Longview School District No. 122 2715 Lilac Street, Longview, WA

Transcription

Longview School District No. 122
2715 Lilac Street, Longview, WA 98632 - (360) 575-7000
AGENDA FOR REGULAR BOARD MEETING
Date: August 22, 2016 Time: 7:00 p.m.
Place: Admin Building Board Room
8-22-1
Call Regular Meeting to Order
8-22-2
Flag Salute
8-22-3
Approval of Regular Meeting Agenda
8-22-4
Approval of Consent Agenda
a.
b.
c.
d.
e.
f.
g.
h.
i.
Approval of August 8, 2016, Regular Meeting Minutes
Approval of August 15, 2016, Special Meeting Minutes
Personnel Report with Management Team Agreement
Warrants
Revision to 2016-17 School Calendar Dates
Change Order #1 and #2 for Cascade Middle School Roof Repair Project
Change Order #2 for CVG Roof Repair Project
Minimum Basic Education Requirement Compliance (classroom hours)
Authorization to Surplus Vehicles and Equipment
8-22-5
Superintendent’s Report
8-22-6
Requests to address the Board (three (3) minute limit per person please)
8-22-7
Resolution 753 Adopting the 2016-17 Budget
8-22-8
Policy and Procedure 2161 Special Ed and Related Services for Eligible Student (first
reading)
8-22-9
Policy and Procedure 3246 Restraint, Isolation and Other Uses of Reasonable Force (first
reading)
8-22-10
Set Special Study Session Dates and Times
8-22-11
Information Items
A. Bond Sale Update
B. July Financial Report
C. Board Subcommittee Reports
D. Legislative Updates
E. Other
8-22-12
Adjournment
Board of Directors
CJ Nickerson, President
Barb Westrick, Vice President
Jennifer Leach
JD Rossetti
Richard Lord Jr.
LONGVIEW SCHOOL DISTRICT NO. 122
BOARD OF DIRECTORS REGULAR MEETING
Long Agenda
August 22, 2016
7:00 P.M.
Administration Building Board Room
Estimated time of meeting is 1 hour.
8-22-1
CALL TO ORDER AND READING OF MISSION STATEMENT (2 MIN)
The mission of the Longview School District is to ensure that every student
learns the knowledge, skills, attitudes, and behaviors to become a responsible
citizen in a rapidly changing society.
8-22-2
FLAG SALUTE
8-22-3
APPROVAL OF REGULAR MEETING AGENDA (1 MIN)
Recommended Motion: I move to approve the regular meeting agenda.
8-22-4
APPROVAL OF CONSENT AGENDA (1 MIN)
Recommended Motion: I move to approve the consent agenda.
a.
b.
c.
d.
e.
f.
g.
h.
i.
Approval of August 8, 2016, Regular Meeting Minutes
Approval of August 15, 2016, Special Meeting Minutes
Personnel Report with Management Team Agreement
Warrants
Revision to 2016-17 School Calendar Dates
Change Order #2 for CVG Roof Repair Project
Minimum Basic Education Requirement Compliance (classroom hours)
8-22-5
SUPERINTENDENT’S REPORT (3 MINUTES)
This agenda item will provide an opportunity for the superintendent to share
letters of recognition, commendation, or other good news regarding activities
associated with the Longview School District.
8-22-6
REQUESTS TO ADDRESS THE BOARD (3 MINUTE LIMIT PER PERSON)
This item allows time for public comment on topics not included on this meeting’s
regular agenda. Although this is not a time for discussion, the Board appreciates
public input and may refer such comments to administration for appropriate
follow-up. The Board recognizes that public comment may include constructive
criticism which the Board welcomes, but public comment that is directed to Board
or staff that is abusive, irrelevant, or inappropriate will be interrupted by the Chair
of the Board.
8-22-7
RESOLUTION 753 ADOPTING THE 2016-17 BUDGET (15 MIN)
Recommended Motion: I move to adopt Resolution 753 – Adopting the
2016-17 Budget.
Longview School District
Board of Directors Meeting
August 22, 2016
Long Agenda
The superintendent has prepared the 2016-17 budget for the board to
consider adopting. The superintendent provided updates to the budget
development process on several occasions during regular board
meetings. The preliminary budget was made available to the public on
July 11, 2016. That same day, the superintendent reviewed highlights of
the budget during the regular board meeting. A public hearing was held on
August 8, 2016, to accept public comment for and against the budget. No
public comment was offered. According to state law and board policy, the
board must now consider adopting the budget via resolution no later than
August 31, 2016.
8-22-8
POLICY AND PROCEDURE 2161 SPECIAL EDUCATION AND RELATED
SERVICES FOR ELIGIBLE STUDENTS (FIRST READING) (10 MIN)
Background: WSSDA has provided updated language for Policy and Procedure
2161 Special Education and Related Services for Eligible Students. Changes to
the policy were required due to changes in the Washington law. The changes
were reviewed the by Leadership & Learning Subcommittee and are now
recommended for board consideration.
Proposal: Review the revisions made to Policy and Procedure 2161 and
consider forwarding for a second reading on September 12, 2016.
Recommendation: No action required.
8-22-9
PROCEDURE 3246 RESTRAINT, ISOLATION, AND OTHER USES OF
REASONABLE FORCE (FIRST READING) (10 min)
Background: WSSDA has provided updated language for Procedure 3246
Restraint, Isolation, and Other Uses of Reasonable Force. Changes to the
procedure were required due to changes in the Washington law.
Proposal: Review the revisions made to Procedure 3246 and consider
forwarding for a second reading on September 12, 2016.
8-22-10
SET SPECIAL STUDY SESSION DATES AND TIMES (5 min)
Possible Motions:
•
I move to set a special study session on (date) at (time), to continue
discussion on the superintendent evaluation standards.
•
I move to set a special study session on (date) at (time), to continue
discussion on board goals.
Background: During the Board Retreat on August 15, the board discussed the
superintendent evaluation standards for 2016-17 and board goals. They were
Page 2 of 3
Board of Directors Meeting
August 22, 2016
Long Agenda
not able to complete their work on these matters and suggested holding special
study sessions in the month of September to complete this work.
Proposal: The board proposed holding a special study session on September
12, 2016, to continue work on the superintendent evaluation standards, and
again on September 26, 2016, to continue discussion on board goals. The
superintendent proposes the board discuss whether to schedule dates and times
for the special study sessions.
8-22-11
INFORMATION ITEMS (10 MIN)
A. Bond Sale Update
B. July Financial Report
C. Board Subcommittee Reports
D. Legislative Updates
E. Other
8-22-12
ADJOURNMENT
Page 3 of 3
Attachment 8-22-4a
Regular Meeting of the Board of Directors
August 8, 2016
The regular meeting of the Board of Directors of Longview School District No. 122 was held on
Monday, August 8, 2016, at 7:00 p.m., in the Administration Building. Present were:
BOARD MEMBERS:
JD Rossetti excused
Jennifer Leach
Richard Lord, Jr.
CABINET:
Sandy Catt
Ken Hermanson
Chris Fritsch
SUPERINTENDENT:
Dr. Dan Zorn
ASST. SECRETARY:
Holly Pfenniger
Others Present: Joan Parsons, Ray VanTongeren, Ray Clift, Shawn Nyman, Dena Horton,
Gary Walker, and Reporter Madelyn Reese.
CALL TO ORDER
President CJ Nickerson called the regular meeting to order at 7:00 p.m. and read the mission
statement.
FLAG SALUTE
Sandy Catt led the flag salute.
APPROVAL OF REGULAR MEETING AGENDA
Motion: I move to approve the regular meeting agenda.
Motion by:
Seconded by:
Barb Westrick
Richard Lord
President Nickerson called for the vote. Carried.
APPROVAL OF CONSENT AGENDA
Motion: I move to approve the consent agenda and excuse JD Rossetti for his absence.
The consent agenda contained the following items:
a. Approval of July 25, 2016, Regular Meeting Minutes
b. Personnel Report with Longview Extracurricular Association Agreement
c. Warrants (shown below)
d. Resolution 752 – Cancellation of Outstanding Warrants
e. Change Order for Columbia Valley Garden Roof for $5,222.67
Minutes
Board of Directors Regular Meeting
August 8, 2016
Motion by:
Seconded by:
Jennifer Leach
Barb Westrick
President Nickerson called for the vote. Carried.
SUPERINTENDENT’S REPORT
Dr. Zorn reported that Math, Science and Reading teachers attended training this week. The
Reading teachers worked on pacing guides and Science teachers were engaged in learning
about the new generation science standards. Next week, all new teachers hired in the district
will undergo training.
Dr. Zorn also reported that he has hired a new Human Resource Director by the name of Ron
Kramer. Mr. Kramer comes to the district with extensive background in Human Resources. As
part of the restructuring of the central administrative leadership team, a budget analyst position
was hired, which left a payroll officer position open. The payroll officer position has also been
filled from within, leaving a payroll specialist position open. Chris Fritsch will take over as the
Assistant Superintendent of Business and Operations on September 1. Ron Kramer will begin
on August 28.
REQUESTS TO ADDRESS THE BOARD
Shawn Nyman approached the board to inform them that the Community House shelter may
close, which will leave families without shelter. She suggested the district should contact the
county commissioners to express concerns.
PUBLIC HEARING ON THE 2016-17 BUDGET
At 7:05 p.m., President Nickerson recessed the regular meeting for the purpose of holding a
public hearing on the 2016-17 budget. Nickerson asked Dr. Dan Zorn to explain the highlights
of the budget.
Dr. Zorn explained that the beginning and ending fund balances, which included estimated
revenues and expenditures, were projected to be (see chart below):
Page 2 of 6
Minutes
August 8, 2016
GENERAL
FUND
ASB
FUND
DEBT SERVICE
FUND
CAPITAL
PROJ FUND
TRANSPORTATION
VEHICLE FUND
$3,110,533
$750,434
Beginning Fund
Balance
$7,055,455
$140,072
$2,859,405
Plus: Revenue
81,996,208
943,716
4,749,948
Less:
Expenditures
(81,525,703)
(952,838)
(4,460,774)
(3,250,000)
(486,000)
Transfer Out
Excess Revenue(Exp)
Ending Fund Balance
(500,000)
(29,495)
$7,025,960
(9,122)
$130,950
(250,000)
39,174
$2,898,579
(107,866)
(1,362,644)
$1,747,889
(148,071)
$602,363
1,995,222
337,929
Dr. Zorn explained that employee costs make up 81% of the budget. This year, employees
across the board were provided a 1.8% COLA; in addition to the state salary table increases,
teachers received a 4.7% increase to their Time, Responsibility and Incentive pay stipends. Dr.
Zorn reported that not all employee groups have settled their contracts.
There has also been an increase in contracted services costs, including but not limited to the
new Quest Academy, Special Education, CEO Program, and Running Start.
Class size is within state guidelines to qualify for state class size reduction funding.
The district has budgeted $958,813 for instructional materials, textbooks and departmental
curricular needs, primarily for 6-12 Math.
The district also increased counselors at the middle schools and climate and culture coaches at
some elementary schools.
The central administration budget has money set aside for collective bargaining. As the
outstanding contracts are settled, the district will reallocate the funds appropriately.
The contractual expenditures increased $2 million to cover increased expenses for Running
Start, ESD112 services, utilities, special education specialists, and specialized transportation
costs for our homeless population. The district has budgeted around $350,000 for Quest
Academy, which is the new behavior program in Cowlitz County. Quest Academy should open
around November 1.
Dr. Zorn reported the $1.3 million contingency set aside provides budget capacity to receive
grants and unanticipated expenses without having to do a budget extension. It is an accounting
tool to allow for capacity.
Certificated staffing increased from 446 FTE last year to 460 FTE this year. The classified
staffing increased from 278 FTE last year to 293 FTE this year, largely due to needs in special
education. This is an increase of 29 employees over the previous year.
Page 3 of 6
Minutes
August 8, 2016
President Nickerson indicated he was glad to see that the number of counselors at the middle
schools increased and the climate and culture specialists were hired at the elementary level.
These additions in staffing help meet a need that has existed for some time.
The district will purchase four new buses this year for a cost of $486,000, utilizing
Transportation Vehicle Fund money.
Dr. Zorn reported there is $1.8 million for unassigned fund balance. The minimum fund balance
of 5% is $4.1 million.
In terms of the Capital Projects Fund, the district budgeted sufficient funds to cover PRAM
projects and has some budget capacity for unknown repairs.
Dr. Zorn reported the district is refinancing its bonds at a cost of roughly $250,000, which will
save the district’s taxpayers around $1 million over the next five years. This will be reflected in
the Debt Service Fund once it is completed.
Director Richard Lord asked why there is a discrepancy between budget and actuals. Dr. Zorn
explained the budget is simply built on estimates and the fiscal year has not come to an end.
Assistant Superintendent Chris Fritsch noted that as an accounting tool, the budget allows for
capacity for both expenditures and revenues, so that the district does not have to request
budget extensions throughout the year.
Dr. Zorn stated that the ending fund balance for the transportation vehicle fund was spent down
by purchasing four buses to replace buses as per the replacement schedule.
President Nickerson asked if the district could pay off the energy grant loan early. Accountant
Joan Parsons reported that the district could not do that because the contract does not allow it.
The district will need to make semi-annual payments over the next nine years.
President Nickerson opened the floor for public comments. There were no comments offered by
those in attendance.
SET DATE AND TIME FOR JOINT SPECIAL STUDY SESSION WITH THE FACILITIES
ADVISORY COMMITTEE TO DISCUSS FACILITY MASTER PLANNING
I move to set a special study session on Monday, September 19, 2016, at 5:30 p.m. and to
invite the Facilities Advisory Committee to attend.
Motion by:
Seconded by:
Jennifer Leach
Richard Lord
Dr. Zorn reported the Facility Advisory Committee will bring forward possible approaches to the
district’s facility needs. These approaches will include cost estimates, grade configurations,
number of schools, etc... The goal of the meeting will be to share information and receive
guidance from the board as to how to proceed with the options. Dr. Zorn reported that the
district has contracted with a company to help survey and gather public opinion about the
options.
Page 4 of 6
Minutes
August 8, 2016
Director Westrick asked who will decide how much of a bond to request from the public, when
that time comes. Dr. Zorn reported the school board will be the body that provides that direction.
He noted it will require hiring an architect to help determine the costs of the projects that are
needed and approved by the board.
With no further discussion, President Nickerson called for the vote. Carried.
INFORMATION ITEMS
a) Lead Testing Update – Dr. Zorn reported that all water samples have been taken. The
district is awaiting results from the lab. To date, results from four sites have been
provided. Elevated lead readings were found at one Olympic office area, one location at
Broadway Learning Center, and one at the central kitchen. All locations involved water
sources that were rarely in use.
b) Bond Refinance Update – Dr. Zorn reported the district is undergoing a $15 million
refinance and will save $1 million over a five-year period. Moody’s Rating Agency, rated
the district as an AA3 underlying and an AA1 enhanced, which are good ratings. The
bond sale should take place on August 17. Interest rates are staying low and should
remain low.
c) Board Subcommittee Reports – Leadership & Learning will meet tomorrow at 4:00 p.m. to
review policy and procedures. Employee Relations is meeting with the management team
soon to discuss the management team agreement.
d) Legislative Updates - President Nickerson asked the board to look at the WSSDA
legislative priorities so he can prepare for the upcoming legislative assembly. He
requested the board provide comments by September.
e) National School Board New Federalism of ESEA. President Nickerson reported that he
had booklets ordered for the board members that help explain the new laws under the
ESEA. He suggested working with staff to learn more about the new laws. He indicated
the board may want to find room on their upcoming agendas to discuss the laws.
ADJOURNMENT
With no further business to come before the board, President Nickerson adjourned the regular
meeting at 8:27 p.m.
JD Rossetti
Jennifer Leach
Richard Lord
Page 5 of 6
Minutes
August 8, 2016
Attest: Secretary
Date Minutes Approved
Page 6 of 6
Attachment 8-22-4b
Regular Meeting of the Board of Directors
August 15, 2016
The special study session of the Board of Directors of Longview School District No. 122 was
held on Monday, August 15, 2016, at 3:30 p.m., in R.A. Long High School Room 115. Present
were:
BOARD MEMBERS:
JD Rossetti
Jennifer Leach
Richard Lord, Jr.
SUPERINTENDENT:
Dr. Dan Zorn
CALL TO ORDER
President CJ Nickerson called the special study session to order at 3:30 p.m.
SUPERINTENDENT GOALS AND THE STRATEGIC FRAMEWORK
The board discussed goals for the superintendent and how those goals tie into the Strategic
Framework that was adopted in May of 2016. Further discussion on these items will occur at a
later date.
SUPERINTENDENT EVALUATION
The board reviewed the WSSDA Superintendent Evaluation Standards and proposed selecting
Standards 1 and 3 to evaluate the superintendent in 2016-17. The board suggested tying the
superintendent’s goals and the strategic framework goals into the superintendent’s evaluation
as well. The board indicated it would like to discuss this further on September 12.
BOARD SELF-ASSESSMENT
The board reviewed the self-assessment they took through the Washington State School
Directors Association and identified areas they could concentrate on during the 2016-17 school
year. The board indicated it would like to discuss this matter further on September 26, 2016.
ADJOURNMENT
With no further business to come before the board, President Nickerson adjourned the special
study session at 8:00 p.m.
JD Rossetti
Minutes
Board of Directors
Special Study Session - Retreat
August 15, 2016
Jennifer Leach
Richard Lord
Attest: Secretary
Date Minutes Approved
Page 2 of 2
Attachment 8-22-4c
Memorandum
Date:
August 22, 2016
To:
Board of Directors of the Longview School District
From:
Superintendent Dr. Daniel Zorn
(Prepared by Chris Fritsch, Assistant Superintendent)
Personnel Report
Subject:
CLASSIFIED PERSONNEL
The following items are recommended for Board approval:
New Hire
Jamie Bostwick
Cassandra Herriges
Sergey Pisarchuk
Position
Substitute Paraeducator
Substitute Paraeducator
Substitute Custodian
Location
District
District
District
Coach
Zachariah Phelps
Nicholas Roome
Assignment
Asst Football
Asst Volleyball
Building
Mark Morris
Monticello
Date
08.08.2016
08.12.2016
08.12.2016
Stipend
$1664.50
$1816.00
FTE
0.5
1
Hourly Rate
$13.13
$13.13
$16.41
Step
1
1
Retirement
Cynthia Jennings, Building Maintenance Person (BMP) at CVG, has resigned her position, effective August 2,
2016. Ms. Jennings began working for the district in 1993 as a bus driver. She later moved into a custodial
position in 2006, quickly moving up to a lead custodian and then a BMP in 2009. Her dedicated service is
appreciated and the district wishes her all the best in her future endeavors.
Resignation
Shayla Gallegos, Paraeducator at Monticello, has resigned her position, effective August 4, 2016. Ms. Gallegos
began working for the district in 2015. Her dedicated service is appreciated and the district wishes her all the
best in her future endeavors.
Lindsey Young, Paraeducator at RA Long, has resigned her position, effective June 21, 2016. Ms. Young began
working for the district in 2015. Her dedicated service is appreciated and the district wishes her all the best in
her future endeavors.
cfritsch\\lvmc-home-01\home$\hpfenniger\my documents\lharper\1word6 doc\current board agenda\2016 meeting
agendas\8.22.16 board agenda docs\personnel report 8-22-16.doc\
Request for Unpaid Leave of Absence
Patricia Salas, Paraeducator at CVG, has requested an unpaid leave of absence, September 5, 2016 through
January 3, 2017. The district recommends approval.
CERTIFICATED PERSONNEL
The following items are recommended for Board approval:
Appointments
All appointments are subject to registration of a valid Washington State Teaching Certificate and verification of
required endorsement(s) and highly qualified status documentation. Salary placement is subject to verification
of all educational credits and certificated experience.
Lucas Gillenwater is recommended for appointment to the position of Technology Teacher at Cascade. Mr.
Gillenwater holds a bachelor’s from Washington State University and master’s degree from Concordia
University. It is recommended that he be placed on the 2016-17 state salary schedule at VII-0 for a total contract
of $48,072.
Lori Lowery is recommended for appointment to the position of 1st grade teacher at Kessler. Ms. Lowery holds a
bachelor’s from Washington State University and master’s degree from Concordia University. It is recommended
that she be placed on the 2016-17 state salary schedule at I-0 for a total contract of $40,097.
Tamra Higgins is recommended for appointment to the position of .4 FTE Business and Marketing Teacher at
Discovery High School. Ms. Higgins holds a bachelor’s degree from Bethany Divinity College and Seminary and
will finish her conditional CTE certification from Clark Skills Center. Ms. Higgins has been hired under the
conditions of state law on CTE alternative route programs (WAC 181-82-110) (RCW 28A.660.040). It is
recommended that she be placed on the 2016-17 state salary schedule at I-0 for a total contract of $40,097.
Nathan Starr is recommended for appointment to the position of 3rd Grade Teacher at Columbia Heights
Elementary School. Mr. Starr holds a bachelor’s degree from New Mexico State University and is completing his
master’s in Elementary Education from Western Governor’s University. Mr. Starr has been hired under the
conditions of state law on alternative route programs (WAC 181-82-110)(RCW 28A.660.040) alternate route 2. It
is recommended that he be placed on the 2016-17 state salary schedule at I-0 for a total contract of $40,097.
Gail Gallien is recommended for appointment to the position of Special Ed Resource Teacher at Mint Valley
Elementary School. Ms. Gallien comes with many years’ experience working for the State of Washington, Life
Works, and 16 years as a para educator with Toledo Schools. Ms. Gallien holds a bachelor’s degree from
Washington State University and is completing her master’s in Special Education from Western Governors
University. Ms. Gallien has been hired under the conditions of state law on alternative route programs (WAC
392-172A-0290) (RCW 28A.660.040) alternate route 2. It is recommended that she be placed on the 2016-17
state salary schedule at I-0 for a total contract of $40,097.
Resignation
John Gourley, Second Grade Teacher at CVG, has submitted his resignation, effective June 21, 2016. Mr.
Gourley began working for the district in 2001 as a Title teacher at St. Helens. In 2004, he moved to Olympic
Elementary where he taught second and third grade. In 2014, Mr. Gourley served as an interim assistant
principal at Mint Valley, Kessler, and Monticello. He returned to teaching second grade at CVG in 2015-16. The
district appreciated Mr. Gourley’s dedicated service to students and staff and wishes him all the best for the
future.
MEMORANDUM OF UNDERSTANDING
between the
LONGVIEW SCHOOL DISTRICT
and the
MANAGEMENT TEAM
The Longview School District and the Management Team have agreed to the following
terms as part of the discussions for the 2016-17 team agreement period.
1. Increase each cell on the Administrator Salary Schedule to reflect the 1.8% COLA
increase provided by the state. Additionally, increase each cell on the salary
schedule by 2.75%. This increase is intended to narrow the difference between
the salaries of Kelso and Longview’s administrative teams. Presently, Kelso’s
principals are paid from 6.5% to 8% more than Longview’s principals.
