2026-2027 RBHS Student Handbook

Welcome to Rainier Beach High School!

Home of the Vikings! “Where Everybody is a Somebody”

We are thrilled that you are part of the RBHS family. This year, our theme is “Caring Communicators Who Reflect to Learn.” Together, we are committed to preparing our scholars for success in college, career, and life. 

For more than 40 years, Rainier Beach High School has worked to ensure that every scholar receives a world-class education rooted in trust, equity, and culturally responsive practices. Our new building stands as a beacon of hope for all who enter and a place where every member of our community can leave a legacy.

Our Instructional Vision 

Rainier Beach High School will be an instructional powerhouse in teaching and learning, preparing scholars for college, career, and lifelong success. 

To achieve this vision, RBHS educators will use the International Baccalaureate (IB) Learner Profile Traits as a framework for delivering rigorous, high-quality instruction that is grounded in equity, anti-racist practices, and culturally responsive teaching across all learning environments. 

Together, we will cultivate scholars who are caring communicators, critical thinkers, reflective learners, and engaged global citizens who are prepared to thrive in an ever-changing world. 

Our focused initiatives for the 2026-27 school year are: 

• Attendance 
• Rigorous Instruction 
• Graduation Plus 

The core values we lead with are Relationships, Collaboration (people support what they help create), doing everything in a Spirit of Excellence, Appreciation and Recognition, and always bringing the Joy Factor in everything we do.  It is a privilege to serve your scholar and your family this school year and please feel free to reach out directly to us if you have any questions. 

The RBHS Administration Team

Principal: Annie Patu
alpatu@seattleschools.org

Assistant Principal: Amy DiTommaso
amditommaso@seattleschools.org

Assistant Principal: Lucas Dobbs
ludobbs@seattleschools.org

2026-27 Calendar

Date(s)	Event	Date(s)	Event
September 1	9th grade Orientation	January 27	End of Semester 1
September 2	1st day of school	January 28	No School – Day Between Semesters
September 24	Open House/Curriculum Night	February 15-19	Mid-Winter Break
October 9	No School – In-service Day	April 9	End of Quarter 3
October 23	Homecoming Game	April 12-16	Spring Break
October 24	Homecoming Dance	April-May	IB Exams
November 4	End of Quarter 1	May (TBD)	Prom
November 11	No School – Veterans Day	May 31	Memorial Day
November 24	Student-Led Conferences	June (TBD)	IB IOs
November 26-27	Thanksgiving Break	June (TBD)	Class of 2027 Graduation Ceremony
December 21–January 1	Winter Break	June 18	No School – Juneteenth
January 18	No School – MLK Day	June 21	Last Day of School

Bell Schedules

Monday, Tuesday, Thursday, Friday 

School Hours: 8:50 a.m.–3:40 p.m. 

M, Tu, Th, F	Time	Minutes
Period 1	8:50 – 9:40 a.m.	50
Period 2  Academic Support Time: 10:33-10:43 a.m.	9:43 – 10:43  a.m.	60
Period 3	10:46– 11:36  a.m.	50
Period 4	11:39 a.m. – 12:29 p.m.	50
Period 5	12:33 – 1:23  p.m.	50
1st Lunch	12:29 – 12:59 p.m.	30
Period 5	1:03 – 1:53  p.m.	50
2nd Lunch	1:23 – 1:53  p.m.	30
Period 6	1:57 – 2:47 p.m.	50
Period 7	2:50 – 3:40 p.m.	50

Wednesdays

School Hours: 8:50 a.m. – 2:25 p.m.

Wednesdays	Time	Minutes
Period 1	8:50 – 9:20  a.m.	30
Period 2   Academic Support Time: 10-10:10 a.m.	9:25 – 10:10  a.m.	45
Period 3	10:15 – 10:45  a.m.	30
Period 4	10:50 – 11:20   a.m.	30
Period 5	11:25 – 11:55  a.m.	30
1st Lunch	11:20 – 11:50  a.m.	30
Period 5	11:55  a.m. – 12:25  p.m.	30
2nd Lunch	11:55 a.m. – 12:25  p.m.	30
Period 6	12:30 – 1  p.m.	30
Advisory	1:05 – 1:50  p.m.	45
Period 7	1:55 – 2:25  p.m.	30

International Baccalaureate Learner Profile Traits

RBHS uses the IB Learner Profile Traits to frame our approach to learning. We believe these traits embody the profile of our scholars with a focus on equity, anti-racist and culturally responsive practices. 

INQUIRERS 

We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

Knowledgeable 

We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance. 

Thinkers

We use critical and creative thinking skills to analyze and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions. 

Communicators 

We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

Principled 

We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.  

Open Minded 

We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from experience.

Caring 

We show empathy, compassion, and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

Risk Takers 

We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change. 

Balanced 

We understand the importance of balancing different aspects of our lives intellectual, physical, and emotional to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.

Reflective 

We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development. 

