the school may need to have the service call you back to provide interpretation.

Nutrition Services

Breakfast and Lunch

Nutritious hot lunches and breakfasts will be available for purchase every day for all students, or students may bring a lunch from home. Our computerized lunch accounting system enables students to pay in advance.

Breakfast/Lunch Money Deposits

Lunch money is accepted in the Office. Payment envelopes are available in the front office. Please label them with Student’s name, grade, teacher, and amount to be deposited. Please do not bring money through the lunch line.  Checks can be made out to BSD (Bellevue School District).

You will be notified when your child’s lunch balance drops below the price of a school lunch. Please be sure to send money immediately as we are unable to extend credit. No Child will go hungry at school. Free/reduced Lunch Forms are available in the Office for those qualifying for financial assistance.

For updated meal prices, please see the BSD website https://bsd405.org/services/nutrition-services/pay-for-meals/ .

Snacks at School

Students may bring healthy snacks to eat prior to lunchtime. Your child’s classroom teacher can give you more information about snack time, community snack donations, etc. as each classroom handles snack a little differently.

Student Behavior and Expectations

Harassment, Intimidation and Bullying (HIB)

Ardmore does not tolerate any bullying and we are aiming for zero bullying. Ardmore follows Bellevue School District Policy and Procedures (3207 and 3207P). This policy defines Harrassment, Intimidation and Bullying as:

Harassment, intimidation or bullying is any intentionally written message or image, including those that are electronically transmitted, verbal, or physical act, including but not limited to one shown to be motivated by race, color, religion, ancestry, national origin, culture, gender, socio-economic status, sexual orientation including gender expression or identity, mental or physical disability, or other distinguishing characteristics, when an act:

  1. Physically harms a student or damages the student’s property;
  2. Has the effect of substantially interfering with a student’s education;
  3. Is so severe, persistent, or pervasive that it creates an intimidating or threatening educational environment, or
  4. Has the effect of substantially disrupting the orderly operation of the school.

Ardmore regards HIB as inappropriate behavior and students need to learn and receive instruction on how to interact the right way. All students participate in the Bully Prevention Unit which is taught in September/October. Often bullies do not realize their behavior is intimidating or harassing the other student. As a result, Ardmore students will first use the signal and tell the other student “STOP” while using two hands in front of their body in the stop sign. If the bullying continues the student must notify an adult. Often this adult is the parent and the school needs parents to contact us, so we can address the bullying.

The school can stop bullying if we know about it. The problem is we often don’t know. So, we rely on everyone to communicate bullying situations. We ask that all students and families report bullying as soon as possible. You can call the school, fill out a form in the main office, or arrange a meeting with the principal or assistant principal. A HIB form will be completed and the school will conduct an investigation. From there, plans are developed to stop the situation. Both the district and the families will be notified of the plans to stop the bullying and the resolution of the problem. Sometimes the problem persists, and we need to reteach behaviors to students.

Behavior & Discipline

Ardmore follows the Bellevue School District policy 3241 to address behavior challenges that students are facing. Ardmore’s behavior philosophy is consistent with Positive Behavior Intervention Support (PBIS). We teach and reteach behavior expectations. We provide school experiences for students that promote positive reinforcement of culturally and socially appropriate behaviors are actively promoted by staff members. We use the RULER and Second Step programs to teach social skills and emotional regulation. We use Restorative Practices to address conflicts. Many students come to school knowing the social and behavior expectations of school but other need additional or intensive support to meet school behavior expectations. It is important that the school partner with parents to teach expectations.

When/if student behaviors become disruptive to the learning environment, progressive discipline strategies that promote student reflection and restorative justice will be utilized to support students’ understanding of how their behavior impacts themselves and others. Additionally, Ardmore staff members communicate and collaborate with families to problem-solve difficult behaviors that may arise.

Recess

At the beginning of the year, each student is taught the Ardmore recess expectations as a part of the PBIS program. Each student is responsible for safe and fair play while at recess, as well as expected to stay within the playground boundaries. Please help your child to dress appropriately for Washington recess weather (rain). Warm rain jackets and weather-sturdy shoes are recommended for all times during the year (as rain can occur at any time in the northwest). Rainy day recess inside will only occur during the harshest of weather conditions. When rainy day recess does take place, students will be offered indoor and/or covered area alternatives to play in with adult supervision.

Dress Code

Ardmore follows the Bellevue School District dress policy (3224). Families should be thoughtful in helping students select appropriate clothes and shoes to wear to school each day. Clothes should be appropriate for the learning environment and weather forecast to ensure student safety. Footwear should be chosen with safety in mind, considering that most students are running around outdoors during recess, climbing on playground equipment, and playing games. Closed shoes are recommended for safety reasons on the playground. Tennis shoes are required for every PE session. Every student will attend PE once a week.

BELLEVUE SCHOOL DISTRICT POLICIES AND PROCEDURES

What follows are excerpts and/or a summary from the policies and procedures of critical Bellevue School District (BSD) policies where publication/notification is either required or encouraged. Complete policies and procedures can be found in the BSD digital policy and procedure manual found on the District website:

http://www.bsd405.org/about-us/policies-procedures.aspx

POLICY 3241 AND PROCEDURE 3241P (CLASSROOM MANAGEMENT, CORRECTIVE ACTIONS AND/OR INTERVENTIONS)

The District is committed to ensuring a safe and productive learning environment in which students are provided every opportunity to learn. In order to ensure that each and every student has equitable access to educational services and that student behavior does not result in a loss in educational services, the District has eliminated short-term suspensions and provides access to educational services during long-term suspensions and non-emergency expulsions. The District is also committed to reducing the disproportional impact of out-of-school suspensions and expulsions on any identifiable group of students including those with disabilities. The District will achieve its commitments by the application of positive behavior supports and principles, while recognizing that there will be times when the application of corrective action is necessary.

 

When applying corrective action, principals use sound professional judgment to determine appropriate corrective action that is consistent with the District mission and goals, in the best interest of students and anchored in sound theory and practice. Principals will ensure that corrective action is consistent, fair, balanced, progressive in nature, and considers the developmental level of the student. The application of corrective action is at the discretion of principals.

 

The district reserves the right to refer to the appropriate non-school agency any act or conduct of its students which may constitute a crime under federal, state, county or local law.

