Vancouver Virtual Learning Academy
301 South Lieser Road
Vancouver, Washington 98664
350-313-4990
Mission of Vancouver Public Schools
Excellence in Education
In partnership with home and community, Vancouver Public Schools provides an innovative learning environment that
engages and empowers each student to develop the knowledge and essential skills to become a competent, responsible, and
compassionate citizen.
Message from the Vancouver School Board
To promote a safe, nurturing and beneficial learning environment for each of our students, and to maintain order and
discipline in classrooms, playgrounds, hallways, school buses, and school sponsored activities off campus, the Vancouver
Board of Administrators adopts policies and regulations for administering discipline within each school. These policies and
regulations are developed with participation from parents and community. The policies and regulations are designed to
involve the parent and student early in the resolution of discipline problems. Annually, the principal and the certificated
staff of each school review these disciplinary procedures to ensure uniform enforcement.
Notice of Nondiscrimination
The Vancouver School District is an Equal Opportunity district in education programs, activities, services, and
employment. Vancouver School District does not discriminate on the basis of race, creed, color, religion, sex, national
origin, marital status, sexual orientation, including gender expression or identity, age, families with children, honorably
discharged veteran or military status, the presence of any sensory, mental, or physical disability, or the use of a trained dog
guide or service animal. We provide equal access to the Boy Scouts of America and other designated youth groups. We
also comply with Section 504 of the Rehabilitation Act of 1973, Section 402 of the Vietnam Era Veterans Readjustment
Act of 1974, the Americans with Disabilities Act of 1990, the Civil Rights Act of 1964, the Age Discrimination in
Employment Act, Older Worker Protection Act, and all other state, federal, and local equal opportunity laws.
If you have a physical or mental disability that causes you to need assistance to access school facilities, programs, or
services, please notify the school principal. This district endeavors to maintain an atmosphere free from discrimination and
harassment. Any person who believes he or she has been discriminated against should contact the school principal and
complete the appropriate grievance or complaint form.
You may also contact any of the following people by writing to them at Vancouver School District, PO Box 8937,
Vancouver, Washington 98668-8937 or by calling 360-313-1000: ADA – Missy Hallead; Title VII, 504 and IDEA – Sally
Charuhas; Affirmative Action – Missy Hallead; Title IX Elementary, Marianne Thompson; Title IX Secondary, Kathy
Everidge; Athletic Equity, Mick Hoffman.
Mission of Vancouver Virtual Learning Academy
Recognizing that students are individually unique, the mission of Vancouver Virtual Learning Academy is to promote the
success of each student by creating a personalized pathway to educational success through online learning. Vancouver
Virtual Learning Academy is committed to promote and plan for each student to be college, career and life ready.
Principal: Steve Lindblom
Office Hours: 8:00 A.M.-4:00 P.M., Monday-Thursday and 8:00 A.M.-3:00 P.M., Friday
VLA@vansd.org
Table of Contents
Placement ............................................................................................................................................................................. 3
Students with Special Needs ................................................................................................................................................ 3
Scheduling/Classes ............................................................................................................................................................... 3
Health and Attendance ......................................................................................................................................................... 3
VLA Safety Rules ................................................................................................................................................................ 3
Student Behavioral Expectations .......................................................................................................................................... 4
 Dress and Appearance Guidelines ................................................................................................................................. 4
 Closed Campus ............................................................................................................................................................. 4
 Plagiarism...................................................................................................................................................................... 5
 Prohibition of Firearms and Dangerous Weapons......................................................................................................... 5
 Sexual Harassment ........................................................................................................................................................ 5
 Student Management Odds and Ends ............................................................................................................................ 5
o Skateboards, Roller-blades, and Pocket Bikes ....................................................................................................... 5
o Items Prohibited at School ..................................................................................................................................... 5
o Electronic Devices (Cell Phones and Games) ........................................................................................................ 5
o Valuables................................................................................................................................................................ 5
o School Visitors ....................................................................................................................................................... 5
o Emergencies ........................................................................................................................................................... 5
Written Student Learning Plan (WSLP) ............................................................................................................................... 6
Course Syllabus .................................................................................................................................................................... 6
Weekly and Monthly Progress Review ................................................................................................................................ 6
Progress Reporting ............................................................................................................................................................... 6
District and State Assessment Overview .............................................................................................................................. 6
High School Program .......................................................................................................................................................... 6
 Class Standing Towards Graduation ............................................................................................................................. 7
 Graduates on Individualized Education Plan (IEP) ....................................................................................................... 7
 Equivalency Credit ........................................................................................................................................................ 7
 High School Credits for Specific Courses in Grades 7-8 .............................................................................................. 7
 Credit / No Credit Grading Options .............................................................................................................................. 7
 Running Start ................................................................................................................................................................ 8
 Clark County Skills Center ........................................................................................................................................... 8
Graduation Requirements ..................................................................................................................................................... 9
Post-High School Requirements ........................................................................................................................................ 10
Five-Year Planning Sheet ................................................................................................................................................... 11
Alternative Learning Experiences Requirements – P6500 ................................................................................................. 12
Bring Your Own Device FAQs and Contract ..................................................................................................................... 16
Placement
Grade placement – Upon enrollment at Vancouver Virtual Learning Academy, two criteria will be used to place students
in the appropriate grade. The first criterion is the last completed grade of the student, and the second criteria is
chronological age.
Grade level acceleration - It is not recommended that parents arbitrarily accelerate their student’s placement at Vancouver
Virtual Learning Academy. Highly capable students who wish to be considered for accelerated grade placement for a
particular class must demonstrate mastery of all grade level learning standards for that subject. Accelerated grade
placement will be considered on an individual basis and must be mutually agreed on by the parent, student, certified
teacher, and principal.