2. To account for the increased responsibility of our Facility Manager and our
Transportation manager due to the district’s decision to not replace the
Operations Manager position, increase their pay factor on the salary schedule
from .871941 to .9 for the 2016-17 contract year. This change will then apply to
the Nutrition Services Manager beginning in the 2017-18 school year.
3. Increase the Responsibility Pay factor base by 4.55%. Additionally, change the
Responsibility pay factor for all cabinet members to 1.320265, the same as it is
now for the Assistant Superintendent.
The term of this agreement shall be from July 1, 2016 to June 30, 2017.
Agreement was also reached on the following Priorities for the 2016-17 year:
Management Team/District contract discussions will be held every other
month to prepare for 2017-18 contract.
Work to see if we can agree to a multi-year salary adjustment plan that
continues to close the gap between the administrative salary schedule of
Longview and Kelso.
Consider the possibility of including job factor formulaic adjustments in
the salary agreement.
In these discussions consider ways in which we might be able to attract
and retain quality administrators and operation support personnel in a
competitive market.
For the District
/ Date
_________________________________
For the Management Team / Date
_____________________________
Attachment 8-22-4e
Memorandum
Date:
August 22, 2016
To:
From:
Prepared by Chris Fritsch, Assistant Superintendent
Subject:
Revised School Calendar for 2016-2017
Background: The 2016-2017 calendar was previously approved by the Board approximately
five years ago. As changes occur, the calendar is brought back to the Board for approval.
Proposal: The revised calendar attached to this memo reflects the following changes:
•
•
•
•
Identifies the end of the first semester for high school
Identifies the end of the second quarter for middle schools
Identifies the end of second trimester for elementary schools, and
Identifies the end of third quarter for secondary schools
Recommendation: Staff recommends approval of the proposed revisions to the 2016-2017
school calendar, as part of the consent agenda.
cfritsch\\lvmc-home-01\home$\hpfenniger\my documents\lharper\1word6 doc\current board
agenda\2016 meeting agendas\8.22.16 board agenda docs\memo school calendar.doc\
Longview School District #122
Revised 8/22/2016
2016 - 2017
January 2017
July 2016
August 15-19
21
Labor Day
First Day of School
September 5
September 7
28
State Inservice Day
October 14
First Trimester Ends
First Quarter Ends
Veterans Day Holiday
Thanksgiving Holidays
November 4
November 10
November 11
November 24-25
Winter Holiday
December 21 January 3
School Resumes
Martin L. King Holiday
First Semester Ends
January 4
January 16
January 27
Records Day
Presidents Day
Second Trimester Ends
February 1
February 20
February 24
Third Quarter Ends
March 31
Spring Break
April 3-7
Memorial Day
May 29
Final Day of School
Commencement
June 16
June 17
Mon
Tue
Wed
Thu
Fri
Sat
1
2
1
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February 2017
August 2016
Tue
New Teacher Training
Sun
Tue
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July 4-5
Sat
Mon
Sun
Fourth of July Holidays
Fri
Sun
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23
24
19
20
21
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23
24
25
25
26
27
28
29
30
26
27
28
29
30
31
Sun
Mon
Tue
Wed
Thu
Fri
Sun
Mon
Tue
Wed
Thu
Fri
2
3
4
5
6
7
8
2
3
4
5
6
7
8
9
10
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14
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9
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21
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23
24
25
26
27
28
29
23
24
25
26
27
28
29
30
31
Sun
Mon
October 2016
April 2017
Sat
1
Sat
1
Secondary Conference Days
November 21, 22 (early release)
March 9, 10 (early release)
30
November 2016
May 2017
Tue
Wed
Thu
Fri
Sat
1
2
3
4
5
Sun
Mon
Tue
Wed
Thu
Fri
Sat
1
2
3
4
5
6
6
7
8
9
10
11
12
7
8
9
10
11
12
13
13
14
15
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17
18
19
14
15
16
17
18
19
20
20
21
22
23
24
25
26
21
22
23
24
25
26
27
27
28
29
30
28
29
30
31
Thu
Fri
Sat
June 2017
December 2016
Sun
Mon
Tue
Wed
Thu
Fri
Sat
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
Elementary Conference Days
November 15-22 (early release)
March 9, 10 (early release)
Sun
Mon
Tue
Wed
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
All Schools–1 hour early release for students every
Wednesday beginning September 14 through
June 7.
All School Two-Hour Early Dismissal Days
December 20, March 31, June 16
All School Three-Hour Early Dismissal Day
November 23
School Closure Make-Up Days
After Last Day In June
School Holidays
First and Last Days of School
Conference Days
Commencement
Attachment 8-22-4f
Memorandum
Date:
August 22, 2016
To:
From:
Subject:
Background: In the course of replacing the roof at Cascade Middle School, two change
orders were necessary to the original contract. Under change order #1 (attached), the sheeting
along the parapet was deteriorated to the point that it needed to be re-sheeted with plywood at
a cost of $6,848.43. Change order #2 was necessary because it was discovered that the
existing drains are higher than the original drawings indicated, and were estimated to cost
$1,884.94. Change order #2 is attached.
Per the agreed upon change order protocols, the change orders were signed and approved so
work could continue. It is now before the board for subsequent approval in the consent
agenda.
Recommended Action: Approve change order #1 and #2, via approval of the consent
agenda.
Attachment 8-22-4g
Memorandum
Date:
August 22, 2016
To:
From:
Subject:
Change Order #2 for CVG Roof Replacement Project
Background: In the course of replacing the roof at CVG, it has been determined that the
existing parapet wall should be sealed with a fresh coat of paint.
Proposal: Staff recommends painting the current front façade to match the new construction
that is part of the parapet wall being installed as part of the CVG roof project. The cost for this
work is $3,737.50 and is being done by Five Rivers Construction, a sub-contractor for
Weatherguard, Inc. The original contract amount for roof replacement was $796,030.87. The
revised contract amount is $813,724.46.
Recommendation: Staff recommends the Board review and approve the above change order
as described, via approval of the consent agenda.
Attachment 8-22-4h
Attachment 8-22-4i
Memorandum
Date:
August 22, 2016
To:
Board of Directors
From:
Dan Zorn, Superintendent
(Prepared by Rick Lecker, Manager of Transportation)
Subject:
Background: The vehicles and equipment recommended for surplus are scheduled to be rotated out of
the fleet because of age, mileage and/or condition. They have been replaced by newer vehicles or
equipment.
Proposal:
Surplus 1997 Jeep Grand Cherokee
Surplus 2004 GM Step Van
Surplus 1997 Chev Step Van
Surplus 1986 Ingersol Air Comp
District #83
VIN # 1J4GZ58S1VC738462
District #97
VIN # 5B4KP42R643377045
District #98
VIN # 1GBKP32RXV3311642
District #109 Serial #155348U86923
Recommendation: The Superintendent recommends the board review and approve the proposal to
surplus the listed vehicles and equipment as presented via approval of the consent agenda.
\\LVMC-HOME-01\home$\hpfenniger\My Documents\lharper\1WORD6 DOC\CURRENT BOARD AGENDA\2016 meeting agendas\8.22.16
Board Agenda Docs\MEMO surplus vehicle equip.doc
Pilot Memo
Longview School District #122
Regular Meeting Date: 8/22/2016
Attachment: 8-22-7
FOR:
Longview School District Board of Directors
FROM:
Dr. Dan Zorn, Superintendent
(Prepared by Holly Pfenniger, Executive Assistant to the Superintendent)
SUBJECT:
Resolution 753 - Adopting the 2016-17 Budget
__________________________________________________________________________
Issue: The Longview School District No. 122 Final Budget for the 2016-17 school year has
been prepared for Board consideration and adoption.
__________________________________________________________________________
Recommended Action: Move to adopt Resolution 753 - 2016-17 Budget.
__________________________________________________________________________
Background: The superintendent has prepared the 2016-17 budget for the board to
consider adopting. The superintendent provided updates to the budget development process
on several occasions during regular board meetings. The preliminary budget was made
available to the public on July 11, 2016. That same day, the superintendent reviewed
highlights of the budget during the regular board meeting. A public hearing was held on
August 8, 2016, to accept public comment for and against the budget. No public comment
was offered. According to state law and board policy, the board must now consider adopting
the budget via resolution no later than August 31, 2016.
__________________________________________________________________________
Alternatives:
1) Defer action to a later date, but no later than August 31, 2016.
2)
__________________________________________________________________________
Budget Notes: See updated 2016-17 Budget Power Point Presentation for budget
highlights.
__________________________________________________________________________
Strategic Framework Goals:
Prudent and focused financial management. In the Longview public schools we recognize that the
financial resources we have available are due to the hard work and support of our local and state taxpayers.
Because of this recognition we will strive to manage our resources prudently, and will focus our financial
priorities on our students, their achievement needs, and the district’s established goals. We will manage our
financial resources transparently and seek to provide the community with regular, and easily understood
information regarding the district’s finances.
__________________________________________________________________________
References: Policy 6000 Program Planning, Budget Preparation, Adoption and
Implementation. RCW 28A.300.060.
LONGVIEW SCHOOL
DISTRICT
2016-17
FINAL BUDGET
August 22, 2016
1
2016-17 Budget Highlights
•
•
•
•
•
•
•
•
•
•
•
Annual budget reflects increases for revenues and expenditures from the
2015-16 school year
Capacity is built into the budget to avoid budget extensions later in the year
New staffing to include additional middle school counselors, elementary
climate and culture specialists in high poverty schools, required teacher FTE
to qualify for reduced class size dollars, increased paraeducator support and a
budget analyst position
1.8% COLA for all employees, a 4.7% increase to teacher TRI stipends, and
other employee costs related to collective bargaining agreements and
unsettled employment contracts
Budgeted $958,813 for new 6-12 Math textbooks and other curricular needs
Contracted services for Quest Academy (behavior program), CEO, Running
Start, special education and other contracted service needs
$500,000 Transfer from General Fund to Capital Projects Fund for
Preservation, Renovation and Modernization
Purchase of 4 busses to replace aging busses at a cost of $486,000
Refinancing bond debt to save $1 million over next five years
Unassigned minimum ending fund balance, per Board policy, is estimated to
be $4,072,592 (5% minimum)
2017 Ending Fund Balance is estimated to be $6,961,152
2
FTE ENROLLMENT HISTORY
Average Funded FTE Enrollment Trend
2006-07 to 2015-16 Actual 2016-17 Budgeted
Ave Funded FTEs
7,000
6,500
6,831
6,801
6,713
6,590
6,468
6,373
6,247
6,340
6,485
6,462
6,201
6,000
5,500
5,000
4,500
4,000
3
Source: OSPI Report 1251, 2006-2015. The 2015-16 enrollment has not been verified by the state. The 2016-17 enrollment
is projected.
FY 2016-17 FUND BALANCE SUMMARY
GENERAL
FUND
ASB
FUND
DEBT SERVICE
FUND
CAPITAL
PROJ FUND
TRANSPORTATION
VEHICLE FUND
$3,110,533
$750,434
Beginning Fund
Balance
$7,055,455
$140,072
$2,859,405
Plus: Revenues
81,357,532
943,716
4,749,948
Less:
Expenditures
(80,951,835)
(952,838)
(4,710,774)
Other Financing Use
(transfers)
Excess Revenue(Exp)
(500,000)
Ending Fund
Balance
$6,961,152
(94,303)
1,995,222
(3,500,000)
337,929
(486,000)
(107,866)
(9,122)
39,174
(1,612,644)
$130,950
$2,898,579
$1,497,889
(148,071)
$602,363
4
2016-17 Preliminary Budgeted Revenue
as of 7/11/2016
State $ in Orange / Federal $ in Blue / Local $ in Black
Source
2015-16 Budgeted Revenue
2015-16 Estimated (April)
2016-17 Budgeted Revenue
State Apportionment
$39,246,012
$40,077,068
$42,387,301
SpEd General Apportionment
Levy Equalization
SpEd Apportionment
Birth - 2
Transitional Bilingual
Hi Cap
Food Service
Transportation
LAP
Misc (State Grants)
Indian Ed
Federal Forests
Federal SpEd
Carl Perkins Fed Voc
Title I
Title II
LEP
Misc Federal
Federal Food Service
Misc Revenue
Local Food Service Revenue
Local Receipts
Local Levy
$1,366,750
$2,051,398
$5,579,363
$358,577
$383,017
$64,691
$50,823
$1,992,563
$1,822,775
$279,441
$58,096
$30,000
$1,439,894
$54,413
$1,932,629
$337,000
$113,000
$3,200
$1,839,257
$199,364
$522,531
$387,750
$14,985,343
$1,448,178
$2,137,340
$5,650,729
$488,054
$396,010
$65,975
$50,823
$2,147,879
$1,822,775
$214,474
$58,096
$24,213
$1,439,782
$54,463
$1,932,629
$340,141
$99,666
$3,200
$1,695,257
$258,779
$522,531
$677,469
$14,985,343
$1,515,713
$2,317,616
$6,228,820
$518,105
$409,136
$68,317
$92,942
$2,147,878
$1,999,720
$293,000
$55,757
$0
$1,511,468
$49,000
$2,121,947
$340,000
$85,000
$3,200
$2,387,245
$129,500
$370,236
$529,252
$15,135,057
$75,097,887
$1,300,000
$76,397,887
$76,590,874
$80,696,210
$1,300,000
$81,996,210
Total
Contingency
Total Budget (ties to F-195)
$76,590,874
5
BUDGETED REVENUE BY SOURCE
OTHER SCHOOL
DIST, $114,500
FEDERAL
Grants,
$5,992,353
LOCAL TAX,
$14,985,343
STATE GRANTS,
$11,331,250
OTHER SCHOOL
DIST, $114,500
LOCAL TAX,
$15,135,057
LOCAL
NONTAX,
$1,310,281
LOCAL NONTAX,
$1,399,486
STATE GRANTS,
$12,520,223
APPORTIONMENT,
$45,619,459
APPORTIONMENT,
$42,664,160
FY 2015-16 BUDGET
LOCAL TAX
LOCAL NONTAX
APPORTIONMENT
STATE GRANTS
FEDERAL Grants
OTHER SCHOOL DIST
FEDERAL Grants,
$6,568,807
$14,985,343
$1,310,281
$42,664,160
$11,331,250
$5,992,353
$114,500
$76,397,887
FY 2016-17 BUDGET
LOCAL TAX
LOCAL NONTAX
APPORTIONMENT
STATE GRANTS
FEDERAL Grants
OTHER SCHOOL DIST
$15,135,057
$1,399,486
$45,619,459
$12,520,223
$6,568,807
$114,500
81,357,532
6
2016-17 Preliminary Budgeted Expenses
as of 7/11/2016
Program
01 Basic Ed
02 ALE
03 Sec 1418 Dropout Reengagement
21 Special Ed-State
22 Special Ed - State Birth to 2
2015-16 Budgeted Expenses
2016-17 Budgeted Expenses
Increase over prior year
$40,344,216
$43,184,299
$2,840,083
$204,527
$89,412
-$115,115
$0
$97,806
$97,806
$8,520,158
$9,349,358
$829,200
$251,730
$266,375
$518,105
24 Special Ed - Federal
$1,383,258
$1,442,247
$58,989
31 Vocational - State High School
$1,745,269
$2,016,200
$270,931
34 Vocational - State Middle School
$84,103
$251,004
$166,901
38 Vocational - Federal
$52,065
$46,393
-$5,672
$1,849,229
$1,923,827
$74,598
$85,211
51 Title I - Basic
5123 Title I - Focus Schools
$0
$85,211
$322,450
$321,912
-$538
$1,839,800
$1,893,330
$53,530
$326,027
$277,398
-$48,629
$99,325
$80,477
-$18,848
$434,215
$452,058
$17,843
68 Indian Ed
$55,220
$52,790
-$2,430
74 Highly Capable
$61,042
$64,682
$3,640
79 Other Instructional Programs
$20,231
$48,460
$28,229
88 Community Service-Childcare
$25,499
$6,817
-$18,682
89 Other Community Service
$17,200
$15,000
-$2,200
$11,732,785
$12,568,902
$836,117
98 Nutrition
$2,677,019
$2,885,313
$208,294
99 Transportation
$2,453,159
$2,584,702
$131,543
$74,513,172
$80,255,703
$5,742,531
52 Title II
55 LAP
58 Special/Pilot Programs
64 Title III ELL
65 Transitional Bilingual
97 District Support
Total
Contingency
Total Budget (ties to F-195)
Other Financing Uses-Transfer to Capital Projects
Fund
Total Expenditures and Other Financing Use
$1,300,000
$1,300,000
$0
$75,813,172
$81,555,703
$5,742,531
$500,000
$500,000
$0
$76,313,172
$82,055,703
$5,742,531
7
BUDGETED EXPENDITURES BY PROGRAM
FY 2015-16 Budget
Food Services Food
Other Grants/Programs Services, $2,777,019
Other Grants/Prgrms,
$5,850,238
Pupil Transportation
Transportation,
$2,453,159
Special Education
Special Education,
$10,169,791
Basic Education - Admin
& Support Basic Ed Admin & Support,
$11,732,785
Basic Education Classroom Basic Ed –
Classroom $42,830,180
FY 2016-17 Budget
Other
Grants/Programs,
$5,980,253
Food Services,
$2,979,921
Pupil
Transportation,
$2,515,322
Special Education,
$10,933,490
Basic Education Admin & Support,
$12,579,587
Basic Education Classroom,
$45,963,262
FY 2016-17 BUDGET
Basic Education - Classroom
Basic Education - Admin & Support
Special Education
Other Grants/Programs
Food Services
Pupil Transportation
$45,963,262
$12,579,587
$10,933,490
$5,980,253
$2,979,921
$2,515,322
$80,951,835
8
BUDGETED EXPENDITURES BY ACTIVITY
Principals,
School Offices
Princ Office,
$4,772,368
Central
Administration
Cntrl Admin,
$4,750,256
Other Support
Services Othr
Support,
$13,783,240
Teaching
Activities
Teaching,
$44,906,947
Principals,
School
Offices,
$4,938,971
Central
Administratio
n, $5,799,135
Other
Support
Services,
$14,301,334
Teaching
Activities,
$47,573,163
Teaching
Support,
$8,339,232
Teaching
Support Teach
Support,
$7,600,361
FY 2016-17
FY 2015-16
Teaching Activities
Teaching Support
Other Support Services
Principals, School Offices
Central Administration
$44,906,947
$7,600,361
$13,783,240
$4,772,368
$4,750,256
$75,813,172
Teaching Activities
$47,573,163
Teaching Support
$8,339,232
Other Support Services
$14,301,334
Principals, School Offices
$4,938,971
Central Administration
$5,799,135
$80,951,835
9
BUDGETED EXPENDITURES BY OBJECT
Contractual
Contr,
$6,837,110
Travel Trvl,
$126,024
Capital Outlay
Cap Outly,
$88,828
Contractual,
$8,258,446
Travel,
$181,848
Supplies &
Materials,
$7,624,172
Supplies &
Materials Sup
& Mtrls,
$7,192,826
Capital Outlay,
$264,003
Certificated
Salaries,
$32,980,520
Certificated
Salaries Cert,
$31,588,836
Benefits,
$18,234,602
Benefits
Benefits,
$17,253,491
Classified
Salaries Class,
$12,726,057
FY 2015-16 BUDGET
Certificated Salaries
Classified Salaries
Benefits
Supplies & Materials
Contractual
Travel
Capital Outlay
$31,588,836
$12,726,057
$17,253,491
$7,192,826
$6,837,110
$126,024
$88,828
$75,813,172
Classified
Salaries,
$13,408,244
FY 2016-17 BUDGET
Certificated Salaries
Classified Salaries
Benefits
Supplies & Materials
Contractual
Travel
Capital Outlay
$32,980,520
$13,408,244
$18,234,602
$7,624,172
$8,258,446
$181,848
$264,003
$80,951,835
10
2016-17 BUDGETED $
Budgeted dollars contain the following items:
Extracurricular (Act 28)
Custodial (Act 63)
Maintenance (Act 64)
Utilities (Act 65)
Technology (Act 72)
Special Education (Prog 21, 22, 24
)
Career & Technical Education (Prog 31, 34, 38)
Title I Regular (Prog 51)
Learning Assistance Program (Prog 55)
Bilingual & Limited English (Prog 64 & 65)
Food Service (Prog 98)
Transportation (Prog 99)
$ 1,153,185
$2,909,814
$1,036,207
$2,162,080
$1,584,942
$10,933,490
$2,311,241
$ 2,009,038
$1,889,507
$532,557
$2,979,921
$ 2,515,322
11
2016-17 GENERAL FUND
BUDGET SUMMARY
Total Budgeted Beginning Fund Balance
Revenue
Expenditures
PRAM Contribution
Total Budgeted Ending Fund Balance
$7,055,455
$81,357,532
($80,951,835)
($500,000)
$6,961,152
12
2016-17 GENERAL FUND
ENDING FUND BALANCE
Description
Budgeted
Amount
% of Total
Budgeted
Expenditures
821
Restricted for Carryover of Restricted
Revenue
$400,000
.49%
840
Nonspendable Fund Balance-Inventory &
Prepaid Items
$450,000
.55%
845
Restricted for Self-Insurance (vision)
$15,000
.02%
888
Assigned to Other Purposes (Includes New
Phone System)
$200,000
.25%
890
Unassigned Fund Balance
$1,791,840
2.24%
891
Unassigned to Minimum Fund Balance Policy
$4,072,592
5.00%
TOTAL ENDING FUND BALANCE
$6,961,152
13
2016-17 CAPITAL PROJECTS FUND
BUDGET SUMMARY
BEGINNING FUND BALANCE
$3,110,533
REVENUES:
Local Property & Timber Excise Tax
Investment Earnings, Rentals & Leases
State Forests
Interfund Transfer from G.Fund (PRAM)
$1,477,722
$12,500
$5,000
$500,000
EXPENDITURES:
Sites & Buildings
($1,750,000)
Equipment
Energy
Transfers Out (GL 536)
($1,500,000)
($250,000)
($107,866)
