The Sedro-Woolley School District appreciates your interest in volunteering. Please read the SWSD Volunteer Handbook before you complete this form.

Please complete the volunteer application and submit all information requested.

You are required to complete a new application every two years. Please allow up to two weeks for processing. All volunteers must provide a photo ID each time they visit a Sedro-Woolley School District school.

The Sedro-Woolley School District Vision

“Every student graduates with the knowledge and skills for future learning and success.”

Welcome!

Volunteers are important to helping fulfill our promise that every student in the Sedro-Woolley School District is empowered to learn in an inclusive setting and is prepared for the future of their choice.

Volunteers bring to our students and teachers the extra time and personal contact that is vital to student success. You are giving students the powerful message that people care about them. Thank you for recognizing this need and reaching out to help.

The opportunities for involvement are limitless. Depending on your interest and availability, you may work with students of all ages and abilities in the classroom, assist with clerical tasks for staff, help on the playground or accompany students on field trips and activities. Regardless of the area you choose to be involved, you will be enriching the programs of our schools.In order to protect our students, and pursuant to the Revised Code of Washington (RCW 43.43.830-845 organizations or businesses providing services to children, developmentally disabled persons, and vulnerable adults need adequate information to determine which employees or licensees to hire to engage. Therefore, Sedro-Woolley School District has made it a policy to conduct background checks for all volunteers. The Washington State Patrol, Washington Access to Criminal History (WATCH) program will conduct these background checks. Volunteers will be notified if any Criminal History Record Information (CHRI) is found. Background checks will be conducted every two years on all volunteers.

This handbook outlines the guidelines and expectations that volunteers must follow to create safe and successful experiences for students, staff and volunteers. All volunteering relationships established through the Sedro-Woolley School District must take place with students on the school campus during school hours or at other authorized school activities only.

As part of the application process, you will need to fill out the online form and upload a copy of your driver’s license. Please ensure that all items are filled in correctly, or the form will be returned to you, which could delay processing. Your signature on the application form verifies that you have reviewed and understand the following:

• Policy 3205 – Sexual Harassment of Student Prohibited

• Policy 5253 – Maintaining Professional Staff/Student Boundaries

• Procedure 5253P – Maintaining Professional Staff/Student Boundaries

• Policy 3207 – Prohibition of Harassment, Intimidation, and Bullying

• Procedure 3207P – Prohibition of Harassment, Intimidation, and Bullying

• Policy 5011 – Sexual Harassment

• Procedure 5010P – Nondiscrimination and Affirmative Action

We are so excited to have you join us and we thank you for volunteering in our schools! If you have any questions about volunteering, please do not hesitate to ask.

Daniel Lee

(360) 855-3500,

dlee@swsd101.org

TABLE OF CONTENTS

School & Contact Information 4
School Calendar 5
Volunteer Checklist 6
You Are Part of a Team 6
Rules of Conduct 7
Confidentiality 8
Chain of Command 8
Working with the Classroom Teacher 9
Working with Students 9
Field Trips 10
Things to Know 10
Educational Jargon 12
Standard Response Protocol 12
Important District Policies 14
Maintaining Professional Staff/Student Boundaries Policy/Procedure 5253/5253P 14
Prohibition of Harassment, Intimidation, and Bullying (HIB) Policy/Procedure 3207/3207P 18
Sexual Harassment Policy/Procedure 5011 26
Non Discrimination and Affirmative Action Policy/Procedure 5010P 28
Volunteer Acknowledgement 36

Central Elementary
360-855-3560
Karissa Sokol, Principal
601 Talcott Street
Sedro-Woolley, WA 98284

Evergreen Elementary
360-855-3545
James Campbell, Principal
1007 McGarigle Road
Sedro-Woolley, WA 98284

Mary Purcell Elementary
360-855-3555
Mike Cullum, Principal
700 Bennett Street
Sedro-Woolley, WA  98284

Clear Lake Elementary
360-855-3530
Dina Fox, Principal
23631 Lake Street
Clear Lake, WA 98235

Big Lake Elementary
360-855-3525
Matt Lutes, Principal
16802 Lake View Blvd.
Mount Vernon, WA 98274

Samish Elementary
360-855-3540
Laura Schmidt, Principal
23953 Prairie Road
Sedro-Woolley, WA 98284

Lyman Elementary
360-855-3535
Scott McPhee, Principal
8183 Lyman Avenue
Lyman, WA 98263

Cascade Middle School
360-855-3520
Stephanie Bachmeier, Principal
905 McGarigle Road
Sedro-Woolley, WA 98284

Sedro-Woolley High School
360-855-3510
Kerri Carlton, Principal
1235 Third Street
Sedro-Woolley, WA 98284

State Street High School
360-855-3550
Carly Boyd, Principal
800 State Street
Sedro-Woolley, WA 98284

Administration & Resource Office
360-855-3500
Brian Isakson, Interim Superintendent
801 Trail Road
Sedro-Woolley, WA 98284

Transportation Office
360-855-3504
Tracy Gugel, Transportation Director
317 Yellow Lane
Sedro-Woolley, WA 98284

Volunteer Checklist

• Complete a volunteer application form. Paper copies of the materials are also available in the district office. Turn in the completed application to the district office.

• Once approved, your volunteer application is valid for two years from the date it is approved. It can be renewed by completing the application process again. All volunteers must also complete yearly HIB training to maintain their volunteer clearance.

• Review this entire handbook. It includes important information that will help ensure that the experiences of students, staff and volunteers are safe and positive.

Volunteer Opportunities

Volunteers can help with classroom activities, special school events/projects, parties, dances, after school programs, field trips, and sports. Each school also has a PTO/PTA or booster organization that can often use extra volunteers for its programs. Contact your school PTO/PTA directly for more information on these opportunities.

Volunteer Coaches

Individuals who wish to become volunteer coaches for any school in the Sedro-Woolley School District must complete the following steps:

• Complete the volunteer application and be approved as a volunteer. (This process can take up to two weeks to complete, so volunteers are encouraged to begin the process early.)

• Provide proof of a current First Aid and current CPR card.

• Complete any training required by the school athletic program in which you plan to volunteer.

• Review the Volunteer Handbook and agree to comply with all expectations and district policies and return a signed handbook acknowledgement form.

You Are Part of a Team

Our district schools depend on volunteers and value their contributions. Your willingness to serve the students and staff of the district is greatly appreciated.

Volunteer Program Goals:

• Contribute to the fulfillment of the district promise that every student in the Sedro-Woolley School District graduates with the knowledge and skills for future learning and success.

• Enhance all aspects of the educational process and enrich student-learning opportunities.

• Expand opportunities for individualized attention to students.

• Establish a school and community partnership for quality education.

• Assist students in developing positive relationships with role models.

• Provide opportunities for volunteers to best use their time and talents in the education of children and find satisfaction and fulfillment in these opportunities.
  

  Sometimes a volunteer placement may not be a fit for the volunteer, the teacher or the school. If your volunteer placement does not work for you, the teacher, or the school for whatever reason, your volunteer assignment may be ended, modified or changed to a new assignment.

Volunteers are expected to:

• Be prompt and reliable. Please contact the school if you are coming in late or will be absent.

• Sign in and out at the office and always wear an ID badge while on school grounds.

• Become familiar with school policies and procedures and abide by all school policies, procedures and rules of conduct.

• Dress in attire that is neat, clean, comfortable and appropriate for the school setting. Secure loose hair and/or clothing when operating school equipment.

• Behave in a professional manner, showing respect for all staff and students.

• Follow the direction and suggestions of school staff members. Seek help from the teacher when you need additional information or instruction.

• Understand and accept the background and values of all students.

• Respecting the privacy of teachers and students by not discussing school matters away from the classroom. Use good judgment in talking about volunteer experiences to ensure the confidentiality of what you see and hear at school.

• Refer to the classroom teacher or appropriate school staff member for final solution of any student problem, which arises, whether of an instructional, medical or operational nature. Share concerns regarding students with the school staff only.

• Recognize that school staff have final authority in decisions regarding instruction and building management.

• Talk to the teacher or principal if you have a concern or are not finding your experience rewarding. Everyone has a stake in the success of volunteers.

• Refrain from using computer systems, logins or accounts that are assigned to someone else. If authorized to use a district computer, the volunteer will sign and abide by the district technology User Agreement.

• Turn your cell phone off or to vibrate while you are volunteering in the classroom and refrain from making personal calls or texting while on school campus.

Rules of Conduct

Volunteers are expected to familiarize themselves with school district policies and procedures. Please see the Important Policies section of this handbook. Inappropriate behaviors include, but are not limited to:

• Willful neglect and/or physical, verbal or written abuse of a student

• Unauthorized use of school equipment and/or supplies

• Neglect, willful abuse or destruction of school property

• Misuse of confidential information or breach of confidentiality

• Disregard of school policies and/or procedures

• Fighting on school property

• Dishonesty

• Chronic absence and/or tardiness

• Working while under the influence of, or suffering from the effects of, alcohol, non-prescribed drugs or other intoxicants

• Falsification of official records, including student grades

• Insubordination

• Practice, or toleration of, discrimination or harassment.

Ground Rules for School District Facilities

• No smoking or tobacco allowed, including on athletic fields and in district vehicles.

• No weapons allowed.

• No drugs or alcohol allowed.

• Do not use school equipment for personal purposes.

• Use building restrooms in school buildings that are designated for your use, by the building principal.

Confidentiality

Federal law prohibits school districts from releasing non-directory student information without parent/guardian permission. Disclosing this information is a violation of the Family Educational Rights and Privacy Act of 1974 (FERPA). It is very important that you keep information about students confidential. It is important that you do not discuss students or their progress with others –even their parents. Do not make references to a student's abilities in front of other students. The only person who should be told about a student’s work is their teacher. If parents ask about their student’s progress, suggest in a friendly way that they contact the teacher.

