Washington Compilation of School Discipline Laws and Regulations

Washington
Compilation of School
Discipline Laws and
Regulations
Prepared: January 26, 2018

Introduction
This compilation presents school discipline-related laws and regulations for U.S. states, U.S. territories,
and the District of Columbia, and, where available, links to education agency websites or resources
related to school discipline and student conduct. The discipline laws and regulations presented in this
compilation have been categorized by type of specific discipline issue covered, according to an
organizational framework developed by the National Center for Safe and Supportive Learning
Environments (NCSSLE). For example, one major category encompasses all laws or regulations
governing states or territories that mandate specific disciplinary sanctions (such as suspension) for
specific offenses (such as drug possession on school grounds). The school discipline laws and
regulations were compiled through exhaustive searches of legislative websites that identified all laws and
regulations relevant to each specific category. Compiled materials were subsequently reviewed by state
education agency (SEA) representatives in the 50 states, Washington D.C., and the U.S. territories.
Discipline categories were not mutually exclusive. Laws and regulations often appeared across multiple
categories. For jurisdictions with more extensive laws covering a breadth of topical areas, relevant
sections were excerpted from the larger legislative text for inclusion in the appropriate discipline category.
Laws, ordered by chapter and section number, appear first within each category followed by regulations.
All laws and regulations listed within categories in the compilation also appear in the sources cited section
of the document, which lists laws by chapter and section number and title, and where available, includes
active hyperlinks to source websites supported or maintained by state legislatures. Additional links to
government websites or resources are provided at the end of this document.
Notes & Disclaimers

To the best of the preparer’s knowledge, this Compilation of School Discipline Laws and Regulations is
complete and current as of January 2018. Readers should also note that the information in this document
was compiled from individual sources that are created by each jurisdiction and which are maintained and
updated with varying frequencies. Readers should consult the source information provided directly in
order to check for updates to laws and regulations reported in this document or to conduct further
research.
For further information, including definitions of the different policy categories, please refer to the Discipline
Laws and Regulations Compendium posted on the Center’s website.
Prepared by:
Child Trends EMT Associates, Inc.
7315 Wisconsin Avenue 1631 Creekside Drive
Suite 1200W Suite 100
Bethesda, Maryland 20814 Folsom, California 95630
Table of Contents
Washington State Codes Cited .................................................................................................................. 1
General Provisions ..................................................................................................................................... 7

Authority to develop and establish rules of conduct.................................................................................. 7
Scope ...................................................................................................................................................... 10
Communication of policy ......................................................................................................................... 10
In-School Discipline .................................................................................................................................. 14

Use of multi-tiered discipline approaches ............................................................................................... 14
Teacher authority to remove students from classrooms ......................................................................... 14
Alternatives to suspension ...................................................................................................................... 15
Use of corporal punishment .................................................................................................................... 16
Use of student and locker searches ........................................................................................................ 16
Other in-school disciplinary approaches ................................................................................................. 17
Out-of-School and Exclusionary Discipline: Suspensions, Expulsion, Restraint and

Seclusion, and Alternative Placements .................................................................................................. 18
Grounds for possible suspension or expulsion ....................................................................................... 18
Grounds for mandatory suspension or expulsion ................................................................................... 21
Limitations, conditions or exclusions for use of suspension and expulsion ............................................ 21
Administrative procedures related to suspension and expulsion ............................................................ 26
In-school suspension .............................................................................................................................. 40
Return to school following removal ......................................................................................................... 41
Use of restraint and seclusion ................................................................................................................. 42
Alternative placements ............................................................................................................................ 44
Disciplinary Approaches Addressing Specific Infractions and Conditions ....................................... 49

Firearms (as required by the Gun-Free Schools Act) ............................................................................. 49
Other weapons ........................................................................................................................................ 52
Students with chronic disciplinary issues ................................................................................................ 54
Attendance and truancy .......................................................................................................................... 54
Substance use......................................................................................................................................... 66
Bullying, harassment, or hazing .............................................................................................................. 67
Other special infractions or conditions .................................................................................................... 71
Prevention and Behavioral Interventions (Non-Punitive) ..................................................................... 73

Prevention ............................................................................................................................................... 73
Behavioral interventions and student support services........................................................................... 77
Professional development ....................................................................................................................... 89
Monitoring and Accountability ................................................................................................................ 94

Formal incident reporting of conduct violations ....................................................................................... 94
Parental notification ................................................................................................................................. 96
Reporting and referrals between schools and law enforcement ........................................................... 100
Disclosure of school records ................................................................................................................. 108
Data collection, review, and reporting of disciplinary policies and actions ........................................... 111
School Resource and Safety Officers (SROs/SSOs) and Truant/Attendance Officers .................... 119
Authority and power to implement school arrest ................................................................................... 119
Certification or training .......................................................................................................................... 119
MOUs, authorization, and/or funding .................................................................................................... 119
State Education Agency Support .......................................................................................................... 120

State model policies and implementation support ................................................................................ 120
Funding appropriations ......................................................................................................................... 129
Other or Uncategorized .......................................................................................................................... 135

Professional immunity or liability ........................................................................................................... 135
Community input or involvement ........................................................................................................... 135
Other or Uncategorized ......................................................................................................................... 142
State-Sponsored, Publicly Available Websites or Other Resources on School Discipline ............ 144
Washington State Codes Cited
Revised Code of Washington
Title 9. Crimes and Punishments

Chapter 9.41. Firearms and Dangerous Weapons
RCW 9.41.280. Possessing dangerous weapons on school facilities – Penalty – Exceptions
Title 13. Juvenile Courts and Juvenile Offenders

Chapter 13.50. Keeping and Release of Records by Juvenile Justice or Care Agencies
RCW 13.50.010. Definitions—Conditions when filing petition or information—Duties to maintain
accurate records and access—Confidential child welfare records
Title 28A. Common School Provisions

Chapter 28A.150. General Provisions
RCW 28A.150.300. Corporal punishment prohibited – Adoption of policy
RCW 28A.150.305. Alternative educational service providers – Student eligibility
Chapter 28A.170. Substance Abuse Awareness Program
RCW 28A.170.050. Advisory committee – Members – Duties
RCW 28A.170.075. Findings – Intent
RCW 28A.170.080. Grants – Substance abuse intervention
RCW 28A.170.090. Selection of grant recipients – Program rules
Chapter 28A.225. Compulsory School Attendance and Admission

RCW 28A.225.005. Information for students and parents
RCW 28A.225.010. Attendance mandatory – Age – Exceptions
RCW 28A.225.018. Conferences to identify barriers to child's school attendance
RCW 28A.225.020. School's duties upon child's failure to attend school
RCW 28A.225.023. Youth dependent pursuant to chapter 13.34 RCW – Review of unexpected or
excessive absences – Support for youth's school work
RCW 28A.225.025. Community truancy boards
RCW 28A.225.026. Community truancy boards—Memoranda of understanding with juvenile
courts—Designation of school district coordinators to address absenteeism and
truancy—Community-wide partnerships
RCW 28A.225.0261. Community truancy boards—Effect of diversion from truancy petitions—
Evaluation by Washington state institute for public policy—Reports
RCW 28A.225.027. Community truancy boards—Grants for training—Grants for services and
treatment
RCW 28A.225.030. Petition to juvenile court for violations by a parent or child – School district
responsibilities
RCW 28A.225.031. Alcohol or controlled substances testing – Authority to order
RCW 28A.225.035. Petition to juvenile court – Contents – Court action – Referral to community
truancy board – Transfer of jurisdiction upon relocation
Washington Compilation of School Discipline Laws and Regulations Page 1

RCW 28A.225.060. Custody and disposition of child absent from school without excuse
RCW 28A.225.090. Court orders—penalties—parents' defense
RCW 28A.225.115. Educational services – Funding for children referred to community truancy
board
RCW 28A.225.140. Enforcing officers not personally liable for costs
RCW 28A.225.151. Student-level truancy data—reports—data protocols and guidance for school
districts
Chapter 28A.300. Superintendent of Public Instruction
RCW 28A.300.042. Collection and submittal of student-level data—Student data-related reports—
Disaggregation of data by subgroups—Modification of statewide student data
systems
RCW 28A.300.046. "Student absence from school" – Rules – Collection of attendance and
discipline data
RCW 28A.300.139. Washington integrated student supports protocol
RCW 28A.300.270. Violence prevention training
RCW 28A.300.273. Annual school safety summits
RCW 28A.300.275. Alternative school start-up grants – School safety grants – Report to legislative
committees
RCW 28A.300.280. Conflict resolution program
RCW 28A.300.285. Harassment, intimidation, and bullying prevention policies and procedures –
Model policy and procedure – Training materials – Posting on web site – Rules
– Advisory committee
RCW 28A.300.2851. School bullying and harassment – Work group
RCW 28A.300.288. Youth suicide prevention activities
RCW 28A.300.360. Grants for programs and services – Truant, at-risk, and expelled students
RCW 28A.300.490. Task force on gangs in schools – Reports
RCW 28A.300.801. Legislative youth advisory council
Chapter 28A.310. Educational Service Districts
RCW 28A.310.500. Youth suicide screening and referral – Response to emotional or behavioral
distress in students – Training for educators and staff - Suicide prevention
training
Chapter 28A.320. Provisions Applicable to All Districts

District Powers and Duties
RCW 28A.320.127. Plan for recognition, screening, and response to emotional or behavioral
distress in students, including possible sexual abuse
RCW 28A.320.1271. Model school district plan for recognition, initial screening, and response to
emotional or behavioral distress in students
RCW 28A.320.128. Notice and disclosure policies – Threats of violence – Student conduct –
Immunity for good faith notice – Penalty
RCW 28A.320.130. Weapons incidents – Reporting
RCW 28A.320.135. Telecommunication devices – Limits on possession – Policies
RCW 28A.320.140. Schools with special standards – Dress codes
RCW 28A.320.211. Discipline policies, procedures, and rules—Dissemination of information—Use
of disaggregated data—Review

Chapter 28A.345. Washington State School Directors' Association
RCW 28A.345.090. Model school district discipline policies—Adoption and enforcement by school
districts
RCW 28A.345.100. Cultural competency training for school board directors and superintendents
Chapter 28A.400. Employees
Principals
RCW 28A.400.110. Principal to assure appropriate student discipline – Building discipline
standards – Classes to improve classroom management skills
Chapter 28A.405. Certificated Employees

RCW 28A.405.106. Professional development program to support evaluation systems—Duties of
the office of the superintendent of public instruction—Web site with
professional development materials
RCW 28A.405.120. Training for evaluators
Chapter 28A.410. Certification

RCW 28A.410.035. Qualifications – Coursework on issues of abuse; sexual abuse and exploitation
of a minor; and emotional or behavioral distress in students, including possible
substance abuse, violence, and youth suicide
Chapter 28A.415. Institutes, Workshops, and Training

RCW 28A.415.410. Training to support discipline policies under chapter 28A.600 RCW
RCW 28A.415.420. Cultural competence professional development and training
Chapter 28A.600. Students
RCW 28A.600.010. Enforcement of rules of conduct – Due process guarantees – Computation of
days for short-term and long-term suspensions
RCW 28A.600.015. Expulsions and suspensions—Rules incorporating due process—Short-term
and long-term suspensions—Emergency expulsions—Discretionary discipline
RCW 28A.600.020. Exclusion of student from classroom – Written disciplinary procedures – Long-
term suspension or expulsion
RCW 28A.600.022. Suspended or expelled students – Reengagement plan
RCW 28A.600.040. Pupils to comply with rules and regulations
RCW 28A.600.210. School locker searches – Findings
RCW 28A.600.220. School locker searches – No expectation of privacy
RCW 28A.600.230. School locker searches – Authorization – Limitations
RCW 28A.600.240. School locker searches – Notice and reasonable suspicion requirements
RCW 28A.600.410. Alternatives to suspension – Encouraged
RCW 28A.600.420. Firearms on school premises, transportation, or facilities – Penalty –
Exemptions
RCW 28A.600.455. Gang activity – Suspension or expulsion
RCW 28A.600.460. Classroom discipline – Policies – Classroom placement of student offenders –
Data on disciplinary actions
RCW 28A.600.475. Exchange of information with law enforcement and juvenile court officials –
Notification of parents and students
RCW 28A.600.480. Reporting of harassment, intimidation, or bullying – Retaliation prohibited –
Immunity

RCW 28A.600.485. Restraint of students – Use of restraint or isolation specified in individualized
education programs or plans developed under section 504 of the rehabilitation
act of 1973 – Procedures – Summary of incidents of isolation of restraint –
Publishing to web site
RCW 28A.600.486. District policy on the use of isolation and restraint – Notice to parents and
guardians of children who have individualized education programs or plans
developed under section 504 of the rehabilitation act of 1973
RCW 28A.600.490. Discipline task force – Development of standard definitions – Development of
data collection standards – Membership – Statewide student data system
revision
Chapter 28A.605. Parent Access

RCW 28A.605.010. Removing child from school grounds during school hours
Chapter 28A.650. Education Technology

RCW 28A.650.045. Digital citizenship, internet safety, and media literacy—Best practices and
recommendations—Annual review—Model policy update and checklist for
future updates
RCW 28A.650.050. Digital citizenship, internet safety, and media literacy—Web-based location
with links recommending practices and resources
Title 43. State Government – Executive

RCW 43.06B.060. Public school antiharassment policies and strategies – Lead agency
RCW 43.41.400. Education data center
Washington Administrative Code
Title 392. Public Instruction, Superintendent of

Chapter 392-172A. Rules for the provision of special education
Discipline Procedures
WAC 392-172A-05140. Purpose
WAC 392-172A-05145. Authority of school personnel
WAC 392-172A-05150. Notification of change of placement
WAC 392-172A-05155. Change of placement because of disciplinary removals
WAC 392-172A-05160. Appeal of placement decisions and manifestation determinations
WAC 392-172A-05165. Placement during an appeal through a due process hearing
WAC 392-172A-05170. Protections for students not determined eligible for special education and
related services
WAC 392-172A-05175. Referral to and action by law enforcement and judicial authorities
Child Count, Disproportionality, Suspension and Expulsion
WAC 392-172A-07040. Significant disproportionality
WAC 392-172A-07045. Suspension and expulsion rates for students eligible for special education

Chapter 392-190. Equal Educational Opportunity – Unlawful Discrimination Prohibited
Access to Course Offerings
WAC 392-190-048. Access to course offerings—Student discipline and corrective action
Harassment
WAC 392-190-0555. Discriminatory harassment
WAC 392-190-056. Sexual harassment – Definitions
WAC 392-190-057. Sexual harassment policy –Required criteria
WAC 392-190-058. Sexual harassment – Notification
WAC 392-190-059. Harassment, intimidation, and bullying prevention policy and procedure –
School districts
WAC 392-190-060. Compliance – School district or public charter school – Designation of
responsible employee – Notification
Chapter 392-400. Pupils

WAC 392-400-200. Purpose and application
WAC 392-400-205. Definitions
WAC 392-400-210. Student responsibilities and duties
WAC 392-400-215. Student rights
WAC 392-400-220. Student disciplinary boards – Establishment at option of school district –
Functions
WAC 392-400-225. School district rules defining misconduct – Distribution of rules
WAC 392-400-226. School district rules defining harassment, intimidation and bullying prevention
policies and procedures – Distribution of rules
WAC 392-400-230. Persons authorized to impose discipline, suspension, expulsion, or emergency
removal upon students
WAC 392-400-233. Unexcused absences and tardiness
Discipline
WAC 392-400-235. Discipline – Conditions and limitations
Short-Term Suspension
WAC 392-400-245. Short-term suspension – Conditions and limitations
WAC 392-400-250. Short-term suspension – Prior conference required – Notice to parent
WAC 392-400-255. Short-term suspension – Grievance procedure
Long-Term Suspension
WAC 392-400-260. Long-term suspension – Conditions and limitations
WAC 392-400-265. Long-term suspension – Notice of hearing – Waiver of hearing
WAC 392-400-270. Long-term suspension – Prehearing and hearing process
Expulsion
WAC 392-400-275. Expulsion – Conditions and limitations
WAC 392-400-280. Expulsion – Notice of hearing – Waiver of hearing
WAC 392-400-285. Expulsion – Prehearing and hearing process
Emergency Actions
WAC 392-400-290. Emergency removal from a class, subject, or activity

WAC 392-400-295. Emergency expulsion – Limitations
WAC 392-400-300. Emergency expulsion – Notice of hearing – Waiver of hearing right
WAC 392-400-305. Emergency expulsion – Prehearing and hearing process
Appeals
WAC 392-400-310. Appeals – Long-term suspension and expulsion
WAC 392-400-315. Appeals – Hearing before school board or disciplinary appeal council –
Procedures
WAC 392-400-317. Appeals – Discipline and short-term suspension grievances
WAC 392-400-320. School board or disciplinary appeal council decisions
WAC 392-400-325. Statewide definition of excused and unexcused daily absences
WAC 392-400-410. Appeal for extension of an expulsion
WAC 392-400-420. Reengagement meetings and plans

General Provisions
Authority to develop and establish rules of conduct

LAWS
RCW 28A.150.300. Corporal punishment prohibited — Adoption of policy.

The use of corporal punishment in the common schools is prohibited. The superintendent of public
instruction shall develop and adopt a policy prohibiting the use of corporal punishment in the common
schools. The policy shall be adopted and implemented in all school districts.
Immunity for good faith notice – Penalty.
(1) By September 1, 2003, each school district board of directors shall adopt a policy that addresses the
following issues:
(a) Procedures for providing notice of threats of violence or harm to the student or school employee
who is the subject of the threat. The policy shall define "threats of violence or harm";
(b) Procedures for disclosing information that is provided to the school administrators about a student's
conduct, including but not limited to the student's prior disciplinary records, official juvenile court
records, and history of violence, to classroom teachers, school staff, and school security who, in the
judgment of the principal, should be notified; and
(c) Procedures for determining whether or not any threats or conduct established in the policy may be
grounds for suspension or expulsion of the student.
(2) The superintendent of public instruction, in consultation with educators and representatives of law
enforcement, classified staff, and organizations with expertise in violence prevention and intervention,
shall adopt a model policy that includes the issues listed in subsection (1) of this section by January 1,
2003. The model policy shall be posted on the superintendent of public instruction's web site. The school
districts, in drafting their own policies, shall review the model policy.
(3) School districts, school district boards of directors, school officials, and school employees providing
notice in good faith as required and consistent with the board's policies adopted under this section are
immune from any liability arising out of such notification.
(4) A person who intentionally and in bad faith or maliciously, knowingly makes a false notification of a
threat under this section is guilty of a misdemeanor punishable under RCW 9A.20.021.

days for short-term and long-term suspensions.
Every board of directors, unless otherwise specifically provided by law, shall:
(1) Enforce the rules prescribed by the superintendent of public instruction for the government of
schools, pupils, and certificated employees.
(2) Adopt and make available to each pupil, teacher and parent in the district reasonable written rules
regarding pupil conduct, discipline, and rights, including but not limited to short-term suspensions as
referred to in RCW 28A.600.015 and suspensions in excess of ten consecutive days. Such rules shall
not be inconsistent with any of the following: Federal statutes and regulations, state statutes, common
law, and the rules of the superintendent of public instruction. The board's rules shall include such
substantive and procedural due process guarantees as prescribed by the superintendent of public
instruction under RCW 28A.600.015. When such rules are made available to each pupil, teacher, and

parent, they shall be accompanied by a detailed description of rights, responsibilities, and authority of
teachers and principals with respect to the discipline of pupils as prescribed by state statutory law, the
superintendent of public instruction, and the rules of the school district.
For the purposes of this subsection, computation of days included in "short-term" and "long-term"
suspensions shall be determined on the basis of consecutive school days.
(3) Suspend, expel, or discipline pupils in accordance with RCW 28A.600.015.
RCW 28A.600.015. Rules incorporating due process guarantees of pupils with regard to
expulsions and suspensions.
(1) The superintendent of public instruction shall adopt and distribute to all school districts lawful and
reasonable rules prescribing the substantive and procedural due process guarantees of pupils in the
common schools. Such rules shall authorize a school district to use informal due process procedures in
connection with the short-term suspension of students to the extent constitutionally permissible:
PROVIDED, That the superintendent of public instruction deems the interest of students to be adequately
protected. When a student suspension or expulsion is appealed, the rules shall authorize a school district
to impose the suspension or expulsion temporarily after an initial hearing for no more than ten
consecutive school days or until the appeal is decided, whichever is earlier. Any days that the student is
temporarily suspended or expelled before the appeal is decided shall be applied to the term of the student
suspension or expulsion and shall not limit or extend the term of the student suspension or expulsion. An
expulsion or suspension of a student may not be for an indefinite period of time.
RCW 28A.600.040. Pupils to comply with rules and regulations.

All pupils who attend the common schools shall comply with the rules and regulations established in
pursuance of the law for the government of the schools, shall pursue the required course of studies, and
shall submit to the authority of the teachers of such schools, subject to such disciplinary or other action as
the local school officials shall determine.

Data on disciplinary actions.
(1) School district boards of directors shall adopt policies that restore discipline to the classroom. Such
policies must provide for at least the following: Allowing each teacher to take disciplinary action to correct
a student who disrupts normal classroom activities, abuses or insults a teacher as prohibited by RCW
28A.635.010, willfully disobeys a teacher, uses abusive or foul language directed at a school district
employee, school volunteer, or another student, violates school rules, or who interferes with an orderly
education process. Disciplinary action may include but is not limited to: Oral or written reprimands; written
notification to parents of disruptive behavior, a copy of which must be provided to the principal.
(2) A student committing an offense under chapter 9A.36, 9A.40, 9A.46, or 9A.48 RCW when the activity
is directed toward the teacher, shall not be assigned to that teacher's classroom for the duration of the
student's attendance at that school or any other school where the teacher is assigned.
(3) A student who commits an offense under chapter 9A.36, 9A.40, 9A.46, or 9A.48 RCW, when directed
toward another student, may be removed from the classroom of the victim for the duration of the student's
attendance at that school or any other school where the victim is enrolled. A student who commits an
offense under one of the chapters enumerated in this section against a student or another school
employee, may be expelled or suspended.
(4) Nothing in this section is intended to limit the authority of a school under existing law and rules to
expel or suspend a student for misconduct or criminal behavior.

(5) All school districts must collect data on disciplinary actions taken in each school and must record
these actions using the statewide student data system, based on the data collection standards
established by the office of the superintendent of public instruction and the K-12 data governance group.
The information shall be made available to the public, but public release of the data shall not include
personally identifiable information including, but not limited to, a student's social security number, name,
or address.
REGULATIONS
School districts.
(1) Each school district must adopt a harassment, intimidation, and bullying prevention policy and
procedure as provided for in RCW 28A.300.285.
(2) If the allegations in a written report of harassment, intimidation, or bullying pursued under the school
district's procedure adopted under RCW 28A.300.285 indicate a potential violation of this chapter or the
guidelines adopted under WAC 392-190-005, the school district's harassment, intimidation, and bullying
compliance officer, designated under RCW 28A.300.285, must promptly notify the district employee
designated under WAC 392-190-060. Or, if during the course of an investigation of harassment,
intimidation, or bullying, the district becomes aware of a potential violation of this chapter or the guidelines
adopted under WAC 392-190-005, the school district staff member investigating the report must promptly
notify the district employee designated under WAC 392-190-060. Upon receipt of this information, the
designated employee must notify the complainant that their complaint will also proceed under the
discrimination complaint procedure in WAC 392-190-065 through 392-190-075, in addition to the
procedures adopted under RCW 28A.300.285. School districts must provide this notice in a language that
the complainant can understand, which may require language assistance for complainants with limited-
English proficiency, in accordance with Title VI of the Civil Rights Act of 1964. In these cases, the
investigation and response timeline set forth in WAC 392-190-065 begins when the school district knows
or should have known that a written report of harassment, intimidation, or bullying involves allegations
that the school district has violated this chapter or the guidelines adopted under WAC 392-190-005.
(3) This section is not intended to limit the scope of RCW 28A.300.285 or the use of a school district's
procedures adopted under RCW 28A.300.285.
WAC 392-400-200. Purpose and application.

The purpose of this chapter is to implement RCW 28A.600.015 by prescribing the substantive and
procedural due process rights of students served by any program or activity conducted by, or on behalf
of, a common school district: Provided that the enforcement of rules adopted by the Washington
interscholastic activity association and like organizations that govern the participation of students in
interschool activities, and appeals in connection therewith, shall be governed by rules of the organization
that have been adopted pursuant to RCW 28A.600.200. The procedures and standards set forth in this
chapter, and those adopted by a school district in conformance with this chapter, shall govern the
imposition of corrective action (i.e., discipline, suspension, and expulsion) upon any student by a school
district and its agents.
The provisions of this chapter are intended to establish the minimum procedural and substantive due
process rights of students. School districts are free to establish additional due process requirements and
limitations and shall do so as necessary to accommodate the constitutional rights of students as now or
hereafter established.
For rules regarding student conduct which supplement this chapter see chapter 392-145 WAC governing
the operation of school buses, particularly WAC 392-145-015(4) regarding the responsibility of bus drivers

and certificated staff members who accompany students for the behavior of students, and WAC 392-145-
035 regarding the duty to adopt and post rules, including rules of conduct, governing school bus
WAC 392-400-220. Student disciplinary boards – Establishment at option of school district –

Functions.
The board of directors of any school district may authorize the establishment of one or more student
disciplinary boards composed of students, teachers, administrators, or parents, or any combination
thereof. Disciplinary boards may be authorized to prescribe reasonable discipline and may recommend,
but not prescribe, suspension or expulsion to the appropriate school authority. Such school authority shall
be granted the power to set aside or modify any such prescription or recommendation. In addition,
disciplinary boards may be authorized to periodically review rules of the school district defining the types
of misconduct for which corrective action may be imposed and to recommend amendments to the board
of directors.
Scope
LAWS
No relevant laws found.
REGULATIONS
No relevant regulations found.
Communication of policy
LAWS
RCW 28A.225.005. Information for students and parents.

(1) Each school within a school district shall inform the students and the parents of the students enrolled
in the school about: The benefits of regular school attendance; the potential effects of excessive
absenteeism, whether excused or unexcused, on academic achievement, and graduation and dropout
rates; the school's expectations of the parents and guardians to ensure regular school attendance by the
child; the resources available to assist the child and the parents and guardians; the role and
responsibilities of the school; and the consequences of truancy, including the compulsory education
requirements under this chapter. The school shall provide access to the information before or at the time
of enrollment of the child at a new school and at the beginning of each school year. If the school regularly
and ordinarily communicates most other information to parents online, providing online access to the
information required by this section satisfies the requirements of this section unless a parent or guardian
specifically requests information to be provided in written form. Reasonable efforts must be made to
enable parents to request and receive the information in a language in which they are fluent. A parent
must date and acknowledge review of this information online or in writing before or at the time of
enrollment of the child at a new school and at the beginning of each school year.
(2) The office of the superintendent of public instruction shall develop a template that schools may use to
satisfy the requirements of subsection (1) of this section and shall post the information on its web site.

of disaggregated data—Review.
(1) School districts shall annually disseminate discipline policies and procedures to students, families, and
the community.

(2) School districts shall use disaggregated data collected pursuant to RCW 28A.300.042 to monitor the
impact of the school district's discipline policies and procedures.
(3) School districts, in consultation with school district staff, students, families, and the community, shall
periodically review and update their discipline rules, policies, and procedures.

days for short-term and long-term suspensions.
Every board of directors, unless otherwise specifically provided by law, shall:
(2) Adopt and make available to each pupil, teacher and parent in the district reasonable written rules
regarding pupil conduct, discipline, and rights, including but not limited to short-term suspensions as
referred to in RCW 28A.600.015 and suspensions in excess of ten consecutive days. Such rules shall
not be inconsistent with any of the following: Federal statutes and regulations, state statutes, common
law, and the rules of the superintendent of public instruction. The board's rules shall include such
substantive and procedural due process guarantees as prescribed by the superintendent of public
instruction under RCW 28A.600.015. When such rules are made available to each pupil, teacher, and
parent, they shall be accompanied by a detailed description of rights, responsibilities, and authority of
teachers and principals with respect to the discipline of pupils as prescribed by state statutory law, the
superintendent of public instruction, and the rules of the school district.
For the purposes of this subsection, computation of days included in "short-term" and "long-term"
suspensions shall be determined on the basis of consecutive school days.
(3) Suspend, expel, or discipline pupils in accordance with RCW 28A.600.015.
guardians of children who have individualized education programs or plans developed under
section 504 of the rehabilitation act of 1973.
Parents and guardians of children who have individualized education programs or plans developed under
section 504 of the rehabilitation act of 1973 must be provided a copy of the district policy on the use of
isolation and restraint at the time that the program or plan is created.
REGULATIONS
WAC 392-190-058. Sexual harassment – Notification.

(1) The school district's or public charter school's sexual harassment policy must be easily understood
and conspicuously posted throughout each school building and provided to each employee.
(2) Information about the school district's or public charter school's sexual harassment policy and
complaint procedure must appear in any publication of a school, school district, or public charter school
that sets forth the rules, regulations, procedures, and standards of conduct for the school, school district,
or charter school. School districts and public charter schools that do not provide such a publication must
provide written information about the district's or charter school's sexual harassment policy and complaint
procedure to each student, parent or guardian, employee, and volunteer.
(3) Each school district and public charter school must develop a process for discussing the district's or
charter school's sexual harassment policy. The process must ensure the discussion addresses the
definition of sexual harassment and issues covered in the sexual harassment policy.