ENDING FUND BALANCE
$1,497,889
14
Capital Projects Fund
2016-17 Budget - FINAL
w/Comparative Data
Beginning Fund Balance
Revenues
1100
1400
1500
2300
2700
2900
3600
4100
5400
9000
Local Taxes
Local In-Leiu-of Taxes
Timber Excise Tax
Investment Earnings
Rentals & Leases
Other Local Reimbursements
State Forests
Energy Grant
Federal In-Lieu-of Taxes
Other Financing Sources
9900 Interfund Transfer from G.F.
Total Revenues & Other Financing Sources
Expenditures
10 Sites
20 Buildings
30 Equipment
35 Instructional Technology
40 Energy
90 Debt
Total Expenditures
Operating Transfer Out to Debt Service Fund
Total Expenditues & Oper. Transfers Out
Excess Revenues Over (Under) Expenditures
Ending Fund Balance
12-13
Actual
$3,878,829
13-14
Actual
$3,871,177
14-15
Actual
$2,276,071
15-16
Budget
$2,200,000
15-16
YE Est
$2,447,652
16-17
Budget
$3,110,533
$1,441,894
0
14,264
7,891
8,928
34,400
19,959
0
462
0
$1,527,798
$1,436,408
132
14,393
4,362
10,368
0
5,083
0
60
0
$1,470,806
$1,452,102
22
15,211
3,304
10,368
0
35,491
516,000
57
979,052
$3,011,608
$1,447,880
0
15,224
5,000
7,600
0
5,000
0
0
0
$1,480,704
$1,495,392
$1,700,580
$1,463,244
$0
$14,479
$5,000
$7,500
$0
$5,000
$0
$0
$0
$1,495,223
1,450,000
$2,977,798
500,000
$1,970,806
500,000
$3,511,608
500,000
$1,980,704
$1,001,424
$2,702,004
$500,000
$1,995,223
$208,046
2,308,196
481,906
0
-12,699
0
$2,985,449
$465,984
1,363,702
1,236,226
0
500,000
$259,410
450,002
697,943
$336,234
$213,458
$717,847
$486,000
$176,672
$500,000
$1,250,000
$750,000
$750,000
$250,000
$3,565,912
1,932,674
0
$3,340,028
$2,985,449
$3,565,912
$3,340,028
$150,000
1,904,000
0
734,000
200,000
0
$2,988,000
$110,000
$3,098,000
$1,930,211
$108,912
$2,039,123
$3,500,000
$107,866
$3,607,866
($7,651)
($1,595,106)
$171,580
($1,117,296)
$662,881
($1,612,643)
$3,871,178
$2,276,071
$2,447,651
$1,082,704
$8,721
$196,359
$108
$3,110,533
$1,497,890
15
2016-17 DEBT SERVICE FUND
BUDGET SUMMARY
$2,859,405
REVENUES
Property & Timber Excise Tax
Investment Earnings
State & Federal Forest
Other Financing Sources (from CPF)
$4,385,932
$6,000
$150
$357,866
EXPENDITURES
Principal Payments
$3,293,928
Interest Payments
$1,156,846
Bond Transfer Fees
Other Financing Uses
TOTAL ENDING FUND BALANCE
$10,000
$250,000
$2,898,579
16
$5,000,000
Debt Service Fund Bonds
$4,500,000
Year
14-15
15-16
16-17
17-18
18-19
19-20
20-21
21-22
22-23
$4,000,000
Total Cost
$3,500,000
$3,000,000
$2,500,000
$2,000,000
$1,500,000
$1,000,000
Total Interest
$500,000
$0
Total PrincipTotal Intere
1,745,000 1,340,521
3,060,000 1,251,411
3,225,000 1,117,908
3,435,000
959,938
3,650,000
788,838
3,865,000
601,263
4,040,000
409,631
4,410,000
228,450
4,675,000
70,125
Total Principal
14-15 15-16 16-17 17-18 18-19 19-20 20-21 21-22 22-23
17
Debt Service Fund
2016-17
w/ Comparative Data
13-14
Actual
Revenues
Taxes
Local Property Tax
Local In Lieu Of Tax
Timber Tax
Investment Earnings
State Forests
Federal Forests
14-15
Actual
15-16
Budget
Other Financing Uses
Total Expenditures
16-17
Budget
$4,225,152
$383
$42,683
$4,453,101
$0
$44,991
$4,286,009
$0
$45,006
$4,383,592
$285
$42,588
$4,342,632
$0
$43,300
$1,598
$14,966
$178
$2,159
$105,005
$170
$2,000
$15,000
$0
$6,163
$148
$171
$6,000
$150
$4,284,961
$4,605,427
$110,000
$4,458,015
$107,487
$4,540,434
$357,866
$4,749,948
$2,845,000
$1,448,249
$1,745,000
$1,340,521
$3,060,000
$1,251,411
$3,060,000
$1,251,411
$3,225,000
$1,117,908
$1,658
$268
$55,932
$52,980
$10,000
$55,932
$51,555
$2,125
$4,294,907
$3,085,789
Other Financing Source
Expenditures
Interest & Princ on Bonds
Principal
Interest
Interest & Princ on Nonvoted Debt
Principal
Interest
Bond Transfer Fees
Underwriter Fees
15-16
YE Estmt
$0
$4,294,907
Execss of Revenes/Other Financing Sources
Over (Under) Expenditures and Other
Financing Uses
($9,946)
$4,430,323
$4,421,023
$0
$68,928
$38,938
$10,000
$0
$4,460,774
$250,000
$3,085,789
$4,430,323
$4,421,023
$4,710,774
$1,519,638
$27,692
$119,411
$39,174
Begining Fund Balance
$1,381,979
$1,372,033
$2,587,438
$2,739,994
$2,859,405
Ending Fund Balance
$1,372,033
$2,891,671
$2,615,130
$2,859,405
$2,898,579
Bonds Outstanding
2003
2003B
2004
2004B
2006
2007
2011
Total Bond Debt Payments
$1,206,400
$729,629
$323,101
$850,069
$822,500
$361,550
$4,293,249
$710,348
$323,455
$850,069
$853,800
$347,850
$3,085,521
State Treasurer LOCAL Program
Total Debt Payments
$4,293,249
$3,085,521
$607,330
$337,840
$2,649,516
$358,600
$358,125
$4,311,411
$607,330
$337,840
$2,649,516
$358,600
$358,125
$4,311,411
$187,375
$346,120
$3,114,088
$372,600
$322,725
$4,342,908
$108,912
$4,420,322
$108,912
$4,420,323
$107,866
$4,450,774
18
2016-17 ASB FUND BUDGET SUMMARY
$140,072
REVENUES:
ASB Collections
$943,716
EXPENDITURES:
General Student Body
( $241,416)
Athletics
( $367,160)
Classes (Graduation)
(
Clubs
Private Moneys
( $312,090)
( $5,016)
ENDING FUND BALANCE:
$27,156)
$130,950
19
ASB Fund
2016-17 Budget
w/ Comparative Data
Revenues
Athletics
Classes
Clubs
Private Monies
Expenditures
Athletics
Classes
Clubs
Private Monies
Excess Revenues Over (Under)
Expenditures
14-15
Budget
$249,683
$246,408
$22,160
$103,588
$2,498
$624,337
$363,690
$340,420
$27,000
$228,530
$600
$960,240
$195,305
$241,871
$20,893
$154,048
$7,132
$619,249
$299,000
$345,770
$25,800
$306,125
$600
$977,295
$211,525
$268,448
$20,823
$143,652
$10,050
$654,498
279,596
327,620
26,300
307,700
2,500
$943,716
$169,784
$265,076
$19,992
$124,730
$2,862
$582,444
$319,560
$373,870
$33,279
$235,730
$2,697
$965,136
$136,823
$293,572
$20,202
$183,632
$7,453
$641,682
$257,450
$369,205
$27,384
$315,310
$2,697
$972,046
$147,139
$315,120
$15,417
$172,001
$8,497
$658,174
241,416
367,160
27,156
312,090
5,016
$952,838
($22,433)
$5,249
($3,676)
($9,122)
$166,181
$146,908
$143,748
$140,072
$41,893
$124,288
Ending Fund Balance
$166,181
($4,896)
$141,460
$0
$136,564
14-15
Actual
$143,748
15-16
Budget
$152,157
15-16
YE Estimate
16-17
Budget
13-14
Actual
$140,072
$130,950
20
2016-17 TRANSPORTATION VEHICLE FUND
BUDGET SUMMARY
$750,434
REVENUES:
Depreciation
Investment Earnings
$336,229
$1,700
EXPENDITURES:
Purchase of 4 Buses
ENDING FUND BALANCE
($486,000)
$602,363
21
Transportation Vehicle Fund
Budget 2016-2017
w/Comparative Data
Description
Revenues:
Transportation Depreciation Revenue
Other Local Reimbursements
Insurance Recoveries
Investment Earnings
Operating Transfers from Other Funds
Total Revenues
2013-14
FY Activity
2014-15
FY Activity
2015-16
Original Bud
2015-16
Revised Bud
2015-16
YE Estimate
2016-17
Budget
$273,913
$365,547
$365,547
$336,230
$5,000
$336,229
$480
$100,000
$417,595
$18,879
$808
$1,500
$1,500
$1,705
$1,700
$293,600
$367,047
$367,047
$342,935
$337,929
Bus Purchases
$489,157
$189,342
$373,200
$457,000
$414,890
$486,000
Total Expenditures
$489,157
$189,342
$373,200
$457,000
$414,890
$486,000
$789,692
$718,131
$822,389
$822,389
$822,389
$750,434
Ending Fund Balance
$718,131
$822,389
$816,236
$732,436
$750,434
$602,363
$309,833
$7,283
Expenditures
22
History & Projection
2014-15
8yr Plan *
10-11
11-12
12-13
13-14
14-15
15-16
16-17
17-18
18-19
19-20
20-21
21-22
$418,209 $320,187 $391,173 $789,692 $716,228 $753,693 $754,945 $670,859 $445,326 $553,303 $516,850 $309,741
Invest Earnings
$1,122
$760
$745
$790 $1,074
$1,469
$9,812 $20,413
Other Local Reimbursement
12,042
4,916
5,456
Depr Revenue
200,074 306,855 292,858 309,447 261,762 342,983 300,422 229,254
Transfer in from GF
100,000 100,000
Bus Purchases
(299,218) (248,671)
(489,157) (225,371) (343,200) (394,320) (475,200)
Net Increase(Decrease)
($98,022) $70,986 $398,519 ($73,464) $37,465
$1,252 ($84,086) ($225,533)
Ending Fund Balance
$16,934
$21,874
$20,507
$12,740
305,543
232,873
337,824
306,254
(214,500) (291,200) (565,440) (150,800)
$107,977 ($36,453) ($207,109) $168,194
$320,187 $391,173 $789,692 $716,228 $753,693 $754,945 $670,859 $445,326 $553,303 $516,850 $309,741 $477,935
Purchase of Buses
4
2
0
4
2
3
3
4
3
4
4
2
# of Buses Coming Off
Depreciation Schedule
3
3
1
2
0
5
5
0
7
0
6
3
* Assumptions for 14-15 thru 21-22
Bus Prices will increase by about 2% per year.
Interest Rates for Depreciation calculation will start increasing in 16-17 but remain relatively low.
If interest rates remain low for future years and the depreciation model remains unchanged, revenues will be higher than estimates.
If interest rates escalate more than projection of future years and depreciation model remains unchanged, revenues will be lower than
estimate.
Will continue with current practice of approximately 25% of bus fleet off depreciation schedule, i.e. retaining buses beyond the life establish
by the state for allocation of depreciation revenue.
23
FY 2016-17 FUND BALANCE SUMMARY
GENERAL
FUND
ASB
FUND
DEBT SERVICE
FUND
CAPITAL
PROJ FUND
TRANSPORTATION
VEHICLE FUND
$3,110,533
$750,434
Beginning Fund
Balance
$7,055,455
$140,072
$2,859,405
Plus: Revenues
81,357,532
943,716
4,749,948
Less:
Expenditures
(80,951,835)
(952,838)
(4,710,774)
Other Financing Use
(transfers)
Excess Revenue(Exp)
(500,000)
Ending Fund
Balance
$6,961,152
(94,303)
1,995,222
(3,500,000)
337,929
(486,000)
(107,866)
(9,122)
39,174
(1,612,644)
$130,950
$2,898,579
$1,497,889
(148,071)
$602,363
24
Questions?
25
RESOLUTION NO. 753
WHEREAS, WAC 392-123-054 requires that the Board of Directors of every school district meet
for the purpose of fixing and adopting the budget of the district for the ensuing fiscal year, and
WHEREAS, a public notice was published announcing that on August 22, 2016, the Board of
Directors of Longview School District No. 122, Cowlitz County, Washington, would meet in a public
meeting for the purpose of fixing and adopting the 2016-2017 Fiscal Budget of the district.
THEREFORE, BE IT RESOLVED that the Board of Directors of Longview School District,
Cowlitz County, Washington authorizes an operating transfer of $500,000 from the General Fund to the
Capital Projects Fund for the purposes of funding PRAM, and an operating transfer of $107,866 from the
Capital Projects Fund to the Debt Service Fund for principal and interest payments of the Washington
LOCAL Energy Loan, and has determined that final appropriation level of expenditures for each fund in
2016-2017 will be as follows:
APPROPRIATION LEVEL
General Fund
Debt Service Fund
Associated Student Body Fund
$ 80,951,835
$ 3,500,000
$ 4,710,774
$ 952,838
$ 486,000
APPROVED by the Board of Directors of Longview School District No. 122, Cowlitz County,
Washington, in a regular meeting thereof held on the 22th day of August 2016.
BOARD OF DIRECTORS
President
___________________________________________
___________________________________________
___________________________________________
___________________________________________
Secretary to Board of Directors
Attachment 8-22-8
Memorandum
Date:
August 22, 2016
To:
From:
Superintendent Dan Zorn
(Prepared by Rod McHattie, Director of Special Education)
Subject:
Policy and Procedure 2161 Special Education and Related Services for Eligible
Students (first reading)
Background: WSSDA has provided updated language for Policy and Procedure 2161 Special
Education and Related Services for Eligible Students. Changes to the policy were required
due to changes in the Washington law. The changes were reviewed the by Leadership &
Learning Subcommittee and are now recommended for board consideration.
Proposal: Review the revisions made to Policy and Procedure 2161 and consider forwarding
for a second reading on September 12, 2016.
Policy 2161
Instruction
Special Education and Related Services for Eligible Students
The board recognizes that students whose disabilities adversely impact educational performance
and who require specially designed instruction can improve their educational performance when
they receive special education and related services tailored to fit their needs. The district adopts
the state’s full educational opportunity goal to provide students in need of special education
services with a free appropriate public education.
Special education programs for eligible students will be an integral part of the general
educational programs of this district, and will be operated in compliance with federal and state
requirements governing special education. The district will provide a continuum of placement
options, which may include services within and outside the district depending on the student’s
needs.
Not all students with disabilities are eligible for special education services. The needs of those
students will be addressed individually and if, appropriate, the student will be provided
accommodations or modifications required under Section 504 of the Rehabilitation Act in
accordance with district policy and procedures.
Mediation or Resolution Agreements
The board authorizes the superintendent or a designee to bind the district to a mediation or
resolution agreement.
Commencement Exercises/Certificate of Attendance
In order to participate in commencement exercises, students must have met the minimum criteria
for graduation prior to the date of the exercise and otherwise be in good standing with their
school through the commencement date. Minimum criteria for participation may be adjusted for
students with an IEP whose disabilities have impacted their opportunity to accumulate credits.
Each student’s IEP team will determine the student’s graduation plan, including graduation date.
IEP students who have attended four years of high school and need additional time to complete
IEP goals and/or credits may request participation in commencement exercises. IEP students will
receive a certificate of attendance until they complete their credits for graduation.
The district superintendent will develop and maintain special education procedures necessary to
implement this policy. This policy and the procedures will be available to the public.
Cross References:
2162 - Education of Students With Disabilities Under Section 504 of the
Rehabilitation Act of 1973
2163 - Response to Intervention
2410 - High School Graduation Requirements
3231 - Student Records
3241 - Classroom Management, Corrective Actions Or Punishment
3247 – Required Notification of Isolation or Restraint of Students with IEPs
Page 1 of 2
or Section 504 Plans
Legal References:
Chapter 28A.155 RCW Special education
RCW 28A.600.485 Restraint of students with individualized education
programs or plans developed under section 504 of the rehabilitation act of
1973 — Procedures — Definitions.
RCW 28A.600.486 District policy on use of isolation or restraint – Notice
to parents and guardians of children who have individualized education
programs or plans developed under section 504 of the rehabilitation act of
1973.
RCW 28A.605.020 Parents’ Access to Classroom or School Sponsored
Activities — Limitation
Chapter 49.60 RCW Discrimination — Human rights
commission WAC 392-172A WAC Rules for the provision of special
education
29 U.S.C. 794 Section 504 of the Rehabilitation Act of 1973, as amended
by the Rehabilitation Act Amendments of 1974, Pub. L. 93-516, 29 U.S.C.
794
20 U.S.C. 1400 et seq. Individuals with Disabilities Education Act of 2004
42 U.S.C. 12131-12133 Americans with Disabilities Act of 1990
28 CFR Part 35 Nondiscrimination on the Basis of Disability in State and
Local Government Services
34 CFR Part 99 Family Education Rights and Privacy Act (FERPA)
34 CFR Part 104 Nondiscrimination on the basis of handicap in programs
and activities receiving federal financial assistance
34 CFR Part 300 Assistance to States for the Education of Children With
Disabilities
34 CFR Part 303 Early Intervention Program for Infants and Toddlers with
Disabilities
Management
Resources:
2016 – March Issue
2014 – June Policy Alert
2009 - October Issue
Policy News, December 2007 Updated Special Education Policy and
Procedure
Policy News, June 2007 Graduation Ceremonies for Special Education
Students
Policy News, December 1999 Rule Adoption Leads to Special Education
Policy
Adoption Date: February 25, 2008
Amended:
January 12, 2015
Amended:
(date)
Page 2 of 2
Procedure 2161 ‐ Special Education and Related Services for Eligible
Students Table of Contents
Free Appropriate Public Education (FAPE) ................................................................. 2
Students Covered by Public or Private Insurance ....................................................... 2
Parent Participation in Meetings .............................................................................. 4
Identification and Referral (Child Find) ..................................................................... 5
Evaluation of Students moving from Part C to Part B and Participation in Transition
Planning Conferences: ........................................................................................... 8
Evaluation Requirements ....................................................................................... 9
Specific Learning Disability (SLD) .......................................................................... 10
Evaluation of Transfer Students ............................................................................ 11
Independent Educational Evaluations (IEE)............................................................. 14
Individualized Education Programs (IEP) ................................................................ 15
Transfer Students ............................................................................................... 20
Procedural Safeguards ......................................................................................... 23
B.
Revocation of Consent .................................................................................. 24
Appointment of an Educational Representative ........................................................ 26
Confidentiality and Records Management ............................................................... 27
Due Process Hearing ........................................................................................... 29
Discipline ........................................................................................................... 30
Basis of Knowledge ............................................................................................. 33
Staff Qualifications .............................................................................................. 33
Public Participation .............................................................................................. 35
Page 1 of 35
Procedure 2161
Section: 2000 - Instruction
Special Education and Related Services for Eligible Students
The purpose of the district’s special education program procedures is to address program areas
where state and federal regulations require specific local procedures or permit local discretionary
choices.
The state regulations governing implementation of special education services pursuant to the
Individuals with Disabilities Education Improvement Act (IDEA) of 2004 are addressed
in Chapter 392-172A WAC. These procedures do not address all of the requirements
established in the regulations. District personnel who are not familiar with the regulations need
to contact the Special Services Department if there are questions regarding special education.
These procedures describe how the district implements its special education program.
Free Appropriate Public Education (FAPE)
The district will apply annually for Federal Part B and state special education funding to assist in
the provision of special education and any necessary related services. This funding is in addition
to students’ basic education funding and state special education funding.
The superintendent, in consultation with building staff, will annually determine whether to use
Early Intervening Services (EIS) funding for students who have not been identified as needing
special education or related services, but who need additional academic and behavioral support
to succeed in a general education environment.
The district will annually report to the Office of Superintendent of Public Instruction (OSPI) the
number of students receiving EIS; and the number of students who received EIS and
subsequently received special education and related services under Part B of IDEA during the
preceding two-year period.
Services to eligible special education students, age three to 21, will be provided without charge
to the student. This does not include incidental fees that are normally charged to all students.
Special education services will include preschool, elementary and secondary education and are
provided in conformance with the student’s Individual Education Program (IEP).
The district provides a continuum of services for students, regardless of the funding source.
Where the district is unable to provide all or part of the special education or necessary related
services, it will make arrangements through contracts with other public or non-public sources,
inter-district agreements or interagency coordination.
Students Covered by Public or Private Insurance
The district may use Medicaid or other public insurance benefits programs in which a student
participates to provide or pay for services required to provide a FAPE, as permitted by the public
insurance program. However, the district will not:
Page 2 of 35
A. Require parents to sign up for or enroll in public benefits or insurance programs in order
for their student to receive FAPE under Part B of the IDEA;
B. Require parents to incur an out-of-pocket expense such as the payment of a deductible or
co-pay amount incurred in filing a claim;
C. Use a parent or student’s benefits under a public insurance programs if that use would:
1.
Decrease available lifetime coverage or any other insured benefit;
2.
Result in the family paying for services required after school hours that would
otherwise be covered by the public insurance program;
3.
Increase premiums or result in discontinuation of insurance; or
4.
Risk loss of eligibility for home and community-based waivers, based on
aggregate health-related expenditures.
The district may access a parent’s private insurance proceeds to provide FAPE to an eligible
student only if the parent provides informed consent to the district. Whenever the district
proposes to access the parent’s private insurance proceeds, the district will:
A. Obtain parent consent in accordance with Chapter 392-172A WAC each time the district
wishes to access benefits for a new procedure; and
B. Inform the parents that their refusal to permit the district to access their insurance does
not relieve the district of its responsibility to ensure that all required services are provided
at no cost to the parents.
Before first accessing a parent’s or student’s public benefits, for the first time and annually after
the first notification, the district will provide written notification using the prior written notice
provisions under WAC 392-172A-05010(3) that includes:
A. a statement of the parental consent provisions;
B. a statement of the “no cost” provisions;
C. a statement that the parents may withdraw their consent to disclose personally identifiable
information to the agency responsible for administering the state’s public benefits or
insurance, and
D. a statement that a parent’s withdrawal or refusal to consent does not relieve the school
district of its responsibility to ensure that all required services are provided at no cost to
the parents.
After providing the required notification, the district will obtain written informed consent from
the parent allowing the district to disclose information from the student’s educational records to
the agency responsible for administering the state’s public benefits or insurance programs. The
consent will specify:
1.
The personally identifiable information that may be disclosed, such as records or
information about the services that may be provided to the student;
2.
The purpose of the disclosure;
3.
The agency to which the disclosure will be made; and
Page 3 of 35
4.
That the parent understands and agrees that the public agency may access the parent’s or
student’s public benefits or insurance to apply for services under the act.
To avoid financial cost to parents who would otherwise consent to use private insurance, or
public benefits if the parent would incur a cost such as a deductible or co-pay, the district may
use its Part B funds to pay the cost the parents would incur.
The district special education office will be responsible for providing the required notices and
requests for consent to parents under this section.
Parent Participation in Meetings
The district encourages parental involvement and sharing of information between district and
parents to support the provision of appropriate services to its students. As used in these
procedures, the term “parent” includes biological and adoptive parents, legal guardians, persons
acting in the place of a parent, such as relatives and stepparents, foster parents, persons appointed
as surrogate parents and adult students.
Parents (and as appropriate, students) will be provided the opportunity to participate in any
meetings with respect to the identification, evaluation, educational placement and provision of a
FAPE.
