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Seattle Public Schools Secondary Administrative Procedures and K‐12 Counseling Services Manual Dr. Maria Goodloe‐Johnson Dr. Susan Enfield, Chief Academic Officer Fall 2010 TABLE OF CONTENTS CHAPTER I. Introduction…………………………………………………………………………………..page 3 II. Administrative Requirements……………………………………………….……….page 4 1. ADA/Reasonable Accommodation (504) ………………………………page 6 1.1 Site‐based 504 “Contact Person” 1.2 Site‐based provision of 504‐related services 2. Extracurricular Activities/Athletics…………………….………………page 7 3 Alternative Course of Study …………………….………………….……page 8 3.1 Alternative Learning Experiences 3.2 Running Start 3.2.1 Eligibility for Participation in Running Start 3.2.2 Necessary Documentation 3.2.3 Acceptance of Running Start Credits 3.3 Correspondence, Online, Private School, or College Courses for High School 3.3.1 Acceptance of Credit 3.3.2 Limit on Number of Credits from Online Sources 3.3.3 Public School Online Academies 3.3.4 Necessary Documentation 3.4 Coding of Credits 3.4.1 OOD Course 3.5 Other Alternative Courses of Study 3.5.1 Provision of Transcript Necessary for the Receipt of Credit 4 Interagency/Safety Net…………………….………………………….…….……page 11 4.1 Drop‐out/Credit Retrieval Programs 4.2 Contractor Credit Retrieval Education Center Student 4.3 Transferring from a Service School 5. Schedule Changes …………………….………………………….…….……page 13 5.1 Changing a Student’s Schedule 5.2 Dropping a Course 5.3 Grade when Dropping a Class 5.4 Waiving a Course 5.4.1 State Requirement 5.4.2 PE Waivers 5.5 Part‐Time & Cross Enrollment 6 Course Catalog…………………….………………………….…….…………page 16 . 7. Credits …………………….………………………….……….…….…………page 17 7.1 Application of Credits Toward State Graduation Requirements 7.2 Math Credit Requirements 7.3 PE Credit Requirements 7.4 Retaken Courses 7.5 Cross Credit/Course Credit Equivalencies 1|Page
7.6 7.7 7.7.1 7.7.2 7.7.3 7.8 7.9 Partial Credit Recognition of credits earned in the Portable Assisted Study Sequence (PASS) PASS Eligibility No Need for Interdistrict Agreements Credit Recognition Teaching Assistant and Office Assistant Credits High School Credit to Middle School Students Recognition of Credits Earned in Middle School High School Courses taken Seattle Public School’s Middle Schools 7.9.1 8. Grades…………………………………………………………………………….….page 22 8.1 “Incomplete” Grade 8.2 Grade Change 8.3 Grade Replacement 8.4 Pass/No Credit Grades 8.5 Grade Marking for Advanced Placement (AP)/ International Baccalaureate (IB) Courses 8.5.1 High School Grade and Credit Marking Policy Revisions 8.5.2 Seattle Public School’s Uniform High School Grading Scale 9 High School Graduation Requirements…………………………....….page 26 9.1 State Minimum Credit Requirement 9.2 Culminating Project 9.3 High School and Beyond Plan 9.4 Service Learning 9.5 HSPE (High School Proficiency Exam) 9.6 Earning a Certificate of Attendance 9.7 Foreign Exchange Students 9.8 Petition to Waive Graduation Requirements 9.9 Projected Graduation for Students with IEPs 10. Responding to Student Crises……………………………………….………page 29 10.1 Child Abuse Reporting 10.2 Adult Sexual Misconduct Procedure 10.3 Student Suicide Ideation and Suicide Attempts 11. Student Records…………………………………………………….…...........page 31 12. Transcripts…………………………………………………………........…….….page 32 12.1 Interpreting Transcripts from another U.S. Public School District, US Private School, and Overseas American School 12.2 Interpreting Transcripts from another country 13. Prohibition on Charging Fees for Participation in Classes …….page 33 III. Counseling Services Delivery Model/Framework…………………….page 34 2|Page
I. INTRODUCTION This Manual was originally created in response to the implementation of the No Child Left Behind Act (NCLB), other changes in state and federal regulations and statutes, and the creation of the District’s Prevention and Intervention Services Department within the School Services Department to help eliminate barriers to learning, and provide the opportunity to examine the status of counseling services throughout the District. Additionally, this Manual has been revised to set forth the District’s secondary administrative procedures, particularly related to the issuance of credit and grades. This Manual is a “living” reference that will be updated at least once a year and more often when additions/changes in federal/state statutes, regulations, District policies, procedures, and/or integration of research‐based best practices, improved service delivery models, etc., occur. The companion web site, http://www.inside.seattleschools.org/area/prevention/ will contain the most current version of the Manual as it functions as a knowledge transfer tool for the counselors and all Prevention‐Intervention central and school‐based staff. 3|Page
II. ADMINISTRATIVE REQUIREMENTS Definitions All practices outlined in the Manual must be in alignment with federal and state laws and regulations. In addition to federal and state laws and regulations, the following types of documents set the parameters for this Manual:  School Board Policy: These are formal rules adopted by the Board of Directors of the Seattle School District, which apply district‐wide. Typically, Board policies are relatively broad in nature, though some Seattle School Board policies are very specific. School Board policies can only be changed by a majority vote of the Board.  School Board Procedure: The School Board often adopts a district‐wide School Board procedure as a companion to a School Board policy; the procedure describes how the policy will be administered. However, Board‐adopted policies do not require Board‐adopted procedures. Like School Board policies, School Board procedures can only be changed by a majority vote of the Board.  Administrative Procedures or Guidelines: These are documents created by the Superintendent or the Superintendent’s designee that set district‐wide expectations. Administrative procedures or guidelines do not need Board approval to be altered, but changes need to be approved by the Superintendent or designee who authored them originally. Administrative procedures or guidelines must be in line with School Board policies and procedures, meaning that they can explain in detail how a School Board policy or procedure is going to be implemented, but they cannot contradict School Board policies and procedures. Administrative procedures or guidelines may include forms to be used for implementation.  School Rules and Practices: These are developed by a school and describe how that school is going to administer a policy, procedure, and/or administrative requirement or guideline. These enable site‐based specificity, but cannot be contrary to the policy, procedure, and/or administrative or guideline they are implementing. These rules and practices must be approved of by the Principal and/or appropriate building decision‐making bodies, need to be kept current, and need to be posted online or otherwise be readily available upon request. The Principal is responsible for communicating changes in policy, procedure, requirements, or practices to staff, students, and parents. Other definitions that may be useful are:  Teacher of Record: The “teacher of record” is the certificated staff member who is ultimately responsible for the course content, grades, attendance, and discipline for a course.  MDTs, SITs, and IEPs:  MDT: Multi‐Disciplinary Team.  SIT: School Intervention Team. SIT often make decisions regarding accommodations for students with disabilities who are subject to Section 504 of the Rehabilitation Act of 1973 (students with disabilities who are not in need of special education services).  IEP: Individual Educational Plan. An IEP is directly related to the IDEA (Individuals with Disabilities Education Act) and special education needs.  MDR: Manifestation Determination Review. This is a team meeting related to instances when students with disabilities are subject to certain disciplinary actions. 4|Page
What follows are topics or services areas related to counseling. For each topic, the relevant reference is provided, and the reference is followed by administrative requirements. Principals and counselors will be notified as administrative requirements are developed. At the same time, please check the Prevention and Intervention Services’ intranet web site for updates. Until administrative requirements for these areas are finalized, schools should continue to use current procedures and practices. And, finally, references may be obtained through: 
Board policies and procedures: Please visit http://www.seattleschools.org/area/policies/index.dxml or http://inside.seattleschools.org/area/prevention/index.xml. 