Grade level retention - While Vancouver Virtual Learning Academy recognizes that all students learn at different rates, it
is not recommended that parents arbitrarily retain their student’s grade placement at Vancouver Virtual Learning Academy.
Retention may be considered on an individual basis and must be mutually agreed on by the parent, student, certified
teacher, and program administrator.
Students with Special Needs
504
VLA is equipped to implement, review, and update 504 Accommodation plans.
IEP (Special Education)
Specially Designed Instruction will be delivered at a neighborhood school. Online curriculum may not be adaptable to meet
the details of an IEP. The principal and psychologist will review all IEPs to determine if a plan may be implemented.
Scheduling/Classes
Each student’s transcript is carefully reviewed upon enrollment to determine a personalized plan toward earning a high
school diploma.
Health and Attendance
If a student’s medication program requires that he/she have medication during school hours, the parent/guardian must
provide a signed statement from the doctor. The statement must identify the medication, dosage, and how long it is to be
taken. If the medication is not to be administered by the parent, a signed request to administer the medication must be on
file. Authorization for Administration of Medication in School forms is available in the school office. For additional
information regarding medication in school, see R5140.
All pupils enrolled in Vancouver Public Schools shall be punctual and regular in attendance. An excused absence is
identified by a written note, phone call or email by the parent/guardian for illness, medical appointments, dental
appointments, emergencies, or prearranged absences.
The Attendance Policy for VLA is described on Alternative Learning Experience enrollment forms.
Students must have contact with their consultant each week. Weekly contact may be made by lab attendance or email
contact for waiver students. Lack of contact, or an absence at a scheduled lab session will result in 5 absences without
communication by a parent explaining the reason for the absence.
VLA Safety Rules
Students must be picked up promptly at the end of their lab session. Students can not be released to adults or siblings unless
that person is listed as an emergency pick-up person.
Students will not be allowed to cross the main street in front of the school without adult supervision. Please do not park or
leave your car unattended while waiting at the front entrance. Please do not park outside of designated parking areas.
Observe the recommended driving patterns. Your child’s safety is important to us all.
Student Behavioral Expectations
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Respect all staff with appropriate behavior and respectful responses.
Be responsible.
Be cooperative.
Respect the rights and property of others.
For students who demonstrate inappropriate behaviors, the staff has a commitment toward providing experiences
to help them choose more appropriate behaviors in the future. Interventions for inappropriate behavior may
include:
1. Verbal reprimand and/or time away from the group.
2. Logical consequences.
3. Note, phone call, or conversation with parent/guardian.
4. A student plan or letter identifying the inappropriate behavior and appropriate alternatives for the future.
5. Student, parent, and teacher conference.
6. Student placed on waiver of lab attendance.
Any student who endangers the health or safety of others or whose behavior is not modified by the above mentioned
interventions will be considered a severe disruption and is subject to the Vancouver Public Schools policies for student
conduct.
No food, candy, or beverages are allowed in VLA computer lab except by special permission of the consultant.
Personal items such as iPods, DVD players, cell phones, pagers, toys, etc. are not appropriate in the classroom unless
approved by the instructor. Please leave these items at-home or with your parent.
Dress and Appearance Guidelines
Clothing helps set the tone for a positive learning environment. Adults and students are asked to wear clothing that is
appropriate for the activities at school. The guidelines are in addition to R5157 Dress and Physical Appearance, which
states that is a student’s dress and/or physical appearance disrupts the educational process or threatens the health and/or
safety of the student or others, the designated building administrator will ask the student to refrain from wearing such
apparel, jewelry, accessories or using such manner of grooming while at school or school-sponsored events.
If the student refuses to comply with the building administrator’s request, the administrator will contact the student’s
parent/guardian.
Prohibited dress or physical appearance specifically includes, but is not limited to:
 Displaying lewd, sexual, drug, tobacco or alcohol-related messages in clothing and head gear,
 Wearing apparel that indicates gang affiliation as reported by the Gang Task Force or law enforcement agencies,
 Exhibiting a bare midriff or underwear,
 Wearing shorts that are shorter than the wearer’s fingertips when arms are hanging down, and
 Wearing trench coats inside school buildings.
Any student wearing, carrying or displaying gang-related apparel or exhibiting behavior or gestures which symbolize gang
membership, or causing and/or participating in activities which intimidate or otherwise place other students in fear of
personal safety shall be subject to discipline.
The Vancouver School Board expects the Vancouver Virtual Learning Academy staff to monitor and supervise student
behavior and dress. If an adult staff member determines that a student’s choice of attire is inappropriate for the school
setting, the student will be expected to change or alter their attire. A decision not to comply with an adult staff member’s
request will result in an immediate referral to the Administrator or the Administrator’s designee.
Closed Campus (School District Policy #5113.2)
Students are not allowed to leave Vancouver Virtual Learning Academy after arriving for the computer lab session. Written
parent authorization to leave during the scheduled day will need to be presented to staff prior to the need to leave. If a note
is not provided, the parent must come to the main office to check the student out.
Plagiarism (R4396)
Plagiarism occurs when someone copies or takes the ideas or writings of others and presents them as if they were his or her
own. For example, downloading a paper from the internet and changing the words is plagiarism.
Consequences
1. Will receive an “F” for the assignment without the option of making up the work.
2. Further disciplinary action could be imposed.
Prohibition of Firearms and Dangerous Weapons (P/R4390 & P/R5160)
Guns, look alike guns, any kind of knives, laser pointers, or other weapons are never to be brought to school by anyone.
Consequences
1. Emergency expulsion from school, suspension, and/or arrest.
Sexual Harassment (P5161)
Sexual harassment is any unwelcome and sexually oriented verbal, written or physical advance or conduct received by one
student from another person (student or adult) in school, on the bus, or at school-sponsored/related activities. Conduct is
viewed as sexual harassment when is has the purpose or effect of interfering with a student’s school performance or creates
an intimidating, hostile or offensive environment as perceived by the victim.