WAC 392-190-060. Compliance—School district or public charter school—Designation of
responsible employee—Notification.
(1) The superintendent of each school district or the public charter school governing board must
designate at least one employee who is responsible for monitoring and coordinating the district's or
charter school's compliance with this chapter and the guidelines adopted under WAC 392-190-005. The
employee designated under this section is also responsible for ensuring that all complaints communicated
to the school district or public charter school under WAC 392-190-065 are promptly investigated and
resolved.
(2) Each school district and public charter school must, once each year or more often as deemed
necessary, publish notice in a manner that is reasonably calculated to inform all students, students'
parents and guardians, and employees of the complaint procedure set forth in WAC 392-190-065, 392-
190-070 and 392-190-075. School districts and public charter schools must provide this notice in a
language that each parent and guardian can understand, which may require language assistance for
parents and guardians with limited-English proficiency, in accordance with Title VI of the Civil Rights Act
of 1964.
(3) Each school district and public charter school must include a nondiscrimination statement in written
announcements, notices, recruitment materials, employment application forms, and other publications
made available to all students, parents, or employees. The statement must include:
(a) Notice that the district or public charter school may not discriminate in any programs or activities on
the basis of sex, race, creed, religion, color, national origin, honorably discharged veteran or military
status, sexual orientation, gender expression, gender identity, the presence of any sensory, mental or
physical disability, or the use of a trained dog guide or service animal;
(b) The name or title, office address, and telephone number of the employee or employees designated
under this section, as well as the employees designated to ensure compliance with Section 504 of the
Rehabilitation Act of 1973 and Title IX of the Education Amendments of 1972; and
(c) Pursuant to the Boy Scouts of America Equal Access Act, notice that the school district or public
charter school provides equal access to the Boy Scouts of America and any other youth group listed in
Title 36 of the United States Code as a patriotic society.
(4) School districts and public charter schools must not adopt any policy, procedure, or practice that
would limit a person's right to file a complaint under this chapter or have the effect of discouraging any
person from utilizing the complaint procedure in WAC 392-190-065 through 392-190-075. School districts
and public charter schools must not intimidate, threaten, coerce, or discriminate against any individual for
the purpose of interfering with any right secured by this chapter or the guidelines adopted under WAC
392-190-005 or because the individual has made a complaint or participated in an investigation under this
chapter.
WAC 392-400-225. School district rules defining misconduct – Distribution of rules.

(1) It shall be the responsibility and duty of each school district to adopt, publish, and make available to all
students and parents written rules which state with reasonable clarity the types of misconduct for which
discipline, suspension, and expulsion may be imposed. In addition, written procedures for administering
corrective action shall be developed and reviewed periodically as follows:
(a) Each school district shall provide for the development with parent and community participation of
written procedures for administering corrective action at each school as required by RCW
28A.600.020(3).
(b) In a manner consistent with the district procedures developed pursuant to (a) above, the principal
and certificated employees in each school building shall confer at least annually for the purpose of

developing, or reviewing, or both, building discipline standards and the uniform enforcement of those
standards, as required by RCW 28A.400.110.
(c) School districts shall use disaggregated data collected pursuant to RCW 28A.300.042 to monitor the
impact of the school district's discipline policies and procedures, as required by WAC 392-190-048.
(d) School districts, in consultation with school district staff, students, families, and the community, shall
(2) Rules that establish types of misconduct pursuant to this section must have a real and substantial
relationship to the lawful maintenance and operation of the school district including, but not limited to, the
preservation of the health and safety of students and employees and the preservation of an educational
process which is conducive to learning.
(3) The rules set forth in this chapter, the rules of a school district that establish types of misconduct
pursuant to subsection (1) above, and the written procedures of a district for administering corrective
action adopted pursuant to subsection (1)(a) and (d) of this subsection, shall be published and made
available to all students and parents on an annual basis. School districts shall annually disseminate
discipline policies and procedures to students, families, and the community.
policies and procedures – Distribution of rules.
A district's harassment, intimidation and bullying policy and procedure shall be published and made
available to all parents or guardians, students, employees, and volunteers on an annual basis. The district
will publish, at a minimum, the following materials: Policy and procedure, an incident reporting form and
current contact information for the district's harassment, intimidation and bullying compliance officer. If a
school district chooses not to distribute such rules to all parents or guardians, students, employees, and
volunteers, then notice which describes the contents of such rules and specifies the person(s) to contact
for a copy shall be provided to students and parents on an annual basis in a manner reasonably
calculated to come to their attention.

In-School Discipline
Use of multi-tiered discipline approaches

LAWS
REGULATIONS
Teacher authority to remove students from classrooms

LAWS
term suspension or expulsion.
(2) Any student who creates a disruption of the educational process in violation of the building disciplinary
standards while under a teacher's immediate supervision may be excluded by the teacher from his or her
individual classroom and instructional or activity area for all or any portion of the balance of the school
day, or up to the following two days, or until the principal or designee and teacher have conferred,
whichever occurs first. Except in emergency circumstances, the teacher first must attempt one or more
alternative forms of corrective action. In no event without the consent of the teacher may an excluded
student return to the class during the balance of that class or activity period or up to the following two
days, or until the principal or his or her designee and the teacher have conferred.
REGULATIONS
WAC 392-400-230. Persons authorized to impose discipline, suspension, expulsion, or emergency

removal upon students.
(1) Each certificated teacher, each school administrator, each school bus driver, and any other school
employee designated by the board of directors of a school district shall possess the authority to impose
discipline upon a student for misconduct which violates rules of the school district established pursuant to
WAC 392-400-225 and to impose an emergency removal from a class, subject, or activity upon a student
pursuant to WAC 392-400-290.
(2) The board of directors of any school district may delegate to the superintendent and/or his or her
designee(s) the authority to impose suspensions and expulsions upon students for misconduct which
violates rules of the school district established pursuant to WAC 392-400-225. Each certificated teacher
and each administrator shall possess the authority to recommend suspensions and expulsions for such
misconduct.
(3) Any board of directors which chooses not to delegate the authority to impose suspensions and/or
expulsions, nevertheless, shall be subject to the requirements set forth in this chapter when it imposes a
suspension or expulsion.
(4) Notwithstanding any provision of this section to the contrary, each teacher is empowered to exclude
any student who creates a disruption of the educational process in violation of the building disciplinary
standards while under the teacher's immediate supervision from his or her individual classroom and
instructional or activity area for all or any portion of the balance of the school day or until the principal or
designee and teacher have conferred, whichever occurs first: Provided, That except in emergency

circumstances as provided for in WAC 392-400-290, the teacher shall have first attempted one or more
alternative forms of corrective action: Provided further, That in no event without the consent of the teacher
shall an excluded student be returned during the balance of the particular class or activity period from
which the student was initially excluded.
WAC 392-400-290. Emergency removal from a class, subject, or activity.

(1) Notwithstanding any other provision of this chapter, a student may be removed immediately from a
class, subject, or activity by a certificated teacher or an administrator and sent to the building principal or
a designated school authority: Provided that the teacher or administrator has good and sufficient reason
to believe that the student's presence poses an immediate and continuing danger to the student, other
students, or school staff or an immediate and continuing threat of substantial disruption of the class,
subject, activity, or educational process of the student's school. The removal from classes, subjects, or
activities shall continue only until:
(a) The danger or threat ceases; or
(b) The principal or designated school authority acts to impose corrective action.
(2) The principal or school authority shall meet with the student as soon as reasonably possible following
the student's removal and take or initiate appropriate corrective action. In no case shall the student's
opportunity for such meeting be delayed beyond the commencement of the school day following the
student's emergency removal from a class, subject, or activity. Prior to or at the time any such student is
returned to the class(es), subject(s), or activity(ies), the principal or school authority shall notify the
teacher or administrator who removed the student therefrom of the action which has been taken or
initiated.
Alternatives to suspension
LAWS
RCW 28A.600.410. Alternatives to suspension — Encouraged.

School districts are encouraged to find alternatives to suspension including reducing the length of a
student's suspension conditioned by the commencement of counseling or other treatment services.
Consistent with current law, the conditioning of a student's suspension does not obligate the school
district to pay for the counseling or other treatment services except for those stipulated and agreed to by
the district at the inception of the suspension.
(7) Nothing in this section prevents a public school district, educational service district, the Washington
state center for childhood deafness and hearing loss, or the state school for the blind if it has suspended
or expelled a student from the student's regular school setting from providing educational services to the
student in an alternative setting or modifying the suspension or expulsion on a case-by-case basis. An
alternative setting should be comparable, equitable, and appropriate to the regular education services a
student would have received without the exclusionary discipline. Example alternative settings include
alternative high schools, one-on-one tutoring, and online learning.
REGULATIONS

Use of corporal punishment
LAWS
RCW 28A.150.300. Corporal punishment prohibited — Adoption of policy.

The use of corporal punishment in the common schools is prohibited. The superintendent of public
instruction shall develop and adopt a policy prohibiting the use of corporal punishment in the common
schools. The policy shall be adopted and implemented in all school districts.
REGULATIONS
WAC 392-400-235. Discipline – Conditions and limitations.

Discipline may be imposed upon any student for violation of the rules of the school district that have been
established pursuant to this section, subject to the following limitations and conditions and the grievance
procedure set forth in WAC 392-400-240:
(1) No form of discipline shall be enforced in such a manner as to prevent a student from accomplishing
specific academic grade, subject, or graduation requirements.
(2) School districts may not suspend the provision of educational services to a student as a disciplinary
action.
(3) Corporal punishment which is defined as any act which willfully inflicts or willfully causes the
infliction of physical pain on a student is prohibited.
Corporal punishment does not include:
(a) The use of reasonable physical force by a school administrator, teacher, school employee or
volunteer as necessary to maintain order or to prevent a student from harming him/herself, other
students and school staff or property;
(b) Physical pain or discomfort resulting from or caused by training for or participation in athletic
competition or recreational activity voluntarily engaged in by a student; or
(c) Physical exertion shared by all students in a teacher directed class activity, which may include, but
is not limited to, physical education exercises, field trips or vocational education projects.
Use of student and locker searches

LAWS
RCW 28A.225.031. Alcohol or controlled substances testing — Authority to order.

The authority of a court to issue an order for testing to determine whether the child has consumed or used
alcohol or controlled substances applies to all persons subject to a petition under RCW 28A.225.030
regardless of whether the petition was filed before July 27, 1997.
RCW 28A.600.210. School locker searches – Findings.

The legislature finds that illegal drug activity and weapons in schools threaten the safety and welfare of
school children and pose a severe threat to the state educational system. School officials need authority
to maintain order and discipline in schools and to protect students from exposure to illegal drugs,
weapons, and contraband. Searches of school-issued lockers and the contents of those lockers is a
reasonable and necessary tool to protect the interests of the students of the state as a whole.

RCW 28A.600.220. School locker searches – No expectation of privacy.
No right nor expectation of privacy exists for any student as to the use of any locker issued or assigned to
a student by a school and the locker shall be subject to search for illegal drugs, weapons, and contraband
as provided in RCW 28A.600.210 through 28A.600.240.
RCW 28A.600.230. School locker searches – Authorization – Limitations.

(1) A school principal, vice principal, or principal's designee may search a student, the student's
possessions, and the student's locker, if the principal, vice principal, or principal's designee has
reasonable grounds to suspect that the search will yield evidence of the student's violation of the law or
school rules. A search is mandatory if there are reasonable grounds to suspect a student has illegally
possessed a firearm in violation of RCW 9.41.280.
(2) Except as provided in subsection (3) of this section, the scope of the search is proper if the search is
conducted as follows:
(a) The methods used are reasonably related to the objectives of the search; and
(b) Is not excessively intrusive in light of the age and sex of the student and the nature of the suspected
infraction.
(3) A principal or vice principal or anyone acting under their direction may not subject a student to a strip
search or body cavity search as those terms are defined in RCW 10.79.070.
RCW 28A.600.240. School locker searches – Notice and reasonable suspicion requirements.
(1) In addition to the provisions in RCW 28A.600.230, the school principal, vice principal, or principal's
designee may search all student lockers at any time without prior notice and without a reasonable
suspicion that the search will yield evidence of any particular student's violation of the law or school rule.
(2) If the school principal, vice principal, or principal's designee, as a result of the search, develops a
reasonable suspicion that a certain container or containers in any student locker contain evidence of a
student's violation of the law or school rule, the principal, vice principal, or principal's designee may
search the container or containers according to the provisions of RCW 28A.600.230(2).
REGULATIONS
WAC 392-400-215. Student rights.

In addition to other rights established by law, each student served by or on behalf of a common school
district shall possess the following substantive rights, and no school district shall limit these rights except
for good and sufficient cause:
(3) All students possess the constitutional right to be secure in their persons, papers, and effects
against unreasonable searches and seizures.
Other in-school disciplinary approaches

LAWS
REGULATIONS

Out-of-School and Exclusionary Discipline: Suspensions, Expulsion,
Restraint and Seclusion, and Alternative Placements
Grounds for possible suspension or expulsion

LAWS
RCW 28A.600.455. Gang activity – Suspension or expulsion.

(1) A student who is enrolled in a public school or an alternative school may be suspended or expelled if
the student is a member of a gang and knowingly engages in gang activity on school grounds.
(2) "Gang" means a group which: (a) Consists of three or more persons; (b) has identifiable leadership;
and (c) on an ongoing basis, regularly conspires and acts in concert mainly for criminal purposes.

(3) A student who commits an offense under chapter 9A.36, 9A.40, 9A.46, or 9A.48 RCW, when directed
toward another student, may be removed from the classroom of the victim for the duration of the student's
attendance at that school or any other school where the victim is enrolled. A student who commits an
offense under one of the chapters enumerated in this section against a student or another school
employee, may be expelled or suspended.
(4) Nothing in this section is intended to limit the authority of a school under existing law and rules to
expel or suspend a student for misconduct or criminal behavior.
REGULATIONS
WAC 392-400-245. Short-term suspension—Conditions and limitations.
A short-term suspension may be imposed upon a student for violation of school district rules adopted
pursuant to WAC 392-400-225, subject to the following limitations or conditions, the prior informal
conference procedures set forth in WAC 392-400-250, and the grievance procedures set forth in WAC
392-400-255:
(1) The nature and circumstances of the violation must be considered and must reasonably warrant a
short-term suspension and the length of the suspension imposed. This requirement does not preclude
the boards of directors of school districts from establishing the nature and extent of the corrective
actions which, as a general rule, must be imposed as a consequence of proscribed misconduct. Such
advance notice to students is advisable, and the imposition of such preestablished corrective action is
permissible as long as (a) disciplinarians and hearing officers are allowed to grant exceptions in cases
involving extenuating or exceptional circumstances, and (b) short-term suspension is not established as
the corrective action for a student's first time offense other than for offenses involving exceptional
misconduct as defined in subsection (2) of this section.
(2) As a general rule, no student shall be suspended for a short term unless another form of corrective
action reasonably calculated to modify his or her conduct has previously been imposed upon the
student as a consequence of misconduct of the same nature. A school district may, however, elect to
adopt rules providing for the immediate resort to short-term suspension in cases involving exceptional
misconduct as long as disciplinarians and hearing officers may grant exceptions in cases involving
extenuating or exceptional circumstances, notwithstanding the fact prior alternative corrective action
has not been imposed upon the student(s) involved. For the purpose of this rule, "exceptional
misconduct" means misconduct other than absenteeism which a school district has judged, following
consultation with an ad hoc citizens committee, to (a) be of such frequent occurrence, notwithstanding

past attempts of district staff to control such misconduct through the use of other forms of corrective
action, as to warrant an immediate resort to short-term suspension, or (b) be so serious in nature or so
serious in terms of the disruptive effect upon the operation of the school(s) as to warrant an immediate
resort to short-term suspension. The ad hoc citizens committee required by this section shall be
composed of three or more persons chosen by the school district or the administrative designee(s) of
the district, and shall be constituted with the intent and purpose of representing various socioeconomic,
minority and majority populations of the school district to the extent deemed practical.
(3) No student in grades kindergarten through grade four shall be subject to short-term suspensions for
more than a total of ten school days during any single semester or trimester as the case may be, and
no loss of academic grades or credit shall be imposed by reason of the suspension of such a student.
(4) No student in the grade five and above program shall be subjected to short-term suspensions for
more than a total of fifteen school days during any single semester or ten school days during any single
trimester, as the case may be.
(5) A student may be excluded from a particular classroom or instructional or activity area for the period
of suspension, but the school district must provide an opportunity for a student to receive educational
services during a period of suspension. Any student subject to a short-term suspension shall be
provided the opportunity upon his or her return to make up assignments and tests missed by reason of
the short-term suspension if:
(a) Such assignments or tests have a substantial effect upon the student's semester or trimester
grade or grades; or
(b) Failure to complete such assignments or tests would preclude the student from receiving credit for
the course or courses.
(6) Any student who has been suspended shall be allowed to make application for readmission at any
time. Each school district board of directors shall adopt written rules which provide for such an
application for readmission and set forth the procedures to be followed.
WAC 392-400-260. Long-term suspension—Conditions and limitations.

A long-term suspension may be imposed upon a student for violation of school district rules adopted
pursuant to WAC 392-400-225, subject to the following limitations or conditions and the notice
requirements set forth in WAC 392-400-265 and the hearing requirements set forth in WAC 392-400-270:
(1) School districts may not impose long-term suspension as a form of discretionary discipline as
defined in WAC 392-400-205(11).
services during a period of suspension.
long-term suspension and the length of the suspension imposed. This requirement does not preclude
involving extenuating or exceptional circumstances, and (b) long-term suspension is not established as
(4) As a general rule, no student shall be suspended for a long term unless another form of corrective

adopt rules providing for the immediate resort to long-term suspension in cases involving exceptional
misconduct as long as disciplinarians and hearing officers are allowed to grant exceptions in cases
involving extenuating or exceptional circumstances, notwithstanding the fact prior alternative corrective
action has not been imposed upon the student(s) involved. For the purpose of this rule, "exceptional
misconduct" means misconduct other than absenteeism which a school district has judged following
consultation with an ad hoc citizens committee to (a) be of such frequent occurrence, notwithstanding
action, as to warrant an immediate resort to long-term suspension, or (b) be so serious in nature or so
resort to long-term suspension. The ad hoc citizens committee required by this section shall be
(5) No student in grades kindergarten through four shall be subject to long-term suspension during any
single semester or trimester, as the case may be, and no loss of academic grades or credit shall be
imposed by reason of the suspension of such a student.
(6) No single long-term suspension shall be imposed upon a student in the grade five and above
program in a manner which causes the student to lose academic grades or credit for in excess of one
semester or trimester, as the case may be, during the same school year.
(8) All long-term suspensions and the reasons therefor shall be reported in writing to the superintendent
of the school district or his or her designee within twenty-four hours after the imposition of the
suspension.
WAC 392-400-275. Expulsion—Conditions and limitations.
A student may be expelled for violation of school district rules adopted pursuant to WAC 392-400-225,
subject to the following limitations or conditions, the notice requirements set forth in WAC 392-400-280,
and the hearing requirements set forth in WAC 392-400-285:
(1) School districts may not impose expulsion as a form of discretionary discipline as defined in WAC
392-400-205(11).
of suspension or expulsion, but the school district must provide an opportunity for a student to receive
educational services during a period of suspension or expulsion.
(3) The nature and circumstances of the violation must reasonably warrant the harshness of expulsion.
(4) No student shall be expelled unless other forms of corrective action reasonably calculated to modify
his or her conduct have failed or unless there is good reason to believe that other forms of corrective
action would fail if employed.
(5) An expulsion may not be for an indefinite period of time. An expulsion may not exceed the length of
an academic term, as defined by the school board, from the date of the corrective action unless:
(a) The school petitions the district superintendent for an extension; and
(b) The district superintendent authorizes the extension in compliance with the superintendent of
public instruction's rules adopted for this purpose.

(6) The district shall make reasonable efforts to assist students in returning to an educational setting
prior to, and no later than, the end date of the corrective action.
(7) Once a student has been expelled in compliance with this chapter, the expulsion shall be brought to
the attention of appropriate local and state authorities including, but not limited to, juvenile authorities
acting pursuant to chapter 13.04 RCW in order that such authorities may address the student's
educational needs.
(8) Any student who has been expelled shall be allowed to make application for readmission at any
(9) All expulsions and the reasons therefor shall be reported in writing to the superintendent of the
school district or his or her designee within twenty-four hours after the imposition of the expulsion.
WAC 392-400-295. Emergency expulsion – Limitations.

Notwithstanding any other provision of this chapter, a student may be expelled immediately by a school
district superintendent or a designee of the superintendent in emergency situations: Provided that the
superintendent or designee has good and sufficient reason to believe that the student's presence poses
an immediate and continuing danger to students, school staff, or poses an immediate and continuing
threat of substantial disruption of the educational process. An emergency expulsion must end or be
converted to another form of corrective action within ten school days from the date of the expulsion. A
school district must provide notice and due process rights if it converts the emergency expulsion to
another form of corrective action.
Grounds for mandatory suspension or expulsion

LAWS

Exemptions.
(1) Any elementary or secondary school student who is determined to have carried a firearm onto, or to
have possessed a firearm on, public elementary or secondary school premises, public school-provided
transportation, or areas of facilities while being used exclusively by public schools, shall be expelled from
school for not less than one year under RCW 28A.600.010. The superintendent of the school district,
educational service district, or state school for the blind, or the director of the Washington state center for
childhood deafness and hearing loss, or the director's designee, may modify the expulsion of a student on
a case-by-case basis.
REGULATIONS
Limitations, conditions or exclusions for use of suspension and

expulsion
LAWS
RCW 28A.600.015. Rules incorporating due process guarantees of pupils – Informal due process
procedures for short-term suspension of students.

(2) Short-term suspension procedures may be used for suspensions of students up to and including, ten
consecutive school days.
(3) Emergency expulsions must end or be converted to another form of corrective action within ten school
days from the date of the emergency removal from school. Notice and due process rights must be
provided when an emergency expulsion is converted to another form of corrective action.
(4) School districts may not impose long-term suspension or expulsion as a form of discretionary
discipline.
(5) Any imposition of discretionary and nondiscretionary discipline is subject to the bar on suspending the
provision of educational services pursuant to subsection (8) of this section.
(6) As used in this chapter, "discretionary discipline" means a disciplinary action taken by a school district
for student behavior that violates rules of student conduct adopted by a school district board of directors
under RCW 28A.600.010 and this section, but does not constitute action taken in response to any of the
following:
(a) A violation of RCW 28A.600.420;
(b) An offense in RCW 13.04.155;
(c) Two or more violations of RCW 9A.46.120, 9.41.280, 28A.600.455, 28A.635.020, or 28A.635.060
within a three-year period; or
(d) Behavior that adversely impacts the health or safety of other students or educational staff.
(7) Except as provided in RCW 28A.600.420, school districts are not required to impose long-term
suspension or expulsion for behavior that constitutes a violation or offense listed under subsection (6)(a)
through (d) of this section and should first consider alternative actions.
action. A student may be excluded from a particular classroom or instructional or activity area for the
period of suspension or expulsion, but the school district must provide an opportunity for a student to
receive educational services during a period of suspension or expulsion.
(9) Nothing in this section creates any civil liability for school districts, or creates a new cause of action or
new theory of negligence against a school district board of directors, a school district, or the state.
(6) Any corrective action involving a suspension or expulsion from school for more than ten days must
have an end date of not more than the length of an academic term, as defined by the school board, from
the time of corrective action. Districts shall make reasonable efforts to assist students and parents in
returning to an educational setting prior to and no later than the end date of the corrective action. Where
warranted based on public health or safety, a school may petition the superintendent of the school district,
pursuant to policies and procedures adopted by the office of the superintendent of public instruction, for
authorization to exceed the academic term limitation provided in this subsection. The superintendent of

public instruction shall adopt rules outlining the limited circumstances in which a school may petition to
exceed the academic term limitation, including safeguards to ensure that the school district has made
every effort to plan for the student's return to school. School districts shall report to the office of the
superintendent of public instruction the number of petitions made to the school board and the number of
petitions granted on an annual basis.
REGULATIONS
WAC 392-400-245. Short-term suspension – Conditions and limitations.

392-400-255:

grade or grades; or
WAC 392-400-260. Long-term suspension – Conditions and limitations.

defined in WAC 392-400-205(11).

suspension.
WAC 392-400-275. Expulsion—Conditions and limitations.

392-400-205(11).
educational needs.
WAC 392-400-295. Emergency expulsion—Limitations.


Administrative procedures related to suspension and expulsion

LAWS
RCW 28A.600.015. Rules incorporating due process guarantees of pupils – Informal due process
procedures for short-term suspension of students.
(2) Short-term suspension procedures may be used for suspensions of students up to and including, ten
consecutive school days.
(3) Emergency expulsions must end or be converted to another form of corrective action within ten school
days from the date of the emergency removal from school. Notice and due process rights must be
provided when an emergency expulsion is converted to another form of corrective action.
(4) School districts may not impose long-term suspension or expulsion as a form of discretionary
discipline.
(5) Any imposition of discretionary and nondiscretionary discipline is subject to the bar on suspending the
provision of educational services pursuant to subsection (8) of this section.
(6) As used in this chapter, "discretionary discipline" means a disciplinary action taken by a school district
for student behavior that violates rules of student conduct adopted by a school district board of directors
under RCW 28A.600.010 and this section, but does not constitute action taken in response to any of the
following:
(7) Except as provided in RCW 28A.600.420, school districts are not required to impose long-term
suspension or expulsion for behavior that constitutes a violation or offense listed under subsection (6)(a)
through (d) of this section and should first consider alternative actions.
action. A student may be excluded from a particular classroom or instructional or activity area for the
period of suspension or expulsion, but the school district must provide an opportunity for a student to
receive educational services during a period of suspension or expulsion.

(9) Nothing in this section creates any civil liability for school districts, or creates a new cause of action or
new theory of negligence against a school district board of directors, a school district, or the state.
(1) The rules adopted pursuant to RCW 28A.600.010 shall be interpreted to ensure that the optimum
learning atmosphere of the classroom is maintained, and that the highest consideration is given to the
judgment of qualified certificated educators regarding conditions necessary to maintain the optimum
learning atmosphere.
(3) In order to preserve a beneficial learning environment for all students and to maintain good order and
discipline in each classroom, every school district board of directors shall provide that written procedures
are developed for administering discipline at each school within the district. Such procedures shall be
developed with the participation of parents and the community, and shall provide that the teacher,
principal or designee, and other authorities designated by the board of directors, make every reasonable
attempt to involve the parent or guardian and the student in the resolution of student discipline problems.
Such procedures shall provide that students may be excluded from their individual classes or activities for
periods of time in excess of that provided in subsection (2) of this section if such students have
repeatedly disrupted the learning of other students. The procedures must be consistent with the rules of
the superintendent of public instruction and must provide for early involvement of parents in attempts to
improve the student's behavior.
(4) The procedures shall assure, pursuant to RCW 28A.400.110, that all staff work cooperatively toward
consistent enforcement of proper student behavior throughout each school as well as within each
classroom.
(5)(a) A principal shall consider imposing long-term suspension or expulsion as a sanction when
deciding the appropriate disciplinary action for a student who, after July 27, 1997:
(i) Engages in two or more violations within a three-year period of RCW 9A.46.120, 28A.600.455,
28A.600.460, 28A.635.020, 28A.600.020, 28A.635.060, or 9.41.280; or
(ii) Engages in one or more of the offenses listed in RCW 13.04.155.
(b) The principal shall communicate the disciplinary action taken by the principal to the school
personnel who referred the student to the principal for disciplinary action.
(6) Any corrective action involving a suspension or expulsion from school for more than ten days must
have an end date of not more than the length of an academic term, as defined by the school board, from
the time of corrective action. Districts shall make reasonable efforts to assist students and parents in
returning to an educational setting prior to and no later than the end date of the corrective action. Where
warranted based on public health or safety, a school may petition the superintendent of the school district,
pursuant to policies and procedures adopted by the office of the superintendent of public instruction, for
authorization to exceed the academic term limitation provided in this subsection. The superintendent of
public instruction shall adopt rules outlining the limited circumstances in which a school may petition to
exceed the academic term limitation, including safeguards to ensure that the school district has made

every effort to plan for the student's return to school. School districts shall report to the office of the
superintendent of public instruction the number of petitions made to the school board and the number of
petitions granted on an annual basis.
state center for childhood deafness and hearing loss, or the state school for the blind if it has suspended
or expelled a student from the student's regular school setting from providing educational services to the
student in an alternative setting or modifying the suspension or expulsion on a case-by-case basis. An
alternative setting should be comparable, equitable, and appropriate to the regular education services a
student would have received without the exclusionary discipline. Example alternative settings include
alternative high schools, one-on-one tutoring, and online learning.
RCW 28A.600.022. Suspended or expelled students – Reengagement plan.

(1) School districts should make efforts to have suspended or expelled students return to an educational
setting as soon as possible. School districts must convene a meeting with the student and the student's
parents or guardians within twenty days of the student's long-term suspension or expulsion, but no later
than five days before the student's enrollment, to discuss a plan to reengage the student in a school
program. Families must have access to, provide meaningful input on, and have the opportunity to
participate in a culturally sensitive and culturally responsive reengagement plan.
(2) In developing a reengagement plan, school districts should consider shortening the length of time that
the student is suspended or expelled, other forms of corrective action, and supportive interventions that
aid in the student's academic success and keep the student engaged and on track to graduate. School
districts must create a reengagement plan tailored to the student's individual circumstances, including
consideration of the incident that led to the student's long-term suspension or expulsion. The plan should
aid the student in taking the necessary steps to remedy the situation that led to the student's suspension
or expulsion.
(3) Any reengagement meetings conducted by the school district involving the suspended or expelled
student and his or her parents or guardians are not intended to replace a petition for readmission.
REGULATIONS
WAC 392-400-205. Definitions.

As used in this chapter the term:
(1) "Discipline" shall mean all forms of corrective action other than emergency removal from a class,
subject, or activity, suspension, or expulsion and shall include the exclusion of a student from a class by
a teacher or administrator for a period of time not exceeding the balance of the immediate class period:
Provided that the student is in the custody of a school district employee for the balance of such period.
Discipline shall also mean the exclusion of a student from any other type of activity conducted by or on
behalf of a school district.
(2) "Suspension" shall mean a denial of attendance (other than for the balance of the immediate class
period for "discipline" purposes) for any single subject or class, or for any full schedule of subjects or
classes for a stated period of time. A suspension also may include a denial of admission to, or entry
upon, real and personal property that is owned, leased, rented, or controlled by the school district.
(3) "Short-term suspension" shall mean a suspension for any portion of a calendar day up to and not
exceeding ten consecutive school days.
(4) "Long-term suspension" shall mean a suspension that:
(a) Exceeds ten school days and has an end date of not more than the length of an academic term,
as defined by the school board, from the time of corrective action;

(b) Cannot be imposed in such a manner that causes the student to lose academic grades or credit in
excess of one semester or trimester during the same school year; and
(c) Cannot be imposed beyond the school year in which the alleged misbehavior occurs.
(5) "Emergency expulsion" shall mean an emergency removal from school for up to, and not exceeding,
ten consecutive school days from the student's current school placement by a school district
superintendent or a designee of the superintendent. The superintendent or designee must have good
and sufficient reason to believe that the student's presence poses an immediate and continuing danger
to other students or school staff or an immediate and continuing threat of substantial disruption of the
educational process. An emergency expulsion must end or be converted to another form of corrective
action within ten school days from the date of the emergency removal from school.
(6) "Expulsion" shall mean a denial of attendance for a period of time up to, but not longer than, the
length of an academic term, as defined by the school board, from the time a student is removed from
his or her current school placement by a school district superintendent or a designee of the
superintendent. An expulsion also may include a denial of admission to, or entry upon, real and
personal property that is owned, leased, rented, or controlled by the school district.
(7) "School business day" shall mean any calendar day, exclusive of Saturdays, Sundays, and any
federal and school holidays, upon which the office of the superintendent of the school district is open to
the public for the conduct of business. A school business day shall be concluded or terminated upon the
closure of said office for the calendar day.
(8) "School day" shall mean a calendar day except school holidays on which students enrolled in the
school district are afforded the opportunity to be engaged in educational activity which is planned,
supervised, and conducted by or under the supervision of the school district certificated staff, and on
which day all or any portion of the students enrolled in the program actually participate in such
educational activity.
(9) "Reengagement meeting" shall mean a meeting held between the school district and the student
and parent and/or guardian to discuss how to return a long-term suspended or expelled student to an
education setting as soon as possible.
(10) "Reengagement plan" shall mean a written plan developed between a school district and a student
and his/her parent or guardian designed to aid the student in taking the necessary steps to remedy the
situation that led to the student's suspension or expulsion and return the student to the educational
setting as soon as possible.
(11) "Discretionary discipline" shall mean a disciplinary action taken by a school district for student
behavior that violates rules of student conduct adopted by a school district board of directors under
RCW 28A.600.010 and 28A.600.015, but does not constitute action taken in response to any of the
following:

392-400-255:

grade or grades; or
WAC 392-400-250. Short-term suspension – Prior conference required – Notice to parent.

