Chautauqua Elementary School

Student and Family Handbook

2025-2026

Schedules/Calendars

School Hours

Annual District Calendar

Daily Schedule

Arrival Information

Chautauqua Office 206-463-2882 till 4pm

First Student 206-463-6799 6am to 5pm

Morning Arrival

We will continue to use a car-line drop off in the front of the building.  Students can be dropped off beginning at 9:00.  Parents are to stay in their vehicle and not release students until 9:10am. We recommend only walking children to class the first week or occasionally.

Pick Up Procedures:

Parents will not be allowed in the building for end of day pick up. This enables us to teach until the end of the day and maintain our hallways clear for student movement.

Car Pick up will be in the front of the building.  Enter through the CES main entrance and drive to the front area (same as for drop off in the morning). The car line will begin to move at 3:40, when students are dismissed. Parents will not need to log in their arrival as all car pick up students will be dismissed to the front of the building. Please have your student enter the car quickly and continue to move up the car line. Follow instructions of the staff directing traffic.

Walking Pick up will arrange to meet your child at the flagpole in front, for walking.  Walking pick up is recommended for students in grades 3-5.  Walking Pick Up students are dismissed and walk independently to the pick up area.

Arriving Late

If your child arrives at school at or after the 9:15am bell rings, they must check in at the office before going to class.  Students not in class when this bell rings are marked absent by their teacher and by checking into the office their absence will be changed to a tardy so that it reflects they are present at school.  Students are given a stamp on their hand in washable ink so that the teacher knows they’ve first been to the office.

Morning Buses

Students may ride the bus from any stop on the island except for the North End Ferry stop, which is reserved for registered commuting students. If your situation has your child riding the ferry as a non-commuting student, parents/guardians must provide supervision and transportation to school.

Attendance Policies & Procedures

Julie Kangas, Principal 206-463-8575

Karen James, Assistant Principal  206-463-8714

Regular school attendance, fewer than two absences per month, on average

 is necessary for mastery of the educational program provided to students of the district. At times, students may be appropriately absent from class. If students accrue significant absences the school will connect with the family to make a plan to overcome attendance obstacles and increase school engagement.

To communicate absences please contact the school by 9:30am the day of the absence by:

1. Report absences using this online form within 48 hours. If no report is made, the absence is unexcused. Some absences may still be unexcused, even if reported.
2.  Email cesabsence@vashonsd.org
3. Phone 206-463-2882 and press 1 for the Attendance Line to leave a message

1. Include the student’s full name, date of absence and reason for absence in the message.

Excused Absences

• Illness/Injury/Health/Mental Health
• Family Emergency/Bereavement        
• Doctor/Dentist appointments                
• Religious/Cultural Observances        
• Court/Legal appointment
• Suspension        
• Student safety concerns
• School-authorized activity

Chautauqua will notify parents daily, by email, of any attendance entered for their student that day. The school principal (or designee) has the authority to determine if an absence meets the above criteria for an excused absence

Additional absence types and how they are handled

1. Absence for parental-approved activities (Pre-arranged absences). These absences must be submitted to the office at least 3 days prior to the activity in order to be considered for excusal. Please use the online form. School administrators have the authority to determine if the absence will have an adverse impact on the students' learning goals when deciding to excuse the absence or not.
   
2. Absence resulting from disciplinary actions — or short-term suspension. As required by law, students who are removed from a class or classes as a disciplinary measure or students who have been placed on short-term or long-term suspension will have the right to make up assignments or exams missed during the time they were denied entry to the classroom if the effect of the missed assignments will be a substantial lowering of the course grade.

3. Extended illness or health condition. If a student is confined to home or hospital for an extended period, the school will arrange for the accomplishment of assignments at the place of confinement whenever practical. If the student is unable to do his/her schoolwork, or if there are major requirements of a particular course which cannot be accomplished outside of class the student may be required to take an incomplete or withdraw from the class without penalty.

4. Excused absence for chronic health condition. Students with a chronic health condition which interrupts regular attendance may qualify for placement in a limited attendance and participation program. The student and his/her parents will apply to the principal, and a limited program will be written following the advice and recommendations of the student's medical advisor. The recommended limited program will be approved by the principal. Staff will be informed of the student's needs, though the confidentiality of medical information will be respected at the parent's request.

DID YOU KNOW?

• Starting in kindergarten, too many absences can cause children to fall behind in school
• Missing 10 percent (or about 18 days / or 2 days a month) can make it harder to learn to read
• Students can still fall behind if they miss just a day or two every few weeks
• Being late to school may lead to poor attendance
• Absences can affect the whole classroom if the teacher has to slow down learning to help children catch up. Attending school regularly helps children feel better about school – and themselves. Begin building this habit so they learn right away that going to school on time, every day is important. Good attendance will help children do well in high school, college, and at work.

Unexcused Absences

Any absence from school for the majority of hours or periods in an average school day is unexcused unless it meets one of the criteria above for an excused absence.  

• The school will notify a student’s parent or guardian in writing or by telephone whenever the student has failed to attend school after one unexcused absence within any month during the current school year. The notification will include the potential consequences of additional unexcused absences.  

Becca Bill

The “Becca Bill” (SB5439) is our state’s truancy law. Unexcused absences/tardies are subject to BECCA conference. The BECCA Bill supports the state mandate for students to attend school regularly. When a pattern of attendance concerns become evident, parents will be called in for a conference, at which time attendance and grades will be reviewed to initiate an action plan for attendance and making up assignments.

Attendance and Truancy Legal Requirements

• 1 unexcused absence = Inform parents by notice in writing or by telephone
• 3 unexcused absences within a 30-day period = conference with parent/guardian, student, Vice Principal and/or Social Worker to identify barriers to attendance and provide support.
• 5 excused absences within a 30-day period = parent phone conference with Administrator
• Between the 2nd and not later than the 7th unexcused absence, the school may:

• Enter into an agreement with the family regarding attendance  -OR-
• Refer the student to a Community Engagement Board (CEB) -OR-
• File a truancy petition

• Not later than 7 unexcused absences within a 30-day period and not later than 15 unexcused absences within a year, the school must:

• File truancy petition with Juvenile Court

HOW CAN YOU HELP?

• Avoid medical appointments and extended trips when school is in session
• Set a regular bedtime and morning routine, even during remote learning
• Lay out clothes and pack backpacks the night before
• If your child seems anxious about going to school, talk to teachers, school counselors, or other parents for advice on how to make him/her feel comfortable and excited. About learning
• Develop back-up plans for getting to school if something comes up. Call on a family member, a neighbor, or another parent.

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Excused and Unexcused Absences

Please refer to VISD Board Policy 3122 and 3122P

After School Transportation

CES Office 206-463-2882 press 0 for office

First Student 206-463-6799, press 102 for dispatch

Our school district contracts with First Student to provide students with transportation to and from their home or regular daycare.  Permission to ride another bus for special activities (i.e. parties, play dates, or after-school activities) will be granted on a space-available basis, with exception of riding the bus to North End ferry stop. Because of space considerations on certain routes, we strongly encourage carpooling to special activities. 