Corrective Action
If a student believes he/she is the victim of sexual harassment, he/she has the right to tell the offender to stop. If the victim
is uncomfortable, cannot initiate this action or if the offender persists, the student should report this to a school
administrator. The student will be asked to complete a Harassment Report Form available in the main office. An
investigation will be promptly conducted.
STUDENT MANAGEMENT ODDS AND ENDS
 Skateboards, Roller-blades, and Pocket Bikes
These and other recreational transportation devices for safety reasons are prohibited on school grounds. If they are
brought to school, they will be confiscated. See P/R5156 Personal Student Transportation.
 Items Prohibited at School
Squirt guns
Choker chains
Water balloons
Pepper spray
Snowballs
Handcuffs
Stink bombs
Stun guns
Knives
Masks
Pointed studs
Any items used in a way that is dangerous or disruptive are also prohibited. Any item that disrupts the educational
process will be confiscated.
 Electronic Devices (Cell Phones and Games)
These items can only be used during lunch, before school, and after school. They can only be used or visible during
class time at a teacher’s discretion. A student who does not cooperate will have his or her electronic device confiscated.
 Valuables
Valuables and money are brought to school at a student’s own risk. We recommend that valuables are not brought to
school. This includes expensive jewelry and clothing, large amounts of money, cell phones, and electronic games. The
school is not responsible for the loss of these items.
 School Visitors
While we urge you to invite your parent/guardian to visit our school at any time, you cannot bring any other visitors on
campus. Exceptions may be made where there is an educational reason for visiting- such as foreign student or students
considering enrollment. These visits require 24-hour notice to the teachers involved, an approval from the
Administrator, and a call from parents.
 Emergencies
In the event of any emergencies, the following will hold true unless otherwise informed. Students:
1. Follow the directions of teacher and administrators.
2. Stay with your class or group.
3. Do not leave campus at any time during emergencies unless told to do so.
Written Student Learning Plan (WSLP)
The Student Learning Plan must be completed prior to the beginning of each school year or upon enrollment at Vancouver
Virtual Learning Academy. It provides important information linking your VLA class schedule to required instructional
hours. The WSLP requirements and assessment expectations are clearly identified.
Course Syllabus
All academic classes have a course syllabus to indicate the estimated weekly hours of participation, how course progress will
be monitored, the necessary instructional materials, the learning standards and grading criteria.
Weekly and Monthly Progress Review
Consultants work together to review student progress each week toward course completion. Further, a monthly review is
completed to determine if an intervention plan needs to be initiated to improve class performance.
Progress Reporting
Progress Reports/Report Cards provide a brief summary of grade level expectations in each curricular area and are completed
at the end of each semester. If a student chooses to withdrawn from a class after 30 calendar days of starting the class, a grade
of “F” will be issued. If a student withdraws prior to the 30 calendar days, the course will be removed from the student’s
transcript.
District and State Assessment Overview
Students enrolled in VLA will participate in grade-appropriate assessments required by the district and state.
MAP, Grades 6-9
The Measures of Academic Progress (MAP) tests measure subject specific comprehension of words and connected text.
MAP tests available for our use include subtests in reading, language usage, and math. The items are cross-referenced with
the learning standards and provide another means of documenting student performance. The MAP test is a computerized
system that instantly analyzes each student response and appropriately displays the next tested item based on the student’s
correct or incorrect answer. Results from this measurement give a student’s Instructional Reading Grade Level, which can
then be used when placing students in the appropriate literacy level. Using Fall and Spring norms at each grade level, student
progress can be documented over time. MAP scores are reported as “Significantly Above,” “Grade Level Median,” “One
Grade Level Below,” or “Two Grade Levels Below.”
The MAP answers the question, “Is this child maintaining consistent progress toward grade level standards in the curriculum
area being tested?”
MSP (Measure of Student Progress), Grades 3-8
HSPE (High School Proficiency Exams)
EOC (End of Course Exams)
State testing is required for full-time Vancouver Virtual Learning Academy students at grades 6, 7, 8, and 10. In this
performance based test, students are asked to give short answers, extended written answers, or problem solving responses.
The assessments are administered in March and April for High School students, and May for grades 3-8.
Subtests administered vary by grade levels:
Reading and Math – grades 6, 7, 8, and 10.
Writing – grades 7, and 10.
Science – grades 8, and 10.
Scores are reported as “Meets Standard,” “Exceeds Standard,” or “Does Not Meet Standard.”
The MSP and HSPE answers the question, “Is this student learning what they need to learn?”
The HSPE is a State requirement for graduation.
High School Program
At VLA, high school credit may be earned toward the attainment of a high school diploma. To meet district diploma
requirements, students must acquire 23 credits in 13 subjects. Each semester credit (0.5) is based on 90 hours of learning
time over the 18 week semester. Students should expect to spend a minimum of 5 hours per week per class; time learning in
class and at-home counts for each class. To remain on track to graduate, a schedule of 6 classes per semester is optimal. For
each HS graduation credit, VLA must directly monitor all classes attempted. Upon completion of 23 credits, a student’s
records will be transferred to the student’s neighborhood school in order to participate in graduation ceremonies and receive
the earned diploma. Students cannot be enrolled in more than one high school at a time unless they are accessing a course
VLA does not offer, (e.g. Video Technology), participating in Running Start, or attending Clark County Skills Center. VLA
will not share enrollment with more than one other school.
Class Standing Towards Graduation
Students are placed in a grade level based on when they entered 9th grade. It should be noted that in order to graduate in four
years, they must make satisfactory progress each year towards earning credits towards graduation. In most cases, the
following is a guideline to judge whether a student is making adequate progress.