The Revised Code of Washington (“RCWs”), Washington’s statutory laws, and Washington Administrative Code (“WACs”) Washington’s administrative regulations: Please visit http://slc.leg.wa.gov/ to access the RCW’s and WAC’s 
Prevention/Intervention web site also provides links to both the District’s General Counsel Office and Washington State websites. 5|Page
1. Section 504 of the Rehabilitation Act of 1973 – Reasonable Accommodations for Students with Disabilities Reference: Seattle Public Schools 504 Manual 1.1. Site‐based 504 “Contact Person:” Every school must designate an employee as its “504 Coordinator”. To qualify, the employee must:  Possess Washington State certification (teaching certificate, voc. education certificate, or ESA).  Be employed in a certificated, full time‐equivalent position; and  Work at that school’s location. 1.2. Site‐based provision of 504‐related services The District does not discriminate on the basis of disability in its admissions procedures, access to educational services, or treatment of students in its programs, services, or activities. Section 504 eligibility results in the provision of a free appropriate public education (FAPE) to students and qualified adults with disabilities. Students who are eligible for Section 504 accommodations are students with disabilities that impact their ability to access a major life activity, but who do not need special education services. Special education students are subject to the Individuals with Disabilities Education Act (IDEA). The District’s “504 Manual” is available at http://www.seattleschools.org/area/speced/documents/504handbook.pdf It is also available on the Prevention‐Intervention intranet website www.inside.seattleschools.org/area/prevention . 6|Page
2. Extracurricular Activities/Athletics Reference: School Board Policy D128.00 Students must maintain a minimum Grade Point Average of 2.0 in all subjects, be enrolled in courses that ensure normal progress towards graduation, and be taking enough classes to ensure progression toward graduation (i.e. on track to earn at least 5 credits a year) in order to participate in extracurricular activities, including athletics. E’s count as E’s. Up until the 5th week students may elect to take one course per semester for P/N. Additional information about eligibility to play can be found in the Student Athletic Handbook, found at http://www.seattleschools.org/area/athletics/Handbook.PDF For information on the National Collegiate Athletic Association (NCAA) Eligibility Center, please see http://www.ncaa.org/ Fall 2009‐Note: This Policy is currently under review 7|Page
3. Alternative Courses of Study References: WAC 392‐121‐107 WAC 392‐121‐182 WAC 392‐410‐340 School Board Policy/Procedure C04.00 School Board Policy/Procedure C16.00 School Board Policy/Procedure C57.00 This section focuses on learning opportunities that do not occur through direct classroom instruction in one of the District’s schools. These may include Alternative Learning Experiences (ALEs), instruction provided by a contractor, National Guard, ancillary service, work‐based learning, Running Start, the University of Washington’s transition school and early entrance program, and enrollment in a technical college. Students must submit an Alternative Course of Study proposal to the Principal for approval prior to beginning the experience in order to ensure that credit will be recognized. See Form H.. 3.1. Alternative Learning Experiences: Alternative Learning Experiences (ALEs) are options for students to earn credit in program models that are not reliant on seat‐time as the measure of attendance. Any program that elects to use the ALE model must obtain prior approval from the Instructional Director and Chief Academic Officer, and annually present their policies to the School Board for review and approval. Students taking ALE courses are required to have detailed student learning plans. Credit earned in ALE courses is to be processed by the staff at the program, in accordance with all district policies on grade marking and credits. For more information, please see School Board Policy/Procedure C04.00 and the written policies of each ALE program. 3.2. Running Start: Running Start is a recognized alternative course of study offered by community colleges and available to high school students who have earned sufficient credits to obtain at least 11th grade standing. Eligible students must be enrolled in a Washington state public high school, or meet all applicable requirements for home‐based instruction students, and demonstrate readiness for college level or professional/technical coursework in a college environment. The Running Start program provides high school students the opportunity to enroll in college‐level courses for credit, tuition‐free, while earning high school credit at the same time for up to six quarters, with the exception of 2nd year seniors. Consult the Running Start Coordinator at the particular community college for the exceptions. Students may take 18 credits at Running Start regardless of credits taken at student’s home school. The school counselor, Running Start counselor and the student need to communicate throughout the process. Students who are interested in the Running Start program should contact their high school counselor or the Running Start advisor at the community college. They should also consult with their high school counselor, teachers and parent/guardians about their readiness for college‐level work and the college environment. (See Link for Running Start Equivalencies) INSERT LINK? 3.2.1. Eligibility for Participation in Running Start: Students must have gained 11th grade standing* (currently, having earned 10 credits by Sept. 21 of the current academic year, to participate in Fall or Winter Running Start. Students with 12.5 credits by Feb. 21 are eligible to enroll in Spring Running Start. Students who have not earned sufficient credits to obtain at least 11th grade standing may attend college or university courses at their own expense. However, these courses are not a part of the Running Start Program, and students must comply with the requirements for Equivalency Courses of Study, which are outlined below. Students who are enrolled in Private Schools and who are homeschooled pursuant to a Home based Instruction (HBI) may access Running Start classes through their local public high school, provided they are enrolled in the District, have obtained junior or senior 8|Page
standing according to SPS’s system of class standing by credit attainment (10 credits), and there is capacity in the student’s grade and program at the school. If the school does not have capacity in the student’s grade and program, the student should be referred to another school that has capacity. Students who are receiving HBI seeking to enroll in Running Start should be referred to the Home School Resource Center to determine Running Start Eligibility. Foreign exchange students who hold J‐1 Visas and meet all other eligibility requirements (in particular, having 11th or 12th grade standing) can attend Running Start. Foreign exchange students who hold F‐1 Visas are not eligible to participate in Running Start. *A student is promoted to the next grade immediately following the successful completion of the previous grade. For middle to high school transition, students who have successfully completed 8th grade are considered 9th grade students. Students in grades nine through twelve are promoted upon earning the appropriate number of credits. 3.2.2. Necessary Documentation: Eligible students who wish to take Running Start Courses must complete an Alternative Course of Study Proposal prior to starting a course. Courses listed in the “Running Start Course Equivalences” memorandum meet state and local standards, so students taking a Running Start course or courses on this list only need to fill out basic identifying information, list what approved course(s) they are planning to take, and obtain the appropriate signatures on the Alternative Course of Study Proposal form. See Alternative Course of Study Proposal in Forms, Memo in Appendix. 3.2.3. Acceptance of Running Start Credits: Acceptable Running Start courses must be designated at the 100 level or above by the college or university. A 1.0 Running start credit is equivalent to .2 high school credit. For a 5‐credit Running Start course, the student would earn 1.0 high school credit. 
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All Running Start grades are to be placed on a Seattle Public Schools transcript. Credit earned through Running Start may be applied toward graduation requirements and can be applied to appropriate subject area or as an elective following the chart in the appendix showing community college course equivalencies. Official transcripts will serve as official documentation. Documentation must be sent to the school and approved. Spring Quarter transcripts from many Community Colleges are not available prior to the District’s commencement exercises. With the exception of certain Special Education and ELL students, students must meet all graduation requirements to participate in commencement exercises. Thus, students who are depending on the inclusion of Spring Quarter Running Start credits toward meeting their graduation requirements shall not be eligible to participate in commencement. Exceptions or extenuating circumstances must be approved by the principal. Upon receipt of Running Start transcripts, students will be awarded diplomas. School counselors are responsible for interpreting transcripts. Each building will determine who will enter the data. 3.3 Correspondence, Online, Private School, or College Courses for High School Credit 3.3.1. Acceptance of Credit: Upon receipt of an official transcript, Seattle Public Schools may grant credit for correspondence or non‐Running Start college courses obtained from: 1) schools that are members of the National University Continuing Education Association, or 9|Page
accredited by the Distance Education and Training Council; 2) community colleges, technical colleges, four‐year colleges and universities (either public or private), and approved private high schools in Washington state; and 3) other schools or institutions, including electronically mediated schools or programs which are approved by the Superintendent or the Superintendent’s designee. (i.e., Instructional Director) – SEE APPENDIX S 3.3.2. Limit on Number of Credits from Online Sources* * This is currently under consideration 3.3.3. Public School Online Academies: There are several school districts within Washington that offer “online academics,” including the Washington Virtual Academy (WAVA) within the Steilacoom School District and Insight within the Quillayute Valley School District. Credits earned by students in another school district’s online academy are to be treated like credits from another public high school, not as Equivalency Courses, so long as the student presents a transcript from the public school district. Students cannot be enrolled in SPS and another school district just so that they can take online courses in that district, absent the two districts entering into an interdistrict agreement. Click here for more information on district procedures related to interdistrict dual enrollment . 3.3.4. Necessary Documentation: Students must submit an Equivalency Course of Study Proposal to the Principal or the Principal’s designee for approval prior to beginning the experience in order to ensure that credit will be recognized. Receipt of credit will be contingent upon provision of an official transcript reflecting satisfactory completion of the course, as well as documentation establishing that the work performed in the course meets or exceeds Washington Grade Level Expectations (GLEs). See Forms I. For programs approved by the Superintendent or Superintendent designee, that do not issue transcripts, counselors may accept other forms of documentation, such as a report card. 3.4. Coding of Credits 3.4.1. Courses taken at colleges and universities outside of the Running Start program and all out‐of‐district (OOD) courses, other than Running Start, are entered using out‐of‐