Early Pick Up         - PRIOR to 3:15 PM

If you need to pick up your student early for an appointment, etc.  it must be prior to 3:15 pm. After that time,all students will be dismissed at 3:40pm and follow their dismissal plan in School Dismissal Manager.  

School Dismissal Manager

We are using School Dismissal Manager, a web-based and mobile app for parents to use to change their child’s after school plan.  Each parent has a login to manage their child’s after school plans.  Changes to the current day’s plan must be made by 2:30pm.  After that, we cannot accept changes and the parent must make arrangements accommodating the plan in place.

You can access School Dismissal Manager at the following link:

https://www.schooldismissalmanager.com/

All parents are encouraged to use the mobile app - make sure it is up to date to avoid issues with it working properly.  

Kindergarten Student Transportation

Kindergarten students who ride the bus at the end of the day are required to be met by a parent/guardian at the bus stop.  If the parent/guardian is not present, the kindergarten student will not be let off the bus, even with an older sibling.  Every effort will be made to contact the parent/guardian at the time the bus is at the stop, but the bus will not wait for an extended time.  The bus will return to the bus stop at the end of the route to attempt to deliver the student. If no parent/guardian can be reached to pick up the child and cannot be let off at the end of the route, he/she will be taken back to First Student awaiting pick-up by the parent or guardian.

If a parent/guardian wishes for another adult or sibling to meet the child at the bus stop, contact the First Student to arrange this in advance.

Commuting Students

We have students who reside off-island on the Seattle-side who commute to Chautauqua Elementary School by ferry.  

All Chautauqua student expectations apply even while on the ferry or waiting in the ferry terminal.  In addition, we have the following Code of Conduct specific to the ferries.  If you plan to have your student ride the bus to the ferry and the ferry across, review the below Code of Conduct with your student prior to their first trip.

Bus Behavior Expectations

Julie Kangas, Principal 206-463-8575

Karen James, Assistant Principal  206-463-8714

First Student 206-463-6799

Safety on the bus is our first priority. The bus driver is in full charge of the bus and the students who choose  to ride Vashon Island School District transportation.  

On the Bus, We Show:

• Respect for Self
• Respect for Others
• Respect for Learning
• Respect for the Environment

Students are expected to follow the school-wide bus expectations for riding and departing the buses safely.

Student Bus Conduct Expectations

• Students shall ride their regularly assigned bus at all times, unless permission is given in the form of an after-school or ongoing  bus change note. Groups may ride another bus for the purpose of a meeting, birthday party, class, etc. on a space available basis.
• Students will remain seated while riding the bus.
• Students will not eat or drink on the bus.
• Students will get  permission from the school bus driver to open a window.
• Students will  leave the bus in an orderly manner. Students cannot cross the highway until given consent by the driver and then only in front of the bus.
• Students  will arrive at the stop 5 minutes before the posted stop time.  
• Students will wait for the bus with their hands, feet and backpack to themselves.
• Students needing to walk some distance along a highway to the bus loading zone, where practicable, will walk on the left-hand side of the roadway, facing oncoming traffic.  This applies to leaving the bus zone in the afternoon.
• Emergency exits:  Emergency doors shall be used only in the case of emergencies and emergency exit drills.  In the event of an actual emergency, exit drills as practiced will be followed.
• Parents of students damaging school buses will be responsible for payment of damages to First Student.

Disciplinary Actions and Exceptional Misconduct for Bus

In the case of discipline referral from the bus driver, the PBIS discipline procedures will be followed (see page 21)  This may result in the students having an assigned seat, establishing a bus safety plan, or losing bus privileges for a period of time.  

A student may lose all bus riding privileges immediately if behavior falls under the definition of Exceptional Misconduct per state law, district policies and/or school disciplinary codes. Parents/Guardians and/or students have the right to review and appeal decisions regarding disciplinary action exercised.

FIRST: Student warned of consequence of 2nd offense.  Other consequences may include detention or public service

SECOND: Loss of all bus riding privileges for a minimum of 1 school day

THIRD: Loss of all bus riding privileges for a minimum of 5 school days

FOURTH: Loss of all  bus riding privileges for a minimum of 10 school days

FIFTH: Loss of all bus riding privileges for the remainder of the school year

Breakfast/Lunch Program

Cierra Hunziker, Food Service Director 206-463-0903

Tory Gateman, Food Services Secretary  206-463-8638

Lunch and Breakfast

Both breakfast and lunch will be free for ALL Chautauqua Elementary School students (grades K-5). This was made possible because enough of our elementary students/families qualified for free and reduced status last year, allowing us to receive funding from Meals for Washington Students. To help us ensure we can offer free meals again next school year, it is essential that families complete and submit the free and reduced-price meal application and consent to share form, located on the VISD website under Department/Food Service or all schools under Forms. There are also paper copies at the front office.

What does this mean for my student(s) who attend Chautauqua?

In schools supplemented by Meals for Washington Students funds, ALL elementary students receive a nutritious breakfast and lunch at no cost, regardless of family income.

Why is the Vashon Island School District requesting financial information?

The information you provide by returning the free and reduced-price meal application impacts the funding that each school receives from the federal and state governments. The Meal Application is used to capture information and ensure that the district receives all of the funding it is entitled to for federal meal programs and state educational programs.

How will this information be protected?  

In keeping with current practices, all information is confidential. The only time we share information is if you the parent hand sign our consent to share form for reduced fees for specific programs

What do I need to do?  

1. Please complete the attached forms (also located here) and return them to your student’s school. Only one application is needed per family. Your assistance in helping us maintain our current funding levels is greatly appreciated.
2. Please also complete this quick survey to help the Food Services Department best roll out this wonderful program!

If you have any questions, please contact Tory Gateman at tgateman@vashonsd.org or 206-463-8528.

Due to student allergies, please do not have students bring food to share in the lunchroom.

General School Information A-Z

Julie Kangas, Principal 206-463-8575

Karen James, Assistant Principal  206-463-8714

Bicycles and Skating

Due to the necessary skills and judgment required for safe riding, we recommend bike riding only for our older students (4th and 5th grades).  Also, consistent with Washington State law, we require that all bike riders wear helmets.  There is a bike rack available outside the multi-purpose room and near the upper playground.  Students must provide locks for security.  Bicycle riders must follow the following rules:

• All bicycles must be parked in the bike rack with a lock.
• All bicycles must be walked on and off the school grounds.
• No bikes shall be ridden on the school grounds between 8:30am and 4:00pm during school days.
• Bicycle riders shall use all hand signals.
• Skating is not allowed on school grounds.  “Waxing” of curbs, walkways, or any other area is prohibited.  All risks are assumed by participants and parents/guardians.  Supervision is not provided.

Birthday Celebrations

We ask that students do NOT pass out invitations to parties unless each child in the class is invited. Please contact your teacher before bringing in a snack to share on their birthday. State guidelines require only prepackaged, purchased snacks for sharing.

Bringing Personal Items and Technology to School

Personal Devices:  Phones, Smartwatches, Earbuds
To protect a focused learning environment, personal mobile phones, smartwatches, and earbuds may not be used during the school day at Chautauqua.

