Welcome to Spanaway Elementary

Motto  Jaguars, STRIVE and RISE!

Our Mission
Together we will establish a culture of high expectations and perseverance to ensure success for ALL students in partnership with families and the community.

Our Vision

Fostering a community where EVERYBODY belongs and realizes their full potential for a successful future

Student Mission Statement

As students of Spanaway Elementary, we will practice and never give up.  We believe that to be successful we will overcome any obstacle.  When things get hard we know what to do! We are respectful, responsible, safe and perseverant!

 

Spanaway is a PBIS, Restorative Practices & Social-Emotional Learning school.

Jaguars are respectful, responsible, and safe.

Morning Announcement Daily Message

Greeting:

Jaguars are … respectful, responsible, safe.

Closing Message:

JAGUARS...We believe in you. We are here for you. You are capable of great things. You are respected. You are listened to. You are unique. You are worth it. We expect great things. We will never give up on you. We care about you. Your success is our success. We are in this together. 

JAGUARS YOU are the reason we are here.

Jaguars, what’s our motto?

Jaguars, STRIVE and RISE!

Dear Spanaway Families:

Welcome to Spanaway Elementary School. We are excited to begin a great year with you and your child on our Jaguar team! We know this year may continue to pose challenges for us all and our goal is to provide high quality education for all Jaguars. Throughout the year we will be asking for your feedback to help us determine areas we need to strengthen and supports you need. Together we will STRIVE and RISE!

Every elementary grade sets the foundation of your child’s success in the coming school years. In order to provide a well-adjusted, relaxing beginning, we need to work together to make the transition between home and school a positive, happy experience. Here are some suggestions you may want to follow.

• Please monitor the school’s website, Facebook,  and your email for the most up-to-date information about Spanaway Elementary.
• Visit the district website at www.bethelsd.org for district information.
• Visit our school website at www.bethelsd.org/ses
• Visit our school Facebook page @spanawayelementary for the most up-to-date information and to stay connected!
• Communicate with your child’s teacher often on their successes and areas needing additional support.
• Ensure your child attends school each day, engages daily in schoolwork and communicates with their teacher about their learning. 
• Talk to your child each day about school, be encouraging and help them to be perseverant when they are challenged. 
• Talk to your child about responsible ways to use his/her iPad and practice digital citizenship.
• Read to your child daily or have them read to you.
• Practice skills that will be helpful in their grade level.
• Encourage adequate rest and good nutrition to be alert and ready to learn.
• Become actively involved in your child’s education through PSTA, register to vote, and most importantly share in the daily school experience.
• Attend school events throughout the year.

Parents are encouraged to be involved their child’s school career from the first day to the last. This is one of the best ways to ensure your child’s success and provide your child with a positive self-concept. As a staff we look forward to partnering with you to strengthen our team. 

Spanaway Elementary students are taught how to be successful learners through our Learner Qualities: September-Review of all, October-Attentive Listener, November-Active Participant/Engaged, December-Collaborative, January-Growth Minded, February-Reflective, March-Inquisitive, April-Perseverant, May-Motivated, June-Review of all. Use this language at home with your child and expect him/her to follow the same learner qualities while learning at home. 

We are looking forward to working with you and your child during this school year at Spanaway Elementary School. If you have any questions, please do not hesitate to call, 253-800-5300.

Sincerely,

Kimberly Kosa, Principal

Lori Honig, Assistant Principal

Principal: Kimberly Kosa                                                 Registrar: Carmen Totten

Assistant Principal: Lori Honig                                       Attendance Clerk/Para: Katherine Peck

Secretary: Mandi Mayr                                                    Counselor: Valorie Camacho

Attendance/Health Clerk: Penny Lee                             Counselor: Jennifer Goble

Office Phone
253-800-5300

Attendance Office
253-800-5393
Please call the 24-hour attendance line to report absences. 