When a meeting is scheduled parents will be:
A. Notified of the meeting early enough that they will have an opportunity to attend; and
B. Notified of the purpose, time, and location of the meeting and who will be in attendance.
When the meeting is to address the IEP or placement:
A. The parent will be notified that the district or the parent may invite others who have
knowledge or special expertise of the student; and
B. The meetings will be scheduled at a mutually agreeable time and place.
The district will take whatever action is necessary to ensure that the parent understands the
proceedings of the IEP team meeting, including arranging for an interpreter for parents with
deafness or whose native language is other than English.
The staff person responsible for inviting the parents to meetings will keep documentation of the
information provided and the methods used to notify the parents of the meeting. The district
may proceed with the IEP or placement meeting if the district is not able to convince the parent
to attend. In this case, the district will document its attempts to arrange the meeting. This
documentation will include records of telephone calls and the results, copies of correspondence
sent to the parent and/or other means used to contact the parent.
This documentation will be kept in the student’s special education file.
Notification will be done by a student’s case manager or school psychologist working along with
the case manager. Notification will be given by IEP invitation sent home by US mail, along with
phone call and e-mail communication if necessary. Record of communication attempts will also
be kept.
Page 4 of 35
If the parent cannot attend the IEP or placement meeting but wishes to participate, the district
will arrange for other means to participate. This can include individual or conference phone
calls, video or other means of conferencing.
A meeting does not include informal or unscheduled conversations involving district personnel;
conversations on issues such as teaching methodology, lesson plans, coordination of service
provisions; or preparatory activities that district personnel engage in to develop a proposal or a
response to a parent proposal to be discussed at a later meeting.
Identification and Referral (Child Find)
A. Identification
The purpose of Child Find is to locate, evaluate and identify children with suspected
disabilities in need of special education services including those who are not currently
receiving special education and related services and who may be eligible for those
services. Activities are to reach:
1.
Children residing in the school district boundaries including preschool-aged
children;
2.
Children attending approved, nonprofit private elementary and secondary schools
located within the district boundaries.
3.
Highly mobile children (such as homeless, foster care and migrant children);
4.
Children who have a disability and may need special education services even
though they are advancing from grade to grade; and
5.
Children at home or home-schooled.
The district will consult with parents and representatives of private school students to
ensure its Child Find activities are comparable in approved, nonprofit private schools
located within district boundaries. These consultations will occur twice a year or when
needed by meeting or phone call.
The district reaches students who may be eligible for special education services through:
1.
Notification to parents of Child Find activities in its annual informational packet;
2.
Notification to parents district-wide through local papers or other media;
3.
Information regarding Child Find on the district’s Web site;
4.
Notification to private schools located in the district’s boundaries;
5.
District informational mailings;
6.
Posting notices regarding screening and referral in school buildings and public
locations including DSHS community service offices, Employment Security
offices, grocery stores, Laundromats, day cares, community preschool sites and
physicians’ offices;
7.
Notifying and coordinating with the designated Part C lead agencies;
8.
Early childhood screenings conducted by the district;
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9.
Coordination with other public and private agencies and practitioners;
10. Written information
11. Training teachers
provided to district staff on referral procedures;
and administrators on referral/evaluation/identification
procedures; and
12. Review of student
behavior, discipline and absentee information and information
gathered from district-wide assessment activities.
When district staff is concerned that a student may have a suspected disability which
could result in eligibility for special education services, they will notify their school
counselor and the Student Assistance Team for their school.
The district’s Special Service Department through Broadway Learning Center and/or
other contracted learning centers will conduct early childhood screenings for ages birth to
five. These occur by appointment at Broadway Learning Center and/or other contracted
learning centers. When parents or others inquire about screenings, the caller will be
referred to the Principal of Broadway Learning Center.
The screening process involves the following:
1. Parents are asked to provide information to assist in assessing their child; and
2. Children are screened to assess cognitive, communication, physical, socialemotional and adaptive development. Parents will be notified at the screening of
the results and the parents will also be provided written notice of the results
within ten days of the screening. If the screening supports evaluation, obtain
written consent for evaluation at the exit interview if possible, or include consent
forms with the written notice notifying the parents of the results. If the screening
results indicate that the child does not need an evaluation, written notice will be
sent to the parents within 10 days of the screening explaining the basis for the
district’s decision not to evaluate. Evaluation occurs in accordance with
evaluation procedures.
B.
Referral
A student, whether or not enrolled in school, may be referred for a special education
evaluation by parents, district staff or other persons knowledgeable about the student.
Each building principal and counselor will be responsible for ensuring that district staff
understands the referral process. Referrals are required to be in writing unless the person
referring is unable to write. A person who makes a referral orally should be asked to
either to make the referral in writing or go to the main office of the building for
assistance in making the referral.
When a referral is made, the district must act within a 25 school-day timeline to make a
decision about whether or not the student will receive an evaluation for eligibility for
special education services.
All certificated employees will document referrals immediately upon a referral being
made to or by them. The person making the referral will complete referral paperwork at
the child’s neighborhood school. School secretaries, principals, counselors and
psychologists may assist the person making the referral as they complete referral
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paperwork. Through the referral process, the written referral request will be delivered to
the school counselor. The school counselor will (a) record the referral with the Student
Assistance Team; (b) the counselor will provide written notice of the referral and
maintain communication with the parent; and (c) will facilitate the Student Assistance
Team in the collection and review of district data and information provided by the parent
to determine whether evaluation is warranted.
During the referral period the Student Assistance Team will collect and review existing
information from all sources, including parents. Examples may include:
1.
Child’s history, including developmental milestones;
2.
Report cards and progress reports;
3.
Individual teacher’s or other provider information regarding the child including
observations;
4.
Assessment data;
5.
Medical information, if provided; and
6.
Other information that may be relevant to assist in determining whether the child
should be evaluated.
When the final review of data for the student’s referral occurs at a meeting, the parent
will be invited to participate. The counselor and/or principal will provide written notice
to the parents regarding the decision from Student Assistance Team regarding evaluation,
whether or not the parents attend the meeting.
Recommendations regarding evaluation are forwarded to the Special Education
Psychologist assigned to the school for services.
After the school psychologist, along with speech & language pathologist and
occupational therapist reviews the request for evaluation and supporting data and does
not suspect that the child has a disability, the district may deny the request. In this case
written notice, including the reason for the denial and the information used as the basis
for the denial, must be given to the parent.
If the determination supports the child being evaluated, staff (school psychologist, speech
& language pathologist, occupational therapist) as identified, will include information
about the recommended areas of evaluation, including the need for further medical
evaluation of the student. This information will assist the district in providing parents
prior written notice and will assist the district in selecting appropriate evaluation group
members. The school psychologist is responsible for notifying parents of the results
using prior written notice. When the determination supports the child being evaluated,
parent consent for evaluation and consent for release of appropriate records will be sent
with the notice.
The school psychologist will seek parental consent to conduct the evaluation. The school
district is not required to obtain consent from the biological parent if:
1.
The student is a ward of the state and does not reside with a parent;
2.
The parent cannot be located, or their rights have been terminated; or
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3.
Consent for an evaluation is given by an individual appointed to represent the
student.
When the parent provides consent, the district will select an evaluation group. The
evaluation group is to complete the evaluation within 35 school days after the district’s
receipt of parent consent, unless:
1.
The parents and district agree in writing to extending the timeline;
2.
The parent fails or refuses to make the student available for the evaluation; or
3.
The student enrolls in another school district after the evaluation is begun, but
before completion, and the parent and new district have an agreement for
completion of the evaluation.
If a parent does not provide written, informed consent for the evaluation, the school
psychologist must notify the Special Services Office. District staff will make a
determination as to whether it wishes to use mediation to seek agreement to evaluate or
file a due process hearing to override the parent’s refusal to consent. The district may not
override a parent’s refusal to consent for an evaluation if the student is homeschooled or
is unilaterally placed in a private school. If the parent does not provide written informed
consent and the district does not use mediation or due process, the school psychologist
will provide the parent with prior written notice informing the parent that the district
cannot proceed with the evaluation to determine eligibility and is not responsible for
providing special education and related services without an initial evaluation to determine
eligibility.
Evaluation and Reevaluation
A. Evaluation of Students moving from Part C to Part B and Participation in
Transition Planning Conferences:
The district will participate in transition planning conferences, arranged by the local lead
agency as designee of the Part C lead agency for each student who may be eligible for
preschool services. Transition plans will be designed to promote uninterrupted provision
of appropriate services to the child.
1.
The pre-K administrator or designee will serve as the point of contact with the
family resource coordinator for timely execution of transition planning
conferences that are arranged at least 90 days before the student’s third birthday
by the designee of the Part C agency;
2.
The district will follow the procedures for obtaining consent and conducting an
initial evaluation, if it determines that the student will be evaluated to determine
eligibility for Part B services;
The district will follow the procedures for timelines and evaluation requirements for
students moving from Part C to Part B. except: However, students turning three, who
were previously determined eligible for early intervention services under Part C of IDEA,
will be evaluated for initial eligibility for special education services under Part B of
IDEA. The evaluation must be completed in enough time to develop an initial IEP by the
date of the student’s third birthday.
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1.
Students turning three, who were previously determined eligible for early
intervention services under Part C of IDEA, will be evaluated for initial
eligibility for special education services under Part B of IDEA. The
evaluation must be completed in enough time to develop an initial IEP by the
date of the student’s third birthday.
B. Evaluation Requirements
The purpose of the evaluation is to collect information about a student’s functional,
developmental and academic skills and achievements from a variety of sources, to determine
whether a student qualifies for special education and related services, and to develop an IEP.
This includes information provided by the parent. All information gathered in this process is
reviewed by the IEP team or other group of qualified professionals.
The evaluation must be an individual assessment designed to determine:
1. Whether the student is eligible for special education and any necessary related services;
and,
2. The nature and extent of special education and related services needed by the student,
including information related to enabling the child to be involved in and progress in the
general education curriculum.
The district will select the members of the evaluation group. Members selected must be
knowledgeable about the student and the areas of suspected disabilities. Qualifications of a group
member include having the appropriate professional license or certification and may include
outside practitioners when necessary. When assessing for specific learning disabilities, the parent
and a group of qualified professionals must be part of the group. If the student requires a medical
evaluation in order to determine eligibility, the district will coordinate with the parents to arrange
for the evaluation at district expense or through the use of public or private insurance if the
parent consents to allow the district to use the insurance.
There are many legal requirements for conducting evaluations. Evaluation procedures or
materials must be free of racial, cultural or sexual/gender bias and they must be used for the
purpose for which they are valid and reliable. Tests must be appropriate for the student’s age and
stage of developmental level. Tests should be administered in the native language of the student
or conducted in the mode of communication most familiar to the student. If it appears to be
clearly not feasible to conduct a procedure or test in the mode of communication most frequently
used by the student, the IEP team will contact the special education administrator to develop an
individualized strategy for valid evaluation of the student’s skills. The inclusion of parents in this
collaboration is desirable and strongly encouraged.
Specific areas to be included in the evaluation are determined by school psychologist, speech &
language pathologist, occupational therapist and other qualified professionals, as appropriate, as
part of a review of existing data concerning the student. The evaluation does not rely on one
source or procedure as the sole criterion for determination and should include:
1. Review of existing data, including corresponding response to intervention (RTI)
documentation;
2. Relevant functional and developmental information;
3. Information from parents;
4. Information from other providers;
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5. Information related to enabling access to and progress within the general education
curriculum and assisting in determining whether there is a disability and creating the
content of the IEP;
6. Current classroom-based evaluations, using criterion-referenced and curriculum-based
methods, anecdotal records and observations;
7. Teacher and related service providers’ observations; and
8. Testing and other evaluation materials, which may include medical or other evaluations
when necessary.
All current evaluation data as well as data previously reviewed by the team must be considered.
Professional members of the evaluation team need to be familiar with qualifying disability
definitions and criteria in federal and state rules.
This review of existing data may be in the form of a meeting of IEP team members, or may be
conducted without a meeting. It includes data provided by parents, data gathered in the general
education classroom or from state and district level assessments. The data may provide
information about the student’s physical condition, social or cultural background and adaptive
behavior.
When additional assessments are necessary, the group members have the responsibility of
selecting, administering, interpreting and making judgments about evaluation methods and
results, and ensuring that the tests and assessments are administered by qualified personnel in
accordance with the instructions of the test producer. The gathering of additional data in
combination with existing data must be sufficiently comprehensive to address all areas of the
suspected disability and any special education needs, whether linked to the disability category or
not. If the IEP Team determines that no additional data are needed, the IEP team will notify the
student’s parent of that determination and the reasons for it, and inform them of their right to
request additional assessments. The district will complete the evaluation using existing
data. and/or additional data collected as needed.
Parents and district staff are encouraged to work towards consensus, but the school district has
the ultimate responsibility to determine whether the student has a disability or not. The following
staff: school psychologist and/or speech & language pathologist will provide the parent with
prior written notice of the eligibility decision, as well as a copy of the evaluation report. If the
parent disagrees with the eligibility decision they will be informed of their dispute resolution
options described in the procedural safeguards.
C. Specific Learning Disability (SLD)
The district uses a combination of severe discrepancy and a process based on a student’s
response to scientific, research-based intervention in determining the identification of students
with a specific learning disability consistent with the District’s RTI policy and procedures,
numbers 2163 and 2163P. Grade levels and content areas are described in the district’s RTI
general education procedure 2163P.
Student response is only one element of determining whether a child has a specific learning
disability. The evaluation will be comprehensive and address all areas of suspected disability and
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will also include whether the child performs adequately to meet the grade-level standards in the
general curriculum and a determination that the failure to make progress is not the result of:
1. A physical, mental, emotional, cultural or environmental factor or limited English
proficiency; or
2. Inadequate instruction in reading or mathematics.
The district must act promptly on a referral. Anyone, including parents and teachers, can make a
referral at any time. A student cannot be required to progress through all levels of intervention
before being evaluated if evidence exists to suspect a disability.)
D. Evaluation of Transfer Students
If a student transfers into the school district while an evaluation process is pending from the
other district, the school psychologist is responsible for determining the status of evaluations
conducted to date and making a determination as to whether the evaluation can be completed
within the 35 school day timeline from the date the parent provided consent. If the determination
is that additional time will be needed, the school psychologist will notify the parent and obtain
the parent’s agreement to establish a new timeline.
E. Eligibility
The evaluation group and the parent will determine whether or not the student is a eligible
for special education services student.
1.
A student is not eligible if the determinant factor is lack of appropriate instruction in
reading or math, based upon the state’s grade level expectations or limited English
proficiency; and
2.
Eligibility may be determined by documented professional judgment when:
a. Properly validated tests are unavailable; or
b. Corroborating evidence indicates that results were influenced due to the
impact of a disability.
The parent will be provided with a copy of the evaluation report and the documentation
of determination of eligibility.
Parents will also be provided with prior written notice of the eligibility decision within
ten school days of the decision. The student’s case manager is responsible for sending the
notice.
Students remain eligible for special education services until one of four events occur:
1. The student is determined through a reevaluation to no longer be eligible for
special education;
2. The student has met the district’s high school graduation requirements;
3. The student has reached age 21. A special education student whose 21st birthday
occurs after August 31, will continue to be eligible for special education and any
necessary related services for the remainder of the school year; or
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4. The student no longer receives special education services based upon a parent’s
written revocation of services.
When a special education student is expected to graduate prior to age 21, or when
graduation is part of the transition plan, the IEP team will document a student’s
progress towards achieving course credits towards graduation on the transition
portion of the IEP. The district will provide prior written notice to parents and
adult students that the student is expected to graduate and will no longer be
eligible for special education services. The district will also provide the parents
and student with a summary of academic achievement and functional performance
and recommendations to assist the student with postsecondary goals.
F. Evaluation Report
Each person conducting an assessment of the student will specify the procedures and
instruments used and their results and the significance of findings related to the student’s
instructional program, including a specification of the factors interfering with
performance and the special education and related services needed.
The evaluation group will determine who is most appropriate to develop the evaluation
report reflecting the evaluation information. This will be completed before the conclusion
of the evaluation period and will, at a minimum:
1.
2.
Identify the disability which requires special education and related services, if a
disability exists;
Discuss assessments and review data supporting conclusions regarding eligibility;
3.
Include the additional information required for the specific learning disability
eligibility category;
4.
Describe how the disability or disabilities affect the student’s involvement and
progress in the general curriculum;
5.
Make recommendations to the IEP team with respect to special education and
related services needed, materials or equipment, instructional and curricular
practices, student management strategies, the need for extended school year services
beyond 180 school days and location of services;
6.
Include other information, as determined through the evaluation process and
parent input;
7.
Include the additional information required for the specific learning disability
eligibility category;
8.
Provide any necessary professional judgments including data, facts or reasons in
support of the judgments; and
9.
Be signed and dated by their evaluation group members certifying their
agreement. Any group member who disagrees with the conclusions will prepare a
statement presenting the conclusion.
10.
The school psychologist is responsible for notifying parents of the date, time and
location of evaluation meetings by following the procedures in the parent participation
section for inviting parents to meetings.
G. Reevaluations
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A reevaluation of a student receiving special education or related services is conducted if
academic achievement and functional performance has improved to warrant a
reevaluation, if the IEP team suspects that the student may no longer be a student with a
disability or if the child’s parent or teacher requests a reevaluation. A reevaluation does
not occur more than once per year, unless parent and school agree otherwise. A
reevaluation must occur at least once every three years, unless parent and school staff
agree that a reevaluation is unnecessary. An agreement that an evaluation is unnecessary
will be confirmed in writing to the parent. The school psychologist will schedule a review
of this determination and notify the special education department.
Students who turn six who met the eligibility requirements for the disability category of
“Developmentally Delayed” (DD) under the criteria for ages three to six years need not
be reevaluated at age six under the criteria for six to nine years until three years after their
initial evaluation was completed.
Students who were previously eligible under the category “Developmentally Delayed”
must be reevaluated before age nine to determine eligibility within another category.
As part of any reevaluation, the IEP team members and other professionals the district
determines appropriate will review existing data that includes:
1. Evaluations and information provided by the parents;
2. Current classroom-based assessment, local or state assessments and classroom
based observations; and
3. Observations by other teachers and related services providers data.
Based on this review the team will determine whether any additional data is necessary to
determine:
1. Whether the student continues to be eligible for special education and any
necessary related services;
2. The present levels of performance and educational needs; and
3. Whether any additions or modifications to the student’s program are needed. This
review can occur with or without a meeting or through individual review. If the
IEP team members and any other persons reviewing the data determine that no
further testing is necessary, the district will notify the parents of this
determination, using written prior notice and will inform parents that they have
the right to request assessments if they disagree with the determination that
additional testing is not necessary. Parent consent is not required if the
reevaluation does not require additional testing:
a. If additional testing is needed, the school psychologist will request written
parental consent for reevaluation and provide prior written notice
identifying the areas of assessment;
b. If the parents do not return the signed consent form, the district will send
another letter explaining the need for reevaluation and parent consent and
will enclose another consent form and a copy of the prior written notice.
In addition, the district will document its reasonable attempts to obtain
consent such as telephone calls, emails, personal contact and other efforts
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to obtain consent;
c. If the parents do not respond to the request for consent, and the district has
documented its reasonable attempts to obtain consent, the district can
proceed with the reevaluation; and
d. If the parents refuse to consent to the reevaluation, the evaluation group
will notify the director of special services so the district can determine
whether it will seek mediation in order to obtain consent or request a due
process hearing to ask an administrative judge to override the parent’s
refusal to consent.
After the reevaluation is completed, the school psychologist will invite parents to the
eligibility meeting and will provide prior written notice after the meeting stating the
results of the reevaluation to parents in their primary language, indicating one or more of
the following:
1. Whether the student continues to be eligible and in need of special education;
2. Present levels of performance and educational needs of the student; and
3. Whether any additions or modifications to the special education and related
services are needed to enable the student to meet IEP annual goals and to
participate, as appropriate, in the general curriculum.
This notice will occur within ten school days of the eligibility decision. The school
psychologist is responsible for sending the notice.
H. Reevaluation and Graduation
No reevaluation is required when special education eligibility terminates due to
graduation from high school with a regular diploma or due to reaching the end of the
school year during which the student turned 21. Instead, the district will provide prior
written notice to the student and the parent and the IEP team will provide the student with
a summary of academic achievement and functional performance including
recommendations on how to assist the student in meeting post-secondary goals. This
summary will be provided to the student at the time of the final year’s IEP meeting and
the post-secondary goals may be included in the spring senior orals. The case manager is
responsible for assuring that the IEP team completes the summary of academic
achievement and functional performance.
Independent Educational Evaluations (IEE)
Parents of students eligible for special education, students referred for special education and
determined to not be eligible or students determined not to need an evaluation have a right to
obtain an IEE at public expense, each time the district has conducted or obtained conducts an
evaluation of the student.
When parents request an IEE the district must decide within 15 calendar days whether or not it
agrees to provide it. Any parent request for an independent evaluation should be immediately
referred to Director of Special Services. The Director of Special Services will review the request
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and determine whether or not the request is warranted. If the district agrees to provide an IEE,
arrangements will be made promptly. If the district denies the request to pay for an IEE, it must
file for a due process hearing within 15 calendar days of the parent’s request. The district may
request mediation as an option after filing the due process hearing. If the parents withdraw their
request for an IEE the due process hearing can be dismissed.
When a parent requests an IEE, the district must provide parents a list of district criteria and
evaluators. If the school district initiates a hearing and a decision is made that the district’s
evaluation is appropriate, the parent still has the right to an IEE, but not at public expense. A
parent is only entitled to only one IEE at public expense each time the district has
conducted s an evaluation with which the parent disagrees.
If the parent obtains an IEE at either public or private expense, any results of the IEE must be
considered by the district if providing FAPE. The IEE may also be presented as evidence at a
hearing regarding the student.
The following criteria are established for the selection of an individual to conduct an IEE at
public expense. These criteria are established in order to identify the knowledge, experience and
qualifications of individuals selected to conduct the evaluations. Any individual selected to
conduct either a district evaluation or an IEE must be:
1. Licensed, credentialed or otherwise qualified within the state of Washington or state of
residence/practice to perform an evaluation in the specific professional discipline for
which an independent evaluation is sought;
2. Knowledgeable and experienced in evaluating children with similar disabilities;
3. Geographically located within the state of Washington (districts may wish to specifically
expand the criteria to include practitioners in other states/British Columbia); and
4. Available to the district at a maximum fee which does not exceed by more than 25% the
prevailing average for similar evaluations within the state of Washington.
Exceptions to the criteria will be granted only when it can be shown that the unique
circumstances of the child or the disability:
1. Make it impossible to identify anyone within the state of Washington who holds the
appropriate credentials or experience necessary to conduct the evaluation; or
2. Require a specialized evaluator whose fee exceeds the prevailing average by more than
25%; or
3. Include factors which would warrant an exception in order to obtain an appropriate
evaluation.