All information concerning students and teachers is strictly confidential and should not be shared with others. Keep ALL student information confidential, including scholastic and health records, test scores and grades, discipline and classroom behavior, and children’s character traits and other personal information. If asked for information an appropriate response is “School policy does not permit me to give out this information.”

If you are made aware of information that you believe impacts the personal safety of a child, you are obligated to share that information with a school staff member; teacher, counselor or principal. You may then choose to remain anonymous once the information has been shared. PLEASE NOTE: While school volunteers are not legally mandated reporters of suspected child abuse, the District's expectation is that volunteers speak to an administrator promptly regarding any inappropriate incident, conduct, or behavior.

Student Photos

Volunteers cannot take photos of students during their volunteer activities and post them publicly without authorization from the school. Student work, like artwork or papers, is also protected by law and cannot be shared publicly without written permission. If a volunteer is taking images for school-related use, appropriate district and school procedures must be followed.

Chain of Command

The Sedro-Woolley School Board is responsible for setting policies for school staff and volunteers. The board is composed of elected board members and employs the Superintendent, to whom it delegates responsibility for day-to- day school administration. The Superintendent oversees the Principals who manage the teachers, staff and volunteers in their respective schools, using policies approved by the board.

Any questions or difficulties should be presented initially to the staff member or teacher involved. Should further resolution be required, the appropriate chain of command is to talk with the principal, superintendent and school board in that order.

Community members are welcome to attend the Board meetings, which are open to the public. Meetings are scheduled for the second and fourth Mondays of each month. Meeting agendas are posted at www.swsd.k12.wa.us.

Working with the Classroom Teacher

Working in the classroom has tremendous rewards. Classroom volunteers should establish a good working relationship with the classroom teacher to maximize the experience. Several topics should be discussed with the teacher prior to beginning a classroom volunteer experience:

• Days and times the volunteer will work.

• Procedures the volunteer will use to keep in touch, such as email or telephone.

• Alternate plans for days when the teacher is absent and a substitute is in the classroom.

• Procedures to follow if the volunteer will be absent.

• How the teacher will communicate assignments or duties to the volunteer, such as a folder, note, email or other means.

• Where materials and supplies are kept and the location of available workplaces.

• Teacher’s classroom policies, procedures and rules, such as management style, discipline issues and where the volunteer can leave personal belongings.

• School procedures for volunteers to follow during fire and earthquake drills, as well as lockdown procedures.

• Special needs and strengths of the student(s) and skills that need to be developed.

• Tips for working with the student(s), such as learning styles and reinforcement techniques.

• Alternate plans if student(s) is/are absent.

• What to do if you have questions while the teacher is teaching (it is important not to interrupt instruction).

• Whether volunteers are welcome to use the lounge for breaks. Do not feel insulted or offended if parents or volunteers are not welcomed in the staff lounge. It is often the only place that staff members have to meet informally to discuss confidential issues.

Working with Students

Developing a positive relationship with students will make your volunteer experience more enjoyable as well as more beneficial to the kids. Here are some tips for working with students:

• Be accepting of children of all ages, abilities, backgrounds and personalities and encourage the best from each student.

• Provide help and assistance without doing the work for students.

• Show a genuine interest in each student by being friendly and positive.

• Be patient and kind when working with students.

• A student’s name is very important. Learn the students’ names right away, how to pronounce and spell them correctly, and use them often.

• Be sure that all students know your name. Introduce yourself to them.

• Let students take their time warming up to you. Trying too hard to establish a relationship with them may intimidate or alienate kids who don’t know how to deal with that kind of “enthusiasm.” Instead, make yourself accessible to them and be kind – students gravitate toward these qualities!

• Get to know each other by talking about things students like. Listen carefully to what the student has to say.

• Be fair, consistent, trustworthy and honest in your approach, attitude, and interactions with students.

• Avoid making comparisons between students, teachers, and schools.

Field Trips

Volunteers who wish to drive students should be at least 25 years of age, must have a valid Washington State driver’s license and complete the required driving forms and file them with the school office.

• Chaperones will abide by the direction given to them by the staff members in charge of the field trip.

• School rules are in effect during the entire field trip. Please monitor the behavior of all students assigned to you. If you have difficulty with a student, inform the teacher or staff member in charge immediately.

• Drug, tobacco, vaping, or alcohol use is not permitted.

• Chaperones understand that many of the activities on field trips are outside the control of the Sedro-Woolley School District and are fully aware of any risk inherent in participating in such activities. Chaperones attest that they have read and understand the school rules and know that these rules and the chaperone requirements are in force the entire trip.

Things to Know

Parking

If you are unsure where to park, contact the school’s office.

Sign In and Sign Out

Please sign the volunteer log when you arrive. At this same time, pick up your nametag. Please wear the name tag assigned to you, while at school. Sign-in when you arrive and record the number of hours you have volunteered when you are ready to leave. This sign-in and sign-out procedure will help in several ways:

• To ensure student safety, the staff needs to know who is in the building at all times.

• In case of an emergency that requires building evacuation, these sheets assist in accounting for all people in the building.

• To assist in volunteer introductions, recognition and program evaluations.

• You can claim certain expenses associated with volunteering on your federal income tax and these records can serve as documentation of time spent at school. You may also want to record any time spent at home on volunteer work for this same reason.

Storage of Personal Belongings

Your personal belongings (coat, purse, etc.) may be safely stored in a closet in the classroom. If you are volunteering somewhere in the school other than a classroom, ask one of the secretaries to store your belongings for you when you arrive.

If You Are Injured While Volunteering

Any volunteer who is injured at school should report to the nurse and administrators immediately.

Educational Jargon

As with any profession, there is an entire vocabulary of educational terms. If a staff person provides you with directions, instructions, or explanations that aren’t clear because of jargon, be sure to ask for further information. Below is a glossary of some education jargon.

ADHD, ADD—Attention Deficit Hyperactivity Disorder means a childhood disturbance of at least six months duration with an onset before age 7, at a rate of frequency which significantly exceeds those of similar age, in at least eight of the following areas: fidgets, easily distracted, difficulty waiting turn, blurts out answers before questions are complete, difficulty following instructions (not due to intellect, comprehension, or oppositional behavior), difficulty playing quietly, often interrupts or intrudes on others, often does not seem to listen, often loses things necessary for completion of tasks, and often engages in physically dangerous activities. (DSM III- r, medical term.) Remember, it has to be at least eight of these areas. Age appropriate: typical of a particular chronological age group.

BD—Behavior Disordered is age-inappropriate behavior, well-documented over an extended period of time in different environments (school, home, community), which interferes with educational performance and is not the result of intellect or untreated sensory, cultural or health factors.

Developmentally Delayed—Refers to 0-5 age group, with two or more diagnosed potential handicapping conditions that cannot be medically corrected, who test more than 25% below chronological age norms in one or more of the following areas: cognitive development, sensory motor development, fine motor skills, social affective skills, self- help skills, auditory, visual, or haptic sensory processing.

IDEA—Individuals with Disabilities Education Act of 1990 funds local education agencies to pay excessive cost of educating children with disabilities. It funds programs for infants with disabilities that put them at risk of delay in development. It also funds the preschool program under the Education for All Handicapped Children Act of 1975 (Public Law 94-142) ensuring all children, age 3 and above, free and appropriate education.

Certificated—Staff with State Certification

Classified—Staff not requiring State Certification

Portfolio—Collection of a student’s work selected either by the student or teacher to keep in a master file to demonstrate academic and social growth over time.

PTA/PTO—Parent Teacher Association/Organization

IEP—Individual Education Plan, curriculum plan for students developed by teachers, parents and school psychologists and other professionals involved in the student’s public education.

LD—Learning Disability is a discrepancy between a specific academic achievement and aptitude when presented with appropriate regular instructional environment, which involve receiving, organizing, or expressing academic information not primarily due to vision, hearing, motor impairment, emotional disabilities, environmental, cultural, economic disadvantage, or a history of inconsistent education program.

LRE—Least Restrictive Environment for educating children.

Mastery—Ability to use a skill; proficiency; at an identified level.

Paradigm—A pattern of perceiving, believing and behaving that defines and limits how we relate to our world. Paradigms govern what we see and cannot see. Paradigms act as a filter.

Performance-Based Assessment—Measures results of goals established for 1) individual learners, or 2) institutional units; e.g., school districts, states. The major elements of this concept, regardless of which entities it is applied to, are 1) establishment of goals or targets, 2) application of processes to reach goals/targets, 3) measurement/ assessment of progress, and 4) reporting results to appropriate individuals and/or organizations.

ESEA – Elementary & Secondary Education Act

NCLB – No Child Left Behind

EALRs – Essential Academic Learning Requirements

Standard Response Protocol

The Standard Response Protocol (SRP) is based on the response to any given situation not on individual scenarios. SRP is a uniform, planned, and practiced response to any incident and is the foundation to safe schools, safe business, and a safe community. The benefits of the SRP is the standardization of the vocabulary used, so that all stakeholders can understand the response and status of the event. It provides continuity of expectations and actions for students, staff, volunteers, families, and first responders. Five simple specific action can be performed during an incident:

• HOLD – “Students in your room or area – CLEAR THE HALLS”. Clear the hallways, close and lock the door, and remain in the classroom or area until the “All Clear” is announced.

• LOCKOUT! – “All students and staff to the inside of the building and all perimeter doors are locked. No one in – no one out.” Clear the hallways and remain in the classroom or area. Increase situational awareness. Remain in the classroom/area until the “All Clear” is announced.