district course codes. 3.5. Other Alternative Courses of Study  Planned learning experiences conducted away from the school under the supervision and linked to one or more of the state learning goals and related essential academic learning requirements may be undertaken with prior approval of the Principal or principal designee, and require completion of the necessary Alternative Courses of Study forms in advance.  Students may earn credit by participating in National Guard high school career training and National Guard youth challenge 3.5.1. Provision of Transcript Necessary for the Receipt of Credit: Receipt of credit for all Alternative Courses of Study other than ALEs will be contingent upon the provision of an official transcript reflecting satisfactory completion of the course, as well as documentation establishing that the work performed in the course meets or exceeds Grade Level Expectations (GLEs). 10 | P a g e
4. Interagency/Safety Net: WAC 392‐184‐020 The Columbia Center Intake Process The Columbia Center at Interagency Academy opened in August, 2010 as a comprehensive intake center for students eligible for alternative, safety net schools. This includes students who are required to complete behavior modification as a result of a disciplinary infraction, students in need of credit retrieval, or students who have not been successful in a comprehensive high school setting and need extra services. The Columbia Center is conveniently located in the former Columbia Annex Building (3100 S. Alaska St.) at the intersection of Martin Luther King, Jr. and Alaska, right off of the Columbia City light rail stop. The goals of the Columbia Center are:  To match students with schools that can meet their needs and help them achieve their goals.  To create personalized learning plans with specific goals based on real, actionable data.  To match students with case managers in order to better monitor student progress.  To support students moving to/from detention facilities in meeting their educational goals.  To build a system of small schools that are accountable for measurable student growth. Important Contacts at The Columbia Center Main Number: 252‐6816 Contact this person when you need to: Kaaren Andrews, Interagency Principal Find answers to process questions, discuss the 321‐0416 appropriateness of a referral Martha Ortiz‐Williams, Administrative Secretary
Find someone at The Center or refer a parent to 252‐6826 someone for answers about The Center Mary Tuaolo, Office Specialist 252‐6800
Find out if a referral has been received/processed
Jowell Rollolazo, Student Assignment Facilitator
Obtain information about a student’s enrollment 252‐6819 status or placement Rusty Hibbert, School Counselor Acquire information about a student’s academic 396‐1771 standing or postsecondary planning Brenda McGhee, Transition Specialist 252‐6814
Discuss a court involved youth Anthony Kane, Re‐entry Transition Specialist Discuss a student referred for re‐entry/ behavior 252‐6816 modification Ginny Kalkoske, Drug and Alcohol Specialist Discuss a student referred for drug/alcohol offense 252‐6802 or drug/alcohol counseling High School Referral, Assessment, and Placement: Step 1 – Referral A student is referred to the Columbia Center for behavior modification, credit retrieval, or other unmet needs. Referrals come from comprehensive high schools, the JSCEE enrollment center, agency staff, parents/guardians, probation/parole officers, special education, or safety/security. To make a referral: A. Talk to the student and family about the referral and your recommendation for a new placement. Let them know that they are to report to The Columbia Center on the following Monday at 9 am. B. Fill out the “Columbia Center Referral Form.” C. Email or fax (206‐252‐6818) the referral and supporting documentation to Kaaren Andrews, Interagency Principal, at [email protected], Jowell Rollolazo, Student Assignment Facilitator, at [email protected], and Mary Tuaolo, Office Specialist, at [email protected]. D. As a last step, please confirm the receipt of your referral. Our phone number is 206‐252‐
6816. 11 | P a g e
The Columbia Center will make all placement decisions. No assignments are made to Interagency by the JSCEE Enrollment Center. Assignments to Middle College and Southlake High School can be made through the JSCEE or The Columbia Center. Step 2 – Assessment of Present Levels of Performance and Goals Assessment is done by specialists to gather baseline data for each student, including student’s goals for their education. The data used to make placement decisions includes the following:  Present levels of performance ‐‐ academic (reading, writing, math), behavior/safety, mental health, truancy, drug/alcohol  Current credit status and academic history  Barriers to student learning – learning disabilities and special education status, ELL status, abuse issues, mental health, parenting/pregnancy, truancy, homelessness, court involvement  Post high school and career goals The assessment process takes 5 days, and students are required to attend Monday ‐ Friday from 9am‐noon in order to get a program assignment. The Columbia Center must have a referral before a student is able to begin the intake process. Step 3 – Creation of a Personalized Learning Plan A personalized learning plan is created for each student based on the data collected during intake. This plan will be monitored and updated throughout the student’s placement by school staff and staff from The Center. All outside parties involved in the student’s education are encouraged to participate in the plan and will be updated on student progress to the maximum degree Step 4 – Return to Referring School Students who have completed behavior modification‐Once the student has completed behavior modification class, Anthony Kane will set up a transition meeting to support a successful return to the home school. Please be responsive to his requests as participation from the referring school is essential for student success. Other Interagency /Education Center students‐Other IA/Ed Center students wishing to return to SPS high schools may do so at the beginning of any semester in accordance with SPS enrollment policies(see enrollment policy below). Columbia Center staff will contact SPS high school counselors prior to the start of the semester to facilitate this transition. SPS Enrollment Policy Transferring from a Service School If a student transfers from an education center or another service school and has not attended an SPS attendance area or option school during the year of the transfer or the previous school year, they are assigned to their designated school (exception; a student who has been expelled from his/her designated school and cannot return). They may also choose from available space at any school through September 30. If a student transfers from a service school and has attended an SPS attendance area or option school during the year of the transfer or the previous school year, they follow standard returning student rules, based on the withdrawal from that attendance area or option school. For example, a student had a choice assignment to Roosevelt High School and then transferred to Interagency during the 2010‐11 school year (and thereby withdrew from Roosevelt). They want to transfer out of Interagency during the 2011‐12 school year, so they are reassigned back to Roosevelt. Students who have been long‐term suspended or expelled are not eligible for reassignment until they have been released by Intervention Services staff. Expelled students may not ever be reassigned to the school of expulsion. 12 | P a g e
For additional information regarding the assignment of students returning from a service school, refer to the Assignment Rules for Students Who Return and Will Start School During the 2010‐11 School Year, located at: http://www.seattleschools.org/area/eso/returning.pdf High School Assignment Options Include: Interagency Academy Sites ‐‐ YEP, Alder Academy, Opportunity Skyway, Southwest, UDYC, and Orion  Placements to IA sites can be short or long term.  Interagency includes KC Juvenile Detention and KC Jail. Students transitioning from long term placements in these facilities will be supported by Interagency Case Managers. Education Service Centers – Southwest YFS, YMCA Metrocenter, Peace for the Streets, and Indian Center  Placements to Education Service Center sites will be for a maximum of one year.  Students are not able to graduate from an Education Center and must return to an SPS High School for at least one full semester before they are eligible to graduate. Southlake High School  Placements to Southlake High School can be short or long term. Middle College  Placements will be made to Middle College when students meet minimum standards and the placement is appropriate. Placements are long term and not for re‐entry. Middle College placements can also be made directly by SPS Enrollment Center Staff. The Columbia Center will serve as the entry point for all students, regardless of the referral reason. For additional information regarding the assignment of students returning from a service school, refer to the Assignment Rules for Students Who Return and Will Start School During the 2010‐11 School Year, located at: http://www.seattleschools.org/area/eso/returning.pdf 5. Schedule Changes 5.1. Changing a student’s schedule  Schedules can be changed based on the needs of the student.  Changes are discouraged because they are disruptive and negatively impact the academic achievement of every student.  A student may change a course within no more than ten (10) school days of the beginning of the term, e.g., quarter, semester, or trimester. The timeframe may be extended for extenuating circumstances upon approval of the Principal or the Principal designee.  Marks and attendance should follow a student to the new class if the transfer occurs after the first 10 school days of the term (quarter, semester or trimester).  All course changes after this ten‐day period require the signature of the Principal or Principal designee. 5.2. Dropping a Course: No student may drop a course if the result is a hole in his/her schedule. Juniors and seniors who are on track to meet their graduation requirements may have the option of late arrival or an early dismissal.. 5.3. Grade when Dropping a Class  No mark is recorded if a student drops a course within the first 10 school days of a term (quarter, semester or trimester).  A “W” is recorded when a student drops a course after the first 10 school days of a term (quarter, semester or trimester) and prior to the 5th week. Signature of the Principal or Principal designee required.  An “E” is recorded after the 5th week of the term (quarter, semester or trimester) for any dropped course, except for the exceptions as stated below. Signature of the Principal or Principal designee required. 13 | P a g e
