Highline School District Promise

Every student in Highline Public Schools is known by name, strength, and need, and graduates ready for college, career, and citizenship.

Highline Virtual Academy Mission Statement

The Highline Virtual Academy is a flexible learning model that provides   asynchronous and synchronous learning through school-directed structures aligned within our academic year calendar. Our instructional model includes virtual and in-person experiences based on curricular and student needs.  Our school  is centered around standards-based learning that challenges and engages self-motivated students.

HVA is focused on building relationships with students and families in order to develop a holistic partnership that will support student academic success and social-emotional well-being success. We are committed to delivering on our Highline Promise to know all students by name, strength and need. 

About Highline Virtual Academy  High School

Independent Learning 

Students who thrive in independent, online learning are good candidates for Highline Virtual Academy. Flexibility and self-pacing are two important components of the academy’s learning model. Students will experience learning aligned with state standards across all middle and high school content areas on an online learning platform. 

Special education and English language learning services are available. Students can also enroll in Running Start and Puget Sound Skills Center (PSSC) programming. Students will be provided with a free district-issued laptop. 

The staff at HVA will provide face-to-face experiences in an online environment and build relationships with students and families to deliver on our promise to know every student by name, strength, and need. 

Three choices to Meet Students’ Needs 

Highline Virtual Academy is a great choice for students who thrive in independent, online learning. Flexibility and self-pacing are two components of the academy’s learning model and will be embedded in each model. 

There are three instructional models at HVA. Each model will offer Math on a year-long schedule with the rest of a student’s classes on a semester schedule. Students will take four classes at a time. 

All models are in person for the first two weeks of school and a couple of days at the start of each quarter. Both models will also have the opportunity to participate in-person, in project- based learning. 

All Self-paced courses will have deadlines that align with Highline’s school year calendar. Students should be ready for an accelerated pace of learning and be able to work independently to manage their time. 

Students will experience learning aligned with state standards across all middle and high school content areas on online learning platforms.. 

How it Works: Blended Model 1

Students will be defaulted into Blended Model 1.

Blended Model 1 is open to all students in grades 6–12. It features more teacher-directed learning. Teachers in  Blended Model 1 provide synchronous group instruction through online classes, which students are expected to attend. All students in Blended Model 1 will have a monthly learning plan that will be built with their Advisory teacher. Students will also have a monthly progress conference with their Advisory teacher where they share what they have learned, reflect on how the previous month went, and look ahead to the next month. 

Students could move to Self Directed Model 2 if they show qualities of a self directed learner as outlined below. If students are not meeting expectations a change of learning plan will be implemented. 

How it Works: Self Directed Model 2

Self Directed students are expected to meet daily in Advisory, attend synch classes on Monday to launch the week and have one weekly 1:1 check-in with their advisor, but otherwise set their own structures and schedules for learning. This program is a good choice for students who are self-motivated and/or find in-class pacing too slow. It is also a good option for working students, students who are caregivers, and student athletes and performers whose training, competition, and rehearsal schedules makes attending daily content classes challenging. To remain in Model 2, students must maintain passing grades in all courses and meet minimum attendance requirements as outlined above. If students are not meeting expectations a change of learning plan will take place and they will go into Blended Model 1. 

How it Works: Independent Model 3

Independent students are expected to have one weekly 1:1 check in with their advisor and do at least one class every 6 weeks. Students set their own structure and schedules for learning. This program is a good choice for students who want an independent, asynchronous online experience. 

Check-ins for Connection and Success: All Models

Daily Group Advisory: Daily advisory provides an opportunity for students to connect with their peers and teacher(s), is a structured time for  teachers to share school information and opportunities, engage in social emotional learning activities, teach tips and tricks for academic success, and celebrate cultural diversity throughout the school year. (Blended and Self-Directed Models only) 

Weekly 1:1 Check Ins: Our weekly 1:1 check-in allows for advisors to check in with students on their learning plan which includes opportunities to celebrate successes and identify supports as needed.

Monthly Progress Conferences: All students will have a monthly progress meeting with their Advisory teacher. Students will share what they have learned, reflect on how the previous month went, and look ahead to the next month. This might be a time that an intervention or change to learning plan would be put into place.

Accreditation

The Washington Association of Educational Service Districts, in partnership with the Association of Educational Service Agencies, hereby certifies that Highline Virtual Academy has demonstrated an exceptional ongoing commitment to data-driven, student achievement -focused, research-based, and collaboratively developed school improvement planning and strategies, thereby earning Full Accreditation Status 22-23.

Office hours: 8:00 am - 3:30 pm Monday – Friday

Southern Heights School Site

11249 14th Ave S

Burien, WA 98168

Highline Virtual Academy High School Staff Directory

Role	Name	Email	Phone
Principal	Carlson, Amy	amy.carlson@highlineschools.org	206-631-5901
Social Worker	Littleton, Anne Marie	annemarie.littleton@highlineschools.org	Google Voice:  312-834-4148
Registrar	Lai, Tram	tramanh.lai@highlineschools.org	206-631-5903
Counselor	Russel, Keishanna	keishanna.russell@highlineschools.org	206-631-5968
Re-Engagement Specialist	Ragland, Ashley	ashley.ragland@highlineschools.org	206-631-5960
Office Manager			206-631-5902
Attendance	Koch, Emily	emily.koch@highlineschools.org	206-631-5900

 

Advisory and Teacher Contact Information

Teacher	Advisory Grade	Email	Phone
Allan, Calvin	6	calvin.allan@highlineschools.org	206-631-5914
Burman, Matt	11/12	matthew.burman@highlineschools.org	206-631-5917
Chollar, Nathan	7/8	nathan.chollar@highlineschools.org	206-631-5921
Davis, Emily	11/12	emily.davis@highlineschools.org	206-631-5956
Grieshaber, Melia	Independent Model Teacher	melia.grieshaber@highlineschools.org	206-631-5911
Hardwick, Kalen	9/10	kalen.hardwick@highlineschools.org	206-631-5912
Lerwick, Kirk	9/10	kirk.lerwick@highlineschools.org	206-631-5964
Marquez Cordero, Karely	LRC Para	Karely.Marquez@highlineschools.org	206-631-5929
Pixton, David	7/8	david.pixton@highlineschools.org	206-631-5931
Rodriguez, Kimberly	7/8	kimberly.rodriguez@highlineschools.org	206-631-59
Salazar Mendoza, Jonathan	LRC Para	jonathan.salazarmendoza@highlineschools.org	206-631-5919
Stump, Josephine	LRC	josephine.stump@highlineschools.org	206-631-5922
Stein-Ross, Katherine	Independent Model Teacher	katharine.steinross@highlineschools.org	Google Voice: 253-666-8802

 

Daily Schedule

One of the many benefits of the Highline Virtual Academy is the ability to have some flexibility in your schedule, work location and take breaks when you need to.