• LOCKDOWN! – “LOCKS, LIGHTS, OUT OF SIGHT!” Recover students from the hallway, close and lock classroom doors. Lock perimeter doors. Turn out the lights, move away from sight, maintain silence. DO NOT OPEN DOOR.

• EVACUATE! – “Leave stuff behind and go to a safe location”. Students and staff will be led to an evacuation location. All stuff will be left behind, bring a phone if possible. Account for all students and adults.

• SHELTER! – “HAZARD AND SAFETY STRATEGY”. Drop, cover and hold. Get to high ground. Evacuate to shelter, if possible.

Important District Policies

School employees and volunteers help ensure student safety. District policies and procedures are in line with state and federal laws that protect students and adults. The following pages contain several important district policies and procedures. The complete listing of district policies is available on the district website at https://www.swsd.k12.wa.us/page/board-policies.

MAINTAINING PROFESSIONAL STAFF/STUDENT BOUNDARIES - Policy No. 5253

Purpose

This policy provides all staff, students, volunteers, and community members with information about their role in protecting children from inappropriate conduct by adults. This policy applies to all district staff and volunteers. For purposes of this policy and its procedure, the terms “district staff,” “staff member(s),” and “staff” also include volunteers. 

General Standards

The board expects all district staff to maintain the highest professional standards when they interact with students. District staff are required to maintain an atmosphere conducive to learning by consistently maintaining professional boundaries.

Professional staff/student boundaries are consistent with the legal and ethical duty of care that district employees have for students. 

The interactions and relationships between district staff and students should be based upon mutual respect, trust, and commitment to the professional boundaries between staff and students in and outside of the educational setting, and consistent with the educational mission of the district.

District staff will not intrude on a student’s physical and emotional boundaries unless the intrusion is necessary to serve a demonstrated educational purpose. An educational purpose is one that relates to the staff member’s duties in the district. Inappropriate boundary invasions can take various forms. Any type of sexual conduct with a student is an inappropriate boundary invasion. 

 Additionally, staff members are expected to be aware of the appearance of impropriety in their own conduct and the conduct of other staff when interacting with students. Staff members will notify and discuss issues with their building administrator or supervisor whenever they suspect or question whether their own or another staff member’s conduct is inappropriate or constitutes a violation of this policy.

 The board recognizes that staff may have familial and pre-existing social relationships with parents or guardians and students. Staff members should use appropriate professional judgment when they have a dual relationship to students to avoid violating this policy, the appearance of impropriety, and the appearance of favoritism. Staff members shall pro-actively discuss these circumstances with their building administrator or supervisor.

Use of Technology

The board supports the use of technology to communicate for educational purposes. However, when the communication is unrelated to school work or other legitimate school business district staff are prohibited from communicating with students by phone, e-mail, text, instant messenger, or other forms of electronic or written communication. District staff members are prohibited from engaging in any conduct on social networking websites that violates the law, district policies or procedures, or other generally recognized professional standards. This prohibition includes prohibiting staff from “friending” and/or “following” students on social media.

Staff whose conduct violates this policy may face discipline and/or termination consistent with the district’s policies and procedures, acceptable use agreement, and collective bargaining agreements, as applicable.

The superintendent/designee will develop protocols for reporting and investigating allegations and develop procedures and training to accompany this policy.

Cross References: 

3205 - Sexual Harassment of Students Prohibited 

3207 - Prohibition of Harassment, Intimidation and Bullying 

3210 - Nondiscrimination 

3421 - Child Abuse, Neglect, and Exploitation Prevention 

Legal References: 

Title IX of the Education Amendments of 1972 

Chapter 9A.44, RCW – Sex offenses 

Chapter 9A.88, RCW – Indecent exposure – Prostitution 

RCW 28A.400.320 Crimes against children — Mandatory termination of classified employees — Appeal — Recovery of salary or compensation by district 

RCW 28A.405.470 Crimes against children — Mandatory termination of certificated employees — Appeal — Recovery of salary or compensation by district 

RCW 28A.405.475 Termination of certificated employee based on guilty plea or conviction of certain felonies — Notice to superintendent of public instruction - Record of notices 

RCW 28A.410.090 Revocation or suspension of certificate or permit to teach — Criminal basis — Complaints — Investigation - Process 

RCW 28A.410.095 Violation or noncompliance — Investigatory powers of superintendent of public instruction — Requirements for investigation of alleged sexual misconduct towards a child — Court orders — Contempt — Written findings required 

RCW 28A.410.100 Revocation of authority to teach — Hearings 

Chapter 28A.640, RCW Sexual Equality 

Chapter 28A.642, RCW Discrimination Prohibition 

Chapter 49.60, RCW – Washington State Law Against Discrimination 

Chapter 181-87 WAC Professional certification — Acts of unprofessional conduct 

Chapter 181-88 WAC Definitions of sexual misconduct, verbal and physical abuse - Mandatory disclosure — Prohibited agreements 

Management Resources: 

2019 - March 2019 - March Policy Issue 

2015 - October Issue 

MAINTAINING PROFESSIONAL STAFF/STUDENT BOUNDARIES - Policy No. 5253P

Many educators or volunteers who cross the line of professional boundaries may not consciously begin with predatory motivation in mind. Instead, they allow themselves to develop a special relationship with a student that results in situations where their professionalism is compromised. Sometimes, this leads to sexual misconduct. All of this can be prevented by maintaining professional boundaries with students.

Educators, volunteers, students, parents, and other concerned adults are the key to stopping unprofessional conduct against students. Hence, the following information will help you to help protect students, your school, and the profession. 

Reporting Violations

All school staff members or volunteers must promptly notify the supervisor of a staff member or volunteer suspected of engaging in a boundary invasion toward a student. 

Staff members should:

• Not wait before reporting suspicious behavior or try to determine whether there is an innocent explanation;

• Not confront or discuss the matter with the staff member at issue or with anyone else, but maintain confidentiality to protect privacy and avoid rumors; and 

• Document for their own records, that they notified an administrator, including to whom and what they reported 

Students and their parents/guardians are strongly encouraged to notify the principal (or other administrator) if they believe a staff member or volunteer may be engaging in inappropriate boundary invasion conduct with a student.

Boundary Invasion 

A boundary invasion is an act or pattern of behavior by a staff member or volunteer that does not have a bone fide health, safety, or educational purpose for the student. Such situations are the opposite of maintaining professional boundaries with students. Staff members and volunteers shall not engage in boundary invasions of students, which include, but are not limited to, the following: 

1. Any type of inappropriate physical or sexual conduct with a student or any other conduct that violates the board’s policies regarding student welfare, the educational environment, or conduct toward current or former students. Inappropriate physical conduct includes hugging, kissing, or being “overly touchy” with students without any legitimate educational or professional purpose; 

2. Showing intimate or unduly revealing photos to a student or asking a student to provide intimate or unduly revealing photos; taking inappropriate photographs of a student, or taking an inordinate number of photographs of a student.

3. Any kind of flirtatious or sexual communications with a student;

4. Singling out a particular student or students for personal attention and friendship beyond the professional staff/student relationship. This includes, but is not limited to, favoring one or more students with special privileges, allowing them to remain in the classroom during non-class times, unilaterally removing a student from another class or activity, or engaging in “peer like” behavior with one or more students;

5. Providing alcohol, drugs, or tobacco to students or failing to report their use of these substances;

6. For non-guidance/counseling staff, allowing or encouraging students to confide their personal or family problems and/or relationships. If a student initiates such discussions, staff members shall refer the student to appropriate guidance/counseling staff. In either case, staff involvement should be limited to a direct connection to the student’s school performance;

7. Sending students on personal errands unrelated to any educational purpose;

8. Banter, allusions, jokes, or innuendos of a sexual nature with students;

9. Favorably commenting on a student’s appearance if it is unduly revealing or if the comments have no educational value;

10. Disclosing personal, sexual, family, employment concerns or other private matters to one or more students;

11. Addressing students or permitting students to address staff members or volunteers with personalized terms of endearment, pet names, or otherwise in an overly familiar manner;

12. Maintaining personal contact (including “friending” or “following”) a student on any social networking application or device;

13. Sending phone, e-mail, text, instant messenger, or other forms of written or electronic communication to students when the communication is unrelated to school work or other legitimate school business. If staff members have educational or legitimate school business to conduct, they shall include a parent/guardian and a school administrator on the communication. If staff members receive a student’s communication, the staff member shall reply by including the student’s parent/guardian and an administrator. Staff members should use school e-mail addresses and phone numbers and the parents’ phone numbers for communications with students, except in an emergency situation;

14. Exchanging or providing personal gifts, cards, or personal letters with an individual student;

15. Socializing or spending time with students (including but not limited to activities such as going out for beverages, meals or movies, shopping, traveling and recreational activities) outside of school-sponsored events, except as participants in organized community activities;

16. Giving a student a ride alone in a vehicle in a non-emergency situation or failing to timely report that occurrence;

17. Providing a student with information or views about other students or staff members without a legitimate professional purpose;

18. Asking a student to keep a secret or not to disclose any inappropriate communications or conduct; 

19. Unnecessarily invading a student’s privacy, (e.g. walking in on the student in the bathroom or a hotel room on a field trip);

20. Being alone with an individual student out of the view of others; and/or

21. Any home visits unless other adults are present, the student(s) are invited for an activity related to school, and the student’s parent/guardian and an administrator are informed and have consented. 

Investigation and Documentation

When an administrator receives information that a boundary invasion has occurred or might have occurred, the administrator must document, in writing, the concern and provide a copy of the documentation to the Director of Human Resources. The Director of Human Resources will see that the matter is investigated and documented, and if a boundary invasions have occurred without a legitimate educational or safety purpose, that appropriate action is taken and documented. The Director of Human Resources will maintain a file documenting reports, letters of direction, and discipline relating to professional boundary investigations. 