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Courses will only be dropped after the 5th week of the term without penalty of an “E” grade under extenuating circumstances and upon approval by and signature of the Principal and with signatures of parent/guardian, teacher, counselor and student. 5.4. Waiving a Course 5.4.1. No state graduation requirement can be waived except for PE. District graduation requirements, including course requirements, can be waived only in the process called for in the Graduation Requirements Bulletin. 5.4.2. PE Waivers‐ There is a dual combination of cognitive content knowledge and performance to physical education. The performance component of physical education may be waived for specific reasons such as physical disability or participation in directed athletics, but the requirements that students obtain cognitive content knowledge related to physical education cannot be waived. The content knowledge requirement must be met by either course work in fitness education or the earning of credit through taking equivalency courses or completing competency testing.  Per RCW 28A.230.050, all high schools of the state shall emphasize the work of physical education, and carry into effect all physical education requirements established by rule or regulation of the state board of education, PROVIDED: that individual students may be excused from participating in physical education otherwise required under this section on account of physical disability, employment or religious belief, or because of participation in directed athletics or military science and tactics or for another good cause.  The CBA (Classroom Based Assessment) cannot be waived.  Per RCW 28A.210.365, beginning with the 2011‐2012 school year, any PE waiver should be based upon meeting both health and fitness curricula concepts as well as alternative means of engaging in physical activity, but should acknowledge students’ interest in pursuing their academic interests  No credit is earned when a PE waiver is approved.  All PE waivers will be approved in writing and signed by the Principal or Principal’s designee.  Only one .5 FTE PE waiver shall be granted per semester.  Approved waivers will be placed in the student’s cumulative file. 5.5 COURSE CODES: The following codes must be used if a student is being granted a waiver of the participation portion of PE. HPE8203 PE WAIVED‐PHYS DISABILITY HPE8204 PE WAIVED‐RELIGIOUS BELIEF HPE8205 PE WAIVED‐DIR ATHLETICS HPE8206 PE WAIVED‐MILITARY SCIENCE HPE8207 PE WAIVED‐EMPLOYMENT HPE8208 PE WAIVED‐OTHER GOOD CAUSE Part‐time and Cross‐enrollment A student who attends a Seattle Public School and takes one to three courses at another Seattle Public School at the same time is a "cross‐enrolled" student. A "course" is defined as any instructional curricular service or activity in grades preschool through twelve. These are inter‐
school agreements approved by the principals of the two schools. Cross‐enrollment records and subsequent recordkeeping of course hours and grades are maintained by the secretaries or registrars of the involved schools. Cross‐enrollment course hours are designated in the student's record in e‐SIS. The home school (school of assignment) releases the student to the cross‐enrolled school for the agreed upon course(s), but only the home school counts and receives funding for the student; the cross‐enrolled school receives no additional funds. Cross‐enrollment cannot exceed three courses. 14 | P a g e
6. Course Catalog Reference: School Board Policy C02.00 School Board Policy C03.00 The Course Catalog is a list of all District course titles, course numbers and course descriptions. The Course Catalog is available on the inside site in eSIS. The Chief Academic Officer maintains the Course Catalog. Individual schools must follow the course standards set forth in the Course Catalog. 15 | P a g e
7. Credits Reference: School Board Policy C15.00 School Board Policy C52.00 School Board Policy D15.00 7.1. Application of Credits Towards State Graduation Requirements: The Washington State Board or Education has declared that the credits students earn to meet the State’s graduation requirements must be earned in courses that are aligned with at minimum 9th and 10th grade standards of higher, or State Essential WASL/HSPE Standards at Benchmark 3. Credits earned in courses that are not aligned with this can be counted as electives but not toward the State minimum subject matter credit requirements.  For example, credits earned in Pre‐Algebra, Consumer Math, Applied Math 1A & 1B or Community College Math Classes at the 50‐80 level would be counted as elective credits, not as a math credits, and the student would still need to earn 2.0 math credits in courses that are aligned with the 9/10 standards, such as Algebra 1A & 1B, Geometry A & B, Algebra II A and B; Integrated Math 1A & 1B, 2A & 2B, Integrated Math 3A & 3B Applied Math 2A and 2B and Pathways/Segmented Math. 7.2. Math Credit Requirements: Starting with the Class of 2013, students will be required to earn three math credits. For most students that will include Algebra 1, Geometry and a third rigorous math class. (Algebra II, Pre‐calculus, Calculus, Statistics, etc.) Some CTE courses will be applicable for the 3rd math credit as well. Courses that qualify TBD. SPS Math Courses Algebra IA and IB Geometry A and B Algebra II A and B PreCalculus A and B or IB Math AP Calculus AB or AP Statistics or IB Math
AP Calculus BC Note: Students who begin high school with Geometry or above sill must take three years of math in high school per state requirements. 7.3 PE Credit Requirements: Starting with the 2010 Freshman class (c/o2014), students will NOT be allowed to retake a PE class to satisfy their 1.5 PE credit requirement. If a student in this class or beyond chooses to retake a PE class they may do so to earn elective credit. To alleviate the scheduling problem that this may cause, the PE Manager and Secondary Physical Education curriculum consensus committee will continue to move forward creating advanced courses in 6 of 7 fitness courses offered, for example, Swimming 1 & Swimming 2. A student would be able to take both of these courses and apply them to their 1.5 PE requirement. The .5 Personal Fitness class is the first course all students will be recommended to take when they start their high school career, then are recommended to continue on with the other physical education course options. For students in the classes of 2011‐2013, whenever possible they will not repeat courses, and be scheduled in different courses to fulfill their credit requirement. This does not change the content competency requirement for the class of 2012. The content knowledge requirement must be met by either course work in fitness education or the earning of credit through taking equivalency courses or completing competency testing. 16 | P a g e
7.4. Retaken Courses Reference: WAC 392‐415‐055 There are three instances in which a student may retake a class: 1. To replace a grade – in this instance, credit only is conferred to the class with the higher (or equal) grade; the other class is listed on the transcript, but does not confer credit. 2. Subject Matter Mastery A student may retake a class for subject matter mastery. Grades and credits may both count but one will count towards graduation requirements and the additional credits will count as an elective. 3. To earn credit in a different subject area or to earn credits in recurring courses – courses offering dual or multiple credit, such as cross‐credited CTE courses, or non‐CTE occupational education courses. Reoccurring courses include for an example; Music, Band, PE, Journalism, etc. More detail below. Pursuant to School Board Policy D15.00, a student who retakes a class to improve a grade may only receive credit for that class once. For example, a student who received a D in Algebra I may retake Algebra I to obtain a higher grade, but will only get credit once. The student may not receive a math credit and an elective credit for having taken Algebra I twice. WAC 392‐415‐055 has a specific exception for recurring courses. "Recurring courses are not considered repeated courses taken for the purpose of improving a mark/grade. Recurring courses are those taken by a student to further develop their understanding and skills in the subject (e.g., journalism, advanced art or drama, concert band, etc.), or is taken by the student more than once to satisfy different credit requirements (e.g., advanced drama taken three times to meet an elective requirement, an art requirement, and the occupational education requirement)." Thus, a student may take Drama, Band, etc. multiple times to count as an elective. Ex: A student could take Concert Band once for Occupational Education credit, once for Fine Art credit, and then take it again for Elective credit, or could take Concert Band three times for elective credits. 7.5 Cross Credit/Course Credit Equivalencies  Some courses have been approved to be cross credited. 7.6 Partial Credit Partial credit is used to give students coming to a school late in a marking period a way of receiving credit for the time they spent in the course(s).  CREDIT ATTEMPTED MUST BE EQUAL TO CREDIT EARNED.  See the eSIS Quick Reference Credit detail for information about how to edit potential credit for high school students where partial credit is to be attempted.  Teachers shall not change the credit associated to a course as a means of evaluating a student’s performance in that course.  When a student leaves a school prior to the end of the semester or trimester, the student shall be issued a Leaving Grade (letter grade) on the written withdrawal form and a “W” will be listed in eSIS for each course in which the student was enrolled. "Leaving Grades" may be entered in eSIS notes but, must also be entered on the Withdrawal/Transfer Record or other form high schools use when students are planning to leave. No credit shall be assigned. It is up to the school that the student is in at the end of the semester (the school of record) to assign course credit.  Partial Credit When Entering Late Without Withdrawal Grades Students who enter a school after the term has begun without withdrawal grades shall be awarded partial credit on the following schedule:  Between the first week of the semester and the 5‐week progress report date=.5 credit  After the 5‐week progress report date, but before the end of the quarter=.38 credit  After the quarter but prior to the 14th week= .25 credit  After the 14th week but prior to the 17th week= .13 credit 17 | P a g e
7.7 Recognition of credits earned in the Portable Assisted Study Sequence (PASS) PASS is a program offered by Office of Secondary Education for Migrant Youth (SEMY). SEMY is funded by OSPI, pursuant to a contractual agreement that OSPI has with the Sunnyside School District. The Sunnyside School District is responsible for accrediting the courses within the PASS program, and issues transcripts for students who take PASS courses. 7.7.1 Eligibility The OSPI grant for the PASS program is specifically for migrant students who are unable to complete traditional high school course work because they (or their families) are doing seasonal agricultural work. Students eligible to participate in the PASS program at no cost need to be identified and referred by their home district as migrant students. However, SEMY also sells packets to non‐migrant students who wish to take the courses for other reasons. One of the benefits of PASS is that they have the ability to provide students with materials in Spanish. 7.7.2 No Need for Interdistrict Agreements: The Sunnyside School District is not claiming basic education allocation (FTE) for PASS students, it instead gets block funding for the program from OSPI via a Title I grant. As such, this is not a situation where SPS has to enter into a contractual agreement with the Sunnyside School District in order for student to take PASS courses while enrolled in SPS. 7.7.3 Credit Recognition: Regardless of what venue students take to access PASS, they receive a transcript from the Sunnyside School District. Thus, if a student wanted to have SPS recognize credit earned via PASS, they would need to produce a transcript from the Sunnyside School District. SPS would then treat that transcript as if it were a transcript from Sunnyside High School, a sister NAAS school. 