Online Resources
School Website www.bethelsd.org/ses
Facebook Page https://www.facebook.com/spanawayelementary/

Transportation
253-800-5900

OFFICE STAFF			SPECIAL SERVICES
Principal	Kimberly Kosa                       kkosa@bethelsd.org	Counselor	Valorie Camacho        vcamacho@bethelsd.org
AP	Lori Honig                             lhonig@bethelsd.org	Counselor	Jennifer Goble            jgoble@bethelsd.org
Secretary	Mandi Mayr                          mmayr@bethelsd.org	OT	Lynda Fitzgerald         lfitzgeral@bethelsd.org
Registrar	Carmen Totten                      ctotten@bethelsd.org	Psychologist	Crystal Beyer             cbeyer@bethelsd.org
Health Clerk	Penny Lee                             plee@bethelsd.org	PT	Lacontra Cash             lcash@bethelsd.org
Attendance Clerk/Para	Katherine Peck                       kpeck@bethelsd.org	Nurse	DeAnn Sellars             dsellars@bethelsd.org
CLASSROOM TEACHERS		SPECIAL EDUCATION
Kindergarten	Haley Arnold                    harnold@bethelsd.org	Teacher	Krista Irons                 kirons@bethelsd.org
Kindergarten	Jennifer Hardie                 jhardie@bethelsd.org	Paraprofessional	Jane Levine                 evine@bethelsd.org
Kindergarten	Danika Sanders                dsanders@bethelsd.org	Paraprofessional	Michaela Tarrant          mtarrant@bethelsd.org
		TITLE /LAP
		Teacher/Title 1	Jessica Melby               jmelby@bethelsd.org
1st Grade	Nicole Twaddle                 ntwaddle@bethelsd.org	Teacher/LAP	Teri Elery                     tmaplesele@bethelsd.org
1st Grade	Ertika Yaseen                    eyaseen@bethelsd.org	Paraprofessional	Maria Amaral               mamaral@bethelsd.org
1st Grade	Jessica Waldorf                  jwaldorf@bethelsd.org	Paraprofessional	Renae Dragoo              rdragoo@bethelsd.org
2nd Grade	Jesse Gilbertson                gilbertso@bethelsd.org	Paraprofessional	Tricia Ewert                 pewert@bethelsd.org
2nd Grade	Camilla Fredrikson             cfredrikson@bethelsd.org	Paraprofessional	Robin Parker                rparker@bethelsd.org
2nd Grade	Kelly Marsh                       kmmarsh@bethelsd.org	Paraprofessional	Lisa Sivertson               lsivertson@bethelsd.org
		Paraprofessional	Kelly Hitt                      khitt@bethelsd.org
3rd Grade	Austin Bautista                 abautista@bethelsd.org	Paraprofessional	Julie Walter-Keegan      jwalter@bethelsd.org
3rd Grade	Stacie Downey                 sjdowney@bethelsd.org	Paraprofessional	Emily Niederle              eniederle@bethelsd.org
3rd Grade	Charity Cleary                  ccleary@bethelsd.org	EL
4th Grade	Kayla Kupinski                  kkupinski@bethelsd.org	Teacher/EL	MelissaWorkman            myworkman@bethelsd.org
4th Grade	Tasha Hoskins                  thoskins@bethelsd.org	Paraprofessional	Parker Hurley                 phurley@bethelsd.org
4h Grade	Raymond Malibam            rmalimban@bethelsd.org	PRESCHOOL
5th Grade	Brian Corpuz                    bcorpuz@bethelsd.org	Teacher	Theodore Goodreau tgoodreau@bethelsd.org
5th Grade	Luke Krumwiede               krumwiede@bethelsd.org	Teacher	Nicole Waite                   nwaite@bethelsd.org
K-3 Specialist	Jessie Nordquist                jnordquist@bethelsd.org	Family Support	Carol Hogan                   chogan@bethelsd.org
SPECIALISTS		Paraprofessional	MariaValenciaChhun        mvalenciac@bethelsd.org
PE	Shane Hosley                  shosley@bethelsd.org	Paraprofessional	Ashley Johnson               ashjohnso@bethelsd.org
Music	Stacy Figuracion              svanhoeke@bethelsd.org	Paraprofessional	Michelle Pearson             mpearson@bethelsd.org
Library	Spring Robbins                shartke@bethelsd.org	Paraprofessional
Library Clerk	Patty Awadjie                  pawadjie@bethelsd.org	Child Nutrition
Band	Michael Mercer                mmercer@bethelsd.org	SLP
Art	Jesse Crooks                   jcrooks@bethelsd.org	CHILD NUTRITION
Orchestra	Rebekah Doll                   rdoll@bethelsd.org
		Cook	Brittany Berkey            bberkey@bethelsd.org
CUSTODIANS		Helper
Head Custodian	Svetlana Prodan              sprodan@bethelsd.org	RECESS/LUNCHROOM SUPERVISORS
PM Custodian	Irina Ostapets                  iostapets@bethelsd.org	Recess	Melissa Gibbons            mgibbons@bethelsd.org
		Lunchroom	Diane Dunton               ddunton@bethelsd.org
		Lunchroom	Sonya Scott

Our #1 priority is to keep our staff, students, and families safe & healthy. 