Appeal Process for:

Corrective Action and/or In-School Suspensions: There are three levels of grievance/appeal within the school district to contest corrective action.

  1. A building-level grievance to the principal: The student and/or parent/guardian have the right to an informal conference with the building principal or his/her designee, provided they notify the principal within three school days of the notification of the imposition of the discipline to request a grievance conference.
  2. A district-level grievance: Subsequent to the building-level, grievance, the student and/or parent/guardian have the right, within three school business days of receiving the principal’s decision, to present the district-level grievance to the executive director of the student’s school.
  3. An appeal to the district Disciplinary Appeal Council: Subsequent to the district-level grievance, the student and/or parent/guardian have the right to present a written and/or oral grievance to the disciplinary appeal council, provided the student and/or parent/guardian has notified the executive director of the student’s school within two school business days of receiving their decision of intent to grieve. The district Disciplinary Appeal Council will notify the student and/or parent/guardian of its response to the grievance within ten school business days after the date of the appeal. In-school suspensions will be imposed notwithstanding implementation of the above grievance/appeal procedures.

 

Long-Term Suspension and Non-Emergency Expulsion: There are two levels of grievance/appeal within the school district to contest long-term suspension and non-emergency expulsions:

(1) A hearing before the District Hearing Officer: To initiate this hearing, the student and/or his/her parent/guardian must submit a written request for a hearing to the appropriate Executive Director or Supervisor of Pupil Management on or before the expiration of the third school business day after receipt of the notice of opportunity for a hearing.

(2) An appeal before the district Disciplinary Appeal Council: Subsequent to a hearing before the District Hearing Officer, the student and/or parent/guardian have the right, within three school business days after receipt of the District Hearing Officer’s decision, to present a written appeal of the decision to the appropriate Executive Director. If a written appeal is not received within the required three school business days, the long-term suspension or non-emergency expulsion may be imposed as of the calendar day following expiration of the three school business days.

If a written appeal is received within the required three business days, the long-term suspension or non-emergency expulsion may be imposed during the appeal period subject to the conditions and limitations described in WAC 392-400-310(4). If a written appeal is received within the required three school business days, the district Disciplinary Appeal Council will schedule and hold an informal conference to review the matter within ten school days after the date of receipt of the appeal. The purpose of the informal conference will be to meet and confer with the parties in order to decide upon the most appropriate means of disposing of the appeal.

Emergency Expulsion: There are two levels of grievance/appeal within the District to contest emergency expulsions:

(1) A hearing before the District Hearing Officer: To initiate this hearing, the student and/or parent/guardian must submit a written request for a hearing to the appropriate Executive Director or Supervisor of Pupil Management within three school business days after the receipt of the notice of opportunity for a hearing. If a request for a hearing is not received within the required three school business days, the right to a hearing may be deemed to have been waived and the emergency expulsion may be continued as deemed necessary by the school district without any further opportunity for the student or parent/guardian to contest the matter.

If a request for a hearing is received within the required three school days, the school district will immediately schedule and give notice of a hearing to commence as soon as reasonably possible and in no case later than the third school business day after receipt of the request for hearing.

Within one school business day after the date upon which the hearing concludes, a decision as to whether the emergency expulsion shall be continued will be made, and the student’s legal counsel or the student and parent/guardian will be notified thereof by depositing a certified letter in the United States mail. An emergency expulsion may be continued following the hearing on the basis that the emergency situation continues and/or as corrective action for the action(s) giving rise to the emergency expulsion in the first instance.

(2) An appeal before the district Disciplinary Appeal Council: Subsequent to a hearing before the District Hearing Officer, the student and/or parent/guardian, have the right, within three school business days after receipt of the District Hearing Officer’s decision, to request an appeal of the decision to the appropriate Executive Director. If a written appeal is not received within the required three school business days, then the right to appeal will be deemed to have been waived and no further appeal may be made.

If a written appeal is received within the required three business days, the emergency expulsion may be imposed during the appeal period subject to the conditions and limitations described in WAC 392-400-310(4). If a written appeal is received within the required three school business days, the district Disciplinary Appeal Council will schedule and hold an informal conference to review the matter within ten school days after the date of receipt of the appeal. The purpose of the informal conference will be to meet and confer with the parties in order to decide upon the most appropriate means of disposing of the appeal. At that time, the student or parent/guardian or legal counsel shall be given the right to be heard and shall be granted the opportunity to present such witnesses and testimony as the district Disciplinary Appeal Council deems reasonable.

After studying the hearing record or other material submitted, the district Disciplinary Appeal Council will render its decision within ten school business days after the date of the informal conference.   An appeal from any decision of the district Disciplinary Appeal Council to impose or to affirm the imposition of an emergency expulsion shall be to the courts. Whether or not the decision of the district Disciplinary Appeal Council shall be postponed, pending an appeal to Superior Court shall be discretionary with the Disciplinary Appeal Council except as ordered otherwise by a court.

POLICY 3207 AND PROCEDURE 3207P (PROHIBITION OF HARASSMENT, INTIMIDATION AND BULLYING)                             

 

The Bellevue School District strives to provide students with optimal conditions for learning by maintaining a school environment where everyone is treated with respect and no one is physically or emotionally harmed. The District is committed to providing a safe and civil educational environment that is free from all types of discrimination and harassment, including sexual harassment.

In order to ensure respect and prevent harm, it is a violation of district policy for a student to be harassed, intimidated, or bullied by others in the school community, at school sponsored events, or when such actions create a substantial disruption to the educational process. The school community includes, but shall not be limited to, all students, school employees, school board members, contractors, unpaid volunteers, families, patrons, and other visitors. Student(s) will not be harassed because of their race, color, religion, ancestry, national origin, socio-economic status, gender, sexual orientation, including gender expression or identity, mental or physical disability, or other distinguishing characteristics.

Any school staff who observes, overhears, or otherwise witnesses harassment, intimidation or bullying or to whom such actions have been reported must take prompt and appropriate action to stop the harassment and to prevent its reoccurrence.

Upon notice, the District will take prompt and appropriate action to investigate and address harassment, intimidation and/or bullying, and discriminatory and sexual harassment. This includes steps to end the harassment, eliminate the hostile environment, prevent its recurrence, and remedy its effects.