Reminder About Reporting Sexual Abuse

In some situations, the person engaging in boundary invasions with a student may also have engaged in child abuse or sexual abuse, which is defined in Board Policy 3421 - Child Abuse, Neglect, and Exploitation Prevention. Remember that according to law (RCW 26.44.020) and Board Policy 3421, all school personnel who have reasonable cause to believe that a student has experienced sexual abuse by an adult or student are required to make a report to Child Protective Services and/or law enforcement. (See Board Policy 3421.) Reporting suspected abuse to the building principal or supervisor does not relieve professional school personnel from their reporting responsibilities and timelines.

Disciplinary Action

Staff member or volunteer violations of this policy may result in disciplinary action up to and including dismissal. Violations of this policy may occur by ignoring professional boundaries as well as failing to report another staff member or volunteer who is ignoring professional boundaries. In any disciplinary situation, the Superintendent should consider whether the conduct violates the Code of Professional Conduct in Chpt. WAC 181-87 and whether a report to the Office of Professional Practices is warranted.

Training

All new staff members and volunteers will receive training on appropriate staff/student boundaries within three months of employment or beginning of service. Such initial training may be on-line training. Site administration and classified employee supervisors shall see to it that more detailed, live training covering this entire procedure shall occur every two years for all schools and work sites. Site administration and classified employee supervisors will also address professional boundaries at staff meetings early in the year.

Dissemination of Policy and Reporting Protocols

This policy and procedure will be included on the district website and in all employee, student, and volunteer handbooks. Annually, all administrators and staff will receive copies of the district’s reporting protocol. The district shall also provide a copy of this policy and procedure to students and their parents during each school year.

PROHIBITION OF HARASSMENT, INTIMIDATION, AND BULLYING - Policy No. 3207P

1. Introduction
   The Sedro-Woolley School District strives to provide students with optimal conditions for learning by maintaining a school environment where every student is treated with respect and students are not physically or emotionally harmed.
   
   In order to ensure respect, prevent harm, and improve school climate, it is a violation of district policy for a student to be harassed, intimidated, or bullied by other students in the school community, at school sponsored events, or when such actions create a substantial disruption to the educational process.. Student(s) will not be harassed because of their race, color, religion, ancestry, national origin, gender, sexual orientation, gender expression, gender identity, mental or physical disability, or other distinguishing characteristics.
   
   Any school staff who observes, overhears, or otherwise witnesses harassment, intimidation, or bullying of a student or to whom such actions have been reported must take prompt and appropriate action to stop the harassment, intimidation, or bullying, prevent its reoccurrence, and report it to the building level administrator and/or district HIB Compliance Officer. 
   

2. Definitions
   Aggressor means a student, who harasses, intimidates, or bullies another student.

Harassment, intimidation, or bullying means an intentional electronic, written, verbal, or physical act that:

1. Physically harms a student or damages the student’s property;

2. Has the effect of substantially interfering with a student’s education;

3. Is so severe, persistent, or pervasive that it creates an intimidating or threatening educational environment; or

4. Has the effect of substantially disrupting the orderly operation of the school.

 ​Conduct that is “substantially interfering with a student’s education” will be determined by considering a targeted student’s grades, attendance, demeanor, interaction with peers, participation in activities, and other indicators.

Conduct that may rise to the level of harassment, intimidation, or bullying may take many forms, including, but not limited to: slurs, rumors, jokes, innuendoes, demeaning comments, drawings, cartoons, pranks, ostracism, physical attacks or threats, gestures, or acts relating to an individual or group whether electronic, written, oral, or physically transmitted messages or images. There is no requirement that the targeted student actually possess the characteristic that is the basis for the harassment, intimidation, or bullying. 

This procedure does not govern harassment, intimidation, or bullying toward or by an employee, volunteer, parent/legal guardian, or community member.

Retaliation occurs when a student is intimidated, threatened, coerced, or discriminated against for reporting harassment, intimidation, or bullying, participating in an investigation, or being identified as a targeted student.

Staff includes, but is not limited to, educators, administrators, counselors, school nurses, cafeteria workers, custodians, bus drivers, athletic coaches, advisors to extracurricular activities, classified staff, substitute and temporary teachers, volunteers, or paraprofessionals (both employees and contractors).

Targeted Student means a student against whom harassment, intimidation, or bullying has allegedly been perpetrated.

Complainant means the person who has reported the harassment, intimidation, or bullying.

3. Behaviors/Expressions

“Harassment,’ ‘intimidation,’ and ‘bullying’ are separate but related behaviors directed toward students. Although this procedure defines the three behaviors, this differentiation should not be considered part of the legal definition of these behaviors. RCW 28A.600.477 presents HIB as a broad and inclusive term and it is not meant to place undue emphasis on whether the behavior is “harassment,” or “intimidation,” or “bullying.”

Harassment refers to any malicious act, which causes harm to any student’s physical well being. It can be discriminatory harassment, malicious harassment, or sexual harassment. Intimidation refers to implied or overt threats of physical violence toward a student. Bullying refers to unwanted aggressive behavior(s) by a student  or group of students toward another student and that involves an observed or perceived power imbalance and is repeated multiple times or is highly likely to be repeated. Bullying may inflict harm on the targeted student including physical or educational harm. Bullying can also occur through technology and is called electronic bullying or cyberbullying.

It is considered a violation of the state HIB law if any of the above behaviors are occurring.

4. Relationship to Other Laws
   This procedure applies only to conduct toward students as reflected in RCW 28A.600.477 – Prohibition of Harassment, Intimidation and Bullying. There are other laws and procedures to address related issues such as sexual harassment or discrimination.
   
   At least four Washington laws may apply to harassment or discrimination: 

   1. RCW 28A.600.477 – Prohibition Harassment, Intimidation and Bullying

   2. RCW 28A.640.020 – Sexual Equality

   3. RCW 28A.642 – Prohibition of Discrimination in Public Schools

   4. RCW 49.60.010 – The Law Against Discrimination

The district will ensure its compliance with all state laws regarding harassment, intimidation, or bullying of a student. Nothing in this procedure prevents a student, parent/guardian, school or district from taking action to remediate harassment or discrimination based on a student’s membership in a legally protected class under local, state, or federal law. 

5. Prevention​ 

   1. Dissemination
      In each school and on the district’s website, the district will prominently post information, as provided by OSPI, on reporting harassment, intimidation, or bullying; the name and contact information for making a report to a school administrator; and the name and contact information for the district HIB Compliance Officer. The district’s policy and procedure will be available in each school in a language that families can understand.

   2. Annually, the superintendent will ensure that language provided by OSPI summarizing the policy and procedure is provided in student, staff, volunteer, and parent handbooks, is available in school and district offices and/or hallways, and is posted on the district’s website.
      
      Additional distribution of the policy and procedure is subject to the requirements of chapter 392-405 WAC.

   3. Education
      Annually, students will receive age-appropriate information on the recognition and prevention of harassment, intimidation, or bullying at student orientation sessions and on other appropriate occasions. The information will include a copy of the Incident Reporting Form or a link to a web-based process.

   4. Training
      The district HIB Compliance Officer will participate in at least one mandatory training opportunity offered by OSPI. As feasible, the district’s HIB Compliance Officer will attend annual training as a refresher course, particularly in the event that changes to the HIB law or process occur. Staff will receive annual training on the school district’s policy and procedure, including at a minimum, staff roles and responsibilities, and the use of the district’s Incident Reporting Form.

   5. Prevention Strategies
      ​The district will implement a range of prevention strategies including individual, classroom, school, and district-level approaches.
      Whenever possible, the district will implement evidence-based prevention programs that are designed to increase social competency, improve school climate, and eliminate harassment, intimidation, and bullying in schools.

      
      

6. ​Compliance Officer
   The district compliance officer will:​ 

   1. Serve as the district’s primary contact for harassment, intimidation, or bullying of a student. If the, any district staff member receives allegations in a written report of harassment, intimidation, or bullying that indicate a potential violation of Policy 3207, that staff member must promptly notify the district compliance officer

   2. Provide support and assistance to the principal or designee in resolving complaints;

   3. Receive copies of all Incident Reporting Forms, discipline Referral Forms, and letters to parents providing the outcomes of investigations. 

   4. Communicate with the school district’s designated civil rights compliance coordinator. If a written report of harassment, intimidation, or bullying of a student indicates a potential violation of the district’s nondiscrimination policy [Policy 3210], or if during the course of an investigation, the district becomes aware of a potential violation of the district’s nondiscrimination policy, the compliance officer must promptly notify the district’s civil rights compliance coordinator. At that time, the compliance officers must promptly notify the complainant that their complaint will proceed under both this policy / procedure and the nondiscrimination policy / procedure. The investigation and response timeline for the nondiscrimination procedure begin when the school district knows or should have known that a written report or investigation or harassment, intimidation, or bullying involves a potential violation of the district’s nondiscrimination policy;

   5. Be familiar with the use of the student information system. The compliance officer may use this information to identify patterns of behavior and areas of concern;

   6. Ensure implementation of the policy and procedure by overseeing the investigative processes, including ensuring that investigations are prompt, impartial, and thorough;

   7. Assess the training needs of staff and students to ensure successful implementation throughout the district, and ensure staff receive annual  training;

   8. Provide the OSPI School Safety Center with notification of policy or procedure updates or changes on an annual basis; and

   9. In cases where, despite school efforts, a targeted student experiences harassment, intimidation, or bullying that threatens the student’s health and safety, the compliance officer will facilitate a meeting between district staff and the child’s parents/guardians to develop a safety plan to protect the student. A sample student safety plan is available on the OSPI website: www.k12.wa.us/SafetyCenter/default.aspx.

