South Kitsap School District
Policy Governance
Policy Type: Executive Limitation
EL-14:
Student Rights and Responsibilities
Appropriate student conduct and behavior is essential to student learning. Therefore, the superintendent
shall not fail to:
1. Establish and implement appropriate administrative procedures on student discipline which
maintains a learning environment that is safe and promotes an effective teaching and learning
climate.
2. Establish and maintain a compelling atmosphere for student achievement in compliance with the
Rights and Responsibilities section of the 3000 series in our District Policies.
Superintendent’s Interpretation:
It is the responsibility of the Superintendent to articulate, model, and expect high standards for the rights
and responsibilities of students. This EL clearly states the expectation that District Policies that govern
student conduct are to be implemented with consistency across our system. It is the responsibility of the
Superintendent to clearly communicate these expectations to staff, students, families and the
administrative teams responsible for implementing policies and procedures relative to student conduct.
As the EL states, it is essential that the Superintendent maintain high standards for the organization as it
relates to providing the best, most positive and safe working and learning environment for staff and
students. It is the responsibility of the Superintendent to ensure that the rights of students and staff are
protected and the procedures for addressing violations are done in a manner that honors due process and
strives not only to apply consequences, but seeks learning and behavior modification,.
It is expected that all Board polices, Federal, and State Laws, and a strong belief and practice of “Hope”
will be adhered to. Strict policies and procedures relative to behaviors that place students, staff and
learning at risk will be expected; as will a compelling message and structures for character development,
positive consequences, individual responsibility, and cooperation between home and school around
shared goals for positive student behavior.
Certification:
I hereby present my monitoring report on Executive Limitations Policy EL-14 “Student Rights and
Responsibilities" in accordance with the monitoring schedule set forth in board policy. I certify that the
information contained in the report is true as of September 7, 2011.
Evidence of Compliance: September 7, 2011
At the time of this report, I believe I am in compliance with the Board’s expectations associated with
this policy. I have not, to use language consistent with EL-14, failed to establish and implement
appropriate administrative procedures on student discipline to maintain a learning environment that is
safe and promotes an effective teaching and learning climate; and I have not failed to establish and
maintain a compelling atmosphere for student achievement in compliance with the Rights and
Responsibilities section of the 3000 series in our District Policies.
Indicators Include:

SKSD is committed to working and learning environments that align with our Declaration of
Interdependence – safe, caring, connecting, challenging, healthy and hopeful! We have systemwide evidence of this priority (not simply a goal, but action and investment of time and
resources) in promoting, modeling and celebrating the behaviors we want and expect for and
from our students (intentional leadership and investments)
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o Positive and Proactive
 Character Counts in 6 schools
 Rachel’s Challenge in all Junior Highs
 Junior High Student Commitments and Pledges
 MW – “Green and Golden Rule”
 CH – “The Cedar Commitment”
 JS – “The 5 Star General Pledge”
 Kids at Hope Training and Belief System
 Self Manager Programs
 “PRRR’s” at Manchester (Practicing Respect, Responsibility and Readiness)
 Several Schools invest in professional develop for PBIS (Positive Behavior
Intervention Systems)
 Celebrations: TRRFCC Kids Programs, Nib’s, Semester and Trimester
Assemblies
 Training: SRO presentation on local gang/skater/active shooter information.
 Currently: in the planning stages of a “district wide” evening presentation with
Port Orchard police on “sexting.” A message for parents and their kids together.
Evidence of Impact:
 Hidden Creek: Washington State School of Character
 Sidney Glen: Washington State Whole Child in Action School (finalist for National
Award)
 Sunnyslope was a state honorable mention for school of character award 2010.
 Cedar Heights was identified in 2010 as “promising” practice/school of character
 Extensive Media Coverage for Junior High collaboration on Rachel’s Challenge
 Community Event for Families – Rachel’s Challenge
 2 Community Events addressing dangers of “sexting” (and technology) for families
o Partnered with law enforcement
 Assertive Accountability for Behaviors that put self and others at Risk
o Building and District Hearings
 Modeling: Nearly 50 Pal’s in our buildings working 1-1 with students
 District Partners for Whole Child
 Treasure Hunter Video – message and partners
 SKSD invited by conferences, associations, districts and ESD’s to share our work with
respects to our working, learning, community culture and relationships
Targeted Efforts:
o Addressing the legislative requirements with the new Harassment, Intimidation and
Bullying policy and procedures.
 Adopted by Board
 All Administration has been trained
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Representatives from every building have been trained
Resources given to all schools for all students to be trained
Enhanced communication – added to 11-12 Rights and Responsibilities
Handbook, included in staff newsletter, web resources for parents
 LID Day training for Deans, Administration and Counseling
o Addressing Attendance as a Barrier to Learning
 Revised language in R&R Handbook
 Intimate partnership with Juvenile Justice System
 Communication – “Attendance is Key” Message to Families