To do so, please follow our Office Safety Protocol below.

Thank you so much for your help! We appreciate you!

Requirements

1. Masks are required for every person except those who are 4 years old & younger.
2. Everyone sanitizes hands before entering the building/breezeway/office.
3. Practice social distancing by keeping at least 3 feet away from others.
4. One family in the breezeway at a time. One family in the office at a time.

Office Safety Protocol

1. Push button, show ID, and wait for the signal to enter the building.
2. When given signal to enter the building, everyone uses hand sanitizer to sanitize hands.
3. After sanitizing hands, look to see if other families are in the office.
1. If others are in the office, wait in the “foyer” until given signal to enter the office.
2. If others are not in the office, walk through the “Enter Here for Office” door
4. Once in the office, walk to the counter with the glass barrier. 
5. Explain the reason for your visit so staff may help you with your request.
6. Once request has been completed, exit office through the “Exit Office Here” door.
7. Exit the building through the “Exit Building Here” door.

Thanks for visiting and have a fantastic day!

Volunteers

At this time we are unable to have volunteers in the building. If you are interested in supporting your child’s classroom, please contact your child’s teacher for opportunities that could be done remotely. 

Parent-Teacher-Student Conferences 

Formal conferences are scheduled twice a year. Parents/guardians may also set up conferences with the classroom teacher at other times as needed.  

Bethel District Policy - School Board/Policies

www.bethelsd.org

ParentVUE is one part of the new Synergy system for managing student data. This will be a huge system change with some great improvements for both families and educators. Synergy will provide a modern interface, improved communication tools, and dedicated apps for individual user groups.

The ParentVUE web portal and mobile app will serve as direct lines to your child’s classroom – anytime, anywhere, and in any language, so you always have access to the information you need to help your child succeed.

You’ll be able to see upcoming assignments so you’ll know what’s due, and when. You will have access to class websites with documents and teacher-recommended resources, grades for each class, and notifications about missing assignments. You can also sign up to receive alerts anytime your child’s grade falls below a level you specify.

All of this shows up in real time, as soon as it’s posted.

Both ParentVUE and StudentVUE will be available in Self Service on student iPads, on any web browser, or in the app store on your personal device.

Click here to watch a brief video introduction to ParentVUE: https://vimeo.com/396566366

Click HERE to login to ParentVUE

  

Are you a parent or guardian of an existing or returning student(s)?

ParentVUE is the main portal to enroll new students and to complete the required annual information updates. Parents will receive an email to the address we have on file that describes the process for activating your ParentVUE account. Please follow the instructions within that email to activate your account. When you first sign in, you will view the Introduction page. Please read through this information and click "Continue" at the bottom to be guided through a process to validate your student's information. If you did not receive this email, please check your Junk or Spam folders. If you still did not receive it, please contact us at ParentVUE@bethelsd.org.

PARENT NEWSLETTERS

Parent newsletters called the “Paw Print” and school information will be shared electronically via email. If we have your current email address, please watch regularly for communication from the school. If we don’t have your current contact information, please contact the school. 

CLASSROOM SEESAW/CANVAS ACCOUNTS

At the start of the school year, your child’s teacher will send home information to create a Seesaw OR CANVAS account for you to have access to view posts/assignments from your child during the school day. Your child will love sharing their best works with you and receiving feedback from you on how proud you are of their hard work! Look for this information coming home at the start of the school year.

PEACHJAR

Peachjar is an electronic communication tool that Bethel School District uses as well as Spanaway Elementary. Flyers and other items will be sent to the email address that we have on file. Some of the information sent comes directly from our school and others include information about community organizations and opportunities for your family to participate in. 