(1) Prior to the short-term suspension of any student a conference shall be conducted with the student as
follows:

(a) An oral or written notice of the alleged misconduct and violation(s) of school district rules shall be
provided to the student;
(b) An oral or written explanation of the evidence in support of the allegation(s) shall be provided to the
student;
(c) An oral or written explanation of the corrective action which may be imposed shall be provided to the
student; and
(d) The student shall be provided the opportunity to present his/her explanation.
(2) In the event a short-term suspension is to exceed one calendar day, the parent(s) or guardian(s) of
the student shall be notified of the reason for the student's suspension and the duration of the suspension
orally and/or by letter deposited in the United States mail as soon as reasonably possible. The notice
shall also inform the parent or guardian of the right to an informal conference pursuant to WAC 392-400-
255 and that the suspension may possibly be reduced as a result of such conference.
(3) All short-term suspensions and the reasons therefor shall be reported in writing to the superintendent
of the school district or his or her designee within twenty-four hours after the imposition of the suspension.
WAC 392-400-255. Short-term suspension – Grievance procedure.

Any student, parent, or guardian who is aggrieved by the imposition of a short-term suspension shall have
the right to an informal conference with the building principal or his or her designee for the purpose of
resolving the grievance. The employee whose action is being grieved shall be notified of the initiation of a
grievance as soon as reasonably possible. During such conference the student, parent, or guardian shall
be subject to questioning by the building principal or his or her designee and shall be entitled to question
school personnel involved in the matter being grieved. Subsequent to the building level grievance
meeting, the student, parent, or guardian, upon two school business days' prior notice, shall have the
right to present a written and/or oral grievance to the superintendent of the district or his/her designee. If
the grievance is not resolved, the student, parent, or guardian, upon two school business days' prior
notice, shall have the right to present a written and/or oral grievance to the board of directors during the
board's next regular meeting or to the school district disciplinary appeal council if the board has delegated
its responsibility to hear and decide such grievances to the council pursuant to WAC 392-400-317. The
board or council shall notify the student, parent, or guardian of its response to the grievance within ten
school business days after the date of the meeting. The short-term suspension shall continue
notwithstanding the implementation of the grievance procedure set forth in this section unless the
principal or his or her designee elects to postpone such action.

defined in WAC 392-400-205(11).

suspension.
WAC 392-400-265. Long-term suspension – Notice of hearing – Waiver of hearing.

(1) Prior to the long-term suspension of a student, written notice of an opportunity for a hearing shall be
delivered in person or by certified mail to the student and to his or her parent(s) or guardian(s). The notice
shall:
(a) Be provided in the predominant language of a student and/or a parent(s) or guardian(s) who
predominantly speak a language other than English, in accordance with Title VI of the Civil Rights Act of
1964;
(b) Specify the alleged misconduct and the school district rule(s) alleged to have been violated;
(c) Set forth the corrective action proposed;
(d) Set forth the right of the student and his or her parent(s) or guardian(s) to a hearing for the purpose
of contesting the allegation(s); and
(e) Set forth the facts that:

(i) A written or oral request for a hearing must be received by the school district employee designated,
or by his or her office, on or before the expiration of the third school business day after receipt of the
notice of opportunity for a hearing; and
(ii) If such a request is not received within the prescribed period of time, then the right to a hearing
may be deemed to have been waived and the proposed long-term suspension may be imposed by
the school district without any further opportunity for the student or his or her parent(s) or guardian(s)
to contest the matter. A schedule of "school business days" potentially applicable to the exercise of
such hearing right should be included with the notice.
(2) The student and/or his or her parent(s) or guardian(s) shall reply to the notice of opportunity for a
hearing and request a hearing within three school business days after the date of receipt of notice. A
request for a hearing shall be provided to the school district employee specified in the notice of
opportunity for a hearing, or to his or her office. A request for a hearing shall be accepted in writing and
may also be accepted orally.
(3) If a request for a hearing is not received within the required three school business day period, the
school district may deem the student and his or her parent(s) or guardian(s) to have waived the right to a
hearing and the proposed long-term suspension may be imposed.
WAC 392-400-270. Long-term suspension – Prehearing and hearing process.

(1) If a request for a hearing is received pursuant to WAC 180-40-265 within the required three school
business days, the school district shall schedule a hearing to commence within three school business
days after the date upon which the request for a hearing was received.
(2) The student and his or her parent(s) or guardian(s) shall have the right to:
(a) Inspect in advance of the hearing any documentary and other physical evidence which the school
district intends to introduce at the hearing;
(b) Be represented by legal counsel;
(c) Question and confront witnesses, unless a school district witness does not appear and the
nonappearance of the witness is excused by the person(s) hearing the case based upon evidence of
good reason for doing so submitted by the school district. The evidence submitted by the school district
must at a minimum establish either:
(i) That the district made a reasonable effort to produce the witness and is unable to do so; or
(ii) That it is not advisable for the student to appear due to an expectation and fear on the part of the
responsible district official(s) or the student of retaliation against the student if he or she appears as a
witness.
(d) Present his or her explanation of the alleged misconduct; and
(e) Make such relevant showings by way of witnesses and the introduction of documentary and other
physical evidence as he or she desires.
(3) The designee(s) of the school district assigned to present the district's case shall have the right to
inspect, in advance of the hearing, any documentary and other physical evidence which the student and
his or her parent(s) or guardian(s) intend to introduce at the hearing.
(4) The person(s) hearing the case shall not be a witness and the final decision regarding the imposition
of corrective action shall be determined solely on the basis of the evidence presented at the hearing.
(5) Either a tape-recorded or verbatim record of the hearing shall be made.
(6) A written decision setting forth the findings of fact, conclusions, and the nature and duration of the
long-term suspension or lesser form or corrective action to be imposed, if any, shall be provided to the
student's legal counsel or, if none, to the student and his or her parent(s) or guardian(s).

WAC 392-400-275. Expulsion – Conditions and limitations.
392-400-205(11).
educational needs.
WAC 392-400-280. Expulsion – Notice of hearing – Waiver of hearing.

(1) Prior to the expulsion of a student, an oral or written notice of an opportunity for a hearing shall be
delivered in person, or by certified mail to the student and to his or her parent(s) or guardian(s). The
notice shall:
1964;
(b) Specify the alleged misconduct and the school district rule(s) or policy alleged to have been violated;

may be deemed to have been waived and the proposed expulsion may be imposed by the school
district without any further opportunity for the student or his or her parent(s) or guardian(s) to contest
the matter. A schedule of "school business days" potentially applicable to the exercise of such hearing
right should be included with the notice; and
(2) The student or his or her parent(s) or guardian(s) shall reply to the notice of opportunity for a hearing
and request a hearing within three school business days after the date of receipt of the notice. A request
for a hearing shall be provided to the school district employee specified in the notice of opportunity for a
hearing, or to his or her office. A request for a hearing shall be accepted if in writing and may be accepted
orally.
hearing and the proposed expulsion may be imposed.
WAC 392-400-285. Expulsion – Prehearing and hearing process.

(1) If a request for a hearing is received pursuant to WAC 392-400-280 within the required three school
business days, the school district shall schedule a hearing to commence within three school business
days after the date upon which the request for a hearing was received.
witness.
inspect, in advance of the hearing, any documentary and other physical evidence which the student and
his or her parent(s) or guardian(s) intend to introduce at the hearing.
(4) The person(s) hearing the case shall not be a witness and the final decision regarding the imposition
of corrective action shall be determined solely on the basis of the evidence presented at the hearing.
(6) A written decision setting forth the findings of fact, conclusions, and the expulsion or lesser form of
corrective action to be imposed, if any, shall be provided to the student's legal counsel or, if none, to the
student and his or her parent(s) or guardian(s).

WAC 392-400-295. Emergency expulsion – Limitations.
WAC 392-400-300. Emergency expulsion – Notice of hearing – Waiver of hearing right.

(1) The student and his or her parent(s) or guardian(s) shall be notified of the emergency expulsion of the
student and of their opportunity for a hearing either (a) by hand delivering written notice to the student's
parent(s) or guardian(s) within twenty-four hours of the expulsion. School districts must document delivery
of the notice by obtaining the signature of the parent(s) or guardian(s) acknowledging receipt or the
written certification of the person making the delivery; or (b) by certified letter(s) deposited in the United
States mail, within twenty-four hours of the expulsion. In addition, if the notice is by certified letter,
reasonable attempts shall be made to notify the student and his or her parent(s) or guardian(s) by
telephone or in person as soon as reasonably possible. Such written and oral notice shall:
1964;
(b) Specify the alleged reasons that the student's presence poses an immediate and continuing danger
to students, school staff, or poses an immediate and continuing threat of substantial disruption of the
educational process;
(c) Set forth the date on which the emergency expulsion began and will end;
(d) Set forth the right of the student and/or his or her parent(s) or guardian(s) to a hearing for the
purpose of contesting the allegation(s) as soon as reasonably possible; and
may be deemed to have been waived, and the emergency expulsion may be continued, as deemed
necessary, for up to ten school days from the date of the student's emergency removal from school
without any further opportunity for the student or his or her parent(s) or guardian(s) to contest the
matter. A schedule of "school business days" potentially applicable to the exercise of such hearing
right should be included with the notice.
hearing and request a hearing within three school business days after the date of receipt of the notice. A
opportunity for a hearing, or to his or her office. A request for a hearing shall be accepted if in writing or
orally.

hearing and the emergency expulsion may be imposed, as deemed necessary, for a period of up to ten
school days from the date of the emergency removal from school.
WAC 392-400-305. Emergency expulsion – Prehearing and hearing process.

(1) If a request for a hearing within the required three school business days is received pursuant to WAC
392-400-300, the school district shall immediately schedule and give notice of a hearing to commence as
soon as reasonably possible and in no case later than the second school business day after receipt of the
request for hearing.
witness;
inspect in advance of the hearing any documentary and other physical evidence that the student and his
or her parent(s) or guardian(s) intend to introduce at the hearing.
(4) The person(s) hearing the case shall not be a witness and final decision regarding the imposition of
corrective action shall be determined solely on the basis of the evidence presented at the hearing.
(6) Within one school business day after the date upon which the hearing concludes, the person(s)
hearing the case shall issue a decision regarding whether the emergency expulsion shall continue. The
school district shall provide notice of the decision to the student and the student's parent(s), guardian(s),
and legal counsel, if any, by depositing a certified letter in the United States mail. The decision shall set
forth the findings of fact, the conclusions (including a conclusion as to whether the immediate and
continuing danger to students, school staff, or poses an immediate and continuing threat of substantial
disruption of the educational process, giving rise to the emergency expulsion has terminated), and
whether the emergency expulsion shall be converted to another form of corrective action.
WAC 392-400-310. Appeals – Long-term suspension and expulsion.

Appeals from decisions rendered pursuant to WAC 392-400-270, 392-400-285 and 392-400-305 which
impose either a long-term suspension or an expulsion upon a student shall be governed as follows:
(1) Any school district board of directors may delegate its authority to hear and decide long-term
suspension and expulsion appeals to a school district disciplinary appeal council established by the
board. School district disciplinary appeal councils shall be appointed by the school district board of
directors for fixed terms and shall consist of not less than three persons.

(2) If the case was not heard and decided by the school district board of directors or school district
disciplinary appeal council, the student and his or her parent(s) or guardian(s) shall have the right to
appeal the decision to the board of directors or the disciplinary appeal council. Notice indicating that the
student or his or her parent(s) or guardian(s) desire to appeal the decision shall be provided to either
the office of the school district superintendent or to the office of the person who rendered the decision
within three school business days after the date of receipt of the decision. The notice of appeal shall be
accepted in writing or orally.
(3) If an appeal is not taken to the board of directors or disciplinary appeal council within the required
three school business day period, the suspension or expulsion decided upon may be imposed as of the
calendar day following expiration of the three school business day period.
(4) If a timely appeal is taken to the board of directors or disciplinary appeal council, the suspension or
expulsion may be imposed during the appeal period subject to the following conditions and limitations:
(a) A long-term suspension or nonemergency expulsion may be imposed during the appeal period for
no more than ten consecutive school days or until the appeal is decided, whichever is the shortest
period;
(b) Any days that a student is temporarily suspended or expelled before the appeal is decided shall
be applied to the term of the student's suspension or expulsion and shall not limit or extend the term
of the student's suspension or expulsion; and
(c) Any student subjected to a temporary suspension who returns to school before the appeal is
decided shall be provided the opportunity upon his or her return to make up assignments and tests
missed by reason of the suspension if:
(i) Such assignments or tests have a substantial effect upon the student's semester or trimester
grade or grades; or
(ii) Failure to complete such assignments or tests would preclude the student from receiving credit
for the course or courses.
(5) An appeal from any decision of a school board or disciplinary appeal council to impose or to affirm
the imposition of a long-term suspension or an expulsion shall be to the courts. Whether or not the
decision of a school board or disciplinary appeal council shall be postponed pending an appeal to
superior court shall be discretionary with the school board or disciplinary appeal council except as
ordered otherwise by a court.
WAC 392-400-315. Appeals – Hearing before school board or disciplinary appeal council –
Procedures.
(1) If a notice of appeal to the school board of directors or school district disciplinary appeal council is
received pursuant to WAC 392-400-310(2) within the required three school business days, the board or
council shall schedule and hold an informal conference to review the matter within ten school business
days after the date of receipt of such appeal notice. The purpose of the meeting shall be to meet and
confer with the parties in order to decide upon the most appropriate means of disposing of the appeal as
provided for in this section. At that time the student or the student's parent(s) or guardian(s) or legal
counsel shall be given the right to be heard and shall be granted the opportunity to present such
witnesses and testimony as the board or council deems reasonable. The board or council shall agree to
one of the following procedures prior to adjournment or recess:
(a) Study the hearing record or other material submitted and render its decision within ten school
business days after the date of the informal conference, or

(b) Schedule and hold a meeting to hear further arguments based on the record before the board or
council and render its decision within fifteen school business days after the date of the informal
conference, or
(c) Schedule and hold a meeting within ten school business days after the date of the informal
conference for the purpose of hearing the case de novo.
(2) In the event the school board of directors or school district disciplinary appeal council elects to hear
the appeal de novo, the following rights and procedures shall govern the proceedings:
(a) The student and his or her parent(s) or guardian(s) shall have the right to:
(i) Inspect in advance of the hearing any documentary and other physical evidence which the school
district intends to introduce at the hearing,
(ii) Question and confront witnesses, unless a school district witness does not appear and the
good reason for doing so submitted by the school district. The evidence submitted by the school
district must at a minimum establish either:
(A) That the district made a reasonable effort to produce the witness and is unable to do so; or,
(B) That it is not advisable for the student to appear due to an expectation and fear on the part of
the responsible district official(s) or the student of retaliation against the student if he or she appears
as a witness,
(iii) Present his or her explanation of the alleged misconduct, and
(iv) Make such relevant showings by way of witnesses and the introduction of documentary and other
physical evidence as he or she desires,
(b) The designee(s) of the school district assigned to present the district's case shall have the right to
inspect in advance of the hearing any documentary and other physical evidence that the student and
his or her parent(s) or guardian(s) intend to introduce at the hearing, and
(c) Either a tape-recorded or verbatim record of the hearing shall be made.
WAC 392-400-317. Appeals – Discipline and short-term suspension grievances.

Any school district board of directors may delegate its authority to hear and decide discipline and short-
term suspension grievance appeals filed pursuant to WAC 392-400-240 and 392-400-253 to a school
district disciplinary appeal council established pursuant to WAC 392-400-310(1).
WAC 392-400-320. School board or disciplinary appeal council decisions.

Any decision by a school board of directors or school district disciplinary appeal council pursuant to this
chapter to impose or to affirm, reverse, or modify the imposition of discipline, suspension, or expulsion
upon a student shall be made:
(1) Only by those board or council members who have heard or read the evidence.
(2) Only by those board or council members who have not acted as a witness in the matter.
(3) Only at a meeting at which a quorum of the board or council is present and by majority vote.
WAC 392-400-410. Appeal for extension of an expulsion.

When warranted because of risk to the public health and safety, the principal or the principal's designee
may petition the district's superintendent for authorization to exceed the academic term limitation on an
expulsion. The superintendent may exercise his/her discretion to grant the petition in limited
circumstances, on a case-by-case basis, so long as there is evidence that, if the student were to return at
or before the length of an academic term, as defined by the school board, he/she would pose a risk to
public health or safety.

(1) The petition to exceed the academic term limit shall include, at least, the following:
(a) A detailed description of the student's misconduct, the school rules which were violated, and the
public health and/or safety concerns of the district;
(b) A detailed description of the student's academic, attendance, and discipline history, if any;
(c) A description of the lesser forms of corrective actions which were considered and reasons why
those were rejected;
(d) A description of all alternative learning experiences, vocational programs, and/or other educational
services which may be available to the student;
(e) The proposed extended length of the expulsion;
(f) Identification of special education services or accommodations pursuant to Section 504 of the
Rehabilitation Act of 1973, if appropriate; and
(g) A proposed date for the reengagement meeting.
(2) Designated staff shall submit the petition at any time after final imposition of an academic term
expulsion and prior to the end of that expulsion.
(3) A copy of the petition shall be delivered in person or by certified mail to the student and his/her
parent(s)/guardian(s).
(4) The petition shall be provided in the predominant language of the student and/or
parent(s)/guardian(s) who speak a language, other than English, in accordance with Title VI of the Civil
Rights Act of 1964.
(5) The student and/or parent(s)/guardian(s) may submit a written or verbal response to the petition
within ten school business days of the recorded receipt of the petition.
(6) Within eleven school business days, but no later than twenty school business days of the date of the
petition's recorded delivery to the student/parent(s)/guardian(s), the district superintendent shall issue a
written decision indicating whether the petition is granted or denied. The written decision shall also
include a description of all rights and procedures for appeal.
(7) If the petition is granted, within ten school business days of the receipt of the decision, the student
and/or parent(s)/guardian(s) may appeal the decision to the district's school board in accordance with
WAC 392-400-310 and 392-400-315.
Annually, all school districts shall report the number of petitions submitted, approved and denied to the
office of the superintendent of public instruction.
In-school suspension
LAWS
REGULATIONS

Return to school following removal
LAWS

or expulsion.
REGULATIONS

392-400-255:

WAC 392-400-420. Reengagement meetings and plans.

than five days before the student's reentry or enrollment, to discuss a plan to reengage the student in a
school program. Families must have access to, provide meaningful input on, and have the opportunity to

or expulsion.
Use of restraint and seclusion

LAWS
RCW 28A.600.485. Restraint of students—Use of restraint or isolation specified in individualized

education programs or plans developed under section 504 of the rehabilitation act of 1973—
Procedures—Summary of incidents of isolation or restraint—Publishing to web site.
(1) The definitions in this subsection apply throughout this section unless the context clearly requires
otherwise.
(a) "Isolation" means restricting the student alone within a room or any other form of enclosure, from
which the student may not leave. It does not include a student's voluntary use of a quiet space for self-
calming, or temporary removal of a student from his or her regular instructional area to an unlocked
area for purposes of carrying out an appropriate positive behavior intervention plan.
(b) "Restraint" means physical intervention or force used to control a student, including the use of a
restraint device to restrict a student's freedom of movement. It does not include appropriate use of a
prescribed medical, orthopedic, or therapeutic device when used as intended, such as to achieve
proper body position, balance, or alignment, or to permit a student to safely participate in activities.
(c) "Restraint device" means a device used to assist in controlling a student, including but not limited to
metal handcuffs, plastic ties, ankle restraints, leather cuffs, other hospital-type restraints, pepper spray,
tasers, or batons. Restraint device does not mean a seat harness used to safely transport students.
This section shall not be construed as encouraging the use of these devices.
(2) The provisions of this section apply to all students, including those who have an individualized
education program or plan developed under section 504 of the rehabilitation act of 1973. The provisions
of this section apply only to incidents of restraint or isolation that occur while a student is participating in
school-sponsored instruction or activities.
(3)
(a) An individualized education program or plan developed under section 504 of the rehabilitation act of
1973 must not include the use of restraint or isolation as a planned behavior intervention unless a
student's individual needs require more specific advanced educational planning and the student's
parent or guardian agrees. All other plans may refer to the district policy developed under subsection
(3)(b) of this section. Nothing in this section is intended to limit the provision of a free appropriate public
education under Part B of the federal individuals with disabilities education improvement act or section
504 of the federal rehabilitation act of 1973.
(b) Restraint or isolation of any student is permitted only when reasonably necessary to control
spontaneous behavior that poses an imminent likelihood of serious harm, as defined in RCW
70.96B.010. Restraint or isolation must be closely monitored to prevent harm to the student, and must
be discontinued as soon as the likelihood of serious harm has dissipated. Each school district shall
adopt a policy providing for the least amount of restraint or isolation appropriate to protect the safety of
students and staff under such circumstances.

(4) Following the release of a student from the use of restraint or isolation, the school must implement
follow-up procedures. These procedures must include: (a) Reviewing the incident with the student and the
parent or guardian to address the behavior that precipitated the restraint or isolation and the
appropriateness of the response; and (b) reviewing the incident with the staff member who administered
the restraint or isolation to discuss whether proper procedures were followed and what training or support
the staff member needs to help the student avoid similar incidents.
(5) Any school employee, resource officer, or school security officer who uses isolation or restraint on a
student during school-sponsored instruction or activities must inform the building administrator or building
administrator's designee as soon as possible, and within two business days submit a written report of the
incident to the district office. The written report must include, at a minimum, the following information:
(a) The date and time of the incident;
(b) The name and job title of the individual who administered the restraint or isolation;
(c) A description of the activity that led to the restraint or isolation;
(d) The type of restraint or isolation used on the student, including the duration;
(e) Whether the student or staff was physically injured during the restraint or isolation incident and any
medical care provided; and
(f) Any recommendations for changing the nature or amount of resources available to the student and
staff members in order to avoid similar incidents.
(6) The principal or principal's designee must make a reasonable effort to verbally inform the student's
parent or guardian within twenty-four hours of the incident, and must send written notification as soon as
practical but postmarked no later than five business days after the restraint or isolation occurred. If the
school or school district customarily provides the parent or guardian with school-related information in a
language other than English, the written report under this section must be provided to the parent or
guardian in that language.
(7)(a) Beginning January 1, 2016, and by January 1st annually, each school district shall summarize the
written reports received under subsection (5) of this section and submit the summaries to the office of the
superintendent of public instruction. For each school, the school district shall include the number of
individual incidents of restraint and isolation, the number of students involved in the incidents, the number
of injuries to students and staff, and the types of restraint or isolation used.
(b) No later than ninety days after receipt, the office of the superintendent of public instruction shall
publish to its web site the data received by the districts. The office of the superintendent of public
instruction may use this data to investigate the training, practices, and other efforts used by schools and
districts to reduce the use of restraint and isolation.
guardians of children who have individualized education programs or plans developed under
section 504 of the rehabilitation act of 1973.
Parents and guardians of children who have individualized education programs or plans developed under
section 504 of the rehabilitation act of 1973 must be provided a copy of the district policy on the use of
isolation and restraint at the time that the program or plan is created.

REGULATIONS
WAC 392-400-235. Discipline – Conditions and limitations.

Discipline may be imposed upon any student for violation of the rules of the school district that have been
established pursuant to this section, subject to the following limitations and conditions and the grievance
procedure set forth in WAC 392-400-240:
(1) No form of discipline shall be enforced in such a manner as to prevent a student from accomplishing
specific academic grade, subject, or graduation requirements.
action.
(3) Corporal punishment which is defined as any act which willfully inflicts or willfully causes the
infliction of physical pain on a student is prohibited.
Corporal punishment does not include:
(a) The use of reasonable physical force by a school administrator, teacher, school employee or
volunteer as necessary to maintain order or to prevent a student from harming him/herself, other
students and school staff or property;
(b) Physical pain or discomfort resulting from or caused by training for or participation in athletic
competition or recreational activity voluntarily engaged in by a student; or
(c) Physical exertion shared by all students in a teacher directed class activity, which may include, but
is not limited to, physical education exercises, field trips or vocational education projects.
Alternative placements
LAWS
RCW 28A.150.305. Alternative educational service providers — Student eligibility.

(1) The board of directors of school districts may contract with alternative educational service providers
for eligible students. Alternative educational service providers that the school district may contract with
include, but are not limited to:
(a) Other schools;
(b) Alternative education programs not operated by the school district;
(c) Education centers;
(d) Skills [Skill] centers;
(e) The Washington national guard youth challenge program;
(f) Dropout prevention programs; or
(g) Other public or private organizations, excluding sectarian or religious organizations.
(2) Eligible students include students who are likely to be expelled or who are enrolled in the school
district but have been suspended, are academically at risk, or who have been subject to repeated
disciplinary actions due to behavioral problems.
(3) If a school district board of directors chooses to initiate specialized programs for students at risk of
expulsion or who are failing academically by contracting out with alternative educational service providers
identified in subsection (1) of this section, the school district board of directors and the organization must
specify the specific learning standards that students are expected to achieve. Placement of the student
shall be jointly determined by the school district, the student's parent or legal guardian, and the alternative
educational service provider.

(4) For the purpose of this section, the superintendent of public instruction shall adopt rules for reporting
and documenting enrollment. Students may reenter at the grade level appropriate to the student's ability.
Students who are sixteen years of age or older may take a test to earn a high school equivalency
certificate as provided in RCW 28B.50.536 in accordance with rules adopted under RCW 28A.305.190.
(5) The board of directors of school districts may require that students who would otherwise be
suspended or expelled attend schools or programs listed in subsection (1) of this section as a condition of
continued enrollment in the school district.
RCW 28A.225.115. Educational services — Funding for children referred to community truancy
board.
The superintendent of public instruction, subject to available funding, shall allocate funds to provide
educational services for children who have been referred to a community truancy board or to the courts
under RCW 28A.225.030. The funds shall be used on behalf of such children for enrollment in skill
centers, education centers, alternative programs, and in other public or private educational programs.
Decisions regarding the expenditure of the funds shall be made by the community truancy board or the
courts, whichever is applicable. The amount of the assistance for each child shall be determined in
accordance with the omnibus appropriations act. These funds shall be in excess of any other funds
provided through RCW 28A.150.260 as basic education and other state, federal, or local sources.
RCW 28A.300.360. Grants for programs and services – Truant, at-risk, and expelled students.
The superintendent of public instruction shall provide, to the extent funds are appropriated, start-up grants
for alternative programs and services that provide instruction and learning for truant, at-risk, and expelled
students. Each grant application shall contain proposed performance indicators and an evaluation plan to
measure the success of the program and its impact on improved student learning. Applications shall
contain the applicant's plan for maintaining the program and services after the grant period.

Exemptions.
state center for childhood deafness and hearing loss, or the state school for the blind if it has expelled a
student from such student's regular school setting from providing educational services to the student in an
alternative setting.
REGULATIONS
WAC 392-172A-05140. Purpose.

The purpose of WAC 392-172A-05140 through 392-172A-05175 is to ensure that students eligible for
special education services are not improperly excluded from school for disciplinary reasons and are
provided services in accordance with WAC 392-172A-05145, 392-172A-05148, and 392-172A-05149.
Each school district shall take steps to ensure that each employee, contractor, and other agent is
knowledgeable of the disciplinary procedures to be followed for students eligible for special education and
students who may be deemed to be eligible for special education, and knowledgeable of the rules and
procedures contained in chapter 392-400 WAC governing discipline for all students.
WAC 392-172A-05145. Authority of school personnel.

(1) School personnel may consider any unique circumstances on a case-by-case basis when determining
whether a change in placement, consistent with the other requirements of this section, is appropriate for a
student eligible for special education services, who violates a code of student conduct.

(2)(a) School personnel may remove a student eligible for special education who violates a code of
student conduct from his or her current placement to an appropriate interim alternative educational
setting, another setting, or suspension, for not more than ten consecutive school days to the extent those
alternatives are applied to students without disabilities under this section, and for additional removals of
not more than ten consecutive school days in that same school year for separate incidents of misconduct
as long as those removals do not constitute a change of placement under WAC 392-172A-05155.
(b) A school district is only required to provide services during periods of removal to a student eligible
for special education who has been removed from his or her current placement for ten school days or
less in that school year, if it provides services to a student without disabilities who is similarly removed.
The services may be provided in an interim alternative educational setting.
(3) After a student eligible for special education has been removed from his or her current placement for
ten school days in the same school year, and the removal is a change of placement under WAC 392-
172A-05155, during any subsequent days of removal the student must continue to receive educational
services, that provide a FAPE, so as to enable the student to continue to participate in the general
education curriculum, although in another setting, and to progress toward meeting the goals set out in the
student's IEP. The student's IEP team determines appropriate services. The services may be provided in
an interim alternative educational setting.
(4) After a student eligible for special education has been removed from his or her current placement for
ten school days in the same school year, if the current removal is for not more than ten consecutive
school days and is not a change of placement under WAC 392-172A-05155, during any subsequent days
of removals, school personnel, in consultation with at least one of the student's teachers, determine the
extent to which services are needed, to enable the student to continue to participate in the general
education curriculum, although in another setting, and to progress toward meeting the goals set out in the
student's IEP. The services may be provided in an interim alternative educational setting.
WAC 392-172A-05150. Notification of change of placement.

