The 2021-22 Jing Mei Community Handbook contains important information about our daily operations and BSD Policies/Procedures:

PreK Family-Handbook

Jing Mei Community Handbook 社区手册2021-2022

Below are highlights from the Handbook:

Address or Information Change地址或信息变更

It is the Parent/Guardian’s responsibility to notify the front office at 425-456-6900 or via e-mail maiv@bsd405.org of any changes of address, work or home phone number or emergency contacts, so they may be changed on school records.  For safety reasons, any changes need to be noted immediately.

如有地址,工作或家庭电话号码或紧急联系人的变更,为了安全因素,需要立即通知办公人员更新学生资料。 家长/监护人有责任主动透过电话425-456-6900或电子邮件maiv@bsd405.org通知办公室人员更新学生资料。

After School Plans放学方式和计划

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 or emailed in the morning where it will be recorded.  School phones are not available to make last minute playdate plans.  If plans should change during the school day, please notify the main office before 2:15 pm.  Change of dismissals plans called in after 2:15 pm are not guaranteed to be delivered to the student unless it is deemed an emergency.

如果您的孩子当天的放学方式和地点与平常下课时不一样,必须一早就将父母或监护人的书面许可带到学校办公室或者发送电子邮件做记录。 恕不接受临近放学前的临时电话通知。 如果放学计划在上课期间有改变,请在下午2:15之前通知学校办公室。 除非被视为紧急情况,否则不保证在下午2:15之后,这种临时改变的放学计划会准确地通知给学生。

 

Arrival/Dismissal到达/放学

Students are to arrive at school between 8:40 am and 8:55 am and line up in front of their classroom pod.  Adult supervision will begin at 8:40. Prompt arrival at school is expected of all students.  Students who arrive after 9:00 am are considered tardy and must report to the Office.

 

Students will be walked by the teacher to the dismissal area after school.  The bus loading area is located in the front of the building, the car drop off/pick up is located in the visitor parking lot, and parents who are picking up children by foot can meet them in the outside area directly in front of the building.

 

Unless students are involved in a supervised after-school activity, students must leave campus at the end of the school day (3:30 pm, or 1:10 pm on Wednesdays.)  In order to not interrupt instruction at the end of the day, parents are asked to wait outside the building near the main entrance to meet their children at dismissal.   If you are using the designated pick up 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.  In order to help ease the 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 15 minutes.  In order to ensure student safety, any student picked up after 3:40 will need to be picked up in the main office and signed out by a parent /guardian.  Frequent late pickups may result in the need for a plan to be made between the principal and family in order to rectify the situation.

 

学生应该于上午8:40至8:55之间抵达学校,并在教室门前排队。成人监督员将于8:40开始。所有学生都应该准时上学。上午9:00之后抵达的学生被视为迟到,必须先向办公室报到。

放学后,老师会带领学生走到接送区。校车接送区位于学校办公室前方,家长车辆接送区位于访客停车场,步行接孩子的父母可以直接在学校办公室前的外面区域与他们会面。

除非学生有参加校内的课外活动课,否则学生必须在放学后离开校园(周一二四五下午3:30或周三下午1:10)。为了不干扰教学,家长必须在教室外的主入口附近等候接孩子。如果您在指定的接送区域等候,请留在车内,随时前进空位以保持交通流畅,并遵循工作人员的指示。为了缓解学生接送时的拥堵问题,您可以考虑在下课后五分钟再到达学校,那时停车场较不拥塞,或者将车停在临近街道上,然后走路来学校接您的孩子。工作人员将陪伴孩子在室外等待家长15分钟。为了确保学生的安全,3:40之后就要到办公室接孩子,并由家长/监护人签字确认。经常迟到来接孩子的家庭,将可能需要和校长一起制定接送计划以改善这种情况。

 

Attendance and Truancy出席

24 Hour hotline (425)456-6901.  Call by 9:00 am to notify the Office of your child’s absence.  You may also send an e-mail message to the Jing Mei attendance office at jingmeiattendance@bsd405.org.

 

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.

 

*Any absence due to illness or medical injury in excess of 3 days will require a note from a physician in order for the absences to be considered excused.

Because frequent tardiness and absences affect student learning, this issue will be addressed by the Principal.  Actions might include referrals to the County Court system and, if pertinent, sending students back to their home schools.  You will be informed via letter and/or phone call if you are in jeopardy of your student being considered “truant.”

24小时热线(425456-6901。 如孩子当日缺席,请在上午9:00之前致电通知办公室。 您也可以发送电子邮件至景美的出席办公室jingmeiattendance@bsd405.org。

 

定期并正常的出席对学生在学校的成功学习至关重要,学生除非有理由,否则应该在学校上学。 下列是学生缺席上学的原因:

  • 疾病或医疗伤害*
  • 家庭紧急情况
  • 对既定宗教节日的观察
  • 预先安排医疗和牙科预约
  • 校长谨慎评估并认可的缺勤。

*由于疾病或医疗伤害超过3天的任何缺席将需要医生的说明,以便缺席被认为是免责。

由于频繁的迟到和缺勤会影响学生的学习,这个问题将由校长解决。 行动可能包括转介到县法院系统,如果相关,可以将学生送回他们的家庭学校。 如果您的学生被视为“逃学”,将通过信件和/或电话通知您。

 

BECCA BILL: Washington State Truancy Law华盛顿州的逃学法

The attendance office, administrators, and counselors will ensure that Jing Mei complies with the state truancy law, RCW 28A 225.  The law requires parents to help their child attend school regularly and to provide valid justification to the school when their child is absent.  Jing Mei Elementary will notify parents/guardians of unexcused absences.  Ongoing attendance may be subject to consequences such as conferences with school/district administration, negative impact on grades, and/or a referral to the Washington State Court System.  For more information:  https://www.k12.wa.us/student-success/support-programs/attendance-chronic-absenteeism-and-truancy

出勤办公室,行政人员和辅导员将确保景美遵守国家逃学法RCW 28A 225. 法律要求家长必须帮助孩子正常并定期上学,并在孩子缺席时提出有效的理由。 景美小学将通知家长/监护人学生的无故缺席。 持续缺席可能有些处理,诸如招开学校/地区管理会议,对成绩的负面影响和/或转介华盛顿州法院系统等后果的影响。 欲了解更多信息,请见:https://www.k12.wa.us/student-success/support-programs/attendance-chronic-absenteeism-and-truancy

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 or from the Jing Mei school website. Up to 5 days of absences for travel may be considered excused at the discretion of the Principal/Assistant Principal.  Future absences for travel beyond 5 days may not be considered excused.  Refer to the BSD website for Attendance policy 3122 and details as to what is considered an EXCUSED absence.

预先安排的缺席:如果您的孩子因家庭计划将缺席超过两天,请从办公室或景美小学学校网站获取“因故缺席申请表”。 校长/助理校长可酌情考虑最多5天的旅行缺席。 超过5天的旅行缺席将不被视为因故缺席。 请参阅BSD网站了解出勤政策3122,内有详细说明何谓因故缺席的内容。

 

Truancy Laws旷课

Washington State law requires school age children below 18 years of age to attend school. When a student has unexcused absences, the school will work with the student and parents/guardians to make sure the student comes to school.