9th Grade5.5 credits earned by end of school year
10th Grade11.0 credits earned by end of school year
11th Grade16.5 credits earned by end of school year
Anyone earning less than 14.5 credits at the close of the junior year should plan on a fifth year to finish high school.
12th Grade23 credits earned by end of school year
Students with credits between 14.5-16.5 must have a realistic plan for credit recovery on file with the Guidance Counselor
before scheduling senior level classes including CWP and Senior English.
Graduates on Individualized Education Plan (IEP)
Students who are on an IEP are expected to complete the district graduation requirements as well as complete their IEP goals,
unless an IEP team determines that he/she requires modified expectations due to an identified disability. The IEP team
should begin evaluating a student’s graduation requirements at the time of their Sophomore year and an addendum will be a
part of the IEP document to outline any modified graduation requirements.
Equivalency Credit
Washington state law allows students to earn equivalency credit in Career and Technical Education (CTE) courses that have
been approved for equivalency credit by the district. Equivalency credit is defined as credit earned in a course in one subject
area that satisfies an academic requirement in a different subject area. Students should meet with the counselor to inquire
about equivalency credit and the academic course equivalency options. College bound students are encouraged to check with
each college they may apply to in order to determine if each college will accept equivalency credited courses for college
admissions.
High School Credits for Specific Courses in Grades 7-8
Students currently enrolled in grades 9 through 12 in the Vancouver Public Schools may petition for high school credit
toward graduation if they have successfully completed a world language, Algebra and/or Geometry in grades 7 and 8.
World Language
The world language program offered at the middle school level is a two-year sequence. Both years combined equal one year
of high school world language. Students who successfully complete world language in both grades 7 and 8 may request that
one credit be added to their high school transcript. No partial credit is given.
Mathematics
The Algebra and Geometry courses taught in the middle school are comparable to high school courses. Students who
successfully completed Algebra and/or Geometry in Middle School may apply for High School credit.
It should be noted that, if students seek high school credit for these specified courses, the grade(s) they earned in the
applicable classes will be included in calculation of their high school GPA. Students are responsible for filing the appropriate
paperwork. Application forms are available from the VLA Administrator.
Credit / No Credit Grading Options - Vancouver high schools permit an alternative grading system (credit/no credit) as
follows:
•
•
•
•
•
•
The request for credit/no credit must be initiated by the sixth week of the semester.
Once the option has been approved, it remains in place for the semester. There will be no changes back and forth
from grading on CR/NC.
Courses required for high school graduation are not eligible for the alternative grading system.
“CR” (credit) – The student’s achievement demonstrates satisfactory progress in the mastery of knowledge and
skills presented in the course.
The “CR” or “NC” marks are not computed as part of the student’s high school grade point average.
The NCAA (National Collegiate Athletic Association) computes courses taken credit/no credit as a “D” in its
core course calculation.
Running Start
“Running Start” is another program which can lead to college credit, and it is operated in conjunction with Clark College.
Students have the opportunity as juniors and seniors to take courses at both their home school and Clark College. Credits
earned count toward both high school graduation and community college degree programs. Anyone interested in enrolling in
classes at Clark through this program should consult the Running Start program guidelines available from the high school
counselor within the Vancouver School District.
Clark County Skills Center
The Clark County Skills Center began in 1983 as a cooperative educational venture between eight Southwest Washington
School Districts. The vision of those districts was to create a school, in partnership with business, "to prepare students for the
work force" by offering students the opportunity to be trained in technical career areas too expensive for a single district to
fund. The specific programs for study at the Skills Center are: Automotive Technology, Construction Technology, Diesel
Technology, Electro-Digital Technologies, Financial Customer Service, Fire Science, Pre-Engineering/Design Technology,
and Travel and Hotel Management. Students have the opportunity as juniors and seniors to take courses at both their
neighborhood school and the Skills Center. Anyone interested in enrolling in classes at the Skills Center should consult with
the VLA Guidance Counselor at the beginning of the 10th or 11th grade years.
Vancouver Schools Graduation Information
All Washington public school students must meet four graduation requirements:
1. The minimum local school district graduation requirements
2. Pass the high school reading and writing HSPE and the appropriate math and science (class of 2015) end
of course assessments or approved alternative to earn a Certificate of Academic Achievement.
3. A culminating high school project (Culminating Project)
4. A post-high school plan (Culminating Assessment Portfolio – CAP)
MINIMUM VANCOUVER SCHOOL DISTRICT GRADUATION REQUIREMENTS:
Classes of 2013
and Beyond
English
4.0 Credits
Mathematics
3.0 Credits*
Social Studies
CWP
1.0 Credit
U.S. History
1.0 Credit
Social Studies (1.0 World Themes: Washington Perspectives)
1.0 Credit
Science (Lab)
2.0 Credits
Occupational Education
1.0 Credit
Physical Education
1.5 Credits
Health-Wellness
0.5 Credit
Visual or Performing Arts (1 full year of the same type of art form)
1.0 Credit
Electives
Culminating Project & Culminating Assessment Portfolio (CAP)
6.5 Credits**
0.5 Credit
(includes High School and Beyond Plan)
Total Credits Required to Graduate
23.0 Credits
Total Credits Possible
24.5 Credits
*The 3 Math Credits consist of:
• Integrated Math I/Algebra, Integrated Math II/Geometry, and Integrated Math III/Algebra 2; or
• The third credit may also be completed through election of an alternative math credit that leads to a
specific career goal identified in the High School and Beyond Plan. This option requires completion of
the documentation for students choosing a third credit of math other than Integrated Math III or Algebra 2
including parent signature.
**Elective credit toward graduation requirements shall be granted to students who meet or exceed the state
standard in any of the two parts of the Grade 10 HSPE. Each of the two parts of the HSPE is worth 0.25 credit.