On the date on which the decision is made to make a removal that constitutes a change of placement of a
student eligible for special education because of a violation of a code of student conduct, the school
district must notify the parents of that decision and provide the parents the procedural safeguards notice.
WAC 392-172A-05155. Change of placement because of disciplinary removals.

(1) For purposes of removals of a student eligible for special education from the student's current
educational placement, because of disciplinary removals, a change of placement occurs if:
(a) The removal is for more than ten consecutive school days; or
(b) The student has been subjected to a series of removals that constitute a pattern:
(i) Because the series of removals total more than ten school days in a school year;
(ii) Because the student's behavior is substantially similar to the student's behavior in previous
incidents that resulted in the series of removals; and
(iii) Because of such additional factors as the length of each removal, the total amount of time the
student has been removed, and the proximity of the removals to one another.
(2) The school district determines on a case-by-case basis whether a pattern of removals constitutes a
change of placement.
(3) The determination regarding a disciplinary change of placement is subject to review through due
process and judicial proceedings.

WAC 392-172A-05160. Appeal of placement decisions and manifestation determinations.
(1) The parent of a student eligible for special education who disagrees with any decision regarding
placement under WAC 392-172A-05145 and 392-172A-05155, or the manifestation determination under
WAC 392-172A-05146, or a school district that believes that maintaining the current placement of the
student is substantially likely to result in injury to the student or others, may appeal the decision by
requesting a due process hearing. The hearing is requested by filing a due process hearing request
pursuant to WAC 392-172A-05080 and 392-172A-05085.
(2)(a) An administrative law judge under WAC 392-172A-05095 hears, and makes a determination
regarding an appeal under subsection (1) of this section.
(b) In making the determination under (a) of this subsection, the administrative law judge may:
(i) Return the student to the placement from which the student was removed if the administrative law
judge determines that the removal was a violation of WAC 392-172A-05145 through 392-172A-05155
or that the student's behavior was a manifestation of the student's disability; or
(ii) Order a change of placement of the student to an appropriate interim alternative educational
setting for not more than forty-five school days if the administrative law judge determines that
maintaining the current placement of the student is substantially likely to result in injury to the student
or to others.
(c) The procedures under subsection (1) of this section and (b) of this subsection may be repeated, if
the school district believes that returning the student to the original placement is substantially likely to
result in injury to the student or to others.
(3) Whenever a hearing is requested under subsection (1) of this section, the parents and the school
district involved in the dispute must have an opportunity for an impartial due process hearing consistent
with the requirements of WAC 392-172A-05080 through 392-172A-05090 and 392-172A-05100 through
392-172A-05110, except:
(a) The due process hearing must be expedited, and must occur within twenty school days of the date
the due process hearing request is filed. The administrative law judge must make a determination within
ten school days after the hearing.
(b) Unless the parents and school district agree in writing to waive the resolution meeting described in
(b)(i) of this subsection, or agree to use the mediation process:
(i) A resolution meeting must occur within seven days of receiving notice of the due process hearing
request; and
(ii) The due process hearing may proceed unless the matter has been resolved to the satisfaction of
both parties within fifteen days of the receipt of the due process hearing request.
(4) The administrative hearing decisions on expedited due process hearings may be appealed, by
initiating a civil action consistent with WAC 392-172A-05115.
WAC 392-172A-05165. Placement during an appeal through a due process hearing.

When either the parent or the school district requests a due process hearing, the student must remain in
the interim alternative educational setting pending the decision of the administrative law judge or until the
expiration of the time period specified in WAC 392-172A-05148 or 392-172A-05149, whichever occurs
first, unless the parent and the school district agree otherwise.
WAC 392-172A-05170. Protections for students not determined eligible for special education and
related services.
(1) A student who has not been determined to be eligible for special education and related services under
this chapter and who has engaged in behavior that violated a code of student conduct, may assert any of

the protections provided for in this chapter if the school district had knowledge as determined in
accordance with subsection (2) of this section that the student was a student eligible for special education
before the behavior that precipitated the disciplinary action occurred.
(2) Basis of knowledge. A school district must be deemed to have knowledge that a student is eligible for
special education if before the behavior that precipitated the disciplinary action occurred:
(a) The parent of the student expressed concern in writing to supervisory or administrative personnel of
the appropriate educational agency, or a teacher of the student, that the student is in need of special
education and related services;
(b) The parent of the student requested an evaluation of the student pursuant to WAC 392-172A-03005;
or
(c) The teacher of the student, or other personnel of the school district, expressed specific concerns
about a pattern of behavior demonstrated by the student directly to the director of special education or
to other supervisory personnel of the school district.
(3) A school district would not be deemed to have knowledge under subsection (2) of this section if:
(a) The parent of the student:
(i) Has not allowed an evaluation of the student pursuant to WAC 392-172A-03000 through 392-
172A-03080; or
(ii) Has refused services under this chapter; or
(b) The student has been evaluated in accordance with WAC 392-172A-03005 through 392-172A-
03080 and determined to not be eligible for special education and related services under this part.
(4)(a) If a school district does not have knowledge that a student is eligible for special education prior to
taking disciplinary measures against the student, the student may be disciplined using the same
disciplinary measures applied to students without disabilities who engage in comparable behaviors
consistent with (b) of this subsection.
(b)(i) If a request is made for an evaluation of a student during the time period in which the student is
subjected to disciplinary measures under WAC 392-172A-05145, 392-172A-05148, or 392-172A-05149
the evaluation must be conducted in an expedited manner.
(ii) Until the evaluation is completed, the student remains in the educational placement determined by
school authorities, which can include suspension or expulsion.
(iii) If the student is determined to be eligible for special education services, taking into consideration
information from the evaluation conducted by the school district and information provided by the
parents, the agency must provide special education and related services in accordance with this
chapter and follow the discipline requirements, including the provision of a free appropriate public
education for students suspended or expelled from school.
WAC 392-172A-05175. Referral to and action by law enforcement and judicial authorities.
(1) Nothing in this chapter prohibits a school district or other agency from reporting a crime committed by
a student to appropriate authorities or prevents state law enforcement and judicial authorities from
exercising their responsibilities with regard to the application of federal and state law to crimes committed
by a student eligible for special education.
(2) An agency reporting a crime committed by a student eligible for special education must ensure that
copies of the special education and disciplinary records of the student are transmitted for consideration by
the appropriate authorities to whom the agency reports the crime, to the extent that the transmission is
permitted by the Family Educational Rights and Privacy Act.

Disciplinary Approaches Addressing Specific Infractions and
Conditions
Firearms (as required by the Gun-Free Schools Act)

LAWS
RCW 9.41.280. Possessing dangerous weapons on school facilities—Penalty—Exceptions.

(1) It is unlawful for a person to carry onto, or to possess on, public or private elementary or secondary
school premises, school-provided transportation, or areas of facilities while being used exclusively by
public or private schools:
(a) Any firearm;
(b) Any other dangerous weapon as defined in RCW 9.41.250;
(c) Any device commonly known as "nun-chu-ka sticks," consisting of two or more lengths of wood,
metal, plastic, or similar substance connected with wire, rope, or other means;
(d) Any device, commonly known as "throwing stars," which are multipointed, metal objects designed to
embed upon impact from any aspect;
(e) Any air gun, including any air pistol or air rifle, designed to propel a BB, pellet, or other projectile by
the discharge of compressed air, carbon dioxide, or other gas; or
(f)(i) Any portable device manufactured to function as a weapon and which is commonly known as a
stun gun, including a projectile stun gun which projects wired probes that are attached to the device
that emit an electrical charge designed to administer to a person or an animal an electric shock,
charge, or impulse; or
(ii) Any device, object, or instrument which is used or intended to be used as a weapon with the intent
to injure a person by an electric shock, charge, or impulse.
(2) Any such person violating subsection (1) of this section is guilty of a gross misdemeanor. If any
person is convicted of a violation of subsection (1)(a) of this section, the person shall have his or her
concealed pistol license, if any revoked for a period of three years. Anyone convicted under this
subsection is prohibited from applying for a concealed pistol license for a period of three years. The court
shall send notice of the revocation to the department of licensing, and the city, town, or county which
issued the license.
Any violation of subsection (1) of this section by elementary or secondary school students constitutes
grounds for expulsion from the state's public schools in accordance with RCW 28A.600.010. An
appropriate school authority shall promptly notify law enforcement and the student's parent or guardian
regarding any allegation or indication of such violation.
Upon the arrest of a person at least twelve years of age and not more than twenty-one years of age for
violating subsection (1)(a) of this section, the person shall be detained or confined in a juvenile or adult
facility for up to seventy-two hours. The person shall not be released within the seventy-two hours until
after the person has been examined and evaluated by the designated mental health professional unless
the court in its discretion releases the person sooner after a determination regarding probable cause or
on probation bond or bail.
Within twenty-four hours of the arrest, the arresting law enforcement agency shall refer the person to the
designated mental health professional for examination and evaluation under chapter 71.05 or 71.34 RCW
and inform a parent or guardian of the person of the arrest, detention, and examination. The designated
mental health professional shall examine and evaluate the person subject to the provisions of chapter

71.05 or 71.34 RCW. The examination shall occur at the facility in which the person is detained or
confined. If the person has been released on probation, bond, or bail, the examination shall occur
wherever is appropriate.
The designated mental health professional may determine whether to refer the person to the county-
designated chemical dependency specialist for examination and evaluation in accordance with chapter
70.96A RCW. The county-designated chemical dependency specialist shall examine the person subject
to the provisions of chapter 70.96A RCW. The examination shall occur at the facility in which the person
is detained or confined. If the person has been released on probation, bond, or bail, the examination shall
occur wherever is appropriate.
Upon completion of any examination by the designated mental health professional or the county-
designated chemical dependency specialist, the results of the examination shall be sent to the court, and
the court shall consider those results in making any determination about the person.
The designated mental health professional and county-designated chemical dependency specialist shall,
to the extent permitted by law, notify a parent or guardian of the person that an examination and
evaluation has taken place and the results of the examination. Nothing in this subsection prohibits the
delivery of additional, appropriate mental health examinations to the person while the person is detained
or confined.
If the designated mental health professional determines it is appropriate, the designated mental health
professional may refer the person to the local behavioral health organization for follow-up services or the
department of social and health services or other community providers for other services to the family and
individual.
(3) Subsection (1) of this section does not apply to:
(a) Any student or employee of a private military academy when on the property of the academy;
(b) Any person engaged in military, law enforcement, or school district security activities. However, a
person who is not a commissioned law enforcement officer and who provides school security services
under the direction of a school administrator may not possess a device listed in subsection (1)(f) of this
section unless he or she has successfully completed training in the use of such devices that is
equivalent to the training received by commissioned law enforcement officers;
(c) Any person who is involved in a convention, showing, demonstration, lecture, or firearms safety
course authorized by school authorities in which the firearms of collectors or instructors are handled or
displayed;
(d) Any person while the person is participating in a firearms or air gun competition approved by the
school or school district;
(e) Any person in possession of a pistol who has been issued a license under RCW 9.41.070, or is
exempt from the licensing requirement by RCW 9.41.060, while picking up or dropping off a student;
(f) Any nonstudent at least eighteen years of age legally in possession of a firearm or dangerous
weapon that is secured within an attended vehicle or concealed from view within a locked unattended
vehicle while conducting legitimate business at the school;
(g) Any nonstudent at least eighteen years of age who is in lawful possession of an unloaded firearm,
secured in a vehicle while conducting legitimate business at the school; or
(h) Any law enforcement officer of the federal, state, or local government agency.
(4) Subsections (1)(c) and (d) of this section do not apply to any person who possesses nun-chu-ka
sticks, throwing stars, or other dangerous weapons to be used in martial arts classes authorized to be
conducted on the school premises.

(5) Subsection (1)(f)(i) of this section does not apply to any person who possesses a device listed in
subsection (1)(f)(i) of this section, if the device is possessed and used solely for the purpose approved by
a school for use in a school authorized event, lecture, or activity conducted on the school premises.
(6) Except as provided in subsection (3)(b), (c), (f), and (h) of this section, firearms are not permitted in a
public or private school building.
(7) "GUN-FREE ZONE" signs shall be posted around school facilities giving warning of the prohibition of
the possession of firearms on school grounds.

Exemptions.
(1) Any elementary or secondary school student who is determined to have carried a firearm onto, or to
have possessed a firearm on, public elementary or secondary school premises, public school-provided
transportation, or areas of facilities while being used exclusively by public schools, shall be expelled from
school for not less than one year under RCW 28A.600.010. The superintendent of the school district,
educational service district, or state school for the blind, or the director of the Washington state center for
childhood deafness and hearing loss, or the director's designee, may modify the expulsion of a student on
a case-by-case basis.
(2) For purposes of this section, "firearm" means a firearm as defined in 18 U.S.C. Sec. 921, and a
"firearm" as defined in RCW 9.41.010.
(3) This section shall be construed in a manner consistent with the individuals with disabilities education
act, 20 U.S.C. Sec. 1401 et seq.
state center for childhood deafness and hearing loss, or the state school for the blind if it has expelled a
student from such student's regular school setting from providing educational services to the student in an
alternative setting.
(5) This section does not apply to:
(a) Any student while engaged in military education authorized by school authorities in which rifles are
used but not other firearms; or
(b) Any student while involved in a convention, showing, demonstration, lecture, or firearms safety
course authorized by school authorities in which the rifles of collectors or instructors are handled or
displayed but not other firearms; or
(c) Any student while participating in a rifle competition authorized by school authorities.
(6) A school district may suspend or expel a student for up to one year subject to subsections (1), (3), (4),
and (5) of this section, if the student acts with malice as defined under RCW 9A.04.110 and displays an
instrument that appears to be a firearm, on public elementary or secondary school premises, public
school-provided transportation, or areas of facilities while being used exclusively by public schools.
REGULATIONS

Other weapons
LAWS

(a) Any firearm;
issued the license.

or confined.
individual.
displayed;

RCW 28A.320.130. Weapons incidents – Reporting.

Each school district and each private school approved under chapter 28A.195 RCW shall report to the
superintendent of public instruction by January 31st of each year all known incidents involving the
possession of weapons on school premises, on transportation systems, or in areas of facilities while
being used exclusively by public or private schools, in violation of RCW 9.41.280 in the year preceding
the report. The superintendent shall compile the data and report it to the house of representatives, the
senate, and the governor.
RCW 28A.600.210. School locker searches – Findings.

The legislature finds that illegal drug activity and weapons in schools threaten the safety and welfare of
school children and pose a severe threat to the state educational system. School officials need authority
to maintain order and discipline in schools and to protect students from exposure to illegal drugs,
weapons, and contraband. Searches of school-issued lockers and the contents of those lockers is a
reasonable and necessary tool to protect the interests of the students of the state as a whole.
REGULATIONS
Students with chronic disciplinary issues

LAWS
REGULATIONS
Attendance and truancy

LAWS
RCW 28A.225.005. Information for students and parents.

(1) Each school within a school district shall inform the students and the parents of the students enrolled
in the school about: The benefits of regular school attendance; the potential effects of excessive
absenteeism, whether excused or unexcused, on academic achievement, and graduation and dropout
rates; the school's expectations of the parents and guardians to ensure regular school attendance by the
child; the resources available to assist the child and the parents and guardians; the role and
responsibilities of the school; and the consequences of truancy, including the compulsory education
requirements under this chapter. The school shall provide access to the information before or at the time
of enrollment of the child at a new school and at the beginning of each school year. If the school regularly
and ordinarily communicates most other information to parents online, providing online access to the
information required by this section satisfies the requirements of this section unless a parent or guardian
specifically requests information to be provided in written form. Reasonable efforts must be made to
enable parents to request and receive the information in a language in which they are fluent. A parent

must date and acknowledge review of this information online or in writing before or at the time of
enrollment of the child at a new school and at the beginning of each school year.
(2) The office of the superintendent of public instruction shall develop a template that schools may use to
satisfy the requirements of subsection (1) of this section and shall post the information on its web site.
RCW 28A.225.010. Attendance mandatory — Age — Exceptions.

(1) All parents in this state of any child eight years of age and under eighteen years of age shall cause
such child to attend the public school of the district in which the child resides and such child shall have
the responsibility to and therefore shall attend for the full time when such school may be in session
unless:
(a) The child is attending an approved private school for the same time or is enrolled in an extension
program as provided in RCW 28A.195.010(4);
(b) The child is receiving home-based instruction as provided in subsection (4) of this section;
(c) The child is attending an education center as provided in chapter 28A.205 RCW;
(d) The school district superintendent of the district in which the child resides shall have excused such
child from attendance because the child is physically or mentally unable to attend school, is attending a
residential school operated by the department of social and health services, is incarcerated in an adult
correctional facility, or has been temporarily excused upon the request of his or her parents for
purposes agreed upon by the school authorities and the parent: PROVIDED, That such excused
absences shall not be permitted if deemed to cause a serious adverse effect upon the student's
educational progress: PROVIDED FURTHER, That students excused for such temporary absences
may be claimed as full-time equivalent students to the extent they would otherwise have been so
claimed for the purposes of RCW 28A.150.250 and 28A.150.260 and shall not affect school district
compliance with the provisions of RCW 28A.150.220;
(e) The child is excused from school subject to approval by the student's parent for a reason of faith or
conscience, or an organized activity conducted under the auspices of a religious denomination, church,
or religious organization, for up to two days per school year without any penalty. Such absences may
not mandate school closures. Students excused for such temporary absences may be claimed as full-
time equivalent students to the extent they would otherwise have been so claimed for the purposes of
RCW 28A.150.250 and 28A.150.260 and may not affect school district compliance with the provisions
of RCW 28A.150.220; or
(f) The child is sixteen years of age or older and:
(i) The child is regularly and lawfully employed and either the parent agrees that the child should not
be required to attend school or the child is emancipated in accordance with chapter 13.64 RCW;
(ii) The child has already met graduation requirements in accordance with state board of education
rules and regulations; or
(iii) The child has received a certificate of educational competence under rules and regulations
established by the state board of education under RCW 28A.305.190.
(2) A parent for the purpose of this chapter means a parent, guardian, or person having legal custody of a
child.
(3) An approved private school for the purposes of this chapter and chapter 28A.200 RCW shall be one
approved under regulations established by the state board of education pursuant to RCW 28A.305.130.
(4) For the purposes of this chapter and chapter 28A.200 RCW, instruction shall be home-based if it
consists 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, and 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 and if such activities
are:
(a) Provided by a parent who is instructing his or her child only and are supervised by a certificated
person. A certificated person for purposes of this chapter and chapter 28A.200 RCW shall be a person
certified under chapter 28A.410 RCW. For purposes of this section, "supervised by a certificated
person" means: The planning by the certificated person and the parent of objectives consistent with this
subsection; a minimum each month of an average of one contact hour per week with the child being
supervised by the certificated person; and evaluation of such child's progress by the certificated person.
The number of children supervised by the certificated person shall not exceed thirty for purposes of this
subsection; or
(b) Provided by a parent who is instructing his or her child only and who has either earned forty-five
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
(c) 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.
(5) The legislature recognizes that home-based instruction is less structured and more experiential than
the instruction normally provided in a classroom setting. Therefore, the provisions of subsection (4) of this
section relating to the nature and quantity of instructional and related educational activities shall be
liberally construed.
RCW 28A.225.018. Conferences to identify barriers to child's school attendance.

(1) Except as provided in subsection (2) of this section, in the event that a child in elementary school is
required to attend school under RCW 28A.225.010 or 28A.225.015(1) and has five or more excused
absences in a single month during the current school year, or ten or more excused absences in the
current school year, the school district shall schedule a conference or conferences with the parent and
child at a time reasonably convenient for all persons included for the purpose of identifying the barriers to
the child's regular attendance, and the supports and resources that may be made available to the family
so that the child is able to regularly attend school. If a regularly scheduled parent-teacher conference day
is to take place within thirty days of the absences, the school district may schedule this conference on
that day. To satisfy the requirements of this section, the conference must include at least one school
district employee such as a nurse, counselor, social worker, teacher, or community human services
provider, except in those instances regarding the attendance of a child who has an individualized
education program or a plan developed under section 504 of the rehabilitation act of 1973, in which case
the reconvening of the team that created the program or plan is required.
(2) A conference pursuant to subsection (1) of this section is not required in the event of excused
absences for which prior notice has been given to the school or a doctor's note has been provided and an
academic plan is put in place so that the child does not fall behind.
RCW 28A.225.020. School's duties upon child's failure to attend school.

(1) If a child required to attend school under RCW 28A.225.010 fails to attend school without valid
justification, the public school in which the child is enrolled shall:
(a) Inform the child's parent by a notice in writing or by telephone whenever the child has failed to
attend school after one unexcused absence within any month during the current school year. School
officials shall inform the parent of the potential consequences of additional unexcused absences. If the
parent is not fluent in English, the school must make reasonable efforts to provide this information in a
language in which the parent is fluent;

(b) Schedule a conference or conferences with the parent and child at a time reasonably convenient for
all persons included for the purpose of analyzing the causes of the child's absences after three
unexcused absences within any month during the current school year. If a regularly scheduled parent-
teacher conference day is to take place within thirty days of the third unexcused absence, then the
school district may schedule this conference on that day. If the child's parent does not attend the
scheduled conference, the conference may be conducted with the student and school official. However,
the parent shall be notified of the steps to be taken to eliminate or reduce the child's absence; and
(c) At some point after the second and before the fifth unexcused absence, take data-informed steps to
eliminate or reduce the child's absences.
(i) In middle school and high school, these steps must include application of the Washington
assessment of the risks and needs of students (WARNS) or other assessment by a school district's
designee under RCW 28A.225.026.
(ii) For any child with an existing individualized education plan or 504 plan, these steps must include
the convening of the child's individualized education plan or 504 plan team, including a behavior
specialist or mental health specialist where appropriate, to consider the reasons for the absences. If
necessary, and if consent from the parent is given, a functional behavior assessment to explore the
function of the absence behavior shall be conducted and a detailed behavior plan completed. Time
should be allowed for the behavior plan to be initiated and data tracked to determine progress.
(iii) With respect to any child, without an existing individualized education plan or 504 plan,
reasonably believed to have a mental or physical disability or impairment, these steps must include
informing the child's parent of the right to obtain an appropriate evaluation at no cost to the parent to
determine whether the child has a disability or impairment and needs accommodations, related
services, or special education services. This includes children with suspected emotional or behavioral
disabilities as defined in WAC 392-172A-01035. If the school obtains consent to conduct an
evaluation, time should be allowed for the evaluation to be completed, and if the child is found to be
eligible for special education services, accommodations, or related services, a plan developed to
address the child's needs.
(iv) These steps must include, where appropriate, providing an available approved best practice or
research-based intervention, or both, consistent with the WARNS profile or other assessment, if an
assessment was applied, adjusting the child's school program or school or course assignment,
providing more individualized or remedial instruction, providing appropriate vocational courses or
work experience, referring the child to a community truancy board, requiring the child to attend an
alternative school or program, or assisting the parent or child to obtain supplementary services that
might eliminate or ameliorate the cause or causes for the absence from school.
(2) For purposes of this chapter, an "unexcused absence" means that a child:
(a)(i) Has failed to attend the majority of hours or periods in an average school day or has failed to
comply with a more restrictive school district policy; and
(ii) Has failed to meet the school district's policy for excused absences; or
(b) Has failed to comply with alternative learning experience program attendance requirements as
described by the superintendent of public instruction.
(3) If a child transfers from one school district to another during the school year, the receiving school or
school district shall include the unexcused absences accumulated at the previous school or from the
previous school district for purposes of this section, RCW 28A.225.030, and 28A.225.015. The sending
school district shall provide this information to the receiving school, together with a copy of any previous
assessment as required under subsection (1)(c) of this section, history of any best practices or
researched-based intervention previously provided to the child by the child's sending school district, and a

copy of the most recent truancy information including any online or written acknowledgment by the parent
and child, as provided for in RCW 28A.225.005. All school districts must use the standard choice transfer
form for releasing a student to a nonresident school district for the purposes of accessing an alternative
learning experience program.
RCW 28A.225.023. Youth dependent pursuant to chapter 13.34 RCW — Review of unexpected or
excessive absences — Support for youth's school work.
A school district representative or school employee shall review unexpected or excessive absences with
a youth who is dependent pursuant to chapter 13.34 RCW and adults involved with that youth, to include
the youth's caseworker, educational liaison, attorney if one is appointed, parent or guardians, and foster
parents or the person providing placement for the youth. The purpose of the review is to determine the
cause of the absences, taking into account: Unplanned school transitions, periods of running from care,
in-patient treatment, incarceration, school adjustment, educational gaps, psychosocial issues, and
unavoidable appointments during the school day. A school district representative or a school employee
must proactively support the youth's school work so the student does not fall behind and to avoid
suspension or expulsion based on truancy.
RCW 28A.225.025. Community truancy boards.

(1) For purposes of this chapter, "community truancy board" means a board established pursuant to a
memorandum of understanding between a juvenile court and a school district and composed of members
of the local community in which the child attends school. Community truancy boards must include
members who receive training regarding the identification of barriers to school attendance, the use of the
Washington assessment of the risks and needs of students (WARNS) or other assessment tools to
identify the specific needs of individual children, cultural responsive interactions, trauma-informed
approaches to discipline, evidence-based treatments that have been found effective in supporting at-risk
youth and their families, and the specific services and treatment available in the particular school, court,
community, and elsewhere. Duties of a community truancy board shall include, but not be limited to:
Identifying barriers to school attendance, recommending methods for improving attendance such as
connecting students and their families with community services, culturally appropriate promising
practices, and evidence-based services such as functional family therapy, suggesting to the school
district that the child enroll in another school, an alternative education program, an education center, a
skill center, a dropout prevention program, or another public or private educational program, or
recommending to the juvenile court that a juvenile be offered the opportunity for placement in a HOPE
center or crisis residential center, if appropriate.
(2) The legislature finds that utilization of community truancy boards is the preferred means of
intervention when preliminary methods to eliminate or reduce unexcused absences as required by RCW
28A.225.020 have not been effective in securing the child's attendance at school. The legislature intends
to encourage and support the development and expansion of community truancy boards. Operation of a
school truancy board does not excuse a district from the obligation of filing a petition within the
requirements of RCW 28A.225.015(3).

courts—Designation of school district coordinators to address absenteeism and truancy—
Community-wide partnerships.
(1) By the beginning of the 2017-18 school year, juvenile courts must establish, through a memorandum
of understanding with each school district within their respective counties, a coordinated and collaborative
approach to address truancy through the establishment of a community truancy board or, with respect to
certain small districts, through other means as provided in subsection (3) of this section.

(2) Except as provided in subsection (3) of this section, each school district must enter into a
memorandum of understanding with the juvenile court in the county in which it is located with respect to
the operation of a community truancy board. A community truancy board may be operated by a juvenile
court, a school district, or a collaboration between both entities, so long as the agreement is memorialized
in a memorandum of understanding. For a school district that is located in more than one county, the
memorandum of understanding shall be with the juvenile court in the county that acts as the school
district's treasurer.
(3) A school district with fewer than three hundred students must enter into a memorandum of
understanding with the juvenile court in the county in which it is located with respect to: (a) The operation
of a community truancy board; or (b) addressing truancy through other coordinated means of intervention
aimed at identifying barriers to school attendance, and connecting students and their families with
community services, culturally appropriate promising practices, and evidence-based services such as
functional family therapy. School districts with fewer than three hundred students may work cooperatively
with other school districts or the school district's educational service district to ensure access to a
community truancy board or to provide other coordinated means of intervention.
(4) All school districts must designate, and identify to the local juvenile court and to the office of the
superintendent of public instruction, a person or persons to coordinate school district efforts to address
excessive absenteeism and truancy, including tasks associated with: Outreach and conferences pursuant
to RCW 28A.225.018; entering into a memorandum of understanding with the juvenile court; establishing
protocols and procedures with the court; coordinating trainings; sharing evidence-based and culturally
appropriate promising practices; identifying a person within every school to serve as a contact with
respect to excessive absenteeism and truancy; and assisting in the recruitment of community truancy
board members.
(5) As has been demonstrated by school districts and county juvenile courts around the state that have
worked together and led the way with community truancy boards, success has resulted from involving the
entire community and leveraging existing dollars from a variety of sources, including public and private,
local and state, and court, school, and community. In emulating this coordinated and collaborative
approach statewide pursuant to local memoranda of understanding, courts and school districts are
encouraged to create strong community-wide partnerships and to leverage existing dollars and resources.
treatment.
(1) Subject to funds appropriated for this purpose, the office of the superintendent of public instruction
shall allocate to community truancy boards grant funds that may be used to supplement existing funds in
order to pay for training for board members or the provision of services and treatment to children and their
families.
(2) The superintendent of public instruction must select grant recipients based on the criteria in this
section. This is a competitive grant process. A prerequisite to applying for either or both grants is a
memoranda of understanding, between a school district and a court, to institute a new or maintain an
existing community truancy board that meets the requirements of RCW 28A.225.025.
(3) Successful applicants for an award of grant funds to supplement existing funds to pay for the training
of community truancy board members must commit to the provision of training to board members
regarding the identification of barriers to school attendance, the use of the Washington assessment of the
risks and needs of students (WARNS) or other assessment tools to identify the specific needs of
individual children, trauma-informed approaches to discipline, research about adverse childhood
experiences, evidence-based treatments and culturally appropriate promising practices, as well as the
specific academic and community services and treatments available in the school, court, community, and
elsewhere. This training may be provided by educational service districts.

(4) Successful applicants for an award of grant funds to supplement existing funds to pay for services and
treatments provided to children and their families must commit to the provision of academic services such
as tutoring, credit retrieval and school reengagement supports, community services, and evidence-based
treatments that have been found to be effective in supporting at-risk youth and their families, such as
functional family therapy, or those that have been shown to be culturally appropriate promising practices.