 

The school may take a variety of actions to improve a student’s attendance: hold a student and parent/guardian conference, take corrective action, change the student’s schedule, recommend an alternative placement, or initiate other actions as appropriate.

 

If a student has either seven unexcused absences in any month, or fifteen unexcused absences during the school year, the school must file a petition with the King County Superior Court regarding the truancies to enforce attendance. A truancy petition is a request to have the court order the student to attend school. If the student disobeys a court order to attend school, this could lead to penalties against the student and/or parents.

 

Each school publishes District attendance policies and procedures. Parents and students should read and discuss them together. If you do not understand them, talk to the school’s assistant principal or principal. We know you want your students to be successful. Attending school daily is one way to help contribute to that success.

 

Thank you for reviewing this material and communicating it to your students. We appreciate your involvement in these issues.

 

华盛顿州法律要求18岁以下的学龄儿童上学。 当学生无故缺席时,学校将与学生和家长/监护人一起确保学生上学。

学校可以采取各种措施来提高学生的出勤率:举办学生和家长/监护人会议,采取纠正措施,更改学生的日程安排,推荐替代安置,或采取适当的其他行动。

如果学生在任何一个月内有七次无故缺席,或者在学年期间有十五次无故缺席,学校必须向King County高等法院提交一份关于执行出勤的请愿书。 旷课请愿书是要求法院命令学生上学的请求。 如果学生违反法院命令上学,可能会导致对学生和/或父母的处罚。

每所学校都会出版学区的出勤政策和程序。 家长和学生应该一起阅读和讨论。 如果您不理解其中内容,请与学校的副校长或校长联系。 我们知道您希望您的孩子成功。 每天上学是实现成功的一种方式。

感谢您的阅读并将其传达给您的孩子。 感谢您参与这些问题。

 

Bicycles & Scooters自行车和踏板车

Fourth and Fifth grade students may ride their bicycles and scooters to school independently.  Students in Kindergarten – third grade can ride a bike to school accompanied by a parent.  A bicycle helmet is required.  Bicycles and scooters must be walked on and off the school grounds and riders must obey the school crossing guards at all times.

四年级和五年级的学生可以独立骑自行车和踏板车上学。 幼儿园 – 三年级的学生可以在父母陪同下骑自行车上学。 骑车需要戴自行车头盔。 自行车和踏板车必须在学校场地上下走动,骑手必须遵守学校规则。

 

Birthday Celebrations生日庆祝活动

If students, teachers, and families choose to celebrate birthdays, we will not have any food related celebration. Due to food safety issues, allergy awareness, and COVID-19 Pandemic, celebrations with holidays and birthdays can be done with nonfood items and activities (BSD Board Policy 6700, section D).  Teachers may have specific requests regarding birthdays and classroom celebrations.  Therefore, it is critical to discuss your desire for a birthday celebration with your child’s classroom teacher ahead of time.  If a birthday is celebrated at school, please plan on a duration of approximately 10 minutes.

  • Birthday invitations are encouraged to be emailed/mailed and not be handed out at school.

*A new popular idea for birthday celebrations is to donate a favorite book to the classroom library in the child’s name.  Kids LOVE this!  Ask a teacher or librarian if you need suggestions!

 

由于食品安全问题,过敏意识,全球新冠病毒流行病的爆发,今年的庆祝会将使用非食品和活动的方式庆祝假期和生日(BSD董事会政策6700,D节)。教师可能会对生日和课堂庆祝活动提出具体要求。因此,提前与孩子的课堂老师讨论您对生日庆祝的需求是很重要的。如果在学校庆祝生日,请计划约10分钟的庆生时间。

  • 生日邀请函请通过电子邮件/邮寄方式发送,请勿在学校发放。

*庆生的一个新概念是以孩子的名义向教室图书馆捐赠一本喜爱的书。孩子们会喜欢这个!如需建议,请询问老师或图书管老师!

 

Bus Transportation校车

Bus service is provided for Jing Mei students.  If you have a question about a bus stop or is interested in signing up for bus service, please contact District Transportation at (425)456-4512 or check out the Bellevue School District website. http://www.bsd405.org/departments/transportation/find-your-route/

A parent note/email is required by the bus driver for one-time uses (i.e. playdate, schedule changes, etc.)

 

为景美学生提供校车服务。 如果您对校车站有疑问或有兴趣报名参加校车服务,请致电(425)456-4512联系地区交通部,或查看贝尔维尤学区网站。http://www.bsd405.org/departments/transportation/find-your-route/

如有特别活动需乘坐校车,请父母的通知单或电子邮件给校车司机(如 学生游玩日,日程安排更改等)

 

Calendar日历

Please refer to the district website calendar for the most updated district information (www.bsd405.org).  Additional information pertinent to Jing Mei families will be sent or emailed home, advertised in the PTSA newsletter and classroom newsletters, and displayed on the Jing Mei message board. Additionally, you can learn about events on the PTSA (http://www.bmdl-ptsa.org/) and school (www.bsd405.org/jingmei ) websites.

有关最新的地区信息,请参阅学区网站日历(www.bsd405.org)。 有关景美家庭的其他信息将通过邮寄或电子邮件发送回家,或在PTSA Charger Chatter和教室通讯中通知,并显示在景美网站留言板上。 此外,您还可以透过PTSA网站(http://www.bmdl-ptsa.org/)和学校(www.bsd405.org/jingmei)网站了解更多的活动。

 

 

 

 

 

Cell Phones and Other Electronic Devices手机和其他电子设备

Use of cellular phones by students is not permitted during school hours.  Students are encouraged to leave their devices at home.  However, should a student need to carry a cell phone or other electronic device on campus, they may have it on campus ONLY if the device is silenced, out of sight, and kept in a backpack.  Students may use their phones on campus before or after school hours in parent pick up zones only.  If a staff member hears or sees a phone during school hours, it will be confiscated and held for parent/guardian pick up.  Jing Mei is not responsible for recovery of lost or stolen property and will not investigate any missing cell phone cases.

 

学生在上课时间不允许使用手机。 学生要将手机或电子设备留在家中。 但是,如果学生必须要在校园内携带手机或其他电子设备,必须保持静音,并且把它们放在背包中,才能在校园内使用。 学生可以在上课之前或下课之后于等待父母区使用电话。 如果学校工作人员在上课时间听到或看到电话,将被没收并保留给父母/监护人取回。 景美小学不负责追回丢失或被盗的财产,也不会调查任何遗失手机的案件。

 

Chaperones陪伴人员

All field trip chaperones must complete and submit a volunteer application prior to attending a field trip or volunteering at the school site.  Applications are available in the Jing Mei Main Office or any Bellevue school.  All applicants must provide a copy of valid photo identification when returning the application to the school site.  All volunteers must pass the screening process BEFORE volunteering in school and/or attending any fieldtrips.