Definitions

Harassment, intimidation or bullying is any intentionally written message or image, including those that are electronically transmitted, verbal, or physical act, including but not limited to one shown to be motivated by race, color, religion, ancestry, national origin, culture, gender, socio-economic status, sexual orientation including gender expression or identity, mental or physical disability, or other distinguishing characteristics, when an act:

  1. Physically harms a student or damages the student’s property;
  2. Has the effect of substantially interfering with a student’s education;
  3. Is so severe, persistent, or pervasive that it creates an intimidating or threatening educational environment; or
  4. Has the effect of substantially disrupting the orderly operation of the school.

Nothing in this section requires the affected student to possess a characteristic that is a basis for the harassment, intimidation or bullying. “Other distinguishing characteristics” can include but are not limited to physical appearance, clothing or other apparel, socioeconomic status and weight. “Intentional acts” refers to the individual’s choice to engage in the act rather than the ultimate impact of the action(s).

Discriminatory Harassment, as defined in District Procedure 3210P, includes conduct that is based on a student’s status as a member of a protected class and is sufficiently severe, persistent, or pervasive that it limits or denies a student’s ability to participate in or benefit from the school’s education programs or activities.

Malicious Harassment, as defined in District Procedure 3241.1P, means committing malicious and intentional acts because of one’s perception of the victim’s race, color, religion, ancestry, national origin, gender, sexual orientation or mental, physical or sensory disability which;

  1. Causes physical injury to the victim or another person;
  2. Causes physical damage to or destruction of the property of the victim or another person; or
  3. Threatens a specific person or group of persons and places that person, or members of a specific group of persons, in reasonable fear of harm to the persons or property.

 

Sexual Harassment, as defined in Board Policy 3205, means unwelcome sexual advances, requests for sexual favors, sexually motivated physical contact, or other verbal or physical conduct or communication of a sexual nature between two or more individuals if:

  1. Submission to that conduct or communication is made a term or condition, either explicitly or implicitly, of obtaining an education;
  2. Submission to or rejection of that conduct or communication by an individual is used as a factor in decisions affecting that individual’s education; or
  3. That conduct or communication has the purpose or effect of substantially interfering with an individual’s educational performance, or of creating an intimidating, hostile, or offensive educational environment.
  4.  

Staff Intervention

All staff members will intervene when witnessing or receiving reports of harassment, intimidation or bullying. Minor incidents that staff are able to resolve immediately, or incidents that do not meet the definition of harassment, intimidation or bullying, require staff to notify the applicable building and/or central office administrative designee in writing of receipt of an oral and/or written report of harassment, intimidation or bullying and actions taken, as applicable, by completing the Incident Reporting Form. The administrator in receipt of that form will complete the Investigative Reporting Form and submit that form to the Harassment, Intimidation and Bullying compliance officer. Regardless of the magnitude, all incidents shall be taken seriously and handled accordingly and documented via the district’s Investigative Reporting Form, submitted to the district’s Harassment, Intimidation and Bullying compliance officer.

 

If a staff member witnessed, intervened and/or was in receipt of a report of harassment, intimidation and/or bullying that allegedly occurred by a staff member, the staff member is to notify the applicable building and/or central office administrative designee in writing of such by completing the Incident Reporting Form. The building and/or central office admniistrative designee in receipt of the Incident Reporting Form will contact the Harassment, Intimidation and Bullying compliance officer to arrange for an investigation led by a central office administrator or designee.

 

If the principal or designee is the subject of the complaint, the Incident Reporting Form will be submitted to the Harassment, Intimidation and Bullying compliance officer to arrange for an investigation led by a central office administrator and/or designee.

 

Filing an Incident Reporting Form

Any student who believes he or she has been the target of unresolved, severe, or persistent harassment, intimidation or bullying, or any other person in the school community who observes or receives notice that a student has or may have been the target of unresolved, severe, or persistent harassment, intimidation or bullying may report incidents verbally or in writing to any staff member.

In order to protect a targeted student from retaliation, a student need not reveal his or her identity on an Incident Reporting Form. The form may be filed anonymously (example: an unsigned letter dropped on a teacher’s desk), confidentially (example: a student reports bullying, but asks that nobody know who reported the incident), or non-confidentially (the student may choose to disclose his or her identity). No disciplinary action will be taken against an alleged aggressor based solely on an anonymous or confidential report.

 

Investigations of Harassment, Intimidation and Bullying Allegations

All reports of harassment, intimidation or bullying will be investigated with reasonable promptness. Any student may have a trusted adult with them throughout the report and investigation process.

  1. Upon receipt of the Incident Reporting Form that alleges harassment, intimidation or bullying, the school or district designee will begin the investigation. Allegations against building staff will be investigated by a central office administrator and/or designee. If there is potential for clear and immediate physical harm to the complainant, the district will immediately contact law enforcement and inform the parent/guardian.
  2. During the course of the investigation, the district will take reasonable measures to ensure that no further incidents of harassment, intimidation or bullying occur between the complainant and the alleged aggressor. If necessary, the district will implement a safety plan for the student(s) involved. The plan may include changing seating arrangements for the complainant and/or the alleged aggressor in the classroom, at lunch, or on the bus; identifying a staff member who will act as a safe person for the complainant; altering the alleged aggressor’s schedule and access to the complainant, and other measures.
  3.      If a complaint of harassment, intimidation or bullying indicates potential discrimination or harassment based on any protected class, the investigator must inform the district’s civil rights compliance officer. Upon receipt of this information, the civil rights compliance officer must notify the complainant that their complaint will proceed under both the Harassment, Intimidation and Bullying and Nondiscrimination (Procedure 3210P) compliant procedures.
  4. Within two (2) school days after receiving the Incident Reporting Form, the school designee will notify the families of the students involved that a complaint was received and direct the families to the district’s policy and procedure on harassment, intimidation and bullying.   During that time, the school and/or district designee will review the investigative processes and related timelines, outlined in this procedure.
  5. In rare cases, where after consultation with the student and appropriate staff (such as a psychologist, counselor, or social worker) the district has evidence that it would threaten the health and safety of the complainant or the alleged aggressor to involve his or her parent/guardian, the district may initially refrain from contacting the parent/guardian in its investigation of harassment, intimidation and bullying. If professional school personnel suspect that a student is subject to abuse and neglect, they must follow district policy for reporting suspected cases to Child Protective Services.
  6. The investigation will include, at a minimum:
  1. An interview with the complainant;
  2. An interview with the alleged aggressor(s);
  3. A review of any previous complaints involving either the complainant or the alleged aggressor(s); and
  4. Interviews with other students or staff members who may have knowledge of the alleged incident.
  5. An interview with the parent, as appropriate.
  1. The principal or designee may determine that other steps must be taken before the investigation is complete.
  2. The investigation will be completed as soon as practicable but generally no later than five (5) school days from the initial complaint or report. If more time is needed to complete an investigation, the district will provide the parent/guardian and/or the student with weekly updates.
  3. No later than two (2) school days after the investigation has been completed and submitted to the compliance officer via the district’s Investigative Reporting Form, the principal or designee will respond in writing or in person to the parent/guardian of the complainant and the alleged aggressor(s) stating:
  1. The results of the investigation;
  2. Whether the allegations were found to be factual;
  3. Whether there was a violation of policy; and
  4. The process for the complainant to file an appeal if the complainant disagrees with the results.
  5. If the initial response to the parent/guardian of the complainant and the alleged aggressor was in person, the principal or designee will also follow up in writing, summarizing the conversation, including the district’s Harassment, Intimidation and Bullying compliance officer in that written summary.