• During the school day: Devices must be off (not on vibrate) and stored in backpacks. Earbuds should remain put away.
• Student–home communication: Students should not call, text, or message parents/guardians from personal devices during school hours. If a student needs to contact home, they must use a school phone with staff permission. If parents/guardians need to reach their child during the school day, please contact the front office.
• Before/after school: Device use is allowed before arrival and after dismissal only.
• Testing & classrooms: Devices may not be used for testing or class activities unless a staff member explicitly authorizes it.
• Exceptions: Approved medical or other documented accommodations will be honored (e.g., smartwatch in airplane mode for health monitoring).

If a device is used or visible during the day:

1. First occurrence: Reminder and student puts device away.
2. Repeated occurrences: Device may be held by staff for pickup at the end of the day.
   Ongoing issues: Parent/guardian may be asked to pick up the device and/or additional school consequences may apply.

Loss or damage: Students bring personal devices at their own risk. The school is not responsible for lost, stolen, or damaged items.

Personal Items: Sports Equipment & Toys

To minimize distractions and prevent conflicts, students should not bring toys or personal sports equipment to school. Exception: If a student needs personal sports gear (e.g., bat, glove) for an after-school team practice and the coach does not provide it, the following rules apply:

• Storage during the day: All sports equipment must be checked in and stored in Ms. Radford’s office for the school day.
• Arrival & dismissal: Equipment must remain in a sports bag or backpack and kept closed during arrival and dismissal for safety.

Misuse or improper storage of personal items/technology may result in:

1. First Occurrence: Item held in the office until the end of the day; the student may pick it up.
2. Second Occurrence: Item held in the office until the end of the day; parent/guardian pickup required. (Commuter parents may call the office to verify release if they cannot come to the building.)
3. Repeated Occurrences: A behavior contract/plan regarding personal devices or items may be implemented.

Loss or damage: Students bring personal items at their own risk. The school is not responsible for lost, stolen, or damaged items.

Dress Expectations:

It is the policy of the Vashon Island School Board that the student and their parent/guardian hold the primary responsibility in determining the student's personal attire, jewelry, and personal items (e.g. backpacks, book bags). Schools are responsible for ensuring that student attire, jewelry, and personal items do not interfere with the health or safety of any student and does not contribute to a hostile or intimidating environment for any student.

Core Values

In in relation to student dress, the district's core values are the following:

• All students should be able to dress for school in a manner that expresses their individuality without fear of unnecessary discipline or body shaming;
• All students have the right to be treated equitably.
• All students and staff are responsible for managing their personal distractions; and
• Students should not face unnecessary barriers to school attendance.

Universal Dress Code

Students must wear:

• Top (shirt, blouse, sweater, sweatshirt, tank, etc.);
• Bottom (pants, shorts, skirt, dress, etc.); and
• Footwear. Footwear must be appropriate for recess and PE activities.

This policy permits additional student attire requirements when necessary to ensure safety in certain academic settings (e.g. physical activity). For example, flip flops should not be worn at school due to injuries during recess or PE classes.

Students may not wear clothing, jewelry, and or personal items that:

• Are pornographic, obscene, contain threats, or that promote illegal or violent conduct such as the unlawful use of weapons, drugs, alcohol, tobacco, or drug paraphernalia;
• Demonstrate hate group association/affiliation and/or use hate speech targeting groups based on race, ethnicity, gender, sexual orientation, gender identity, religious affiliation, or other protected groups;
• Intentionally show private parts (nipples, genitals, buttocks). Clothing must cover private parts in opaque (not able to be seen-through) material;
• Cover the student's face to the extent that the student is not identifiable (except clothing/headgear worn for a religious or medical purpose); or
• Demonstrate gang association/affiliation.

Attire worn in observance of a student's religion is not subject to this policy.

Dress for the Weather

Please keep in mind that students will participate in outdoor recess on a regular basis and in most types of weather so we ask that you consider the frequent Western Washington potential for rain and chilly winds when you dress your child for school. Remind your child to bring their coat to recess and please put your child’s name inside all coats and clothing.Young children should have spare clothes in their backpack. Teachers of young students may write student names in coats unless the parent indicates they would not like the name written in the coat.

Fees & Tuition

The following fees are asked of families to pay per student each year.  Fees can be paid in person, by mail or online (see below).  We accept checks, cash and credit/debit cards.

• ASB Card - $50 each year per student which goes into our Associated Student Body fund and covers the cost of all field trips for the year and helps fund other activities sponsored from ASB such as assemblies, scholarships, and recess supplies. We will also use these funds provide yearbooks for ALL students.  Students qualifying for free and reduced lunch have the fee waived.

Preschool Tuition

Developmental Preschool offers a tuition-based program for typically developing peers.  Reduced tuition is available for those qualifying for Free/Reduced Lunch and who have completed the Consent to Share form.  We cannot waive or scholarship tuition program fees, but are happy to work with families on payment plans if it is warranted. We also offer a free, income based ECEAP preschool. 

Please contact our office at any time you have a question about any fees or tuition payments that are due.

Fees - Paying Online

To access paying school fees online, go to our website:  www.vashonsd.org and choose the Pay Meals and Fees button from the bar.

This will bring up the login page.  You will use the same username and password that you use to access Skyward Family Access.  If you need help with this, or have not yet received that information, please contact our office.

Your fees due for the year, and any past due fees are already in our system and you can pay directly from this site.  If you have students at multiple schools in our district, you will be able to pay fees for them here as well.  If you choose to pay fees online, a convenience fee is added to the total due.  If paid in person, no extra fee is added for credit/debit cards.

Field Trips

Classroom learning can be enhanced through off-site visits.  This could include walking trips around Chautauqua’s immediate neighborhood, excursions to local parks and beaches, or outings to zoos and museums off-island.  

Parents/Guardians are required to complete a Permission Form before their student can attend any field trip.  A form will be sent to parents to complete through Parent Square and will cover all field trips for the year.

Pledge of Allegiance

The Pledge of Allegiance will be recited in each classroom and announced over the intercom school-wide on Mondays.  Students are encouraged to stand and participate in the salute. Those with objections to doing so may sit or stand and must maintain a quiet, respectful atmosphere.

Report Cards and Student Progress

Our grading terms are divided into two semesters.  All report cards are available for viewing/printing at home through Skyward Family Access. We also have fall and spring conferences for each family to meet with their teacher and review student progress.

Student Visitation

Our school prohibits students who are not currently enrolled in our school district from visiting the campus when school is in session. Our school district has implemented this policy to maintain a safe and healthy environment that supports our mission of academic achievement.

Testing

• Highly Capable
• State Assessments

School Building Monitoring

Security cameras are an integral part of our school’s process for prevention and response to incidents. We have several cameras inside and outside of the building, specifically in hallways and the entrance.

Health

Liz Hilliard, District Nurse 206-463-8599

Brandi Greenidge, District Nurse 206-463-8599

Health Room

When a student becomes ill at school we will call the parents for advice as appropriate.  If parents are not available, we call the Emergency Contacts.   It is important that parents keep the office updated with telephone, address, or work changes so that we can contact someone promptly in case of illness or emergency.