所有校外教学的陪伴人员必须在参加校外教学前或在学校志愿服务前完成并提交志愿者申请表。 申请表可以在景美小学或任何贝尔维尤学校拿到。 所有申请人在缴交申请表于学校网站时,必须附上有效的带照片的身份证影本。 所有志愿者必须在学校志愿服务和/或参加任何校外教学之前通过审查流程。

 

Conferences会议

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.  Spring conferences are held at teacher/parent discretion.

家长教师会议提供了很好的机会,让教师可以分享学生在校进步情形。 家长可以在学年期间的任何时间提出与孩子的老师或校长的开会申请。在秋季会为所有的学生,举办一次正式的家长教师会议。 春季会议由教师/家长自行决定。

 

Counseling辅导服务

The role of the school counselor is to help students solve problems related to friendship, emotional regulation, family hardships, and any other social-emotional related issues. We have a full-time counselor on our staff and our counselor works closely with the administrative team to support students.  There will be a slip outside of the counselor’s office in which a student could take a slip and make a request to see the counselor if s/he is not in.  The counselor may choose to exercise confidentiality depending on the nature of the reported issue.  Student and family privacy will be protected.  (see Guidance Team)

学校辅导员的作用是帮助学生解决友谊问题,情绪调节困难,家庭困难以及任何其他社会情感相关的问题。 我们在校有一位全职的辅导员,我们的辅导员也会与学校的行政团队密切合作,一起为学生提供支持。 在辅导员办公室外有一张纸条,如果辅导员不在办公室,学生可以抽取纸条并请求咨询辅导员。辅导员可以根据报告问题的性质选择保密。 学生和家庭隐私皆会受到保护。

 

Curriculum Nights课程之夜

Curriculum Night is an opportunity for you to hear from your child’s teacher about classroom expectations, academic focus, and curriculum content for the course of the year.  It is not a time where you would expect to have a conference with the teacher about your child’s progress in school.  The time may also provide an opportunity for you learn about volunteer opportunities in your child’s classroom, as well meet the Jing Mei Administration Team.  It is an informational night for parents only as students are encouraged to stay at home.

 

课程之夜一个让你了解孩子学校的好机会,当天你可以从孩子的老师那里获取该学年的课程目标与期望,学习重点和课程内容。 但并不是让你与孩子老师开会的好时机。当天你也可以有机会了解如何报名参予孩子课堂上的志愿者,也可以与景美小学的其他管理团队见面。 课程之夜是让家长了解学校重要信息的时间,请妥善安排并让孩子留在家里。

 

Discipline, Problem Solving, and School Expectations

Our Guidelines for Success at Jing Mei include: 徳智体群

Aesthetics-Community-Health-Intelligence-Virtue (ACHIeVe)

 

We encourage students to use the above language and other problem solving strategies to peacefully solve social and behavioral conflicts. We will utilize a facilitated conference between students using restorative questions that aim to reach understanding, empathy, and forgiveness.

 

If a student is not able to meet the guidelines for success, we have a progressive system that involves communication to the family of student(s) involved and varying levels of consequences at school.  The consequences rendered will be based on several factors including, but not limited to the severity of behavior, a particular student’s behavior record, the age of the student(s) involved, and Bellevue School District Policy.

 

纪律,解决问题和学校期望

景美小学的指导成功方针包括:徳智体群美

美学教育 – 社会群体教育 – 健康体育教育 – 智能教育 – 品德教育(ACHIeVe 实现成功)

我们鼓励学生使用上述语言方式或其他问题解决策略来和平解决所有的社会行为冲突。 我们也会利用旨在达成理解,同理心和宽恕的恢复性问题,与学生一起进行促进会议以解决冲突。

如果学生无法配合景美指导成功方针,我们有一套渐进式系统,包含了与学生家庭的沟通以及不同行为程度的后果处理。 这些后果处理将基于一些因素,包含了行为的严重程度,特定学生的行为记录,参予学生的年龄以及贝尔维尤学区政策。

 

CONSEQUENCES WHEN EXPECTATIONS FOR BEHAVIOR ARE NOT MET

 

  • Logical consequences
  • Assign a different seat
  • Time out from group activity
  • Time out in a neighboring classroom
  • Think Sheet in the office during recess time
  • Problem solving among all involved (Restorative Practices, see page 23)
  • Recess time lost
  • Preferred activity time lost or shortened
  • Written note home to parents (by student or teacher)
  • Phone call from teacher to home
  • Consequences at home and at school (determined through parent conference)
  • Discussion with the Principal/Assistant Principal/School Counselor
  • Phone call from principal to home
  • Student informs parents of incident by phone
  • Removal of school privileges such as special activities
  • Service to the school community
  • Behavior contracts

 

行为不当的后果处理

 

  • 合理处分(逻辑后果)
  • 分配不同的座位
  • 占停参予团体活动
  • 在邻近的教室里休息
  • 下课时间到办公室里写思过单
  • 所有相关问题解决(恢复性策略,参见第23页)
  • 占停下课
  • 占停或缩短喜爱活动的时间
  • 书面通知家长(由学生或教师提供)
  • 老师打电话通知家长
  • 在家和在校的后果处分(通过家长会议确定)
  • 与校长/助理校长/学校辅导老师讨论
  • 校长打电话通知家长
  • 由学生自己打电话通知家长
  • 取消参予学校特殊活动的权利
  • 为学校社区提供服务
  • 行为改善契约

 

 

EXCEPTIONAL MISCONDUCT特殊的不当行为

Certain behaviors are so serious in nature and/or are so serious in terms of the disruptive effect upon the operation of the school that they are considered “exceptional misconduct” and may be cause for immediate short-term suspension, as described in Bellevue School District policies. District Policy & Procedures are currently under review.  For more information, visit our website at https://bsd405.org/about/policies-procedures/3000-students/

At this time, “Exceptional misconduct” includes but is not limited to:

  • Any threat of bodily harm with a weapon even if no weapon is present
  • Profane or vulgar language directed at a person and in the presence of a staff member
  • Harassment / Bullying (unwanted attention-physical, sexual, emotional or verbal)
  • Defacing, misuse or destruction of school property
  • Defiance of school authority
  • Possession of any object that could be considered a weapon
  • Theft
  • Possession of a controlled substance

某些特殊的不当行为,会对学校运作产生破坏性或影响很严重的话,将可能导致短期停课处分,如同贝尔维尤学区所述的政策。 有关更多信息,请参阅网站https://bsd405.org/about/policies-procedures/3000-students/ “特殊的不当行为” 包括:

任何武器(即使没有看到武器)对身体造成伤害和威胁

 

  • 在学校工作人员面前,对他人使用亵渎或粗俗的语言
  • 骚扰/霸凌(身体,性,情感或言语)
  • 损坏,滥用或破坏学校财产
  • 藐视学校权力
  • 拥有任何可被视为武器的物体
  • 盗窃
  • 拥有管制药物

 

 

Dogs on Campus在校园里的狗

Dogs or any other pets are not allowed on school campus at any time during school hours, including our busy arrival and dismissal times, as well as any school or PTSA event that takes place outside of regular school hours.