Corrective Measures for the Aggressor

After completion of the investigation, the school or district designee will institute any corrective measures necessary. Corrective measures will be instituted as quickly as possible, but in no event more than five (5) school days after contact has been made to the families or guardians regarding the outcome of the investigation. Depending on the severity of the conduct, corrective measures may include counseling, education, discipline, and/or referral to law enforcement. If the conduct was of a public nature or involved groups of students or bystanders, the district should strongly consider school-wide training or other activities to address the incident.

 

Support for the Targeted Student

Persons found to have been subjected to harassment, intimidation or bullying will have appropriate district support services made available to them, and the adverse impact of the harassment on the student will be addressed and remedied as appropriate. This may include, though not be limited to, development and implementation of a safety plan, scheduling and facilitating of a follow up meeting(s), instituting a check-in and/or check-out system, and/or access to trusted adults and/or a safe space.

 

 

Immunity/Retaliation

No school employee, student, or volunteer may engage in reprisal or retaliation against a targeted student, witness, or other person who brings forward information about an alleged act of harassment, intimidation or bullying. Retaliation is prohibited and will result in appropriate discipline.

Bellevue School District’s Tip Reporting Service (for all harassment, intimidation, bullying; discrimination; and sexual harassment)

Safe Schools Alert is a tip reporting system that allows students, staff, and parents to submit safety concerns to our administration four different ways:

  • Phone:            425.324.3875
  • Text:               Text your tip to 425.324.3875
  • Email: 1177@alert1.us
  • Web:               http://1177.alert1.usEasily report tips on bullying, harassment, drugs, vandalism or any safety issue you are concerned about. You can submit a tip anonymously online or by telephone. More information, including the SafeSchools Alert Terms of Use and Privacy Policy, is available online at http://1177.alert1.us. Thanks in advance for helping to make our school community a safer place to work and learn! We appreciate your support.

 

POLICY 3205 AND PROCEDURE 3205P (PROHIBITION OF SEXUAL HARASSMENT: STUDENTS)

 

Definitions

For purposes of this policy, sexual harassment means unwelcome sexual advances, requests for sexual favors, sexually motivated physical contact, or other verbal or physical conduct or communication of a sexual nature between two or more individuals if:

  1. Submission to that conduct or communication is made a term or condition either explicitly or implicitly of obtaining an education;
  2. Submission to or rejection of that conduct or communication by an individual is used as a factor in decisions affecting that individual’s education; or
  3. That conduct or communication has the purpose or effect of substantially interfering with an individual’s education, or of creating an intimidating, hostile, or offensive educational environment.

 

The district prohibits sexual harassment of students by other students, employees or third parties involved in school district activities.

 

A “hostile environment” has been created for a student when sexual harassment is sufficiently serious to interfere with or limit the student’s ability to participate in or benefit from the school’s program. The more severe the conduct, the less need there is to demonstrate a repetitive series of incidents.  In fact, a single or isolated incident of sexual harassment may create a hostile environment if the incident is sufficiently severe, violent, or egregious.

If sexual harassment is found to have created a hostile environment, staff must take immediate action to eliminate the harassment, prevent its reoccurrence, and address its effects.

 

This policy applies to sexual harassment (including sexual violence) targeted at students carried out by other students, employees or third parties involved in school District activities.  Because students can experience the continuing effects of off-campus harassment in the educational setting, the District will consider the effects of off-campus conduct when evaluating whether there is a hostile environment on campus. The District has jurisdiction over these complaints pursuant to Title IX of the Education Amendments of 1972, Chapter 28A.640, RCW and Chapter 392-190 WAC.

 

Staff Responsibilities

  • In the event of an alleged sexual assault, the school principal or designee will immediately inform the Title IX Compliance Coordinator so that the District can appropriately respond to the incident consistent with its own grievance procedures; and

law enforcement.

  • The principal will notify the targeted student(s) and their parents/guardians of their right to file a criminal complaint and a sexual harassment complaint simultaneously.

 

Confidentiality

  • If a complainant requests that his or her name not be revealed to the alleged perpetrator or asks that the District not investigate or seek action against the alleged perpetrator, the request will be forwarded to the District Title IX Compliance Coordinator for evaluation.
  • The District Title IX Compliance Coordinator will inform the complainant that honoring the request may limit the District’s ability to respond fully to the incident, including pursuing disciplinary action against the alleged perpetrator.
  • If the complainant still requests that his or her name not be disclosed to the alleged perpetrator, or that the District not investigate or seek action against the alleged perpetrator, the District will determine if it can honor such a request while still providing a safe and nondiscriminatory environment for all students, staff and other third parties engaging in District activities, including the person who reported the sexual harassment. Although a complainant’s request to have his or her name withheld may limit the District’s ability to respond fully to an individual allegation of sexual harassment, the District will use other appropriate means available to address the sexual harassment.