Students at HVA will take four classes at a time plus advisory. This allows students to focus on a subject in-depth as they work through material at their own pace. This also allows students to take a year-long course per quarter. It is important for students to build in their own breaks during the day.

Monday - Thursday Daily Schedule:

Class	Time
Advisory	9:15-9:40
Period 2 (Independent work time)	9:40-10:08
Period 3	10:10-10:53
Period 4	10:55-11:38
Lunch	11:40-12:08
Period 5	12:10-12:53
Period 6	12:55-1:38
Period 7 (Independent work time)	1:40-2:25
Period 8 (Independent work time)	2:25-3:45

 

Friday Daily Schedule:

Class	Time
Advisory	9:15-10:03
Period 2 (Independent work time)	10:05-10:33
Period 3	10:35-11:03
Period 4	11:05-11:35
Lunch	11:35-12:05
Period 5	12:05-12:33
Period 6	12:35-1:03
Period 7 (Independent work time)	1:05-1:33
Period 8 (Independent work time)	1:35-2:15

 

School Year (Annual) Calendar

District Calendar Here

Highline Virtual Academy operates on a 4-Quarter Calendar which allows for grading and credit earning throughout the school year. Instructionally HVA uses this quarter schedule (with two semesters). Each quarter, students take four content classes plus advisory. In a full-year, HVA students can earn the same amount of credit that students at the neighborhood middle and high schools can earn. 

School days, breaks and early dismissal days are the same as the rest of the district. 

on campus days, testing, SLCs, report card dates

Quarter start dates Etc.

2023-2024 Quarter dates are:

Instructional Quarter Dates

First Quarter: September 6-November 13

Second Quarter: November 14-January 25

Third Quarter: January 29-March 29

Fourth Quarter: April 8 - June 18

Attendance

At HVA a student in the self-directed model needs to still attend a daily Advisory, 1:1, 1 small group, and do around 27.5 hours of coursework weekly.

Students in the Blended model need to: attend a daily Advisory, 1:1, daily synchronous classes in English Language Arts or Math, 1 asynchronous class on Edgenuity and their synch classes. 

Blended Model: Synchronous and Asynchronous

• Synchronous classes: means scheduled, real-time instruction between the student and a certificated teacher or another district staff member who is supervised by a certificated teacher.  This mode of instruction provides opportunities for live, two-way interactive communication online.

• Asynchronous classes: means instruction that is prepared by a certificated teacher and occurs away from the physical school setting without two-way interactive communication.

Daily attendance is crucial to a student’s academic success. Missing as little as two days a month, even in the early grades, may lead to delayed graduation.

In order to count students as present in Advisory they either need to engage with their teacher in the chat, unmute to speak,  or have their cameras on.

Attendance Process:

When students fail to attend school without a valid excuse, they are considered truant. The first week of Truancy a letter will be sent home explaining to the parents that their child had an unexcused absence for the week. The letter will be in a language the parent is fluent in. The letter should inform the parent/guardian of the potential consequences of additional missed weekly contact.  Truancy Statutes require that a conference, one that includes the student, family, and a school representative, be set when a student has 2 weeks of unexcused absences in a row. The purpose of the meeting is to identify the barrier(s) to school attendance, clear any miscommunications, and discuss how the school and family can work together to eliminate truancy. The results of a short assessment conducted at or around the time of the conference will allow the district to take data informed steps. If the meeting does not take place then a home visit will be scheduled.  After 5 consecutive weeks of unexcused absences the student will be referred to the Community Engagement Board (Learning Center Referral) and/or inactivation by the Registrar.

Reporting Student Absences

Absences should be called into the Attendance Secretary at 206-631-5900. If a teacher receives an email, text, or voicemail about a student absence that should be forwarded to the Attendance Secretary as well.

Unexcused Absence

An unexcused absence for HVA is defined as a student not attending an advisory class, or having one-on-one communication with a teacher, without a valid excuse from a parent or legal guardian. Please refer to Board Policy 3122 (http://bit.ly/Policy3122) for a list of valid excuses. Absences should be called or emailed to the Attendance Secretary. If a teacher receives an email, text, or voicemail about a student absence that should be forwarded to the Attendance Secretary as well.

Family Vacations

Advanced notice in writing should be sent to the attendance secretary for vacations that will last longer than three days. They will need to be approved by the principal in order to be excused. Vacations will only be excused if the student is in good standing academically and overall good attendance.

 

Learning Platforms

HVA students utilize the following learning platforms. All students should login and access these platforms through ClassLink.

ClassLink

Turn on device and open screen to log in to ClassLink: 

Student username: XXXXXX (student id)

Password: HighlineMM/DD/YYYY

Personal iPads and personal computers: go to HVA’s website and click on Students/Classlink https://launchpad.classlink.com/highline

Canvas

All your classes will be housed in Canvas. Your Canvas might direct you to another platform to access your assignments. 

Log into ClassLink and you will see apps to support your learning

Click on Google Tools app and go to Canvas

Edgenuity

Edgenuity is an online learning software where students will engage in some of their online learning classes. The teachers for these courses are Highline School District HVA teachers.

Edgenuity Login: XXXXXX (student id)@g.highlineschools.org

Password: hva2021

https://auth.edgenuity.com/Login/Login/Student

How We Communicate with You

At HVA, staff will utilize a variety of communication methods with students. The main way in which staff may reach out to students and families is via email (student’s @g.highlineschools.org email address) and phone call. If a staff member uses Google Voice, they may engage students and families in two-way communication via text. Students and parents may also engage in two-way communication through the email messaging system in StudentVue/ParentVue (see below).

HVA also utilizes Parent Square (a communication platform) for one-way communication from the school to the family. 

Parent-VUE and Student-VUE Portal 

ParentVUE Offers a single sign-on access to student and classroom information for parents/guardians and students.  Parents/guardians are able to view attendance, schedules, grades, send and receive emails to teachers, view assignments. If your child’s school has an email address on file for you, Highline Public Schools will send you an email with your activation key.  Once you have received your activation key, please activate your account via the mobile app or web browser.   If you do not get the email, or need support please call the office at 206-631-5900.  More information at https://www.highlineschools.org/departments/student-support/grades 

Technology   
 

School Supplies

Everyone has different needs as a learner. Because HVA is an online school, it is essential that students have access to a working computer/laptop/chromebook and internet. Things that might be helpful, but are not required: headphones, composition book, paper, pencils, pen, white board, markers, and sticky notes for reminders.

Free District-Issued Chromebooks

Every HVA student is provided a district-issued chromebook upon enrollment. Students are expected to use their Chromebook during school hours so that it can be monitored during school hours for compliance with district policies, local, state, and federal laws; thus allowing the school district to meet requirements (i.e., FCC CIPA compliance).