Individualized Education Programs (IEP)
A. IEP Development
The term IEP means a written statement for each student eligible for special education
that is developed, reviewed, and revised in a meeting in accordance with WAC 392172A-03095 through WAC 392-172A-03100. is the written statement reflecting the
implementation of instructional programs and other services for special education
students based on the evaluation and student needs. The IEP reflects the
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implementation of instructional programs and other services for students who are eligible
for special education services, based on the evaluation of student needs.
An IEP must be in effect before initiation of special education services. The IEP must be
developed within 30 calendar days after the student’s initial determination of eligibility
for special services. IEPs must be updated annually, or revised more frequently if needed
to adjust the program and services.
Parent consent is required before the initial provision of special education services. If a
parent refuses to consent to the provision of special education services, the district may
not use mediation or due process to override a parent’s refusal. When a parent refuses to
provide consent the school psychologist will notify the parent that the district does not
have a FAPE obligation to the student. The notification will be documented in the
student’s file.
The district will maintain a copy of the current IEP which is accessible to all staff
members responsible for providing education, other services or implementation of the
IEP. All staff members will be informed of their responsibilities for its implementation.
This includes not only teachers and other service providers, but also bus drivers,
playground and lunchroom supervisors, nursing staff and others who may be responsible
for the proper implementation. The building principal and case manager are responsible
for ensuring that staff members are knowledgeable about their responsibilities.
IEPs will be implemented without undue delay following IEP meetings, regardless of the
payment source for special education and or related services.
Parents are members of the IEP team and will have the opportunity to fully
participate fully. The district will make sure that the parents understand the proceedings
including arranging for an interpreter for parents who are deaf or whose native language
is other than English. The district will also ensure that meeting locations are accessible.
The case manager and principal are responsible for coordinating interpreters and making
arrangements for the meeting location.
The district will provide parents/guardians with a copy of the district’s Restraint, Isolation and
Other Uses of Reasonable Force (Policy 3246) with each initial and annual IEP.
“Required Notification of Isolation or Restraint of Students with IEPs or Section 504 Plans
policy” (Policy 3246) when the student’s IEP or 504 is created.
B. IEP Team
The IEP team includes:
1. The parents/guardians of the student;
2. Not less than one general education teacher (or preschool teacher) of the student if
the student is, or will be, participating in the general education environment. The
general education teacher will, to the extent appropriate, participate in
development of the student’s IEP, including determinations of: 1) appropriate
positive behavioral interventions and supports for the student; and 2)
supplementary aids and services, program modifications, and support for school
personnel consistent with WAC 392-172A-01185 and WAC 392-172A03110(2)(b);
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3. Not less than one special education teacher, or if appropriate, not less than one
special education provider of the student;
4. A school principal and/or representative of the district that is qualified to provide
or supervise the provision of special education and related services, is
knowledgeable about general education curriculum, and is knowledgeable about
the availability of district resources. This may include a program leader if
placement is within a designated program;
5. An individual who can interpret the instructional implications of the evaluation
results;
6. Any other individuals who have knowledge or special expertise about the student.
These individuals may be invited by both the district and the parents, at the
discretion of the person making the invitation;
7. The student, when appropriate, or when required;
8. Students must be invited when the purpose of the meeting includes discussion of
post-secondary transition needs or services;
9. If another agency is or may be responsible for payment or provision of transition
services, an agency representative will be invited, with the parent’s consent. If the
agency representative cannot attend the meeting, district personnel will keep the
representative informed of the meeting and obtain agency information that will
assist in the service provision; and
10. Parents will be notified of the participation of the Part C service coordinator or
other designated representatives of the Part C system as specified by the state lead
educational agency for Part C at the initial IEP meeting for a child previously
served under Part C of IDEA.
The parents and district must agree in writing before any of the above team members are
excused from all or part of a meeting. If a team member’s area of the IEP is being
discussed or modified, then the parent and district must consent to their excusal; and that
specific team member must provide advance written input for their part of the IEP prior
to the meeting. If a team member’s specific area has been discussed and agreement
reached, that team member may be excused from that point forward pending agreement
of the parent and IEP facilitator. The signature page must indicate when the participant
left.
Existing team members may fill more than one of these roles if they meet the criteria for
the role.
Sometimes parents do not attend IEP meetings. There will also be times the parents do
not agree with the IEP as proposed, and despite attempts to reach agreement on IEP
content, the team does not reach agreement. If a parent attends the IEP meeting and
agreement is not reached on the IEP, the team will determine whether another IEP
meeting should be scheduled as soon as mutually possible, or whether there is enough
information to complete the IEP. When the decision is made that the IEP will be
implemented the district must send prior written notice of the decisions reached to the
parent, including the date the IEP will be implemented.
When the parents do not attend the IEP meeting, despite the district’s efforts to ensure
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participation, or if the team does not reach agreement, it is the district’s obligation to
offer an appropriate educational program:
1. Have IEP members present sign the IEP (or document participation if any
member is unwilling to sign);
2. Send a copy to the parent, and provide the parent prior written notice that the
district intends to implement the IEP; and
3. Forward the documentation of actual or attempted contacts to the special
education department secretaries for processing when parents do not attend the
meeting.
When making changes to an IEP after the annual IEP meeting for a school year, the
parent and the district may agree not to convene an IEP meeting for the purpose of
making changes. The parent and the district must complete a written document indicating
the changes and inform IEP team members and appropriate individuals of the changes.
The student’s case manager, school principal and others associated with the IEP change
must be included in the process. If the parent requests that the district revise the IEP to
include amendments, the case manager will revise the IEP.
C.
IEP Preparation and Content:
IEP teams will consider the recommendations in the initial or most recent evaluation to
develop the IEP. In developing each the IEP, the team should must consider:
1. The strengths of the student including the academic, developmental and functional
needs of the student and the concerns of the parents for enhancing the education of
their child;
2. Whether positive behavioral interventions and supports, including a
behavioral intervention plan, as defined by WAC 392-172A-01031, including
positive supports and possible aversive interventions should be considered are
needed to address the student’s behavior;
3. Whether the student with limited English proficiency has language needs; The
language needs of the student as those needs relate to the student’s IEP, for a student
with limited English proficiency;
4. Whether braille instruction is appropriate for a student who is blind or visually
impaired;
5. Whether a student has other language and communication needs; The
communication needs of the student (and in the case of a student who is deaf or hard
of hearing, consider the student’s language and communication needs), opportunities
for direct communications with peers and professional personnel in the student’s
language and communication mode; academic level; and full range of needs,
including opportunity for direct instruction in the student’s language and
communication mode; and
6. Whether assistive technology devices or services are needed.
IEP content must include:
1. The student’s present levels of academic and functional performance with a
description of how the disability(ies) affect the student’s involvement and progress in
the general curriculum or preschool activities;
2. Measurable academic and functional annual goals for the student (including
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benchmarks or short term objectives if the student is participating in alternate
assessments) that will meet the student’s needs resulting from the disability(ies) to
enable involvement and progress in the general curriculum or in preschool activities,
and will meet the student’s other educational needs;
3. A statement of special education services, any necessary related services, and
supplementary aids and services based on peer-reviewed research to the extent
practicable to be provided to the student and program modifications or supports for
personnel so that the student may advance towards annual goals, progress in the
general curriculum and be educated and participate with other special education
students and non-disabled students and participate in extracurricular and other
nonacademic activities;
4. A statement of the extent, if any, that the student will not participate with nondisabled students in general classroom, extra-curricular and non-academic activities;
5. A statement of any individual appropriate accommodations in the administration of
state or district-wide assessments of student achievement that are needed to measure
academic achievement and functional performance of the child on state assessments.
If the team determines that the student will not participate in a particular assessment,
the IEP will address why the student cannot participate in the regular assessment(s)
and why the particular alternative assessment is appropriate for the child;
6. The date for the beginning of services and the anticipated frequency, location and
duration of services and modifications;
7. A statement of how the student’s progress towards goals will be measured, how the
student’s parents will be regularly informed of their child’s progress towards the
annual goals and whether the progress is sufficient to enable the student to achieve
the goal by the end of the year. Measurement of the student’s progress will be based
on the data collected as designated on the IEP. The individual responsible for
implementing the goal is responsible for maintaining the data used to measure
progress. Information to the parents can be provided at the same time the district
issues progress reports or report cards, or other agreed times as identified in the IEP.
8. The projected beginning date for the special education and related services;
9. With an IEP that is in effect when the child turns 16, or sooner if the IEP team
determines it is appropriate, a statement of needed transition services and any
interagency responsibilities or needed linkages must be included. The transition
component must include appropriate measurable postsecondary goals based on age
appropriate transition and assessments related to training, education, employment and
independent living skills where appropriate; and the transition services (including
courses of study) needed to assist the child in reaching those goals;
10. Emergency response protocols, if determined necessary by the IEP team for the
student to receive FAPE and parents provide consent. Emergency response protocols
must meet the requirements stated in WAC 392-172A-02105; Aversive
interventions, if required: Any use of aversive interventions are only considered
after the determination has been made that positive interventions alone are not
effective, and there is a need for an aversive intervention plan. The plan will
address which staff with required training and certification may use the
interventions. Any questions about the need for or use of aversive interventions
should be referred to the special services director. When aversive interventions
are considered the IEP team will include a certificated employee who
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understands the appropriate use of interventions and concurs with the need and
will include a person who works directly with the student. The district will
establish a process for evaluating the effects of the use of aversive interventions,
at least every three months when school is in session;
11. A behavioral intervention plan (BIP), if determined necessary by the IEP team for a
student to receive FAPE. The BIP must meet the requirements stated in WAC 392172A-01301;
12. The procedures by which parents/guardians will be notified of the use of isolation or
restraint or a restraint device on their student (see Procedure 3246).
13. A statement regarding transfer of rights at the age of majority. The case manager and
school psychologist will provide prior written notice to the student one year prior to
student turning 18 years of age. This notice will also go to parents and/or guardians.
14. Extended school year (ESY) services. The consideration for ESY services is a team
decision, based on information provided in the evaluation report, and based on the
individual needs of a student. ESY services are not limited by categories of disability,
or limited by type, amount, or duration of the services. If the need for ESY services is
not addressed in the IEP, and ESY services may be appropriate for the student, the
IEP team will meet by the Friday of the first week of May to address the need for
ESY. Factors for the team to consider when determining the need for ESY may
include, but are not limited to: 1) Evidence of regression or recoupment time based on
documented evidence; or 2) A documented determination based on the professional
judgment of the IEP team including consideration of the nature and severity of the
student’s disability, the rate of progress and emerging skills.
Use of isolation, restraint and restraint devices:
A.
Definitions
1.
Imminent: The state or condition of being likely to occur at any moment or near at
hand, rather than distant or remote.
2.
Isolation: Restricting a student alone within a room or any other form of enclosure,
from which the student may not leave. It does not include a student’s voluntary use
of a quiet space for self-calming, or temporary removal of a student from his or her
regular instructional area to an unlocked area for purposes of carrying out an
appropriate positive behavior intervention plan.
3.
Likelihood of serious harm: A substantial risk that physical harm will be inflicted
by a student:
a.
upon his or her own person, as evidenced by threats or attempts to commit
suicide or inflict physical harm on oneself;
b.
upon another, as evidenced by behavior that has caused such harm or that
places another person or persons in reasonable fear of sustaining such harm;
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B.
c.
upon the property of others, as evidenced by behavior that has caused
substantial loss or damage to the property of others; or
d.
after the student has threatened the physical safety of another and has history
of one or more violent acts.
4.
Positive behavioral intervention: Strategies and instruction that can be
implemented in a strategic manner in order to provide alternatives to challenging
behaviors, reinforce desired behaviors, and reduce or eliminate the frequency and
severity of challenging behaviors. Positive behavioral interventions include the
consideration of environmental factors that may trigger challenging behaviors and
teaching a student the skills to manage his or her own behavior.
5.
Restraint: Physical intervention or force used to control a student, including the use
of a restraint device. It does not include appropriate use of a prescribed medical,
orthopedic or therapeutic device when used as intended, such as to achieve proper
body position, balance or alignment or to permit a student to safely participate in
activities.
6.
Restraint device: A device used to assist in controlling a student, including, but not
limited to, metal handcuffs, plastic ties, ankle restraints, leather cuffs, other
hospital-type restraints, pepper spray, tasers, or batons. Restraint device does not
mean a seat harness used to safely transport students. This definition is consistent
with RCW 28A.600.485(1)(c), and is not intended to endorse or encourage the use
of such devices or techniques with district students.
Practices presumed to be unreasonable when correcting or restraining any student
under the age of 18:
Under RCW 9A.16.100, the following is a non-exclusive list of acts that are presumed
unreasonable when correcting or restraining a child:
1.
throwing, kicking, burning, or cutting a child;
2.
striking a child with a closed fist;
3.
shaking a child under the age of three:
4.
interfering with a child’s breathing;
5.
threatening a child with a deadly weapon; or
6.
doing any other act that is likely to cause bodily harm to a student greater than
transient pain or minor temporary marks.
This non-exclusive list should not be read so as to imply that another, unlisted form of correction
or restraint is permissible. Whether or not an unlisted use of force or restraint is presumptively
permissible depends upon a balanced consideration of all relevant state laws and regulations, and
whether the use is reasonable under the totality of the circumstances.
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C.
D.
Conditions specific to use of isolation:
1.
The isolation must be discontinued as soon as the likelihood of serious harm has
dissipated;
2.
The enclosure will be ventilated, lighted and temperature controlled from inside or
outside for purposes of human occupancy.
3.
The isolation enclosure will permit continuous visual monitoring of the student
from outside the enclosure.
4.
An adult responsible for supervising the student will remain in visual or auditory
range of the student at all times.
5.
Either the student shall be capable of releasing himself or herself from the
enclosure, or the student shall continuously remain within view of an adult
responsible for supervising the student.
6.
Any staff member or other adults using isolation must be trained and certified by a
qualified provider in the use of isolation, unless trained personnel are not
immediately available due to the unforeseeable nature of the emergency.
Conditions specific to use of restraint and restraint devices:
1.
The use of restraint or a restraint device must be discontinued as soon as the
likelihood of serious harm has dissipated;
2.
The restraint or restraint device will not interfere with the student’s breathing;
3.
Any staff member or other adults using restraint or restraint devices must be trained
and certified by a qualified provider in the use of such restraint or restraint devices,
unless trained personnel are not immediately available due to the unforeseeable
nature of the emergency.
4.
In the case of a restraint device, either the student will be capable of releasing
himself or herself from the restraint device or the student shall continuously remain
within view of an adult responsible for supervising the student.
E. Prohibited practices involving restraint, use of force, and discipline:
The following practices are prohibited with students eligible for special education services:
1.
District personnel are prohibited from using aversive interventions;
2.
District personnel are prohibited from physically restraining or isolating a student,
except when the student’s behavior poses an imminent likelihood of serious harm as
defined above;
3.
No student may be stimulated by contact with electric current, including, but not
limited to, tasers;
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F.
4.
A student may not be denied or subjected to an unreasonable delay in the provision
of food or liquid as a form of punishment;
5.
A student may not be the recipient of force or restraint that is either unreasonable
under the circumstances or deemed to be an unreasonable form of corporal
punishment as a matter of state law (see above, for example, for a list of practices
presumed to be unreasonable when used in correcting or restraining a child);
6.
A student must not be denied or subjected to an unreasonable delay in the provision
of common hygiene care;
7.
A student must not be denied or subjected to an unreasonable delay in the provision
of medication;
8.
A student may not be excluded from his or her regular instructional or service area
and isolated within a room or any other form of enclosure, except under the
conditions set forth in WAC 392-172A-02110;
9.
A student must not be forced to listen to noise or sound that the student finds
painful;
10.
A student must not be forced to smell or be sprayed in the face with a noxious or
potentially harmful substance;
11.
A student must not be forced to taste or ingest a substance which is not commonly
consumed or which is not commonly consumed in its existing form or
concentration;
12.
A student’s head must not be partially or wholly submerged in water or any other
liquid.
13.
A student must not be physically restrained or immobilized by binding or otherwise
attaching the student’s limbs together or by binding or otherwise attaching any part
of the student’s body to an object, except under the conditions set forth in WAC
392-172A-02110.
Documentation and Reporting Requirements
Districts must follow the documentation and reporting requirements for any use of
isolation, restraint, or a restraint device consistent with RCW 28A.600.485 and the parental
notification requirement of RCW 28A.155.210. See Policy and Procedure 3246. Staff
members working with the student during an incident must complete the Longview School
District Incident Report. These must be turned in to the school principal, with all
documents Scanned and sent to the Special Services Director’s Secretary for students on
IEP’s and 504’s. These same reports, inclusive of all students in the school district, must
be scanned and sent to the Leadership and Learning office. The secretary assigned to this
documentation will notify the Director of Leadership and Learning. Please note and check
regarding the secretary that will receive these documents and notifications in Leadership
and Learning.
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Transfer Students
Students who transfer from one district to another within the state continue to be eligible for
special education and any necessary related services. When an eligible student transfers into the
district, the building principal / school secretary-registrar and/or counseling department will
notify the special education department. The special education department will send for special
education records regarding the student and the student’s new school will send for all other
student records. The home school will receive the student’s special education records from the
district’s special education department and the principal and/or school psychologist & case
manager will work in consultation with parents and/or school psychologist & case manager will
reviewing the student’s IEP to ensure the district provides services comparable to those in the
previous IEP until the district adopts the previous IEP or develops, adopts and implements a new
IEP.
When a student identified as eligible for special education transfers from out of state into the
district, the building principal / school secretary-registrar and/or counseling department will
notify the special education department. The school psychologist and other designated staff
involved with special education evaluations and IEP’s will review the evaluation, eligibility
documentation and IEP to determine whether or not the student meets state eligibility criteria. If
the student meets the state eligibility criteria, the district will follow the procedures described in
the previous paragraph to provide comparable services until the district develops an IEP for the
student. If the student needs to be evaluated to determine eligibility in this state, the school
psychologist will notify the parents, obtain consent and evaluate the student for eligibility within
35 school days of the receipt of the parent’s consent. The district, in consultation with the
parents, will continue to provide special education services comparable to the services on the
student’s IEP, pending the results of the initial evaluation.
The district must take reasonable steps to promptly obtain records, including IEP supporting
documents and any other records related to special education or related services from the
previous school.
Placement
No student may receive special education and related services without being determined eligible
for services, and thus the evaluation process and IEP development precedes the determination of
the special education placement. When a student has been evaluated and the evaluation team and
parent have determined student eligibility and the need for special education and related services,
programming decisions must occur. These decisions are made on the basis of information
generated through the evaluation and IEP processes. The actual program is considered within the
context of least restrictive environment (LRE) and the continuum of placement alternatives
(reviewed below). When determining initial eligibility for special education, including
determination of the appropriate placement, the parent or adult student must provide written
consent for services before the student receives special education services. If the parents do not
consent to the provision of special education and related services, the district will not
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provide special education services to the student. The district will notify the parents that the
student is eligible for services and that the district is willing to provide the services when the
parent provides written consent. The notification will also inform parents that the district has no
FAPE obligation to the student when parents refuse to provide consent.
When program decisions are addressed by the IEP team, proper consideration must be given to
the LRE. Within the educational setting, the student should be placed, whenever possible:
1.
In the school the disabled student would normally attend; and
2.
With non-disabled students in the general educational setting to the maximum extent
possible.
Special classes, separate schools or removal of students with disabilities from the general
education environment occurs only when the nature or severity of the disability is such that
education in the general education classroom with use of supplementary aids and services cannot
be satisfactorily achieved.
If the IEP team believes the student will not be successful within the general education classroom,
the team will consider:
1.
The educational benefits of full-time placement in a regular classroom;
2.
The non-academic benefits of such a placement;
3.
The effect the student will have on the teacher and other students in the regular classroom;
and
4.
The costs of placing the student in the regular classroom.
The degree to which the student is to be integrated into the general classroom setting is
dependent upon the identified needs of the student. This placement is to occur unless the
nature of the needs are so severe that this cannot be satisfactorily achieved, even with
supplementary aids and services. If the placement is in another building, the appropriate
educational placement will be as close to the student's home as reasonably possible.
Within the nonacademic setting, students will be provided nonacademic and
extracurricular activities with non-disabled students. Such activities include: counseling
services, athletics, transportation, health services, recreational activities, special interest
groups or clubs sponsored by the district, referrals to agencies that provide assistance to
individuals with disabilities, and employment of students, including both employment by
the public agency and assistance in making outside employment available.
The district will also make opportunities available for students eligible for special
education to participate with non-disabled students in Fine Arts programs and CTE
program classes.
Limits on nonparticipation or conditions of participation must be designated in the IEP.
Within the district, a continuum of alternative placement options exists spanning within a
class, resource room, self-contained, home-bound and out-of-district provisions. These
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options are intended to address the individual needs of students and they are considered
according to the following process:
The placement of each student with a disability will be determined annually, or sooner if
appropriate, by the IEP team.
The appropriateness of placement options will be based upon various decisions including:
1. Data-based judgments in IEP development;
2. Data-based judgments in determining LRE;
3. The reasonable probability of the placement option(s) assisting the student to
attain annual goals and objectives and the quality of services needed; and
4. The consideration of potentially harmful effects upon the student or on the quality
of services needed.
Placement options along the continuum must include alternative placement options
identified in the definition of special education and make provisions for supplementary
services such as resource room or itinerant instruction to be provided in concert with the
general education placement.
Students Unilaterally Enrolled in Private Nonprofit Schools by Parents
On the November state count day, the district will conduct an annual count of the number
of private elementary and secondary school students eligible for special education who
are unilaterally enrolled by their parents in a private school located within district
boundaries. The district assigned school psychologist will have timely and meaningful
consultation with appropriate representatives of private schools and representatives of
parents of private school students and make determinations about who will receive
services and what services will be provided. The purpose of the child count is to
determine the proportionate amount that the district must spend on providing special
education and related services, including transportation, to private elementary or
secondary school students in the next fiscal year.
The district is required to spend a proportionate amount of federal special education Part
B and Section 619 funds to provide special education and related services to private
school students. In order to determine which students will receive services, what services
will be provided, how and where the services will be provided, and how services
provided will be evaluated, the district will consult with appropriate representatives and
parents of private school students. The district will make the final decision with respect to
services to be provided to eligible private school students.
The special education office will notify each approved nonprofit private school operating
in the district seeking recommendations of persons to serve as representatives of special
education private school students in consultations with the district. An initial meeting will
be called by the district to establish a work plan and schedule with the private school
representatives and representatives of private school parents to discuss how to identify
students, the amount of proportionate share, how the proportionate share was calculated,
which students will receive services, what services will be provided, how and where
services will be provided, and how services will be evaluated.
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A private school student has no individual entitlement to any service or amount of service
(s)he would have received if enrolled in a public school to receive FAPE. However, for
each private school student receiving special education or related services, the district
will initiate and conduct meetings to develop, review and revise a services plan
describing the special education and related services that the district will provide. The
services plan must: (1) meet IEP content requirements as appropriate; and (2) be
developed, reviewed, implemented and revised annually consistent with the requirements
for IEP review. The district’s team (service school principal or special education
administrator, case manager, service providers and psychologist) will make every effort
to include a representative from the private school at each meeting. If the private school
representative is not able to attend, the district will use other methods, including
individual or conference telephone calls, to assure the representative’s participation.