Evaluation by Washington state institute for public policy—Reports.
(1) By requiring an initial stay of truancy petitions for diversion to community truancy boards, the
legislature intends to achieve the following outcomes:
(a) Increased access to community truancy boards and other truancy early intervention programs for
parents and children throughout the state;
(b) Increased quantity and quality of truancy intervention and prevention efforts in the community;
(c) A reduction in the number of truancy petitions that result in further proceedings by juvenile courts,
other than dismissal of the petition, after the initial stay and diversion to a community truancy board;
(d) A reduction in the number of truancy petitions that result in a civil contempt proceeding or detention
order; and
(e) Increased school attendance.
(2) No later than January 1, 2021, the Washington state institute for public policy is directed to evaluate
the effectiveness of chapter 205, Laws of 2016. An initial report scoping of the methodology to be used to
review chapter 205, Laws of 2016 shall be submitted to the fiscal committees of the legislature by
January 1, 2018. The initial report must identify any data gaps that could hinder the ability of the institute
to conduct its review.
RCW 28A.225.030. Petition to juvenile court for violations by a parent or child — School district
responsibilities.
(1) If a child under the age of seventeen is required to attend school under RCW 28A.225.010 and if the
actions taken by a school district under RCW 28A.225.020 are not successful in substantially reducing an
enrolled student's absences from public school, not later than the seventh unexcused absence by a child
within any month during the current school year or not later than the tenth unexcused absence during the
current school year the school district shall file a petition and supporting affidavit for a civil action with the
juvenile court alleging a violation of RCW 28A.225.010: (a) By the parent; (b) by the child; or (c) by the
parent and the child. The petition must include a list of all interventions that have been attempted as set
forth in RCW 28A.225.020, include a copy of any previous truancy assessment completed by the child's
current school district, the history of approved best practices intervention or research-based intervention
previously provided to the child by the child's current school district, and a copy of the most recent truancy
information document provided to the parent, pursuant to RCW 28A.225.005. Except as provided in this
subsection, no additional documents need be filed with the petition. Nothing in this subsection requires
court jurisdiction to terminate when a child turns seventeen or precludes a school district from filing a
petition for a child that is seventeen years of age.
(2) The district shall not later than the fifth unexcused absence in a month:
(a) Enter into an agreement with a student and parent that establishes school attendance requirements;
(b) Refer a student to a community truancy board as defined in RCW 28A.225.025. The community
truancy board shall enter into an agreement with the student and parent that establishes school
attendance requirements and take other appropriate actions to reduce the child's absences; or
(c) File a petition under subsection (1) of this section.

(3) The petition may be filed by a school district employee who is not an attorney.
(4) If the school district fails to file a petition under this section, the parent of a child with five or more
unexcused absences in any month during the current school year or upon the tenth unexcused absence
during the current school year may file a petition with the juvenile court alleging a violation of RCW
28A.225.010.
(5) Petitions filed under this section may be served by certified mail, return receipt requested. If such
service is unsuccessful, or the return receipt is not signed by the addressee, personal service is required.
RCW 28A.225.035. Petition to juvenile court — Contents — Court action — Referral to community
truancy board — Transfer of jurisdiction upon relocation.
(1) A petition for a civil action under RCW 28A.225.030 or 28A.225.015 shall consist of a written
notification to the court alleging that:
(a) The child has unexcused absences as described in RCW 28A.225.030(1) during the current school
year;
(b) Actions taken by the school district have not been successful in substantially reducing the child's
absences from school; and
(c) Court intervention and supervision are necessary to assist the school district or parent to reduce the
child's absences from school.
(2) The petition shall set forth the name, date of birth, school, address, gender, race, and ethnicity of the
child and the names and addresses of the child's parents, and shall set forth the languages in which the
child and parent are fluent, whether there is an existing individualized education program, and the child's
current academic status in school.
(3) The petition shall set forth facts that support the allegations in this section and shall generally request
relief available under this chapter and provide information about what the court might order under RCW
28A.225.090.
(4)(a) When a petition is filed under RCW 28A.225.030 or 28A.225.015, it shall initially be stayed by the
juvenile court, and the child and the child's parent must be referred to a community truancy board or
other coordinated means of intervention as set forth in the memorandum of understanding under RCW
28A.225.026. The community truancy board must provide to the court a description of the intervention
and prevention efforts to be employed to substantially reduce the child's unexcused absences, along
with a timeline for completion.
(b) If a community truancy board or other coordinated means of intervention is not in place as required
by RCW 28A.225.026, the juvenile court shall schedule a hearing at which the court shall consider the
petition.
(5) When a referral is made to a community truancy board, the truancy board must meet with the child, a
parent, and the school district representative and enter into an agreement with the petitioner and
respondent regarding expectations and any actions necessary to address the child's truancy within twenty
days of the referral. If the petition is based on RCW 28A.225.015, the child shall not be required to attend
and the agreement under this subsection shall be between the truancy board, the school district, and the
child's parent. The court may permit the truancy board or truancy prevention counselor to provide
continued supervision over the student, or parent if the petition is based on RCW 28A.225.015.
(6) If the community truancy board fails to reach an agreement, or the parent or student does not comply
with the agreement within the timeline for completion set by the community truancy board, the community
truancy board shall return the case to the juvenile court. The stay of the petition shall be lifted, and the
juvenile court shall schedule a hearing at which the court shall consider the petition.

(7)(a) Notwithstanding the provisions in subsection (4)(a) of this section, a hearing shall not be required
if other actions by the court would substantially reduce the child's unexcused absences. Such actions
may include referral to an existing community truancy board, use of the Washington assessment of
individual children, the provision of community-based services, and the provision of evidence-based
treatments that have been found to be effective in supporting at-risk youth and their families. When a
juvenile court hearing is held, the court shall:
(i) Separately notify the child, the parent of the child, and the school district of the hearing. If the
parent is not fluent in English, notice should be provided in a language in which the parent is fluent as
indicated on the petition pursuant to RCW 28A.225.030(1);
(ii) Notify the parent and the child of their rights to present evidence at the hearing; and
(iii) Notify the parent and the child of the options and rights available under chapter 13.32A RCW.
(b) If the child is not provided with counsel, the advisement of rights must take place in court by means
of a colloquy between the court, the child if eight years old or older, and the parent.
(8)(a) The court may require the attendance of the child if eight years old or older, the parents, and the
school district at any hearing on a petition filed under RCW 28A.225.030.
(b) The court may not issue a bench warrant for a child for failure to appear at a hearing on an initial
truancy petition filed under RCW 28A.225.030. If there has been proper service, the court may instead
enter a default order assuming jurisdiction under the terms specified in subsection (12) of this section.
(9) A school district is responsible for determining who shall represent the school district at hearings on a
petition filed under RCW 28A.225.030 or 28A.225.015.
(10) The court may permit the first hearing to be held without requiring that either party be represented by
legal counsel, and to be held without a guardian ad litem for the child under RCW 4.08.050. At the
request of the school district, the court shall permit a school district representative who is not an attorney
to represent the school district at any future hearings.
(11) If the child is in a special education program or has a diagnosed mental or emotional disorder, the
court shall inquire as to what efforts the school district has made to assist the child in attending school.
(12) If the allegations in the petition are established by a preponderance of the evidence, the court shall
grant the petition and enter an order assuming jurisdiction to intervene for the period of time determined
by the court, after considering the facts alleged in the petition and the circumstances of the juvenile, to
most likely cause the juvenile to return to and remain in school while the juvenile is subject to this chapter.
In no case may the order expire before the end of the school year in which it is entered.
(13)(a) If the court assumes jurisdiction, the school district shall periodically report to the court any
additional unexcused absences by the child, actions taken by the school district, and an update on the
child's academic status in school at a schedule specified by the court.
(b) The first report under this subsection (13) must be received no later than three months from the date
that the court assumes jurisdiction.
(14) Community truancy boards and the courts shall coordinate, to the extent possible, proceedings and
actions pertaining to children who are subject to truancy petitions and at-risk youth petitions in RCW
13.32A.191 or child in need of services petitions in RCW 13.32A.140.
(15) If after a juvenile court assumes jurisdiction in one county the child relocates to another county, the
juvenile court in the receiving county shall, upon the request of a school district or parent, assume
jurisdiction of the petition filed in the previous county.

RCW 28A.225.060. Custody and disposition of child absent from school without excuse.
Any school district official, sheriff, deputy sheriff, marshal, police officer, or any other officer authorized to
make arrests, may take into custody without a warrant a child who is required under the provisions of
RCW 28A.225.010 through 28A.225.140 to attend school and is absent from school without an approved
excuse, and shall deliver the child to: (1) The custody of a person in parental relation to the child; (2) the
school from which the child is absent; or (3) a program designated by the school district.
RCW 28A.225.090. Court orders—Penalties—Parents' defense.

(1) A court may order a child subject to a petition under RCW 28A.225.035 to do one or more of the
following:
(a) Attend the child's current school, and set forth minimum attendance requirements, which shall not
consider a suspension day as an unexcused absence;
(b) If there is space available and the program can provide educational services appropriate for the
child, order the child to attend another public school, an alternative education program, center, a skill
center, dropout prevention program, or another public educational program;
(c) Attend a private nonsectarian school or program including an education center. Before ordering a
child to attend an approved or certified private nonsectarian school or program, the court shall: (i)
Consider the public and private programs available; (ii) find that placement is in the best interest of the
child; and (iii) find that the private school or program is willing to accept the child and will not charge any
fees in addition to those established by contract with the student's school district. If the court orders the
child to enroll in a private school or program, the child's school district shall contract with the school or
program to provide educational services for the child. The school district shall not be required to
contract for a weekly rate that exceeds the state general apportionment dollars calculated on a weekly
basis generated by the child and received by the district. A school district shall not be required to enter
into a contract that is longer than the remainder of the school year. A school district shall not be
required to enter into or continue a contract if the child is no longer enrolled in the district;
(d) Submit to a substance abuse assessment if the court finds on the record that such assessment is
appropriate to the circumstances and behavior of the child and will facilitate the child's compliance with
the mandatory attendance law and, if any assessment, including a urinalysis test ordered under this
subsection indicates the use of controlled substances or alcohol, order the minor to abstain from the
unlawful consumption of controlled substances or alcohol and adhere to the recommendations of the
substance abuse assessment at no expense to the school; or
(e) Submit to a mental health evaluation or other diagnostic evaluation and adhere to the
recommendations of the drug assessment, at no expense to the school, if the court finds on the court
records that such evaluation is appropriate to the circumstances and behavior of the child, and will
facilitate the child's compliance with the mandatory attendance law.
(2)(a) If the child fails to comply with the court order, the court may impose:
(i) Community restitution;
(ii) Nonresidential programs with intensive wraparound services;
(iii) A requirement that the child meet with a mentor for a specified number of times; or
(iv) Other services and interventions that the court deems appropriate.
(b) If the child continues to fail to comply with the court order and the court makes a finding that other
measures to secure compliance have been tried but have been unsuccessful and no less restrictive
alternative is available, the court may order the child to be subject to detention, as provided in RCW
7.21.030(2)(e). Failure by a child to comply with an order issued under this subsection shall not be
subject to detention for a period greater than that permitted pursuant to a civil contempt proceeding

against a child under chapter 13.32A RCW. Detention ordered under this subsection may be for no
longer than seven days. Detention ordered under this subsection shall preferably be served at a secure
crisis residential center close to the child's home rather than in a juvenile detention facility. A warrant of
arrest for a child under this subsection may not be served on a child inside of school during school
hours in a location where other students are present.
(3) Any parent violating any of the provisions of either RCW 28A.225.010, 28A.225.015, or 28A.225.080
shall be fined not more than twenty-five dollars for each day of unexcused absence from school. The
court shall remit fifty percent of the fine collected under this section to the child's school district. It shall be
a defense for a parent charged with violating RCW 28A.225.010 to show that he or she exercised
reasonable diligence in attempting to cause a child in his or her custody to attend school or that the child's
school did not perform its duties as required in RCW 28A.225.020. The court may order the parent to
provide community restitution instead of imposing a fine. Any fine imposed pursuant to this section may
be suspended upon the condition that a parent charged with violating RCW 28A.225.010 shall participate
with the school and the child in a supervised plan for the child's attendance at school or upon condition
that the parent attend a conference or conferences scheduled by a school for the purpose of analyzing
the causes of a child's absence.
(4) If a child continues to be truant after entering into a court-approved order with the truancy board under
RCW 28A.225.035, the juvenile court shall find the child in contempt, and the court may order the child to
be subject to detention, as provided in RCW 7.21.030(2)(e), or may impose alternatives to detention such
as meaningful community restitution. Failure by a child to comply with an order issued under this
subsection may not subject a child to detention for a period greater than that permitted under a civil
contempt proceeding against a child under chapter 13.32A RCW.
(5) Subsections (1), (2), and (4) of this section shall not apply to a six or seven year old child required to
attend public school under RCW 28A.225.015.
board.
RCW 28A.225.140. Enforcing officers not personally liable for costs.

No officer performing any duty under any of the provisions of RCW 28A.225.010 through 28A.225.140, or
under the provisions of any rules that may be passed in pursuance hereof, shall in any wise become
liable for any costs that may accrue in the performance of any duty prescribed by RCW 28A.225.010
through 28A.225.140.
discipline data.
(1) (a) The superintendent of public instruction shall adopt rules establishing a standard definition of
student absence from school. In adopting the definition, the superintendent shall review current practices
in Washington school districts, definitions used in other states, and any national standards or definitions

used by the national center for education statistics or other national groups. The superintendent shall also
consult with the building bridges work group established under RCW 28A.175.075.
(b) Using the definition of student absence adopted under this section, the superintendent shall
establish an indicator for measuring student attendance in high schools for purposes of the PASS
program under RCW 28A.175.130.
(2) (a) The K-12 data governance group under RCW 28A.300.507 shall establish the parameters and an
implementation schedule for statewide collection through the comprehensive education and data
research system of:
(i) Student attendance data using the definitions of student absence adopted under this section; and
(ii) Student discipline data with a focus on suspensions and expulsions from school.
(b) Student suspension and expulsion data collected for the purposes of this subsection (2) must be:
(i) Made publicly available and easily accessible on the superintendent of public instruction's web site;
and
(ii) Disaggregated and cross-tabulated as established under RCW 28A.300.042.
(c) School districts must collect and submit student attendance data and student discipline data for high
school students through the comprehensive education and data research system for purposes of the
PASS program under RCW 28A.175.130 beginning in the 2012-13 school year.
REGULATIONS
WAC 392-400-233. Unexcused absences and tardiness.

(1) Students with one or more unexcused absences and subject to compulsory attendance pursuant to
chapter 28A.225 RCW may be subject to corrective action reasonably calculated to modify the student's
conduct. If a school district imposes corrective action on a student for one or more unexcused absences,
the school district must:
(a) Provide notice to the student's parent(s) or guardian(s) in writing in English or, if different, the
primary language of the parent(s) or guardian(s), that the student has failed to attend school without
valid justification, and by other means reasonably necessary to achieve notice of such fact;
(b) Schedule a conference or conferences with the parent(s) or guardian(s) and the student at a time
and place reasonably convenient to all persons included to analyze the causes for the student's
absence, and to determine, by appropriate means, whether the student should be made a focus of
concern for placement in special programs designed for his or her educational success; and
(c) Take steps to reduce the student's absence which include, where appropriate in the judgment of
local school officials and where possible, discussed with the student, parent(s) or guardian(s),
adjustments of the student's school program or school or course assignment or assisting the student or
parent to obtain supplementary services that might ameliorate the cause(s) for the student's absence
from school.
(2) A student's academic grade or credit in a particular subject or course may be adversely affected by
reason of tardiness or absences only to the extent and upon the basis that:
(a) The student's attendance or participation is related to the instructional objectives or goals of the
particular subject or course;
(b) The student's attendance or participation has been identified by the teacher pursuant to policy of the
school district as a basis for grading, in whole or in part, in the particular subject or course; and
(c) The circumstances pertaining to the student's inability to attend school have been taken into
consideration, including whether the tardiness or absences are directly related to the student's disability

under Section 504 of the Rehabilitation Act of 1973, Title II of the Americans with Disabilities Act, or the
Individuals with Disabilities Education Act.
WAC 392-400-325. Statewide definition of excused and unexcused daily absences.

Excused daily absences
The following are valid excuses for absences from school:
(1) Participation in a district or school approved activity or instructional program;
(2) Illness, health condition or medical appointment (including, but not limited to, medical, counseling,
dental or optometry) for the student or person for who the student is legally responsible;
(3) Family emergency including, but not limited to, a death or illness in the family;
(4) Religious or cultural purpose including observance of a religious or cultural holiday or participation in
religious or cultural instruction;
(5) Court, judicial proceeding, or serving on a jury;
(6) Post-secondary, technical school or apprenticeship program visitation, or scholarship interview;
(7) State-recognized search and rescue activities consistent with RCW 28A.225.055;
(8) Absence directly related to the student's homeless status;
(9) Absences related to deployment activities of a parent or legal guardian who is an active duty
member consistent with RCW 28A.705.010;
(10) Absence resulting from a disciplinary/corrective action (e.g., short-term or long-term suspension,
emergency expulsion); and
(11) Principal (or designee) and parent, guardian, or emancipated youth mutually agreed upon
approved activity.
The school principal (or designee) has the authority to determine if an absence meets the above criteria
for an excused absence.
Unexcused daily absences
Any absence from school is unexcused unless it meets one of the criteria above for an excused absence.
Substance use
LAWS
RCW 28A.225.031. Alcohol or controlled substances testing — Authority to order.

The authority of a court to issue an order for testing to determine whether the child has consumed or used
alcohol or controlled substances applies to all persons subject to a petition under RCW 28A.225.030
regardless of whether the petition was filed before July 27, 1997.
REGULATIONS

Bullying, harassment, or hazing
LAWS
Model policy and procedure – Training materials – Posting on web site – Rules – Advisory
committee.
(1) By August 1, 2011, each school district shall adopt or amend if necessary a policy and procedure that
at a minimum incorporates the revised model policy and procedure provided under subsection (4) of this
section that prohibits the harassment, intimidation, or bullying of any student. It is the responsibility of
each school district to share this policy with parents or guardians, students, volunteers, and school
employees in accordance with rules adopted by the superintendent of public instruction. Each school
district shall designate one person in the district as the primary contact regarding the antiharassment,
intimidation, or bullying policy. The primary contact shall receive copies of all formal and informal
complaints, have responsibility for assuring the implementation of the policy and procedure, and serve as
the primary contact on the policy and procedures between the school district, the office of the education
ombudsman, and the office of the superintendent of public instruction.
(2) "Harassment, intimidation, or bullying" means any intentional electronic, written, verbal, or physical
act, including but not limited to one shown to be motivated by any characteristic in RCW 9A.36.080(3), or
other distinguishing characteristics, when the intentional electronic, written, verbal, or physical act:
(a) Physically harms a student or damages the student's property; or
(b) Has the effect of substantially interfering with a student's education; or
(c) Is so severe, persistent, or pervasive that it creates an intimidating or threatening educational
environment; or
(d) Has the effect of substantially disrupting the orderly operation of the school.
Nothing in this section requires the affected student to actually possess a characteristic that is a basis
for the harassment, intimidation, or bullying.
(6) As used in this section, "electronic" or "electronic means" means any communication where there is
the transmission of information by wire, radio, optical cable, electromagnetic, or other similar means.

Immunity.
(1) No school employee, student, or volunteer may engage in reprisal, retaliation, or false accusation
against a victim, witness, or one with reliable information about an act of harassment, intimidation, or
bullying.
(2) A school employee, student, or volunteer who has witnessed, or has reliable information that a student
has been subjected to, harassment, intimidation, or bullying, whether verbal or physical, is encouraged to
report such incident to an appropriate school official.
(3) A school employee, student, or volunteer who promptly reports an incident of harassment,
intimidation, or bullying to an appropriate school official, and who makes this report in compliance with the
procedures in the district's policy prohibiting bullying, harassment, or intimidation, is immune from a cause
of action for damages arising from any failure to remedy the reported incident.

REGULATIONS
WAC 392-190-0555. Discriminatory harassment.

(1) For purposes of administrative enforcement of this chapter under WAC 392-190-060 through 392-190-
081, a school district or public charter school violates a student's rights regarding discriminatory
harassment, including sexual harassment as defined under WAC 392-190-056, when the following
conditions are met:
(a) The alleged conduct is based on a student's sex, race, creed, religion, color, national origin, sexual
orientation, gender expression, gender identity, honorably discharged veteran or military status,
presence of any sensory, mental, or physical disability, or use of a trained dog guide or service animal;
(b) The alleged conduct is sufficiently severe, persistent, or pervasive that it limits or denies a student's
ability to participate in or benefit from the school district's or public charter school's course offerings,
including any educational program or activity (i.e., creates a hostile environment); and
(c) The school district or public charter school, upon notice, fails to take prompt and appropriate action
to investigate or fails to take prompt and effective steps reasonably calculated to end the harassment,
eliminate the hostile environment, prevent its recurrence, and, as appropriate, remedy its effects.
(2) For purposes of administrative enforcement of this chapter under WAC 392-190-060 through 392-190-
081, the office of superintendent of public instruction deems a school district or public charter school to
have notice of discriminatory harassment if a reasonable employee knew, or in the exercise of reasonable
care should have known, about the harassment.
(3) Nothing in this chapter is intended to diminish or otherwise modify an individual's right to bring an
action under state or federal law alleging that the individual has been harmed by conduct or
communication related to the individual's sex, race, creed, color, national origin, honorably discharged
veteran or military status, sexual orientation, gender expression, gender identity, presence of any
sensory, mental, or physical disability, or use of a trained dog guide or service animal that creates a
hostile or abusive educational or workplace environment.
WAC 392-190-056. Sexual harassment—Definitions.

(1) As used in this chapter, "sexual harassment" means unwelcome sexual advances, requests for sexual
favors, sexually motivated physical contact, or other verbal or physical conduct or communication of a
sexual nature between two or more individuals if:
(a) Submission to that conduct or communication is made a term or condition, either explicitly or
implicitly, of obtaining an education or employment;
(b) Submission to or rejection of that conduct or communication by an individual is used as a factor in
decisions affecting that individual's education or employment; or
(c) That conduct or communication has the purpose or effect of substantially interfering with an
individual's educational or work performance, or of creating an intimidating, hostile, or offensive
educational or work environment.
(2) For the purpose of this definition, sexual harassment may include conduct or communication that
involves adult to student, student to adult, student to student, adult to adult, male to female, female to
male, male to male, and female to female.
WAC 392-190-057. Sexual harassment policy – Adoption date – Required criteria.

In order to eliminate sexual harassment in connection with any responsibility, function, or activity within
the jurisdiction of a school district or public charter school, a sexual harassment policy must be adopted
and implemented by each district and charter school. This policy must apply to all school district and

public charter school employees, volunteers, parents, and students including, but not limited to, conduct
between students. This policy must incorporate the following criteria:
(1) Definitions consistent with WAC 392-190-056;
(2) Responsibilities of employees and volunteers;
(3) Investigative and complaint procedures consistent with WAC 392-190-065 through 392-190-075;
(4) Remedies available to targets of sexual harassment;
(5) Disciplinary actions against violators, which must conform with collective bargaining agreements and
state and federal laws;
(6) Reprisal, retaliation, and false accusations prohibition;
(7) Dissemination and implementation of the policy; and
(8) Internal review of the policy.
WAC 392-190-058. Sexual harassment – Notification.

School districts.


resolved.
of 1964.
chapter.

Other special infractions or conditions

LAWS
RCW 28A.320.135. Telecommunication devices — Limits on possession — Policies.

School district boards of directors may adopt policies that limit the possession of (1) paging
telecommunication devices by students that emit audible signals, vibrate, display a message, or
otherwise summons or delivers a communication to the possessor, and (2) portable or cellular
telephones.
RCW 28A.320.140. Schools with special standards — Dress codes.

(1) School district boards of directors may establish schools or programs which parents may choose for
their children to attend in which: (a) Students are required to conform to dress and grooming codes,
including requiring that students wear uniforms; (b) parents are required to participate in the student's
education; or (c) discipline requirements are more stringent than in other schools in the district.
(2) School district boards of directors may establish schools or programs in which: (a) Students are
required to conform to dress and grooming codes, including requiring that students wear uniforms; (b)
parents are regularly counseled and encouraged to participate in the student's education; or (c) discipline
requirements are more stringent than in other schools in the district. School boards may require that
students who are subject to suspension or expulsion attend these schools or programs as a condition of
continued enrollment in the school district.
(3) If students are required to wear uniforms in these programs or schools, school districts shall
accommodate students so that the uniform requirement is not an unfair barrier to school attendance and
participation.
(4) Nothing in this section impairs or reduces in any manner whatsoever the authority of a board under
other law to impose a dress and appearance code. However, if a board requires uniforms under such
other authority, it shall accommodate students so that the uniform requirement is not an unfair barrier to
school attendance and participation.
(5) School district boards of directors may adopt dress and grooming code policies which prohibit
students from wearing gang-related apparel. If a dress and grooming code policy contains this provision,
the school board must also establish policies to notify students and parents of what clothing and apparel
is considered to be gang-related apparel. This notice must precede any disciplinary action resulting from
a student wearing gang-related apparel.
(6) School district boards of directors may not adopt a dress and grooming code policy which precludes
students who participate in nationally recognized youth organizations from wearing organization uniforms
on days that the organization has a scheduled activity or prohibit students from wearing clothing in
observance of their religion.
RCW 28A.600.455. Gang activity – Suspension or expulsion.

(1) A student who is enrolled in a public school or an alternative school may be suspended or expelled if
the student is a member of a gang and knowingly engages in gang activity on school grounds.
(2) "Gang" means a group which: (a) Consists of three or more persons; (b) has identifiable leadership;
and (c) on an ongoing basis, regularly conspires and acts in concert mainly for criminal purposes.

REGULATIONS

Prevention and Behavioral Interventions (Non-Punitive)
Prevention
LAWS
RCW 28A.170.075. Findings – Intent.

(1) The legislature finds that the provision of drug and alcohol counseling and related prevention and
intervention services in schools will enhance the classroom environment for students and teachers, and
better enable students to realize their academic and personal potentials.
(2) The legislature finds that it is essential that resources be made available to school districts to provide
early drug and alcohol prevention and intervention services to students and their families; to assist in
referrals to treatment providers; and to strengthen the transition back to school for students who have had
problems of drug and alcohol abuse.
(3) Substance abuse awareness programs funded under this chapter do not fall within the definition of
basic education for purposes of Article IX of the state Constitution and the state's funding duty
thereunder.
(4) The legislature intends to provide grants for drug and alcohol abuse prevention and intervention in
schools, targeted to those schools with the highest concentrations of students at risk.
RCW 28A.170.080. Grants – Substance abuse intervention.

(1) Grants provided under RCW 28A.170.090 may be used solely for services provided by a substance
abuse intervention specialist or for dedicated staff time for counseling and intervention services provided
by any school district certificated employee who has been trained by and has access to consultation with
a substance abuse intervention specialist. Services shall be directed at assisting students in kindergarten
through twelfth grade in overcoming problems of drug and alcohol abuse, and in preventing abuse and
addiction to such substances, including nicotine. The grants shall require local matching funds so that the
grant amounts support a maximum of eighty percent of the costs of the services funded. The services of a
substance abuse intervention specialist may be obtained by means of a contract with a state or
community services agency or a drug treatment center. Services provided by a substance abuse
intervention specialist may include:
(a) Individual and family counseling, including preventive counseling;
(b) Assessment and referral for treatment;
(c) Referral to peer support groups;
(d) Aftercare;
(e) Development and supervision of student mentor programs;
(f) Staff training, including training in the identification of high-risk children and effective interaction with
those children in the classroom; and
(g) Development and coordination of school drug and alcohol core teams, involving staff, students,
parents, and community members.
(2) For the purposes of this section, "substance abuse intervention specialist" means any one of the
following, except that diagnosis and assessment, counseling and aftercare specifically identified with
treatment of chemical dependency shall be performed only by personnel who meet the same
qualifications as are required of a qualified chemical dependency counselor employed by an alcoholism
or drug treatment program approved by the department of social and health services.

(a) An educational staff associate employed by a school district or educational service district who holds
certification as a school counselor, school psychologist, school nurse, or school social worker under
Washington professional educator standards board rules adopted pursuant to RCW 28A.410.210;
(b) An individual who meets the definition of a qualified drug or alcohol counselor established by the
bureau of alcohol and substance abuse;
(c) A qualified professional employed by the department of social and health services;
(d) A psychologist licensed under chapter 18.83 RCW; or
(e) A children's mental health specialist as defined in RCW 71.34.020.
RCW 28A.300.270. Violence prevention training.

The superintendent of public instruction shall, to the extent funding is available, contract with school
districts, educational service districts, and approved in-service providers to conduct training sessions for
school certificated and classified employees in conflict resolution and other violence prevention topics.
The training shall be developmentally and culturally appropriate for the school populations being served
and be research based. The training shall not be based solely on providing materials, but also shall
include techniques on imparting these skills to students. The training sessions shall be developed in
coordination with school districts, the superintendent of public instruction, parents, law enforcement
agencies, human services providers, and other interested parties. The training shall be offered to school
districts and school staff requesting the training, and shall be made available at locations throughout the
state.
RCW 28A.300.280. Conflict resolution program.

The superintendent of public instruction and the office of the attorney general, in cooperation with the
Washington state bar association and statewide dispute resolution organizations, shall develop a
volunteer-based conflict resolution and mediation program for use in community groups such as
neighborhood organizations and the public schools. The program shall use lawyers or certified mediators
to train students who in turn become trainers and mediators for their peers in conflict resolution.
RCW 28A.300.288. Youth suicide prevention activities.

(1) The office of the superintendent of public instruction shall work with state agency and community
partners to assist schools in implementing youth suicide prevention activities, which may include the
following:
(a) Training for school employees, parents, community members, and students in recognizing and
responding to the signs of suicide;
(b) Partnering with local coalitions of community members interested in preventing youth suicide; and
(c) Responding to communities determined to be in crisis after a suicide or attempted suicide to prevent
further instances of suicide.
(2) The office of the superintendent of public instruction, working with state and community partners, shall
prioritize funding appropriated for subsection (1) of this section to communities identified as the highest
risk.
RCW 28A.300.490. Task force on gangs in schools – Reports.

(1) A task force on gangs in schools is created to examine current adult and youth gang activities that are
affecting school safety. The task force shall work under the guidance of the superintendent of public
instruction school safety center, the school safety center advisory committee, and the Washington
association of sheriffs and police chiefs.

(2) The task force shall be comprised of representatives, selected by the superintendent of public
instruction, who possess expertise relevant to gang activity in schools. The task force shall outline
methods for preventing new gangs, eliminating existing gangs, gathering intelligence, and sharing
information about gang activities.
(3) Beginning December 1, 2007, the task force shall annually report its findings and recommendations to
the education committees of the legislature.
RCW 28A.300.2851. School bullying and harassment – Work group.