Students are expected to use electronic resources and tools as an essential part of their learning proficiencies. It is the policy of the school district to maintain an environment that promotes ethical and responsible conduct in all electronic resource activities by staff and students. These procedures are written to implement Highline School District Policy 2022 Electronic Information System (K-20). 

Internet Access

Students are expected to have a reliable internet connection. If they do not have one at home, please contact the student’s advisor and they can order a district issued hotspot.

Technology Help/Support

If you are having a technical issue with your chromebook (it won’t turn on, won’t charge, etc.), please let your advisor know and they can submit an IT ticket. You can also call or come into the main office. The main office is open Monday through Friday 8:30 a.m. to 4:00 p.m. 

If you are having issues with one of the learning platforms, logins, etc. please contact your advisor.

Internet Outage:

In the case of an outage, learning can continue-examples: reading an independent reading book, doing problems in a math workbook. Learning can be tailored to the student's schedule and interest.

Examples: 

P.E. they can record the physical exercise they did and for how long

Science: interested in birding they go out and journal and identify the types of birds, date, location, etc

Music: If they can practice an instrument they play and for how long

Language: practice a language with someone out of school

*Teachers might reach out to offer recommendations or activities as well via text or ParentSquare.

ALTERNATIVE LEARNIGN EXPERIENCE (ALE)

ALE is a funding and instructional model for providing basic education. It is available to all public school districts and public charter schools in Washington State. The intent of ALE is to ensure that students have educational opportunities designed to meet their individualized needs. The Alternative Learning Experience (ALE) offers courses that take place independent from the regular classroom or school setting.

College Preparation

We offer limited high level college prep classes in math and language arts, and access to college level course work through Running Start programs at participating local colleges, and/or Puget Sounds Skills Center (PSSC). 

Career and Technical Education

Courses are offered in career exploration.

Please visit our district College and Career Department for resources: https://www.highlineschools.org/departments/college-career-readiness

Advisory

Advisory is an elective-credit earning period for every student and meets daily.. Students can earn up to 0.125 credit per quarter or 0.5 credit per year. The goals of advisory are to provide structure, community, support for the academic side of school. Advisory is also the primary place where social and emotional instruction and support from school is provided.

Advisory takes place on Teams and in Canvas where students’ learning plans and other goal-setting and advisory lessons are stored. It also includes 1:1 meetings with the advisor. Advisories are divided by grade level and a student’s advisor is their main point of contact with HVA.

Advisory grades will be comprised of three categories:

• Engagement, Weight: 30%

  • Attendance

  • Camera

  • Listening/Speaking

• 1:1 Meeting, Weight: 40%

• Assignments, Weight: 30% 

Advisory Engagement Rubric (30% Weighting)

0	1	2	3	4
Attendance   Does not attend advisory/ present and non responsive for the duration of class   Camera   Does not turn on camera in any setting for any reason that is not excused by a 504.  Speak/Listen   Does not respond in the chat when prompted.	Attendance   Attends 1 out of 5 days    Camera   Infrequent camera use even  when prompted.   (504 will override this)    Speak/Listen   Uses chat to contribute to the conversation infrequently	Attendance   Attends 3 out of 5 days    Camera   Turns on Camera when prompted in whole group or breakout room settings.    (504 will override this)   Speak/Listen   Uses only chat to contribute to the conversation when prompted.	Attendance   Attends 4 out of 5 days.     Camera   Turns on when prompted camera in whole group and breakout room settings   (504 will override this)   Speak/Listen   Unmutes to speak and or shares in the chat thoughtfully when prompted. .	Attendance   Attends daily   Camera   Takes initiative to turn on camera in Whole group and breakout room settings    (504 will override this)   Speak/Listen   Unmutes to speak and shares thoughtful on topic responses   Takes on leader/facilitator roles when offered the opportunity.

 

Weekly 1:1 meeting Rubric (40% Weighting)

 

0	1	2	3	4
Misses scheduled and does not contact advisor about rescheduling or talking about Content Course progress and LP goals	Misses scheduled 1:1 but makes contact with advisory via other platform with meaningful conversation around Content Course progress and LP goals  (example: GoGuardian, phone call, text, email)	Reschedules weekly 1:1 after missing it and follows through with their request.    Completes 1:1 meeting form after missing the meeting at teachers request.	Attends scheduled 1:1 meetings weekly and participates thoughtfully.    Reschedules meeting ahead of time when they know they will need to miss their standing meeting.	Students attend weekly 1:1 meetings and take on a lead/facilitator role with advisor and family.

 

Assignments (30% Weighting)

All assignments given in advisory should be graded on a 4 point scale and entered in the synergy grade book as such. Those grades will be averaged and will represent 30% of their grade. 

Final Grade

Throughout the quarter/semester advisory grades will be shown as a grade point average. When grades are due, you will assign a P or an NC following the guidelines below. 

1.6-4.0 P

0-1.5 NC

Personalized Learning Plans

HVA offers a full master schedule of classes and online coursework that will satisfy the requirements of earning a high school diploma for graduation. Each student will have a Personalized Learning Plan that includes components such as beginning and end dates, estimated average hours a week a student will engage with learning activities, syllabus/course descriptions, teacher name, instructional materials, general description of evaluation of progress and how contact will be made.

Graduation Requirements

HVA students must meet the graduation requirements for Highline School District.

Credits for Highline Public Schools
English	4
Mathematics	3  Algebra 1, Geometry, and/or Algebra 2 or other credit of math
Science	3 Including at least 2 lab science
Social Studies	3 1 US History, 1 Contemporary Global issues, 0.5 Civics and 0.5 Other Social Studies
World Language	2 Both credits may be a Personalized Pathway Requirements *,**
Arts	2 1 credit may be a Personalized Pathway Requirements
Health and Fitness	2 0.5 Health and 1.5 Fitness Students must earn credit for physical education unless excused per RCW 28A.230.050
Occupational Education	1
Electives	4
Total Required Credits	24

 

Non-credit Requirements: 

• High School and Beyond Plan

• Washington State history and government course (7th grade)***

Pathways: 

• Smarter Balanced (SBA) English/Language Arts (ELA) and Math test

•  SAT 

• ACT

• CTE Sequence Pathway

• ASVAB

• Dual Credit 

• Dual Credit Exams

• Transition Course

For more information, please visit: https://www.k12.wa.us/student-success/graduation/graduation-requirements*Personalized Pathway Requirements are related courses that lead to a specific post high school career or educational outcome chosen by the student based on the student’s interest and High school and Beyond Plan, that may include Career and Technical Education, and are intended to provide a focus for the student’s learning.

**HPS has a goal of all students graduating with the Seal of Biliteracy.  Meeting this goal requires students to reach a high level of proficiency in languages other than English. As a result, in most cases, students who come into HS with some WL credit earned in middle school will be enrolled into the next higher level WL courses.

***Washington State History and Government is a required course taken in 7th grade. Highline students missing the 7th grade course must complete a WA State Packet with student assignments (packet available at the high school counseling office). Out-of-state/district student transfer courses will be evaluated by Highline Public Schools on a case-by-case basis.