Immunizations

Washington State law requires that school districts verify that children have had all state required immunizations before they enter school.  All parents/guardians are required to fill out a Certificate of Immunization with the dates of immunizations.  Parents who do not choose to immunize their children must have their health care provider sign the Certificate of Exemption to certify that you have discussed the risks and benefits of immunization.  For questions about what immunizations are required for school contact our school nurse or talk to your health care provider.

Medications

All medications, prescription and non-prescription (including aspirin, cough drops, and over-the-counter medications), must be locked in the office and administered by the nurse or other designated staff member.  The only exception is medication for life-threatening emergencies; students may carry these medications and they must have all the documentation (see below).

Parents/guardians must complete a written request identifying the medication(s) to be given and provide a written request by the physician:

• authorizing the administration of medication,
• stating the name of student, physician, medication, and dosage periods, and,
• place medication in original container

If you have questions regarding the administration of medications at school, please contact the school nurse.

Life Threatening Conditions

State law (WAC 180-38-040-065) requires that every student with a potentially life threatening condition (such as allergy, asthma, diabetes, etc) have a Health Care Plan and Physician’s Orders with necessary medications in the office by the first day of school.  If your child has a life threatening condition, please contact the office before the first day your child is at school.

Staying Home When Ill

These are the guidelines for keeping a child home when ill:

Head Lice

Our school follows Washington State guidelines regarding head lice. Students are not excluded from school if they have head lice. If a case is suspected or confirmed, parents/guardians should inform the student’s teacher. The school will then provide families with information on how to treat it. A school nurse will recheck the student upon their return to ensure treatment has been started. Whole-class head checks are no longer performed.

Parent Involvement and Participation

Julie Kangas, Principal 206-463-8575

Karen James, Assistant Principal  206-463-8714

CES Office Staff 206-463-2882 press 0 for office

Parent-Teacher Communication

Communication between school and home is an essential ingredient of student success.  Phone calls, notes, and attendance of scheduled conferences are encouraged to maintain consistent communication.

During the school day teachers are focused on student instruction and may be unable to retrieve phone and email messages. For this reason, we ask that you allow 24-48 hours for teachers to reply to email or phone messages. To email a staff member simply use this format: teacher’s first initial followed by last name@vashonsd.org (i.e.for Julie Kangas, the email address is  jkangas@vashonsd.org).

Schoolwide parent-teacher conferences are scheduled during the school year in the Fall and in the Spring and can be found on our district calendar.  We set aside 2.5 days in order to meet with all families during the conference window.  Please make every effort to schedule and attend these conferences during this time.  Other parent-teacher conferences are scheduled on an “as needed” basis.

Resolving Concerns through a Commitment to Respectful Engagement

As faculty, staff, students, and parents we commit to the following attributes of respectful engagement as we resolve our concerns:

• We share a common interest in the engagement and thriving of all members of our learning community.
• We desire to know and communicate concerns immediately so that issues do not build over time.
• We commit to “going to the source” by approaching people directly regarding our concern to resolve it most quickly and effectively.
• We act with integrity and treat each other with respect.
• We approach problem resolution in cooperation with one another and with a team mindset.
• We endeavor to resolve concerns in an open, effective, and timely way.
• We avoid attempting conflict resolution through email and prefer to
• problem-solve by telephone or in person during a mutually arranged meeting.

Process for Resolution of Problems and Concerns

• Be clear, calm and fact-based in communicating your concern/complaint.
• Be open to receiving new information regarding your concern.
• Approach the person directly and respectfully with whom you have the concern
• Seek the help of the supervisor (i.e. Principal, AP) to facilitate a face to face meeting, if necessary.
• Remember, face to face is the preferred method.
• If the problem persists despite attempts at resolution then contact a supervisor directly to share your concern.
• In the rare circumstance when problems cannot be resolved at the school level, please contact the Superintendent’s Office.
• Safety, illegal activities or health concerns should be shared directly with a supervisor immediately.

Parental Input

Throughout the school year there will be surveys, presentations and/or forums to discuss important issues that require parental input.  Your involvement in these processes for communicating clearly between school and home is important and desired by our principal and the CES staff.  When you have an issue that requires our attention, please do not hesitate to bring it to the principal’s attention.

Your involvement is also desired in our district PTO (parent group) council.  They hold monthly meetings and more information can be found on the Vashon PTO website. Your involvement helps our school to be a thriving school community, full of fun events and activities. An information form is located in the lobby outside the school office.

Volunteer Requirements

Our success as a school relates to our ability to establish a strong partnership with parents, families, community members and local businesses.  Our students are Vashon’s children!  We welcome volunteers in our school as one of our most successful ways to achieve true partnerships.  As a result, our School Board has adopted Policy 5630, which provides guidelines for volunteers in our school.

Before working in the classroom or school, volunteers must complete a Washington State Patrol background check and Disclosure Statement, available in our office.  The form is processed through Washington State Patrol for an arrest record background check.  Clearance to work in our school is granted for two years, but at the discretion of building administration.  If denied, an appeal process is available.

When you arrive on campus, please check in at the office. All volunteers and visitors must sign in at the main office. A visitor’s badge must be worn in clear view for the duration of the stay on campus. Volunteers are not allowed to bring their children (non-CES students), including McMurray/Vashon High School students, with them while they are volunteering.  Volunteers are expected to be attending to the needs of the students in the classroom, without distraction nor serving the dual role of parent and classroom volunteer.

Volunteer Field Trip Drivers

We provide transportation for student field trips. We discourage parent drivers on field trips.   The following information (all forms available in office) must be on file for volunteer drivers to be eligible to transport our students to any school-related activity:

• Our standard volunteer paperwork (Volunteer Information Form, Confidentiality Agreement, Disclosure Form);
• Be 25 years old OR 1 year commercial driving experience OR 3 years passenger driving experience;
• Purchase complete driver record online and submit printout with other paperwork;
• A signed limited hold harmless agreement for private vehicles;
• Proof of insurance (including $300,000/$100,000 coverage);
• Copy of your Washington State Driver’s License;

The District Office will review your records and approval will be made based on requirements set forth by School District insurance providers.  Clearance to be a volunteer driver is granted for the current school year only.  If denied, an appeal process is available.

Positive Behavior Interventions & Support

Karen James, Assistant Principal  206-463-8714

Kristina Miller, School Social Worker  206-463-8576

Lisa Radford, Student Support Specialist  206-463-8694

Our staff commits itself to the development of a safe, interactive learning environment that promotes respect, responsibility and community.  Students are taught positive social behaviors through Second Step.  We also use Positive Behavior Intervention and Support (PBIS). PBIS provides clearly defined expectations of student conduct, meaningful reinforcement of successful behavior and consistent implementation of behavioral guidelines.  Student behavior expectations follow SOLE:

We show RESPECT for:

• Self
• Others
• Learning
• Environment

It is expected that students will:

• Use appropriate and respectful language with all students and staff
• Follow directions of all staff and adult volunteers
• Keep hands, feet, & objects to themselves (not hitting, kicking, biting, or using objects as weapons)
• Walk quietly in all areas of the school and keep to the right in hallways and stairways
• Consume food and drink in the classrooms (w/teacher permission) or cafeteria only (no eating or drinking on the playground or in the halls)
• Refrain from chewing gum

Common Area Expectations:  

Cafeteria

Self

- Wash hands before eating.