 

Retaliation

Title IX prohibits retaliation against any individual who files a complaint under these laws or participates in a complaint investigation. When an informal or formal complaint of sexual harassment is made, the District will take steps to stop further harassment and prevent any retaliation against the person who made the complaint, was the subject of the harassment, or against those who provided information as a witness. The District will investigate all allegations of retaliation and take actions against those found to have retaliated.

 

Informal Complaint Process

Anyone may use informal procedures to report and resolve complaints of sexual harassment. Informal reports may be made to any staff member.  Staff will always notify complainants of their right to file a formal complaint and the process for same. Staff will also direct potential complainants to Jeff Lowell, Title IX Coordinator (lowellj@bsd405.org or 425-456-4020). Additionally, staff will also inform an appropriate supervisor or professional staff member when they receive complaints of sexual harassment, especially when the complaint is beyond their training to resolve or alleges serious misconduct.

 

During the informal complaint process, the District will take prompt and effective steps reasonably calculated to end any harassment and to correct any discriminatory effects on the complainant.  If an investigation is needed to determine what occurred, the District will take interim measures to protect the complainant before the outcome of the District’s investigation (e.g., allowing the complainant to change academic or extracurricular activities or break times to avoid contact with the alleged perpetrator).

 

Informal remedies may include:

 

  • An opportunity for the complainant to explain to the alleged harasser that his or her conduct is unwelcome, offensive or inappropriate, either in writing or face-to-face;
  • A statement from a staff member to the alleged harasser that the alleged conduct is not appropriate and could lead to discipline if proven or repeated;
  • A public statement from an administrator in a building reviewing the District sexual harassment policy without identifying the complainant;
  • Developing a safety plan;
  • Separating students; or
  • Providing staff and/or student training

 

Informal complaints may become formal complaints at the request of the complainant, parent/guardian, or because the District believes the complaint needs to be more thoroughly investigated.

 

The District will inform the complainant and their parent/guardian how to report any subsequent problems.  Additionally, the District will conduct follow-up inquiries to see if there have been any new incidents or instances of retaliation, and to promptly respond and appropriately address continuing or new problems.  Follow-up inquiries will follow a timeline agreed to by the District and complainant.

 

Formal Complaint Process

 

Level One – Complaint to District

Anyone may initiate a formal complaint of sexual harassment, even if the informal complaint process is being utilized. At any level in the formal complaint process, the District will take interim measures to protect the complainant before the outcome of the District’s investigation.

 

Filing of a Formal Complaint

  • All formal complaints will be in writing and will set forth the specific acts, conditions or circumstances alleged to have occurred and to constitute sexual harassment. The Title IX Coordinator may draft the complaint based on the report of the complainant for the complainant to review and approve.
  • The time for filing a complaint is one year from the date of the occurrence that is the subject matter of the complaint unless the complainant was prevented from filing due to:

1) Specific misrepresentations by the District that it had resolved the problem forming the basis of the complaint; or

2) Withholding of information that the District was required to provide under WAC 392-190-065 or WAC 392-190-005.

  • Complaints may be submitted by mail, fax, e-mail or hand-delivery to the District Title IX Coordinator, Jeff Lowell, District Athletics and Activities Director at 12111 NE 1st St. Bellevue, WA 98008 / lowellj@bsd405.org / 425-456-4020. Any District employee who receives a complaint that meets these criteria will promptly notify the Coordinator.

 

Investigation and Response

  • The Title IX Coordinator will receive and designate an investigator for all formal, written complaints of sexual harassment or information in the coordinator’s possession that they believe requires further investigation. Upon receipt of a complaint, the Coordinator or deisgnee will provide the complainant a copy of this procedure.
  • Investigations will be carried out in a manner that is adequate in scope, reliable and impartial.  Complainants and witnesses may have a trusted adult with them during any District-initiated investigatory activities. The school District and complainant may also agree to resolve the complaint in lieu of an investigation.

 

Superintendent Response

  • The superintendent or designee will respond in writing to the complainant and the alleged perpetrator within thirty (30) calendar days of receipt of the complaint, unless otherwise agreed to by the complainant or if exceptional circumstances related to the complaint require an extension of the time limit.
  • The response will include:

1) a summary of the results of the investigation;

2) a statement as to whether a preponderance of the evidence establishes that the complainant was sexually harassed ;

3) if sexual harassment is found to have occurred, the corrective measures the District deems necessary, including assurance that the District will take steps to prevent recurrence and remedy its effects on the complainant and others, if appropriate;

4) notice of the complainant’s right to appeal to the school board and the necessary filing information; and

5) any corrective measures the District will take, remedies for the complainant (e.g., sources of counseling, advocacy and academic support), and notice of potential sanctions for the perpetrator(s) (e.g., discipline).

  • The superintendent’s or designee’s response will be provided in a language the complainant can understand and may require language assistance for complainants with limited English proficiency in accordance with Title VI of the Civil Rights Act of 1964.
  • Any corrective measures deemed necessary will be instituted as quickly as possible, but in no event more than thirty (30) days after the superintendent’s or designee’s mailing of a written response.
  • The District will inform the complainant and their parent/guardian how to report any subsequent problems.

 

Other Complaint Options

Office for Civil Rights (OCR), U.S. Department of Education

OCR enforces several federal civil rights laws, which prohibit discrimination in public schools on the basis of race, color, national origin, sex, disability, and age. File complaints with OCR within 180 calendar days of the date of the alleged discrimination.

206-607-1600 ǀ TDD: 1-800-877-8339 ǀ OCR.Seattle@ed.gov ǀ www.ed.gov/ocr

 

Washington State Human Rights Commission (WSHRC)

WSHRC enforces the Washington Law Against Discrimination (RCW 49.60), which prohibits discrimination in employment and in places of public accommodation, including schools. File complaints with WSHRC within six months of the date of the alleged discrimination.

1-800-233-3247 ǀ TTY: 1-800-300-7525 ǀ www.hum.wa.gov

 

Mediation

At any time during the complaint procedure set forth in WAC 392-190-065 through 392-190-075, a District may, at its own expense, offer mediation.  The complainant and the District may agree to extend the complaint process deadlines in order to pursue mediation.