International Baccalaureate is for All 

The Rainier Beach High School International Baccalaureate program was established in 2013 and boasts the highest enrollment of dual credit students in the state of Washington. An IB education focuses on developing internationally minded students who become active, compassionate, lifelong learners. All scholars will have the opportunity to enroll in one of our two IB Programs (see below) in their junior year in English Language Arts, History, Math, and Science. This is a rigorous college-prep program where advanced course work is required in all areas, including arts and world languages. 

Even if your scholar chooses not to enroll in the IB programs listed below, they will still be enrolled in an IB course for English Language Arts and Social Studies in their junior year regardless of their pathway. 

The Diploma Program (DP) 

The Diploma Program curriculum is made up of six subject groups and the DP core, comprising Theory of Knowledge (TOK), Creativity, Activity, Service (CAS) and the extended essay. Students take 6 IB classes plus TOK. This is the most academically competitive and rigorous pathway. It is for students who can dedicate the majority of their time to their studies. If a students’ incoming GPA is below a 3.0 and they are committed to participating in the Diploma Pathway, we will develop a plan and identify support so the student can be successful. 

The Medallion Program (MP) 

The Medallion Program curriculum is made up of four subject groups and the DP core, comprising Theory of Knowledge (TOK), Creativity, Activity, Service (CAS) and the extended essay. Students take 4 IB classes plus TOK. This is a college preparatory program for students who want to be competitive applying to four-year universities but who might be involved in extracurricular activities. 

Approaches to Learning (ATL) 

Thinking Skills 

Includes critical thinking (evaluating ideas), creative thinking (generating novel ideas), and transfer (applying knowledge in new contexts). 

Communication Skills 

Focuses on exchanging information, reading, writing, and leveraging language effectively. 

Research Skills  

Covers information and media literacy, teaching you how to gather, interpret, and judge data. 

Self-Management Skills 

Encompasses organization (time and task management), affective skills (perseverance and resilience), and reflection. 

Social Skills 

Involves collaboration, taking responsibility, and decision-making within teams. 

Classroom Expectations 

Entering Class 

Students will arrive on time, in your assigned seat, and work on the warm-up when the bell rings. Students should come prepared to class with a Charged laptop, writing utensil, and other needed materials. Follow the class’s specific entering procedures and routines (ex: grabbing notebook, handouts, etc.).  

Exiting Class 

Students should work until the bell rings—students should not line up at the door. Scholars are expected to clean up their area, return supplies, keep track of their laptop, and turn in assignments to designated turn-in area..  

Food in Classrooms 

No food may be eaten during class without teacher permission. Food should stay in the cafeteria or designated areas. Students are expected to manage their lunch time, clean up after themselves, and be sure to return to class on time.  

Grading Guidelines 

Grading Categories 

Summative Assignments = 60% (Tests, Projects, Assessments, Seminars, Finals, Presentations, Etc.) 

Formative Assignments = 30% (Classwork, Homework, Practice, Etc.) 

ATL (Approaches to Learning) = 10% (A framework designed to teach you HOW to learn) 

Communication Home and Grade Updating

RBHS educators will provide bimonthly check-ins with students and families for students at risk of earning an Incomplete, No Credit, or a failing grade.  

• Grades will be updated in the Source at a minimum of every 2 weeks. 

• Communication will be made with home for students who are not on track (D or E) at a minimum of every 2 weeks. Students who are not making progress with Tier 1 interventions attempted with fidelity by teacher will refer student to counselor and administrator for MTSS Tier 2 Team support. Tier 2 MTSS team will work in collaboration with teacher, student, and family to create a documented academic plan that will be monitored by teacher and designated MTSS case manager. 

Retake Guidelines

RBHS educators will allow retakes and assignment revisions with timelines set by teacher. 

• Summative Assessments or summative projects are available for Retakes or Test Corrections if formative assignments designated by teacher have been completed. 

• Students must complete some type of reflection or additional learning prior to being eligible for a retake. This will vary between subject areas. 

• When possible, re-takes will include only the areas in which students need to show improvement in order to meet standard. This might not be possible in some areas thus requiring a retake of an entire assessment.  

• Re-takes can take place within a 2 week time period of the grades posting for summative assignments.  

• Students who plagiarize an assessment may not be eligible for a re-take. 

No Zeros

RBHS educators will not give any grades lower than 50% on any assignment (e.g., no zeros), even for a missed assignment. 

• A “No Zeros” policy is in place in order to make a 100-point scale mathematically accurate in representing equal spacing between each grade band from A to E. 

• When using a 100-point scale, a grade of 50 represents not completing (IE or incomplete evidence) or well-below standard performance. 

SPS Educators will use the following grading scale per Policy 2420: 

SPS Policy 2420 Uniform Grading Scale	Cutoff %
A	93
A-	90
B+	87
B	83
B-	80
C+	77
C	73
C-	70
D+	67
D	60
E	50

Incomplete Guidelines 

For any incomplete “I” earned during the 2026-27 school year, students have six weeks after the term to complete an individual learning plan (ILP) and convert the “I” to a letter grade. Once their ILP is completed, the teacher of record will submit a grade change form with the earned letter grade to Registrar. Please see school level policy for this process. If no action is taken the “I” will revert to an “E” grade on the transcript on the timeline. 