 

Course Progression

Middle School Course Progression

6th Grade	7th Grade	8th Grade
Math 6	Math 7	Math 8
English Language Arts 6	English Language Arts 7	English Language Arts 8
Grade 6 Earth Science	Grade 7 Life Science	Grade 8 Physical Science
Grade 6 World History	Early World History/ WA State History	Grade 8 US History
Spanish 1	Spanish 2/PE	Spanish 2/Health
Art 1/PE	Art/CTE	Art/CTE
Advisory	Advisory	Advisory

 

High School Course Progression

9th grade	10th grade	11th grade	12th grade
Lit/Comp 1	Lit/Comp 2	Lit/Comp 3	Lit/Compe 4 or AP English
Algebra 1	Geometry	Algebra 2	Bridge to College Math
Biology	Chemistry	Physics	Environmental Science
Contemporary World Problems	Modern World History	US History	Civics
Spanish 1	Spanish 2	CTE	Art
PE/PE	PE/Health	Art	PE
Advisory (0.5 credit)	Advisory (0.5 credit)	Advisory (0.5 credit)	Advisory (0.5 credit)

 

Multilingual Learners & Special Education

Multilingual Learners (ML) formerly English Language Learners (ELL)

Multilingual learners come from a variety of backgrounds in terms of identity, culture, education, and time spent in the US. Multilingual learners are students who are developing proficiency in multiple languages. This includes students who are commonly referred to as English Language Learners (ELLs), Dual Language Learners (DLLs), English learners with disabilities, students with interrupted formal schooling, and students who speak varieties of native or indigenous languages and dialects. 

Most students will not see a significant difference in their daily schedules with the exception of blended coursework. Students listed as ML will receive both synchronous and asynchronous courses. 

Students identified as multilingual learners will also be required to complete a “Goal Setting - Language for Success” questionnaire with their advisory teacher to ensure alignment of graduation pathway and post-secondary plans.

Inclusive Education (Special Education): 

Students with an Individualized Education Plan (IEP) receive additional support and case management from qualified special education teachers. Programs include Learning Resource Center (LRC).

Students at HVA qualify for Special Education under various categories: autism, speech, ‘other health impairment.’ Most students have a specific learning disorder (SLD) and qualify in just one or more areas, such as writing, reading, math, or behavior. Most students are part of Highline’s LRC program (Learning Resource Center). LRC, is for students who are fully integrated into the General Education population. Students typically require some Specially Designed Instruction (SDI) in one or more of their classes. LRC teachers work with students in their specific area of need (reading, writing, behavior, math, etc). Students in LRC have an individualized education plan (IEP) to support them in their classes.

What does Special Education look like at HVA?

Small groups
Students qualify for one of two types of small group of service, which we will call ‘push-in’ and ‘pull out.’ Push In, is when a student receives their specialized instruction within the General Education classroom. Pull out is when students receive their specialized instruction directly from the Special Education teacher. As a department, we traditionally advocate for ‘push in’ services, so that the student can be in the least restrictive environment possible (in Gen ed to the fullest extent possible).

Students who qualify for special education are supported by a team of general education teachers and special education teachers. Support may be provided alongside peers or during individual instruction. As a department we strive to provide instructional support in the least restrictive environment possible.

Check-Ins
For students that receive all services in the General Education curriculums, Special Education teachers conduct check-ins. This could look like interviewing the teacher, participating in LPS conversations, attending a synchronous class or advisory.

Counseling Department
 

HVA Counseling Mission Statement:

At Highline Virtual Academy, we support student academic, personal, and social development through advocacy, collaboration, and evidence based interventions. 

In teaming with students, families, and the community at large, we strive to grow empowered voices, forward thinkers, stewards of compassion, and young leaders within our community – ready for today, prepared for tomorrow, and excited about the future.

HVA Counseling Vision Statement:

The school counseling program at HVA is dedicated to helping all students discover who they are, where they wish to go, and most importantly, how to get there.

ASCA National Model

School counselors design and deliver school counseling programs that improve student outcomes. “The ASCA National Model: A Framework for School Counseling Programs” outlines the components of a school counseling program that is integral to the school’s academic mission and is created to have a significant positive impact on student achievement, attendance and discipline.

The ASCA National Model guides school counselors in the development of school counseling programs that:

• are based on data-informed decision making

• are delivered to all students systematically

• include a developmentally appropriate curriculum focused on the mindsets and behaviors all students need for postsecondary readiness and success

• close achievement and opportunity gaps

• result in improved student achievement, attendance and discipline

School Counselor: Keishanna Russell 

keishanna.russell@highlineschools.org

Office: (206) 631-5968

(Must be logged into Highline account to access)

Mental Health Support

If you are in need of mental health support you can:

• Call Teen Link: 206-461-4922, 6:00-10:00 pm nightly, staffed by teens.

• Text Teen Link: 866-833-6546, 6pm-9:30pm

• Crisis Line: 1-866-427-4747, to speak with an adult crisis expert.

• National suicide prevention crisis line: 1-800-273-TALK (8255). 

Interventions 
 

Student Support/Care Team

The Team is made up of our School Social Worker, School Psychologist, School Para-educators, School Counselor, and Principal. We work closely with students and families to address any barriers in or outside of school that may be making it difficult for students to fully engage in their learning. 

We are also able to help connect students and families to resources such as mental health/drug and alcohol counseling, mentorship and youth advocates, college/career opportunities, rent/utility/food support, and many other resources.

If your family, or student, is in crisis, or needs support, or resource information please call our front office at 206-631-7750, and ask to be connected with the Care Team.

Social Work Supports & School Meals

For HVA students, school meals can be accessed onsite during meal service(s) for a school activity such as testing, etc.  These are scheduled events so please reach out to your advisor or school counselor ahead of time if you plan to access school meals. 

Student Led Conferences

Student Led Conferences (SLC’s) occur twice during the academic year. Your student’s advisor will reach out to schedule a conference. Between SLC’s, families can always reach out to connect with a student’s advisor, teacher, school counselor, etc. Please see staff contact information to connect with appropriate staff members directly.

Translation and Interpretation Services 

Highline Virtual Academy is committed to providing equitable language access to our students and families. We will provide an interpreter for any two-way communication whether that is a phone call, text message, in person conference or a meeting over Zoom. We have support for Spanish speaking families, and we can access interpreters through the district to provide interpretation for other languages. In addition, we are committed to translating any document that is sent home into the preferred home language. For interpretation and translation needs other than Spanish, please contact the district Family Center at interpreterrequest@highlineschools.org or calling 206-631-3003. Families can visit the Family Center at Central Office.

Student Leadership

Volunteer representatives from advisories convene to provide input on school-wide projects and help us to define and build our schools-wide values and culture in partnership with ASB. 