Private school students may receive a different amount of services than special education
students in public schools. However, the services provided to special education private
school students will be provided by personnel meeting the same standards as personnel
providing the services in the district.
Services to students in private schools including private sectarian schools may be
provided on-site. District personnel may be made available to private schools only to the
extent necessary to provide the services required, if those services are not normally
provided by the private school. Services will not include payment of private school
teachers’ or other employees’ salaries, except for services performed outside regular
private school hours and under public supervision and control.
Equipment and/or supplies may be placed on private school premises for the period of
time necessary for the services plan program, but the district will retain and exercise title
and administrative control of said equipment/supplies. The district will keep records and
make an accounting assuring that said equipment/supplies is/are used solely for the
services plan program. Said equipment/supplies will be removed if necessary to avoid
its/their use for other purposes or if no longer needed for the services plan program. No
district funds will be used for repairs, minor remodeling or construction of private school
facilities.
The district will provide services to students in private schools in a manner that: (1)
maintains physical and administrative separation between the private and public school
programs; and (2) does not benefit the private school at public expense.
Procedural Safeguards
A. Notice of Procedural Safeguards
In addition to protections provided to parents of eligible students, parents also have procedural
safeguard protections when a student’s identification, evaluation or placement is at issue. The
school district (Identify the personnel responsible) will provide a copy of the procedural
safeguards notice to the parents and adult students one time a year and:
1. Upon initial referral or parent request for evaluation;
2. Upon receipt of the parent’s first state complaint and first request for due process
hearing in a school year;
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3. Upon a disciplinary action that will result in a disciplinary change of placement; and
4. Upon request by the parent.
The procedural safeguard notice used by the district includes a full explanation of all the procedural
safeguards relating to independent educational evaluation, prior written notice, parental consent,
access to educational records, discipline procedures for students who are subject to placement in an
interim alternative educational setting, requirements for unilateral placement by parents of children
in private schools at public expense, state complaint procedures, mediation, the child’s placement
during pendency of due process proceedings including requirements for disclosure of evidence, due
process hearings, civil actions and attorney’s fees. Copies of the district’s special education
procedural safeguards are available at all schools, the district web site and should be provided at all
meetings that would require the presence of procedural safeguards.
B. Consent
The district will obtain informed, written parental consent before:
1. Conducting an initial evaluation;
2. Providing initial special education and related services to a student; and
3. Conducting a reevaluation if the reevaluation includes administration of
additional assessments.
Parental consent is not required to review existing data as part of an evaluation or
reevaluation, or to administer a test or other evaluation that is administered to all students
unless consent is required of all students’ parents.
Informed consent means that the parent or adult student:
1. Has been fully informed of all information that is relevant to the activity for
which the district is asking consent, and that the information is provided in his or
her native language or other mode of communication;
2. Understands and agrees in writing to the activity for which consent is sought and
the consent describes the activity and lists any records which will be released and
to whom; and
3. Understands that the granting of consent is voluntary and may be revoked at any
time. If consent is revoked, the revocation does not negate an action that has
occurred after the consent was given and before the consent was revoked.
The district may not use a parent’s refusal to consent to one service or activity to deny the
parent or child any other service, benefit or activity of the district.
If the district is unable to obtain a parent’s consent, the district may use mediation
procedures to obtain a parent’s consent or request a due process hearing asking the
administrative law judge to override the parent’s refusal to consent to an evaluation or
reevaluation. The district may not request a due process hearing to override a parent’s
refusal to consent to initial special education services. The district may not use mediation
or due process procedures to override a parent’s refusal to consent to an evaluation or
reevaluation if the student is homeschooled or enrolled in a private school.
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C. Revocation of Consent
Parents may revoke consent for the continued receipt of special education and related
services. If parents revoke consent, the principal and school psychologist receiving the
revocation will forward the revocation to the school district’s special education office.
Upon receipt of the parent’s written notice of revocation, the school psychologist:
1. will provide prior written notice of 5 calendar days before the district stops
providing services. The notice will include information about the effect of
revocation and will inform the parent of the date the district will stop providing
special education and related services.
Discontinuation of special education and related services in response to the parent’s
written revocation will not be in violation of FAPE and eliminates the district’s
requirement to convene an IEP meeting or develop an IEP. However, the district does
have a continuing Child Find duty, and staff will follow referral procedures if they
believe the student should be referred for special education. In addition, parents may
request that the district conduct an initial evaluation for eligibility for special education
services after they have revoked consent for continued services.
Notice of Procedural Safeguards
In addition to protections provided to parents of eligible students, parents also have
procedural safeguard protections when a student’s identification, evaluation or placement
is at issue. The school district will provide a copy of the procedural safeguards notice to
the parents and adult students one time a year and:
2. Upon initial referral or parent request for evaluation;
3. Upon receipt of the parent’s first state complaint and first request for due process
hearing in a school year;
4. Upon a disciplinary action that will result in a disciplinary change of placement; and
5. Upon request by the parent.
The procedural safeguard notice used by the district includes a full explanation of all the
procedural safeguards relating to independent educational evaluation, prior written
notice, parental consent, access to educational records, discipline procedures for students
who are subject to placement in an interim alternative educational setting, requirements
for unilateral placement by parents of children in private schools at public expense, state
complaint procedures, mediation, the child’s placement during pendency of due process
proceedings including requirements for disclosure of evidence, due process hearings,
civil actions and attorney’s fees. Copies of the district’s special education procedural
safeguards are available at all schools, the district office and are available on the school
district website. Principals and all certified special education staff will make procedural
safeguard notices available to parents.
D. Prior Written Notice
Prior written notices are provided to parents when a district makes a decision relating to a
student’s identification, evaluation, placement or provision of a FAPE. Prior written
notices document the decisions made by the IEP teams and evaluation group.
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The district will provide prior written notice to the parent whenever the district proposes
or refuses to initiate or change the student’s identification, evaluation, educational
placement or provision of FAPE to the student.
The prior written notice will include:
1. A statement that the parents have procedural safeguard protections and if a copy of
the procedural safeguards do not accompany the notice, a statement that describes
how a copy of the statement of procedural safeguards may be obtained;
2. A description of the action proposed or refused by the district;
3. An explanation of why the district proposes or refuses to take the action and a
description of other options that the district considered and the reasons why the
options were rejected;
4. A description of any other factors which are relevant to the district’s proposal or
refusal;
5. A description of each evaluation procedure, test, record or report the district used as a
basis for the proposal or refusal; and
6. A description of any evaluation procedures the district proposes to conduct and
sources for parents to contact for to obtain assistance in understanding the procedural
safeguards provision of this chapter.
Prior written notice and the notice of procedural safeguards must be provided in the
native language of the parent or other mode of communication used by the parent unless
it is clearly not feasible to do so. If the native language or other mode of communication
of the parent is not a written language, the district will take steps to ensure that the notice
is translated orally or by other means to the parent. This may involve:
1. Arranging for an interpreter if English is not the native language of the parent or
if the parent has a hearing impairment; or
2. Providing notice orally if the written language is not a native language.
The district will document in writing how this information was provided and that the
parent understands the content of the notice. Prior written notices will be written by
school psychologists and case managers.
E. Transfer of Educational Rights to an Adult Student
When a student eligible for special education reaches the age of 18, all educational rights
under Part B of the IDEA, previously exercised by the parent, transfer to the student,
unless the student is determined incapacitated in a guardianship proceeding or the district
has appointed an educational representative for the student. When the student turns 18,
the student’s case manager will notify the parent and student that the educational rights
have transferred to the student and will send any required notices to both the parent and
the adult student.
At an IEP meeting occurring one year before the student turns 18, the district will inform
the parents and the student that educational rights will transfer to the student and the
district will inform the student about those educational rights. This information will be
documented on the IEP.
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Appointment of an Educational Representative
A student over the age of eighteen is presumed to be capable of making educational decisions
and able to provide informed consent unless he or she is determined to be “incapacitated”
through a legal guardianship proceeding. If a parent, another interested party, or the district
believes that the student is unable to provide informed consent or to make educational decisions,
and the student does not have a legal guardian, the parent or other interested party may ask the
district to appoint an educational representative. This determination will only be made if two
separate professionals, as defined by WAC 392-172A-05135(5)(a), state that they conducted an
examination and interviewed the student, and concluded the student is incapable of providing
informed consent. The district will inform the student of the decision and appoint either, the
spouse, the student’s parents, another adult or a surrogate educational representative to represent
the student. The appointment of the educational representative will continue for one year.
The student or other adult may challenge the certification at any time. If a challenge occurs, the
district will not rely on the education representative, until the representative is recertified.
Confidentiality and Records Management
The superintendent, district administrative team, principals and specialist are responsible for
maintaining the confidentiality of personally identifiable information pertaining to special
education and all other students. The Special Services Director will maintain, for public
inspection, a current list of the names and positions of district employees who have access to
personally identifiable information of special education students. The district will provide parent
and adult students, upon request, a list of the types and locations of educational records collected,
maintained or used by the district.
The district will provide instruction annually to employees collecting or using personally
identifiable information on the procedures to protect the confidentiality of personally identifiable
information. The training will address the protections outlined in WAC 392-172A, state law and
federal regulations implementing the Family Educational Rights and Privacy Act, FERPA, (34
CFR Part 99).
Upon request, the parent(s) of a special education student or adult student will be afforded an
opportunity to inspect, review and challenge all educational records which will include, but not
be limited to, the identification, evaluation, delivery of educational services and provision of
FAPE to the student. The district will comply with the request promptly and before any meeting
regarding an IEP or hearing relating to the identification, evaluation, educational placement of
the student or provision of FAPE to the student, including disciplinary proceedings. In any case,
the district will respond no more than 45-calendar days after the date the district received the
request. If an educational record includes information on more than one student, the parents
(and/or adult student) may only inspect and review only information relating to their child.
School personnel receiving requests for educational records will immediately forward the
request to the Special Services Department.
If parents believe that information in an education record is inaccurate or misleading or violates
the privacy or rights of the student, they may request that the district amend the information.
Policy and Procedure 3231, Student Records, describes the process and timelines for challenges
and hearings regarding student records.
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The district will follow the guidelines for records retention outlined in the Secretary of State’s,
General Records Retention Schedule and Records Management Manual. The district will inform
parents or adult students when personally identifiable information collected, maintained or used
is no longer needed to provide educational services to the student. The information will be
destroyed at the request of the parent(s) or adult student, or will be provided to the parent or
adult student upon their request. However, a permanent record of the student’s name, address
and phone number, his or her grades, attendance, record, classes attended, grade level completed
and year completed will be maintained without time limitation.
Records management is also governed by Policy and Procedure 4040, Public Access to District
Records.
A. Surrogate Parents
A surrogate parent is a person appointed by the school district to act on behalf of a
student to help ensure the rights of the student to FAPE when a parent cannot be
identified, the whereabouts of the parent are unknown or the student is a ward of the state
and does not have a foster parent.
The Special Services Department is responsible for determining the need for appointment
of a surrogate parent.
Natural or adoptive parents, foster parents, persons acting in the place of a parent such as
stepparents or relatives and persons with legal custody or guardianship are considered
parents. Students who are homeless and not living with a parent may need a surrogate
parent.
The following is a guide for the district to follow when determining the status of the
parent’s rights to make educational decisions:
1. In cases where the student is in out of home care the district must determine the
legal custodial status of the child.
2. Parents who have voluntarily placed their child in state placement still retain legal
custody of the child and retain the right to make educational decisions. In this
situation the student is not a ward of the state;
3. Parents whose children are placed in group care, pending a determination of
“dependency” may still retain rights to make educational decisions unless
otherwise ordered by the court;
4. When a disposition order and order of dependency is issued, the state becomes the
legal as well as physical custodian of the child. Parents may no longer have the
right to make educational decisions during this stage of dependency; and
5. Parents whose parental rights are terminated no longer have the right to make
educational decisions on behalf their child.
When a student is placed in foster care, the foster parent may act as the parent. When a
student is placed in group care, the district will work with the parents, case-worker(s),
foster parents and others who have knowledge of the student’s legal status in order to
determine the need for appointment of a surrogate.
When selecting a surrogate parent the district will select a person willing to participate in
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making decisions regarding the student’s educational program, including participation in
the identification, evaluation, placement of and provisions of FAPE to the student.
If a student is referred for special education or a student eligible for special
education who may require a surrogate parent student transfers into the district that may
require a surrogate parent, the district special services office will be notified of the
potential need. The special services office will then select a trained individual who can
adequately represent the student to ensure that all student rights are observed.
The person selected as a surrogate:
1.
Must have no interest that conflicts with the interests of the student he or she
represents;
2.
Must have knowledge and skills that assure adequate representation of the
student; and
3.
May not be an employee of a school district and/or other agency which is
involved in the education or care of the student. This includes OSPI, DSHS,
district employees and group care providers.
The district will at a minimum, review with the surrogate parent procedural safeguards,
parent involvement in the special education process, parent education publications and
special education regulations. The district will also cooperate with other districts, the
ESD or OSPI in training surrogate parents and in establishing a list of persons willing and
able to serve as surrogate parents.
B.
Mediation
The purpose of mediation is to offer both the parent and the school district an alternative
to a formal due process hearing. Mediation is voluntary and requires the consent and
agreement of both parties. Mediation cannot be used to deny or delay access by a parent
to a due process hearing. Mediation is used to resolve disagreements concerning the
identification, evaluation and delivery of educational services or provision of FAPE to a
special education student. Mediation may be terminated by either party at any time during
the process.
The primary participants are the parents, school district representatives and mediator. The
process is voluntary, confidential and informal. It is a collaborative process, conducted in
a nonadversarial manner. Mediation services will be provided by the Office of
Superintendent of Public Instruction (OSPI) at no cost to either party.
The district’s special services director is responsible for coordinating requests for
mediation. If a parent requests mediation, notify the director and the director will respond
to the parent and coordinate with OSPI’s contracted agent. Staff members are reminded
that discussions that occur during the mediation process are confidential.
One person designated by the district to attend the mediation must have authority to bind
the district in any agreement reached through mediation.
Due Process Hearing
Both parents and districts may file due process hearings involving the identification, evaluation,
placement or provision of FAPE to a student. IDEA requires that specific information be
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provided as part of a due process hearing request. The requirements are identified in the notice of
procedural safeguards. If parents request information about how to file a due process hearing, the
district will provide the parent with a due process hearing request that contains the required
information. Due process hearing request forms are available from the school district main office
and on the OSPI Special Education and Administrative Resources Web site.
If any staff receives a request for a due process hearing, a copy of the request should be
immediately forwarded to the Special Service Department and/or the Leadership and Learning
Office. If the parent has not filed the request for hearing with OSPI, the district will forward the
parent request to OSPI Administrative Resources Section. The district may not delay or deny a
parent’s due process hearing request. Parents are entitled to a copy of the notice of procedural
safeguards if this is the first due process hearing in a school year. The Special Services
Department is responsible for providing the parents a copy of the procedural safeguards in this
situation and documenting that the safeguards were provided to the parent.
When a parent files a due process hearing, the student remains in the placement at the time of the
request for hearing, unless the parents and district agree to a different placement. See the
discipline section below for placements when a disciplinary action is challenged.
When parents file a request for a due process hearing, the Special Services Director will
immediately schedule a resolution meeting. The meeting must occur within 15 days after a
parent files a due process request with the district and provides a copy of the request to OSPI, or,
within seven days if the hearing request involves an expedited hearing regarding discipline. The
Special Services Director will determine the appropriate district staff that will attend the
resolution meeting. The district will ensure that one of the district representatives attending the
resolution meeting has authority to bind the district in any resolution agreement. The district will
not bring district counsel to a resolution meeting unless the parent is bringing an attorney to the
meeting.
Any resolution agreement reached will be documented in writing and is binding on the parties.
The document will inform the parent of their right to void the agreement within three business
days of signing the agreement.
Discipline
Students eligible for special education may be disciplined consistent with the disciplinary rules
that apply to all students. The district will determine on a case-by-case basis whether discipline
that is permitted under WAC 392-400 should occur. However, students eligible for special
education must not be improperly excluded from school for disciplinary reasons that are related
to their disability or related to the district’s failure to implement a student’s IEP. The district will
take steps to ensure that each employee, contractor and other agents of the district responsible for
education or care of a student is knowledgeable of special education disciplinary rules.
A. Removal Up to Ten Days
Principals may order the removal of a special education student from a current placement.
The district need not provide services to a student who is removed from the current
placement for ten school days or less in any school year, if services are not provided to a
student without disabilities.
B. Removal for More than Ten Days
Once a student has been removed from placement for a total of ten school days in the
Page 34 of 35
same school year, and if the district determines that the removal is not a change of
placement, the district must, during subsequent days of removal, provide appropriate
services to the extent necessary to enable the student to participate in the general
curriculum, although in another setting, and to progress toward meeting the goals set out
in the student’s IEP. The principal or administrative designee, in consultation with one or
more of the student’s teachers, will make the determination of such necessary services.
C. Change in Placement
A change of placement occurs when an eligible student is:
1. Removed from his or her current placement for more than ten consecutive school
days in a school year; or
2. Subjected to a series of removals in a school year and which constitute a pattern
of removal because: 1) the series of removals total more than ten school days in a
year; 2) the student behavior is substantially similar to the student’s behavior in
previous incidents that resulted in the series of removals; and 3) because of
factors such as the length of each removal, the total amount of time a student is
removed, and the proximity of the removals to one another.
Whether a pattern of removal constitutes a change in placement is determined on a caseby-case basis by the building principal and special services director and is subject to
review through due process and judicial proceedings. If a student receives discipline that
could be considered a change of placement due to discipline exceeding 10 school days,
the school principal or designee must immediately notify the special services director.
D. Manifestation Determination
Within 10 school days after the date on which the district makes a decision to change the
student’s placement, the district will conduct a meeting (Manifest Determination) to
determine the relationship between the student’s disability and the behavior subject to the
disciplinary action.
The review of the relationship between a student’s disability and the behavior subject to
the disciplinary action will occur at a meeting that includes the parent and relevant
members of the IEP team who are selected by the parent and the district. The school
principal or designee will contact the parent in order to determine relevant IEP team
members and provide notice of the meeting. The team will review all relevant
information in the student’s file, including the IEP, teacher observations and information
provided by the parent to determine:
1. If the conduct was caused by or had a direct and substantial relationship to the
child’s disability; or
2. If the conduct in question was the direct result of the district’s failure to
implement the student’s IEP.
If the team determines the behavior resulted from any of the above, the behavior must be
considered a manifestation of the student’s disability. The district will take immediate
action to remedy the deficiencies and will:
1. Conduct a functional behavioral assessment (unless already completed) and
implement a behavioral intervention plan if one is not already in place; or
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2. Review the existing behavioral intervention plan and modify it to address the
behavior; and
3. Return the child to the placement from which he or she was removed from unless
the parents and the district agree a change is necessary as part of the behavioral
intervention plan, or unless the infraction involves drugs, weapons or serious
bodily injury.
E.
Special Circumstances
School personnel may order a change in placement to an appropriate interim alternative
educational setting for the same amount of time that a student without disabilities would
be subject to discipline, but for not more than 45 school days, if a special education
student:
1.
Possesses a “dangerous weapon” or carries such a weapon to school or to a
school function;
2.
Knowingly possesses or uses “illegal drugs” while at school or a school function;
3.
Sells or solicits the sale of a “controlled substance” while at school or a school
function; or
4.
Inflicts serious bodily injury upon another person while at school or a school
function. Serious bodily injury means a substantial risk of death, extreme physical
pain, protracted and obvious disfigurement or protracted loss or impairment of the
function of a bodily member, organ or mental faculty.
Any interim alternative educational setting in which the student is placed is determined by
the student’s IEP team and will:
1.
Be selected so as to enable the student to participate in the general curriculum,
although in another setting and to progress toward meeting the goals set out in
the student’s IEP; and
2.
Include services and modifications designed to address the behavior or to
prevent the behavior from recurring.
Unless the parent and the district agree otherwise, if a parent requests a hearing to
challenge either the manifestation determination or the interim alternative
educational setting, the student must remain in the interim alternative educational
setting pending the decision of the hearing officer or until the expiration of the 45
day period, whichever occurs first.
If the student’s IEP team believes the student may not be maintained in his or her current
placement, the IEP team should work with the district’s Special Services Director. The
district may ask an administrative law judge or seek injunctive relief through a court
having jurisdiction of the parties, to order a change in placement to an appropriate interim
alternative educational setting for not more than 45 school days or seek injunctive relief
through a court having jurisdiction of the parties when:
1.
The district believes that maintaining the student’s current placement is
substantially likely to result in injury to the student or others. If the student’s IEP team
believes that the student may not be maintained in his or her current placement, the IEP
team should work with the district’s Special Services Director.
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Unless the parent and the district agree otherwise, if a parent requests a hearing to
challenge either the manifestation determination or the interim alternative educational
setting, the student must remain in the interim alternative educational setting pending the
decision of the hearing officer or until the expiration of the 45 day period, whichever
occurs first.
F.
Basis of Knowledge
A student who has not been determined eligible for special education services may assert
protections if the district had knowledge the student was eligible for special education prior to
the occurring behavior that precipitated disciplinary action.
The district is deemed to have knowledge if:
1. The parent expressed concern in writing (or orally if the parent does not know
how to write or has a disability the prevents a written statement) to district
supervisors, administrative personnel or a teacher that the student was in need of
special education and related services;
2. The parent requested the student be evaluated for special education services; or
3. The teacher or other school personnel had expressed specific concern about a pattern of
behavior demonstrated by the student to the director of the special services department or
to other supervisory staff.
If instituting disciplinary action exceeds ten days and the principal believes that one or more of
these events applies to the student, the principal will notify the Special Services Department to
determine the appropriate disciplinary procedures.
The district is not deemed to have knowledge if, as a result of receiving the information
described above, the district either:
1. Conducted a special education evaluation of the student and determined that the student
was not eligible for services; or
2. The parent of the student has not allowed an evaluation of the child or has refused
services.
If it is determined the district had no the district is not deemed to have knowledge the that a
student is a student eligible for was a special education student services, the student may be
disciplined as a student without disabilities that had engaged in comparable behaviors. The
district will expedite an evaluation per request during the time period the student is subjected to
disciplinary measures. Until the evaluation is completed, such a student will remain in the
educational placement determined by the district, which can include suspension or expulsion
without educational services.
Notwithstanding the foregoing, the district may report a crime committed by a student eligible
for special education s erv i ces student to appropriate authorities. In the event of such a report,
the district will ensure that copies of the student’s special education and disciplinary records are
transmitted for consideration by the appropriate authorities to whom the crime is reported; to the
extent transmission of the records is permitted by the Family Educational Rights and Privacy
Act (FERPA).