   10. The district will provide updated names and contact information to OSPI after a change of the district’s HIB Compliance Officer.

       
       

7. ​Staff Intervention
   All staff members will intervene and report when witnessing or receiving reports of harassment, intimidation, or bullying of a student. .Incidents that do not  meet the definition of harassment, intimidation, or bullying, or conduct not directed toward a student may require no further action under this procedure, other than tracking, to ensure they are not repeated.

   
   

8. Filing an Incident Reporting Form
   Incident Reporting Forms may be used by students, families, or staff to report incidents of harassment, intimidation or bullying of a student. A sample form is provided on the Office of Superintendent of Public Instruction’s (OSPI) School Safety Center website: www.k12.wa.us/SafetyCenter/BullyingHarassment/default.aspx

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

The district must provide an incident report form to students, families, or staff, if requested. 

1. Addressing Harassment, Intimidation, or Bullying – Reports

Step 1: Filing an Incident Reporting Form
In order to protect a targeted student from retaliation, a student need not reveal their identity on an Incident Reporting Form. The form may be filed anonymously, confidentially, or the student may choose to disclose their identity (non-confidential).

Status of Reporter

1. Anonymous
   Individuals may file a report without revealing their identity. No disciplinary action will be taken against an alleged aggressor based solely on an anonymous report. Schools may identify complaint boxes, use online reporting processes, or develop other methods for receiving anonymous, unsigned reports. Possible responses to an anonymous report include enhanced monitoring of specific locations at certain times of day or increased monitoring of specific students or staff. (Example: An unsigned Incident Reporting Form dropped on a teacher’s desk led to the increased monitoring of the boys’ locker room in 5th period.)

2. Confidential
   Individuals may ask that their identities be kept secret from the accused and other students. Like anonymous reports, no disciplinary action will be taken against an alleged aggressor based solely on a confidential report. (Example: A student tells a playground supervisor about a classmate being bullied but asks that nobody know who reported the incident. The supervisor says, “I won’t be able to punish the bullies unless you or someone else who saw it is willing to let me use their names, but I can start hanging out near the basketball court, if that would help.”)

3. Non-confidential
   Individuals may agree to file a report non-confidentially. Complainants agreeing to make their complaint non-confidential will be informed that due process requirements may require that the district release all of the information that it has regarding the complaint to any individuals involved in the incident, but that even then, information will still be restricted to those with a need to know, both during and after the investigation. The district will, however, fully implement the anti-retaliation provision of this policy and procedure to protect complainants and witnesses.

Step 2: Receiving an Incident Reporting Form
All staff are responsible for receiving oral and written reports. Whenever possible staff who initially receive an oral or written report of harassment, intimidation, or bullying of a student will attempt to resolve the incident immediately. If the incident is resolved to the satisfaction of the parties involved, if the incident does not meet the definition of harassment, intimidation, or bullying, or if the conduct is not directed toward a student, no further action may be necessary under this procedure. If the parties involved are not satisfied with the attempt to resolve the situation, the staff member will notify the HIB Compliance Officer, the parties will be provided with a HIB Incident Report form, and given the opportunity to complete the form, thereby initiating the process for an official HIB investigation.

All reports of unresolved, severe, or persistent harassment, intimidation, or bullying of a student will be recorded on a district Incident Reporting Form and submitted to the principal or designee, Once recorded, the principal or designee must communicate with the district HIB Compliance Officer regarding the complaints. 

Step 3: Investigations of Unresolved, Severe, or Persistent Harassment, Intimidation and Bullying
All reports of unresolved, severe, or persistent harassment, intimidation, or bullying of a student will be investigated with reasonable promptness. Any student may have a trusted adult with them throughout the report and investigation process.

1. Upon receipt of the Incident Reporting Form that alleges unresolved, severe, or persistent harassment, intimidation, or bullying of a student, the school or district designee will begin the investigation. If there is potential for clear and immediate physical harm to the complainant, the district will immediately contact law enforcement and inform the parent/guardian.

2.  For allegations involving a staff member the Human Resources Department must be involved so union representatives can be notified. These allegations will not be handled under the processes in 3207 and 3207P. Human Resources Departments must include consideration of policy and procedure 3210 – Nondiscrimination of Students, policy and procedure 5010 – Nondiscrimination and Affirmative Action, and other applicable policies and laws, including WAC 392-190-0555.  The Human Resources Departments should work with their legal services to determine the appropriate complaint process and response.  

3. During the course of the investigation, the district will take reasonable measures to ensure that no further incidents of harassment, intimidation, or bullying occur between the complainant, targeted student, and or the alleged aggressor. If necessary, the district will implement a safety plan (https://www.k1wa.us/student-success/health-safety/school-safety-center/safety-planning-toolkit) for the student(s) involved. The plan may include changing seating arrangements for the complainant, targeted student and/or the alleged aggressor in the classroom, at lunch, or on the bus; identifying a staff member who will act as a safe person for the complainant; altering the alleged aggressor’s schedule and access to the complainant, and other measures.
   If, during the course of an investigation, the district employee conducting the investigation becomes aware of a potential violation of the district’s nondiscrimination policy [Policy 3210], the investigator will promptly notify the district’s civil rights compliance officer. Upon receipt of this information, the civil rights compliance officer must notify the complainant that their complaint will proceed under the discrimination complaint procedure in WAC 392-190-065 through WAC 392-190-075 as well as the HIB complaint procedure. The notice must be provided in a language that the complainant can understand. The investigation and response timeline for the discrimination complaint procedure will follow that set forth in WAC 392-190-065 and begins when the district knows or should have known that a written report of harassment, intimidation or bullying involves allegations of a violation of the district’s nondiscrimination policy.

4. Within two (2) school days after receiving the Incident Reporting Form, the school designee will notify the families of the students involved that a complaint was received and direct the families to the district’s policy and procedure on harassment, intimidation and bullying.

5. In rare cases, where after consultation with the student and appropriate staff (such as a psychologist, counselor, or social worker) the district has evidence that it would threaten the health and safety of the complainant or the alleged aggressor to involve his or her parent/guardian, the district may initially refrain from contacting the parent/guardian in its investigation of harassment, intimidation, or bullying of  a student. If professional school personnel suspect that a student is subject to abuse and neglect, they must follow district policy for reporting suspected cases to Child Protective Services.

6. The investigation will include, at a minimum:​ 

   1. An interview with the complainant;

   2. An interview with the targeted student, if different than the complainant;

   3. An interview with the alleged aggressor;

   4. A review of any previous complaints involving the complainant, the targeted student, or the alleged aggressor; and

   5. Interviews with other students or staff members who may have knowledge of the alleged incident.

7. ​The principal or designee may determine that other steps must be taken before the investigation is complete.

8. The investigation will be completed as soon as practicable but generally no later than five (5) school days from the initial complaint or report. If more time is needed to complete an investigation, the district will provide the parent/guardian and/or the student with weekly updates.

9. No later than two (2) school days after the investigation has been completed and submitted to the compliance officer, the principal or designee will respond in writing or in person to the parent/guardian of the complainant and the alleged aggressor stating: 

   1. The results of the investigation;

   2. Whether the allegations were found to be factual;

   3. Whether there was a violation of policy; and

   4. The process for the complainant to file an appeal if the complainant disagrees with the results.

Because of the legal requirement regarding the confidentiality of student records, the principal or designee may not be able to report specific information to the targeted student’s parent/guardian about any disciplinary action taken unless it involves a directive that the targeted student must be aware of in order to report violations.

If a district chooses to contact the parent/guardian by letter, the letter will be mailed to the parent/guardian of the complainant and alleged aggressor by United States Postal Service with return receipt requested unless it is determined, after consultation with the student and appropriate staff (psychologist, counselor, social worker) that it could endanger the complainant or the alleged aggressor to involve his or her family. If professional school personnel suspect that a student is subject to abuse or neglect, as mandatory reporters they must follow district policy for reporting suspected cases to Child Protective Services.

If the incident cannot be resolved at the school level, the principal or designee will request assistance from the HIB compliance officer.

Step 4: Corrective Measures for the Aggressor
After completion of the investigation, the school or district designee will institute any corrective measures necessary. Corrective measures will be instituted as quickly as possible, but in no event more than five (5) school days after contact has been made to the families or guardians regarding the outcome of the investigation. Corrective measures that involve student discipline will be implemented according to district policy 3241, Student Discipline. If the accused aggressor is appealing the imposition of discipline, the district may be prevented by due process considerations or a lawful order from imposing the discipline until the appeal process is concluded.

If in an investigation a principal or principal’s designee found that a student knowingly made a false allegation of harassment, intimidation or bullying, that student may be subject to corrective measures, including discipline.

Step 5: Complainant’s Right to Appeal

1. If the complainant or parent/guardian is dissatisfied with the results of the investigation, they may appeal to the superintendent or his or her designee by filing a written notice of appeal within five (5) school days of receiving the written decision. The superintendent or his or her designee will review the investigative report and issue a written decision on the merits of the appeal within five (5) school days of receiving the notice of appeal.

2. If the complainant remains dissatisfied after the initial appeal to the superintendent, the student may appeal to the school board by filing a written notice of appeal with the secretary of the school board on or before the fifth (5) school day following the date upon which the complainant received the superintendent’s written decision.

3. An appeal before the school board or disciplinary appeal council must be heard on or before the tenth (10th) school day following the filing of the written notice of appeal to the school board. The school board or disciplinary appeal council will review the record and render a written decision on the merits of the appeal on or before the fifth (5th) school day following the termination of the hearing, and will provide a copy to all parties involved. The board or council’s decision will be the final district decision.