学校校园内任何时间都不允许带狗或其他宠物,包括上课和下课的接送时间,也包括学校或家长会的课后活动时间。

 

Dress Code着装要求

Clothes selected to wear to school should be appropriate for the learning environment and weather forecast.  While short shorts, short skirts and spaghetti strap tops may be appropriate for summer days, they are not appropriate for the school day.  Please discourage your child from wearing short shorts or skirts, halter tops (bare back tops), spaghetti strap tops, half shirts (bare skin showing between the shirt and pants/skirts), or any jeans, sweats, tops etc. where your child’s underwear is visible.  As a good measurement tool, dresses, skirts, and shorts should be as long as where a child’s fingers reach when arms are held to the side.

 

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.  While “flip flops” and sandals are allowed, please be advised that as a safety precaution students may be told they may not participate in any type of running or movement oriented games with open toed shoes, sandals or flip flops (tether ball, soccer, kickball, 4-square, basketball). If your child really wants to wear flip flops or sandals to school and participate at recess, I suggest packing a pair of tennis shoes into the backpack to wear at recess – for safety’s sake!

 

Sneakers are required for every PE session.  Every student will attend PE once a week.

 

If a child is deemed to be dressed inappropriately, parents will be contacted and asked to bring more appropriate clothing to school for your child.  Whenever possible, alternative clothing will be provided to the child (sweat shirt, pants, etc.) to wear for the duration of the day.

选择适合上学环境的服装,并随着天气预报增减衣服。 虽然短裤,短裙,小背心适合夏天穿,但它们并不适合上学日穿。 请劝阻您的孩子穿短裤或短裙,露背上衣,细肩带小背心,露肚上衣),或任何可见内衣内裤的透明牛仔裤,汗衫和上衣等。洋装,裙子和短裤也应该注意长度,手举高时不该太短以至于露出内衣内裤。

因为大多数学生在下课时间会在户外跑步,在游乐场上攀爬或玩游戏,所以应该考虑安全性来选择鞋子。 学校虽然允许穿人字拖鞋和凉鞋,但为了安全起见,我们会善意告知穿着露趾鞋,凉鞋或人字拖鞋的学生,避免参加任何类型的跑步或运动游戏。 如果您的孩子真的想穿人字拖鞋或凉鞋来上学,建议在背包里带上一双运动鞋,以便在下课时间换穿 -一切都是为了安全考量!

 

体育课每周一次。体育课需要穿运动鞋来上课。

如果孩子穿着不适当的服装上学,我们将联系家长并要求家长为孩子送更合适的衣服到学校换穿。 可能的话,学校也将为孩子提供替代服装(汗衫,裤子等),可在上课时换穿。

 

Drop Off/Pick up Expectations上学和放学的接送规则

Please review the below diagram and read the following options carefully to determine the best plan of action for your family to use during the busy arrival and departure times at Jing Mei.

If your child will NOT be riding the school bus, please take the time to review the below diagram and read the following information carefully to determine the best plan of action for your family.

 

If you would like to park your car and meet your child in assigned pick-up area, please park in one of these areas:

  • Visitor Parking Area (C)
  • Overflow Parking Lot (B)
  • On SE 56th or side streets
  • PLEASE DO NOT PARK IN THE STAFF PARKING AREAS (A)

If your child is assigned to Zone 3 for pick-up, please stay in your car:

  • Utilize the student drop off lane located in visitor parking,
  • Remain in your vehicle at all times (as this is the designated fire lane).
  • Pull all of the way forward before letting your child in the car
  • If your child needs assistance in getting situated in a booster seat, please park your car rather than using the drop off/pick up lane.

Finally, on the Jing Mei campus please use the virtues of patience and responsibility and help keep our children safe by refraining from using your cell phone!  Also, as a general rule, please allow additional time during our peak arrival and dismissal periods.  Furthermore, while every Jing Mei staff member assists in ensuring a safe dismissal for our students and families, please use a respectful tone at all times towards Jing Mei staff members, volunteers, and other people patrolling the parking lot.

 

请仔细阅读下图和下面选项,选择一个最好的方式来配合景美小学的接送规则。

如果您的孩子非乘坐校车,请花时间查看下图并仔细阅读以下信息,以确定适合您家庭的最佳方式。

如果您需要停车而到指定的区域接您的孩子,请将车子停放在下面区域之一:

  • 访客停车区(C)
  • 后备停车场(B)
  • 在SE 56或附近路边
  • 请不要将车停放在工作人员停车区(A

如果您的孩被安排到第三区接,请您留在车里:

  • 利用位于访客停车场的学生下车区
  • 请一直待在您的车辆中(因为这是消防车道)。
  • 在您的孩子进入车内之前,请跟随车流前进
  • 如果您的孩子需要协助坐在孩童安全座椅上,请把车停下再接孩子而不是使用下车/上车道。

最后提醒您,在景美小学校园中驾驶请避免使用手机,感谢您的耐心和责任心一同为孩子的安全把关! 另外,请预算多一点的时间接送孩子,尤其是在尖峰的上学和放学时间。此外,每位景美小学工作人员都是在为了维护并确保我们的学生和家人安全,但以友善并尊重的太度对待所有的景美小学工作人员,志愿者和其他在停车场巡逻的人。

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Dual Language Model双语小学模式

 

Emergency Information紧急联络表

It is important that each child has an Emergency Information Form on file in the office.  Forms are distributed before school begins and due back in the office the first week of school.  This form 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 first parents/guardians listed at their home, work and cell numbers.  If we are unable to reach them, we leave messages whenever possible and proceed down the emergency contact list in the order given. We would appreciate you listing several contacts and advising us when changes occur.  If an emergency should occur, there will be a student check out system implemented at the entrance of the playground located to the west of the Jing Mei campus.

每个学生在办公室都有一份紧急联络表。 表格在学校开学前会发放,并在开学后的第一周内缴回办公室。 此表单提供学生紧急联系人的姓名和电话号码。 如果您的孩子生病或受伤,或者在学校发生任何紧急情况,办公室会先打电话给他们家中列出的第一位家长/监护人的工作单位或手机号码。 如果办公室无法联系到他们,我们会尽可能留言,然后按照紧急联络表上给定的顺序继续执行紧急联系人的联络。 我们希望您列出几个联系人资料,并在更换联络人资料时通知我们。 如果发生紧急情况,将在景美小学校园西侧的操场入口处进行学生离校检查。

 

Emergency Preparedness紧急状况准备

An extensive emergency plan has been prepared for our school.  Students are instructed on emergency procedures and participate in monthly drills.  A large storage container houses our emergency supplies including canned water, dry bars, tools, first aid supplies, etc.  In the event of an emergency, power may be lost, and we may be unable to contact you.  For that reason, we ask you to provide us with instructions and permission regarding your child’s dismissal.  Please refer to the emergency information section above for more information.