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Staff Qualifications
All employees of the district funded in whole or part with state or federal excess special
education funds will meet the standards established by the State Board of Education (SBE) and
defined in WAC 392-172-A-02090.
All employees will hold such credentials, certificates or permits as are now or hereafter required
by the SBE for the particular position of employment and will meet such supplemental standards
established by the district.
All special education teachers providing, designing, supervising, evaluating or monitoring the
provision of special education will possess “substantial professional training.” This will be
shown by the issuance of an appropriate special education endorsement on an individual teaching
certificate issued by the superintendent of public instruction.
In the event a special education teacher does not have a certificate endorsed in special education,
a district may apply for a pre-endorsement waiver through the special education section of the
OSPI. To qualify for the special education pre-endorsement waiver, the teacher must meet SBE
criteria.
If the district must temporarily assign a classroom teacher without a special education
endorsement to a special education position, the district human resources director will document
in writing that:
A. The district is unable to recruit a teacher with the proper endorsement who was qualified
for the position;
B. The need for a teacher with such an endorsement could not have been reasonably
anticipated and the recruitment of such a classroom teacher at the time of assignment was
not reasonably practical; and/or
C. The reassignment of another teacher within the district would be unreasonably disruptive
to the current assignments of other classroom teachers or would have an adverse effect on
the educational program of the students assigned to the other teacher.
If one or more of these criteria can be documented and the district determines that a teacher has
the competencies to be an effective special education teacher and the teacher has completed sixsemester hours or nine-quarter hours of course work which are applicable to the special
education endorsement, the district can assign the teacher to special education in compliance
with the process for making out-of-endorsement assignments and reporting them to the state.
Classified staff will present evidence of skills and knowledge necessary to meet the needs of
students with disabilities. The district will provide training to classified staff to meet the state
recommended core competencies.
Personnel Development
In order to provide a staff development program to improve the quality of instructional
programs, the following procedures will be employed:
1. Special education concerns will be identified through a staff needs assessment created by
the Special Education Director and completed by district staff;
2. All personnel who use restraint, restraint devices and/or isolation must be certified
and annually trained in the use of such restraint, restraint devices and/or
isolation Training must be provided annually to all personnel who may be
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providing aversive interventions under a student’s IEP;
3. In-service training schedules will be developed based upon the results of the district
assessment and in support of needs identified;
4. Training activities will be conducted for regular general and special education staff, staff
of other agencies and organizations and private school staff providing services
for students eligible for special education student; and
5. Training for classified staff in the state recommended core competencies will occur
through district offerings, ESD, Online and other contracted services.
Public Participation
Any application and any required policies, procedures, evaluations, plans and reports are readily
available to parents and other members of the public through the district’s special services office
and the office of the superintendent. A notice regarding the availability of such documents will
be placed on the district’s Web site and in the district’s newsletter.
Adopted: February 25, 2008
Amended: September 13, 2010
Amended: January 12, 2015
Amended: June 22, 2015
Amended: (date)
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Attachment 8-22-9
Memorandum
Date:
August 22, 2016
To:
From:
(Prepared by Rod McHattie, Director of Special Education)
Subject:
Procedure 3246 Restraint, Isolation and Other Uses of Reasonable Force (first
reading)
Background: WSSDA has provided updated language for Procedure 3246 Restraint, Isolation and
Other Uses of Reasonable Force. Changes to the procedure were required due to changes in the
Washington law.
Proposal: Review the revisions made to Procedure 3246 and consider forwarding for a second
reading on September 12, 2016.
Procedure No. 3246P
Please see new recommended Policy from WSDDA Below.
Use of Reasonable Force, Isolation and Restraint
Definitions:
Physical force: Any use of bodily force or physical restriction that substantially
immobilizes or reduces the free movement of a student through physical contact.
School resource officer: A commissioned law enforcement officer who provides law
enforcement services and may perform other duties for the district, and is
assigned by the employing police department or agency to work in collaboration
with the district.
School security officer: A classified or contracted school district employee other than
a school resource officer who provides security services in the district under the
direction of a school administrator.
De-escalation: The use of strategies to defuse an individual who has lost self control,
is non- compliant or is demonstrating unacceptable behavior. These strategies
address behavior that is dangerous, disruptive or otherwise impedes the learning
of a student or others.
Seclusion: Confinement of a student alone in an enclosed space from which the
student may not leave.
Bodily injury, physical injury or bodily harm: Physical pain or injury, illness or an
impairment of physical condition.
Substantial bodily harm: Bodily injury which involves a temporary but substantial
disfigurement or which causes a temporary but substantial loss or impairment of
the function of any bodily part or organ or which causes a fracture of any bodily
part.
Great bodily harm: Bodily injury which creates a probability of death or which
causes significant serious permanent disfigurement or which causes a significant
permanent loss or impairment of the function of any bodily part or organ.
Use of Force Continuum:
Whenever possible and practical, the use of force continuum will be followed. District
staff must only use the degree of force necessary to protect a student, students or staff
from imminent bodily injury, substantial bodily harm or great bodily harm.
A. The generally accepted use of force continuum includes, in order:
1. Staff presence;
2. Verbal/non-verbal communication, de-escalation;
3. Physical interventions;
4. Other reasonable force as authorized by RCW 9A.16.020.
B. Appropriate use of force:
1. Physical force may be used to prevent or minimize imminent bodily
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Procedure No. 3246P
injury, substantial bodily harm or great bodily harm to self or others, or
if de-escalation interventions fail or are inappropriate to protect district
property.
2. Consistent with the provisions found in WAC 392-172A-03120, nothing in
this policy and procedure precludes the use of reasonable force to control
unpredicted spontaneous behavior by a student with an IEP or 504 Plan,
when the behavior poses
a clear and present danger of serious harm to the student, to another person,
or to property; or of seriously disrupting the educational process.
C. Inappropriate use of force:
1. Physical force will not be used as a form of discipline or corrective action;
2. Physical force will not be used as an initial response to destruction of property,
school disruption, refusal of the student to comply with school rules, or a staff
directive; or a verbal threat that does not constitute a threat of imminent
bodily injury, unless other forms of de-escalation intervention fail; and
3. Physical force should not be used as an intervention, if the school employee,
school resource officer or school security officer knows that the student has a
health condition or physical problem and the condition or problem would be
exacerbated by the use of force.
D. Degree of force:
1. Force must not be continued if a determination is made by the staff
member administering the force that the student is no longer at risk of
causing imminent bodily injury to him or herself or others; and
2. Force must be administered in such a way so as to prevent or minimize
physical harm. If, at any time during the use of force, the student
demonstrates significant physical distress, the force must be reduced
immediately and, if necessary, school staff must take immediate steps to
seek medical assistance.
Monitoring:
An adult must continually monitor any student when force, isolation or restraint is
used. The monitoring must be conducted by direct observation of the student.
Monitoring must include regularly evaluating the student for signs of physical
distress.
Staff Training Requirements:
All training will include instruction in positive management of student behavior,
cultural sensitivity, effective communication for defusing and de-escalating disruptive
or dangerous behavior and safe and appropriate use of force, seclusion and restraint.
Annually, administrators will provide all staff with the district established policy
and procedure regarding the use of reasonable force.
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Procedure No. 3246P
A. Physical force:
All staff should be informed of de-escalation strategies and proper physical
intervention procedures. Appropriate staff and those who are required or
reasonably anticipated to provide physical force intervention will be trained in the
use of physical force intervention.
Reporting Requirements:
A. Processing the incident:
Following the release of a student from the use of force or isolation, the school will
implement follow-up procedures. These procedures will include reviewing the
incident with the student to address the behavior that precipitated the use of force or
isolation, reviewing the incident with the staff person(s) who administered the force
or isolation to discuss whether proper procedures were followed and consideration
of whether any follow-up is appropriate for students who witnessed the incident.
B. Incident report:
Any school employee, school resource officer or school security officer who uses
force, isolation or restraint as defined in this procedure, will immediately inform the
building administrator or a designee and within two business days submit a written
report of the incident to the district office.
C. Annual report:
The building administrator or a designee will maintain a log of all instances of use of
force, as defined by this procedure, which will be presented to the superintendent
annually. The superintendent will provide an annual report to the board regarding
the district’s use of force, including identifying the individuals so authorized.
D. Informing parents:
The principal or a designee will verbally inform the parents, within twenty four
hours, of the incident and send written notification as soon as practical . If the
language of the parents is other than English, the written report will be provided to
the parent in the language of the home.
Resolution Of Concerns About The Use Of Force:
A student or his/her parent or guardian who has concerns regarding a specific
incident may seek to resolve the concern by using the district’s complaint process
which is set forth in Policy 4220 Complaints Concerning Staff or Programs.
Initially Adopted: March 24, 2014
Amended: (date)
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Procedure No. 3246P
Restraint, Isolation and Other Uses of Reasonable Force
This procedure is intended to apply to a broad range of circumstances whenever it is deemed
reasonably necessary by district staff to control spontaneous behavior by any student that poses
an imminent likelihood of serious harm. This procedure is intended to be interpreted consistent
with the requirements of RCW 28A.600.485, RCW 9A.16.020, RCW 9A.16.100, RCW
28A.160.300, RCW 28A.155.210, WAC 392-400-235, and, for students with an IEP, consistent
with the regulations of Chapter 392-172A, WAC.
Definitions:
•
•
•
•
•
•
Behavioral intervention plan: A plan incorporated into a student’s Individualized
Education Program (IEP), which at a minimum describes: 1)The pattern of behavior that
impedes the student’s learning or the learning of others; 2)The instruction and/or
environmental conditions or circumstances that contribute to the pattern of behavior(s)
being addressed by the IEP team; 3)The positive behavioral interventions and supports to:
i) reduce the pattern of behavior(s) that impedes the student’s learning or the learning of
others and increases the student’s desired prosocial behaviors: and ii) ensure the
consistency of the implementation of the positive behavioral interventions across the
student’s school-sponsored instruction or activities); and d)The skills that will be taught
and monitored as alternatives to challenging behavior(s) for a specific pattern of behavior
of the student.
Chemical spray: Pepper spray, OC spray, or other similar chemicals that are used to
control a student or limit a student’s freedom of movement.
De-escalation: The use of positive behavioral interventions and other district-approved
strategies to defuse a student who has lost self-control, is non-compliant or is
demonstrating unacceptable behavior. These strategies address behavior that is
dangerous, disruptive or otherwise impedes the learning of a student or others.
Imminent: The state or condition of being likely to occur at any moment or near at hand,
rather than distant or remote.
Isolation: Restricting a student alone within a room or any other form of enclosure, from
which the student may not leave. It does not include a student’s voluntary use of a quiet
space for self-calming, or temporary removal of a student from his or her regular
instructional area to an unlocked area for purposes of carrying out an appropriate positive
behavior intervention plan.
Likelihood of serious harm: A substantial risk that physical harm will be inflicted by a
student:
o upon his or her own person, as evidenced by threats or attempts to commit suicide
or inflict physical harm on oneself;
o upon another, as evidenced by behavior that has caused such harm or that places
another person or persons in reasonable fear of sustaining such harm;
o upon the property of others, as evidenced by behavior that has caused substantial
loss or damage to the property of others; or
Page 4 of 11
Procedure No. 3246P
after the student has threatened the physical safety of another and has a history of
one or more violent acts.
Physical force: The use of bodily force or physical restriction that substantially
immobilizes or reduces the free movement of a student.
Positive behavioral interventions: Strategies and instruction that can be implemented in
a strategic manner in order to provide alternatives to challenging behaviors, reinforce
desired behaviors, and reduce or eliminate the frequency and severity of challenging
behaviors. Positive behavioral interventions include the consideration of environmental
factors that may trigger challenging behaviors and teaching a student the skills to manage
his or her own behavior.
Restraint: Physical intervention or force used to control a student, including the use of a
restraint device. It does not include appropriate use of a prescribed medical, orthopedic or
therapeutic device when used as intended, such as to achieve proper body position,
balance or alignment or to permit a student to safely participate in activities.
Restraint device: A device used to assist in controlling a student, including, but not
limited to metal handcuffs, plastic ties, ankle restraints, leather cuffs, other hospital-type
restraints, pepper spray, tasers or batons. Restraint device does not mean a seat harness
used to safely transport students. This definition is consistent with RCW 28A.600.485
(1)(c), and is not intended to endorse or encourage the use of such devices or techniques
with district students.
School police officer: An employee of the school district responsible for security
services in the district under the direction of a school administrator, but who also is a
commissioned officer.
School resource officer: A commissioned law enforcement officer who provides law
enforcement services and may perform other duties for the district, and is assigned by the
employing police department or agency to work in collaboration with the district.
School security officer: A classified or contracted school district employee other than a
school resource officer who provides security services in the district under the direction
of a school administrator.
o
•
•
•
•
•
•
•
General use of restraint, isolation, or other forms of reasonable force:
•
•
•
•
Restraint, isolation, or other forms of reasonable force may be used to prevent or
minimize imminent bodily harm to self or others, or if de-escalation or other positive
behavioral interventions fail or are inappropriate, to protect district property, where there
is an “imminent likelihood of such serious harm” occurring, as defined above.
Restraint, isolation, or other forms of reasonable physical force may be used when a
student has caused a substantial loss or damage to the property of others, and the
student’s behavior poses a substantial risk that such property damage will be inflicted.
Restraint devices may be used as needed to obtain possession of a known or reasonablysuspected weapon or other dangerous object on a person or within the control of a person.
An IEP or plan developed under Section 504 of the Rehabilitation Act of 1973 must not
include the use of restraint or isolation as a planned behavior intervention unless a
student’s individual needs require more specific advanced education planning and the
student’s parent or guardian agrees. Nothing in these procedures is intended to limit the
Page 5 of 11
Procedure No. 3246P
•
•
•
provision of a free appropriate public education (FAPE) under Part B of the Individuals
with Disabilities Act (IDEA) or Section 504 of the Rehabilitation Act of 1973.
Restraint, isolation, or other forms of reasonable physical force will not be used as a form
of discipline or punishment.
Restraint, isolation, or other forms of reasonable physical force will not be used as an
initial response to destruction of property, school disruption, refusal of the student to
comply with school rules or a staff directive; or a verbal threat that does not constitute a
threat of imminent bodily injury, unless other forms of de-escalation and positive
behavioral interventions fail or are inappropriate.
Restraint, isolation, or other forms of reasonable physical force should not be used as an
intervention if the school employee, school resource officer or school security officer
knows that the student has a health condition or physical problem and the condition or
problem would be exacerbated by the use of such techniques.
Practices presumed to be unreasonable when correcting or restraining any child (RCW
9A.16.100):
Under RCW 9A.16.100, the following is a non-exclusive list of acts that are presumed
unreasonable when correcting or restraining a child:
•
•
•
•
•
•
throwing, kicking, burning, or cutting a child;
striking a child with a closed fist;
shaking a child under age three;
interfering with a child’s breathing;
threatening a child with a deadly weapon; or
doing any other act that is likely to cause bodily harm to a student greater than transient
pain or minor temporary marks.
This non-exclusive list should not be read so as to imply that another, unlisted form of correction
or restraint is permissible. Whether or not an unlisted use of force or restraint is presumptively
permissible depends upon a balanced consideration of all relevant state laws and regulations, and
whether the use is reasonable under the totality of the circumstances.
Conditions specific to use of isolation with students eligible for special education (consistent
with WAC 392-172A-02110):
•
•
•
•
The isolation enclosure will be ventilated, lighted and temperature controlled from inside
or outside for purposes of human occupancy.
The isolation enclosure will permit continuous visual monitoring of the student from
outside the enclosure.
An adult responsible for supervising the student will remain in visual or auditory range of
the student at all times.
Either the student shall be capable of releasing himself or herself from the enclosure, or
the student shall continuously remain within view of an adult responsible for supervising
the student.
Page 6 of 11
Procedure No. 3246P
•
Any staff member or other adults using isolation must be trained and certified by a
qualified provider in the use of isolation, unless trained personnel are not immediately
available due to the unforeseeable nature of the emergency.
Prohibited practices involving restraint, use of force, and discipline specifically for students
eligible for special education (consistent with WAC 392-172A-02076):
The following practices are prohibited with students eligible for special education services:
•
•
•
•
•
•
•
•
•
•
•
•
•
District personnel are prohibited from using aversive interventions with a student;
District personnel are prohibited from physically restraining or isolating any student,
except when the student’s behavior poses an imminent likelihood of serious harm as
defined above;
No student may be stimulated by contact with electric current, including, but not limited
to, tasers;
A student may not be denied or subjected to an unreasonable delay in the provision of
food or liquid from when the food or liquid is customarily served as a form of
punishment;
A student may not be the recipient of force or restraint that is either unreasonable under
the circumstances or deemed to be an unreasonable form of corporal punishment as a
matter of state law (see above, for example, for a list of practices presumed to be
unreasonable when used in correcting or restraining a child);
A student must not be denied or subjected to an unreasonable delay in the provision of
common hygiene care;
A student must not be denied or subjected to an unreasonable delay in the provision of
medication;
A student may not be excluded from his or her regular instructional or service area and
isolated within a room or any other form of enclosure, except under the conditions set
forth in WAC 392-172A-02110;
A student must not be forced to listen to noise or sound that the student finds painful;
A student must not be forced to smell or be sprayed in the face with a noxious or
potentially harmful substance;
A student must not be forced to taste or ingest a substance which is not commonly
consumed or which is not commonly consumed in its existing form or concentration;
A student’s head must not be partially or wholly submerged in water or any other liquid.
A student must not be physically restrained or immobilized by binding or otherwise
attaching the student’s limbs together or by binding or otherwise attaching any part of the
student’s body to an object, except under the conditions set forth in WAC 392172A.02110.
Degree of force:
•
Restraint, isolation, or other forms of reasonable physical force will be discontinued as
soon as a determination is made by the staff member administering the restraint,
isolation, or other forms of reasonable physical force that the likelihood of serious harm
has dissipated.
Page 7 of 11
Procedure No. 3246P
•
Restraint, isolation, or other forms of reasonable physical force must be administered in
such a way so as to prevent or minimize physical harm to the student. If, at any time
during the use of restraint, isolation, or other forms of reasonable physical force, the
student demonstrates significant physical distress, the technique must be reduced
immediately and, if necessary, school staff must take immediate steps to seek medical
assistance.
Monitoring:
An adult must continually monitor any student when restraint, isolation, or other forms of
reasonable physical force is used. The monitoring must be conducted by continuous visual
monitoring of the student. Monitoring must include regularly evaluating the student for signs of
physical distress
Post-incident notification and review with parent/guardian:
Within twenty-four (24) hours following the use of restraint, isolation, or other forms of
reasonable physical force with a student, the principal or designee must make a reasonable effort
to verbally inform the student’s parent or guardian of the incident. The principal or designee
must also send written notification as soon as practical, but postmarked no later than five (5)
business days after restraint, isolation, or other forms of reasonable physical force has been used
with a student. If the school or district customarily provides the parent or guardian with schoolrelated information in a language or mode of communication other than English, the written
report must be provided to the parent or guardian in that language or mode of communication.
The principal or designee will review the incident with the student and the parent or guardian
(though not necessarily at the same time) to address the behavior that precipitated the use of the
technique and the appropriateness of the response. The principal or designee will review the
incident with the staff person(s) who administered the restraint, isolation, or other forms of
reasonable physical force to discuss whether proper procedures were followed and what staff
training or support is needed to help the student avoid similar incidents.
IEPs and 504 plans will include the above procedures for notification of parents/guardians
regarding the use of isolation and restraint on their student.
Incident report:
Any school employee, school resource officer or school security officer who uses restraint,
isolation, or other forms of reasonable physical force, as defined in this procedure, on any
student during school-sponsored instruction or activities, will inform the principal or a designee
as soon as possible and within two (2) business days submit a written report of the incident to the
district office. The written report will contain, at a minimum:
•
•
•
The date and time of the incident;
The name and job title of the staff member who administered the restraint, isolation, or
other form of reasonable physical force;
A description of the activity that led to the restraint, isolation, or other form of reasonable
physical force;
Page 8 of 11
Procedure No. 3246P
•
•
•
•
The type of restraint, isolation, or other forms of reasonable physical force used on the
student, and the duration;
Whether the student or staff was physically injured during incident involving restraint,
isolation, or other forms of reasonable physical force;
Any medical care provided to the student or staff; and
Any recommendations for changing the nature or amount of resources available to the
student and staff members in order to avoid similar incidents.
Resolution of concerns about the use of force incident:
A student or his/her parent or guardian who has concerns regarding a specific incident involving
restraint, isolation, or other forms of reasonable physical force may seek to resolve the concern
by using the district’s complaint process which is set forth in Policy 4220, Complaints
Concerning Staff or Programs.
Providing parents/guardians with Restraint, Isolation, and Other Uses of Reasonable Force
policy:
The district will make available to all parents/guardians of students the district’s policy on
Restraint, Isolation and Other Use of Reasonable Force. If the student has an IEP or 504 plan,
the District will provide the parents/guardians a copy of the policy each time an initial or
annual IEP or 504 plan is developed.
Staff training requirements:
All training will include instruction in positive management of student behavior, cultural
sensitivity, effective communication for defusing and de-escalating disruptive or dangerous
behavior and safe and appropriate use of force, isolation and restraint. Annually, administrators
will provide all staff with the district established policy and procedure regarding the use of
reasonable force.
All staff should be informed of de-escalation strategies and proper physical intervention
procedures. Appropriate staff and those who are required or reasonably anticipated to provide
physical force intervention will be trained in the use of physical force intervention.
Only staff trained by a qualified provider and authorized to use isolation, restraint, restraint
devices or chemical spray procedures will administer it to students. The appropriate personnel
will include those staff members who are most likely to be called upon to use isolation, restraint,
restraint devices or chemical spray to prevent or address disruptive or dangerous student
behavior.
Submission of incident reports to the Office of Superintendent of Public Instruction:
Beginning January 1, 2016 and annually by January 1 thereafter, the district will summarize the
written incident reports described above and submit those summaries to OSPI. The summaries
will include:
•
•
•
the number of individual incidents of restraint and isolation;
the number of students involved in the incidents;
the number of injuries to students and staff; and
Page 9 of 11
Procedure No. 3246P
•
the types of restraint or isolation used.
Annual Report:
The building administrator or a designee will maintain a log of all instances of use of force as
defined by this procedure, which will be presented to the superintendent annually.
Initially Adopted: March 24, 2014
Amended: (date)
Page 10 of 11
Attachment 8-22-10
Memorandum
Date:
August 22, 2016
To:
From:
(Prepared by Holly Pfenniger, Executive Assistant to the Superintendent)
Subject:
Set Special Study Session Dates and Times
Background: During the Board Retreat on August 15, the board discussed the superintendent
evaluation standards for 2016-17 and board goals. They were not able to complete their work on
these matters and suggested holding special study sessions in the month of September to complete
this work.