A maximum of 0.5 credit earned from passing both HSPE parts may be applied to a student’s minimum
requirements for graduation from the Vancouver Public Schools.
POST-HIGH SCHOOL REQUIREMENTS
4-YEAR COLLEGE ADMISSIONS REQUIREMENTS
College-bound students should be aware that entrance requirements may vary from college to college. Students who have
already decided which college they wish to attend should go to the Career Center to research the entrance requirements for
that school. Students who are undecided should consider the following general guidelines.
The four-year public universities in Washington require the following for admission:
English
4 Years
Social Studies
3 Years
Mathematics
3 Years (through Integrated Advanced Algebra as a minimum)
World Language
2 Years (same language)
Visual or Performing Arts
1 Year
Science
2 Years (1 year must be a lab science)
(WWU requires that one be chemistry or physics)
In addition, students planning to attend a four-year college/university should take the SAT I/ACT.
CAREER/TECHNICAL AND COMMUNITY COLLEGE REQUIREMENTS
This category of training represents 65% of all career and job opportunities in Washington State. There are many educational
institutions for career/technical education in addition to many community colleges throughout the state of Washington.
Regular admission leading to an AS degree (Associate of Science, one to two year program certification) or an AA degree
(Associates of Arts leading to a BA degree), students need to complete the following:
1.
As many math and science courses as possible.
2.
Submit an official high school transcript or GED test results.
3.
Complete entrance exams.
It is strongly recommended that students take the same course of study required for entrance to a 4-year college.
REQUIREMENTS FOR MILITARY SERVICE
The armed forces constitute America’s largest employer. Military service provides educational opportunities and work
experience in literally hundreds of occupations. The following are important requirements to keep in mind if planning to
enter a branch of the military:
1.
2.
High School Diploma Required
No criminal record
3.
4.
At least 17 years of age
Drug free life-style
WEBSITE RESOURCES FOR FINANCIAL AID INFORMATION
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www.finaid.org – Financial aid information
www.collegeboard.org – Scholarship/financial aid info.
www.mapping-your-future.org – Links to scholarships
www.collegeplan.org – Links to college web pages
www.ed.gov – Links to financial aid
www.usnews.com – Information on how to pay for school
www.act.org – College search/applications
www.collegenet.com – Database of 4-year schools
5.
6.
Physically qualified
Good moral character
FIVE-YEAR PLANNING SHEET
Requirements
Subject
HS 4 year
8th
Diploma College
9th
Grade
10th
Grade
Visual or
Performing Art*
1.0
1.0
English
4.0
4.0
English
English
Math
2.0
3.0
Math
Math
Wash. State
History
0.5
0.5
Wash. State
Social Studies
0.5
0.5
World History
U.S. History
1.0
1.0
CWP
1.0
1.0
Science
2.0
3.0
Integrated
Science
Occ Ed.
1.0
1.0
Technology
P.E.
1.5
1.5
PE
Health
0.5
0.5
Elective
7.5
3.5
World Language
0
2.0
Senior
Project/Portfolio
0.5
0.5
23.0
23.0
TOTAL
11th
Grade
English
12th
Grade
English
Post-High School Plan
(circle your plan)
Four-year college or University
(special entrance requirements)
Two-year college, transfer to fouryear college
(high school diploma required)
Vocational/Technical Training
 Community College
 State Technical School
 Other specialized school or college
(high school diploma required)
U.S. History
CWP
Biology
PE
Health
Military
 Enlist (high school diploma
required)
 ROTC (special entrance
requirements)
 Prep. School (special entrance
requirements)
 Academy (special entrance
requirements)
Apprenticeship
(high school diploma required)
Work; On-the-Job Training
(high school diploma required)
Other:
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*1 year course to be completed during high school
|
|
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Alternative Learning Experiences Requirements - P6500
Alternative Learning Experience Requirements
I. Definitions
A. Alternative Learning Experience means a course or a set of courses developed by certificated staff and documented
in an individual written student learning plan for any student who meets the definition for enrollment. It is the basis for
determining part-time or full-time equivalency enrollment for the purpose of claiming state funding in accordance with
the requirements of WAC 392-121-182.
Alternative Learning Experience is separate and distinct from alternative learning experience described in Policy and
Regulation 5126, Graduation, which is solely a basis for an individual student to receive credit, without any fiscal
impact to the district, and is referenced at WAC 180-51-075.
B. Home based means instruction consisting of planned and supervised instructional and related educational activities,
including a curriculum and instruction in the basic skills of:
. occupational education
. science
. mathematics
. language
. social studies
. history
. health
. reading
. writing
. spelling
. the development of an appreciation of art and music,
provided for a number of hours equivalent to the total annual program hours per grade level established for approved
private schools under RCW 28A.195.010 and 28A.195.040.
To qualify as home based, the activities must be:
1. Provided by a parent who is instructing his or her child only and is supervised by a certificated person. A certificated
person for purposes of this regulation shall be a person certified under chapter 28A.410 RCW.
Supervised by a certificated person" means: The planning by the certificated person and the parent of objectives
consistent with RCW 28A.410; one contact per week with the child being supervised by the certificated person; and
evaluation of such child's progress by the certificated person; or
2. Provided by a parent who is instructing his or her child only and who has either earned forty-five (45) college level
quarter credit hours or its equivalent in semester hours or has completed a course in home-based instruction at a
postsecondary institution or a vocational-technical institute;
or
3. Provided by a parent who is deemed sufficiently qualified to provide home based instruction by the Superintendent of
the local school district in which the child resides.
C. A parent for the purpose of this regulation means a parent, guardian or a person having legal custody of a child. If the
student is eighteen (18) years or older, or is legally emancipated, the procedures for the parent in this regulation may be
exercised by the student.