Student Clubs

HVA offers a variety of free and extracurricular clubs. These are optional for students to participate in and occur outside of teaching/instructional hours. Some example of student clubs are:

• Yearbook

• Pride Club

• Art Club

Athletics

Students can participate in athletics (and other activities) through their neighborhood school. 

Information for available sports, registration, and schedule here.

Student & Family Policies and Expectations

Ravens are	In School	On Campus
C Compassionate	We will. . .  Practice kindness and understanding with teachers and peers Promote a safe, supportive, and caring community  Speak up when we see an injustice Acknowledge different world views and celebrating cultural our differences Encouraging mutual respect Valuing differences of opinion Create meaningful connections	We will. . . Respect people’s personal space Treat others the way you want to be treated Take pride in our campus and keep it free of litter  Talk to other students and share your experiences/strategies while working online from home. Say “hi” to your teachers and learn where their classroom is located.
A Adaptive	We will. . . Be proactive to find a suitable space to work Find solutions when technical issues and limitations arise Learn and engage with many educational platforms (demos, google classroom, Edgenuity) Relay barriers and support that we need to our teachers	We will. . . Know our teachers’ classroom expectations Dedicate our attention to classroom activities and limit distractions such as phones or unrelated browsing.  Bring any supplies we need for the day
R Responsible	We will. .  Practice self-discipline  Keep our chromebooks functional and ready to go. Engage in all of my daily coursework. Be honest and open with challenges and successes Attend advisory, appointments, and sync classes Reflect on our actions	We will. . . Be on-time and ready to learn Use our time effectively Take pride in our work, do our best at all times Ask questions if we don’t understand something or need help with anything.
E Engaged	We will. . . Show up, pay attention, be present Communicate through chat or verbally in a timely manner.  Respond to teachers and peers  Be distraction free Participating in teacher-led activities	We will. . . Pay attention when getting instructions from our teachers Try to complete our work in the time given Bring a book or other quiet activity to do if we have extra time after completing your school work. Take the time to talk and laugh with our classmates.

 

Highline School District Policies and Procedures are set by the superintendent of schools, and approved by the elected Highline School Board of directors. It is the responsibility of the principal to delegate, and oversee the equitable administration of all Highline School District Policies during the school day (whether remote or in person) of Highline Virtual Academy. District Policy is detailed at https://www.highlineschools.org/about/board-policies. 

Student Conduct Policy 3240 

Student Conduct Procedure 
 

Student’s Rights And Responsibilities

Students Rights and Responsibilities for all schools can be found on the Highline School District website at: https://www.highlineschools.org/about/rights-and-responsibilities 

Student And Family Commitments For HVA

Student Commitments

• I have read the preceding information about the admissions process and information about the school.

• I understand my learning will require independent learning skills and some of my learning will be self-paced with an expectation to complete all assignments.

• I understand that I will be required to have virtual face-to-face time with school staff daily with staff and students at HVA.

• I am comfortable working with teaching staff in an online setting.

• I understand that Highline Virtual Academy has a unique instructional model and therefore a year long commitment is preferred.

• I understand that if I am interested in traditional sports teams and extracurricular activities I will need to participate with my neighborhood school, to the extent that my schedule at.

Family Commitments

• Knowing the importance of family partnership at Highline Virtual Academy, I commit to maintaining regular contact with my student's school.

• I understand that Highline Virtual Academy does not have many of the aspects of traditional high school, including but not limited to formal sports, music, and fine arts programs.

• I understand that my student will be engaged in self-paced online learning and will require independence and the ability to thrive in an online learning environment.

 

Equitable Review

Equitable Review is an annual process whereas school leadership presents new or important policies to staff, students, parents and community partners.  Once a year, stakeholders are guided through a process to gather input and look at school policies through a lens of Equity. 

Essential Policies

HVA  has identified the most important policies for student safety and school success at our school. These essential safety policies are highlighted for students and families. Essential policies communicated directly to students in classes, this handbook and the equitable review process with family and community.  and are aligned with Highline School District Policies. An exhaustive list of Student Conduct Policies are available at district links above. 

Academic Honesty Policy: 

We take academic honesty seriously. You are expected to maintain the highest levels of integrity. It is important that we can assess what you know and can do independently so that we can accurately support your learning. Here are guidelines that ensure that you are upholding academic honesty:

• Do your own work: Do not  copy or plagiarize someone else's work, including text, images or ideas. Strive to produce original work that represents your own thoughts and ideas.

• Give credit: If you use a source such as a book, article, website or generative AI, you must give appropriate credit. Include a citation that clearly identifies the source of your information. 

 Failure to uphold academic honesty will be addressed and corrected, including but not limited to re-doing the assignment and family conferences. Academic honesty ensures you are learning and growing in the most effective way possible.

Harassment, Intimidation and Bullying

The Highline School District is committed to a safe and civil educational environment for all students, employees, parents/legal guardians, volunteers, and community members that is free from harassment, intimidation, or bullying.

“Harassment, intimidation, or bullying” means any intentionally written message or image - including those that are electronically transmitted - verbal, or physical act, including but not limited to one shown to be motivated by race, color, religion, ancestry, national origin, gender, sexual orientation including gender expression or identity, mental or physical disability, or other distinguishing characteristics, when an act:

·   Physically harms a student or damages the student’s property.

·   Has the effect of substantially interfering with a student’s education.

·   Is so severe, persistent, or pervasive that it creates an intimidating or threatening educational environment; and/or

·   Has the effect of substantially disrupting the orderly operation of the school.

“Other distinguishing characteristics” can include but are not limited to physical appearance, clothing or other apparel, socioeconomic status, and weight.

Harassment, intimidation, and bullying can take many forms, including but not limited to, slurs, rumors, name calling, jokes, insinuations, demeaning comments, drawings, cartoons, pranks, ostracism, gestures, hazing, physical attacks, or threats.

In order to ensure respect and prevent harm, it is a violation of district policy for a student to be harassed, intimidated, or bullied by others in the school community, at school sponsored events, or when such actions create a substantial disruption to the educational process.

What is HIB? 

HIB is any intentional electronic, written, verbal, or physical act of a student that: 

• Physically harms another student or damages their property; 

• Has the effect of greatly interfering with another student’s education; or, 

• Is so severe, persistent, or significant that it creates an intimidating or threatening education environment for other students.

HIB generally involves an observed or perceived power imbalance and is repeated multiple times or is highly likely to be repeated. HIB is not allowed, by law, in our schools.

 How can I make a report or complaint about HIB? 

Talk to any school staff member (consider starting with whoever you are most comfortable with!). You may use our district’s reporting Form 3207 to share concerns about HIB, but reports about HIB can be made in writing or verbally. Your report can be made anonymously, if you are uncomfortable revealing your identity, or confidentially if you prefer it not to be shared with other students involved with the report. No disciplinary action will be taken against another student based solely on an anonymous or confidential report. 