- Eat protein, vegetables, and/or fruit.

Others

- Follow directions of all adults—every adult is your teacher.

- After recess, line up at the orange cone.

- Enter the correct cafeteria door (buyers through cafeteria door; packed lunch through stage door).

- If your packed lunch is in the classroom, you may eat school lunch or wait until your teacher comes down to the cafeteria.

- Use a Level 2 or 3 voice.

- Stay seated during lunch.

- Use hand signals for water, bathroom, or tray clearance.

- Raise your hand if you need help.

- Say “please” and “thank you.”

Learning

- Stay in the cafeteria area.

- Try eating something new.

Environment

- Keep your area clean and pick up after yourself.

- Recycle food and paper waste.

- Stack trays neatly.

- Table monitors wipe tables clean.

- Wait until your teacher collects you.

Steps

- Adult says, “Give me five.” (5 – Eyes watching, 4 – Ears listening, 3 – Body calm, 2 – Voice quiet, 1 – Brain ready to learn)

- Take 5 seconds to finish your sentence or comment.

- Eyes looking, mouth quiet, hands still, brain thinking, ears hearing, shoulders facing, feet calm.

- Teacher closes hand to “Quiet Coyote” signal.

- Students are silent and ready to attend.

Bus Dismissal

Self

- Keep your backpack closed.

Others

- Walk with your teacher to the gym.

- Walk to your bus line in the gym.

- Sit in front of the first person seated in line.

- Follow directions of your bus driver and all staff.

- Keep hands, feet, and objects to yourself.

- Wait in line to board the bus.

Learning

- Use a Level 0–2 voice in line.

- Quiet feet in stairways and halls.

Environment

- Keep the gym clean.

- Wait to eat or drink until after you get off the bus.

Assemblies

Self

- Keep self space—hands, feet, and body to self.

- Show 5 to the speaker.

- Follow directions of all adults.

Others

- Sit with your class.

- Stay seated flat on the floor.

- Use the bathroom before or after the assembly.

Learning

- Listen to the speaker with Level 0 silent voices.

- Talk only when invited to participate.

- Learn from the presentation.

Environment

- Use walking feet.

- Keep hands and body away from any equipment.

Hallways

Self

- Face forward.

- Walk at all times.

- Keep “bubble” space.

Others

- Stay on the right side of the hallway.

- Stop at “Stop/Pare” signs.

- Wait for teacher direction to move forward.

Never open an exterior door for anyone

Only adult staff members open doors

If you see someone outside, tell a teacher or staff member

Learning

- Level 0 silent voice.

- Quiet feet.

Environment

- Keep hands and feet to yourself.

- Take care of artwork on the walls

Use hallways for walking, not eating

Stairways

Self

- One step at a time.

- Face forward.

- Walk on the stairs.

Others

- Stay on the right side of the stairs.

- Stop at the “Stop/Pare” signs.

- Wait for teacher direction to move forward.

Learning

- Level 0 silent voice.

- Quiet feet.

Environment

- Hands and feet to yourself.

- Take care of artwork on the walls.

- When not with an adult, always use the main stairways.

Recess

Self

- Use equipment safely, as it is meant to be used.

- Stay within the playground boundaries.

- Pay attention to the safety cones.

- Do not go in the woods without permission from a staff member.

-Bring your lunch and outerwear (jacket, sweater, hat) with you to recess

- You may not return to class during recess

Others

- Follow directions of all staff members—every staff member is your teacher.

- Invite others to play with you.

- If you see something unsafe or disrespectful, report it to an adult.

- Keep hands, feet, and objects to yourself.

Learning

- Line up right away at the end of recess.

- Level 0 voice, quiet feet returning to class in stairs and halls.

Environment

- Return any equipment you used to its proper place.

- Keep sticks, rocks, woodchips, branches, or pinecones on the ground.

- Only use equipment while the recess team is outside.

- Put equipment away when finished.

Student Behavior & Discipline

Karen James, Assistant Principal  206-463-8714

Every effort is made to teach positive behaviors, create a positive learning environment and avoid the need to implement disciplinary consequences and procedures. However, when the need for disciplinary procedures arises, clear guidelines are followed. These include repeat behaviors, serious behaviors, exceptional misconduct, bullying and/or harassment. We follow district policies and procedures and implement a variety of corrective measures as outlined in the policies.

Discipline Procedures

After a behavioral event is reported verbally or in writing:

• Principal, assistant principal or designee investigates the reported behavior, gathering information from:
• All students involved, including and potential witnesses
• Any adults involved
• Teachers and administrators will consider utilizing different types of strategies, or multiple strategies simultaneously, to deal with misbehavior, including Administrative, Restorative, and Skills-based/Therapeutic.  Restorative Strategies are problem solving intervention done “with” the offender.  They focus on the harm caused and how it will be repaired.
• Once at a conclusion, the principal or designee will determine consequences by looking at the number of infractions for this child and at the severity of the infraction.

• Usually the principal, assistant principal or designee will contact the parent. Sometimes (depending on the severity of the issue) they will contact the victim’s parents.

Serious Behaviors or Exceptional Misconduct

Most student behavior problems are most effectively resolved by the school staff directly responsible for supervising a group of students.  However, severe misbehavior will result in the student being referred to the principal or designee for corrective action as listed in our district policies..

• Defiance
• Physical (or Verbal) Dangerous or Aggressive Behavior
• Possession of any weapon, replica (including toys) or explosive devices
• Stealing
• Use, possession and/or sale of alcohol, tobacco, drugs or counterfeit drugs
• Vandalism

STUDENT CONDUCT (POLICY 3241)

Student Conduct Expectations and Reasonable Sanctions

Please see VISD Policy 3241 

Procedure Student Conduct Expectations and Reasonable Sanctions Policy 3241P

Please see VISD Policy 3241P

Classroom Management, Discipline and Corrective Action

Please see VISD Policy 3241

Procedure for Classroom Management, Discipline, and Corrective Action Policy 3241P

Please see VISD Policy 3241P

Student Privacy and Searches

Please see VISD Policy 3230

Closed Campus

Please See VISD Policy 3242

Nondiscrimination

Please refer to VISD Policy 3210 Non-Discrimination

Harassment/Intimidation/Bullying

Schools are meant to be safe and inclusive environments where all students are protected from Harassment, Intimidation, and Bullying (HIB), including in the classroom, on the school bus, in school sports, and during other school activities. This section defines HIB, explains what to do when you see or experience it, and our school’s process for responding to it.

What is HIB?