We will practice the following drills/frequency this year:

Fire Evacuation (3)

Active Shooter/Evacuation (3)

Earthquake (2)

Shelter-In-Place (1)

Lockout (1)

 

For more information:  https://bsd405.org/departments/security/

 

我们为学校准备了完整的应急计划。 每位学生都会接受紧急程序指导并参加每月的紧急状况演习。 我们的所有紧急必需品放在一个大型的储存容器里,包括罐装水,干燥棒,工具,紧急救护箱等。在紧急情况下,可能会停电,因此我们可能无法与您联系。 因此,我们需要您向我们提供有关您孩子下课放学的说明和许可。 有关更多信息,请参阅上面的紧急信息部分。

我们今年将练习以下演习/次数:

消防疏散演习(3)

行凶枪手/撤离演习(3)

地震演习(2)

庇护所演习(1)

封锁演习(1)

 

更多的资讯请见:  https://bsd405.org/departments/security/

 

Guidance Team

If you would like to discuss additional academic and/or social emotional support for your child, you are welcome to initiate the conversation with your child’s teacher, school counselor, or administrators.  Upon hearing from you we will gather data pertaining to your child and convene a Guidance Team meeting to discuss both the data we have from school and your observations at home.  Through this process we will determine next steps such as provide differentiated learning opportunities, try more interventions, proceed to evaluation for additional services, or guide you to find outside services.

如果您想为您的孩子讨论额外的学术和/或社交情感支持,欢迎您与您孩子的老师,学校辅导员或校长和副校长进行对话。在收到您的回复后,我们将收集有关您孩子的数据,并召集一个指导小组会议,讨论我们从学校获得的数据和您在家中的观察结果。通过这个过程,我们将确定接下来的步骤,例如提供更多差异化的学习机会,尝试更多干预,继续评估其他服务,或指导您寻找外部服务。

 

Harassment, Intimidation, and Bullying (HIB)/Weapons骚扰,恐吓和霸凌HIB/武器

Respect is a basic right of all students, staff, and parents of Jing Mei Elementary School.  We maintain a positive and productive learning environment that is free of all forms of unlawful discrimination, bullying and harassment.  Harassment/Bullying is any repeated, unwanted, unwelcome, uninvited, unfriendly talk, writing, picture, or action that makes someone feel bad or uncomfortable. According to BSD Policy 3207P “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.”

 

RCW 28A.300.285 defines harassment, intimidation and bullying as 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, gender, sexual orientation, including gender expression or identity, mental or physical disability or other distinguishing characteristics, when an act:

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

Jing Mei Elementary is a harassment, intimidation, and bullying free, weapons free, and drug free zone!  To read more about Bellevue School District’s Bullying Prevention Program, follow the link:

https://bsd405.org/about/initiatives/bullying-prevention/

尊重是景美小学的所有学生,教职员工和家长的基本权利。 我们努力营造一个正向和有成效的学习环境,不受到任何形式的非法歧视,霸凌和骚扰。 骚扰/霸凌是重复性的使用,不想要的,不受欢迎的,不被邀请的,不友好的谈话,使用写作,图片或行为,让人感到难受或不舒服。 根据BSD政策3207P“为了确保人人受到尊重并防止他人蓄意伤害,如有学生在学校, 学校赞助活动中受到骚扰,恐吓或霸凌对教育过程造成重大干扰都是违反学区政策。“

RCW 28A.300.285将骚扰,恐吓和霸凌定义为以下行为,即使用任何蓄意的文字或图像- 包括电子传播,言语或肢体的不当行为,无论种族,肤色,宗教,血统, 国籍,性别,性取向,包括性别认知,生理或心理残疾或其他显着特征。

该行为伤害学生身体或损害学生的财产。

该行为严重干扰学生的学习。

该行为严重,持久或一直存在着,以至于造成了一种令人生畏或威胁的教育环境。

该行为严重扰乱学校的运作。

景美小学是一个无骚扰,无恐吓,无霸凌,无武器和无毒的地方! 要了解有关贝尔维尤学区霸凌预防计划的更多信息,请点击以下链接:https://bsd405.org/about/initiatives/bullying-prevention/

 

 

 

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.

 

Bellevue School District has a “SafeSchools Alert” reporting system to assist in tracking harassment, intimidation, and bullying incidents, compiling data, and responding in a timely manner.  This online incident reporting and tracking system allows students, staff, and parents to confidentially report safety concerns 24 hours a day, 7 days a week.  Each user will be able to report via text, email, web, or phone. More information about the Bellevue School District Harassment, Intimidation, and Bullying policy and procedures can be found on the school district website under Board Policy and Procedure 3207 and 3207P.

 

“武器”是指威胁或可能威胁到学校社区安全的任何工具。 任何带有类似刀,枪或其他可能危险工具的学生,无论此工具是否实际造成他人伤害或此工具持有者的意图为何,都可能收到严重的后果,包括联系警察,停学和 开除学籍。

贝尔维尤学区有一个“安全学校警报”报告系统,以协助处理跟踪骚扰,恐吓和霸凌的事件,学生,家长和教师员工7/24随时都可以及时地于线上报告其安全问题并受到保密保护。每个用户都可以通过短信,电子邮件,网络或电话进行举报。 有关贝尔维尤学区防骚扰,恐吓和霸凌政策及更多信息,请参阅学区网站的政策和3207和3207P。

 

Internet Access互联网

The Bellevue School District offers student access to our electronic communication network.  The use of these services is governed by the Bellevue School District Policy 2022 and 2022P Electronic Resources and Bellevue School District Policy 6800.2P Acceptable Use Agreement.

贝尔维尤学区为学生提供访问我们电子通信网络的途径。 这些服务的使用受贝尔维尤学区政策2022和2022P电子资源和贝尔维尤学区政策6800.2P可接受使用协议的约束。

 

Lost and Found失物招领处

Lost and Found is located in front of the Main Office.  Unclaimed items from the Lost and Found are donated to charity twice a year – before Winter Break and at the end of each school year.  We recommend that you label all items such as coats, lunchboxes, and hats with your child’s name.  Jing Mei is not responsible for the retrieval of any lost items on campus.

失物招领处位于办公室。 “失物招领”中无人认领的物品一年有两次会捐赠给慈善机构 – 寒假前和每个学年结束时。 我们建议您将您孩子的所有物品,如外套,午餐盒和帽子都标记上名字。 景美小学不负责补偿校园内丢失的物品。

 

Lunch午餐

 

For more information including monthly lunch menus please visit

https://bsd405.org/services/nutrition-services/

 

今年所有的BSD学生可免费享有学校午餐,或者学生也可以从家里带午餐。部分学校提供早餐服务。

由于我们必须确保所有学生都有午餐,所以今年午餐不提供给大人。

自备午餐的学生可以免费领取牛奶,水果及蔬菜,补给营养。

由于疫情的变化会影响我们的供应商,菜单会有所调整。

办公室提供免费/减免午餐表格,以便有资格的学生获得经济援助。 这些表格也可在线下载,网址为http://www.bsd405.org/departments/nutrition-services/free-reduced/

 

欲了解更多信息,包括每月午餐菜单,请参阅 https://bsd405.org/services/nutrition-services/

 

 

Medications药物

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 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, and name of physician.