If a staff member is notified of, observes, overhears, or otherwise witnesses HIB, they must take prompt and appropriate action to stop the HIB behavior and to prevent it from happening again. Our district also has a HIB Compliance that supports prevention and response to HIB. 

Your School HIB Compliance Official: Amy Carlson, Principal

Highline Public Schools HIB Coordinator:

Name: Isuzu Niizuma Arambula 

Phone: 206-631-3104 

Email: isuzu.niizumaarambula@highlineschools.org

What happens after I make a report about HIB?

If you report HIB, school staff must attempt to resolve the concerns. If the concerns are resolved, then no further action may be necessary. However, if you feel that you or someone you know is the victim of unresolved, severe, or persistent HIB that requires further investigation and action, then you should request an official HIB investigation.

Also, the school must take actions to ensure that those who report HIB don’t experience retaliation.

What is the investigation process? 

When you report a complaint, the HIB Compliance Officer or staff member leading the investigation must notify the families of the students involved with the complaint and must make sure a prompt and thorough investigation takes place. The investigation must be completed within 5 school days, unless you agree on a different timeline. If your complaint involves circumstances that require a longer investigation, the district will notify you with the anticipated date for their response. 

When the investigation is complete, the HIB Compliance Officer or the staff member leading the investigation must provide you with the outcomes of the investigation within 2 school days. This response should include: 

• A  summary of the results of the investigation 

• A determination of whether the HIB is substantiated 

•  Any corrective measures or remedies needed 

• Clear information about how you can appeal the decision

What are the next steps if I disagree with the outcome? 

For the student designated as the “targeted student” in a complaint:

If you do not agree with the school district’s decision, you may appeal the decision and include any additional information regarding the complaint to the superintendent, or the person assigned to lead the appeal, and then to the school board.

For the student designated as the “aggressor” in a complaint: 

A student found to be an “aggressor” in a HIB complaint may not appeal the decision of a HIB investigation. They can, however, appeal corrective actions that result from the findings of the HIB investigation. 

For more information about the HIB complaint process, including important timelines, please see the district’s HIB webpage or the district’s HIB Policy 3207 and Procedure 3207. 

Our School Stands Against Discrimination

Discrimination can happen when someone is treated differently or unfairly because they are part of a protected class, including their race, color, national origin, sex, gender identity, gender expression, sexual orientation, religion, creed, disability, use of a service animal, or veteran or military status.

What is discriminatory harassment?

Discriminatory harassment can include teasing and name-calling; graphic and written statements; or other conduct that may be physically threatening, harmful, or humiliating. Discriminatory harassment happens when the conduct is based on a student’s protected class and is serious enough to create a hostile environment. A hostile environment is created when conduct is so severe, pervasive, or persistent that it limits a student’s ability to participate in, or benefit from, the school’s services, activities, or opportunities.

To review the district’s Nondiscrimination Policy 3210 and Procedure 3210, please see the district’s Nondiscrimination webpage.

Sexual Harassment

Highline Public Schools is committed to a positive and productive education free from discrimination, including sexual harassment. This commitment extends to all students involved in academic, educational, extracurricular, athletic, and other programs or activities of the school, whether that program or activity is in a school facility, on school transportation or at a class or school training held elsewhere. 

Definitions

For purposes of this policy, sexual harassment means unwelcome conduct or communication of a sexual nature.  Sexual harassment can occur adult to student, student to student or can be carried out by a group of students or adults and will be investigated by the District even if the alleged harasser is not a part of the school staff or student body.  The district prohibits sexual harassment of students by other students, employees or third parties involved in school district activities.

The term “sexual harassment” may include:

·   Acts of sexual violence;

·   Unwelcome sexual or gender-directed conduct or communication that interferes with an individual’s educational performance or creates an intimidating, hostile, or offensive environment;

·   Unwelcome sexual advances;

·   Unwelcome requests for sexual favors;

·   Sexual demands when submission is a stated or implied condition of obtaining an educational benefit;

·   Sexual demands where submission or rejection is a factor in an academic, or other school-related decision affecting an individual.

A “hostile environment” has been created for a student when sexual harassment is sufficiently serious to interfere with or limit the student’s ability to participate in or benefit from the school’s program. The more severe the conduct, the less need there is to demonstrate a repetitive series of incidents.  In fact, a single or isolated incident of sexual harassment may create a hostile environment if the incident is sufficiently severe, violent, or egregious.

Our schools do not discriminate based on sex and prohibit sex discrimination in all of our education programs and employment, as required by Title IX and state law. 

To review the district’s Sexual Harassment Policy 3205 and Procedure 3205, please see the district’s Sexual Harassment Prohibited webpage.

What should my school do about discriminatory and sexual harassment?

When a school becomes aware of possible discriminatory or sexual harassment, it must investigate and stop the harassment. The school must address any effects the harassment had on the student at school, including eliminating the hostile environment, and make sure that the harassment does not happen again.

Complaint to the School District

Step 1. Write Our Your Complaint

In most cases, complaints must be filed within one year from the date of the incident or conduct that is the subject of the complaint. A complaint must be in writing. Be sure to describe the conduct or incident, explain why you believe discrimination, discriminatory harassment, or sexual harassment has taken place, and describe what actions you believe the district should take to resolve the problem. Send your written complaint—by mail, fax, email, or hand delivery—to the district superintendent or civil rights compliance coordinator.

Step 2: School District Investigates Your Complaint

Once the district receives your written complaint, the coordinator will give you a copy of the complaint procedure and make sure a prompt and thorough investigation takes place. The superintendent or designee will respond to you in writing within 30 calendar days—unless you agree on a different time period. If your complaint involves exceptional circumstances that demand a lengthier investigation, the district will notify you in writing to explain why staff need a time extension and the new date for their written response.

Step 3: School District Responds to Your Complaint

In its written response, the district will include a summary of the results of the investigation, a determination of whether or not the district failed to comply with civil rights laws, notification that you can appeal this determination, and any measures necessary to bring the district into compliance with civil rights laws. Corrective measures will be put into effect within 30 calendar days after this written response—unless you agree to a different time period.

What can I do if I’m concerned about discrimination or harassment?

Talk to a Coordinator or submit a written complaint. You may contact the following school district staff members to report your concerns, ask questions, or learn more about how to resolve your concerns.