HIB is any intentional electronic, written, verbal, or physical act of a student that:

• Physically harms another student or damages their property;
• Has the effect of greatly interfering with another student’s education; or,
• Is so severe, persistent, or significant that it creates an intimidating or threatening education environment for other students.

HIB generally involves an observed or perceived power imbalance and is repeated multiple times or is

highly likely to be repeated. HIB is not allowed, by law, in our schools.

How can I make a report or complaint about HIB?

Talk to any school staff member (consider starting with whoever you are most comfortable with!). You may use our district’s reporting form to share concerns about HIB (link to form) but reports about HIB can be made in writing or verbally. Your report can be made anonymously, if you are uncomfortable revealing your identity, or confidentially if you prefer it not be shared with other students involved with the report. No disciplinary action will be taken against another student based solely on an anonymous or confidential report.

If a staff member is notified of, observes, overhears, or otherwise witnesses HIB, they must take prompt and appropriate action to stop the HIB behavior and to prevent it from happening again. Our district also has a HIB Compliance Officer (District HIB Name and contact Info) that supports prevention and response to HIB.

What happens after I make a report about HIB?

If you report HIB, school staff must attempt to resolve the concerns. If the concerns are resolved, then no further action may be necessary. However, if you feel that you or someone you know is the victim of unresolved, severe, or persistent HIB that requires further investigation and action, then you should request an official HIB investigation. Also, the school must take actions to ensure that those who report HIB don’t experience retaliation.

What is the investigation process?

When you report a complaint, the HIB Compliance Officer or staff member leading the investigation must notify the families of the students involved with the complaint and must make sure a prompt and thorough investigation takes place. The investigation must be completed within 5 school days, unless the parent/guardian agrees on a different timeline. If your complaint involves circumstances that require a longer investigation, the district will notify you with the anticipated date for their response.

When the investigation is complete, the HIB Compliance Officer or the staff member leading the

investigation must provide you with the outcomes of the investigation within 2 school days. This response

should include:

• A summary of the results of the investigation
• A determination of whether the HIB is substantiated
• Any corrective measures or remedies needed
• Clear information about how you can appeal the decision

What are the next steps if I disagree with the outcome?

For the student designated as the “targeted student” in a complaint:

If you do not agree with the school district’s decision, you may appeal the decision and include any

additional information regarding the complaint to the superintendent, or the person assigned to lead the

appeal, and then to the school board.

For the student designated as the “aggressor” in a complaint:

A student found to be an “aggressor” in a HIB complaint may not appeal the decision of a HIB

investigation. They can, however, appeal corrective actions that result from the findings of the HIB

Investigation.

For more information about the HIB complaint process, including important timelines, please see the

district’s HIB webpage or the district’s HIB Policy [3207] and Procedure [3207P].

Prohibition of Harassment, Intimidation and Bullying

Please refer to VISD Board Policy 3207

Harassment, Intimidation and Bullying Complaint Process (3207P)

Procedure for the Prohibition of Harassment, Intimidation and Bullying

Please refer to VISD Board Policy 3207P

Washington State Harassment, Intimidation or Bullying (HIB) Incident Reporting Form

Please refer to VISD Policy Form 3207F HIB Incident Reporting

Our School Stands Against Discrimination

Discrimination can happen when someone is treated differently or unfairly because they are part of a protected class, including their race, color, national origin, sex, gender identity, gender expression, sexual orientation, religion, creed, disability, use of a service animal, or veteran or military status.

What is discriminatory harassment?

Discriminatory harassment can include teasing and name-calling; graphic and written statements; or other conduct that may be physically threatening, harmful, or humiliating. Discriminatory harassment happens when the conduct is based on a student’s protected class and is serious enough to create a hostile environment. A hostile environment is created when conduct is so severe, pervasive, or persistent that it limits a student’s ability to participate in, or benefit from, the school’s services, activities, or opportunities.

Click links to review the district’s Nondiscrimination Policy 3210 and Procedure 3210P.

What is sexual harassment?

Sexual harassment is any unwelcome conduct or communication that is sexual in nature and substantially interferes with a student's educational performance or creates an intimidating or hostile environment. Sexual harassment can also occur when a student is led to believe they must submit to unwelcome sexual conduct or communication to gain something in return, such as a grade or a place on a sports team.

Examples of sexual harassment can include pressuring a person for sexual actions or favors; unwelcome touching of a sexual nature; graphic or written statements of a sexual nature; distributing sexually explicit texts, e-mails, or pictures; making sexual jokes, rumors, or suggestive remarks; and physical violence, including rape and sexual assault. Our schools do not discriminate based on sex and prohibit sex discrimination in all of our education programs and employment, as required by Title IX and state law.

Click links to review the district’s Sexual Harassment Policy 3205 and Procedure 3205P.

What should my school do about discriminatory and sexual harassment?

When a school becomes aware of possible discriminatory or sexual harassment, it must investigate and stop the harassment. The school must address any effects the harassment had on the student at school, including eliminating the hostile environment, and make sure that the harassment does not happen again.

What can I do if I’m concerned about discrimination or harassment?

Talk to a Coordinator or submit a written complaint. You may contact the following school district staff members to report your concerns, ask questions, or learn more about how to resolve your concerns.

Concerns about:

• Civil Rights Coordinator (general discrimination concerns)
• Title IX Coordinator (sex discrimination, including sexual harassment, concerns)
• Section 504 Coordinator (disability discrimination concerns)
• Gender-Inclusive Schools Coordinator (gender identification discrimination concerns)

Contact:

                Kathryn Coleman

                Director of Student Services

                P.O. Box 547

                Vashon, WA 98070

                (206) 463-8532

kcoleman@vashonsd.org

To submit a written complaint, describe the conduct or incident that may be discriminatory and send it by mail, fax, email, or hand delivery to the school principal, district superintendent, or civil rights coordinator. Submit the complaint as soon as possible for a prompt investigation, and within one year of the conduct or incident.

What happens after I file a discrimination complaint?

The Civil Rights Coordinator will give you a copy of the school district’s discrimination complaint procedure. The Civil Rights Coordinator must make sure a prompt and thorough investigation takes place. The investigation must be completed within 30 calendar days unless you agree to a different timeline. If your complaint involves exceptional circumstances that require a longer investigation, the Civil Rights Coordinator will notify you in writing with the anticipated date for their response.

When the investigation is complete, the school district superintendent or the staff member leading the investigation will send you a written response. This response will include:

• A summary of the results of the investigation
• A determination of whether the school district failed to comply with civil rights laws
• Any corrective measures or remedies needed
• Notice about how you can appeal the decision

What are the next steps if I disagree with the outcome?

If you do not agree with the outcome of your complaint, you may appeal the decision to the School Board and then to the Office of Superintendent of Public Instruction (OSPI). More information about this process, including important timelines, is included in the district’s Nondiscrimination Procedure 3210P and Sexual Harassment

Procedure 3205P.

I already submitted an HIB complaint – what will my school do?

Harassment, intimidation, or bullying (HIB) can also be discrimination if it's related to a protected class. If you give your school a written report of HIB that involves discrimination or sexual harassment, your school will notify the Civil Rights Coordinator. The school district will investigate the complaint using both the Nondiscrimination Procedure (3210P) and the HIB Procedure (3207P) to fully resolve your complaint.

