Earlier this school year, fourth- and fifth- grade students at Norman Rockwell Elementary had a special video chat with Tom Angleberger, a New York Times best-selling author.
Procedure Alternative Learning Experience Courses, Programs & Schools
The following procedures shall apply to alternative learning experience programs.
Written Plan Requirements
Every student enrolled in the program shall have a written student learning plan that is developed by a certificated teacher that defines the requirements of an individual student's alternative learning experience. The written student learning plan must include at least the following elements:
- A schedule of the duration of the alternative learning experience, including beginning and ending dates;
- An estimate by a certificated teacher of the average number of hours per week the student will engage in learning activities to meet the requirements of the written student learning plan. This estimate must consider only the time the student will engage in learning activities necessary to accomplish the learning goals and performance objectives specified in the written student learning plan;
- A description of how weekly direct personal contact requirements will be fulfilled; "Direct personal contact" means a one-to-one meeting between a certificated teacher and the student, or, where appropriate, between the certificated teacher, the student, and the student's parent. Direct personal contact can be accomplished in person or through the use of telephone, e-mail, instant messaging, interactive video communication, or other means of digital communication. Direct personal contact must be for the purposes of instruction, review of assignments, testing, evaluation of student progress, or other learning activities or requirements identified in the written student learning plan, and must at minimum include a two-way exchange of information between a certificated teacher and the student. All required direct personal contact must be documented;
- A description of each alternative learning experience course included as part of the learning plan, including specific learning goals, performance objectives, and learning activities for each course, written in a manner that facilitates monthly evaluation of student progress. This requirement may be met through the use of individual course syllabi or other similarly detailed descriptions of learning requirements. The description must clearly identify the requirements a student must meet to successfully complete the course or program. Courses must be identified using course names, codes, and designators specified in the most recent Comprehensive Education Data and Research System data manual published by the Office of Superintendent of Public Instruction;
- Identification of the certificated teacher responsible for each course included as part of the plan;
- Identification of all instructional materials that will be used to complete the learning plan;
- A description of the timelines and methods for evaluating student progress toward the learning goals and performance objectives specified in the learning plan; and
- Identification of whether each alternative learning experience course meets one or more of the state essential academic learning requirements or grade-level expectations and any other academic goals, objectives, and learning requirements defined by the school district. For each high school alternative learning experience course, the written student learning plan must specify whether the course meets state and district graduation requirements.
Enrollment Reporting Requirements
Effective the 2011-12 school year, the full-time equivalency of students enrolled in an alternative learning experience must be determined as follows:
The school district must use the definition of full-time equivalent student in WAC 392-121-122 and the number of hours the student is expected to engage in learning activities as follows:
- On the first enrollment count date on or after the start date specified in the written student learning plan, subject to documented evidence of student participation as required by WAC 392-121-106(4), the student's full-time equivalent must be based on the estimated average weekly hours of learning activity described in the student's written student learning plan.
- On any subsequent monthly count date, the student's full-time equivalent must be based on the estimated average weekly hours of learning activity described in the written student learning plan if:
- The student's progress evaluation pursuant to subsection (4)(c) of this section indicates satisfactory progress; or
- The student's prior month progress evaluation pursuant to subsection (4)(c) of this section indicates a lack of satisfactory progress, and an intervention plan designed to improve student progress has been developed, documented, and implemented within five school days of the date of the prior month's progress evaluation.
- On any subsequent monthly count date if an intervention plan has not been developed, documented, and implemented within five days of the prior month's progress evaluation, the student's full-time equivalent must not be included by the school district in that month's enrollment count. Enrollment of part-time students is subject to the provisions of RCW 28A.150.350, and generates a pro rata share of full-time funding.
- The enrollment count must exclude students meeting the definition of enrollment exclusions in WAC 392-121-108 or students who have not had direct personal contact with a certificated teacher for twenty consecutive school days. Any such student must not be counted as an enrolled student until the student has met with a certificated teacher and resumed participation in their alternative learning experience or is participating in another course of study as defined in WAC 392121107;
- The enrollment count must exclude students who are not residents of Washington state as defined by WAC 392-137-115;
- The enrollment count must exclude students who as of the enrollment count date have completed the requirements of the written student learning plan prior to ending date specified in the plan and who have not had a new written student learning plan established with a new beginning and ending date that encompasses the count date.
The district will keep on file in the appropriate school building, and have available for audit, documentation of all hours of learning activities used to determine the student’s FTE including the following:
- For students in grades K-8, written statements from the student’s parent(s) or guardian or other person designated by the written plan. These statements shall be submitted monthly, or more often at the discretion of the district staff, and shall list those hours that the student has engaged in planned learning activities while not in the presence of district staff. Reported hours shall be used to determine the FTE of the student;
- For students in grades 9-12, the student, and/or the student’s parent(s) or guardian, or other person designated by the written plan, written statements on a monthly basis, or more often at the discretion of the district staff. Such statements shall list those hours that the student has engaged in planned learning activities while not in the presence of district staff. Reported hours shall be used to determine the FTE of the student.