II. Student Learning Plan
The written plan, based on state and district academic learning standards, will include, but not be limited to:
A. (1) A beginning and ending date for the learning experience; (2) an estimate by a certificated teacher of the average
number of hours per week, based on the student's grade level requirements as outlined by the state, that the student will
engage in learning activities to meet the requirements of the student's learning plan; (3) a learning plan that is
developed, supervised, monitored, evaluated and documented by a certificated teacher;
B. A description of how weekly contact requirements will be fulfilled;
C. A description of the specific learning goals and performance objectives of the learning experience, which may be
detailed through the use of a course syllabi or other similarly detailed description of the learning requirement;
D. Identification of the certificated teacher responsible for each course;
E. Identification of instructional materials essential to the successful completion of the learning plan; and
F. A description of timelines and methods for evaluating student progress toward the learning goals and performance
objectives specified in the learning plan;
G. Courses of study awarded high school credit must comply with the State Board of Education WAC 392-410 and 18051 for course equivalencies and graduation requirements.
III. Accessibility Requirements
Alternative learning experiences shall be accessible to all students, including those with disabilities. Students who reside
outside the Vancouver School District will be admitted on a space-available basis in accordance with Policy and
Regulation 5115,
Attendance Areas and Boundary Exceptions.
A. Alternative learning experiences for special education students shall be provided in accordance with chapter 392172A WAC. The educational needs of a student with an IEP or 504 plan will be reviewed by appropriate district special
education staff to determine whether the student's needs can be met in the requested alternative learning experiences
placement, or, if not, whether to coordinate with a service provider at another school site.
B. Home-based education students may enroll part-time in alternative learning experience programs. The school district
maintains primary responsibility and accountability for the development, implementation, and evaluation of the
alternative learning course of study.
C. Curricula, course content, instructional materials, and other learning resources essential to successfully complete the
requirements of the written student learning plan shall be consistent in quality with those available to the districts
overall student population. It is the responsibility of Vancouver School District to ensure that students have the
resources needed for their student learning plan.
No expenditures related to the written student learning plan will be reimbursed by the district.
D. Work-based learning as a component of the alternative learning experience course of study shall be subject to the
provisions of WAC 392-410-315 and 392-121-124.
E. A description of the differences between home-based instruction pursuant to RCW 28A.200 and enrollment in the
alternative learning experiences available shall be provided to the parents of the student prior to enrollment and a signed
document attesting to his/her understanding of the difference shall be retained by the district and made available for
audit.
F. Reliable methods to verify a student is doing his/her own work shall be instituted. These methods may include
examinations or projects, including the use of web cams or other technologies, proctored by an adult authorized by the
school district.
IV. Curriculum and Course Requirements
Alternative learning experience curriculum and course requirements will be based on state and district academic
learning requirements and course expectations and will be defined in accordance to those standards.
V. Student Performance and Progress Evaluation
Student performance will be supervised, evaluated, and recorded by certificated school district staff through a variety of
methods including, but not limited to: testing, discussion, review of written work, projects, presentations, and portfolio
documentation.
A. Each student shall have weekly direct personal contact with certificated staff. Direct personal contact may include
the use of telephone, e-mail, instant messaging, interactive video, and digital or other means of communication, as well
as face-to-face meetings.
B. Each student's educational progress shall be reviewed at least once each calendar month. The progress evaluation
shall be based on the learning goals and performance objectives defined in the written student learning plan.
C. The monthly progress evaluation shall be conducted by school staff and shall include direct personal contact with the
student or if in K-8 with the student's parent. Direct personal contact may include the use of telephone, e-mail, instant
messaging, interactive video, and digital or other means of communication, as well as face-to-face meetings. The results
of the evaluation shall be communicated to the student and, where possible, the student's parent(s).
D. Based on the progress evaluation, school staff shall determine whether the student is making satisfactory progress in
completing the learning objectives and reaching the learning goals and performance objectives defined in the written
plan.
E. If the student fails to make satisfactory progress for no more than two (2) monthly consecutive evaluation periods or
if the student fails to follow the written student learning plan, an intervention plan designed to improve student progress
shall be developed and implemented. This intervention plan shall be developed by school staff in conjunction with the
student and, for students in grades K-8, the student's parent(s). At a minimum, the intervention plan will include one of
the following: (a) increasing the frequency or duration of direct personal contact for the purposes of enhancing the
ability of the certificated teacher to improve student learning; (b) modifying the manner in which direct personal contact
is accomplished; (c) modifying the student's learning goals or performance objectives or (d) modifying the number of or
scope of courses or the content included in the learning plan.
F. If, after no more than three (3) subsequent monthly evaluation periods, the student is still not making satisfactory
progress, a revised student learning plan designed to more appropriately meet the student's educational need shall be
developed and implemented.
G. The educational progress of a full-time enrolled student shall be assessed annually using the state and district
assessments for the student's grade level. Students enrolled part-time shall also be assessed annually unless they are
receiving home-based instruction under chapter 28A.200 RCW or are enrolled in an approved private school under
chapter 28A.195 RCW and are required to participate in the assessments required under chapter 28A.655 RCW.
H. Students residing in Vancouver School District boundaries and enrolled full-time in another districts alternative
learning experience schools, programs, or courses shall have the opportunity to participate in any required annual state
assessments in the Vancouver School District, subject to the districts planned testing schedule.
VI. Enrollment Reporting
The full-time equivalency of students enrolled in alternate learning experience programs and overall ratio of certificated
instructional staff to full-time equivalent students shall be determined as follows:
A. The overall ratio of certificated instructional staff to full-time equivalent students enrolled in the alternative learning
experience programs and courses, including those that rely primarily on digital curriculum, shall be explicitly identified
and approved by the Vancouver School District Board of Directors.