 

POLICY 3210 AND PROCEDURE 3210P (NONDISCRIMINATION)

 

Bellevue School District does not discriminate in any programs or activities on the basis of sex, race, creed, religion, color, national origin, age, veteran or military status, sexual orientation, gender expression or identity, disability, or the use of a trained dog guide or service animal and provides equal access to designated youth groups. Alexa Allman, Director of Human Resources is the employee designated to handle questions and complaints of alleged discrimination: 12111 NE 1st St. Bellevue, WA 98005, 425-456-4040, allmana@bsd405.org

 

Each student should have equal access to public education without discrimination. If parents, students, school staff, or community members believe that a student has experienced discrimination or discriminatory harassment, there are steps they can take to resolve these concerns.

 

Under Procedure 3210P and WAC 392-190-065, a discrimination complaint or grievance is a written and signed complaint alleging discrimination based on any of the protected classes by a school or school district. The complaint must describe the specific acts, conditions, or circumstances that are alleged to be discriminatory and why the complainant believes that it is discrimination.

 

FILING A DISCRIMINATION, DISCRIMINATORY HARASSMENT OR SEXUAL HARASSMENT COMPLAINT

If you believe that you or your child have experienced unlawful discrimination, discriminatory harassment, or sexual harassment at school, you have the right to file a complaint under Washington State law and BSD Policies 3207, 3205 and 3210 and Procedures 3207P, 3205P and 3210P.

Before filing a complaint, you can discuss your concerns with your child’s principal or District’s Title IX Officer or Civil Rights Coordinator. If your child has a 504 plan, you may also opt to discuss with the District’s 504 Officer.

Complaint to the School District

Step 1. Write Out Your Complaint
In most cases, complaints must be filed within one year from the date of the incident or conduct that is the subject of the complaint. A complaint must be in writing. Be sure to describe the conduct or incident, explain why you believe discrimination, discriminatory harassment, or sexual harassment has taken place, and describe what actions you believe the district should take to resolve the problem. Send your written complaint—by mail, fax, email, or hand delivery—to the district superintendent or civil rights compliance coordinator.

Step 2: School District Investigates Your Complaint
Once the district receives your written complaint, the coordinator will give you a copy of the complaint procedure and make sure a prompt and thorough investigation takes place. The superintendent or designee will respond to you in writing within 30 calendar days—unless you agree on a different time period. If your complaint involves exceptional circumstances that demand a lengthier investigation, the district will notify you in writing to explain why staff need a time extension and the new date for their written response.

Step 3: School District Responds to Your Complaint
In its written response, the district will include a summary of the results of the investigation, a determination of whether or not the district failed to comply with civil rights laws, notification that you can appeal this determination, and any measures necessary to bring the district into compliance with civil rights laws. Corrective measures will be put into effect within 30 calendar days after this written response—unless you agree to a different time period.

Appeal to the School District

If you disagree with the school district’s decision, there are appeal rights under each policy. The District’s decision will include information about how to file a complaint with the Office of Superintendent of Public Instruction (OSPI).

Complaint to OSPI

If you do not agree with the school district’s appeal decision, state law provides the option to file a formal complaint with the Office of Superintendent of Public Instruction (OSPI). This is a separate complaint process that can take place if one of these two conditions has occurred: (1) you have completed the district’s complaint and appeal process, or (2) the district has not followed the complaint and appeal process correctly.

You have 20 calendar days to file a complaint to OSPI from the day you received the decision on your appeal. You can send your written complaint to the Equity and Civil Rights Office at OSPI:

Email: Equity@k12.wa.us
Fax: 360-664-2967
Mail or hand deliver: PO Box 47200, 600 Washington St. S.E., Olympia, WA 98504-7200

For more information, visit www.k12.wa.us/Equity/Complaints.aspx, or contact OSPI’s Equity and Civil Rights Office at 360-725-6162/TTY: 360-664-3631 or by e-mail at equity@k12.wa.us.

Other Discrimination Complaint Options

Office for Civil Rights, U.S. Department of Education
206-607-1600 ǀ TDD: 1-800-877-8339 ǀ OCR.Seattle@ed.gov ǀ www.ed.gov/ocr

Washington State Human Rights Commission
1-800-233-3247 ǀ TTY: 1-800-300-7525 ǀ www.hum.wa.gov

 

POLICY 3122 AND PROCEDURE 3122P (EXCUSED AND UNEXCUSED ABSENCES)

Excused Absences

All student absences will be classified as excused or unexcused. Absences for the following reasons will be excused if there is timely verification (within 2 school days upon return) of such reasons provided to the school:

The following are valid excuses for absences:

  1. Participation in a district or school-approved activity or instructional program;
  2. Illness, health condition or medical appointment (including but not limited to medical, counseling, dental or optometry);
  3. Family emergency, including but not limited to a death or illness in the family;
  4. Religious or cultural purpose including observance of a religious or cultural holiday or participation in religious or cultural instruction;
  5. Court, judicial proceeding, court-ordered activity or serving on a jury;
  6. Post-secondary, technical school or apprenticeship program visitation, or scholarship interview;
  7. State-recognized search and rescue activities consistent with RCW 28A.225.055;
  8. Absence directly related to the student’s homeless status or foster care/dependency status;
  9. Absence resulting from a disciplinary/corrective action. (e.g., short-term or long-term suspension, emergency expulsion) if the student is not receiving educational services and is not enrolled in a qualifying “course of study” activities as defined in WAC 392-121- 107
  10. Absences due to student safety concerns, including absences related to threats, assaults or bullying
  11. Absences due to a student’s migrant status; and
  12. Principal (or designee) and parent, guardian, or emancipated youth mutually agreed upon approved activity. The school principal (or designee) has the authority to determine if an absence meets the above criteria for an excused absence.

 

If an absence is excused, the student will be permitted to make up all missed assignments outside of class under reasonable conditions and time limits established by the appropriate teacher. For an absence to be excused, parent/guardian(s) or adult student must communicate an excuse statement to the school according to the school’s submission guidelines.

 

Unexcused Absences

In accordance with RCW 28A.225.010, each unexcused absence will be followed by notification the parent or guardian of the student.