Proposal: The board proposed holding a special study session on September 12, 2016, to continue
work on the superintendent evaluation standards, and again on September 26, 2016, to continue
discussion on board goals. The superintendent proposes the board discuss whether to schedule
dates and times for the special study sessions.
Possible Motions:
•
I move to set a special study session on (date) at (time), to continue discussion on the
superintendent evaluation standards.
•
I move to set a special study session on (date) at (time), to continue discussion on board
goals.
Attachment 8-22-11B
LONGVIEW SCHOOL DISTRICT
MONTHLY BUDGET STATUS REPORT
AS OF JULY 31, 2016
ADOPTED
BUDGET
ACTUAL
THRU
JULY
BUDGET
LESS
ACTUAL
PERCENT
PERCENT
RECEIVED/
OF YEAR
EXPENDED COMPLETED
REVENUES
$78,138,704
$71,194,812
$6,943,892
91.11%
91.66%
EXPENDITURES
$78,329,868
$67,616,133
$10,713,735
86.32%
91.66%
$1,000,000
$500,000
$500,000
50.00%
91.66%
$1,480,704
$1,706,928
($226,224)
115.28%
91.66%
$500,000
$501,424
($1,424)
100.28%
91.66%
$2,988,000
$653,184
$2,334,816
21.86%
91.66%
$110,000
$108,912
$1,088
99.01%
91.66%
$4,348,015
$4,379,242
($31,227)
100.72%
91.66%
$110,000
$107,487
$2,513
97.72%
91.66%
$4,430,323
$4,421,023
$9,300
99.79%
91.66%
REVENUES
$977,295
$647,068
$330,227
66.21%
91.66%
EXPENDITURES
$972,046
$636,631
$335,415
65.49%
91.66%
REVENUES
$367,047
$6,583
$360,464
1.79%
91.66%
EXPENDITURES
$457,000
$414,890
$42,110
90.79%
91.66%
GENERAL FUND
BALANCE SEPTEMBER 1
$7,981,193
TRANSFERS TO OTHER FUNDS
BALANCE JULY 31
$11,059,872
CAPITAL PROJECTS FUND
BALANCE SEPTEMBER 1
$2,447,652
REVENUES
TRANSFERS FROM OTHER FUNDS
EXPENDITURES
TRANSFERS TO OTHER FUNDS
BALANCE JULY 31
$3,893,908
DEBT SERVICE FUND
BALANCE SEPTEMBER 1
$2,739,994
REVENUES
TRANSFERS FROM OTHER FUNDS
EXPENDITURES
BALANCE JULY 31
$2,805,700
ASB FUND
BALANCE SEPTEMBER 1
BALANCE JULY 31
$143,748
$154,184
TRANSPORTATION VEHICLE FUND
BALANCE SEPTEMBER 1
BALANCE JULY 31
$822,389
$414,083
1 Longview School District | July 2016 Budget Status Report Monthly Financial Report July 31, 2016 General Fund The General Fund is used to account for all financial resources except those required to be accounted for in another fund. The General Fund is financed from local, county, state, and federal resources. The revenues are generally used for financing the current ordinary normal and recurring operations of the school district such as programs of instruction for the students, food services, maintenance, data processing, printing, and pupil transportation. Beginning Fund Balance was reduced by $527,973.22 because revenues received from the County during the period January 1, 2015 through August 31, 2015 had been overcollected from taxpayers in our taxing authority. These funds were classified as Unearned Revenue at August 31, 2015, but have now been earned and released back into the fund balance. In addition, overcollections received during the months of September, October, November and December of $439,568.40 are currently classified as Unearned Revenue, and will be earned and released back into the fund balance in the fall of school year 2016‐2017. District revenues are $6 million higher than last year at this time. The largest driver is the increased State General and Special Purpose funding, which is primarily based on enrollment. Enrollment this school year is approximately 170 FTE higher than last year. District expenditures are $4.9 million higher than last year at this time. Costs of instruction, including salaries, benefits, and contractual payments to outside agencies are the most significant areas of increased expenditures. In future months we will expect to see expenditures trending higher as the specific projects authorized by the Budget Advisory Committee are completed. A General Fund Budget Extension was approved on June 13, 2016 to authorize the additional spending and has been approved by OSPI. The budgeted revenues, expenditures and transfers have been updated to reflect the revision. Capital Projects Fund This fund is used to account for financial resources to be used for the acquisition or construction of major capital facilities. Specifically this fund is used for the acquisition of land or existing facilities, construction of buildings, purchase of equipment, conducting energy audits, making capital improvements, which are cost effective as determined by energy audits, and implementing technology systems. In addition, this fund accounts for improvements to buildings and/or grounds, remodeling of buildings and the replacement of roofs, carpets, and service systems. Beginning Fund Balance was reduced by $51,279.57 because revenues received from the County during the period January 1, 2015 through August 31, 2015 had been overcollected from taxpayers in our taxing authority. These funds were classified as Unearned Revenue at August 31, 2015, but have now been earned and released back into the fund balance. In addition, overcollections received during the months of September, October, November and December of $42,693.23 are currently classified as Unearned Revenue, and will be earned and released back into the fund balance in the fall of school year 2016‐2017. The major expenditures are for costs related to classroom replacement, expansion and refreshes. Revenues have exceeded budget by $220,000, primarily due to unanticipated e‐Rate reimbursements for Technology projects. The new phone installation, funded by a planned transfer from the General Fund and authorized by the Budget Advisory Committee is in progress, and will result in approximately $500,000 of unbudgeted expenditures. At this time it appears we have sufficient budget capacity for these new expenditures, as certain other projects are lagging behind schedule and will not be completed until next fiscal year. We will continue to monitor the spending closely to determine if a Budget Extension will be required for the Capital Projects Fund. 2 Longview School District | July 2016 Budget Status Report Debt Service Fund This fund accounts for the accumulation of resources for, and the payment of, general long‐term debt principal and interest (bonds). Non‐voted bonds are also serviced in the Debt Service Fund rather than the fund that received the debt proceeds. To service non‐voted bonds, operating transfers are made from the General Fund, Capital Projects Fund or Transportation Vehicle Fund to provide resources to the Debt Service Fund to service the debt. Beginning Fund Balance was reduced by $151,676.76 because revenues received from the County during the period January 1, 2015 through August 31, 2015 had been overcollected from taxpayers in our taxing authority. These funds were classified as Unearned Revenue at August 31, 2015, but have now been earned and released back into the fund balance. In addition, overcollections received during the months of September, October, November and December of $126,279.73 are currently classified as Unearned Revenue, and will be earned and released back into the fund balance in the fall of school year 2016‐2017. Our first installment payment to the State of Washington of $32,112.68 for the energy project loan financed through the LOCAL program was paid in December 2015, and a second payment of $76,799.07 was paid in June 2016. A resolution to authorize the transfer of funds from the Capital Project Fund to the Debt Service Fund to service the loan was put before the Board on November 9. In addition, our semi‐annual bond payments are also due in December 2015 and June 2016. Principal and interest due in December is $3,714,559.38. An interest‐only payment of $596,851.25 is due in June 2016. Current fund balance plus tax collections are sufficient to support the payments. ASB Fund The ASB Fund is a Special Revenue Fund used to account for the proceeds of revenue sources that are legally restricted for Associated Student Body purposes. The ASB Fund is under the control, supervision, and approval of the board of directors, and the school district legally owns the resources accounted for in the ASB Fund. The rules and regulations governing associated student body program financial resources require the board provide for associated student body participation in “the determination of the purposes for which associated student body financial resources shall be budgeted and disbursed”. As typical for this fund, both revenue and expenditure activity is high at the beginning of the school year. Revenues and expenditures are within expected levels. ASB expenditures are expected to stay well within the authorized budget. Transportation Vehicle Fund This is a Capital Projects Fund used specifically for the purchase and related debt service incurred for pupil transportation equipment (school buses). In addition, major repair and rebuilding of school buses is permitted. Currently our expected depreciation allotment from OSPI is $336,229.78, about $30,800 less than originally budgeted. An unanticipated price increase for three new 78 passenger buses caused our original expenditure budget to be insufficient. A Resolution was brought before the Board of Directors to request a Budget Extension in the Transportation Vehicle Fund. This Budget Extension was approved in February and is reflected in the current Budget Status Report. Private Purpose Trust Fund These funds are used to report trust arrangements under which the income and /or principal benefits individuals, private organizations, or other government s. Examples are moneys donated to school districts for scholarships, student aid, charitable and other like uses. The authority to use the resources comes from the donor who specifies a use or range of allowed uses for assets to be held in trust and, accordingly, the school board has authority to determine use of the assets only within the confines of the original trust agreement. Current balance in the Private Purpose Trust Fund as of July 31, 2016 is $210,908.09. During the month of July we received contributions of $77.06. 3 Longview School District | July 2016 Budget Status Report LONGVIEW SCHOOL DISTRICT 122
2015-2016 Budget Status Report
General Fund
10--General Fund-- FUND BALANCE -- AGENCY ACCOUNTS -- Revised -- BUDGET-STATUS-REPORT
Fiscal Year 2015 (September 1, 2015 - August 31, 2016)
For the
LONGVIEW SCHOOL DISTRICT 122
School District for the Month of
ANNUAL
A. REVENUES/OTHER FIN. SOURCES
ACTUAL
BUDGET
1000 LOCAL TAXES
2000 LOCAL SUPPORT NONTAX
,
2016
ACTUAL
FOR MONTH
14,985,344
July
FOR YEAR
36,107.88
ENCUMBRANCES
15,170,270.68
BALANCE
PERCENT
184,926.68- 101.23
1,425,711
107,763.85
1,243,009.66
182,701.34
87.19
3000 STATE, GENERAL PURPOSE
43,722,402
4,180,478.48
39,139,046.15
4,583,355.85
89.52
4000 STATE, SPECIAL PURPOSE
11,430,161
1,308,039.90
9,951,921.91
1,478,239.09
87.07
5000 FEDERAL, GENERAL PURPOSE
30,000
.00
24,808.74
5,191.26
82.70
6000 FEDERAL, SPECIAL PURPOSE
6,415,786
484,981.81
5,507,994.51
907,791.49
85.85
7000 REVENUES FR OTH SCH DIST
72,250
3,974.23
91,681.95
19,431.95- 126.90
8000 OTHER AGENCIES AND ASSOCIATES
57,050
14,408.61
65,578.10
8,528.10- 114.95
0
.00
500.00
78,138,704
6,135,754.76
71,194,811.70
42,009,174
3,450,543.15
36,832,054.95
0
.00
.00
10,356,149
907,625.62
9,544,835.58
818,659.79
7,346.37- 100.07
28,660.81- 101.50
9000 OTHER FINANCING SOURCES
Total REVENUES/OTHER FIN. SOURCES
500.00-
0.00
6,943,892.30
91.11
3,832,494.15
1,344,624.90
96.80
0.00
.00
0.00
B. EXPENDITURES
00
Regular Instruction
10
Federal Stimulus
20
Special Ed Instruction
30
Voc. Ed Instruction
1,908,943
179,162.67
1,781,655.81
155,948.00
40
Skills Center Instruction
0
.00
.00
0.00
.00
0.00
50+60 Compensatory Ed Instruct.
5,550,319
387,664.02
3,810,691.52
398,830.81
1,340,796.67
75.84
294,619
16,944.43
205,079.82
8,527.05
81,012.13
72.50
90,420
6,753.62
30,149.64
1,529.13
58,741.23
35.04
18,120,244
1,276,101.31
15,411,665.33
2,375,752.85
332,825.82
98.16
70
Other Instructional Pgms
80
Community Services
90
Support Services
Total EXPENDITURES
78,329,868
C. OTHER FIN. USES TRANS. OUT (GL 536)
6,224,794.82
67,616,132.65
7,591,741.78
1,000,000
.00
500,000.00
0
.00
.00
D. OTHER FINANCING USES (GL 535)
3,121,993.57
96.01
E. EXCESS OF REVENUES/OTHER FIN.SOURCES
OVER(UNDER)EXP/OTH FIN USES
(A-B-C-D)
F. TOTAL BEGINNING FUND BALANCE
G. G/L 898 PRIOR YEAR ADJUSTMENTS(+OR-)
H. TOTAL ENDING FUND BALANCE
1,191,164-
6,800,000
XXXXXXXXX
89,040.06-
3,078,679.05
4,269,843.05
358.46-
7,981,192.57
.00
5,608,836
11,059,871.62
G/L 821 Restrictd for Carryover
343,000
230,534.10
G/L 840 Nonspnd FB - Invent/Prepd Itms
314,462
485,026.20
15,000
15,000.00
(E+F + OR - G)
I. ENDING FUND BALANCE ACCOUNTS:
G/L 845 Restricted for Self-Insurance
G/L 872 Committd to Econmc Stabilizatn
3,815,659
.00
G/L 888 Assigned to Other Purposes
1,100,000
2,089,693.62
20,715
8,239,617.70
5,608,836
11,059,871.62
G/L 890 Unassigned Fund Balance
TOTAL
4 Longview School District | July 2016 Budget Status Report LONGVIEW SCHOOL DISTRICT 122
20--Capital Projects-- FUND BALANCE -- AGENCY ACCOUNTS -- Revised -- BUDGET-STATUS-REPORT
For the
ANNUAL
BUDGET
1000 Local Taxes
2000 Local Support Nontax
July
ACTUAL
ACTUAL
FOR MONTH
FOR YEAR
,
2016
ENCUMBRANCES
1,463,104
3,506.17
1,477,163.28
12,600
2,457.60
204,969.92
3000 State, General Purpose
5,000
.00
50.08
4000 State, Special Purpose
0
.00
5000 Federal, General Purpose
0
6000 Federal, Special Purpose
BALANCE
PERCENT
14,059.28- 100.96
192,369.92-
> 1000
4,949.92
1.00
24,687.00
24,687.00-
0.00
.00
57.81
57.81-
0.00
0
.00
.00
.00
0.00
7000 Revenues Fr Oth Sch Dist
0
.00
.00
.00
0.00
8000 Other Agencies and Associates
0
.00
.00
.00
0.00
500,000
.00
501,424.40
1,424.40- 100.28
1,980,704
5,963.77
2,208,352.49
227,648.49- 111.49
9000 Other Financing Sources
B. EXPENDITURES
10 Sites
150,000
24,094.39
137,952.97
72,784.00
20 Buildings
1,904,000
2,431.52
78,908.57
1,460,175.16
60,736.97- 140.49
30 Equipment
734,000
17,942.51
391,188.86
607,248.11
264,436.97- 136.03
40 Energy
492,298.58- 346.15
364,916.27
80.83
200,000
.00
45,133.67
647,164.91
50 Sales & Lease Expenditure
0
.00
.00
0.00
.00
0.00
60 Bond Issuance Expenditure
0
.00
.00
0.00
.00
0.00
90 Debt
0
.00
.00
0.00
.00
0.00
Total EXPENDITURES
2,988,000
44,468.42
653,184.07
110,000
.00
108,911.75
0
.00
.00
2,787,372.18
452,556.25- 115.15
(A-B-C-D)
G. G/L 898 PRIOR YEAR ADJUSTMENTS (+OR-)
1,117,296-
2,200,000
XXXXXXXXX
38,504.65-
1,446,256.67
2,447,651.50
.00
1,082,704
3,893,908.17
0
1,120,991.07
(E+F + OR - G)
G/L 830 Restricted for Debt Service
G/L 861 Restricted from Bond Proceeds
G/L 862 Committed from Levy Proceeds
G/L 863 Restricted from State Proceeds
G/L 889 Assigned to Fund Purposes
TOTAL
1,096,096
.00
420,104
1,405,220.11
0
433,4961,082,704
267,353.33
1,100,343.66
3,893,908.17
5 Longview School District | July 2016 Budget Status Report 2,563,552.67
229.44-
Debt Service Fund
30--Debt Service Fund-- FUND BALANCE -- AGENCY ACCOUNTS -- Revised -- BUDGET-STATUS-REPORT
For the
ANNUAL
BUDGET
1000 Local Taxes
2000 Local Support Nontax
ACTUAL
July
,
2016
ACTUAL
FOR MONTH
FOR YEAR
ENCUMBRANCES
4,331,015
10,383.18
4,372,339.87
BALANCE
PERCENT
41,324.87- 100.95
2,000
1,116.81
6,582.35
15,000
.00
148.10
0
.00
171.25
110,000
.00
107,487.35
4,458,015
11,499.99
4,486,728.92
Matured Bond Expenditures
3,115,932
.00
3,115,931.63
0.00
.37
100.00
Interest On Bonds
1,304,391
.00
1,302,966.35
0.00
1,424.65
99.89
0
.00
.00
0.00
.00
0.00
10,000
.00
2,125.00
0.00
7,875.00
21.25
Arbitrage Rebate
0
.00
.00
0.00
.00
0.00
Underwriter's Fees
0
.00
.00
0.00
.00
0.00
4,582.35- 329.12
14,851.90
0.99
171.25-
0.00
2,512.65
97.72
28,713.92- 100.64
B. EXPENDITURES
Interfund Loan Interest
Bond Transfer Fees
Total EXPENDITURES
4,430,323
.00
4,421,022.98
0
.00
.00
0
.00
.00
11,499.99
65,705.94
0.00
9,300.02
99.79
OVER(UNDER)EXPENDITURES
(A-B-C-D)
G. G/L 898 PRIOR YEAR ADJUSTMENTS(+OR-)
27,692
2,587,438
XXXXXXXXX
38,013.94
137.27
2,739,993.90
.00
2,615,130
2,805,699.84
2,615,130
2,805,699.84
2,615,130
2,805,699.84
(E+F + OR - G)
G/L 830 Restricted for Debt Service
TOTAL
Associated Student Body Fund
Associated Student Body Fund-- FUND BALANCE -- AGENCY ACCOUNTS -- Revised -- BUDGET-STATUS-REPORT
For the
ANNUAL
A. REVENUES
BUDGET
ACTUAL
ACTUAL
FOR MONTH
FOR YEAR
July
,
2016
ENCUMBRANCES
BALANCE
PERCENT
1000 General Student Body
299,000
137.44
213,658.82
85,341.18
71.46
2000 Athletics
345,770
173.00
256,415.65
89,354.35
74.16
80.65
3000 Classes
25,800
.00
20,807.70
4,992.30
306,125
302.00
145,737.94
160,387.06
600
.00
10,447.41
977,295
612.44
647,067.52
1000 GENERAL STUDENT BODY
250,647
5,593.27
146,487.47
2000 ATHLETICS
366,687
1,662.49
295,706.62
27,384
147.09
324,631
2,697
4000 Clubs
6000 Private Moneys
Total REVENUES
9,847.41-
47.61
> 1000
330,227.48
66.21
5,482.99
98,676.54
60.63
5,955.34
65,025.04
82.27
14,875.27
0.00
12,508.73
54.32
3,220.84
172,053.08
792.63
151,785.29
53.24
36.75
7,508.44
0.00
B. EXPENDITURES
3000 CLASSES
4000 CLUBS
6000 Private Moneys
Total EXPENDITURES
972,046
10,660.44
636,630.88
12,230.96
4,811.44- 278.40
323,184.16
66.75
C. EXCESS OF REVENUES
OVER(UNDER)EXPENDITURES
(A-B)
5,249
10,048.00-
10,436.64
D. TOTAL BEGINNING FUND BALANCE
146,908
E. G/L 898 PRIOR YEAR ADJUSTMENTS(+OR-)
XXXXXXXXX
F. TOTAL ENDING FUND BALANCE
152,157
154,184.38
152,157
154,184.38
152,157
154,184.38
5,187.64
98.83
143,747.74
.00
C+D + OR - E)
G. ENDING FUND BALANCE ACCOUNTS:
G/L 819 Restricted for Fund Purposes
TOTAL
Transportation Vehicle Fund-- FUND BALANCE -- AGENCY ACCOUNTS -- Revised -- BUDGET-STATUS-REPORT
For the
ANNUAL
BUDGET
1000 Local Taxes
July
ACTUAL
ACTUAL
FOR MONTH
FOR YEAR
,
2016
ENCUMBRANCES
BALANCE
PERCENT
0
.00
.00
1,500
158.13
6,583.32
0
.00
.00
.00
0.00
4000 State, Special Purpose
365,547
.00
.00
365,547.00
0.00
0
.00
.00
.00
0.00
8000 Other Agencies and Associates
0
.00
.00
.00
0.00
0
.00
.00
.00
0.00
367,047
158.13
6,583.32
360,463.68
1.79
2000 Local Nontax
A. TOTAL REV/OTHER FIN.SRCS(LESS TRANS)
B. 9900 TRANSFERS IN FROM GF
C. Total REV./OTHER FIN. SOURCES
.00
0.00
5,083.32- 438.89
0
.00
.00
.00
0.00
367,047
158.13
6,583.32
360,463.68
1.79
D. EXPENDITURES
Type 30 Equipment
457,000
.00
414,889.76
0.00
42,110.24
90.79
Type 60 Bond Levy Issuance
0
.00
.00
0.00
.00
0.00
Type 90 Debt
0
.00
.00
0.00
.00
0.00
Total EXPENDITURES
457,000
.00
414,889.76
E. OTHER FIN. USES TRANS. OUT (GL 536)
0
.00
.00
F. OTHER FINANCING USES (GL 535)
0
.00
.00
0.00
42,110.24
90.79
G. EXCESS OF REVENUES/OTHER FIN SOURCES
(C-D-E-F)
89,953-
158.13
408,306.44-
H. TOTAL BEGINNING FUND BALANCE
818,960
I. G/L 898 PRIOR YEAR ADJUSTMENTS(+OR-)
XXXXXXXXX
J. TOTAL ENDING FUND BALANCE
729,007
414,082.63
729,007
414,082.63
729,007
414,082.63
318,353.44- 353.91
822,389.07
.00
(G+H + OR - I)
K. ENDING FUND BALANCE ACCOUNTS:
G/L 819 Restricted for Fund Purposes
TOTAL
8 Longview School District | July 2016 Budget Status Report Private Purpose Trust Fund
Budget Status Report
MONTH
July-16
REVENUE
Actual
Actual
Actual +
for Month
for Year
Encumbe re d
Scholarships
(3000's)
$0.00
$51,123.91
$51,123.91
Student Aid
(2000's)
$77.06
$4,671.49
$4,671.49
$0.00
Other
$77.06
TOTAL
$55,795.40
$55,795.40
Actual
Actual
Actual +
for Month
for Year
EXPENDITURE
Scholarships
(3000's)
$0.00
$130,518.26
Student Aid
(2000's)
$0.00
$5,601.36
Encumbered Encumbe re d
$0.00 $130,518.26
$0.00
$5,601.36
$0.00
Other
$0.00
TOTAL
$136,119.62
$0.00 $136,119.62
TRANSFERS
Scholarships
$0.00
Student Aid
$0.00
Other
$0.00
TOTAL
$0.00
Beginning Fund Balance ********************** $291,232.31
Ending Fund Balance ************************ $210,908.09
9 Longview School District | July 2016 Budget Status Report

Longview School District No. 122 2715 Lilac Street, Longview, WA

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