如果可能的话,家长和医生需制作一个在上课前或下课后给药的时间表。 如果无法做到这一点,家长必须完成一张药物管理表格的授权。 此授权仅适用于当前学年。 未使用的药物必须在规定期限结束或学年结束时从学校取回,以较先到的时间为准。 贝尔维尤学区政策规定,所有药物必须送到办公室,而不是在送到教室或学生的背包中,药物必须在药房或医生标记的原始容器中,上面标示药物名称,服用剂量,给药频率和医师姓名。

 

Money and Valuables金钱和贵重物品

Students come to school to learn and therefore should leave any items at home which may distract from the classroom environment.  Toys, trading cards, stuffed animals, money (other than lunch money), and other personal items of value need to remain at home.

学生是来学校学习的,因此应该将任何可能分散课堂注意力的物品留在家中。 玩具,交易卡,毛绒动物,钱(午餐钱除外)和其他有价值的物品需要留在家里。

 

Parent Volunteers in the Classroom教室里的家长志愿者

All parent volunteers with regular access to students must complete and submit a volunteer application online. Volunteer applications must be approved BEFORE volunteering in our school and/or attending any fieldtrips.  To be a volunteer at school please contact the office to inquire about volunteer training sessions. https://bsd405.org/getinvolved/volunteer/

所有要接触学生的家长志愿者都必须提交网站上的志愿者申请。志愿者申请表必须在我们参加学校的志愿服务和/或任何校外教学之前获得批准。 要成为学校的志愿者,请参加学校提供的志愿者培训。https://bsd405.org/getinvolved/volunteer/

 

Parking Lot – Where to park停车场停车位置

Please park in the visitor parking lot located in the front of the building (see diagram on p. 18).  If you need to park in the neighborhood street, please use the designated crosswalks and adhere to all safety rules.  See the “Arrival/Dismissal” section for more information.

请将您的车停放在位于建筑物前面的访客停车场(参见第18页的图表)。 如果您需要在附近街道停车,请使用指定的人行横道并遵守所有安全规则。 有关详细信息,请参阅“到达/放学”部分。

 

Pets宠物

Students should not bring pets to school.  If a pet does follow a student to school, every effort will be made to contact the owner.  Please see “Dogs on Campus” for further information.

学生不应带宠物上学。 如果宠物跟着学生上学,请尽一切努力与宠物主人联系。 有关详细信息,请参阅“校园里的狗”

 

Photographs and Video照片和视频

For liability and privacy purposes, photographing and videotaping of students at school during school hours or school sponsored events, is not allowed without permission from the parent/guardian as well as the Principal.

 

Occasionally, your student might be included on videotapes and/or in photographs used for appropriate district-authorized purposes possibly outside the district.   Permission forms will be sent home and are available in the office for you to sign only if you do not want your child included in these videotapes or photographs.  Examples of uses are:

 

  • show the Bellevue community what we do in our school
  • use for broadcast media and newspaper articles
  • include in the Annual School Performance Report
  • Bellevue Schools Foundation programs
  • televise through the City of Bellevue Cable TV station
  • make presentations to other audiences at workshops
  • other appropriate district-authorized purposes

 

出于责任和隐私目的,未经家长/监护人以及校长许可,不得在学校上课或学校活动期间,在学校拍摄和录像。

有时,您的学生的照片或影像可能会在学区内或学区外被授权的区域使用。 如果您不希望您的孩子被包含在这些录像带或照片中的话,您可以至办公室索取表格签名确认。这些照片或录像带的 用途是:

 

向贝尔维尤社区展示我们在学校所做的工作

  • 用于广播媒体和报纸文章
  • 放在年度学校表现报告中
  • 贝尔维尤学校基金会的内容
  • 通过贝尔维尤市有线电视台播放
  • 在研讨会上进行演示
  • 其他已授权地区的适当用途

 

 

 

 

Playground Supervision游乐场监督

School staff supervises the play areas during recess times. The play areas are NOT supervised before or after school and students are not to play while unsupervised. Please noteThe Jing Mei Early Learning Program leases our playground for their after school program and due to liability issues the program may not share the playground with other children.  When the after school program is using this space, please do not allow your children to enter this space.

在下课时间,学校工作人员会监督游乐区的安全。在上学前或下课后,游乐区不会有任何人监督,并且在无人监督的情况下学生不允许玩游戏。 请注意:因为景美学前学校租用我们的游乐场进行课后活动,因此,基于责任和安全问题,其他孩子不被允许在这段时间使用游乐场。 请提醒您的孩子不要在这段时间进入游乐区。

 

PTSA家长教师学生会PTSA

The Jing Mei Parent Teacher Student Association (PTSA) is a major program facilitator and economic resource for our school.  Curriculum enhancement, social activities and much more are funded and supported through the amazing Jing Mei PTSA and their dedication to each and every Jing Mei Phoenix.  We are so thankful for the partnership!  Membership in Jing Mei’s PTSA shows your support for Jing Mei and our students.  You can join the PTSA and find additional information at www.bmdl-ptsa.org/

景美小学家长教师学生会(PTSA)是我们学校的主要项目的推动者和经济来源。课程充实活动,社交活动和许多其他活动,都是透过景美家长教师学生会的支助和奉献。 我们非常感谢和PTSA的合作伙伴关系! 加入PTSA会员就是您对景美小学表示支持。 您可以加入PTSA并在www.bmdl-ptsa.org/上找到更多讯息。

 

Recess下课休息时间

We will have a lunch time recess (20 minutes) and an afternoon recess (20 minutes).  At the beginning of the year, each student is taught the Jing Mei recess expectations and recess supervisors are present to help promote safety and unity.   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 dress appropriately for Washington recess weather….rain!  Warm rain jackets and weather-sturdy shoes are recommended.  Rainy day recess 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.

Recess Expectations

  • Treat Students and Adults with Respect by…
    • Sharing play equipment and including everyone in the games without excluding students who want to play.
    • Using words and language that are respectful.
    • Solving problems using a respectful dialogue and problem solving approach.
    • Using trash containers to throw away garbage to show respect for our school grounds.
  • Play safely on the playground and in the covered areas by…
    • Playing safely with others without rough-housing or play-fighting and by keeping hands and feet to themselves.
    • Keeping rocks, pinecones, sticks, sawdust, dirt, and snowballs on the ground, rather than throwing them at other students.
    • Lining up quietly under the covered area when the recess bell rings.
    • Listening to the direction of adults.
  • Play in the right place by…
    • Staying within the designated playground boundaries.
    • Students must get permission from a recess teacher before entering the building for any reason.
    • Keeping out of rain puddles and mud on rainy days and wearing coats on wet or cold days.
    • Students may not enter the classroom or schoolhouse during recess without teacher approval and supervision.