(1) The office of the superintendent of public instruction and the office of the education ombudsman shall
convene a work group on school bullying and harassment prevention to develop, recommend, and
implement strategies to improve school climate and create respectful learning environments in all public
schools in Washington. The superintendent of public instruction or a designee shall serve as the chair of
the work group.
(2) The work group shall:
(a) Consider whether additional disaggregated data should be collected regarding incidents of bullying
and harassment or disciplinary actions and make recommendations to the office of the superintendent
of public instruction for collection of such data;
(b) Examine possible procedures for anonymous reporting of incidents of bullying and harassment;
(c) Identify curriculum and best practices for school districts to improve school climate, create respectful
learning environments, and train staff and students in de-escalation and intervention techniques;
(d) Identify curriculum and best practices for incorporating instruction about mental health, youth suicide
prevention, and prevention of bullying and harassment;
(e) Recommend best practices for informing parents about the harassment, intimidation, and bullying
prevention policy and procedure under RCW 28A.300.285 and involving parents in improving school
climate;
(f) Recommend training for district personnel who are designated as the primary contact regarding the
policy and procedure and for school resource officers and other school security personnel;
(g) Recommend educator preparation and certification requirements in harassment, intimidation, and
bullying prevention and de-escalation and intervention techniques for teachers, educational staff
associates, and school administrators;
(h) Examine and recommend policies for discipline of students and staff who harass, intimidate, or bully;
and
(i) In collaboration with the state board for community and technical colleges, examine and recommend
policies to protect K-12 students attending community and technical colleges from harassment,
intimidation, and bullying.
(3) The work group must include representatives from the state board of education, the Washington state
parent teacher association, the Washington state association of school psychologists, school directors,
school administrators, principals, teachers, school counselors, classified school staff, youth, community
organizations, and parents.
(4) The work group shall submit a biennial progress and status report to the governor and the education
committees of the legislature, beginning December 1, 2011, with additional reports by December 1, 2013,
and December 1, 2015.
(5) The work group is terminated effective January 1, 2016.

classroom.
REGULATIONS

resolved.
of 1964.
chapter.

Behavioral interventions and student support services
LAWS
RCW 28A.170.075. Findings – Intent.

(1) The legislature finds that the provision of drug and alcohol counseling and related prevention and
intervention services in schools will enhance the classroom environment for students and teachers, and
better enable students to realize their academic and personal potentials.
(2) The legislature finds that it is essential that resources be made available to school districts to provide
early drug and alcohol prevention and intervention services to students and their families; to assist in
referrals to treatment providers; and to strengthen the transition back to school for students who have had
problems of drug and alcohol abuse.
(3) Substance abuse awareness programs funded under this chapter do not fall within the definition of
basic education for purposes of Article IX of the state Constitution and the state's funding duty
thereunder.
(4) The legislature intends to provide grants for drug and alcohol abuse prevention and intervention in
schools, targeted to those schools with the highest concentrations of students at risk.

community services agency or a drug treatment center. Services provided by a substance abuse
intervention specialist may include:
(a) Individual and family counseling, including preventive counseling;
(b) Assessment and referral for treatment;
(c) Referral to peer support groups;
(d) Aftercare;
(e) Development and supervision of student mentor programs;
(f) Staff training, including training in the identification of high-risk children and effective interaction with
those children in the classroom; and
(g) Development and coordination of school drug and alcohol core teams, involving staff, students,
parents, and community members.
(2) For the purposes of this section, "substance abuse intervention specialist" means any one of the
following, except that diagnosis and assessment, counseling and aftercare specifically identified with
treatment of chemical dependency shall be performed only by personnel who meet the same
qualifications as are required of a qualified chemical dependency counselor employed by an alcoholism
or drug treatment program approved by the department of social and health services.
(a) An educational staff associate employed by a school district or educational service district who holds
certification as a school counselor, school psychologist, school nurse, or school social worker under
Washington professional educator standards board rules adopted pursuant to RCW 28A.410.210;

(b) An individual who meets the definition of a qualified drug or alcohol counselor established by the
bureau of alcohol and substance abuse;
(c) A qualified professional employed by the department of social and health services;
(d) A psychologist licensed under chapter 18.83 RCW; or
(e) A children's mental health specialist as defined in RCW 71.34.020.
RCW 28A.225.018. Conferences to identify barriers to child's school attendance.

(1) Except as provided in subsection (2) of this section, in the event that a child in elementary school is
required to attend school under RCW 28A.225.010 or 28A.225.015(1) and has five or more excused
absences in a single month during the current school year, or ten or more excused absences in the
current school year, the school district shall schedule a conference or conferences with the parent and
child at a time reasonably convenient for all persons included for the purpose of identifying the barriers to
the child's regular attendance, and the supports and resources that may be made available to the family
so that the child is able to regularly attend school. If a regularly scheduled parent-teacher conference day
is to take place within thirty days of the absences, the school district may schedule this conference on
that day. To satisfy the requirements of this section, the conference must include at least one school
district employee such as a nurse, counselor, social worker, teacher, or community human services
provider, except in those instances regarding the attendance of a child who has an individualized
education program or a plan developed under section 504 of the rehabilitation act of 1973, in which case
the reconvening of the team that created the program or plan is required.
(2) A conference pursuant to subsection (1) of this section is not required in the event of excused
absences for which prior notice has been given to the school or a doctor's note has been provided and an
academic plan is put in place so that the child does not fall behind.
RCW 28A.225.020. School's duties upon child's failure to attend school.

(1) If a child required to attend school under RCW 28A.225.010 fails to attend school without valid
justification, the public school in which the child is enrolled shall:
(a) Inform the child's parent by a notice in writing or by telephone whenever the child has failed to
attend school after one unexcused absence within any month during the current school year. School
officials shall inform the parent of the potential consequences of additional unexcused absences. If the
parent is not fluent in English, the school must make reasonable efforts to provide this information in a
language in which the parent is fluent;
(b) Schedule a conference or conferences with the parent and child at a time reasonably convenient for
all persons included for the purpose of analyzing the causes of the child's absences after three
unexcused absences within any month during the current school year. If a regularly scheduled parent-
teacher conference day is to take place within thirty days of the third unexcused absence, then the
school district may schedule this conference on that day. If the child's parent does not attend the
scheduled conference, the conference may be conducted with the student and school official. However,
the parent shall be notified of the steps to be taken to eliminate or reduce the child's absence; and
(c) At some point after the second and before the fifth unexcused absence, take data-informed steps to
eliminate or reduce the child's absences.
(i) In middle school and high school, these steps must include application of the Washington
assessment of the risks and needs of students (WARNS) or other assessment by a school district's
designee under RCW 28A.225.026.
(ii) For any child with an existing individualized education plan or 504 plan, these steps must include
the convening of the child's individualized education plan or 504 plan team, including a behavior
specialist or mental health specialist where appropriate, to consider the reasons for the absences. If

necessary, and if consent from the parent is given, a functional behavior assessment to explore the
function of the absence behavior shall be conducted and a detailed behavior plan completed. Time
should be allowed for the behavior plan to be initiated and data tracked to determine progress.
(iii) With respect to any child, without an existing individualized education plan or 504 plan,
reasonably believed to have a mental or physical disability or impairment, these steps must include
informing the child's parent of the right to obtain an appropriate evaluation at no cost to the parent to
determine whether the child has a disability or impairment and needs accommodations, related
services, or special education services. This includes children with suspected emotional or behavioral
disabilities as defined in WAC 392-172A-01035. If the school obtains consent to conduct an
evaluation, time should be allowed for the evaluation to be completed, and if the child is found to be
eligible for special education services, accommodations, or related services, a plan developed to
address the child's needs.
(iv) These steps must include, where appropriate, providing an available approved best practice or
research-based intervention, or both, consistent with the WARNS profile or other assessment, if an
assessment was applied, adjusting the child's school program or school or course assignment,
providing more individualized or remedial instruction, providing appropriate vocational courses or
work experience, referring the child to a community truancy board, requiring the child to attend an
alternative school or program, or assisting the parent or child to obtain supplementary services that
might eliminate or ameliorate the cause or causes for the absence from school.
(2) For purposes of this chapter, an "unexcused absence" means that a child:
(a)(i) Has failed to attend the majority of hours or periods in an average school day or has failed to
comply with a more restrictive school district policy; and
(ii) Has failed to meet the school district's policy for excused absences; or
(b) Has failed to comply with alternative learning experience program attendance requirements as
described by the superintendent of public instruction.
(3) If a child transfers from one school district to another during the school year, the receiving school or
school district shall include the unexcused absences accumulated at the previous school or from the
previous school district for purposes of this section, RCW 28A.225.030, and 28A.225.015. The sending
school district shall provide this information to the receiving school, together with a copy of any previous
assessment as required under subsection (1)(c) of this section, history of any best practices or
researched-based intervention previously provided to the child by the child's sending school district, and a
copy of the most recent truancy information including any online or written acknowledgment by the parent
and child, as provided for in RCW 28A.225.005. All school districts must use the standard choice transfer
form for releasing a student to a nonresident school district for the purposes of accessing an alternative
learning experience program.
RCW 28A.225.023. Youth dependent pursuant to chapter 13.34 RCW — Review of unexpected or
excessive absences — Support for youth's school work.
A school district representative or school employee shall review unexpected or excessive absences with
a youth who is dependent pursuant to chapter 13.34 RCW and adults involved with that youth, to include
the youth's caseworker, educational liaison, attorney if one is appointed, parent or guardians, and foster
parents or the person providing placement for the youth. The purpose of the review is to determine the
cause of the absences, taking into account: Unplanned school transitions, periods of running from care,
in-patient treatment, incarceration, school adjustment, educational gaps, psychosocial issues, and
unavoidable appointments during the school day. A school district representative or a school employee
must proactively support the youth's school work so the student does not fall behind and to avoid
suspension or expulsion based on truancy.



board members.

order; and
treatment.
families.

RCW 28A.225.030. Petition to juvenile court for violations by a parent or child — School district
responsibilities.
28A.225.010.
year;

28A.225.090.
petition.


following:


RCW 28A.300.139. Washington integrated student supports protocol.
(1) Subject to the availability of amounts appropriated for this specific purpose, the Washington integrated
student supports protocol is established. The protocol shall be developed by the center for the
improvement of student learning, established in RCW 28A.300.130, based on the framework described in
this section. The purposes of the protocol include:
(a) Supporting a school-based approach to promoting the success of all students by coordinating
academic and nonacademic supports to reduce barriers to academic achievement and educational
attainment;
(b) Fulfilling a vision of public education where educators focus on education, students focus on
learning, and auxiliary supports enable teaching and learning to occur unimpeded;
(c) Encouraging the creation, expansion, and quality improvement of community-based supports that
can be integrated into the academic environment of schools and school districts;
(d) Increasing public awareness of the evidence showing that academic outcomes are a result of both
academic and nonacademic factors; and
(e) Supporting statewide and local organizations in their efforts to provide leadership, coordination,
technical assistance, professional development, and advocacy to implement high-quality, evidence-
based, student-centered, coordinated approaches throughout the state.
(2)(a) The Washington integrated student supports protocol must be sufficiently flexible to adapt to the
unique needs of schools and districts across the state, yet sufficiently structured to provide all students
with the individual support they need for academic success.
(b) The essential framework of the Washington integrated student supports protocol includes:
(i) Needs assessments: A needs assessment must be conducted for all at-risk students in order to
develop or identify the needed academic and nonacademic supports within the students' school and
community. These supports must be coordinated to provide students with a package of mutually
reinforcing supports designed to meet the individual needs of each student.
(ii) Integration and coordination: The school and district leadership and staff must develop close
relationships with providers of academic and nonacademic supports to enhance the effectiveness of
the protocol.
(iii) Community partnerships: Community partners must be engaged to provide nonacademic supports
to reduce barriers to students' academic success, including supports to students' families.
(iv) Data driven: Students' needs and outcomes must be tracked over time to determine student
progress and evolving needs.
(c) The framework must facilitate the ability of any academic or nonacademic provider to support the
needs of at-risk students, including, but not limited to: Out-of-school providers, social workers, mental
health counselors, physicians, dentists, speech therapists, and audiologists.
RCW 28A.300.273. Annual school safety summits.

(1) Subject to the availability of amounts appropriated for this specific purpose, the office of the
superintendent of public instruction and the school safety advisory committee shall hold annual school
safety summits. Each annual summit must focus on establishing and monitoring the progress of a
statewide plan for funding cost-effective methods for school safety that meet local needs. Other areas of
focus may include planning and implementation of school safety planning efforts, training of school safety
professionals, and integrating mental health and security measures.
(2) Summit participants must be appointed no later than August 1, 2016.

(a) The majority and minority leaders of the senate shall appoint two members from each of the relevant
caucuses of the senate.
(b) The speaker of the house of representatives shall appoint two members from each of the two largest
caucuses of the house of representatives.
(c) The governor shall appoint one representative.
(3) Other summit participants may include representatives from the office of the superintendent of public
instruction, the department of health, educational service districts, educational associations, emergency
management, law enforcement, fire departments, parent organizations, and student organizations.
(4) Staff support for the annual summit shall be provided by the office of the superintendent of public
instruction and the school safety advisory committee.
(5) Legislative members of the summit are reimbursed for travel expenses in accordance with RCW
44.04.120. Nonlegislative members are not entitled to be reimbursed for travel expenses if they are
elected officials or are participating on behalf of an employer, governmental entity, or other organization.
Any reimbursement for other nonlegislative members is subject to chapter 43.03 RCW.
RCW 28A.300.280. Conflict resolution program.

The superintendent of public instruction and the office of the attorney general, in cooperation with the
Washington state bar association and statewide dispute resolution organizations, shall develop a
volunteer-based conflict resolution and mediation program for use in community groups such as
neighborhood organizations and the public schools. The program shall use lawyers or certified mediators
to train students who in turn become trainers and mediators for their peers in conflict resolution.
distress in students – Training for educators and staff – Suicide prevention training.
(1) Each educational service district shall develop and maintain the capacity to offer training for educators
and other school district staff on youth suicide screening and referral, and on recognition, initial screening,
and response to emotional or behavioral distress in students, including but not limited to indicators of
possible substance abuse, violence, and youth suicide. An educational service district may demonstrate
capacity by employing staff with sufficient expertise to offer the training or by contracting with individuals
or organizations to offer the training. Training may be offered on a fee-for-service basis, or at no cost to
school districts or educators if funds are appropriated specifically for this purpose or made available
through grants or other sources.
(2)(a) Subject to the availability of amounts appropriated for this specific purpose, Forefront at the
University of Washington shall convene a one-day in-person training of student support staff from the
educational service districts to deepen the staff's capacity to assist schools in their districts in
responding to concerns about suicide. Educational service districts shall send staff members to the one-
day in-person training within existing resources.
(b) Subject to the availability of amounts appropriated for this specific purpose, after establishing these
relationships with the educational service districts, Forefront at the University of Washington must
continue to meet with the educational service districts via videoconference on a monthly basis to
answer questions that arise for the educational service districts, and to assess the feasibility of
collaborating with the educational service districts to develop a multiyear, statewide rollout of a
comprehensive school suicide prevention model involving regional trainings, on-site coaching, and
cohorts of participating schools in each educational service district.
(c) Subject to the availability of amounts appropriated for this specific purpose, Forefront at the
University of Washington must work to develop public-private partnerships to support the rollout of a
comprehensive school suicide prevention model across Washington's middle and high schools.

(d) The comprehensive school suicide prevention model must consist of:
(i) School-specific revisions to safe school plans required under RCW 28A.320.125, to include
procedures for suicide prevention, intervention, assessment, referral, reentry, and intervention and
recovery after a suicide attempt or death;
(ii) Developing, within the school, capacity to train staff, teachers, parents, and students in how to
recognize and support a student who may be struggling with behavioral health issues;
(iii) Improved identification such as screening, and response systems such as family counseling, to
support students who are at risk;
(iv) Enhanced community-based linkages of support; and
(v) School selection of appropriate curricula and programs to enhance student awareness of
behavioral health issues to reduce stigma, and to promote resilience and coping skills.
(e) Subject to the availability of amounts appropriated for this specific purpose, and by December 15,
2017, Forefront at the University of Washington shall report to the appropriate committees of the
legislature, in accordance with RCW 43.01.036, with the outcomes of the educational service district
trainings, any public-private partnership developments, and recommendations on ways to work with the
educational service districts or others to implement suicide prevention.

or expulsion.
RCW 28A.600.410. Alternatives to suspension — Encouraged.

School districts are encouraged to find alternatives to suspension including reducing the length of a
student's suspension conditioned by the commencement of counseling or other treatment services.
Consistent with current law, the conditioning of a student's suspension does not obligate the school
district to pay for the counseling or other treatment services except for those stipulated and agreed to by
the district at the inception of the suspension.
REGULATIONS
WAC 392-400-420. Reengagement meetings and plans.


than five days before the student's reentry or enrollment, to discuss a plan to reengage the student in a
school program. Families must have access to, provide meaningful input on, and have the opportunity to
or expulsion.
Professional development
LAWS
RCW 28A.300.270. Violence prevention training.

The superintendent of public instruction shall, to the extent funding is available, contract with school
districts, educational service districts, and approved in-service providers to conduct training sessions for
school certificated and classified employees in conflict resolution and other violence prevention topics.
The training shall be developmentally and culturally appropriate for the school populations being served
and be research based. The training shall not be based solely on providing materials, but also shall
include techniques on imparting these skills to students. The training sessions shall be developed in
coordination with school districts, the superintendent of public instruction, parents, law enforcement
agencies, human services providers, and other interested parties. The training shall be offered to school
districts and school staff requesting the training, and shall be made available at locations throughout the
state.
RCW 28A.300.288. Youth suicide prevention activities.

(1) The office of the superintendent of public instruction shall work with state agency and community
partners to assist schools in implementing youth suicide prevention activities, which may include the
following:
(a) Training for school employees, parents, community members, and students in recognizing and
responding to the signs of suicide;

RCW 28A.345.100. Cultural competency training for school board directors and superintendents.
The Washington state school directors' association, in consultation with the office of the superintendent of
public instruction, the professional educator standards board, the steering committee established in RCW
28A.405.100, and the educational opportunity gap oversight and accountability committee, must develop
a plan for the creation and delivery of cultural competency training for school board directors and
superintendents. The training program must also include the foundational elements of cultural
competence, focusing on multicultural education and principles of English language acquisition, including
information regarding best practices to implement the tribal history and culture curriculum. The content of
the training must be aligned with the standards for cultural competence developed by the professional
educator standards board under RCW 28A.410.270.

the office of the superintendent of public instruction—Web site with professional development
materials.
must develop and make available a professional development program to support the implementation of
the evaluation systems required by RCW 28A.405.100. The program components may be organized into

professional development modules for principals, administrators, and teachers. The professional
development program shall include a comprehensive online training package.
(2) The training program must include, but not be limited to, the following topics:
(a) Introduction of the evaluation criteria for teachers and principals and the four-level rating system;
(b) Orientation to and use of instructional frameworks;
(c) Orientation to and use of the leadership frameworks;
(d) Best practices in developing and using data in the evaluation systems, including multiple measures,
student growth data, classroom observations, and other measures and evidence;
(e) Strategies for achieving maximum rater agreement;
(f) Evaluator feedback protocols in the evaluation systems;
(g) Examples of high quality teaching and leadership; and
(h) Methods to link the evaluation process to ongoing educator professional development.
(3) The training program must also include the foundational elements of cultural competence, focusing on
multicultural education and principles of English language acquisition, including information regarding
best practices to implement the tribal history and culture curriculum. The content of the training must be
aligned with the standards for cultural competence developed by the professional educator standards
board under RCW 28A.410.270. The office of the superintendent of public instruction, in consultation with
the professional educator standards board, the steering committee established in RCW 28A.405.100, and
the educational opportunity gap oversight and accountability committee, must integrate the content for
cultural competence into the overall training for principals, administrators, and teachers to support the
revised evaluation systems.
(4) To the maximum extent feasible, the professional development program must incorporate or adapt
existing online training or curriculum, including securing materials or curriculum under contract or
purchase agreements within available funds. Multiple modes of instruction should be incorporated
including videos of classroom teaching, participatory exercises, and other engaging combinations of
online audio, video, and print presentation.
(5) The professional development program must be developed in modules that allow:
(a) Access to material over a reasonable number of training sessions;
(b) Delivery in person or online; and
(c) Use in a self-directed manner.
(6) The office of the superintendent of public instruction must maintain a web site that includes the online
professional development materials along with sample evaluation forms and templates, links to relevant
research on evaluation and on high quality teaching and leadership, samples of contract and collective
bargaining language on key topics, examples of multiple measures of teacher and principal performance,
suggestions for data to measure student growth, and other tools that will assist school districts in
implementing the revised evaluation systems.
(7) The office of the superintendent of public instruction must identify the number of in-service training
hours associated with each professional development module and develop a way for users to document
their completion of the training. Documented completion of the training under this section is considered
approved in-service training for the purposes of RCW 28A.415.020.
(8) The office of the superintendent of public instruction shall periodically update the modules to reflect
new topics and research on performance evaluation so that the training serves as an ongoing source of
continuing education and professional development.

(9) The office of the superintendent of public instruction shall work with the educational service districts to
provide clearinghouse services for the identification and publication of professional development
opportunities for teachers and principals that align with performance evaluation criteria.
RCW 28A.405.120. Training for evaluators.

(1) School districts shall require each administrator, each principal, or other supervisory personnel who
has responsibility for evaluating classroom teachers or principals to have training in evaluation
procedures.
(2) Before school district implementation of the revised evaluation systems required under RCW
28A.405.100, principals and administrators who have evaluation responsibilities must engage in
professional development designed to implement the revised systems and maximize rater agreement.
The professional development to support the revised evaluation systems must also include foundational
elements of cultural competence, focusing on multicultural education and principles of English language
acquisition.
RCW 28A.410.035. Qualifications – Coursework on issues of abuse; sexual abuse and exploitation
of a minor; and emotional or behavioral distress in students, including possible substance abuse,
violence, and youth suicide.
(1) To receive initial certification as a teacher in this state after August 31, 1991, an applicant shall have
successfully completed a course on issues of abuse. The content of the course shall discuss the
identification of physical abuse, emotional abuse, sexual abuse, and substance abuse; commercial
sexual abuse of a minor, as defined in RCW 9.68A.100; sexual exploitation of a minor, as defined in RCW
9.68A.040; information on the impact of abuse on the behavior and learning abilities of students;
discussion of the responsibilities of a teacher to report abuse or provide assistance to students who are
the victims of abuse; and methods for teaching students about abuse of all types and their prevention.
(2) The professional educator standards board shall incorporate into the content required for the course
under this section, knowledge and skill standards pertaining to recognition, initial screening, and response
to emotional or behavioral distress in students, including but not limited to indicators of possible
substance abuse, violence, and youth suicide. To receive initial certification after August 31, 2014, an
applicant must have successfully completed a course that includes the content of this subsection. The
board shall consult with the office of the superintendent of public instruction and the department of health
in developing the standards.
RCW 28A.415.410. Training to support discipline policies under chapter 28A.600 RCW.
(1) The office of the superintendent of public instruction, subject to the availability of amounts
appropriated for this specific purpose, shall develop a training program to support the implementation of
discipline policies and procedures under chapter 28A.600 RCW.
(2) School districts are strongly encouraged to provide the trainings to all school and district staff
interacting with students, including instructional staff and noninstructional staff, as well as within a
reasonable time following any substantive change to school discipline policies or procedures.
(3) To the maximum extent feasible, the trainings must incorporate or adapt existing online training or
curriculum, including securing materials or curriculum under contract or purchase agreements within
available funds.
(4) The trainings must be developed in modules that allow:

RCW 28A.415.420. Cultural competence professional development and training.
(1) Subject to funds appropriated specifically for this purpose, the office of the superintendent of public
instruction, in collaboration with the educational opportunity gap oversight and accountability committee,
the professional educator standards board, colleges of education, and representatives from diverse
communities and community-based organizations, must develop a content outline for professional
development and training in cultural competence for school staff.
(2) The content of the cultural competence professional development and training must be aligned with
the standards developed by the professional educator standards board under RCW 28A.410.270. The
training program must also include the foundational elements of cultural competence, focusing on
best practices to implement the tribal history and culture curriculum.
(3) The cultural competence professional development and training must contain components that are
appropriate for classified school staff and district administrators as well as certificated instructional staff
and principals at the building level. The professional development and training must also contain
components suitable for delivery by individuals from the local community or community-based
organizations with appropriate expertise.
(4) The legislature encourages educational service districts and school districts to use the cultural
competence professional development and training developed under this section and provide
opportunities for all school and school district staff to gain knowledge and skills in cultural competence,
including in partnership with their local communities.
REGULATIONS

Monitoring and Accountability
Formal incident reporting of conduct violations

LAWS
RCW 28A.600.020. Exclusion of student from classroom—Written disciplinary procedures—Long-

classroom.
(5)(a) A principal shall consider imposing long-term suspension or expulsion as a sanction when
deciding the appropriate disciplinary action for a student who, after July 27, 1997:
(i) Engages in two or more violations within a three-year period of RCW 9A.46.120, 28A.600.455,
28A.600.460, 28A.635.020, 28A.600.020, 28A.635.060, or 9.41.280; or
(ii) Engages in one or more of the offenses listed in RCW 13.04.155.
(b) The principal shall communicate the disciplinary action taken by the principal to the school
personnel who referred the student to the principal for disciplinary action.

(1) School district boards of directors shall adopt policies that restore discipline to the classroom. Such
policies must provide for at least the following: Allowing each teacher to take disciplinary action to correct

a student who disrupts normal classroom activities, abuses or insults a teacher as prohibited by RCW
28A.635.010, willfully disobeys a teacher, uses abusive or foul language directed at a school district
employee, school volunteer, or another student, violates school rules, or who interferes with an orderly
education process. Disciplinary action may include but is not limited to: Oral or written reprimands; written
notification to parents of disruptive behavior, a copy of which must be provided to the principal.

(5) Any school employee, resource officer, or school security officer who uses isolation or restraint on a
student during school-sponsored instruction or activities must inform the building administrator or building
administrator's designee as soon as possible, and within two business days submit a written report of the
incident to the district office. The written report must include, at a minimum, the following information:
(a) The date and time of the incident;
(b) The name and job title of the individual who administered the restraint or isolation;
(c) A description of the activity that led to the restraint or isolation;
(d) The type of restraint or isolation used on the student, including the duration;
(e) Whether the student or staff was physically injured during the restraint or isolation incident and any
medical care provided; and
(f) Any recommendations for changing the nature or amount of resources available to the student and
staff members in order to avoid similar incidents.
REGULATIONS

WAC 392-400-410. Appeal for extension of an expulsion.

When warranted because of risk to the public health and safety, the principal or the principal's designee
may petition the district's superintendent for authorization to exceed the academic term limitation on an
expulsion. The superintendent may exercise his/her discretion to grant the petition in limited
circumstances, on a case-by-case basis, so long as there is evidence that, if the student were to return at
or before the length of an academic term, as defined by the school board, he/she would pose a risk to
public health or safety.
(1) The petition to exceed the academic term limit shall include, at least, the following:
(a) A detailed description of the student's misconduct, the school rules which were violated, and the
public health and/or safety concerns of the district;
(b) A detailed description of the student's academic, attendance, and discipline history, if any;
(c) A description of the lesser forms of corrective actions which were considered and reasons why
those were rejected;
(d) A description of all alternative learning experiences, vocational programs, and/or other educational
services which may be available to the student;
(e) The proposed extended length of the expulsion;
(f) Identification of special education services or accommodations pursuant to Section 504 of the
Rehabilitation Act of 1973, if appropriate; and

(g) A proposed date for the reengagement meeting.
(2) Designated staff shall submit the petition at any time after final imposition of an academic term
expulsion and prior to the end of that expulsion.
(3) A copy of the petition shall be delivered in person or by certified mail to the student and his/her
parent(s)/guardian(s).
(4) The petition shall be provided in the predominant language of the student and/or
parent(s)/guardian(s) who speak a language, other than English, in accordance with Title VI of the Civil
Rights Act of 1964.
(5) The student and/or parent(s)/guardian(s) may submit a written or verbal response to the petition
within ten school business days of the recorded receipt of the petition.
(6) Within eleven school business days, but no later than twenty school business days of the date of the
petition's recorded delivery to the student/parent(s)/guardian(s), the district superintendent shall issue a
written decision indicating whether the petition is granted or denied. The written decision shall also
include a description of all rights and procedures for appeal.
(7) If the petition is granted, within ten school business days of the receipt of the decision, the student
and/or parent(s)/guardian(s) may appeal the decision to the district's school board in accordance with
WAC 392-400-310 and 392-400-315.
Annually, all school districts shall report the number of petitions submitted, approved and denied to the
office of the superintendent of public instruction.
Parental notification
LAWS

(3)
(a) An individualized education program or plan developed under section 504 of the rehabilitation act of
1973 must not include the use of restraint or isolation as a planned behavior intervention unless a
student's individual needs require more specific advanced educational planning and the student's
parent or guardian agrees. All other plans may refer to the district policy developed under subsection
(3)(b) of this section. Nothing in this section is intended to limit the provision of a free appropriate public
education under Part B of the federal individuals with disabilities education improvement act or section
504 of the federal rehabilitation act of 1973.
(b) Restraint or isolation of any student is permitted only when reasonably necessary to control
spontaneous behavior that poses an imminent likelihood of serious harm, as defined in RCW
70.96B.010. Restraint or isolation must be closely monitored to prevent harm to the student, and must
be discontinued as soon as the likelihood of serious harm has dissipated. Each school district shall
adopt a policy providing for the least amount of restraint or isolation appropriate to protect the safety of
students and staff under such circumstances.
(6) The principal or principal's designee must make a reasonable effort to verbally inform the student's
parent or guardian within twenty-four hours of the incident, and must send written notification as soon as
practical but postmarked no later than five business days after the restraint or isolation occurred. If the
school or school district customarily provides the parent or guardian with school-related information in a

language other than English, the written report under this section must be provided to the parent or
guardian in that language.
REGULATIONS
WAC 392-400-233. Unexcused absences and tardiness.