 

After three unexcused absences within any month, a conference will be scheduled between the parent, student and principal or designee. At such a conference the principal or designee, student and parent may consider:

  • Adjusting the student’s program;
  • Providing more individualized instruction; preparing the student for employment with specific vocational experience or both;
  • Transferring the student to another school;
  • Assisting the student to obtain supplementary services that might eliminate or ameliorate the causes of absence; or,
  • Other interventions deemed to improve the students’ attendance.

 

If the parent does not attend, the scheduled conference the conference can be conducted with the student and school official and the parent will be notified of the steps to be taken to eliminate or reduce the student’s absences.

 

After the second unexcused absence and before the fifth unexcused absence the school will take data-informed steps to eliminate or reduce the child’s absences.

  • In middle and high school, these steps must include offering the application of the Washington Assessment of the Risks and Needs of Students (WARNS)
  • Students and parents must agree to participate the WARNS by signing a consent form.
  • Any student with an existing 504 plan or individualized education plan (IEP), these steps must include convening of the child’s IEP or 504 plan team. If necessary and if consent from the parent is given, a functional behavior assessment (FBA) will be conducted to explore the function of the absence behavior and if appropriate, a behavior plan completed.
  • Any student, without an IEP or 504 plan, reasonably believed to have a mental or physical disability or impairment, will be brought to guidance team to consider an evaluation.

 

No later than the student’s fifth unexcused absence in a month the district will enter into an agreement with the student and parents/guardians that establishes school attendance requirements. The district will refer the student to a community truancy board or file a petition and affidavit with the juvenile court alleging a violation of RCW 28A.225.010.

If the above action fails to correct the attendance problem, the following truancy petition procedure will apply only to students under the age of eighteen. No later than the seventh unexcused absence within any month during the current school year, or upon the tenth unexcused absence during the current school year, the district will file a petition with the juvenile court alleging a violation of RCW 28A.225.010 by the parent, student or parent and student. The petition consists of written notification to the court alleging that:

  • The student has unexcused absences in the current school year. While petitions must be filed if the student has seven or more unexcused absences within any one month, or ten or more unexcused absences in the current school year, a petition may be filed earlier. In addition, unexcused absences accumulated in another school or school district will be counted when preparing the petition;
  • Attesting that actions taken by the school district have not been successful in substantially reducing the student’s absences from school; and
  • Court intervention and supervision are necessary to assist the school district to reduce the student’s absences from school.

 

Students six or seven years of age, who have been enrolled in the district, are required to attend school and their parents/guardians are responsible for ensuring that they attend. Parents/guardians who wish to withdraw their children before the age of eight, and against whom no truancy petition has been filed, may withdraw the students from school. When a six or seven-year-old student has unexcused absences, the district will do the following:

  • Notify the parent or guardian in writing or by telephone after one unexcused absence in any month.
  • Request a conference with the parent or guardian and child to analyze the causes of the student’s absences after two unexcused absences in any month (a regularly scheduled teacher-parent conference held within thirty days may substitute).
  • Take steps to eliminate or reduce the student’s absences, including: adjusting the school program, school or course assignment; providing more individualized or remedial instruction; offering enrollment in alternative schools or programs; or assisting in obtaining supplementary services.
  • After seven unexcused absences in a month, or ten in a school year, the district will file a truancy petition.

 

Tardies

Students are expected to be in class on time. This means that students are expected to be in their classrooms, in their seats, and ready for class at the beginning of the class.

 

When a student’s tardiness becomes frequent or disruptive, the student may be referred to the principal or counselor and may be subject to corrective action. Each school may determine what point in the class a tardy turns into an absence.

 

Early Release

Students are expected to remain in class until the end of the class. This means that students are expected to be in their classrooms, engaged in the learning, until the teacher has dismissed the students. Secondary students: When a student leaves class or school early without permission or it becomes frequent or disruptive, the student may be referred to the principal or counselor and may be subject to corrective action. Each school may determine the point in the class at which the early release turns into an absence.

 

Sanctions

All sanctions imposed for failure to comply with the attendance policies and procedures will be implemented in accordance with state and district regulations regarding corrective action or punishment consistent with Policy 3421 and Procedure 3241P (Classroom Management, Corrective Actions and/or Interventions). For example, a student who presents false evidence, with or without the consent of his/her parent/guardian, to wrongfully qualify for an excused absence will be subject to corrective action in accordance with Policy and Procedure 3241.

 

POLICY 4220 AND PROCEDURE 4200P (COMPLAINTS CONCERNING STAFF OR PROGRAMS)

Every effort shall be made first by the student and/or parent/guardian to resolve concerns and complaints through informal communication between the student and other persons in the school or district who may be in a position to assist in resolving the student’s concerns. If such informal procedures fail to provide an adjustment acceptable to the student, then the student may initiate formal complaint procedures. The district is committed to resolving concerns and complaints about school and district programs, policies, procedures, actions, and decisions of employees in an effective, efficient, and timely manner by initiating the complaint with the person(s) responsible for the program, event, action, or decision

 

Complaints

Complainants are entitled and encouraged to share their complaint(s) by scheduling a meeting or communicating, either orally or in writing, the issue(s) directly to the person responsible for the program, event, action, or decision.

 

When addressing informal complaints, the involved parties should:

  1. Begin the conversation with the acknowledgement that each is operating with the best of intentions.
  2. Work collaboratively to understand the other’s point of view.
  3. Work to resolve the concern through conversation before initiating a formal complaint.

 

Formal Complaint – Step 1

When a complaint has not been resolved through informal attempts at resolution, the complainant may initiate a formal complaint, which must be in writing within 30 calendar days of the attempt at informal resolution to the person responsible person responsible for the program, event, action, or decision. Any informal complaint not resolved at the school level shall proceed directly to Step 2 of this process. The formal written complaint shall be directed to the person responsible for the program, policy and/or procedure, and/or supervision of personnel and shall include:

  1. Detailed statement of the complaint
  2. Steps taken to address the complaint
  3. Suggested resolution(s) to be considered

 

The person responsible for the program, policy and/or procedure, and/or supervision of personnel shall meet with the complainant for understanding the complaint and what resolution(s) has already been considered. The person responsible for the program, policy and/or procedure, and/or supervision of personnel provide a written decision addressing the complaint within 10 calendar days upon receipt of the complaint.