ONLINE

Bethel School District Website www.bethelsd.org

Spanaway Elementary Website-www.bethelsd.org/ses

Spanaway Elementary Facebook Page https://www.facebook.com/spanawayelementary/

 

AUTO-CALLS

Throughout the school year we will keep you up-to-date on events, other important information and reminders via auto-calls. If you miss these calls, they will go to your voicemail. Please listen to the entire voicemail before calling the school. If you have questions after listening to the auto-call, please do not hesitate to contact us. 

EMAIL

Throughout the year your child’s teacher, the school and district may send communication through email. Please be sure we have the correct email on file so you can receive the most up-to-date information. 

Spanaway Elementary attendance policies and procedures are in accordance with Bethel School District policies. They are summarized below. Full language of the policies is available upon request. 

Daily Attendance - District Policy 3121

Parents are responsible for sending their children to school as required by RCW 28A.225.010; to make sure their children are in school on time each day; to encourage their children to come to school with a mental attitude which fosters learning; to communicate accurately with the school concerning their child’s absence. 

Make-Up Work - District Policy 3122 

A student will have the right to make up work for an excused absence provided arrangements are made with the teacher to do so within a reasonable length of time. A student may be required to make up work for unexcused absences.

Activities

Any student participating in an after school or evening activity is expected to attend school on the day of the scheduled activity. Attendance for all classes the following day is also expected. For weekend activities, attendance in classes the previous Friday is required. Failure to comply with these attendance regulations may result in a student being declared ineligible and not allowed to participate. Any exceptions require coach or principal approval.

Becca Bill

The “Becca Bill” (SB 5439) is our state’s truancy law.  Unexcused absences are subject to a BECCA conference. The BECCA Bill supports the state mandate for students to attend school regularly. When a pattern of attendance concerns become evident, parents will be called in for a conference, at which time attendance and grades will be reviewed to initiate an action plan for attendance and making up assignments.

Attendance Arrival/Dismissal Guidelines

Absences from school for more than 50% of a student’s scheduled day are unexcused unless it meets
one of the reasons for excused absences.
For in-person learning, class begins promptly at 8:35. The times below reflect start time of 8:35 during in-person learning.

 

Students arriving between 8:35-11:50 AM	AM TARDY
Students arriving after 11:50	HALF DAY ABSENCE AM
Students departing before 11:50	HALF DAY ABSENCE PM
Students departing between 11:51-3:05 PM	EARLY DEPARTURE (marked as a Dismissal)

Guidelines for Tardies/Absences

• 3 excused/unexcused absences within a 30 day period = letter home and/or phone conference with Assistant Principal or Counselor
• 5 excused/unexcused absences within a 30 day period = enter into an agreement with the student and parent that establishes school attendance requirements 
• 7 unexcused absences within a 30 day period or 10 unexcused absences within a year = Becca Bill (see “Law/Policies” above)
• 10 excused/unexcused absences within the school year = face-face conference with the Assistant Principal or Principal.
• If absences continue, a doctor’s note may be required. 

    **      If the parent/guardian does not attend the conference, the conference will be conducted with the student and school official.

Attendance at Spanaway Elementary

Did You Know?

• Starting in kindergarten, too many absences can cause students to fall behind in school.
• Missing 2 days per month or about 18 days per year can make it harder to learn to read.
• Students can still fall behind if they miss just a day or two days every few weeks.
• Being late to school does affect attendance.
• Absences affect the whole classroom because the teacher has to slow down learning to help students catch up.
• Attending school regularly helps students feel better about school—and themselves. 
• Start building positive attendance habits early so students learn right away that going to school on time, every day is important. Good attendance will help students do well in high school, college, and at work.

 

 HOW CAN YOU HELP?

• Avoid medical appointments and extended trips when school is in session.
• Set a regular bedtime and morning routine.
• Lay out clothes and pack backpacks the night before.
• Find out what day school starts and make sure your student has the required shots.
• Introduce your student to their teachers and classmates before school starts to help them transition.
• Don’t let your student stay home unless they are truly sick. Keep in mind complaints of a stomach ache or headache can be a sign of anxiety and not a reason to stay home.
• If your student seems anxious about going to school, talk to teachers, school social worker or counselor, or other parents for advice on how to make your student comfortable and excited about learning.
• Develop back-up plans for getting to school if something comes up. Call on a family member, a neighbor, or another parent.
• Remember you are part of the Jaguar family and we are here to support. Contact us at anytime.