Step 6: Discipline/Corrective Action
The district will take prompt and equitable corrective measures within its authority on findings of harassment, intimidation or bullying of a student. Depending on the severity of the conduct, corrective measures may include counseling, education, discipline, and/or referral to law enforcement.

Corrective measures for a student who commits an act of harassment, intimidation, or bullying will be varied and graded according to the nature of the behavior, the developmental age of the student, or the student’s history of problem behaviors and performance. Corrective measures that involve student discipline will be implemented according to district policy and procedure 3241, Student Discipline.

If the conduct was of a public nature or involved groups of students or bystanders, the district should strongly consider schoolwide training or other activities to address the incident.

If staff have been found to be in violation of this policy and procedure by not reporting harassment, intimidation, or bullying or not preventing retaliation, school districts may impose employment disciplinary action, up to and including termination. If a certificated educator is found to have committed a violation of WAC 181-87, commonly called the Code of Conduct for Professional Educators, OSPI’s Office of Professional Practices may propose disciplinary action on a certificate, up to and including revocation. Contractor violations of this policy may include the loss of contracts.

Step 7: Support for the Targeted Student
Students found to have been subjected to harassment, intimidation or bullying will have appropriate district support services made available to them, and the adverse impact of the harassment on the student will be addressed and remedied as appropriate.

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

    
    

11. Other Resources
    Students and families should use the district’s complaint and appeal procedures as a first response to allegations of harassment, intimidation, or bullying of a student. However, nothing in this procedure prevents a student, parent/guardian, school, or district from taking action to remediate discrimination or harassment based on a person’s membership in a legally protected class under local, state or federal law. 

    
    

12. For questions or more information, students and families can reach out to the following state or federal agencies:

• OSPI Equity and Civil Rights Office (for discrimination complaints)
  360.725.6162
  Email: equity@k12.wa.us
  https://www.k12.wa.us/policy-funding/equity-and-civil-rights

• Washington State Human Rights Commission
  800.233.3247
  www.hum.wa.gov/index.html

• Office for Civil Rights, U.S. Department of Education, Region IX
  206.607.1600
  Email: OCR.Seattle@ed.gov
  www.ed.gov/about/offices/list/ocr/index.html

• Department of Justice Community Relations Service
  877.292.3804
  www.justice.gov/crt/

• Office of the Education Ombuds
  866.297-2597
  Email: OEOinfo@gov.wa.gov
  http://oeo.wa.gov/

• OSPI Safety Center

  
  Email: Schoolsafety@k12.wa.us
  360.725-6068
  https://www.k12.wa.us/student-success/health-safety/school-safety-center

M. Other District Policies and Procedures

Nothing in this policy or procedure is intended to prohibit discipline or remedial action for inappropriate behaviors that do not rise to the level of harassment, intimidation, or bullying as defined in this procedure but which are, or may be, prohibited by other district or school rules.

SEXUAL HARASSMENT - Policy No. 5011

This district is committed to a positive and productive working environment free from discrimination, including sexual harassment. This commitment extends to all employees and other persons involved in academic, educational, extracurricular, athletic, and other programs or activities of the school, whether that program or activity is in a school facility, on school transportation, or at a class training held elsewhere.  

Definitions

For purposes of this policy, sexual harassment means unwelcome conduct or communication of a sexual nature. Sexual harassment can occur student to adult, adult to adult or can be carried out by a group of students or adults and will be investigated by the District even if the alleged harasser is not a part of the school staff or student body. The district prohibits sexual harassment of district employees by other students, employees or third parties involved in school district activities. 

Under federal and state law, the term "sexual harassment" includes:

• acts of sexual violence;

• unwelcome sexual or gender-directed conduct or communications that interferes with an individual's employment performance or creates an intimidation, hostile, or offensive environment;

• unwelcome sexual advances; 

• unwelcome requests for sexual favors;

• sexual demands when submission is a stated or implied obtaining work opportunity or other benefit;

• sexual demands where submission or rejection is a factor in a work or other school-related decision affecting an individual.

A "hostile environment" for an employee is created where the unwanted conduct is sufficiently severe or pervasive to create a work environment that a reasonable person would consider intimidation, hostile, or abusive.

Investigation and Response

If the district knows, or reasonably should know, that sexual harassment has created a hostile environment, the district will promptly investigate to determine what occurred and will take appropriate steps to resolve the situation. If an investigation reveals that sexual harassment has created a hostile environment, the district will take prompt and effective steps reasonably calculated to end sexual harassment, eliminate the hostile environment, prevent its occurrence and, as appropriate, remedy its effects. The district will take prompt, equitable and remedial action within its authority every time a report, complaint and grievance alleging sexual harassment comes to the attention of the district, either formally or informally.

Allegations of criminal misconduct will be reported to law enforcement and suspected child abuse will be reported to law enforcement and Child Protective Services. Regardless of whether the misconduct is reported to law enforcement, school staff will promptly investigate to determine what occurred and take appropriate steps to resolve the situation to the extent that such investigation does not interfere with an on-going criminal investigation. A criminal investigation does not relieve the district of its independent obligation to investigate and resolve sexual harassment.

Engaging in sexual harassment will result in appropriate discipline or other appropriate sanctions against offending staff or third parties involved in school district activities. Anyone else who engages in sexual harassment on school property or at school activities will have their access to school property and activities restricted, as appropriate.

Retaliation and False Allegations

Retaliation against any person who makes or is a witness in a sexual harassment complaint is prohibited and will result in appropriate discipline.  The district will take appropriate actions to protect involved persons from retaliation.

It is a violation of this policy to knowingly report false allegations of sexual harassment.  Persons found to knowingly report or corroborate false allegations will be subject to appropriate discipline

Staff Responsibilities

The superintendent will develop and implement formal and informal procedures for receiving, investigating and resolving complaints or reports of sexual harassment.  The procedures will include reasonable and prompt time lines and delineate staff responsibilities under this policy. 

Any school employee who witnesses sexual harassment or receives a report, informal complaint, or written complaint about sexual harassment is responsible for informing the district's Title IX or Civil Rights Compliance Coordinator. All staff are also responsible for directing complainants to the formal complaint process. 

Reports of discrimination and discriminatory harassment will be referred to the district’s Title IX/Civil Rights Compliance Coordinator. Reports of disability discrimination or harassment will be referred to the district’s Section 504 Coordinator.  

Notice and Training

The superintendent will develop procedures to provide information and education to district staff, parents and volunteers regarding this policy and the recognition and prevention of sexual harassment.  At a minimum, sexual harassment recognition and prevention and the elements of this policy will be included in staff and regular volunteer orientation.  This policy and the procedure, which includes the complaint process, will be posted in each district building in a place available to staff, parents, volunteers and visitors. Information about the policy and procedure will be clearly stated and conspicuously posted throughout each school building, provided to each employee and reproduce in each staff, volunteer and parent handbook. Such notices will identify the District's Title IX coordinator and provide contact information, including the coordinator's email address.

Cross References: 

3205 - Sexual Harassment of Students Prohibited 

3207 - Prohibition of Harassment, Intimidation and Bullying 

3210 - Nondiscrimination 

3211 - Transgender Students 

3240 - Student Conduct Expectations and Reasonable Sanctions 

3421 - Child Abuse, Neglect, and Exploitation Prevention 

5010 - Nondiscrimination and Affirmative Action 

Legal References: 

RCW 28A.640.020 Regulations, guidelines to eliminate discrimination — Scope — Sexual harassment policies 

WAC 392-190-058 Sexual harassment 

20 U.S.C. 1681-1688 

Management Resources: 

2015 - July Policy Alert 

2014 - December Issue 

2010 - October Issue 

NON-DISCRIMINATION AND AFFIRMATIVE ACTION - Policy No. 5010P

Nondiscrimination

To ensure fairness and consistency, the following grievance procedure is to be used in the district's relationship with its staff with regard to employment problems covered by state and federal equal employment opportunity laws and/or this affirmative action program. No staff member's status with the district shall be adversely affected in any way because the staff member utilized these procedures. As used in this procedure, "Grievance" shall mean a complaint which has been filed by a complainant (a student, an employee, a parent or guardian) relating to alleged violations of any anti-discrimination law including Title IX regulations and Washington Administrative Code (WAC) 392-190, Section 504 of the Rehabilitation Act of 1973, 42 USC 12101 - 12213 Americans with Disabilities Act (ADA) or Title VII of the Civil Rights Act of 1964.  A complaint shall mean a charge alleging specific acts, conditions or circumstances, which are in violation of the anti-discrimination laws.  A respondent shall mean the person alleged to be responsible or who may be responsible for the violation alleged in the complaint.

The primary purpose of this procedure is to secure an equitable solution to a justifiable complaint of discrimination and the steps for filing a complaint are found at the end of this procedure.

Affirmative Action Plan

The needs of all persons in a pluralistic society must be understood in order to continue to create an employment atmosphere compatible with and receptive to all persons. The following goals shall assure that a meaningful educational experience may continue to exist for students and staff alike. The district will: 

1. Make efforts to modify the composition of the future work force in order to work toward a full utilization of aged, handicapped, ethnic minorities, women and Vietnam veterans in the various job categories.

2. Ensure that all applicants and staff are considered on the basis of bona fide job-related qualifications. The purpose of the affirmative action plan is to actively include persons of under-utilized classes in the employment process, not to exclude others from it. The district shall continue to emphasize in all recruitment contacts that nondiscrimination is a basic element in the district's personnel procedures.

3. Be responsible for reviewing all employment procedures and programs to assure that there is no indication of discriminatory practices. The district shall continue to use aged, handicapped, ethnic minorities, women and Vietnam veterans in the recruitment and employment process. Job descriptions for classified staff shall be sent to other organizations which are recruiting sources for groups that may be under-utilized in the district's work force. Recruitment from colleges and universities shall include institutions with high percentages of students of various ethnic minorities.