(1) Students with one or more unexcused absences and subject to compulsory attendance pursuant to
chapter 28A.225 RCW may be subject to corrective action reasonably calculated to modify the student's
conduct. If a school district imposes corrective action on a student for one or more unexcused absences,
the school district must:
(a) Provide notice to the student's parent(s) or guardian(s) in writing in English or, if different, the
primary language of the parent(s) or guardian(s), that the student has failed to attend school without
valid justification, and by other means reasonably necessary to achieve notice of such fact;
(b) Schedule a conference or conferences with the parent(s) or guardian(s) and the student at a time
and place reasonably convenient to all persons included to analyze the causes for the student's
absence, and to determine, by appropriate means, whether the student should be made a focus of
concern for placement in special programs designed for his or her educational success; and
(c) Take steps to reduce the student's absence which include, where appropriate in the judgment of
local school officials and where possible, discussed with the student, parent(s) or guardian(s),
adjustments of the student's school program or school or course assignment or assisting the student or
parent to obtain supplementary services that might ameliorate the cause(s) for the student's absence
from school.

(1) Prior to the short-term suspension of any student a conference shall be conducted with the student as
follows:
(a) An oral or written notice of the alleged misconduct and violation(s) of school district rules shall be
provided to the student;
(b) An oral or written explanation of the evidence in support of the allegation(s) shall be provided to the
student;
(c) An oral or written explanation of the corrective action which may be imposed shall be provided to the
student; and
(d) The student shall be provided the opportunity to present his/her explanation.
(2) In the event a short-term suspension is to exceed one calendar day, the parent(s) or guardian(s) of
the student shall be notified of the reason for the student's suspension and the duration of the suspension
orally and/or by letter deposited in the United States mail as soon as reasonably possible. The notice
shall also inform the parent or guardian of the right to an informal conference pursuant to WAC 392-400-
255 and that the suspension may possibly be reduced as a result of such conference.
WAC 392-400-265. Long-term suspension – Notice of hearing – Waiver of hearing.

(1) Prior to the long-term suspension of a student, written notice of an opportunity for a hearing shall be
delivered in person or by certified mail to the student and to his or her parent(s) or guardian(s). The notice
shall:

1964;
(b) Specify the alleged misconduct and the school district rule(s) alleged to have been violated;
may be deemed to have been waived and the proposed long-term suspension may be imposed by
the school district without any further opportunity for the student or his or her parent(s) or guardian(s)
to contest the matter. A schedule of "school business days" potentially applicable to the exercise of
such hearing right should be included with the notice.
hearing and request a hearing within three school business days after the date of receipt of notice. A
opportunity for a hearing, or to his or her office. A request for a hearing shall be accepted in writing and
may also be accepted orally.
hearing and the proposed long-term suspension may be imposed.
WAC 392-400-280. Expulsion – Notice of hearing – Waiver of hearing.

(1) Prior to the expulsion of a student, an oral or written notice of an opportunity for a hearing shall be
delivered in person, or by certified mail to the student and to his or her parent(s) or guardian(s). The
notice shall:
1964;
(b) Specify the alleged misconduct and the school district rule(s) or policy alleged to have been violated;
may be deemed to have been waived and the proposed expulsion may be imposed by the school
district without any further opportunity for the student or his or her parent(s) or guardian(s) to contest
the matter. A schedule of "school business days" potentially applicable to the exercise of such hearing
right should be included with the notice; and

(2) The student or his or her parent(s) or guardian(s) shall reply to the notice of opportunity for a hearing
and request a hearing within three school business days after the date of receipt of the notice. A request
for a hearing shall be provided to the school district employee specified in the notice of opportunity for a
hearing, or to his or her office. A request for a hearing shall be accepted if in writing and may be accepted
orally.
hearing and the proposed expulsion may be imposed.
WAC 392-400-300. Emergency expulsion – Notice of hearing – Waiver of hearing right.

(1) The student and his or her parent(s) or guardian(s) shall be notified of the emergency expulsion of the
student and of their opportunity for a hearing either (a) by hand delivering written notice to the student's
parent(s) or guardian(s) within twenty-four hours of the expulsion. School districts must document delivery
of the notice by obtaining the signature of the parent(s) or guardian(s) acknowledging receipt or the
written certification of the person making the delivery; or (b) by certified letter(s) deposited in the United
States mail, within twenty-four hours of the expulsion. In addition, if the notice is by certified letter,
reasonable attempts shall be made to notify the student and his or her parent(s) or guardian(s) by
telephone or in person as soon as reasonably possible. Such written and oral notice shall:
1964;
(b) Specify the alleged reasons that the student's presence poses an immediate and continuing danger
to students, school staff, or poses an immediate and continuing threat of substantial disruption of the
educational process;
(c) Set forth the date on which the emergency expulsion began and will end;
(d) Set forth the right of the student and/or his or her parent(s) or guardian(s) to a hearing for the
purpose of contesting the allegation(s) as soon as reasonably possible; and
may be deemed to have been waived, and the emergency expulsion may be continued, as deemed
necessary, for up to ten school days from the date of the student's emergency removal from school
without any further opportunity for the student or his or her parent(s) or guardian(s) to contest the
matter. A schedule of "school business days" potentially applicable to the exercise of such hearing
right should be included with the notice.
hearing and request a hearing within three school business days after the date of receipt of the notice. A
opportunity for a hearing, or to his or her office. A request for a hearing shall be accepted if in writing or
orally.
hearing and the emergency expulsion may be imposed, as deemed necessary, for a period of up to ten
school days from the date of the emergency removal from school.

Reporting and referrals between schools and law enforcement
LAWS

(a) Any firearm;
issued the license.

or confined.
individual.
displayed;


board members.


order; and
treatment.
families.
RCW 28A.225.030. Petition to juvenile court for violations by a parent or child—School district
responsibilities.

28A.225.010.
RCW 28A.225.035. Petition to juvenile court—Contents—Court action—Referral to community

truancy board or other coordinated intervention—Transfer of jurisdiction upon relocation.
year;
28A.225.090.

petition.


following:

RCW 28A.320.130. Weapons incidents – Reporting.

Each school district and each private school approved under chapter 28A.195 RCW shall report to the
superintendent of public instruction by January 31st of each year all known incidents involving the
possession of weapons on school premises, on transportation systems, or in areas of facilities while
being used exclusively by public or private schools, in violation of RCW 9.41.280 in the year preceding
the report. The superintendent shall compile the data and report it to the house of representatives, the
senate, and the governor.

RCW 28A.600.475. Exchange of information with law enforcement and juvenile court officials –
Notification of parents and students.
School districts may participate in the exchange of information with law enforcement and juvenile court
officials to the extent permitted by the family educational and privacy rights act of 1974, 20 U.S.C. Sec.
1232g. When directed by court order or pursuant to any lawfully issued subpoena, a school district shall
make student records and information available to law enforcement officials, probation officers, court
personnel, and others legally entitled to the information. Except as provided in RCW 13.40.480, parents
and students shall be notified by the school district of all such orders or subpoenas in advance of
compliance with them.
REGULATIONS
WAC 392-172A-05175. Referral to and action by law enforcement and judicial authorities.
(1) Nothing in this chapter prohibits a school district or other agency from reporting a crime committed by
a student to appropriate authorities or prevents state law enforcement and judicial authorities from
exercising their responsibilities with regard to the application of federal and state law to crimes committed
by a student eligible for special education.
(2) An agency reporting a crime committed by a student eligible for special education must ensure that
copies of the special education and disciplinary records of the student are transmitted for consideration by
the appropriate authorities to whom the agency reports the crime, to the extent that the transmission is
permitted by the Family Educational Rights and Privacy Act.
Disclosure of school records

LAWS
RCW 13.50.010. Definitions—Conditions when filing petition or information—Duties to maintain

accurate records and access—Confidential child welfare records.
(1) For purposes of this chapter:
(a) "Good faith effort to pay" means a juvenile offender has either (i) paid the principal amount in full; (ii)
made at least eighty percent of the value of full monthly payments within the period from disposition or
deferred disposition until the time the amount of restitution owed is under review; or (iii) can show good
cause why he or she paid an amount less than eighty percent of the value of full monthly payments;
(b) "Juvenile justice or care agency" means any of the following: Police, diversion units, court,
prosecuting attorney, defense attorney, detention center, attorney general, the legislative children's
oversight committee, the office of the family and children's ombuds, the department of social and health
services and its contracting agencies, schools; persons or public or private agencies having children
committed to their custody; and any placement oversight committee created under RCW 72.05.415;
(c) "Official juvenile court file" means the legal file of the juvenile court containing the petition or
information, motions, memorandums, briefs, notices of hearing or appearance, service documents,
witness and exhibit lists, findings of the court and court orders, agreements, judgments, decrees,
notices of appeal, as well as documents prepared by the clerk, including court minutes, letters,
warrants, waivers, affidavits, declarations, invoices, and the index to clerk papers;
(d) "Records" means the official juvenile court file, the social file, and records of any other juvenile
justice or care agency in the case;
(e) "Social file" means the juvenile court file containing the records and reports of the probation
counselor.

(2) Each petition or information filed with the court may include only one juvenile and each petition or
information shall be filed under a separate docket number. The social file shall be filed separately from
the official juvenile court file.
(3) It is the duty of any juvenile justice or care agency to maintain accurate records. To this end:
(a) The agency may never knowingly record inaccurate information. Any information in records
maintained by the department of social and health services or the department of children, youth, and
families relating to a petition filed pursuant to chapter 13.34 RCW that is found by the court to be false
or inaccurate shall be corrected or expunged from such records by the agency;
(b) An agency shall take reasonable steps to assure the security of its records and prevent tampering
with them; and
(c) An agency shall make reasonable efforts to insure the completeness of its records, including action
taken by other agencies with respect to matters in its files.
(4) Each juvenile justice or care agency shall implement procedures consistent with the provisions of this
chapter to facilitate inquiries concerning records.
(5) Any person who has reasonable cause to believe information concerning that person is included in the
records of a juvenile justice or care agency and who has been denied access to those records by the
agency may make a motion to the court for an order authorizing that person to inspect the juvenile justice
or care agency record concerning that person. The court shall grant the motion to examine records unless
it finds that in the interests of justice or in the best interests of the juvenile the records or parts of them
should remain confidential.
(6) A juvenile, or his or her parents, or any person who has reasonable cause to believe information
concerning that person is included in the records of a juvenile justice or care agency may make a motion
to the court challenging the accuracy of any information concerning the moving party in the record or
challenging the continued possession of the record by the agency. If the court grants the motion, it shall
order the record or information to be corrected or destroyed.
(7) The person making a motion under subsection (5) or (6) of this section shall give reasonable notice of
the motion to all parties to the original action and to any agency whose records will be affected by the
motion.
(8) The court may permit inspection of records by, or release of information to, any clinic, hospital, or
agency which has the subject person under care or treatment. The court may also permit inspection by or
release to individuals or agencies, including juvenile justice advisory committees of county law and justice
councils, engaged in legitimate research for educational, scientific, or public purposes. Each person
granted permission to inspect juvenile justice or care agency records for research purposes shall present
a notarized statement to the court stating that the names of juveniles and parents will remain confidential.
(9) The court shall release to the caseload forecast council the records needed for its research and data-
gathering functions. Access to caseload forecast data may be permitted by the council for research
purposes only if the anonymity of all persons mentioned in the records or information will be preserved.
(10) Juvenile detention facilities shall release records to the caseload forecast council upon request. The
commission shall not disclose the names of any juveniles or parents mentioned in the records without the
named individual's written permission.
(11) Requirements in this chapter relating to the court's authority to compel disclosure shall not apply to
the legislative children's oversight committee or the office of the family and children's ombuds.
(12) For the purpose of research only, the administrative office of the courts shall maintain an electronic
research copy of all records in the judicial information system related to juveniles. Access to the research
copy is restricted to the administrative office of the courts for research purposes as authorized by the
supreme court or by state statute. The administrative office of the courts shall maintain the confidentiality

of all confidential records and shall preserve the anonymity of all persons identified in the research copy.
Data contained in the research copy may be shared with other governmental agencies as authorized by
state statute, pursuant to data-sharing and research agreements, and consistent with applicable security
and confidentiality requirements. The research copy may not be subject to any records retention schedule
and must include records destroyed or removed from the judicial information system pursuant to RCW
13.50.270 and 13.50.100(3).
(13) The court shall release to the Washington state office of public defense records needed to implement
the agency's oversight, technical assistance, and other functions as required by RCW 2.70.020. Access
to the records used as a basis for oversight, technical assistance, or other agency functions is restricted
to the Washington state office of public defense. The Washington state office of public defense shall
maintain the confidentiality of all confidential information included in the records.
(14) The court shall release to the Washington state office of civil legal aid records needed to implement
the agency's oversight, technical assistance, and other functions as required by RCW 2.53.045. Access
to the records used as a basis for oversight, technical assistance, or other agency functions is restricted
to the Washington state office of civil legal aid. The Washington state office of civil legal aid shall maintain
the confidentiality of all confidential information included in the records, and shall, as soon as possible,
destroy any retained notes or records obtained under this section that are not necessary for its functions
related to RCW 2.53.045.
(15) For purposes of providing for the educational success of youth in foster care, the department of
social and health services may disclose only those confidential child welfare records that pertain to or
may assist with meeting the educational needs of foster youth to another state agency or state agency's
contracted provider responsible under state law or contract for assisting foster youth to attain educational
success. The records retain their confidentiality pursuant to this chapter and federal law and cannot be
further disclosed except as allowed under this chapter and federal law.
discipline data.
research system of:
(ii) student discipline data with a focus on suspensions and expulsions from school.
and
(1) By September 1, 2003, each school district board of directors shall adopt a policy that addresses the
following issues:
(b) Procedures for disclosing information that is provided to the school administrators about a
student's conduct, including but not limited to the student's prior disciplinary records, official juvenile

court records, and history of violence, to classroom teachers, school staff, and school security who, in
the judgment of the principal, should be notified; and

established by the office of the superintendent of public instruction and the K-12 data governance group..
The information shall be made available to the public, but public release of the data shall not include
personally identifiable information including, but not limited to, a student's social security number, name,
or address.
REGULATIONS
Data collection, review, and reporting of disciplinary policies and

actions
LAWS
RCW 28A.170.090. Selection of grant recipients – Program rules.

(4) School districts receiving grants under this section shall be required to perform biennial evaluations of
their drug and alcohol abuse prevention and intervention programs, and to report on the results of these
evaluations to the superintendent of public instruction.
RCW 28A.225.151. Student-level truancy data—reports—data protocols and guidance for school
districts.
(1) As required under subsection (2) of this section, the office of superintendent of public instruction shall
collect and school districts shall submit student-level truancy data in order to allow a better understanding
of actions taken under RCW 28A.225.030. The office shall prepare an annual report to the legislature by
December 15th of each year.
(2) The reports under subsection (1) of this section shall include, disaggregated by student group:
(a) The number of enrolled students and the number of unexcused absences;
(b) The number of enrolled students with ten or more unexcused absences in a school year or five or
more unexcused absences in a month during a school year;
(c) A description of any programs or schools developed to serve students who have had five or more
unexcused absences in a month or ten in a year including information about the number of students in
the program or school and the number of unexcused absences of students during and after participation
in the program. The school district shall also describe any placements in an approved private
nonsectarian school or program or certified program under a court order under RCW 28A.225.090;
(d) The number of petitions filed by a school district with the juvenile court and, beginning in the 2018-
19 school year, whether the petition results in:
(i) Referral to a community truancy board;
(ii) Other coordinated means of intervention;
(iii) A hearing in the juvenile court; or

(iv) Other less restrictive disposition (e.g., change of placement, home school, alternative learning
experience, residential treatment); and
(e) Each instance of imposition of detention for failure to comply with a court order under RCW
28A.225.090, with a statement of the reasons for each instance of detention.
(3) A report required under this section shall not disclose the name or other identification of a child or
parent.
(4) The K-12 data governance group shall develop the data protocols and guidance for school districts in
the collection of data to provide a clearer understanding of actions taken under RCW 28A.225.030.
RCW 28A.300.042. Collection and submittal of student-level data—Student data-related reports—

Disaggregation of data by subgroups—Modification of statewide student data systems.
(1) Beginning with the 2017-18 school year, and using the phase-in provided in subsection (2) of this
section, the superintendent of public instruction must collect and school districts must submit all student-
level data using the United States department of education 2007 race and ethnicity reporting guidelines,
including the subracial and subethnic categories within those guidelines, with the following modifications:
(a) Further disaggregation of the Black category to differentiate students of African origin and students
native to the United States with African ancestors;
(b) Further disaggregation of countries of origin for Asian students;
(c) Further disaggregation of the White category to include subethnic categories for Eastern European
nationalities that have significant populations in Washington; and
(d) For students who report as multiracial, collection of their racial and ethnic combination of categories.
(2) Beginning with the 2017-18 school year, school districts shall collect student-level data as provided in
subsection (1) of this section for all newly enrolled students, including transfer students. When the
students enroll in a different school within the district, school districts shall resurvey the newly enrolled
students for whom subracial and subethnic categories were not previously collected. School districts may
resurvey other students.
(3) All student data-related reports required of the superintendent of public instruction in this title must be
disaggregated by at least the following subgroups of students: White, Black, Hispanic, American
Indian/Alaskan Native, Asian, Pacific Islander/Hawaiian Native, low income, transitional bilingual, migrant,
special education, and students covered by section 504 of the federal rehabilitation act of 1973, as
amended (29 U.S.C. Sec. 794).
(4) All student data-related reports prepared by the superintendent of public instruction regarding student
suspensions and expulsions as required under this title are subject to disaggregation by subgroups
including:
(a) Gender;
(b) Foster care;
(c) Homeless, if known;
(d) School district;
(e) School;
(f) Grade level;
(g) Behavior infraction code, including:
(i) Bullying;
(ii) Tobacco;
(iii) Alcohol;

(iv) Illicit drug;
(v) Fighting without major injury;
(vi) Violence without major injury;
(vii) Violence with major injury;
(viii) Possession of a weapon; and
(ix) Other behavior resulting from a short-term or long-term suspension, expulsion, or interim
alternative education setting intervention;
(h) Intervention applied, including:
(i) Short-term suspension;
(ii) Long-term suspension;
(iii) Emergency expulsion;
(iv) Expulsion;
(v) Interim alternative education settings;
(vi) No intervention applied; and
(vii) Other intervention applied that is not described in this subsection (4)(h);
(i) Number of days a student is suspended or expelled, to be counted in half or full days; and
(j) Any other categories added at a future date by the data governance group.
(5) All student data-related reports required of the superintendent of public instruction regarding student
suspensions and expulsions as required in RCW 28A.300.046 are subject to cross-tabulation at a
minimum by the following:
(a) School and district;
(b) Race, low income, special education, transitional bilingual, migrant, foster care, homeless, students
covered by section 504 of the federal rehabilitation act of 1973, as amended (29 U.S.C. Sec. 794), and
categories to be added in the future;
(c) Behavior infraction code; and
(d) Intervention applied.
(6) The K-12 data governance group shall develop the data protocols and guidance for school districts in
the collection of data as required under this section, and the office of the superintendent of public
instruction shall modify the statewide student data system as needed. The office of the superintendent of
public instruction shall also incorporate training for school staff on best practices for collection of data on
student race and ethnicity in other training or professional development related to data provided by the
office.
discipline data.
research system of:
(ii) student discipline data with a focus on suspensions and expulsions from school.
and

RCW 28A.300.490. Task force on gangs in schools – Reports.

(3) Beginning December 1, 2007, the task force shall annually report its findings and recommendations to
the education committees of the legislature.

the community.
RCW 28A.400.110. Principal to assure appropriate student discipline – Building discipline

standards – Classes to improve classroom management skills.
Within each school the school principal shall determine that appropriate student discipline is established
and enforced. In order to assist the principal in carrying out the intent of this section, the principal and the
certificated employees in a school building shall confer at least annually in order to develop and/or review
building disciplinary standards and uniform enforcement of those standards. Such building standards
shall be consistent with the provisions of RCW 28A.600.020(3).
School principals and certificated employees shall also confer annually, to establish criteria for
determining when certificated employees must complete classes to improve classroom management
skills.

established by the office of the superintendent of public instruction and the K-12 data governance group..
The information shall be made available to the public, but release of the data shall not include personally
identifiable information including, but not limited to, a student's social security number, name, or address.

(7)(a) Beginning January 1, 2016, and by January 1st annually, each school district shall summarize the
written reports received under subsection (5) of this section and submit the summaries to the office of the
superintendent of public instruction. For each school, the school district shall include the number of
individual incidents of restraint and isolation, the number of students involved in the incidents, the number
of injuries to students and staff, and the types of restraint or isolation used.
(b) No later than ninety days after receipt, the office of the superintendent of public instruction shall
publish to its web site the data received by the districts. The office of the superintendent of public

instruction may use this data to investigate the training, practices, and other efforts used by schools and
districts to reduce the use of restraint and isolation.

data collection standards – Membership – Statewide student data system revision.
(1) The office of the superintendent of public instruction shall convene a discipline task force to develop
standard definitions for causes of student disciplinary actions taken at the discretion of the school district.
The task force must also develop data collection standards for disciplinary actions that are discretionary
and for disciplinary actions that result in the exclusion of a student from school. The data collection
standards must include data about education services provided while a student is subject to a disciplinary
action, the status of petitions for readmission to the school district when a student has been excluded
from school, credit retrieval during a period of exclusion, and school dropout as a result of disciplinary
action.
(2) The discipline task force shall include representatives from the K-12 data governance group, the
educational opportunity gap oversight and accountability committee, the state ethnic commissions, the
governor's office of Indian affairs, the office of the education ombuds, school districts, tribal
representatives, and other education and advocacy organizations.
(3) The office of the superintendent of public instruction and the K-12 data governance group shall revise
the statewide student data system to incorporate the student discipline data collection standards
recommended by the discipline task force, and begin collecting data based on the revised standards in
the 2015-16 school year.
RCW 43.41.400. Education data center.

(1) An education data center shall be established in the office of financial management. The education
data center shall jointly, with the legislative evaluation and accountability program committee, conduct
collaborative analyses of early learning, K-12, and higher education programs and education issues
across the P-20 system, which includes the department of early learning, the superintendent of public
instruction, the professional educator standards board, the state board of education, the state board for
community and technical colleges, the workforce training and education coordinating board, the student
achievement council, public and private nonprofit four-year institutions of higher education, and the
employment security department. The education data center shall conduct collaborative analyses under
this section with the legislative evaluation and accountability program committee and provide data
electronically to the legislative evaluation and accountability program committee, to the extent permitted
by state and federal confidentiality requirements. The education data center shall be considered an
authorized representative of the state educational agencies in this section under applicable federal and
state statutes for purposes of accessing and compiling student record data for research purposes.
(2) The education data center shall:
(a) In consultation with the legislative evaluation and accountability program committee and the
agencies and organizations participating in the education data center, identify the critical research and
policy questions that are intended to be addressed by the education data center and the data needed to
address the questions;
(b) Coordinate with other state education agencies to compile and analyze education data, including
data on student demographics that is disaggregated by distinct ethnic categories within racial
subgroups, and complete P-20 research projects;
(c) Collaborate with the legislative evaluation and accountability program committee and the education
and fiscal committees of the legislature in identifying the data to be compiled and analyzed to ensure
that legislative interests are served;

(d) Annually provide to the K-12 data governance group a list of data elements and data quality
improvements that are necessary to answer the research and policy questions identified by the
education data center and have been identified by the legislative committees in (c) of this subsection.
Within three months of receiving the list, the K-12 data governance group shall develop and transmit to
the education data center a feasibility analysis of obtaining or improving the data, including the steps
required, estimated time frame, and the financial and other resources that would be required. Based on
the analysis, the education data center shall submit, if necessary, a recommendation to the legislature
regarding any statutory changes or resources that would be needed to collect or improve the data;
(e) Monitor and evaluate the education data collection systems of the organizations and agencies
represented in the education data center ensuring that data systems are flexible, able to adapt to
evolving needs for information, and to the extent feasible and necessary, include data that are needed
to conduct the analyses and provide answers to the research and policy questions identified in (a) of
this subsection;
(f) Track enrollment and outcomes through the public centralized higher education enrollment system;
(g) Assist other state educational agencies' collaborative efforts to develop a long-range enrollment plan
for higher education including estimates to meet demographic and workforce needs;
(h) Provide research that focuses on student transitions within and among the early learning, K-12, and
higher education sectors in the P-20 system;
(i) Prepare a regular report on the educational and workforce outcomes of youth in the juvenile justice
system, using data disaggregated by age, and by ethnic categories and racial subgroups in accordance
with RCW 28A.300.042; and
(j) Make recommendations to the legislature as necessary to help ensure the goals and objectives of
this section and RCW 28A.655.210 and 28A.300.507 are met.
(3) The department of early learning, superintendent of public instruction, professional educator standards
board, state board of education, state board for community and technical colleges, workforce training and
education coordinating board, student achievement council, public four-year institutions of higher
education, department of social and health services and employment security department shall work with
the education data center to develop data-sharing and research agreements, consistent with applicable
security and confidentiality requirements, to facilitate the work of the center. The education data center
shall also develop data-sharing and research agreements with the administrative office of the courts to
conduct research on educational and workforce outcomes using data maintained under RCW
13.50.010(12) related to juveniles. Private, nonprofit institutions of higher education that provide programs
of education beyond the high school level leading at least to the baccalaureate degree and are accredited
by the Northwest association of schools and colleges or their peer accreditation bodies may also develop
data-sharing and research agreements with the education data center, consistent with applicable security
and confidentiality requirements. The education data center shall make data from collaborative analyses
available to the education agencies and institutions that contribute data to the education data center to
the extent allowed by federal and state security and confidentiality requirements applicable to the data of
each contributing agency or institution.
REGULATIONS
WAC 392-172A-07040. Significant disproportionality.

(1) The state collects and examines data annually from school districts to determine if significant
disproportionality based on race or ethnicity is occurring in the state with respect to:
(a) The identification of children as students eligible for special education;
(b) The identification of students with a particular disability;

(c) The placement of students in particular educational settings; or
(d) The incidence, duration, and type of disciplinary actions, including suspensions and expulsions.
(2)(a) In the case of a determination of significant disproportionality with respect to the identification of
students eligible for special education including those with a particular disability, the placement in
particular educational settings of these students, or discipline, the OSPI shall provide for the review and, if
appropriate, revision of the policies, procedures, and practices used in the identification or placement to
ensure that the policies, procedures, and practices comply with the requirements of the act;
(b) Require any school district identified under this section to reserve the maximum amount of federal
funds under WAC 392-172A-06085 to provide comprehensive coordinated early intervening services to
serve students in the school district, particularly, but not exclusively, students in those groups that were
significantly over identified; and
(c) Require the school district to publicly report on the revision of policies, practices, and procedures
described under (b) of this subsection.
WAC 392-172A-07045. Suspension and expulsion rates for students eligible for special education.
(1) Annually, school districts shall report to the state on the rates of long-term suspensions and
expulsions of students eligible for special education and nondisabled students for the preceding school
year. The state shall examine this data, including data disaggregated by race and ethnicity, to determine
if significant discrepancies are occurring:
(a) Among school districts or other public agencies; or
(b) Between nondisabled students and students eligible for special education within school districts or
other public agencies.
(2) If discrepancies are occurring, the state shall review and if appropriate, require revisions in state,
school district or other public agency policies, procedures, and practices to ensure compliance with the
act.
(3) Policies, procedures, and practices to be reviewed and, if appropriate, revised, include:
(a) The development and implementation of individualized education programs;
(b) The use of positive behavioral interventions and supports; and
(c) Procedural safeguards.
School districts.

WAC 392-190-048. Access to course offerings – Student discipline and corrective action.
At least annually, each school district and public charter school must review data on corrective and
disciplinary actions taken against students within each school disaggregated by sex, race, limited-English
proficiency (i.e., English language learners), and disability, including students protected under Section
504 of the Rehabilitation Act of 1973 and the Individuals with Disabilities Education Act. This review must
include, but is not limited to, short-term suspensions, long-term suspensions, expulsions, and emergency
expulsions. In reviewing this data, each school district or public charter school must determine whether it
has disciplined or applied corrective action to a substantially disproportionate number of students within
any of the categories identified in this section. If a school district or public charter school finds that it has
disciplined or applied corrective action to a substantially disproportionate number of students who are
members of one of the categories identified in this section, the school district or charter school must take
prompt action to ensure that the disproportion is not the result of discrimination.
WAC 392-400-325. Statewide definition of excused and unexcused daily absences.

research system of: (i) Student attendance data using the definitions of student absence adopted under
this section; and (ii) student discipline data with a focus on suspensions and expulsions from school.
(b) At a minimum, school districts must collect and submit student attendance data and student
discipline data for high school students through the comprehensive education and data research
system for purposes of the PASS program under RCW 28A.175.130 beginning in the 2012-13 school
year.

School Resource and Safety Officers (SROs/SSOs) and
Truant/Attendance Officers
Authority and power to implement school arrest

LAWS
RCW 28A.605.010. Removing child from school grounds during school hours.
[…] School security personnel may remove a student from school grounds without parental authorization
for disciplinary reasons.
REGULATIONS
Certification or training
LAWS
REGULATIONS
MOUs, authorization, and/or funding

LAWS
REGULATIONS

State Education Agency Support
State model policies and implementation support

LAWS
committee.
(1) By August 1, 2011, each school district shall adopt or amend if necessary a policy and procedure that
at a minimum incorporates the revised model policy and procedure provided under subsection (4) of this
section that prohibits the harassment, intimidation, or bullying of any student. It is the responsibility of
each school district to share this policy with parents or guardians, students, volunteers, and school
employees in accordance with rules adopted by the superintendent of public instruction. Each school
district shall designate one person in the district as the primary contact regarding the antiharassment,
intimidation, or bullying policy. The primary contact shall receive copies of all formal and informal
complaints, have responsibility for assuring the implementation of the policy and procedure, and serve as
the primary contact on the policy and procedures between the school district, the office of the education
ombudsman, and the office of the superintendent of public instruction.
(2) "Harassment, intimidation, or bullying" means any intentional electronic, written, verbal, or physical
act, including but not limited to one shown to be motivated by any characteristic in RCW 9A.36.080(3), or
other distinguishing characteristics, when the intentional electronic, written, verbal, or physical act:
(a) Physically harms a student or damages the student's property; or
(b) Has the effect of substantially interfering with a student's education; or
(c) Is so severe, persistent, or pervasive that it creates an intimidating or threatening educational
environment; or
(d) Has the effect of substantially disrupting the orderly operation of the school.
Nothing in this section requires the affected student to actually possess a characteristic that is a basis
for the harassment, intimidation, or bullying.
(3) The policy and procedure should be adopted or amended through a process that includes
representation of parents or guardians, school employees, volunteers, students, administrators, and
community representatives. It is recommended that each such policy emphasize positive character traits
and values, including the importance of civil and respectful speech and conduct, and the responsibility of
students to comply with the district's policy prohibiting harassment, intimidation, or bullying.
(4) (a) By August 1, 2010, the superintendent of public instruction, in consultation with representatives of
parents, school personnel, the office of the education ombudsman, the Washington state school directors'
association, and other interested parties, shall provide to the education committees of the legislature a
revised and updated model harassment, intimidation, and bullying prevention policy and procedure. The
superintendent of public instruction shall publish on its web site, with a link to the safety center web page,
the revised and updated model harassment, intimidation, and bullying prevention policy and procedure,
along with training and instructional materials on the components that shall be included in any district
policy and procedure. The superintendent shall adopt rules regarding school districts' communication of
the policy and procedure to parents, students, employees, and volunteers.
(b) The office of the superintendent of public instruction has the authority to update with new
technologies access to this information in the safety center, to the extent resources are made available.