Concerns about discrimination: 

Your School Coordinator: Amy Carlson, Principal

Highline Public Schools Civil Rights Coordinator: 

Name: Isuzu Niizuma Arambula 

Phone: 206-631-3104 

Email: civilrightscoordinator@highlineschools.org  

Mail: Highline Public Schools 

Attention: Civil Rights Coordinator 

15675 Ambaum Boulevard SW 

Burien, WA 98166

Concerns aboutsex discrimination, including sexual harassment:

Your School Coordinator: Amy Carlson, Principal

Highline Public Schools Civil Rights Coordinator: 

Name: Isuzu Niizuma Arambula 

Phone: 206-631-3104 

Email:  title.ix@highlineschools.org 

Mail: Highline Public Schools 

Attention:  Title XI Coordinator

15675 Ambaum Boulevard SW 

Burien, WA 98166

Concerns about disability discrimination:

Your School Coordinator: Amy Carlson, Principal

Highline Public Schools Section 504 Coordinator: 

Name: Rovenna Johnson 

rovenna.johnson@highlineschools.org  

206.631.3250 

Mail: Highline Public Schools 

Attention: Section 504 Coordinator

15675 Ambaum Boulevard SW 

Burien, WA 98166

To submit a written complaint, describe the conduct or incident that may be discriminatory and send it by mail, fax, email, or hand delivery to the school principal, district superintendent, or civil rights coordinator. Submit the complaint as soon as possible for a prompt investigation, and within one year of the conduct or incident. 

What happens after I file a discrimination complaint?

The Civil Rights Coordinator will give you a copy of the school district’s discrimination complaint procedure. The Civil Rights Coordinator must make sure a prompt and thorough investigation takes place. The investigation must be completed within 30 calendar days unless you agree to a different timeline. If your complaint involves exceptional circumstances that require a longer investigation, the Civil Rights Coordinator will notify you in writing with the anticipated date for their response. When the investigation is complete, the school district superintendent or the staff member leading the investigation will send you a written response. This response will include: 

•  A summary of the results of the investigation 

•  A determination of whether the school district failed to comply with civil rights laws 

•  Any corrective measures or remedies needed 

•  Notice about how you can appeal the decision

What are the next steps if I disagree with the outcome?

If you do not agree with the outcome of your complaint, you may appeal the decision to the School Board and then to the Office of Superintendent of Public Instruction (OSPI). More information about this process, including important timelines, is included in the district’s Nondiscrimination Procedure 3210 and Sexual Harassment Procedure 3205.

I already submitted an HIB complaint – what will my school do?

Harassment, intimidation, or bullying (HIB) can also be discrimination if it's related to a protected class. If you give your school a written report of HIB that involves discrimination or sexual harassment, your school will notify the Civil Rights Coordinator. The school district will investigate the complaint using both the Nondiscrimination Procedure 3210 and the HIB Procedure 3207 to fully resolve your complaint. 

Who else can help with HIB or Discrimination Concerns? 

Office of Superintendent of Public Instruction (OSPI) 

All reports must start locally at the school or district level. However, OSPI can assist students, families, communities, and school staff with questions about state law, the HIB complaint process, and the discrimination and sexual harassment complaint processes. 

OSPI School Safety Center (For questions about harassment, intimidation, and bullying) 

• Website: ospi.k12.wa.us/student-success/health-safety/school-safety-center  

• Email: schoolsafety@k12.wa.us  

• Phone: 360-725-6068

OSPI Equity and Civil Rights Office (For questions about discrimination and sexual harassment)

• Website: ospi.k12.wa.us/policy-funding/equity-and-civil-rights   

• Email: equity@k12.wa.us   

• Phone: 360-725-6162 

Washington State Governor’s Office of the Education Ombuds(OEO)

The Washington State Governor’s Office of the Education Ombuds works with families, communities, and schools to address problems together so every student can fully participate and thrive in Washington’s K- 12 public schools. OEO provides informal conflict resolution tools, coaching, facilitation, and training about family, community engagement, and systems advocacy. 

• Website: www.oeo.wa.gov  

• Email: oeoinfo@gov.wa.gov   

• Phone: 1-866-297-2597 

U.S. Department of Education, Office for Civil Rights(OCR) 

The U.S. Department of Education, Office for Civil Rights (OCR) enforces federal nondiscrimination laws in public schools, including those that prohibit discrimination based on sex, race, color, national origin, disability, and age. OCR also has a discrimination complaint process. 

• Website: https://www2.ed.gov/about/offices/list/ocr/index.html 

• Email: orc@ed.gov 

• Phone: 800-421-3481 

Appeal to the School District

If you disagree with the school district’s decision, you may appeal to the school district’s board of directors. You must file a notice of appeal in writing to the secretary of the school board within 10 calendar days after you received the school district’s response to your complaint. The school board will schedule a hearing within 20 calendar days after they received your appeal, unless you agree on a different timeline. The school board will send you a written decision within 30 calendar days after the district received your notice of appeal. The school board’s decision will include information about how to file a complaint with the Office of Superintendent of Public Instruction (OSPI).

Complaint to OSPI

If you do not agree with the school district’s appeal decision, state law provides the option to file a formal complaint with the Office of Superintendent of Public Instruction (OSPI). This is a separate complaint process that can take place if one of these two conditions has occurred: (1) you have completed the district’s complaint and appeal process, or (2) the district has not followed the complaint and appeal process correctly.

You have 20 calendar days to file a complaint to OSPI from the day you received the decision on your appeal. You can send your written complaint to the Equity and Civil Rights Office at OSPI:

Email: Equity@k12.wa.us ǀ Fax: 360-664-2967

Mail or hand deliver: PO Box 47200, 600 Washington St. S.E., Olympia, WA 98504-7200

For more information, visit our website, or contact OSPI’s Equity and Civil Rights Office at 360-725-6162/TTY: 360-664-3631 or by e-mail at equity@k12.wa.us.

Other Discrimination Complaint Options

Office for Civil Rights, U.S. Department of Education

206-607-1600 ǀ TDD: 1-800-877-8339 ǀ OCR.Seattle@ed.gov ǀ OCR Website

Washington State Human Rights Commission
1-800-233-3247 ǀ TTY: 1-800-300-7525 ǀ Human Rights Commission Website

Gender Inclusive Schools

Our School is Gender-Inclusive In Washington, all students have the right to be treated consistent with their gender identity at school. 

Our school will: 

•  Address students by their requested name and pronouns, with or without a legal name change 

• Change a student’s gender designation and have their gender accurately reflected in school records 

• Allow students to use restrooms and locker rooms that align with their gender identity  

• Allow students to participate in sports, physical education courses, field trips, and overnight trips in accordance with their gender identity 

•  Keep health and education information confidential and private  

• Allow students to wear clothing that reflects their gender identity and apply dress codes without regard to a student’s gender or perceived gender  

• Protect students from teasing, bullying, or harassment based on their gender or gender identity

Civil rights laws prohibit discrimination and discriminatory harassment on the basis of gender expression and gender identity in K–12 public schools.

Discrimination is the unfair or unequal treatment or harassment of a person or group because they are part of a defined group, known as a protected class.

Gender expression and gender identity are protected classes under Washington State law.

Discriminatory harassment is harassment based on a protected class. It can take many forms, such as threats, name-calling, derogatory jokes, physical assault, or other conduct that is physically threatening, harmful, or humiliating.