7.8 Teaching Assistant and Office Assistant Credits. A course title and number are provided for “Teaching Assistant” and “Office Assistant,” respectively in the District’s course catalog.  A “Teaching Assistant” earns .25 credit for one (1) semester of satisfactory performance.  An “Office Assistant” earns .5 credit for one (1) semester of satisfactory performance.  A maximum of 2.0 credits TA may count towards graduation. 7.9 High School Credit to Middle School Students  The School Board has the authority under state law to issue high school credit for middle school courses if the Board determines the middle school course to be equivalent to a course offered at a high school. Starting September 1, 2010, Seattle Public Schools (SPS) middle school students may earn high school credit for specific high school courses taken at a District middle school.  The courses should be noted as middle school courses, with middle school characteristics in e‐SIS’ Credit Details for the purpose of middle school GPA and academic history but the courses will contain high school level content. This is to ensure the consistent delivery of course content and rigor for high school level courses.  Middle school students are scheduled into courses that identify high school level courses taken at the middle school level. Approved high school level courses taken at the middle school level begin with the prefix “S”. Final marks will display on the student’s middle school academic history and be calculated into the middle school GPA.  Middle school students taking high school level courses at High School Night School (SPS) and High School Summer School (SPS) may only be enrolled in middle school courses to facilitate the maintenance of middle school GPA and academic histories. They can be evaluated by the high school for placement and the appropriateness of high school credit. 18 | P a g e
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Middle school students may take high school level courses for high school placement. If a high school transcript from another district includes credit taken prior entry into high school, then it must be included on the SPS transcript. Out of district high schools, or other approved venues for high school credit as stated in the Counselor Manual, (e.g. Accredited On‐Line Courses, College Courses, Private Education Programs, etc.)‐high school credit may not be given for a course taken prior to entry into high school at one of the approved sites. The student may request the high school credit upon entry into a high school in SPS.* *This process is currently under‐review. Credit Policy for High School Courses Taken in Seattle Public Schools Middle Schools Effective September 1, 2010 ‐ High School Graduating Class of 2015 The Policy Seattle Public Schools (SPS) middle school students may earn high school credit for specific high school courses taken at a District middle school starting September 1, 2010. In order for the courses to qualify for this option: 1) the course work must meet or exceed the standards for the same course offered at a high school site in SPS; 2) there must be at least 150 hours of planned instruction per credit; and 3) the course must be taught by a teacher qualified to teach the course at the high school level. Important Information about the Policy  The new policy is effective for courses taken after September 1, 2010 and is not retroactive.  Courses taken in middle schools outside of SPS do not qualify for credit under this policy unless they are courses that have already been posted to the official high school transcript by the previous school district.  Credit will not automatically be added to the high school transcript upon course completion.  Students may take these courses but not have the grade/credit added to their Washington State Official High School Transcript.  Students interested in adding the grade/credit to their Washington State Official High School Transcript must follow the procedure outlined below during the first semester of their freshman year.  Approved courses and grades added to Washington State Official High School Transcripts will be factored into the student’s official Grade Point Average (GPA). This official GPA will be reported to colleges and other outside sources requesting an Official GPA.  Courses added to a Washington State Official High School Transcript may not be removed.  Students and families will continue to determine the number of advanced courses taken and, collaboration with counselors is recommended when making these choices. Process for Adding Credit to the Washington State Official High School Transcript If a student chooses to add the grade/credit to their Washington State Official High School Transcript they must complete the Credit and Grade Addition to High School Transcript Application Form and submit it to their high school counselor during the first semester of their freshman year. Students requesting course credit after first semester of their freshman year may do so prior to graduation or withdrawal from Seattle Public Schools with approval from their high school principal. For information about qualifying courses offered at your middle school, contact your middle school counselor or administrator. 19 | P a g e
7.9.1 High School Course Taken Seattle Public School’s Middle Schools New S Course Information NEW NEW CRSE COURSE START # TITLE DATE SMA2365 ALGEBRA 1A CP 9/1/2010 SMA2366 ALGEBRA 1B CP 9/1/2010 SMA2369 GEOMETRY A CP 9/1/2010 SMA2370 GEOMETRY B CP 9/1/2010 SSC1258 BIOLOGY 1 CP 9/1/2010 SSC1259 BIOLOGY 2 CP 9/1/2010 SSC1260 PHYSICAL SCIENCE 1 CP 9/1/2010 SSC1261 PHYSICAL SCIENCE 2 CP 9/1/2010 SWL1273 FRENCH 1A CP 9/1/2010 SWL1274 FRENCH 1B CP 9/1/2010 SWL1275 JAPANESE 1A CP 9/1/2010 SWL1276 JAPANESE 1B CP 9/1/2010 SWL1277 CHINESE 1A CP 9/1/2010 SWL1278 CHINESE 1B CP 9/1/2010 SWL1279 SPANISH 1A CP 9/1/2010 SWL1280 SPANISH 1B CP 9/1/2010 20 | P a g e
8 Grades References: School Board Policy C15.00 School Board Policy D15.00 Please see Forms Sections for the District’s Course/Grade/Credit Change Form and the Course Replacement Form. 8.1 “Incomplete” Grade  A grade marked as “Incomplete” must be changed to a letter grade within six school weeks of the following term (School Board Procedure D46.01(3)). If no letter grade is provided, the grade will become an “E.”  The Principal has the discretion to make exceptions for extenuating circumstances. The Principal’s approval should be in the student’s file.  If a student has left the school and is not returning to that school, then it is the responsibility of the student to notify the original school (i.e., the grade‐marking school) to receive documentation of the change from an “incomplete” to a letter grade. 8.2 Grade Change  A grade can only be changed by the teacher of record for that specific course and grade; or
by the Principal if the cause was an error or bias;  A grade change must be documented with a completed and fully signed District “Course/Grade/Credit Change” form and supporting documents. The teacher, counselor, data registration specialist and administrator must sign the form. The form will be placed in the student’s cumulative file.  The school data registration specialist is the only school employee authorized to enter the data and electronically change a grade in the District’s student systems.  If the school does not have a data registration specialist, then the Principal will designate in writing the staff person who is to perform this function. 8.3 Grade Replacement  SEE 7.4 RETAKEN COURSES 8.4 Pass/No Credit Grades In addition to the procedures outlined in Board Policy C15.00 and Board Policy D15.00, the following are required:  The District Pass/No Credit request form (See Forms Section) is to be signed by the teacher, parent, student, and counselor to document that the counselor has advised the student of the potential impact(s) that a Pass/No Credit may have on college admission. NCAA and some colleges interpret the “P” grade as the lowest possible passing mark or a “D”.  Only one Pass/No Credit grade may be requested per semester and must be requested by the 5th week of the semester.  This agreement cannot be revoked.  Summer School and Summer College courses may not be taken as Pass/No Credit courses, unless a student's IEP or 504 plan specifically calls for the student to be taking a course on a Pass/No Credit basis. 8.5 Grade Marking for Advanced Placement (AP)/International Baccalaureate (IB) Courses o A grade earned in an AP or IB course cannot be altered because of an AP or IB test score. o A course name or grade cannot be changed and designated as an AP or IB course when it was not an AP or IB course, because AP‐ and IB‐designated courses have approved curricula. o An AP or IB course cannot be changed to an Honors course if the student does not take the commercial test. 21 | P a g e
o The student is responsible for submitting AP or IB test score documentation to colleges. 22 | P a g e
High School Grade and Credit Marking Policy Revisions Seattle Public Schools D15.00 Adopted October 21, 2009 Effective September 1, 2010 8.5.1 High School Grade and Credit Marking Policy Revisions Seattle Public Schools D15.00 Adopted October 21, 2009 Effective September 1, 2010 There are two revisions of this policy that relate to grading: 1) A uniform 11‐Point Grading scale that includes plus (+) and minus (–) Grades (see chart below). 2) Weighted grading that provides additional “quality” points for Honors, Advanced Placement (AP) and International Baccalaureate (IB) course work and is used to determine Rank in Class. The policy revisions will be implemented in grades 9‐12 starting September 1, 2010 and will not be retroactive. Percentage Letter Grade Honors AP / IB ** Grade Point* Class Rank Class Rank Weighting** Weighting** 93‐100 A
4.0
4.5
5.0
90‐92 A‐
3.7
4.2
4.7
87‐89 B+
3.3
3.8
4.3
83‐86 B
3.0
3.5
4.0
80‐82 B‐
2.7
3.2
3.7
77‐79 C+
2.3
2.8
3.3
73‐76 C
2.0
2.5
3.0
70‐72 C‐
1.7
2.2
2.7
67‐69 D+
1.3
1.8
2.3
60‐66 D
1.0
1.5
2.0
Below 60 E
0
0
0 * Based on WAC 392‐415‐040 **WAC 392‐415‐040 does not assign percentages or class rank weighting; these columns are SPS‐determined. Percentages will be rounded to the nearest whole number. For example, 81.4% rounds to 81%, 81.5% rounds to 82%. Details on the new policy related to grading: Weighted Class Rank Information:  Weighted grading will be used to determine class rank only and will not affect a students’ official, cumulative Grade Point Average (GPA).  Class Rank does not appear on official transcripts; however, many colleges and universities, scholarship programs and some employers do ask for rank on their applications.  Class Rank has been, and will continue to be, printed on the SPS Academic Course Histories. Academic histories are for internal use and will not be sent out for college applications, scholarship applications, for car insurance GPA verification, athletic eligibility or any other purpose.  Seattle Public Schools will use quality points so that the rank will reflect the rigor of classes taken.  AP or IB: 1 quality point  Honors: .50 quality point  Courses taken prior to September 1, 2010 in SPS or Out Of District will not be weighted.  Courses taken prior to September 1, 2010 in SPS or Out Of District will be entered on a 5‐point scale and will not be assigned plus (+) or minus (‐) marks.  Previously recorded Out Of District marks will not be modified.  Running start grades earned after September 1, 2010 will be entered with plus (+) and minus (‐) marks. 23 | P a g e