Who else can help with HIB or Discrimination Concerns?

Office of Superintendent of Public Instruction (OSPI)

All reports must start locally at the school or district level. However, OSPI can assist students, families, communities, and school staff with questions about state law, the HIB complaint process, and the discrimination and sexual harassment complaint processes.

OSPI School Safety Center (For questions about harassment, intimidation, and bullying)

• Website: ospi.k12.wa.us/student-success/health-safety/school-safety-center
• Email: schoolsafety@k12.wa.us
• Phone: 360-725-6068

OSPI Equity and Civil Rights Office (For questions about discrimination and sexual harassment)

• Website: ospi.k12.wa.us/policy-funding/equity-and-civil-rights
• Email: equity@k12.wa.us
• Phone: 360-725-6162

Washington State Governor’s Office of the Education Ombuds (OEO)

The Washington State Governor’s Office of the Education Ombuds works with families, communities, and

schools to address problems together so every student can fully participate and thrive in Washington’s K12 public schools. OEO provides informal conflict resolution tools, coaching, facilitation, and training

about family, community engagement, and systems advocacy.

• Website: www.oeo.wa.gov
• Email: oeoinfo@gov.wa.gov
• Phone: 1-866-297-2597

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

The U.S. Department of Education, Office for Civil Rights (OCR) enforces federal nondiscrimination laws in public schools, including those that prohibit discrimination based on sex, race, color, national origin, disability, and age. OCR also has a discrimination complaint process.

• Website: https://www2.ed.gov/about/offices/list/ocr/index.html
• Email: orc@ed.gov
• Phone: 800-421-3481

Our School is Gender-Inclusive

In Washington, all students have the right to be treated consistent with their gender identity at school. Our school will:

• Address students by their requested name and pronouns, with or without a legal name change
• Change a student’s gender designation and have their gender accurately reflected in school
• records
• Allow students to use restrooms and locker rooms that align with their gender identity
• Allow students to participate in sports, physical education courses, field trips, and overnight trips
• in accordance with their gender identity
• Keep health and education information confidential and private
• Allow students to wear clothing that reflects their gender identity and apply dress codes without
• regard to a student’s gender or perceived gender
• Protect students from teasing, bullying, or harassment based on their gender or gender identity

Click links to review the district’s Gender-Inclusive Schools Policy 3211 and Procedure 3211P.  If you have questions or concerns, please contact the Gender-Inclusive Schools Coordinator:

        Kathryn Coleman

                Director of Student Services

                P.O. Box 547

                Vashon, WA 98070

                (206) 463-8532

kcoleman@vashonsd.org

Student Programs & Services

School Office 206-463-2882 press 0 for office

Multi-Tiered System of Support - MTSS

At Chautauqua, we use the Multi-Tiered System of Supports (MTSS) as a framework for enhancing the implementation of evidence-based practices to achieve important outcomes for every student. MTSS helps to ensure students benefit from nurturing environments and equitable access to instruction and supports that are differentiated to meet the unique needs of each and every child.

Using team-driven shared leadership, staff teams use multiple sources of data to plan, deliver, and improve support across the system. Teams can determine the root causes of problems and coordinate supports more effectively when they review academic, social, emotional, and behavioral data together. Instruction, enrichment, and intervention are delivered along a continuum to meet the full spectrum of social, emotional, behavioral, and academic needs of all students. In a multi-tiered system of supports, tiers describe the intensity of support provided. Tiers do not define students.

Tier 1 is the foundation for additional layers of support and should meet the needs of approximately 80% of the student population. Every student has equitable access to universal instruction and supports are:

• research-based and aligned to grade-level standards
• culturally and linguistically responsive
• universally designed
• differentiated to meet their unique needs.

Curriculum

At Chautauqua Elementary, our curriculum follows the Vashon Island School District’s guidelines and the Common Core State Standards adopted by Washington State. We focus on teaching the whole child through developmentally appropriate, evidence-based activities. Our dedicated teachers continually engage in professional development to ensure they meet these goals. All students are provided the opportunity to access the curriculum at the Tier 1 level in all academic areas, in behavior and in social emotional learning.

We provide a strong, consistent curriculum in literacy, math, and science, enhanced by thematic social studies and science units. Our program also emphasizes the arts and the environment with specialist classes in Art, Library, Music, Physical Education, and Spanish, as well as partnerships with local organizations. These partnerships extend learning beyond the classroom and enrich the overall experience.

Chautauqua stands out for our commitment to knowing and appreciating each child, collaborating to meet diverse needs, and focusing on the arts, environment, and social-emotional learning. We support play, outdoor activities, and friendships, fostering a love of learning. Our approach includes nurturing both strengths and areas for growth, with targeted support for social-emotional skills and varied learning styles. From preschool through fifth grade, our staff is dedicated to helping each child reach their full potential, recognizing that development varies and using diverse strategies to meet individual needs.

Tier 2 supports are  an additional layer of targeted, evidence-based intervention programs that include:

• clearly defined entrance and exit criteria
• regular progress monitoring to assess response to intervention
• explicit instruction with increased opportunities to practice and receive specific, frequent feedback
• gradual release of control and support when students master skills, and
• increased communication with families to ensure consistency of support in school and at home

Learning Assistance Program (LAP)

This is a state funded program that provides supplementary reading and math assistance to students who qualify in grades K to 5. Qualification is based on several factors including a universal screener, teacher input, previous assessments and previous participation.

Multilingual Education (MLE)

The primary priority at Chautauqua for our multilingual learners is to improve English language acquisition and thus academic performance through a system of support from preschool through grade 5 while honoring their own heritage language(s). We use WIDA English Proficiency Standards (ELPS) to provide learning targets for teachers as they assist students in learning English.

Highly Capable Program 

• Highly Capable 

Tier 3 supports are an additional layer of intensive, evidence-based intervention programs that have been individualized to meet the needs of students who demonstrate significant risk or do not respond to tier 2 interventions. Interventions may be intensified across seven domains

• strength of the intervention program
• dosage of support
• alignment to target skills and standards
• attention to transfer
• comprehensiveness
• behavioral support

Evaluation Team 

This team, led by the school psychologist, meets to discuss students who may qualify for special education services.  These students can be referred by Tier 2 Teams, by their teacher or by their parents.  This team also follows the progress of students who have Individualized Education Plans.

Special Education

Special Education provides specially designed instruction to students with a disability that adversely impacts their educational progress. Both State and Federal funds support this program.  Students who qualify are served by the Learning Resource Team, which includes special education teachers and paraeducators. Students may also qualify for services from one or more of our district-wide specialists; including Speech Language Pathologists, Occupational and Physical Therapists.  In addition, our nursing staff is available for consultation, testing, and program development.  Questions? please contact Kathryn Coleman, Student Services Director, or Tory Gateman, Administrative Assistant at (206) 463-2121.

Child Welfare

Law requires all school personnel to contact Child Protective Services (CPS) or the Department of Social and Health Services in situations involving suspected child abuse and/or neglect.  CPS reports are confidential.