在景美小学有午餐时段的下课休息时间(20分钟)和下午时段的下课休息时间(20分钟)。 在学期初,我们会让每个学生都了解下课规则,也会有家长志愿者担任下课监督员,以协助学生下课时间的安全和团结。 每个学生在下课时间都有责任和义务进行安全和公平的游戏,也必须只在游乐场边界内停留。 请协助您的孩子穿着适当的衣物以配合华盛顿州的雨天! 建议穿着防雨夹克和防风雨鞋。 雨天下课方案只会在最恶劣的天气条件下进行。 当雨天下课方案进行时,学生将只能在室内和/或棚子下的区域游戏,以便在成人监督下玩耍。

 

下课注意事项与规则

  • 尊重学生和成人……

分享游戏器材并让每个想玩游戏的人都可以玩游戏。

使用尊重的词语和语言。

使用尊重的语言对话并用正确问题解决的方式来解决问题。

将垃圾丢弃至垃圾筒,尊重我们的校园。

 

  • 在游乐场和棚子下区域安全地玩耍……

安全地与其他人一起玩,不要打架和粗暴的玩耍,不要动手动脚,伤害他人。

将岩石,松果,木棍,锯末,泥土和雪球放在地上,而不是扔给其他学生。

当上课铃响起时,回到棚子下区域安静地排队等待。

听从成年人的指示。

 

  • 在适当的地方玩

留在指定的游乐场边界内。

若有任何原因要离开游乐区,必须先获得监督老师的许可。

雨天时要避开雨水坑和泥土,并且在潮湿或寒冷的日子里穿着外套。

未经教师批准和监督,学生不得在下课休息期间进入教室或校舍。

 

Restorative Practices and Bullying Prevention恢复性实践原则和霸凌预防

In an effort to communicate more information regarding school-wide behavior expectations at Jing Mei and offer some helpful tips regarding how to support your children deal with challenging behaviors, please refer to the information below:

 

Jing Mei School-Wide Behavior Expectations and Restorative Practices:

Jing Mei is a Positive Behavior Intervention and Support (PBIS) School. We utilize a Restorative Approach to conflict management which includes the use of school-wide behavior management that recognizes the needs of individual students while fostering a participatory and cooperative community. The goal of these interactions are to restore the relationship and to help students exemplifying challenging behaviors are to own the problem and be able to recognize

  • PBIS is a proactive approach to school-wide behavior management. The main focus is creating a positive social and learning environment through teams. The PBIS team analyzes behavior patterns and creates a restorative system to support safe and positive student behavior choices.  This approach is in partnership with families and the community.
  • As a school, we emphasize the Tier I (school-wide) expectations based on Jing Mei’s ACHIeVe behavior expectations, which includes demonstrating the following:
  • Aesthetics (Appreciate the beauty of our environment, appreciate other’s work, put things where they belong, and keep things orderly)
  • Community (Share in team work, being kind to others, and respecting self and others)
  • Health (Keep body to oneself to stay safe, wash hands before eating, eat healthy foods, keep environment clean, and participate in individual and group exercise whenever possible)
  • Intelligence (Make our best effort, make good decisions, solve problems, share your ideas)
  • Virtues (Practice the monthly virtues and school-wide core values)

 

At Jing Mei Elementary School, we have common expectations for behavior when we are coming to school, working in the school, and leaving school for the day. At all times, students should keep the ACHIeVe expectations in mind.

 

What families can do at home to support ACHIeVe and to help students become familiar with Restorative Practices is to review the school’s expectations with your students. Also, to deal with challenging behaviors that students are exemplifying and/or feeling challenged by others’ behaviors, families can become familiar with Restorative Practice questions including:

  1. What happened?
  2. What were you thinking at the time?
  3. What have you thought of since that problem
  4. Who has been affected by the behavior? In what way?
  5. What do you think you need to do to make things right?
  6. What did you think when you realized what had happened?
  7. What impact has this had on you and others?
  8. What do you think needs to happen to make things right?

 

  1. Understanding more about Bullying vs. Mean child behaviors, the Bellevue School District implements the Second Step Bullying prevention unit. Understanding the difference could help your child be able to Recognize, Report, and Refuse bullying behaviors at school.
  2. Bullying is intentionally aggressive behavior, repeated over time, which involves an imbalance of power. Bullying may be physical aggression, relational aggression, and/or include cyberbullying.
  3. Bullying entails three elements: an intent to harm, a power imbalance and repeated acts or threats of aggressive behavior. Students who display bullying behaviors do so or say hurtful things repeatedly and/or keep doing it without a sign of regret or remorse.
  4. Rude behaviors occur when students inadvertently say or do something that hurts someone else but may not be done in a repeated or purposeful way.
  5. Mean behaviors occur when someone says or does something to hurt someone once or maybe twice but is not targeted and is not over time.

BSD defines Harassment, Intimidation, and Bullying (HIB) as: 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.

For more information, please log onto the District’s Bullying Prevention and Social Skills site: http://www.bsd405.org/about/initiatives/bullying-prevention/.

Please also refer to the District’s Prohibition of HIB Policy No. 3207 and 3207P http://www.bsd405.org/wp-content/pdf/policy/3207.pdf?x49473

http://www.bsd405.org/wp-content/pdf/policy/3207P.pdf?x49473

To report acts of Harassment, Bullying, and Intimidation, please complete the District’s Harassment, Intimidation, and Bullying Incident Reporting Form: http://www.bsd405.org/wp-content/pdf/HIB/HIB-incident-reporting-form-secondary.pdf

 

为了传达有关景美小学全校行为规范,并提供一些有关如何支持您的孩子面对挑战行为的方法,请参阅以下讯息。

景美小学全校行为规范和恢复性实践原则:

景美小学是一个支持并教导正向行为(PBIS)学校。 我们利用恢复性实践方法进行冲突管理,包括使用全校性的行为管理,在培养参与性和社区合作的同时,也会特别注意个别学生的需求。 这些互动的目的在帮助冲突者恢复关系,也帮助学生面对处理并识别挑战性行为的问题。

  • PBIS是一种正向积极主动的全校行为管理方法。 主要重点是通过团队创造正向积极的社交学习环境。 PBIS团队会分析行为模式并创建一个恢复性实践系统,以支持学生正向和安全行为选择。 这种方法会与家庭和社区合作。
  • 作为一所学校,我们特别强调景美小学里ACHIeVe行为期望的一级(全校)期望,其中包括以下内容:

1)美学教育(欣赏我们环境的美丽,欣赏他人的作品,物品归位并保持秩序井然)

2)社会群体教育(团队合作分享,善待他人,尊重自己和他人)

3)健康体育教育(保持自身安全,进食前洗手,吃健康食品,保持环境清洁,并尽可能参加个人和团体锻炼)

4)智能教育(尽力做事,做出正确的选择,解决问题,分享你的想法)

5)品德教育(实践每月美德和全校核心价值观)

 

在景美小学,无论是任何时候,就算是刚进来学校,在学校上课工作和下课离开学校时,学生都应该牢记并实践景美小学ACHIeVe实现成功的期望。

家庭中也可以教导并支持ACHIeVe并帮助学生熟悉恢复性实践原则,这亦是帮助学生在家练习学校对学生的期望。 此外,为了帮助学生面对他人的挑战行为时,家庭也可以帮助熟悉恢复性实践原则的一些问题,包括:

  1. 发生什么事了?
  2. 当时你在想什么?
  3. 事后有什么想法?
  4. 你所做的这件事影响到了谁? 他们受到什么影响?
  5. 你认为你需要做什么能把这件事做对?(弥补,补偿)
  6. 当你知道了发生了什么事情时,当时你在想什么?
  7. 这件事对你和其他人有什么影响?
  8. 你认为你需要做什么能把这件事做对?(弥补,补偿)

 

School Closures

Do you know where you can find updated school closure information? Below is a list of resources for you to access in order to plan for how your child will get to/from school, in the event school is delayed.