Common Terms and Definitions

·   Assigned sex at birth: The sex a person was given at birth, usually based on anatomy or chromosomes (e.g., male, female, intersex, etc.)

·   Cisgender: A term used to describe people whose assigned sex matches their gender identity and/or gender expression (e.g., someone who was assigned female at birth and whose gender identity and/or gender expression is also female.)

·   Gender Expansive: A wider, more flexible range of gender identities or expressions than those typically associated with the binary gender system.

·   Gender Expression: The external ways in which a person expresses their gender to the world, such as through their behavior, emotions, mannerisms, dress, grooming habits, interests, and activities.

·   Gender Identity: A person’s internal and deeply-felt sense of being female, male, both, non-binary, gender-expansive, or other—regardless of the gender assigned at birth.

·   Transgender: A term often used to describe a person whose gender identity or expression, or both, are different from those traditionally associated with their sex assigned at birth.

·   Transitioning: The process in which a person goes from living and identifying as one gender to living and identifying as another.

You can report discrimination based on gender expression or gender identity to any school staff member or to the district's Gender Inclusive Schools Officer. For a copy of your district’s Gender Inclusive Schools policy and procedure, contact your school or district office, or view it online here: Policy 3211 and Procedure 3211

Concerns about discrimination based on gender identity: 

Your School Coordinator: Amy Carlson, Principal

Highline Public Schools Gender Inclusive Schools Coordinator:

Name: Isuzu Niizuma Arambula 

Phone: 206-631-3104 

Email:  isuzu.niizumaarambula@highlineschools.org  

Mail: Highline Public Schools 

Attention: Gender Inclusive Schools Coordinator  

15675 Ambaum Boulevard SW 

Burien, WA 98166

Attendance Policy

It is the policy of the Highline School Board, and HVA , that all students are expected to attend all assigned classes each day. The parent/guardian is expected to notify the school office on the morning of the absence by phone, e-mail or written note and to provide the excuse for the absence. If no excuse is provided with the notification, or no notification is provided, the parent/guardian will submit an excuse via phone, e-mail or written note upon the student’s return to school.

Electronics Policy

We believe that in preparing your child(ren) for their future it is critical for us to provide them with access to tools they may use as adults. Highline Public Schools has  established procedures and rules regulating the use of HPS technology resources. Your child(ren) will be instructed to practice responsible technology use so that HPS technology resources continue to be available for them and their peers. Students will also be directed to access instructionally appropriate content while using the Internet. HPS uses a filtering system to help prevent access to inappropriate content. While filtering does exist, it is not perfect. It is important that you and your child read, discuss, and understand the Highline Public Schools Policy 2022 and Procedure 2022P. 

*Cell phones should be put away during class time unless otherwise directed by their teacher. If student isn’t following the student’s cell phone will be held in the office. 

Procedure 2022 - ELECTRONIC INFORMATION SYSTEM (AUP)

Dress Code

HVA adheres to the dress code established by the Highline School District Board. We expect all of our students to help create that environment. Dress and appearance play a significant role in creating a comfortable place for all students. To promote this comfortable and safe atmosphere, all clothing should be non-offensive to all staff and students. They must be free from vulgarity, profanity, drug and alcohol advertising, and gang affiliation. In addition, all attire, including body piercing(s), must not present health or safety problems or cause disruption to the educational process. The administration reserves the right to restrict appearance and attire with special consideration for safety, health, or disruptive issues. We appreciate the understanding, cooperation, and support of parents, as decisions are made in the selection of clothing and manner of dress. Students that do not adhere to the dress code will be required to wear alternative clothing provided by the office. Please observe the following guidelines.  

Clothing 

1. No bandanas or ski face masks

2. Clothing with inappropriate language/pictures (nudity) or any reference to tobacco, drugs, alcohol, or gang affiliation (including bandanas) is not allowed. 

3. Nothing to revealing like wearing a bra or showing underwear

No Smoking-Vaping Policy

Smoking and vaping is not allowed on school district property. The policy applies to all students, staff, guests, volunteers and the general public. 

Additionally, smoking and vaping is illegal for anyone under the age of 21, which includes our students. Students cannot engage in smoking or vaping activity or possession, anywhere. Lighters are not illegal, but not allowed for students to possess on school grounds. Any tobacco or vaping materials or lighters and matches will be confiscated as a prohibited item if found on our students. 

Drug and Alcohol Use and Possession Policy

Illegal and prohibited substances such as drugs and alcohol are a dangerous and unhealthy distraction to the learning environment. Students cannot effectively focus on their learning when they are under the influence of such substances. Drug and alcohol use is also a distraction to other students on campus, or nearby, who are trying their best to learn. 

HVA students may not possess, distribute or be under the influence of drugs, alcohol, other illegal substances, or possess paraphernalia on school property, on school transportation, or on school trips. Any related drug or alcohol activity is not allowed on, or adjacent to, the New Start High School campus.

Additionally, HVA Students are not allowed to sell, and/or distribute, or possess, with intent to sell/distribute illegal chemical substances, including alcoholic beverages, drug paraphernalia, medications/stimulants/depressants, or mood-altering compounds. 

Response to Student Behavior
 

Restorative Approach First

Restorative approaches are the preferred method of resolving student conflict, conduct and misbehavior. Restorative practice can include, but are not limited to:

• Conferences

• Individual Check In

• Mediation

• Peer Mentorship

• Reflective activity

• Healing\talking Circles

In the event restorative approaches do not correct behavior or resolve conflict or harm, traditional discipline and consequences may be employed:

Discipline and Consequences

Standard district discipline and consequences are described in the Highline Public Schools Responsibilities and Rights Handbook. This can be found at https://www.highlineschools.org/about/rights-and-responsibilities

Failure to adhere to the expectations set forth in this Handbook, as well as those policies of the Highline School District, will result in a conference with New Start High School teachers or support staff, and possible referral to the administration.

Highline School District does not discriminate in any programs or activities on the basis of race, religion, creed, color, national origin, age, honorably discharged veteran or military status, sex, sexual orientation, gender expression and identity, marital status, the presence of any sensory, mental or physical disability, or the use of a trained dog guide or service animal by a person with a disability.  This holds true for all students who are interested in participating in educational programs and/or extracurricular activities. Highline Public Schools also provides equal access to the Boy Scouts and other designated youth groups.

Any person having inquiries should contact:

·   Civil Rights Act (students) and Title IX: District Ombudsman, 206.631.3100, civilrightscoordinator@highlineschools.org; titleixofficer@highlineschools.org

·   Section 504 of the Rehabilitation Act: Health & Social Services Compliance Manager, 206.631.3011, 504coordinator@highlineschools.org

·   Address: 15675 Ambaum Blvd. SW, Burien, WA 98166

Thank you for choosing Highline Virtual Academy! We are so excited to partner with you and your families to support your educational journey!