 

Student/Parent Procedures

• Students arriving late to school will go directly to the attendance clerk in the office, Mrs. Lee.  Students without a guardian’s/doctor’s excuse will be marked unexcused. 
• Phone calls to our attendance clerk at 253-800-5393 stating the reason for lateness or absences are required and will be excused if they meet the criteria listed above. 
• If your student is leaving the school before our dismissal time (3:05), parents/guardians must complete a sign-out form located in the office. 
• Get a “Pre-arranged Absence Form” from the attendance office (at least 4 days prior) to report upcoming absences extending 4 or more days.  The administrator may or may not excuse the absences depending on the reason for the absences (see above) and the student’s academic status. 
• Students will make up all work and tests as determined by their teachers.  It is a student/parent’s responsibility to check with teachers about work that is to be made up and when the work is to be turned in.
• Parents/Guardians are encouraged to view “ParentVue” on our district website (www.bethelsd.org) to report absences.  Contact our office (253-800-5300) if you are new to ParentVue and need more information.
• If you would like additional support to increase your child’s attendance, please reach out to our school social worker at (253) 800-5370 and/or refer to the Bethel School District Resources Website (www.bethelsd.org/domain/4979).

 

Excused Absences	Unexcused Absences
Sick/Injury/Health	Slept Late
Family Emergency	Parent Running Late
Doctor/Dentist Appointment	Missed the Bus
Religious/Cultural Observance/Migrant Status	Car Trouble/Traffic
Safety Concerns Related to Threats, Assaults, Bullying	Late Night/Activity
Suspensions/Expulsions/Emergency Expulsions	Late Ride or No Ride
Court/Legal Appointment	Parent Sick
Bereavement	Vacation
District/School Authorized Activities

My Student Eats a School Provided Lunch

For the most up-to-date information about meals and meal service visit bethelsd.org/meals - ALL STUDENTS EAT FREE THIS YEAR!

FREE AND REDUCED PRICED MEALS

All students whose family income falls within the guidelines set by the United States Department of Agriculture may qualify for free or reduced meals. Applications for the Free or Reduced Price Meal Program can now be filled out online at emealapps.bethelsd.org.

STUDENT MEALS PROGRAM

Students in grades K-5 are assigned a lunch account that enables them to maintain a balance to cover meal purchases. All meal purchases are tracked on the computer system. Most families send bi-weekly or monthly checks (made payable to Spanaway Elementary). Students need to bring his/her meal money in a sealed envelope. On the outside of the envelope please write the student’s name, teacher, and the amount enclosed.

 

PAYPAMS

You can now pay for your child’s school meals online at www.paypams.com

We show our best learner skills every day!

 

Area	Be Safe	Be Respectful	Be Responsible
Arrival and Dismissal	Use sidewalks & crosswalks Walk at all times 3 feet apart Walk directly to class Walk bicycles on school grounds Bicyclists must wear helmets Sanitize your hands before entering the building Wear a mask	Use kind words & actions Follow adult directions Respect others property	Arrive on time Leave on time
Bus	Stay behind the railing while you wait to board your bus Keep hands and feet to self Walk in a single file line 3 feet apart Wear a mask	Use kind words & actions Level 2 voice so the bus driver can get you home safely Use affective statements (I feel… when …) Let others sit next to you on the bus unless you have assigned seats Follow the directions of your bus driver at all times	Keep a 3 foot distance while walking in line Walk directly to/from your bus Kindergartners in line first
Walking To and From School	Cross only at the crosswalks Walk on sidewalks & trails  Be aware of your surroundings Wear a mask	Make sure drivers see you before crossing in front of the bus	Walk directly home or directly to school
Emergency Procedures and Drills	Follow procedures with Voice level 0 Walk safely 3 feet apart Keep hands & feet to yourself Stay single file & on route when evacuating Find line or place as quickly as possible and stay there Wear a mask	Voice level 0 Listen & follow directions	Voice level 0 Stay single file Follow directions immediately – the first time they are given
Lunch	Wash/sanitize hands before eating Stay in seat until dismissed Keep hands and feet to yourself Keep a 3 foot distance Eat own food only Wear a mask when not eating	Voice level 2 Say please & thank you Give others personal space in line Respectfully follow adult instructions the first time given.	Clean up my own area Recycle Appropriate conversation Take only the amount of food you are going to eat. Use hand signals to show needs
Bathrooms	Wash hands, use 2 pumps of soap and keep water in the sink for at least 20 seconds Keep a 3 foot distance Wear a mask	Voice level 0 Give others privacy What comes out of your body goes in the potty	Return to class promptly Enter bathroom with empty hands 3 turns for paper towel Put all litter in garbage can