 

Formal Complaint – Step 2

If the complaint is not resolved to the complainant’s satisfaction, the complainant may appeal the resolution of the complaint to the following person in writing within five calendar days of the resolution:

  • If the original complaint was sent to a principal or assistant principal, and is not resolved at the school level, the appeal should be directed to the appropriate Executive Director of Schools
  • If the original complaint was sent to any other employee, the appeal should be directed to that employee’s supervisor.

 

The person receiving the appeal shall meet with the complainant for understanding the complaint and what resolution(s) has already been considered. The information gathered will be considered and the complaint will be addressed in writing within 10 calendar days upon receipt of the unresolved complaint. Any appeal at Step 2, shall be final except for appeals to the Superintendent of Public Instruction, other agencies or the courts, as provided by law.

 

PARTICIPATION IN ATHLETICS AND ACTIVITIES

The Bellevue School District offers students opportunities to extend their learning through extracurricular and after school activity programs. It is the District’s intention to provide high quality opportunities for student participation in extracurricular and after school activity programs. To that end:

The Bellevue School District does not discriminate in any programs or activities on the basis of sex, race, creed, religion, color, national origin, age, veteran or military status, sexual orientation, gender expression or identity, disability, or the use of a trained dog guide or service animal and provides equal access to designated youth groups. The following employees have been designated to handle questions and complaints of alleged discrimination: Title IX Coordinator: Jeff Lowell, (425) 456-4010 or lowellj@bsd405.org; Section 504/ADA Coordinator: Heather Edlund, (425) 456-4156 or edlundh@bsd405.org; Civil Rights/Nondiscrimination Compliance Coordinator Alexa Allman, (425) 456-4040 or allmana@bsd405.org. Mailing address for all three: 12111 NE 1st Street, Bellevue, WA 98005.

The Bellevue School District is also committed to providing a safe and civil educational environment that is free from harassment, intimidation or bullying. Report harassment, intimidation or bullying with SafeSchools Alert or at your school. The Harassment, Intimidation and Bullying Compliance Officer is Nancy Pham.

 

ATHLETICS/ACTIVITIES CODE (POLICY 2151 AND PROCEDURE 2151P: INTERSCHOLASTIC ACTIVITIES)

  1. Preamble

The Bellevue School District (the District) is committed to ensuring an environment where all student participants (participants) have every opportunity to engage in programs aligned with the District’s Vision, Values, and Purpose for athletics and activities. It is also important to remember participation in extra-curricular programs is not an entitlement. The district is committed to equitable access to extra-curricular activities for each and every participant and when necessary, an equitable application of corrective action(s) for participants at the discretion of building administrators (Principals or Assistant Principals) and/or Athletic/Activity Director.

Corrective actions will be consistent with the District’s mission and goals and in the best interest of students. The building administrators (Principals or Assistant Principals) and/or Athletic/Activity Director will ensure that corrective action is consistent, fair and balanced; progressive in nature; and considers the developmental level of the participant.

The Athletic/Activities Code of Conduct (the Code) takes effect when a participant enrolls in any of the District’s high school athletic and/or activity programs and ends when the participant graduates from any one of the District’s high schools. Violations under the Code throughout a participant’s high school years will lead to progressive corrective action(s), in terms of severity up to removal from extra-curricular programs.

Each school, program, and activity will notify all participants about the Code, its requirements and corrective actions on an annual basis.

  1. Implementation of Corrective Action and Process

Participants who exhibit any of the behaviors that rise to the level of exceptional misconduct as defined in Policy and Procedure 3241 (Classroom Management, Discipline and Corrective Action) may be subject to corrective action under the Code. A detailed description of how corrective actions are implemented can be found in Procedure 2151P.

  1. Alcohol, Drugs, and Other Mood Altering Substances

Under Administrative Procedure 2151P (Interscholastic Activities), students who participate in athletics and/or activities are expected to refrain from the unlawful use of alcohol, marijuana, tobacco, and controlled substances.

Any unlawful use of controlled substances, alcohol, marijuana, and tobacco is a violation of the Code. A detailed description of how corrective actions for alcohol, drugs, and other mood altering substances are implemented can be found on in Procedure 2151P.

  1. Appeals of a Corrective Action

A student athlete who wishes to appeal the imposition of this corrective action may appeal the decision. A detailed description of student appeal rights are codified in Procedure 2151P.

Note: If the appeal relates to a second (or higher) violation of controlled substance use and the participant competes in a sport sanctioned by the Washington Interscholastic Activities Association (WIAA), and the participant wishes to gain eligibility for competition, then the participant must file a second appeal directly to the Executive Director of the WIAA.

Note: It is important to note that a student does not retain the ability to participate in any capacity in the program/activity while awaiting an appeal of a corrective action. While waiting for an appeal hearing, the corrective action in question remains in place.

Absences and Student Athletes: Student athletes are expected to attend school on days of practices and competitions. Coaches are provided with a daily printout of attendance to ensure their athletes are eligible to practice or compete based on the following:

  • Students must attend a minimum of (5) classes for a 7-period schedule (Monday, Tuesday and Friday)
  • Students must attend a minimum of (4) classes for a 6-period schedule
  • Students must attend a minimum of (2) classes for a 3-period schedule (Wednesday)
  • Students must attend a minimum of (3) classes for a 4-period schedule (Thursday)

In rare, extreme and extenuating circumstances beyond the control of the student, eligibility to practice or compete may be granted in advance on a case-by-case basis.

Grade Point Requirement: Besides meeting WIAA academic standards to maintain eligibility during the current semester, BSD students shall maintain at minimum a 2.0 cumulative grade point average (GPA) while enrolled in at least six classes in order to participate in a sport and/or activity. The record at the end of the semester shall be final, except for credits earned and approved by the Bellevue School District.

 

If a student-athlete’s cumulative GPA falls below 2.0, that student-athlete is academically ineligible and placed on suspension from competition for a probationary period.

 

However, there may be unique and unusual circumstances that result in less than a 2.0 cumulative GPA. If any student, parent/guardian, teacher, coach, administrator and/or counselor, believes that there is such a circumstance, they may request a waiver of this requirement. Waiver information can be found on the Athletic and Activity department page: http://www.bsd405.org/departments/athletics-activities/eligibility/.