  • schoolreport.org
  • bsd405.org
  • BSD Newsline 425-456-4111
  • Local TV / Radio Stations

您知道在哪里可以找到更新的学校关闭信息吗?以下是您可以访问的资源列表,以便计划您的孩子上学/退学的方式。v  www.schoolreport.orgv  www.bsd405.orgv  BSD电话线 425-456-4111v  当地电视台/电台

 

Snacks at School

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.  Please keep in mind that due to students with allergies, many classrooms are “Peanut and Tree Nut Aware.”  Our goal is to create an inclusive, allergy aware school environment.

您孩子的课堂老师可以为您提供有关零食时间,社区小吃捐赠等的更多信息,因为每个教室处理小吃的方式略有不同。请记住,由于过敏的学生,许多教室是“花生和树坚果意识。”我们的目标是创建一个包容,过敏的学校环境。

 

Student Placement

One of the most important responsibilities of the staff each year is to assign students to classes for the next school year.  The goal of student placement is that each student be placed in a positive learning environment.  Many factors are considered when placing students.  Academic strengths and needs, social and emotional characteristics, as well as parental input are thoughtfully considered.  Should a parent feel that a child’s placement is inappropriate, a request in writing should be made to the Principal.  Change of classroom placement during the school year is rare.  Unless considered a safety concern by Jing Mei Administration, no change of placement will happen.

每年工作人员最重要的职责之一是指派学生参加下一学年的课程。学生安置的目标是让每个学生都处于积极的学习环境中。在安排学生时要​​考虑很多因素。学习优势和需求,社区和情感特征以及父母的投入都经过深思熟虑。如果父母认为孩子的安置不合适,应向校长提出书面请求。学年期间教室安置的变化很少。除非被景美政府视为安全问题,否则不会发生任何变更。

 

Student Progress Reports

Written progress reports will be sent during two reporting periods: February and June. The chief purpose of reporting student progress to parents is to provide the information necessary for a solid working relationship between school and the home in the 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.

书面进度报告将在两个报告期间发送:2月和6月。向学生家长报告学生进步的主要目的是在学生的指导下提供学校与家庭之间稳固工作关系所需的信息。家长将随时了解孩子在学校课程各个方面的成长和进步,包括观察学生在智力,情感,身体和社会发展领域的行为。

 

 

Telephones/Messages

If absolutely necessary, with teacher permission and supervision, students may call home at appropriate times.  Students may also be directed by teachers to call home in order to report their own school successes and areas for growth.  The telephone in the Office is also available for visitors to the building.  Messages to students must be telephoned to the office by 2:15 pm to allow adequate time for delivery.  Please limit these, as every call to a classroom interrupts valuable teaching time.

如果绝对必要,在老师的许可和监督下,学生可以在适当的时候给家里打电话。学生也可能由教师指导回家,以报告他们自己的学校成功和增长领域。办公室的电话也可供访客使用。发送给学生的信息必须在下午2:15之前致电办公室,以便有足够的时间送达。请限制这些,因为每次打电话到教室都会中断宝贵的教学时间。

 

Toys

Toys are not allowed at school, unless permission has been prearranged with your child’s teacher.  Should a child bring a toy to school without his/her teacher’s permission, the toy will be confiscated and held for parent/guardian pick up.

除非已经与您孩子的老师预先安排了许可,否则不允许带玩具到学校。如果孩子未经老师的许可将玩具带到学校,玩具将被没收并保留给父母/监护人接送。

 

 

Visitation at School

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.  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.  As an added measure of safety, we have implemented a 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 Visitor sticker that identifies you as a visitor or volunteer.  We truly appreciate your support at Jing Mei and want you to feel welcome here while realizing that the safety of our students is a high priority for us.

 

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.  If you are a PTSA member who volunteers on a regular basis, you will be given a permanent badge to wear while on campus, but will still need to sign in/out at the main office.

欢迎家长参观他们孩子的教室或校园内的任何其他活动,例如特别节目和集会。如果您想观看或参观课程,请提前联系老师和/或校长。对教室的持续观察可能会导致正常上学日的中断,因此校长保留在必要时限制家长要求的观察次数的权利。作为一项额外的安全措施,我们为所有访客和志愿者实施了登录系统。如果您来学校参观或自愿参观,请先到办公室办理登机手续。我们会要求您佩戴一张访客贴纸,标明您是访客或志愿者。我们非常感谢您对学校的支持,并希望您在这里感到宾至如归,同时意识到我们学生的安全是我们的首要任务。 如果您要为您的孩子带一件物品上学,请将其留在办公室,您的孩子将被要求到办公室领取。不要把它送到教室。如果您是PTSA成员,定期做志愿者,您将获得在校园内佩戴的永久徽章,但仍需要在总部登记/退出。

 

Bellevue School District Policies and Procedures

What follows are excerpts from the procedures of critical Bellevue School District (BSD) policies where publication/notification is either required or encouraged. The complete policies and procedures can be found in the BSD’s digital policy and procedure manual found on the District website: 以下是关于贝尔维尤学区(BSD)政策程序的摘录,其中要求或鼓励发布/通知。完整的政策和程序可以在学区网站上的BSD数字政策和程序手册中找到:

 

https://bsd405.org/about/policies-procedures/

 

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.

  • 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.
  • 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.
  • 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.

 

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.

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.

  1. 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.
  2. 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.
  3. The investigation will include, at a minimum:
  4. An interview with the complainant;
  5. An interview with the alleged aggressor(s);
  6. A review of any previous complaints involving either the complainant or the alleged aggressor(s); and
  7. Interviews with other students or staff members who may have knowledge of the alleged incident.
  8. An interview with the parent, as appropriate.
  9. The principal or designee may determine that other steps must be taken before the investigation is complete.
  10. 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.
  11. 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:
  12. The results of the investigation;
  13. Whether the allegations were found to be factual;
  14. Whether there was a violation of policy; and
  15. The process for the complainant to file an appeal if the complainant disagrees with the results.

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:

  1. Phone: 324.3875
  2. Text: Text your tip to 425.324.3875
  3. Email: 1177@alert1.us
  4. Web: http://1177.alert1.us

 

Easily 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)

 

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/.