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The new policy will not affect student’s Official High School GPA. Seattle Public Schools Research Evaluation and Assessment will complete an analysis starting in Spring 2011 that will allow schools to have information to use in determining valedictorian, etc. during the transition period created due to system‐wide, grade 9‐12 implementation. Advanced course options: We recommend that students, families and counselors work together to make decisions about which advanced courses are taken. The goal is an appropriately balanced schedule that takes into account individual student interests and strengths. Percentages will be rounded to the whole number. For example, 81.4% rounds to 81%, 81.5% rounds to 82%. 24 | P a g e
8.5.2 Seattle Public Schools Uniform High School Grading Scale* And Class Rank Weighting Effective September 2010 Percentage ** Letter Grade Grade Point* Honors Class Rank Weighting** AP / IB Class Rank Weighting** 100 99 98 97 96 95 94 93 92 91 90 89 88 87 86 85 84 83 82 81 80 79 78 77 76 75 74 73 72 71 70 69 68 67 66 65 64 63 62 61 60 Below 60 A A A A A A A A A‐ A‐ A‐ B+ B+ B+ B B B B B‐ B‐ B‐ C+ C+ C+ C C C C C‐ C‐ C‐ D+ D+ D+ D D D D D D D E 4.0 4.0 4.0 4.0 4.0 4.0 4.0 4.0 3.7 3.7 3.7 3.3 3.3 3.3 3.0 3.0 3.0 3.0 2.7 2.7 2.7 2.3 2.3 2.3 2.0 2.0 2.0 2.0 1.7 1.7 1.7 1.3 1.3 1.3 1.0 1.0 1.0 1.0 1.0 1.0 1.0 0 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.2 4.2 4.2 3.8 3.8 3.8 3.5 3.5 3.5 3.5 3.2 3.2 3.2 2.8 2.8 2.8 2.5 2.5 2.5 2.5 2.2 2.2 2.2 1.8 1.8 1.8 1.5 1.5 1.5 1.5 1.5 1.5 1.5 0 5.0 5.0 5.0 5.0 5.0 5.0 5.0 5.0 4.7 4.7 4.7 4.3 4.3 4.3 4.0 4.0 4.0 4.0 3.7 3.7 3.7 3.3 3.3 3.3 3.0 3.0 3.0 3.0 2.7 2.7 2.7 2.3 2.3 2.3 2.0 2.0 2.0 2.0 2.0 2.0 2.0 0 * Based on WAC 392‐415‐040 **WAC 392‐415‐040 does not assign percentages or class rank weighting; these columns are SPS‐determined. Percentages will be rounded to the nearest whole number. For example, 81.4% rounds to 81%, 81.5% rounds to 82%. Weighting for Honors, Advanced Placement and International Baccalaureate will be used to determine class rank only and will not affect students’ official high school GPA. Class Rank does not appear on official high school transcripts; however, many colleges and universities, scholarship programs and some employers do ask for rank on their applications. 25 | P a g e
9. High School Graduation Requirements Reference: RCW 28A.230.090 WAC 180‐51‐060 WAC 180‐51‐061 WAC 180‐51‐066 School Board Policy C15.00 School Board Policy D15.00 High School Graduation Requirement Bulletin (revised annually) 9.1 State Minimum Credit Requirement: The State of Washington requires students earn at least 20 credits, and has requirements for specific credit that must be earned. The specific breakdown for students in the Classes of 2011 and 2012 is found in WAC 180‐51‐061. The specific breakdown for students in the Class of 2013 and beyond is found in WAC 180‐51‐
066. Pursuant to WAC 180‐51‐061, in order for a credit to count towards the State graduation requirements, it must be earned in a course that is aligned with at minimum 9/10 GLEs or state essential academic learning requirements at Benchmark 3. * See Appendix for Graduation Bulletins Culminating Project‐ Each student must complete a state‐mandated Culminating Project that 9.2 meets District requirements. Students who are attending Running Start full time must also complete a Culminating Project, though they may use work completed in a Running Start course as part of the project, so long as it meets District’s requirements. High School and Beyond Plan‐ Students are required to create a High School and Beyond 9.3 Plan. The plan must indicate what the student intends to do during his or her high school years, as well as what the student expects to do during the year following graduation. Service Learning 9.4  Sixty (60) hours of service learning are required to graduate.  For students who come in from outside the district, service learning is prorated at 15 service learning hours per year.  Service learning hours must be accrued during the student’s high school career, meaning that hours can only be earned after Sept. 1 of the student’s first year of high school. *(See School’s requirements) 9.5 HSPE The State requires that students in the class of 2013 and beyond must pass each subject of the (HSPE) High School Proficiency Exam*, formerly known as the Washington Assessment of Student Learning (WASL), or an approved alternative in order to receive the Certificate of Academic Achievement (CAA). Receiving a CAA is a state graduation requirement for the class of 2013 and beyond. Students in the class of 2011 and 2012 must take and pass the HSPE or WASL reading and writing. Students who do not pass the Math HSPE will either need to retake the exam, take an approved option, or earn two math credits after their 10th grade year. Approved options available for students who do not retake the HSPE include: SAT, ACT, AP test, or Collection of Evidence for Reading and Writing only. For the class of 2013 and beyond – students must take and pass all 4 subjects (reading, writing, math and science) of the HSPE.* If students do not pass, retake opportunities will be August and again during the following school year. Other options available after taking the test once and not passing include: SAT, ACT, AP Test, or Collection of Evidence for all 4 subjects 26 | P a g e
Transfer students from a private school or from out of state in their 11th or 12th grade year, may have direct access to the options without first generating a score from the HSPE. If they have passed their state test used for NCLB they may apply for a waiver with OSPI. Once these are granted, they no longer need to pass the HSPE or an option, but will also be waived from receiving the Certificate of Academic Achievement. They will be eligible for graduation if passing all subject areas in their previous state test. If only certain subjects have been passed, then they’ll have to test those subjects and/or options. Special education students fall under the same graduation requirements as above, however do have additional approved assessment alternatives that may be taken as documented in an IEP. Once a Special Education alternative assessment has been taken, students then are eligible to earn a Certificate of Individual Achievement (CIA) in lieu of the CAA. A form must be filled out and sent to OSPI for verification of transfer students and use of out of state test scores. http://www.k12.wa.us/assessment/pubdocs/Form1637.pdf Additionally, there is a form to submit to OSPI with a copy of the alternative test scores for verification. http://www.k12.wa.us/assessment/caaoptions/pubdocs/1632.pdf Further information may be obtained from the OSPI at: http://www.k12.wa.us/GraduationRequirements/Requirement‐CAA‐CIA.aspx 9.6 *In the spring of 2011, the Math HSPE will be replaced with an end‐of‐ course exam for both Algebra I and Geometry. *In the spring of 2012, the Science HSPE will be replaced with an end‐of‐course Biology exam. Earning a Certificate of Attendance For special education students and ELL students who are unable to meet state and district graduation requirements, including passage of the HSPE or an Approved Alternative, the District can award the student with a Certificate of Attendance. This is not a diploma, and does not impact the student’s special education eligibility status. Pursuant to “Kevin’s Law,” the District must allow all special education students who have an Individualized Education Program (IEP) that prescribes continued special education or related services between the ages of 18 and 21 to participate in commencement ceremonies in their fourth year of high school. Special education students are not entitled to participate in commencement every year thereafter. Special education students may also choose to participate in commencement activities and receive a Certificate of Attendance when their IEP team determines that they are no longer eligible for special education services and/or when they turn 21. However, they should be allowed to participate in commencement again if they subsequently meet state and district graduation requirements – including passage of the HSPE or an Approve Alternative ‐ after their fourth year of high school. Students currently receiving ELL services who have met all state and district graduation requirements except for passing the reading and/or writing sections of the HSPE, and who can demonstrate continuing efforts to meet these requirements will be eligible to participate in Commencement and receive a Certificate of Attendance. Efforts include signing up for Summer College (which has an ELL focused site) or having prepared a Collection of Evidence for submittal to the State. 9.7 Foreign Exchange Students: In order to earn a diploma, an exchange student on an F‐1 Student Visa needs to meet all the state and district requirements for graduation including HSPE/End of course exams. A exchange student on an F‐1 Visa can also decide not to graduate from Seattle Public Schools. An exchange student on a J‐1 Visitor Exchange Visa is not exempt from taking the HSPE, and would need to either pass the HSPE or an approved 27 | P a g e
alternative, in addition to meeting all other state and district requirements, to graduate and participate in commencement. They would be treated as an out‐of‐country transfer student, and could access the CAA options immediately without first taking the HSPE. School Board Policy D46.01 states: “Students must meet or have waived Seattle Public Schools graduation requirements … before they can participate in commencement.” This would not prevent exchange students from participating in commencement in other ways, such as serving as an usher. 9.8 Petition to Waive Graduation Requirements – See Graduation Bulletin in Appendix for Process and Forms Section for Wavier Form 9.9 Projected Graduation for Students with IEPs: Each student's IEP team must set the student's date of projected graduation by the time they are 16, or make the determination that the student is never going to earn a regular high school diploma, and thus instead start the student on a track towards post‐secondary goals that are not set upon having a high school diploma (i.e. pursuing supported employment, learning independent living skills etc). For most special education students, they will have the same projected graduation date as their classmates (i.e. four years from entry into high school). For the students whose IEP teams determine that they are never going to earn a regular high school diploma, their eligibility for things like valedictorian or top 10% ends when they complete their fourth year of high school and participate in commencement with their initial high school cohort pursuant to Kevin's law. 28 | P a g e
10 Responding to Student Crises Reference: Seattle Public Schools Emergency Procedures Handbook 10.1 Child Abuse Reporting Reference: School Board Policy D116.00 School Board Procedure D116.01 It is the policy of the Seattle School Board that any case of suspected child abuse shall be immediately reported as provided in state law, and that appropriate follow‐up measures will be taken by the Superintendent or designated representative. Both Board policy and procedures are included in the Appendix. 10.2 Adult Sexual Misconduct Procedure Seattle Public Schools expects the entire staff, volunteers and agency personnel who work with or in our schools to set examples for students in terms of appropriate conduct and behavior. Students are best served by a school climate that is both welcoming and professional with very clear standards of conduct. All adults in the school setting share responsibility in creating a safe learning and teaching environment that is free from adult misconduct including adult sexual misconduct. The Administrative Procedure on responding to and reporting suspected sexual misconduct is included in the Appendix. 10.3 Student Suicide Ideation and Suicide Attempts Below are the procedures outlined in the Seattle Public Schools Safety and Security Department’s “Quick Reference Guide” (2005). The Crisis Clinic phone number is 461‐