B. Using 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, enrollment reporting shall be determined as follows:
1. On the first enrollment count date on or after the start date specified in the written student learning plan, the expected
average weekly hours of learning activity described in the written student learning plan.
2. On subsequent monthly count dates, if the student's progress evaluation indicates satisfactory progress, the student's
full-time equivalent shall be based on the estimated average weekly hours of learning activity identified in the written
student learning plan. (See program hour requirements.)
3. If the student's progress evaluation indicates a lack of satisfactory progress, the student's full-time equivalent will be
based on whether an intervention plan designed to improve student progress has been developed, agreed upon,
documented and implemented within five (5) school days of the date of the prior months progress evaluation.
4. On subsequent monthly count dates, if an intervention plan has not been developed, documented and implemented
within five (5) school days of the prior months progress evaluation, the student's full time equivalent will not be
included by the district in that months count.
VII. Program Evaluation
The district shall engage in periodic self-evaluation of alternative learning programs offered by the district in a manner
designated to objectively measure their effectiveness, including the impact of the experiences on student learning and
achievement. Self-evaluation shall follow a continuous improvement model, and may be implemented as part of the
school districts school improvement planning efforts.
VIII. Annual Reporting
A. The district will report to the Superintendent of Public Instruction an accurate monthly headcount and full•]time
equivalent enrollment for students enrolled in alternative learning experience programs, including information about the
residence and serving districts of such students.
B. The district will also report annually to the Superintendent of Public Instruction about the types of programs and
course offerings subject to alternative learning experience requirements, including student headcount and full-time
equivalent enrollment claimed for basic education funding. The report shall identify the ratio of certificated instructional
staff to full-time equivalent students enrolled in alternative learning experience courses or programs. The report shall
separately identify alternative learning experience enrollment of students provided under contract pursuant to RCW
28A.150.305 and WAC 392-121-188.
IX. Documentation
In order to claim state funding for alternate learning experiences, the following written documentation shall be
maintained and made available for audit:
A. School Board policy for alternative learning experiences;
B. Annual reports to the Board of Directors;
C. Monthly and annual reports to the Superintendent of Public Instruction as outlined in this document;
D. A written student learning plan for each student, including documentation of required weekly direct personal contact;
E. Evidence of direct personal contact with individual students;
F. Student progress evaluations, and assessments as required;
G. Student enrollment detail substantiating full-time equivalent enrollment reported to the state, including estimated
total hours of participation in educational activities, and any actual documentation of hours of learning for those
students failing to make satisfactory progress; and
H. Signed parent disclosure at enrollment comparing home-schooling and the alternative learning program.
X. Program Hour Requirements
The alternative learning experience student is considered a full-time equivalent student if, during the enrollment count
dates, the student completes at least the minimum number of hours required.
A. Kindergarten (full-day): 20 (twenty) hours each week or 4 (four) hours (240 minutes) for 90 (ninety) scheduled
school days.
B. Kindergarten (half-day): 10 (ten) hours each week or 2 (two) hours (120 minutes) each scheduled school day.
C. Primary grades (1-3): 20 (twenty) hours each week or 4 (four) hours (240 minutes) each scheduled school day.
D. Elementary grades (4-6): 25 (twenty-five) hours each week or 5 (five) hours (300 minutes) each scheduled school
day.
E. Secondary grades (7-12): 25 (twenty-five) hours each week or 5 (five) hours (300 minutes) each scheduled school
day.
F. Alternative learning students enrolled for less than the minimum hours shall be counted as a partial full-time
equivalent student equal to the student's hours of enrollment, divided by the minimum hours for the student's grade
level.
Legal References: RCW 28A.150.305
RCW 28A.410
WAC 392-121-107
WAC 392-121-122
WAC 392-121-182
WAC 391-121-188
Approved: November 8, 1999
Revised: August 23, 2004
August 22, 2005
November 25, 2008
January 10, 2012
Vancouver Public Schools – Bring Your Own Device Program (BYOD)
One of the goals of the Vancouver Public Schools is to develop flexible learning environments that use technology to
expand opportunities for how, when and where learning takes place. These environments promote communication,
sharing, discovery, and creativity in service of student learning.
As we prepare students for college, career and life readiness, 21 st Century Learning Skills are at the forefront of the
Vancouver Public Schools focus on teaching and learning. Technology will support and enhance skill development and
habits of mind, such as problem solving, critical thinking, creativity, communication, and intellectual curiosity.
The school district is investigating the educational benefits of on-campus use of student-owned technology equipment
through a “Bring Your Own Device” program.
Your student may be in a classroom where he or she may bring a student-owned “Personal Computing Device
(PCD).” These devices may include a laptop, netbook, tablet computer, cell phone, smart phone, or e-reader. In cases
where students may have access to these technology tools and parental permission is granted, students will be allowed
to bring and use the PCD to school.
The questions and answers below provide more details about this program. More information will be provided by your
school as the program expands.
What does B.Y.O.D. stand for? "Bring Your Own Device" is simply a program where staff and students can bring
their own personal computing devices (PCDs) on campus and connect them to a new district wireless network that will
allow filtered Internet access. During the 2011-12 school year, this program was implemented at Alki, Skyview and
Columbia River in order to inform district decision-making for educational technology integration. For the 2012-13
school year, BYOD will be made available in all secondary schools.
What is a PCD? A PCD is a personally owned laptop, netbook, tablet computer, mobile phone,
smart phone, e-reader, or any other personal computing device.
Is this a 1:1 initiative? No. 1:1 models presume that all students have devices at all times in the instructional day, often
with a prescribed device or product. While there may be instances in which all or most students have devices in a given
classroom, it is not expected that all students have devices or that they will be required for success in the course. In a
BYOD model, a variety of personal computing devices may be used either as part of individual, small group or large
group instruction.