 

Area	Be Safe	Be Respectful	Be Responsible
Health Room	Follow the adults’ directions Walk directly to the health room Keep 3 foot distance Wear a mask	Check in at the office if no adult is in health room Give others privacy	Voice level 1
Hallways and Stairs	Walking feet Walk on right side Shoulders behind shoulders Keep 3 foot distance One stair at a time Keep one hand on the rail Wear a mask	Voice level 0 Hold the door open for the person behind you Keep body to self Allow others to pass	Voice level 0 Go directly to your destination
Jaguar Pride/ Assemblies	Go directly to class line and sit down Hands & feet to yourself Keep 3 foot distance Wear a mask	Voice level 0 during presentation Eyes on speaker Allow anyone to sit next to you Respect personal space Sit criss-cross on bottom Respectful applauding	Watch &  listen for attention signal and respond immediately Follow directions Set a good example for others Remember line expectations

 

Play Area	Be Safe	Be Respectful	Be Responsible
Overall	Walk to and from the playground 3 feet apart Keep your hands & feet to yourself Stay away from the fence Stay within the “zones” Food free zone Keep wood chips & rocks on the ground Be aware & use caution with equipment Use the bench for sitting Wear a mask Be 6 feet away from others in mask break areas	Play by the rules Include everyone Play only with approved equipment Share & take turns Bully Free Zone Use school appropriate language	Voice level 0 before entering the building Be where an adult can see you Circle up quickly in designated area when the whistle is blown 2 long times Return equipment

WHAT IS PBIS?

PBIS is short for Positive Behavioral Intervention & Supports. It is a proactive, team-based framework for creating and sustaining safe and effective schools. Emphasis is placed on prevention of problem behavior, development of prosocial skills, and the use of data-based problem solving for addressing existing behavior concerns. School-wide PBIS increases the capacity of schools to educate all students utilizing research-based school-wide, classroom, and individualized interventions.

PBIS PHILOSOPHY AT SPANAWAY

At Spanaway, we believe in:

• Explicitly teaching, re-teaching, and reinforcing behaviors using common language
• Consistently acknowledging positive behaviors
• Building positive, respectful relationships between students, teachers, and families
• Knowing our students and proactively addressing possible triggers
• Providing students with tools, support & strategies to reach behavioral goals & build confidence in their abilities
• Using data to make decisions, establish goals, and celebrate successes
• Implementing restorative practices

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WHAT ARE RESTORATIVE PRACTICES?

A restorative school is one which takes a restorative approach to resolving conflict and preventing harm. Restorative approaches refer to a range of methods and strategies which can be used both to prevent relationship-damaging incidents from happening and to resolve them if they do happen. Restorative practices provide our students with a voice and opportunities to determine next steps on their own. Restorative practices happen WITH the students not TO them.

When conflicts arise a staff member will lead the students through the following questions. They will be asked of both the student who was “harmed” and the student who did the “harm” individually. When all parties are ready, they will come together and answer the questions in front of each other so they work towards a positive solution to the problem and take ownership of their actions. 

To help those harmed by others’ actions:

• What did you think when you realized what had happened?
• What impact has this incident had on you and others?
• What has been the hardest thing for you?
• What do you think needs to happen to make things right?

To respond to challenging behavior:

• What happened?
• What were you thinking at the time?
• What have you thought about since?
• Who has been affected by what you have done?
• What do you think you need to do to make things right?

WHAT IS SEL/CLASSROOM MEETING/CIRCLES?

Morning meeting occurs in each classroom everyday to build a sense of community. These meetings are structured in a circle to build inclusion. Teachers will facilitate discussions around how students are feeling, interests, topics of concern, expectations, appreciation, etc. Each meeting will include lessons from our Second Step Curriculum. All meetings end with a class chosen mantra to start the day!

“The circle represents a fundamental change in the relationship between students and authority figures. It creates a cooperative atmosphere in which students take responsibility for their actions. Students respond because they feel respected and realize that what they say matters. Circles make students feel like partners, and they respond by working to help create a more positive atmosphere. When the light dawns in students’ minds and they begin to understand that they are truly being given a stake in their class and school, they rise to the occasion.” (Costello, Wachtel, Wachtel)

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• Recess is a break from classroom structure and expectations, children have an opportunity to take control of their play, and recess develops special skills. 
  