4. Contract and purchase all goods and services from persons, agencies, vendors, contractors and organizations who comply with the appropriate laws and executive orders regarding discrimination.

5. Take appropriate action to attract and retain aged, handicapped, ethnic minorities and women at all levels and in all segments of the district's work force. Criteria for selecting staff shall be reviewed regularly to assure that such statements relate directly to the requirements for specific positions.  However, pursuant to state law there shall be no preferential employment practices based on race or gender.

6. Upgrade present staff by providing management development training to assure that individuals of under-utilized groups are prepared for positions of new and increased responsibility.

Implementation of the affirmative action plan shall be the responsibility of the superintendent. Administrators shall assist in the attainment of the established goals and purposes of this affirmative action plan.

Dissemination

The district shall disseminate information concerning employment and developments under the affirmative action plan on a planned basis to assist in achieving the goals set forth in this plan. Affirmative action information shall be disseminated by:

1. Printing and distributing such information to staff, school libraries and offices;

2. Publicizing such information in district newsletters; 

3. Conducting meetings with administrative staff to explain the intent and advantages of the policy and plan;

4. Conducting faculty meetings and meetings with classified staff; 

5. Informing appropriate and interested recruiting and hiring sources; and

6. Informing all representative staff groups in the district.

Male/Female Balance and Staff Goals

The district shall see that measurable efforts are made in the utilization of women for higher levels of responsibility in both certificated and classified positions. The district shall make good faith effort to recruit, interview and employ individuals consistent with the district commitment to nondiscrimination and affirmative action for all positions and in every department, school and level of operation. Preferential or adverse employment practices, including demotions or termination shall not be used to meet stated goals or time lines. 

Administrators

Goal: To place females in administrative positions.

Objectives: To place females in administrative positions as they become available which falls within a range of 50% men and/or women, without using preferential employment practices.

To identify qualified potential candidates from outside the district for consideration for future openings.

Principals and Assistant Principals

Goal: To place females in principal and assistant principal positions.

Objective: To place females in principal and assistant principal positions as they occur and trained women are available, without using preferential employment practices.

Teachers, Elementary or grades K-8

Goal: To provide each student with the opportunity to experience both male and female teachers during the primary as well as the intermediate grades.

Objective: To achieve a staff which falls within a range of 50% men and/or women in the primary as well as the intermediate grades at each school, without using preferential employment practices.

Teachers, Secondary or grades 9-12

Goal: To provide students with the opportunity to work with male and  female staff in both curricular and extracurricular activities.

Objective: To maintain a staff which falls within a range of 50% men and/or women for classroom teachers and activity supervisors, without using preferential employment practices.

Support Staff — Certificated and Classified

Objective: To achieve a staff which falls within a range of 50% men and/or women, without using preferential employment practices.

Ethnic Minority Balance and Staff Goals

The profiles of the district's current student ethnic minority population and the district's current ethnic minorities (American Indian/ Native American, Asian, Black, and Hispanic) are set forth in the district’s utilization analysis. By the commencement of the 2018-2019 school year the district shall strive to achieve a rate of employment for ethnic minorities in both certificated and classified areas as indicated in this plan, without using preferential employment practices.. These goals are a utilization level for certificated staff, at least equal to the percentage of ethnic minority student enrollment within the district; for classified staff a utilization level of at least 9%, a figure based upon relevant availability figures in the Skagit County statistical area. Final and interim goals are set out in this procedure. The district shall see that measurable efforts are made in the utilization of ethnic minorities for higher levels of responsibility in both certificated and classified positions, without using preferential employment practices. The district shall make good faith effort to recruit, interview and employ individuals consistent with the district commitment to nondiscrimination and affirmative action for all positions and in every department, every school and at every level of operation. Preferential or adverse employment practices, including demotions or termination shall not be used to meet stated goals or time lines. 

Administrators

Goal: To place ethnic minorities in administrative positions, without using preferential employment practices.

Objectives: To place ethnic minorities in administrative positions as they become available to progress toward the percentage of ethnic minorities in the current ethnic minority student enrollment.

To identify qualified potential candidates from outside the district for consideration for future openings.

Principals and Assistant Principals

Goal: To place ethnic minorities in principal and assistant principal positions.

Objective: To place ethnic minorities in principal and assistant principal positions as they occur and trained applicants are available, without using preferential employment practices.

Teachers:  Elementary or grades K-8

Goal: To provide each student with the opportunity to experience ethnic minority homeroom teachers during the primary as well as the intermediate grades in which the percentage of ethnic minorities is comparable to that of the current ethnic minority student enrollment, without using preferential employment practices.

Objective: To achieve a staff of primary and intermediate teachers in which the percentage of ethnic minorities is comparable to that of the current ethnic minority student enrollment.

Teachers:  Secondary or grades 9-12

Goal: To provide students with the opportunity to work with ethnic minority staff in both curricular and extracurricular activities.

Objective: To maintain a staff of classroom teachers and activity supervisors in which the percentage of ethnic minorities is comparable to that of the current ethnic minority student enrollment, without using preferential employment practices.

Support Staff - Certificated and Classified

Objective: To achieve a staff of certificated and classified support staff in which the percentage of ethnic minorities is comparable to that of the current ethnic minority student enrollment, without using preferential employment practices.

Aged Balance and Staff Goals

The profile of the district's current age distribution of certificated and classified staff is set forth in the district utilization analysis. By the commencement of the 2018-2019 school year, the district shall strive to achieve a rate of employment for age categories for both certificated and classified staff as indicated in this plan. The district shall make good faith effort to recruit, interview and employ individuals consistent with the commitment to nondiscrimination and affirmative action providing the prospective staff member meets the requisite standards for the specific position.

Administrators

Goal: To identify administrative positions where age is not a barrier to performance.

Objective: To create opportunities for older prospective staff to work on a part-time basis when it would not deter the district's operations.

Teachers

Goal: To provide opportunities for students to work with older staff in both curricular and extracurricular activities.

Objective: To create opportunities for older staff to work on a part-time basis in those situations where the staff member can serve as a role-model to the student or can share his/her breadth of experience.

Support Staff - Certificated and Classified

Goal: To identify positions in the district, either full-time or part-time, where age does not limit the performance of the prospective staff member.

Objective: To place prospective staff who desire to work in positions where they are able to meet the expectations and/or needs of the district.

Persons with Disabilities: Balance and Staff Goals

The profile of the district's current distribution of certificated and classified staff with identified handicapping conditions is set forth in the district’s utilization analysis. By the commencement of the 2018-2019school year, the district shall strive to achieve a rate of employment for handicapped staff in certificated and classified areas as indicated in this statistical area. The district shall make good faith effort to recruit, interview, and employ individuals consistent with the district's commitment to nondiscrimination and affirmative action providing the prospective staff member meets the requisite standards for the specific position.

The ratio of placement shall be equal to the ratio of employable handicapped as compared to the non-handicapped in the statistical area.

Administrators

Goal: To identify administrative positions where a handicapping condition is not a barrier to performance.

Objective: To place administrators with handicapping conditions in assignments when it would not deter the district's operations.

Teachers

Goal: To provide opportunities for students to work with teachers who have handicapping conditions in both curricular and extracurricular activities.

Objective: To place teachers with handicapping conditions in assignments when it would not impair the instructional program.

Support Staff - Certificated and Classified

Goal: To identify positions within the district where a handicapping condition does not limit the performance of the prospective staff member.

Objective: To place support staff with handicapping conditions in assignments when it would not deter the district's operations.

Internal Audit And Monitoring System

The superintendent's office, in compliance with WAC 162-12, "Pre-employment Inquiry Guide," shall record by age, race, sex and other protected groups applicant flow, new hires, promotions, transfer requests, transfers, administrative internships and terminations. An analysis shall be made of the internal and external work force availability of aged, handicapped, ethnic minorities and women.

The district shall evaluate the effectiveness of the non-discrimination and affirmative action program and report its status to the board.  Such reports may include recommendations for changes in the affirmative action program goals. The overall responsibility for monitoring and auditing this policy is assigned to the district office. The duties include: 

1. Analysis of the categories of employment in relation to affirmative action goals;

2. Analysis of work force data and applicant flow;

3. Maintaining records relative to affirmative action information;

4. Preparation of reports of progress toward the goals and recommended changes required to maintain the vitality of the program;

5. Identifying in a written report to the superintendent any employment practice or policy that is discriminatory or that does not meet the requirements of the affirmative action program; and

6. Keeping the superintendent advised of the progress in implementing the goals and procedures of this affirmative action program.

Grievance Procedure

1. To ensure fairness and consistency, the following review procedures are to be used in the district's relationship with its staff with regard to employment problems covered by state and federal equal employment opportunity laws and/or this affirmative action program. No staff member's status with the district shall be adversely affected in any way because the staff member utilized these procedures. “Grievance” means a complaint which has been filed by an employee relating to alleged violations of any state or federal anti-discrimination laws.

2. “Complaint” means a written charge alleging specific acts, conditions or circumstances, which are in violation of the anti-discrimination laws. The time period for filing a complaint is one year from the date of the occurrence that is the subject matter of the complaint.  However, a complaint filing deadline may not be imposed if the complainant was prevented from filing due to: 1) Specific misrepresentations by the district that it had resolved the problem forming the basis of the complaint; or 2)Withholding of information that the district was required to provide under WAC 392-190-065 or WAC 392-190-005.  Complaints may be submitted by mail, fax, e-mail or hand-delivery to any district, school or to the district compliance officer responsible for investigating discrimination complaints.  Any district employee who receives a complaint that meets these criteria will promptly notify the compliance officer, A respondent shall mean the person alleged to be responsible or who may be responsible for the violation alleged in the complaint.