What about board and district approval for such use? District staff and the School Board have reviewed existing
policy and guidelines and approved changes to allow personal computing devices to be used in an approved
instructional setting. A policy review of other districts with similar programs was used to inform and modify our
existing guidelines.
Are students allowed to bring their devices to use at school? Yes. At their own risk and choice.
Are teachers allowed to bring their own devices? Yes. At their own risk and choice.
Are either teachers or students required to bring devices to use at school? No.
Will a student be at a disadvantage if they don't have a personal computing device when they come to school?
No. District curriculum will remain the same. The district will continue to purchase basic and supplementary textbooks,
support materials, computers and software to support student learning.
Can a teacher require students to have a personal computing device in their class? No.
Who decides when students can use their devices? When students are under a teacher's supervision, that teacher has
complete and final say on the use of PCDs for either the entire class or individuals in that class. In common spaces
outside of class the building may have specific guidelines.
What network access will users have with their own devices? Students and teachers will have access to districtfiltered Internet access only. At this time, users will not have access to district-purchased software like Microsoft Office
or network folders and resources. Access will be similar to wi-fi Internet access that you might have in a public place
like Starbucks or a hotel.
Can I use software, applications or programs of my own? If you have them on your computer and they do not
violate district technology policy or guidelines, you can use those applications.
Are teachers required to implement the use of personal computing devices in their classroom instruction? No. At
each site, some teachers will be asked to actively explore and report on the integration and implementation of BYOD in
their classrooms. In these classes, there may be an increased use of personal computing devices in classroom
instruction. These teachers will help inform district decision-making regarding the use of PCDs as an educational tool.
Other teachers can choose to use or not use personal computing devices in their classroom instruction at their discretion.
Are there recommended devices for students or teachers? No.
Are students and teachers still bound to district technology ethics policies and guidelines if they bring devices in
to use at school? Yes. The same policies and guidelines apply to personal computing devices as to district-purchased
computers and devices.
Are cellular, mobile and smart phones considered personal computing devices? Yes.
Can a teacher opt to restrict the use of personal computing devices in their classroom? Yes.
Can a teacher restrict student use of specific devices in their classroom? Yes. Teachers could conceivably allow the
use of laptops and tablet computers, but not phones.
What if a personal computing device is stolen or lost at school? Users bring devices at their own risk and choice.
Loss by students and/or teachers is not covered by the district or school.
What if I have a device that can access a network other than the district network? If you bring a device with
3G/4G wireless access, you are still bound to district technology ethics policies and guidelines, but you can use that
network if you prefer.
Will there be staff development in the use of personal computing devices? A small number of teachers at each
secondary school site will receive additional support and training to assist in their implementation of personal
computing devices in the classroom. These teachers will provide useful guidance in best practices, recommended
classroom management, instructional integration and other useful information. That guidance will help inform how we
support teachers and students beyond the pilot. Additional staff development opportunities will be considered based on
feedback and guidance from these selected teachers.
My Digital Social Contract
This contract was developed based on discussions with students at Skyview and Columbia River High Schools and Alki
Middle School participating in the Vancouver Public Schools “Bring Your Own Device” Pilot during the 2011-12
school year. It does not replace existing Vancouver School District technology ethics policies, but is intended to help
students and teachers think about and talk about digital citizenship and the appropriate and effective use of technology
in schools.
Core statement: As a student, I am responsible for the choices I make when I use technology. When my choices hurt
the ability of others to be successful, hurt others or cause me to be put in harm's way, I have broken this contract and
there may be consequences for the choices I have made. I understand that using technology effectively is a skill that is
essential to my success as a student. I understand that I am responsible when I use technology at school.
• I am responsible for keeping my personal computing devices secure when I bring them to school.
• I have a choice and opportunity to bring and use my mobile phone, tablet or laptop to school, if my parents
and guardians permit it and my teachers choose to allow their use in my classes.
• I will keep my personal computing devices (mobile phone, tablet, iPod, eReader, laptop) secure to prevent
loss or theft.
• I am responsible for keeping my digital accounts secure.
• I understand that my online identity is my own and that I must keep my usernames, passwords and online
accounts secure and private.
• I am responsible for what I do when using technology at school.
• If I can and choose to use a personal computing device at school, I know that I am still bound to the district
technology ethics and responsible use guidelines whether I'm using my own or district devices and whether
I'm using the district network or a 3G/4G network.
• I am responsible for not hurting the ability of others to learn.
• I will use technology in ways that do not disrupt or hurt others in the classroom.
• I am responsible for what I say and do online.
• I understand that online privacy, safety and responsibility are important. I understand that what I write, say,
show, do and communicate online is public, never goes away and has the ability to hurt myself and others.
• I am responsible for giving credit where credit is due and respecting the intellectual property of others.
• I understand that I will think, create, work, share and collaborate with others online and on networks. My
work and ideas should reflect my own thinking and effort and represent my best. When I use or adapt the
work of others, I will give them credit and acknowledge them.
• I am responsible for making good choices about when and where I use personal devices at school.
• I will respect the guidance of my teachers and school staff as to when and where I use personal computing
devices at school. I understand that there are times when using devices will be an option and other times that
the devices will have to be stowed away. If I don't make these choices, I understand that the following things
may happen.
First step: If I cause a disruption or have my device out at an inappropriate time, I may be asked to put it away. At this
time, I am required to put away whatever devices have caused the problem. If I don't, the following will happen…
Second step: If I take the device out again or refuse to put it away, my teacher or staff member may take it away for the
remainder of the school day. This means I will not have my device(s) for the remainder of the day, not just one period.
Third step: If I continue to cause disruptions or fail to honor this contract, I may be subject to other disciplinary
actions.