  
• Recess may be the only time during the day when children have an opportunity to experience socialization and real communication skills. 
  
  
• We want to be able to support them as they learn how to play well together.
  
  
• Teaching Social Skills 
  
  
• Problem Solving
  
  
• Conflict Resolution
  
  
• Healthy Play 

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Model

• The playground is divided into 8 zones, each zone will be a different game or activity.
  
  
• Students will start recess with a greeting and our school chant, be told any important announcements (like Game of the Week), and then allowed to choose which zone they would like to play in.
  
  
• Recess will be monitoring by the classroom teachers.
  
  
• Students will be taught the games in the classroom and in PE.
  
  
• When recess ends, students will be allowed to share any celebrations they have and then classes will be dismissed.

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When Recess is Better….

Conflict Resolution

Recess doesn't have to be chaotic. Kids can acquire tools to work out disagreements and differences that occur. We want to help teach kids how to solve problems and recess is a great place to practice this skill.

Leadership Skills

When they're playing with their peers, kids have a valuable opportunity to develop a sense of fairness, confidence, and communication.

Academic Success

Kids who are engaged during recess are more likely to participate in class, which means better attendance and better academic success. 

WHAT IS SECTION 504?

(Policy 2161 and 2162)

Section 504 of the Rehabilitation Act of 1973, commonly called “Section 504,” is a federal law that protects students from discrimination based on disability.  Section 504 assures that students with disabilities have educational opportunities and benefits equal to those provided to students without disabilities. To be eligible, a student must have a physical or mental impairment that substantially limits one or more major life activity. 

Under Section 504, your child has the right to:

• Receive a free and appropriate public education.
• Participate in and benefit from the district’s educational programs without discrimination.
• Be provided an equal opportunity to participate in the district’s nonacademic and extracurricular activities.
• Be educated with students who do not have disabilities to the maximum extent appropriate.
• Be educated in facilities and receive services that are comparable to those provided to students without disabilities.
• Receive accommodations and/or related aids and services to allow your child an equal opportunity to participate in school activities.
• Receive educational and related aids and services without cost, except for those fees imposed on the parents of children without disabilities.
• Receive special education services if needed. 

Under Section 504, parent/guardian has the right to:

• Review your child’s educational records and to receive copies at a reasonable cost. You will not be charged if the cost would keep you from reviewing the records.
• Ask the district to change your child’s education records if you believe that they are wrong, misleading, or are otherwise in violation of your child’s privacy rights. If the district refuses this request, you have the right to challenge the refusal by requesting an impartial hearing.
• A response to your reasonable requests for explanations and interpretations of your child’s education records.

THE SECTION 504 PROCESS

Your child has the right to an evaluation before the school determines if he or she is eligible under Section 504.   You have the right to:

• Receive notice before the district takes any action regarding the identification, evaluation, and placement of your child.
• Have evaluation and placement decisions made by a group of persons, often called a “504 team”, including persons who know your child, the meaning of the evaluation information, and the placement options available.
• Have evaluation decisions based on a variety of sources, such as aptitude and achievement tests, teacher recommendations, physical conditions, medical records, and parental observations.
• Refuse consent for the initial evaluation and initial placement of your child.

If your child is eligible under Section 504, your child has a right to periodic re-evaluations, including re-evaluations before any significant change is made in your child’s placement.

 

IF YOU DISAGREE WITH THE DISTRICT’S DECISION

If you disagree with the district’s decisions regarding your child’s identification, evaluation, educational program, or placement under Section 504, you may request mediation or an impartial due process hearing. You and your child have the right to take part in the hearing and have an attorney represent you. Hearing requests and other concerns can be made to your district’s Section 504 Coordinator:

Brian Lowney

516 176th Street East Spanaway WA, 98856

[253-800-2301], blowney@bethelsd.org

You have the right to file a complaint of discrimination with the U.S. Department of Education’s Office for Civil Rights (OCR), or to file a complaint in federal court. Generally, an OCR complaint may be filed within 180 calendar days of the act that you believe was discriminatory. The regional office is located at 915 Second Ave, Room 3310, Seattle, WA 98174-1099.