- The district of the student's physical residence, and shall establish procedures that address, at a minimum, the coordination of student counting for state funding so that no student is counted for more than one full-time equivalent in the aggregate including, but not limited to:
- When a resident district and one or more nonresident district(s) will each be claiming basic education funding for a student in the same month or months, the districts shall execute a written agreement that at minimum identifies the maximum aggregate basic education funding each district may claim for the duration of the agreement. A nonresident district may not claim funding for a student until after the effective date of the agreement
- When a district is providing alternative learning experiences to nonresident students under the school choice enrollment provisions of RCW 28A.225.200 through 28A.225.230 and WAC 392-137, the district may not claim funding for the student until after the release date documented by the resident district.
District Choice Programs and Schools
Choice schools are open to all students that reside within the Lake Washington School District. Families must have established residency in the district by the choice school application deadline in order to be eligible for participation in the choice school lottery. The children of district employees who reside outside of the district boundary are eligible for enrollment per RCW 28A.225.225 and therefore eligible for the choice school lottery. Students currently enrolled in a choice school are not prohibited from applying to different choice schools, however, it is preferred that students remain at their current choice school.
Students must apply to be considered for enrollment in a choice school. All choice schools will hold an informational session prior to the application due date. Attendance at informational sessions is not required as part of the application, lottery, or enrollment processes. Choice school applications will be developed and published by the district. Application due dates will be established annually by the district and posted on the district website. Incomplete or late applications will not be included in the lottery process.
All choice school lottery processes will be conducted centrally by the district. Lottery numbers will be assigned using a random number generator. Students will be assigned a unique lottery number for each school to which the student applied. The district will communicate lottery results directly to the school.
Schools will directly notify families of their child’s lottery number. If offered placement in a choice school, parents must respond within the school’s established timeframe. Timelines for response will be no less than 24 hours. When placement in a choice school is accepted, the student will be immediately removed from all other choice school waitlists.
Supplemental Information and Activities
Once a student accepts placement at a choice school, the school may request completion of supplemental information or participation in supplemental activities such as additional registration materials, academic histories, work samples, student and parent statements, and/or a site visit. Specific timelines for returning supplemental information or participating in supplemental activities will be determined by the individual school. Should a family not return supplemental materials or participate in supplemental activities in a timely manner, the building administrator will make a plan with the family to complete the supplemental information or participate in the supplemental activities.
After choice school rosters are finalized, each school will establish a waitlist based on the lottery numbers previously assigned. When openings become available, the school will offer placement to the next student on the waitlist. The family will have 24 hours to accept or reject placement. If the family declines placement at the choice school, the student will be removed from the school’s waitlist.
Each choice school will maintain a continuous waitlist. Students will be moved to the next grade level each year and will maintain their lottery placement throughout the duration of the school’s grade offerings unless placement was previously declined.
Students with Individualized Education Programs (IEPs)
Choice schools are open to all students. Students with IEPs will be entered into the choice school pursuant to the lottery process unless the IEP team has determined alternative placement. Placement decisions and service options are made by the IEP team in accordance with federal and state law and district procedures (IGB-R).
Quest Eligibility and Choice School Enrollment
Students may concurrently participate in the choice school and Quest application processes. Should a student be offered placement at a choice school, he/she may continue with the Quest selection process. Should the student be offered and accept placement in full-time Quest, he/she will be removed from the choice school and will not be placed on the waitlist.
If a student in full-time Quest applies for a choice school and is offered placement at the choice school, the student may transfer to the choice school and relinquish the Quest placement.
Students may be enrolled in full-time Quest and remain on the choice school(s) waitlist. Should the student be offered placement at a choice school, the family shall have 24 hours to accept or deny placement. Should the family not accept placement at the choice school, the student would be removed from the waitlist. Should the family accept placement at the choice school, the student will be removed from all other choice school waitlists.
Students may participate in elementary pull-out Quest while enrolled at an elementary choice school.
Elementary Sibling Preference
In recognition of the level of parent involvement and growth and developmental level of elementary age students, elementary choice school enrollment policies allow for sibling preference for students concurrently enrolled (i.e. grades 1-4) with a previously admitted sibling. Sibling preference does not apply when enrollment to the choice program or school is limited to students from the school at which the choice program or school resides.
Sibling preference is initiated only during the lottery process into the first available grade at the elementary choice school. Should the number of students with concurrently enrolled siblings in the first available grade with older siblings in the school exceed the number of spaces available, a waitlist shall be established.
Twins and Multiples
In the case of twins/multiples, each student must enter the lottery as an individual and each student will receive an individual lottery number. There is no guarantee that twin/multiples will receive admittance into an elementary choice school. However, due to the elementary sibling preference policy (outlined above), should one twin/multiple be admitted via sibling preference or lottery into the first available grade, the other twin/multiple siblings will also be accepted, provided there is space available.
Secondary Sibling Preference and Twins/Multiples
Secondary choice school programs are designed to meet individual secondary student interests. In recognition of the unique interests of individual students, no sibling preference is provided in secondary choice school lottery processes. In the case of twins/multiples, each student enters the lottery as an individual even if he/she has a twin or sibling applying for the same school. There is no guarantee that secondary twins or siblings will receive admittance into a choice school.
Donations and Volunteer Hours
Typically, choice schools do not conduct traditional student/parent fundraisers. In lieu of fundraising, schools often request a voluntary annual donation to fund extra projects and excursions that are typically funded. Each school shall communicate and make available financial scholarships/assistance for families that cannot make an annual donation.
Parent and family involvement is an important aspect of the district’s choice schools. As such, families may be asked to contribute volunteer hours on an annual basis.
No volunteer hour and/or donation requests may be used as a condition of student placement or continued enrollment.