3222. Suicide Ideation  Immediately contact the Principal/Administrator and a school mental health staff person (school intervention specialist, school nurse, school counselor, school psychologist, etc.). If the student is agitated, or refuses to comply, call the Safety and Security Department (252‐
0707), Security Specialist, and/or the Police (911).  The school mental health staff person or Principal/Administrator will talk with the student; assess the situation, including the context of the threat, suicide plan and current resources. Contact the parents/guardians. If no mental health staff person is available, contact the Safety Administrator (252‐0707) for support.  Determine if student is receiving mental health care in the community. If the student has a therapist, have the student contact the mental health provider, or obtain a “Consent to Release Information” form and contact the provider directly to determine next steps. If the student does not have a mental health provider, call the Children’s Crisis Response Team through the Crisis Clinic (206‐461‐3222).  Have the parent/guardian come to the school, if possible.  Treat suicide threats as a medical and/or psychological emergency.  Do not leave the student alone.  If a student’s suicidal ideation causes an “imminent and dangerous situation”, the student may be 1) placed on an Emergency Expulsion for Safety Reasons and referred to the Safety and Security Department (252‐0707) for risk assessment; or 2) the family may decide to voluntarily excuse the student for health reasons. 29 | P a g e
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As the suicide risk declines and the school mental health professionals and student’s family determines that school return is desirable, a School Safety Plan needs to be developed to further reduce the risk. This will require Administrators/Staff to collect additional data about the student’s situation and to conduct a planning meeting. If the student has been referred to the Safety and Security Department for a risk assessment, additional guidance and case management will be provided. In most cases it is important for students to be in school because of the “routine” and “normalcy” that a school day provides. Suicide Attempts  Determine the method of suicide (pills, razorblades, etc.) and provide immediate first aid. If the condition of the student makes him/her unable to walk to the office, the nurse and Principal/Administrator should be called to the student. If the student can walk to the office, an adult should accompany the student to the nurse or Principal/Administrator.  Call 911 for life threatening or potentially serious conditions.  Immediately contact the Principal/Administrator and a school mental health staff person (school intervention specialist, school nurse, school counselor, psychologist, etc.). If the student is agitated, or refuses to comply, call the Safety and Security Department (252‐
0707), Security Specialist, or the Police (911).  For non‐lethal attempts, determine if student is receiving mental health care in the community. If student has a therapist, then have the student contact the mental health provider, or obtain a “Consent to Release Information” form and contact the provider directly to determine next steps. If the student does not have mental health provider, call the Children’s Crisis Response Team through the Crisis Clinic (206‐461‐3222)  Have the parents/guardians come to the school, if possible.  Treat suicide attempts as a medical and/or psychological emergency.  Do not leave the student alone.  If a student’s suicidal ideation causes an “imminent and dangerous situation”, the student may be 1) placed on an Emergency Expulsion for Safety Reasons and referred to the Safety and Security Department (252‐0707) for risk assessment; or 2) the family may decide to voluntarily excuse the student for health reasons.  As the suicide risk declines and the school mental health professionals and student’s family determines that school return is desirable, a School Safety Plan needs to be developed to further reduce the risk. This will require Administrators/staff to collect additional data about the student’s situation and to conduct a planning meeting. If the student has been referred to the Safety and Security Department for a risk assessment, additional guidance and case management will be provided. In most cases it is important for students to be in school because of the “routine” and “normalcy” that a school day provides. Completed Suicide  A completed suicide, whether the death occurred in the community or at school, will affect the school community. A suicide that occurs on school property is particularly difficult and will require multiple agencies to support the school including police, medics and mental health providers.  Immediately notify the Safety and Security Department (252‐0707) and the Education Director to assist in coordination. Basic guidance on death is provided the “Death” section of the Quick Reference guide. 30 | P a g e
11 Student Records References: School Board Policy D20.00 School Board Procedure D20.01 It is the policy of the Seattle School Board that there shall be maintained such student records as are required by law or as are necessary for the educational guidance of students or for the orderly efficient operation of the schools, that such records are to be accurate and relevant to the student’s educational welfare, that parents and adult students may inspect, review, challenge the content of student records or place statements in the record commenting on contested information. The contents of student records shall be communicated only to authorized persons and that the interpretation of student records by qualified staff shall be provided whenever appropriate. The release of student records is governed by the Family Educational Rights Privacy Act (FERPA). Requests for student records are processed centrally by the General Counsel’s Office. If you have questions regarding records disclosure, please contact the General Counsel’s Office at 206‐252‐0110. 31 | P a g e
12 Transcripts References: WAC 392‐415‐070 School Board Procedure D05.00 Counselors are responsible for interpreting transcripts. A data registration specialist does data entry. If a school does not have a data registration specialist, the Principal must designate in writing who the designated data entry person will be. When interpreting out‐of‐district courses, the counselor will select the appropriate ”’out of district code.” Students who have already graduated from another school may not attend a Seattle Public School, including students who have F‐1 Visas. 12.1 Interpreting Transcripts from another U.S. Public School District, US Private School, and Overseas American school.  Credits: Credit will be given for a course for which the student has earned a passing letter grade.  The amount of credit for an accepted course will be interpolated or extrapolated on an equivalency basis of .5 credit for one semester, which is 90 hours of instruction.  Grades: If a student receives an A, B, C, D or E in an accepted course, then that grade will be reflected on the student’s transcript. Religion courses will be posted on the transcript as an unspecified elective (course code # 1664). 12.2 Interpreting Transcripts from another country  Counselors are responsible for interpreting transcripts. The Bilingual Orientation Center or Bilingual Education staff will assist with translation.  Credits: Credit will be given for a course for which the student has earned a passing grade that is comparable to a course listed in the District’s course catalog.  The amount of credit for an accepted course will be assigned on an equivalency basis of 75‐90 hours equals .5 credit for one semester.  Classes taken in another language should be assigned credit according to the subject matter area of the course, meaning an English class taken in Spain for the purpose of learning English should be recognized as a World Language credit, not as an English/Language Arts credit. In turn, a Literature course taken in Spain in Spanish should be recognized as being equivalent to a literature course within the District’s course catalog, not as being a World Language class.  Grades: All international grades are to be entered as “P’s” and “N’s”. 32 | P a g e
13 Prohibition on Charging Fees for Participation in Classes The Office of the Attorney General for the State of Washington has issued an opinion stating that School Districts may not charge for tuition or other items necessary to take the class. This means that the District cannot condition participation in a class of payment lab or supply fees. If additional materials are required for course, those materials must be items that can be and are purchased from a third party. The District must provide the additional materials at no cost for students of indigent parents. 33 | P a g e
III. COUNSELING SERVICES DELIVERY MODEL A CONTEXTUAL FRAMEWORK In any organization, services need to be provided within a context. In the case of counseling services, this contextual framework defines the components of counseling services, how the components are inter‐
related, and the most effective processes by which to provide services. The American School Counselor Association (ASCA) has developed a service delivery model that has been accepted by the Washington School Counselor Association and the Washington State Office of Superintendent for Public Instruction (OSPI) as a viable and effective service delivery model. With ASCA’s acknowledgement and approval, the District proposes to use this model with some customization as appropriate to our students’ needs (American School Counselor Association. (2003). The ASCA national model: A framework for school counseling programs. Alexandria, VA: Author). The District recognizes that the ASCA model includes the recommendation that counselor caseloads would equal no more than 250:1 and that non‐counseling duties such as test coordination, and master scheduling would not be part of a counselor’s function. As these conditions currently do not exist in our District, we acknowledge that the ASCA model herein is to be used as a guideline and a source of ideas rather than for purposes of counselor/counseling evaluation. The complete ASCA service delivery model is available on the Prevention and Intervention Services intranet web site, www.inside.seattleschools.org/area/prevention. Presented here are the four fundamental components that create a comprehensive and effective delivery system for counseling services: 