3. “Respondent” means the person alleged to be responsible or who may be responsible for the violation alleged in the complaint.

The primary purpose of this procedure is to secure an equitable solution to a justifiable complaint.  To this end, specific steps will be taken.  The district is prohibited by law from intimidating, threatening, coercing or discriminating against any individual for the purpose of interfering with their right to file a grievance under this procedure and from retaliating against an individual for filing such a grievance.

4. Informal Process for Resolution

When a staff member has an employment problem concerning equal employment opportunity, he/she shall discuss the problem with the immediate supervisor, personnel director or superintendent within 60 days of the circumstances which gave rise to the problem. The staff member may also ask the compliance officer to participate in the informal review procedure. It is intended that the informal discussion will resolve the issue. If the staff member feels he/she cannot approach the supervisor because of the supervisor's involvement in the alleged discrimination, the staff member may directly contact the compliance officer before pursuing formal procedures. If the discussion with the officer or immediate supervisor does not resolve the issue the staff member may proceed to the formal review procedures.

5. Formal Process for Resolution

Level One: Complaint to District

The complaint must set forth the specific acts, conditions, or circumstances alleged to be in violation. Upon receipt of a complaint, the compliance officer will provide the complainant a copy of this procedure. The compliance officer will investigate the allegations within 30 calendar days. The school district and complainant may agree to resolve the complaint in lieu of an investigation. The officer will provide the superintendent with a full written report of the complaint and the results of the investigation.

The superintendent or designee will respond to the complainant with a written decision as expeditiously as possible, but in no event later than 30 calendar days following receipt of the written complaint, unless otherwise agreed to by the complainant or if exceptional circumstances related to the complaint require an extension of the time limit.  In the event an extension is needed, the district will notify the complainant in writing of the reason for the extension and the anticipated response date  At the time the district responds to the complainant, the district must send a copy of the response to the office of the superintendent of public instruction.

The decision  of the superintendent or designee will include: 1) a summary of the results of the investigation; 2) whether the district has failed to comply with anti-discrimination laws; 3) if non-compliance is found, corrective measures the district deems necessary to correct it; and 4) notice of the complainant’s right to appeal to the school board and the necessary filing information.  The superintendent’s or designee’s response will be provided in a language the complainant can understand and may require language assistance for complainants with limited English proficiency in accordance with Title VI of the Civil Rights Act of 1964. 

Any corrective measures deemed necessary will be instituted as expeditiously as possible, but in no event later than 30 calendar days following the superintendent’s mailing of a written response to the complaining party unless otherwise agreed to by the complainant.

Level Two - Appeal to Board of Directors

If a complainant disagrees with the superintendent’s or designee’s written decision,  the complainant may file a written notice of appeal with the secretary of the board within ten (10) calendar days following the date upon which the complainant received the response. The board will schedule a hearing to commence by the twentieth (20) calendar day following the filing of the written notice of appeal unless otherwise agreed to by the complainant and the superintendent or for good cause. Both parties will be allowed to present such witnesses and testimony, as the board deems relevant and material. Unless otherwise agreed to by the complainant, the board will render a written decision within thirty (30) calendar days following the filing of the notice of appeal and provide the complainant with a copy of the decision.   The decision of the board will be provided in a language the complainant can understand, which may require language assistance for complainants with limited English proficiency in accordance with Title VI of the Civil Rights Act.  The decision will include notice of the complainant’s right to appeal to the superintendent of public instruction and will identify where and to whom the appeal must be filed.  The district will send a copy of the appeal decision to the office of the superintendent of public instruction. 

Level Three - Complaint to the Superintendent of Public Instruction

If a complainant disagrees with the decision of the board of directors, or if the district fails to comply with this procedure, the complainant may file a complaint with the superintendent of public instruction.

1. A complaint must be received by the Superintendent of Public Instruction on or before the twentieth (20) calendar day following the date upon which the complainant received written notice of the board of directors’ decision, unless the Superintendent of Public Instruction grants an extension for good cause Complaints may be submitted by mail, fax, electronic mail, or hand delivery. 

   
   

2. A complaint must be in writing and include: 1) A description of the specific acts, conditions or circumstances alleged to violate applicable anti-discrimination laws; 2) The name and contact information, including address, of the complainant; 3) The name and address of the district subject to the complaint; 4) A copy of the district’s complaint and appeal decision, if any; and 5) A proposed resolution of the complaint or relief requested. If the allegations regard a specific student, the complaint must also include the name and address of the student, or in the case of a homeless child or youth, contact information.
   

3. Upon receipt of a complaint, the Office of the Superintendent of Public Instruction may initiate an investigation, which may include conducting an independent on-site review. OSPI may also investigate additional issues related to the complaint that were not included in the initial complaint or appeal to the superintendent or board. Following the investigation, OSPI will make an independent determination as to whether the district has failed to comply with RCW 28A.642.010 or Chapter 392-190, WAC and will issue a written decision to the complainant and the district that addresses each allegation in the complaint and any other noncompliance issues it has identified.  The written decision will include corrective actions deemed necessary to correct noncompliance and documentation the district must provide to demonstrate that corrective action has been completed. 

All corrective actions must be completed within the timelines established by OSPI in the written decision unless OSPI grants an extension.  If timely compliance is not achieved, OSPI may take action including but not limited to referring the district to appropriate state or federal agencies empowered to order compliance. 

A complaint may be resolved at any time when, before the completion of the investigation, the district voluntarily agrees to resolve the complaint.  OSPI may provide technical assistance and dispute resolution methods to resolve a complaint. 

Level Four - Administrative Hearing 

A complainant or school district that desires to appeal the written decision of the Office of the Superintendent of Public Instruction may file a written notice of appeal with OSPI within thirty (30) calendar days following the date of receipt of that office’s written decision. OSPI will conduct a formal administrative hearing in conformance with the Administrative Procedures Act, Chapter 34.05, RCW.

1. Mediation

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

The purpose of mediation is to provide both the complainant and the district an opportunity to resolve disputes and reach a mutually acceptable agreement through the use of an impartial mediator. Mediation must be voluntary and requires the mutual agreement of both parties.  It may be terminated by either party at any time during the mediation process. It may not be sued to deny or delay a complainant’s right to utilize the complaint procedures. 

Mediation must be conducted by a qualified and impartial mediator who may not:

1) Be an employee of any school district, public charter school, or other public or private agency that is providing education related services to a student who is the subject of the complaint being mediated; or 2) Have a personal or professional conflict of interest. A mediator is not considered an employee of the district or charter school or other public or private agency solely because he or she serves as a mediator. 

If the parties reach agreement through mediation, they may execute a legally binding agreement that sets forth the resolution and states that all discussions that occurred during the course of mediation will remain confidential and may not be used as evidence in any subsequent complaint, due process hearing or civil proceeding.  The agreement must be signed by the complainant and a district representative who has authority to bind the district.

2. Preservation of Records

The files containing copies of all correspondence relative to each complaint communicated to the district and the disposition, including any corrective measures instituted by the district, will be retained in the office of the district compliance officer for a period of 6 years.

Resources

1. District Contact

Daniel Lee Executive Director of Human Resources

2. State Contacts

Superintendent of Public Instruction
Equity and Civil Rights Office
P.O. Box 47200
Olympia, WA  98504-7200
360.725.6162

Washington State Human Rights Commission
711 South Capitol Way, Suite 402
P.O. Box 42490
Olympia, WA 98504-2490
360.753.6770

Office of Civil Rights
U.S. Department of Education
915 Second Avenue, Room 3310
Seattle, WA  98174
206.607.1600

VOLUNTEER CONFIDENTIALITY STATEMENT, POLICIES & PROTOCOL AND HANDBOOK ACKNOWLEDGMENT

I shall respect the privacy concerns of students and staff, and I shall hold in confidence all information learned in the course of my volunteer service, whether that information is obtained through written records or daily interaction. I will not disclose an individual’s confidences to anyone, except: 1) as mandated by law; 2) to prevent a clear and immediate danger to a person or persons.

I shall store or dispose of records in ways that maintain confidentiality.

I shall possess a professional attitude, which upholds confidentiality, and hold confidential any information about sensitive situations within this school.

I understand that violation of this confidentiality statement may be grounds for immediate dismissal.

I have received a copy of the volunteer handbook for this school and have either read it or had it read to me carefully. I understand that the manual is intended to cover the procedures, rules and policies most often applied to day-to-day volunteer activities, and that some of the information will change from time to time as procedures evolve. I understand that I am a volunteer and respect the privilege afforded me to serve in that capacity is at the direction and decision of the staff and administrators.

I have received and reviewed the following Sedro-Woolley School District policies/protocols:

• Policy 5253 – Maintaining Professional Staff/Student Boundaries

• Procedure 5253P – Maintaining Professional Staff/Student Boundaries

• Policy 3207 – Prohibition of Harassment, Intimidation, and Bullying

• Procedure 3207P – Prohibition of Harassment, Intimidation, and Bullying

• Policy 5011 – Sexual Harassment

• Procedure 5010P – Nondiscrimination and Affirmative Action

I understand there are two kinds of boundary invasions – those that are appropriate because they have educational or health reasons and those that are inappropriate.

I understand that I am responsible for following District procedures regarding maintaining professional staff/student boundaries, incident reporting, and consequences of engaging in boundary invasions.

I understand that while school volunteers are not legally mandated reporters of suspected child abuse, the District's expectation is that volunteers speak to an administrator promptly regarding any inappropriate incident, conduct, or behavior.

I will adhere to these guidelines and acknowledge my role in protecting children from inappropriate conduct by adults.