Discrimination

Vashon Island School District (VISD) does not discriminate in any programs or activities on the basis of sex, race, creed, religion, color, national origin, age, veteran or military status, sexual orientation, gender expression, gender identity, disability, or the use of a trained dog guide or service animal and provides equal access to the Boy Scouts and other designated youth groups. The following employee(s) has been designated to handle questions and complaints of alleged discrimination:

• Civil Rights Compliance Coordinator – Amy Sassara, asassara@vashonsd.org, (206) 463-8529
• Title IX Compliance Coordinator – Kathryn Coleman, kcoleman@vashonsd.org, (206) 463-8532
• Section 504 Coordinator – Kathryn Coleman, kcoleman@vashonsd.org, (206) 463-8532

You can report discrimination and discriminatory harassment to any school staff member or to the district's Civil Rights Coordinator, listed above. You also have the right to file a complaint (see below). For a copy of VISD’s nondiscrimination policy and procedure (Number 3210 and 3210P), contact your school or district office or view it online here.

Homeless Students

To the extent practical and as required by law, the district will work with homeless students and their families to provide stability in school attendance and other services.  View our complete District Policy and Procedures on Homeless Students 3115 and 3115P.

Release of Information

The Vashon schools are authorized by Board Policy 3250 to release student information and student photographs for public information purposes.  This permission also allows videotaping of student projects, programs and other classroom related activities.  The district makes an Opt-Out form available for parents/guardians to complete  if you do not want your child’s photograph or video published or information released.

Sexual Harassment

Students and staff are protected against sexual harassment by anyone in any school program or activity, including on the school campus, on the school bus, or off-campus during a school-sponsored activity.

Sexual harassment is unwelcome behavior or communication that is sexual in nature when:

• A student or employee is led to believe that he or she must submit to unwelcome sexual conduct or communications in order  to gain something in return, such as a grade, a promotion, a place on a sports team, or any educational or employment decision, or
• The conduct substantially interferes with a student's educational performance, or creates an intimidating or hostile educational or employment environment.

Examples of Sexual Harassment (includes, but not limited to, see full listing on district policy):

• Pressuring a person for sexual favors
• Unwelcome touching of a sexual nature
• Writing graffiti of a sexual nature
• Distributing sexually explicit texts, e-mails, or pictures
• Making sexual jokes, rumors, or suggestive remarks
• Physical violence, including rape and sexual assault

You can report sexual harassment to any school staff member or to the district's Title IX Officer, who is listed above. You also have the right to file a complaint (see below). For a copy of VISD’s sexual harassment policy and procedure (Number 3205 and 3205P), contact your school or district office, or view it online here.

Complaint Options for Discrimination and Sexual Harassment

If you believe that you or your child have experienced unlawful discrimination, discriminatory harassment, or sexual harassment at school, you have the right to file a complaint.

Before filing a complaint, you can discuss your concerns with your child’s principal. You may also request an informal meeting with the principal and/or the Title IX Coordinator. This is often the fastest way to resolve your concerns.  If you do choose to submit a formal complaint, please follow the steps below.

Complaint to the School District

1. Step 1. Write Out Your Complaint

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

2. Step 2: School District Investigates Your Complaint

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

3. Step 3: School District Responds to Your Complaint

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

Appeal to the School District

If you disagree with the school district’s decision, you may appeal to the school district’s board of directors. You must file a notice of appeal in writing to the secretary of the school board within 10 calendar days after you received the school district’s response to your complaint. The school board will conduct an impartial hearing, and send you a written decision within 30 calendar days after the district received your notice of appeal. The school board’s decision will include information about how to file a complaint with the Office of Superintendent of Public Instruction (OSPI).

Complaint to OSPI

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

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

Email: Equity@k12.wa.us ǀ Fax: 360-664-2967

Mail or hand deliver: PO Box 47200, 600 Washington St. S.E., Olympia, WA 98504-7200

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

Other Discrimination Complaint Options

Office for Civil Rights, U.S. Department of Education

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

Washington State Human Rights Commission

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

Title I

Dr. Stephanie Spencer, Director of Teaching and Learning  206-463-8531

Title I Part A Program

A Title I, Part A Schoolwide program focuses on supporting all students within the school. The strategies the school will be implementing will provide opportunities and address the learning needs of all students in the school, particularly the needs of the lowest-achieving students. (ESEA section 1114(b)(7)(A)(i), (iii)). Schoolwide reform strategies and best practices that the building intends to use will strengthen the academic program in the entire school, increase the amount and quality of learning time, and help provide an enriched and accelerated curriculum, including programs and activities necessary to provide a well-rounded education. Instructional strategies and initiatives in the comprehensive plan are based on scientifically-based research, strengthen the core academic program, increase the quality and quantity of learning time, and address the learning needs of all students in the school. An opportunity for program review will also occur annually at a Title I presentation for parents. Families are encouraged to participate in this review process.  At any time, parents may also request information regarding the professional qualifications of their student’s teachers.  Finally, details regarding the complaint process are located on our website (Title I Part A page), or parents may contact the Title I Director at (206)463-8531.

Parents will be informed in the fall of each year regarding Title I, Part A requirements for their involvement with our school in support of their children.  This information is shared at a Title I parent meeting.  Parent involvement and input for Title I program development is solicited during our yearly fall Title I parent evening and in the spring Title I parent survey.  The results of this survey inform our programming decisions each year.

Just as it is the responsibility of the school staff members to support student learning to its highest potential, parents are responsible for creating a supportive environment for their child(ren)’s academic success.  Parents can help their child(ren) develop positive learning behaviors and habits by helping their child(ren) attend school regularly, monitoring homework completion, limiting the amount of video/TV watching, and sending their child(ren) to school well rested and fed.

Parents will be informed in the fall of each year regarding Adequate Yearly Progress (AYP) on state exams and our building standards-based State test scores.  This information will be disseminated through a district publication.  Also, this information can be found on the OSPI (Office of the Superintendent of Public Instruction) website.

The district is required to provide adequate information to parents about OSPI’s written complaint procedures for resolving issues of violation(s) of a Federal statute or regulation that applies to the Title 1, Part A program.  For more information, parents may contact the Student Services Director at 206-463-8532.

Parents, Title I students and the Title I teacher sign a Compact for Learning each fall.  This compact was developed by a representative group of Title I parents and staff.  A copy of the compact is placed in the child’s placement file.

View our complete District Title 1 Parental Involvement Policy and Procedures 4130 and 4130P here

Emergency Transportation

In case of an emergency such as earthquake or storm, when normal bus transportation routes are unsafe, students will be held at school until picked up by a parent, guardian or authorized person you have named in your child’s registration.  This info can be reviewed and updates requested through Skyward Family Access or in our office.

School Closures

School Closure Line 206-463-2882 press 8 for updated message

District Office 206-463-2121

First Student 206-463-6799

View the districts school emergency late start or school closure information.

District Policies Reference

All school policies can be found on our District website.  The following policies have been referenced in the content of the Chautauqua Student Handbook.