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The “guidance curriculum” component provides the vehicle to deliver counseling services consistent with National Counseling Standards to every student in a systematic way. The “individual student planning” component gives all students the opportunity to work closely with parents or guardians to systematically plan, monitor, and understand their academic growth and development. The “responsive service” component responds to student’s direct, immediate concerns and includes, but is not limited to, individual and group counseling, crisis counseling, referrals and consultation with parents or guardians, teachers or other professional specialists. The “system support” component enables the school counseling program to be effective through a variety of support activities including professional development, consultation, collaboration and teaming, and program management and operations. All activities included in a school counseling program fit into one of these four elements. What follows is a brief description of each component. By administering this four‐prong approach, the District’s counseling services will be comprehensive, relevant, and responsive to the ever‐changing needs of our students. Services provided by the Career and College Center specialists are an integral part of the counseling delivery system; their responsibilities and roles have been differentiated from that of the school counselor. School Guidance Curriculum The school guidance curriculum component consists of a written instructional program that is comprehensive in scope, preventative and proactive, developmental in design, coordinated by school counselors and delivered, as appropriate, by school counselors and other educators. The guidance curriculum is designed to facilitate the systematic delivery of guidance lessons or activities to every student consistent with the school counseling program’s statements of philosophy, goals and student competencies. It promotes knowledge, attitudes and skills through instruction in three content areas: academic achievement, career development and personal/social growth. The counselor’s responsibilities include planning, designing, implementing and evaluating the school‐counseling curriculum. Washington State mandates that students in the Class of 2008 and beyond complete a High School and Beyond Plan. The school counseling curriculum should serve to support students in creating and adjusting their High School and Beyond plans. 34 | P a g e
School counseling curriculum is planned, ongoing and systematic. It should include statements of student competencies for each grade level and the indicators that are identified and used in the assessment of student competencies. Curriculum planning and implementation include classroom instruction, small‐
group discussion; presentations to parents or guardians; assemblies; and collaborative activities with teachers, support personnel and other qualified educators. The curriculum is delivered through strategies such as: 
Classroom instruction: School counselors design instruction, team teach or assist in teaching the school guidance curriculum or learning activities in the classrooms, or other school facilities. They provide content in a full range of subjects, including violence prevention, college, and self‐
assessments. For example, the area of violence prevention may include “Second Steps” and “Steps to Respect” at the elementary grade level or “Olweus Anti‐bullying Training” in the middle schools. At the high school level, college and career exploration may include preparing for the SAT and applying for college. At the middle school level, this instruction may happen during advisory periods through the students' advisory teachers. 
Interdisciplinary curriculum: School counselors participate on interdisciplinary teams to develop and refine curriculum in content areas. These teams develop school guidance curriculum that integrates with subject matter. Examples of counselors assisting in interdisciplinary efforts include integrating social skills development into health curriculum, and college essays in Language Arts. 
Group activities: School counselors conduct planned small groups outside the classroom to respond to students’ identified needs or interests. Topics in these group efforts can include anti‐
harassment/anti‐bullying and other violence prevention issues; anger management; peer advocacy; multi‐cultural awareness and different styles in learning, communicating, and social interaction. 
Parent workshops and instruction: School counselors conduct workshops and informational sessions for parents or guardians to address the needs of the school community and to reflect the school guidance curriculum. Workshop topics can include alternative learning opportunities; effective studying habits; high school graduation requirements; adolescent development; supporting parenting skills; and/or financial aid and college related challenges. Individual Student Planning Individual student planning consists of school counselors coordinating ongoing systematic activities designed to help individual students establish personal goals and develop future plans. School counselors coordinate activities that help all students plan, monitor and manage their own learning as well as meet competencies in areas of academic, career and personal/social development. Within this component, students evaluate their educational, occupational and personal goals. School counselors help students make the transition from school to school, school to work, or school to higher education or career and technical training. These activities are generally delivered on an individual basis or by working with small groups or advisement groups. Parents or guardians are often included in these activities. Systematic delivery of individual planning for every student includes a documented strategy for student success that is stored in a paper or electronic portfolio. Individual planning with students is implemented through such strategies as:  Individual or Small‐Group Appraisal: School counselors work with students analyzing and evaluating students’ abilities, interests, skills and achievement. Test information and other data are used to help students develop immediate and long‐range plans. In high school, counselors should meet with students yearly to develop and revise students’ High School and Beyond plan.  Individual or Small‐Group Advisement: School counselors advise students using personal/social, educational information in planning personal and educational goals. The involvement of students, parents or guardians and the school in this planning is critical. 35 | P a g e
Topics within this component include:  Test score review, interpretation and analysis  Promotion and retention information  Yearly course selection  Financial aid  Senior exit interviews and surveys  High School and Beyond plan  Social skills  College selection  Review of behavior and other intervention plans 36 | P a g e
Responsive Services Responsive services component consists of activities to meet students’ immediate needs and concerns. These needs or concerns require counseling, consultation, referral, peer facilitation or information. This is available to all students and is often student initiated through self‐referral. However, teachers, parents or guardians, or others may also refer students for assistance. Although school counselors have special training and skills to respond to these needs and concerns, the cooperation and support of faculty and staff are necessary for successful implementation. School counselors offer a range of services along the continuum from early intervention to crisis response to meet students’ needs. They consult with parents or guardians, school personnel and other identified parties when developing plans and strategies for facilitating student development. Specific ongoing responsive services such as group counseling, crisis management and suicide prevention, are planned and goal‐focused. There are written procedures to be used in crisis situations. Responsive services are delivered through such strategies as:  Consultation: Counselors consult with parents or guardians, and community agencies to help students and families. School counselors serve as student advocates.  Individual and Small‐Group Counseling: Counseling is provided in a small group or on an individual basis for students expressing difficulties dealing with relationships, personal concerns or normal developmental tasks. Such counseling is normally short term in nature. School counselors do not provide therapy. When necessary, referrals are made to appropriate community resources.  Crisis Counseling/Response: Crisis counseling provides prevention, intervention and follow‐
up. Counseling and support are provided to students and families facing emergency situations. Counseling is normally short term and temporary. When necessary, referrals are made to appropriate community resources.  Referrals: Counselors use referral sources to deal with crises such as suicidal ideation, violence, abuse, and depression and family difficulties. These referral sources may include mental health agencies, employment and training programs, juvenile services and other social and community services.  Peer Facilitation: Many counselors train students as peer mediators, conflict managers, tutors and mentors. System Support System support consists of management activities that establish, maintain and enhance the total school counseling program. School counselors use their leadership and advocacy skills to promote systemic change by contributing in the arenas described below. Professional development: School counselors are involved regularly in updating and sharing their professional knowledge and skills.  In‐service training: School counselors attend school in‐service training to ensure their skills are updated in areas of curriculum development, technology and data analysis.  Professional association membership: As the school counseling profession continues to change and evolve, school counselors can maintain and improve their level of competence by attending professional association conferences or meetings. 37 | P a g e
Consultation, Collaboration and Teaming: Through consulting, partnering, collaborating and teaming, school counselors provide important contributions to the school system.  Consultation: Counselors must consult with teachers, staff members and parents or guardians regularly in order to provide information, to support the school community and to receive feedback on the emerging needs of students. o Example‐ SIT, IEP, Career & College Specialists and Pathways Deans  Partnering with staff, parents or guardians and community relations: This involves orienting staff, parents or guardians, business and industry, civic and social service organizations and community members in the comprehensive school counseling program through partnerships, newsletters, media and presentations.  Community outreach: Activities in this area are designed to help counselors become knowledgeable about community resources and referral agencies.  Advisory council & district committees: School counselors are active in serving on community/district committees or advisory councils. By supporting other programs in the school and community, school counselors gain support for the school counseling program.  Program management and operation: This includes the planning and management tasks needed to support activities conducted in the school counseling program. It also includes fulfilling responsibilities as a member of the school staff.  Management activities: These include budget, facilities, policies and procedures, research and resource development.  Data analysis: Counselors analyze student achievement and counseling‐program‐related data to evaluate the counseling program, conduct research on activity outcomes and discover gaps that exist between different groups of students that need to be addressed. Data analysis aids in the continued development and updating of the school counseling program and resources. School counselors share data and their interpretation with staff and administration to ensure each student has the opportunity to receive an appropriate education. For example, a school’s counseling office would interpret high school attendance data and form a plan to improve attendance using variable methods. At the end of the year, the counselor would look at the attendance data, compare the outcomes, and identify the method that is most successful in increasing student attendance. The next step would be to analyze grades to determine if increased attendance led to higher student achievement. The school’s counseling office would share this best practice with the wider school community.  Fair share responsibilities: As team members within the educational system, school counselors perform fair share responsibilities that align with those of other educators. 38 | P a g e