(c) Each school district shall by August 15, 2011, provide to the superintendent of public instruction a
brief summary of its policies, procedures, programs, partnerships, vendors, and instructional and
training materials to be posted on the school safety center web site, and shall also provide the
superintendent with a link to the school district's web site for further information. The district's primary
contact for bullying and harassment issues shall annually by August 15th verify posted information and
links and notify the school safety center of any updates or changes.
(5) The Washington state school directors' association, with the assistance of the office of the
superintendent of public instruction, shall convene an advisory committee to develop a model policy
prohibiting acts of harassment, intimidation, or bullying that are conducted via electronic means by a
student while on school grounds and during the school day. The policy shall include a requirement that
materials meant to educate parents and students about the seriousness of cyberbullying be disseminated
to parents or made available on the school district's web site. The school directors' association and the
advisory committee shall develop sample materials for school districts to disseminate, which shall also
include information on responsible and safe internet use as well as what options are available if a student
is being bullied via electronic means, including but not limited to, reporting threats to local police and
when to involve school officials, the internet service provider, or phone service provider. The school
directors' association shall submit the model policy and sample materials, along with a recommendation
for local adoption, to the governor and the legislature and shall post the model policy and sample
materials on its web site by January 1, 2008. Each school district board of directors shall establish its own
policy by August 1, 2008.
(6) As used in this section, "electronic" or "electronic means" means any communication where there is
the transmission of information by wire, radio, optical cable, electromagnetic, or other similar means.
RCW 28A.320.127. Plan for recognition, screening, and response to emotional or behavioral
distress in students.
(1) Beginning in the 2014-15 school year, each school district must adopt a plan for recognition, initial
screening, and response to emotional or behavioral distress in students, including but not limited to
indicators of possible substance abuse, violence, youth suicide, and sexual abuse. The school district
must annually provide the plan to all district staff.
(2) At a minimum the plan must address:
(a) Identification of training opportunities in recognition, screening, and referral that may be available for
staff;
(b) How to use the expertise of district staff who have been trained in recognition, screening, and
referral;
(c) How staff should respond to suspicions, concerns, or warning signs of emotional or behavioral
distress in students;
(d) Identification and development of partnerships with community organizations and agencies for
referral of students to health, mental health, substance abuse, and social support services, including
development of at least one memorandum of understanding between the district and such an entity in
the community or region;
(e) Protocols and procedures for communication with parents and guardians, including the notification
requirements under RCW 28A.320.160;
(f) How staff should respond to a crisis situation where a student is in imminent danger to himself or
herself or others;
(g) How the district will provide support to students and staff after an incident of violence, youth suicide,
or allegations of sexual abuse;

(h) How staff should respond when allegations of sexual contact or abuse are made against a staff
member, a volunteer, or a parent, guardian, or family member of the student, including how staff should
interact with parents, law enforcement, and child protective services; and
(i) How the district will provide to certificated and classified staff the training on the obligation to report
physical abuse or sexual misconduct required under RCW 28A.400.317.
(3) The plan under this section may be a separate plan or a component of another district plan or policy,
such as the harassment, intimidation, and bullying prevention policy under RCW 28A.300.2851 or the
comprehensive safe school plan required under RCW 28A.320.125.
RCW 28A.320.1271. Model school district plan for recognition, initial screening, and response to
emotional or behavioral distress in students.
The office of the superintendent of public instruction and the school safety [center] advisory committee
shall develop a model school district plan for recognition, initial screening, and response to emotional or
behavioral distress in students, including but not limited to indicators of possible substance abuse,
violence, and youth suicide. The model plan must incorporate research-based best practices, including
practices and protocols used in schools and school districts in other states. The model plan must be
posted by February 1, 2014, on the school safety center web site, along with relevant resources and
information to support school districts in developing and implementing the plan required under RCW
28A.320.127.
(2) The superintendent of public instruction, in consultation with educators and representatives of law
enforcement, classified staff, and organizations with expertise in violence prevention and intervention,
shall adopt a model policy that includes the issues listed in subsection (1) of this section by January 1,
2003. The model policy shall be posted on the superintendent of public instruction's web site. The school
districts, in drafting their own policies, shall review the model policy.
RCW 28A.345.090. Model school district discipline policies—Adoption and enforcement by school
districts.
(1) The Washington state school directors' association shall create model school district discipline policies
and procedures and post these models publicly by December 1, 2016. In developing these model policies
and procedures, the association shall request technical assistance and guidance from the equity and civil
rights office within the office of the superintendent of public instruction and the Washington state human
rights commission. The model policies and procedures shall be updated as necessary.
(2) School districts shall adopt and enforce discipline policies and procedures consistent with the model
policy by the beginning of the 2017-18 school year.

materials.


available funds.


data collection standards – Membership – Statewide student data system revision.
(1) The office of the superintendent of public instruction shall convene a discipline task force to develop
standard definitions for causes of student disciplinary actions taken at the discretion of the school district.
The task force must also develop data collection standards for disciplinary actions that are discretionary
and for disciplinary actions that result in the exclusion of a student from school. The data collection
standards must include data about education services provided while a student is subject to a disciplinary
action, the status of petitions for readmission to the school district when a student has been excluded
from school, credit retrieval during a period of exclusion, and school dropout as a result of disciplinary
action.

(2) The discipline task force shall include representatives from the K-12 data governance group, the
educational opportunity gap oversight and accountability committee, the state ethnic commissions, the
governor's office of Indian affairs, the office of the education ombuds, school districts, tribal
representatives, and other education and advocacy organizations.
(3) The office of the superintendent of public instruction and the K-12 data governance group shall revise
the statewide student data system to incorporate the student discipline data collection standards
recommended by the discipline task force, and begin collecting data based on the revised standards in
the 2015-16 school year.
RCW 28A.650.045. Digital citizenship, internet safety, and media literacy—best practices and
recommendations—annual review—model policy update and checklist for future updates.
(1)(a) By December 1, 2016, the office of the superintendent of public instruction shall develop best
practices and recommendations for instruction in digital citizenship, internet safety, and media literacy,
and report to the appropriate committees of the legislature, in accordance with RCW 43.01.036, on
strategies to implement the best practices and recommendations statewide. The best practices and
recommendations must be developed in consultation with an advisory committee as specified in (b) of this
subsection. Best practices and recommendations must include instruction that provides guidance about
thoughtful, safe, and strategic uses of online and other media resources, and education on how to apply
critical thinking skills when consuming and producing information.
(b) The office of the superintendent of public instruction must convene and consult with an advisory
committee when developing best practices and recommendations for instruction in digital citizenship,
internet safety, and media literacy. The advisory committee must include: Representatives from the
Washington state school directors' association; experts in digital citizenship, internet safety, and media
literacy; teacher-librarians as defined in RCW 28A.320.240; and other stakeholders, including parent
associations, educators, and administrators. Recommendations produced by the committee may
include, but are not limited to:
(i) Revisions to the state learning standards for educational technology, required under RCW
28A.655.075;
(ii) Revisions to the model policy and procedures on electronic resources and internet safety
developed by the Washington state school directors' association;
(iii) School district processes necessary to develop customized district policies and procedures on
electronic resources and internet safety;
(iv) Best practices, resources, and models for instruction in digital citizenship, internet safety, and
media literacy; and
(v) Strategies that will support school districts in local implementation of the best practices and
recommendations developed by the office of the superintendent of public instruction under (a) of this
subsection.
(2) Beginning in the 2017-18 school year, a school district shall annually review its policy and procedures
on electronic resources and internet safety. In reviewing and amending the policy and procedures, a
school district must:
(a) Involve a representation of students, parents or guardians, teachers, teacher-librarians, other school
employees, administrators, and community representatives with experience or expertise in digital
citizenship, media literacy, and internet safety issues;
(b) Consider customizing the model policy and procedures on electronic resources and internet safety
developed by the Washington state school directors' association;
(c) Consider existing school district resources; and

(d) Consider best practices, resources, and models for instruction in digital citizenship, internet safety,
and media literacy, including methods to involve parents.
(3)(a) By December 1, 2017, the Washington state school directors' association shall review and revise its
model policy and procedures on electronic resources and internet safety to better support digital
citizenship, media literacy, and internet safety in schools. The model policy and procedures must contain
provisions requiring that media literacy resources consist of a balance of sources and perspectives.
(b) By December 1, 2017, the Washington state school directors' association shall develop a checklist
of items for school districts to consider when updating their policy and procedures under subsection (2)
of this section.
RCW 28A.650.050. Digital citizenship, internet safety, and media literacy—web-based location with
links recommending practices and resources.
(1) The office of the superintendent of public instruction shall create a web-based location with links to
recommended successful practices and resources to support digital citizenship, media literacy, and
internet safety for use in the 2017-18 school year. The web-based location must incorporate the
information gathered by the survey in section 3, chapter 90, Laws of 2017.
(2) Thereafter, the office of the superintendent of public instruction shall continue to identify and develop
additional open educational resources to support digital citizenship, media literacy, and internet safety in
schools for the web-based location.
(3) Media literacy resources must consist of a balance of sources and perspectives.
RCW 43.06B.060. Public school antiharassment policies and strategies — Lead agency.
In addition to duties assigned under RCW 43.06B.020, the office of the education ombuds shall serve as
the lead agency to provide resources and tools to parents and families about public school
antiharassment policies and strategies.
REGULATIONS
WAC 392-190-057. Sexual harassment policy – Required criteria.

In order to eliminate sexual harassment in connection with any responsibility, function, or activity within
the jurisdiction of a school district or public charter school, a sexual harassment policy must be adopted
and implemented by each district and charter school. This policy must apply to all school district and
public charter school employees, volunteers, parents, and students including, but not limited to, conduct
between students. This policy must incorporate the following criteria:
(1) Definitions consistent with WAC 392-190-056;
(2) Responsibilities of employees and volunteers;
(3) Investigative and complaint procedures consistent with WAC 392-190-065 through 392-190-075;
(4) Remedies available to targets of sexual harassment;
(5) Disciplinary actions against violators, which must conform with collective bargaining agreements and
state and federal laws;
(6) Reprisal, retaliation, and false accusations prohibition;
(7) Dissemination and implementation of the policy; and
(8) Internal review of the policy.

WAC 392-190-058. Sexual harassment policy – Notification.
School districts.
WAC 392-190-060. Compliance – School district or public charter school – Designation of

responsible employee – Notification.
resolved.

of 1964.
chapter.
WAC 392-400-225. School district rules defining misconduct – Distribution of rules.

(1) It shall be the responsibility and duty of each school district to adopt, publish, and make available to all
students and parents written rules which state with reasonable clarity the types of misconduct for which
discipline, suspension, and expulsion may be imposed. In addition, written procedures for administering
corrective action shall be developed and reviewed periodically as follows:
(a) Each school district shall provide for the development with parent and community participation of
written procedures for administering corrective action at each school as required by RCW
28A.600.020(3).
(b) In a manner consistent with the district procedures developed pursuant to (a) above, the principal
and certificated employees in each school building shall confer at least annually for the purpose of
developing, or reviewing, or both, building discipline standards and the uniform enforcement of those
standards, as required by RCW 28A.400.110.
(c) School districts shall use disaggregated data collected pursuant to RCW 28A.300.042 to monitor the
impact of the school district's discipline policies and procedures, as required by WAC 392-190-048.
(d) School districts, in consultation with school district staff, students, families, and the community, shall
(2) Rules that establish types of misconduct pursuant to this section must have a real and substantial
relationship to the lawful maintenance and operation of the school district including, but not limited to, the
preservation of the health and safety of students and employees and the preservation of an educational
process which is conducive to learning.

(3) The rules set forth in this chapter, the rules of a school district that establish types of misconduct
pursuant to subsection (1) above, and the written procedures of a district for administering corrective
action adopted pursuant to subsection (1)(a) and (d) of this subsection, shall be published and made
available to all students and parents on an annual basis. School districts shall annually disseminate
discipline policies and procedures to students, families, and the community.
Funding appropriations
LAWS

community services agency or a drug treatment center […]
RCW 28A.170.090. Selection of grant recipients – Program rules.

(1) The superintendent of public instruction shall select school districts and cooperatives of school
districts to receive grants for drug and alcohol abuse prevention and intervention programs for students in
kindergarten through twelfth grade, from funds appropriated by the legislature for this purpose. The
minimum annual grant amount per district or cooperative of districts shall be twenty thousand dollars.
Factors to be used in selecting proposals for funding and in determining grant awards shall be developed
in consultation with the substance abuse advisory committee appointed under RCW 28A.170.050, with
the intent of targeting funding to districts with high-risk populations […]
(2) […] School districts should allocate resources giving emphasis to drug and alcohol abuse intervention
services for students in grades five through nine. Grants may be used to provide services for students
who are enrolled in approved private schools.
(3) School districts receiving grants under this section shall be required to establish a means of accessing
formal assessment services for determining treatment needs of students with drug and alcohol problems.
The grant applications submitted by districts shall identify the districts' plan for meeting this requirement.

(4) School districts receiving grants under this section shall be required to perform biennial evaluations of
their drug and alcohol abuse prevention and intervention programs, and to report on the results of these
evaluations to the superintendent of public instruction.
treatment.
families.
board.


RCW 28A.300.275. Alternative school start-up grants – School safety grants – Report to legislative
committees.
The sum of four million dollars, or as much thereof as may be necessary, is appropriated from the general
fund to the superintendent of public instruction for the biennium ending June 30, 2001, for:
(1) Alternative school start-up grants which are in addition to the grants funded in the two million dollars
alternative school start-up appropriation contained in section 501(2)(l), chapter 309, Laws of 1999, and
these grants shall be awarded in the same manner and for the same purposes;
(2) School safety programs for prevention and intervention. School districts may apply for and
administer these grants independently or jointly with other school districts or educational service
districts. The funds may be expended for proven-effective programs to improve safety in schools,
including: Security assessments of school facilities; violence prevention and reporting training for staff
as appropriate to the particular duties and responsibilities of the specific staff, including administrators;
nonviolence and leadership training for staff and students; and school safety plans. The educational
service districts and school districts may contract for any services under this subsection.
(3) The superintendent of public instruction shall report to the education committees of the house of
representatives and senate on the number and types of programs administered through these grants by
February 15, 2001, and February 15th of every two years thereafter.
RCW 28A.300.360. Grants for programs and services – Truant, at-risk, and expelled students.
The superintendent of public instruction shall provide, to the extent funds are appropriated, start-up grants
for alternative programs and services that provide instruction and learning for truant, at-risk, and expelled
students. Each grant application shall contain proposed performance indicators and an evaluation plan to
measure the success of the program and its impact on improved student learning. Applications shall
contain the applicant's plan for maintaining the program and services after the grant period.


materials.


available funds.

REGULATIONS

Other or Uncategorized
Professional immunity or liability

LAWS
(3) School districts, school district boards of directors, school officials, and school employees providing
notice in good faith as required and consistent with the board's policies adopted under this section are
immune from any liability arising out of such notification.
(4) A person who intentionally and in bad faith or maliciously, knowingly makes a false notification of a
threat under this section is guilty of a misdemeanor punishable under RCW 9A.20.021.

Immunity.
(1) No school employee, student, or volunteer may engage in reprisal, retaliation, or false accusation
against a victim, witness, or one with reliable information about an act of harassment, intimidation, or
bullying.
(2) A school employee, student, or volunteer who has witnessed, or has reliable information that a student
has been subjected to, harassment, intimidation, or bullying, whether verbal or physical, is encouraged to
report such incident to an appropriate school official.
(3) A school employee, student, or volunteer who promptly reports an incident of harassment,
intimidation, or bullying to an appropriate school official, and who makes this report in compliance with the
procedures in the district's policy prohibiting bullying, harassment, or intimidation, is immune from a cause
of action for damages arising from any failure to remedy the reported incident.
REGULATIONS
Community input or involvement

LAWS
RCW 28A.170.050. Advisory committee – Members – Duties.

The superintendent of public instruction shall appoint a substance abuse advisory committee comprised
of: Representatives of certificated and classified staff; administrators; parents; students; school directors;
the bureau of alcohol and substance abuse within the department of social and health services; the traffic
safety commission; and county coordinators of alcohol and drug treatment. The committee shall advise
the superintendent on matters of local program development, coordination, and evaluation.



board members.


order; and
treatment.
families.

year;
28A.225.090.
petition.

committee.
(3) The policy and procedure should be adopted or amended through a process that includes
representation of parents or guardians, school employees, volunteers, students, administrators, and
community representatives. It is recommended that each such policy emphasize positive character traits

and values, including the importance of civil and respectful speech and conduct, and the responsibility of
students to comply with the district's policy prohibiting harassment, intimidation, or bullying.
(4) (a) By August 1, 2010, the superintendent of public instruction, in consultation with representatives of
parents, school personnel, the office of the education ombudsman, the Washington state school directors'
association, and other interested parties, shall provide to the education committees of the legislature a
revised and updated model harassment, intimidation, and bullying prevention policy and procedure. The
superintendent of public instruction shall publish on its web site, with a link to the safety center web page,
the revised and updated model harassment, intimidation, and bullying prevention policy and procedure,
along with training and instructional materials on the components that shall be included in any district
policy and procedure. The superintendent shall adopt rules regarding school districts' communication of
the policy and procedure to parents, students, employees, and volunteers.
RCW 28A.300.139. Washington integrated student supports protocol.

(1) Subject to the availability of amounts appropriated for this specific purpose, the Washington integrated
student supports protocol is established. The protocol shall be developed by the center for the
improvement of student learning, established in RCW 28A.300.130, based on the framework described in
this section. The purposes of the protocol include:
(a) Supporting a school-based approach to promoting the success of all students by coordinating
academic and nonacademic supports to reduce barriers to academic achievement and educational
attainment;
(b) Fulfilling a vision of public education where educators focus on education, students focus on
learning, and auxiliary supports enable teaching and learning to occur unimpeded;
(c) Encouraging the creation, expansion, and quality improvement of community-based supports that
can be integrated into the academic environment of schools and school districts;
(d) Increasing public awareness of the evidence showing that academic outcomes are a result of both
academic and nonacademic factors; and
(e) Supporting statewide and local organizations in their efforts to provide leadership, coordination,
technical assistance, professional development, and advocacy to implement high-quality, evidence-
based, student-centered, coordinated approaches throughout the state.
(2)(a) The Washington integrated student supports protocol must be sufficiently flexible to adapt to the
unique needs of schools and districts across the state, yet sufficiently structured to provide all students
with the individual support they need for academic success.
(b) The essential framework of the Washington integrated student supports protocol includes:
(i) Needs assessments: A needs assessment must be conducted for all at-risk students in order to
develop or identify the needed academic and nonacademic supports within the students' school and
community. These supports must be coordinated to provide students with a package of mutually
reinforcing supports designed to meet the individual needs of each student.
(ii) Integration and coordination: The school and district leadership and staff must develop close
relationships with providers of academic and nonacademic supports to enhance the effectiveness of
the protocol.
(iii) Community partnerships: Community partners must be engaged to provide nonacademic supports
to reduce barriers to students' academic success, including supports to students' families.
(iv) Data driven: Students' needs and outcomes must be tracked over time to determine student
progress and evolving needs.

(c) The framework must facilitate the ability of any academic or nonacademic provider to support the
needs of at-risk students, including, but not limited to: Out-of-school providers, social workers, mental
health counselors, physicians, dentists, speech therapists, and audiologists.

RCW 28A.300.801. Legislative youth advisory council.

(1) The legislative youth advisory council is established to examine issues of importance to youth,
including but not limited to education, employment, strategies to increase youth participation in state and
municipal government, safe environments for youth, substance abuse, emotional and physical health,
foster care, poverty, homelessness, and youth access to services on a statewide and municipal basis.
(2) The council consists of twenty-two members as provided in this subsection who, at the time of
appointment, are aged fourteen to eighteen. The council shall select a chair from among its members.
(3) Except for initial members, members shall serve two-year terms, and if eligible, may be reappointed
for subsequent two-year terms. One-half of the initial members shall be appointed to one-year terms, and
these appointments shall be made in such a way as to preserve overall representation on the committee.
(4) (a) By July 2, 2007, and annually thereafter, students may apply to be considered for participation in
the program by completing an online application form and submitting the application to the legislative
youth advisory council. The council may develop selection criteria and an application review process. The
council shall recommend candidates whose names will be submitted to the office of the lieutenant
governor for final selection. Beginning May 7, 2009, the office of the lieutenant governor shall notify all
applicants of the final selections using existing staff and resources.
(b) Within existing staff and resources, the office of the lieutenant governor shall make the application
available on the lieutenant governor's web site.
(5) If the council has sufficient funds from any source, then the council shall have the following duties:

(a) Advising the legislature on proposed and pending legislation, including state budget expenditures
and policy matters relating to youth;
(b) Advising the standing committees of the legislature and study commissions, committees, and task
forces regarding issues relating to youth;
(c) Conducting periodic seminars for its members regarding leadership, government, and the
legislature;
RCW 28A.300.2851. School bullying and harassment – Work group.

(3) The work group must include representatives from the state board of education, the Washington state
parent teacher association, the Washington state association of school psychologists, school directors,
school administrators, principals, teachers, school counselors, classified school staff, youth, community
organizations, and parents.

the community.
REGULATIONS
Other or Uncategorized
LAWS

REGULATIONS
WAC 392-400-210. Student responsibilities and duties.

The mission of the common school system is to provide learning experience which will assist all students
to develop skills, competencies, and attitudes that are fundamental to an individual's achievement as a
responsible, contributing citizen. In order to maintain and advance this mission, it shall be the
responsibility and duty of each student to pursue his/her course of studies, comply with written rules of a
common school district which are adopted pursuant to and in compliance with WAC 392-400-225 and
RCW 28A.600.010, and submit to reasonable corrective action imposed by a school district and its agents
for violation(s) of such rules. The provisions of this chapter do not lessen the foregoing responsibilities
and duties of each student. This chapter is intended to assure that corrective action is imposed for just
cause and in a fair and just manner.
WAC 392-400-215. Student rights.

In addition to other rights established by law, each student served by or on behalf of a common school
district shall possess the following substantive rights, and no school district shall limit these rights except
for good and sufficient cause:
(1) No student shall be unlawfully denied an equal educational opportunity or be unlawfully
discriminated against because of sex, race, creed, religion, color, national origin, age, veteran or
military status, sexual orientation, gender expression or identity, disability, or the use of a trained dog
guide or service animal.
(2) All students possess the constitutional right to freedom of speech and press, the constitutional right
to peaceably assemble and to petition the government and its representatives for a redress of
grievances, the constitutional right to the free exercise of religion and to have their schools free from
sectarian control or influence, subject to reasonable limitations upon the time, place, and manner of
exercising such right.
(3) All students possess the constitutional right to be secure in their persons, papers, and effects
against unreasonable searches and seizures.
(4) All students shall have the right to be free from unlawful interference in their pursuit of an education
while in the custody of a common school district.
(5) No student shall be deprived of the right to an equal educational opportunity, in whole or in part, by a
school district without due process of law.
The foregoing enumeration of rights shall not be construed to deny or disparage other rights set forth in
the constitution and the laws of the state of Washington or the rights retained by the people.

State-Sponsored, Publicly Available Websites or Other Resources on
School Discipline
Safe, supportive learning environments use disciplinary policies and practices that help students stay out
of the justice system, while ensuring academic engagement and success for all students. The following
resources provided by Washington provide additional context to state policy and regulations and, in some
cases, may support the readers’ efforts to provide a positive disciplinary school climate.
Title Description Website address (if applicable)

Website
Washington Office of Superintendent Website specific to http://www.k12.wa.us/StudentDiscip
of Public Instruction, Student student discipline in line/default.aspx
Discipline Washington State.
Washington Office of Superintendent Website specific to http://www.k12.wa.us/StudentDiscip

of Public Instruction, Equity in Student student discipline as it line/Equity/default.aspx
Discipline relates to OSPI Office of
Equity and Civil Rights.
Washington Office of Superintendent Information regarding http://www.k12.wa.us/LAP/

of Public Instruction, Learning Readiness to Learn
http://www.k12.wa.us/LAP/Readine
Assistance Program (RTL), Behavior Panel of
ssToLearn/default.aspx
Experts, and Behavior
Menu of Best Practices http://www.k12.wa.us/LAP/LAPPan
and Strategies. els.aspx
http://www.k12.wa.us/SSEO/Behavi
orMenu.aspx
Washington Office of Superintendent Washington State MTSS http://k12.wa.us/MTSS/default.aspx

of Public Instruction, Multi-Tiered framework and
System of Supports resources.
Washington Office of Superintendent Website with links to http://www.k12.wa.us/SafetyCenter/

of Public Instruction, School Safety resources on variety of default.aspx
Center school safety topics.
Washington Office of Superintendent Compilation of school- http://www.k12.wa.us/ProfPractices/

of Public Instruction, 2016 Common related laws. AdminResources/CSM.aspx
School Manual
Documents
Washington Office of Superintendent Provides guidance for http://www.k12.wa.us/SafetyCenter/
of Public Instruction, Prohibition of developing a policy for Guidance/pubdocs/Anti-
Harassment, Intimidation, and bullying prevention. BullyingPolicyFinal.pdf
Bullying Model Policy

Title Description Website address (if applicable)
Washington Office of Superintendent Updated annually by July http://www.k12.wa.us/SSEO/pubdo

of Public Instruction, Behavior Menu 1. cs/BehaviorMenu.pdf
of Best Practices and Strategies
Other Resources
Washington State Board of Briefs discipline http://www.sbe.wa.gov/documents/
Education, Discipline Discussion and procedures, actions, and BoardMeetings/2014/March/Federal
Guidance strategies of the state. DisciplineGuidance.pdf
Washington State Board of Addresses bullying, how http://www.sbe.wa.gov/documents/
Education, Bullying in Schools it happens and how it BoardMeetings/2013/Nov/AntiBullyi
can be prevented. ngPresentation.pdf
Washington State Board of Outlines how to use http://www.sbe.wa.gov/documents/
Education, Using Data in a PBIS discipline data in the BoardMeetings/2014/Jan/Discipline
Framework PBIS context. PBISPresentation.pdf
Washington Office of Superintendent Provides information and http://www.k12.wa.us/DataAdmin/P
of Public Instruction, Performance data on disciplinary erformanceIndicators/DataAnalytics
Indicators: Discipline actions. .aspx#discipline

Washington Compilation of School Discipline Laws and Regulations

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Washington Compilation of School Discipline Laws and Regulations

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Washington

Prepared: January 26, 2018

Notes & Disclaimers

General Provisions ..................................................................................................................................... 7

In-School Discipline .................................................................................................................................. 14

Out-of-School and Exclusionary Discipline: Suspensions, Expulsion, Restraint and

Disciplinary Approaches Addressing Specific Infractions and Conditions ....................................... 49

Prevention and Behavioral Interventions (Non-Punitive) ..................................................................... 73

Monitoring and Accountability ................................................................................................................ 94

State Education Agency Support .......................................................................................................... 120

Other or Uncategorized .......................................................................................................................... 135

Revised Code of Washington

Title 9. Crimes and Punishments

Title 13. Juvenile Courts and Juvenile Offenders

Title 28A. Common School Provisions

Chapter 28A.225. Compulsory School Attendance and Admission

Washington Compilation of School Discipline Laws and Regulations Page 1

Chapter 28A.320. Provisions Applicable to All Districts

Washington Compilation of School Discipline Laws and Regulations Page 2

Chapter 28A.405. Certificated Employees

Chapter 28A.410. Certification

Chapter 28A.415. Institutes, Workshops, and Training

Washington Compilation of School Discipline Laws and Regulations Page 3

Chapter 28A.605. Parent Access

Chapter 28A.650. Education Technology

Title 43. State Government – Executive

Washington Administrative Code

Title 392. Public Instruction, Superintendent of

Washington Compilation of School Discipline Laws and Regulations Page 4

Chapter 392-400. Pupils

Washington Compilation of School Discipline Laws and Regulations Page 5

Washington Compilation of School Discipline Laws and Regulations Page 6

Authority to develop and establish rules of conduct

RCW 28A.150.300. Corporal punishment prohibited — Adoption of policy.

RCW 28A.600.010. Enforcement of rules of conduct – Due process guarantees – Computation of

Washington Compilation of School Discipline Laws and Regulations Page 7

RCW 28A.600.040. Pupils to comply with rules and regulations.

RCW 28A.600.460. Classroom discipline – Policies – Classroom placement of student offenders –

Washington Compilation of School Discipline Laws and Regulations Page 8

WAC 392-400-200. Purpose and application.

Washington Compilation of School Discipline Laws and Regulations Page 9

WAC 392-400-220. Student disciplinary boards – Establishment at option of school district –

RCW 28A.225.005. Information for students and parents.

RCW 28A.320.211. Discipline policies, procedures, and rules—Dissemination of information—Use

Washington Compilation of School Discipline Laws and Regulations Page 10

RCW 28A.600.010. Enforcement of rules of conduct – Due process guarantees – Computation of

WAC 392-190-058. Sexual harassment – Notification.

Washington Compilation of School Discipline Laws and Regulations Page 11

WAC 392-400-225. School district rules defining misconduct – Distribution of rules.

Washington Compilation of School Discipline Laws and Regulations Page 12

Washington Compilation of School Discipline Laws and Regulations Page 13

Use of multi-tiered discipline approaches

Teacher authority to remove students from classrooms

WAC 392-400-230. Persons authorized to impose discipline, suspension, expulsion, or emergency

Washington Compilation of School Discipline Laws and Regulations Page 14

WAC 392-400-290. Emergency removal from a class, subject, or activity.

RCW 28A.600.410. Alternatives to suspension — Encouraged.

Washington Compilation of School Discipline Laws and Regulations Page 15

RCW 28A.150.300. Corporal punishment prohibited — Adoption of policy.