Phone: 206-607-1600/TDD: 206-607-1647

Website: www.ed.gov/OCR.

Check out the District Student Rights and Responsibilities. 

Included are live links to additional resources.

 

HARASSMENT, BULLYING OR SEXUAL HARASSMENT

(Policy 3206 and 3207)

The district is committed to a safe and civil educational environment for all students, employees, parents/legal guardians, volunteers and patrons that is free from harassment, intimidation or bullying.  "Harassment, intimidation or bullying" means any intentional written message or image – including those that are electronically transmitted – verbal, or physical act, including but not limited to one shown to be motivated by race, color, religion, ancestry, national origin, gender, sexual orientation including gender expression or identity, mental or physical disability, or other distinguishing characteristics, when an act:

• physically harms a student or damages the student's property; or
• has the effect of substantially interfering with a student's education; or

• is so severe, persistent, or pervasive that it creates an intimidating or threatening educational environment; or

• has the effect of substantially disrupting the orderly operation of the school.

Sexual Harassment—Students and staff are protected against sexual harassment by anyone in any school program or activity, including on the school campus, on the school bus, or of-campus, such as at school-sponsored field trips. 

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

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

Sexual harassment as defined below includes conduct and communication of a sexual nature.  Sexual harassment is unacceptable and will not be tolerated.  It is a violation of district policy for a student to harass any other student, employee, volunteer, or agent of the district.  Violations will be subject to discipline.  (Policy 3206)  

Student to Staff Sexual Harassment—Sexually harassing behaviors may include, but are not limited to, the following actions: remarks to or about a person with a sexual or demeaning implication, spreading sexual rumors, cornering or blocking a person's movement, using the telephone to harass, following, stalking, or any other conduct that creates a hostile environment for staff.  Violations will be subject to discipline.  (Policy 3206)

Student to Student Sexual Harassment—Student to student sexual harassment is defined as any unwanted sexual behavior, such as sexually explicit gestures with hands or through body movements, sexual teasing or jokes, pressure for dates, sexually demeaning comments, deliberate touching or pinching, cornering or blocking a student's movement, pulling at clothing, attempts to fondle or kiss, pressure for sex or any other conduct designed to embarrass or to intimidate whenever such harassment occurs on school property or at a school-sponsored event. Sexual assault and/or rape is also a form of sexual harassment and is a criminal act that will be reported to law enforcement immediately for investigation and possible prosecution.  Violations will be subject to discipline.  (Policy 3206)

Racial Harassment—Slurs are the most common form of discrimination.  A slur is defined as an insulting or disparaging remark or innuendo such as a word, phrase, or joke directed at or to any individual or group(s) which is based on perceived differences within our diverse population.  Students should be taught to appreciate individual differences and staff should model appropriate behaviors.  It is appropriate for public schools to teach these values not only as part of the curriculum but also by precluding slurs which demean others.  Slurs, in the context of a school setting, constitute a disruptive influence and students or staff who make a slur shall be subject to appropriate disciplinary action.  (Policy 5013)

How do I report harassment or sexual harassment?  You can report harassment or sexual harassment to any school staff member or to the district Title IX Compliance Officer-  Deb Carlman, Director of Equity & Achievement at 253-800-2019 or dcarlman@bethelsd.org

Non-discrimination Statement

Bethel School District is an Equal Opportunity Employer and complies with all federal rules and regulations, including Title IX, RCW 28A.640, RCW 28A.642 and Section 504. Bethel does not discriminate on the basis of sex, race, creed, religion, color, national origin, age, honorably discharged veteran or military status, sexual orientation including gender expression or identity, the presence of any disability, or use of a trained service animal by a person with a disability in its programs and activities and provides equal access to the Boy Scouts and other designated youth groups. Please contact Title IX officer Debbie Carlman,  253-800-2019, Section 504 coordinator Connie Martin, Executive Director of Special Education at 253-800-2302 or Civil Rights coordinator Debbie Carlman, Director of Equity and Achievement at 253-800-2019 with any questions or complaints.

Under the Open Records Act, the public is afforded full access to information concerning the administration and operations of the school district (policy 4040). This information is limited to records not protected by state and federal privacy laws. For more information on access to school district records, call the records department at 253-800-6000.

2021-22 Student Rights and Responsibilities