Late Work Policy 

Late work will be accepted from students within 2 weeks of assigned work for formative assignments and 2 weeks of grades posting for summative assignments. 

Homework  

In general, students should expect 1 ½ – 2 hours of homework per night in 9th and 10th grades. In 11th & 12th grade, students who are registered in the International Baccalaureate (IB) program can vary depending on the specific courses and teachers. Generally, IB students can expect a significant amount of homework due to the rigorous nature of the program. The workload can be demanding, as the IB curriculum aims to provide a comprehensive and challenging education. Time management and organizational skills are essential for success in the IB program, as students often must balance multiple assignments, projects, and assessments. 

Parent Communication and Academic Intervention 

Engaging our families as partners in supporting their scholars is a foundational value at Beach. Consistent, positive, and productive communication early on and throughout the year will yield the outcomes we want to see for our scholars. Parent communication can happen by phone, in-person meetings, email, or by using Talking Points. The expectation for responding to families and/or emails is 48 hours. 

Advisory teachers will make contact with their advisee families at least once a month using the communication tools outlined above to share student’s overall academic and attendance progress.  

Academic Intervention 

Should a student’s grade fall below a C-, students can receive support from their classroom teacher and attend after school tutoring.  Classroom teachers will make contact with families if their scholar’s grade falls below a “C-” and create a plan with the scholar and their family to bring their grade up to a “C-” or better before the end of the respective quarter. 

Step 1 – Teacher/Student conference when grade drops below a “C-”. 

Step 2 – Teacher contacts parent via letter, Talking Points, phone, or e-mail. 

Step 3 – Teacher e-mails counselor and administrator along with AIS to schedule a parent conference. Student  is also referred to MTSS Tier 2 intervention team for follow-up. 

The Tier 2 MTSS team meets weekly and will gather data on scholars, assign a case manager, and recommend an intensive intervention plan with scholar, teachers, and family to provide focused support. The assigned lead will progress-monitor student’s plan and communicate with teachers and/or family as needed to adjust plan based on student needs. Please note we use a Team approach to supporting our scholars. The Tier 2 case manager helps to lead, but all other staff and teachers are a part of the team to ensure the plan is followed.  

Steps to Academic Interventions  

Step 1: 

Teacher/student conference when grade drops below a C- to develop a 2-week Academic Study Plan and can include support of grade-level Academic Intervention Specialist (AIS). 

Step 2: 

After 2 weeks, if student does not make progress towards a passing grade, teacher contacts parent/guardian via letter, phone, or e-mail to discuss the current state of the Academic Study Plan and documents additional supports with family input. 

Step 3: 

After 1 week, if student has not made any progress, teacher refers student to the Tier 2 MTSS Team.  Assigned lead will schedule a meeting with the student, family, and relevant staff to create an Action Plan to support the student’s progress with scheduled check-ins with assigned lead.  Lead will report back progress to MTSS Team until student’s is receiving a passing grade.

Academic Support and Intervention Team:

Name (group)	Title	Email
Jane Maurer (A-G)	Counselor	jemaurer@seattleschools.org
Melanie Zahn (H-N)	Counselor	mezahn@seattleschools.org
Cintya Beristain-Riviera (O-Z)	Counselor	ciberistain@seattleschools.org
Tia Isabell	House Administrator	tlisabell@seattleschools.org
Assistant Principals	Administration	Amy DiTommaso (Grades 9th and 11th): amditommaso@seattleschools.org Lucas Dobbs )Grades 10th and 12th): ludobbs@seattleschools.org
Daniel Humkey	9th grade success lead	dchumkey@seattleschools.org
Kevin Curtis	10th grade & SPED AIS	krcurtis@seattleschools.org
Annie Dugas	11th grade AIS	andugas@seattleschools.org
Sarah Moges	504, Apex, 12th grade AIS	sbmoges@seattleschools.org
Georgette Carter	Social Worker	gecarter@seattleschools.org
Pray Shiferaw	Behavioral Health Coord	pashiferaw@seattleschools.org
MC Nachtigal	Nurse	mcnachtigal@seattleschools.org
Laura Stuart	Teen Health Center	Laura.Stuart@kingcounty.gov
Devon Cole	School Psychologist	dccole@seattleschools.org
Lee Adams	Student and Family Advocate	lcadams@seattleschools.org

Academic Integrity

At Rainier Beach High School, we value and honor academic and personal integrity, intellectual property of others, our own and each other’s creativity, and ethical conduct. As talented, creative individuals and International Baccalaureate (IB) scholars, we hold ourselves and each other accountable for making sure that our authentic voices are heard by adhering to the highest standards of academic honesty. This means that we do not engage in plagiarism or any other forms of academic dishonesty. 

Examples of plagiarism 

• Using someone else’s words or ideas without acknowledging the author 

• Copying another student’s work or letting another student copy my work

• Copying or paraphrasing someone else’s work from the Internet without acknowledging the source 

• Submitting the same work for multiple assignments 

• Any other form of cheating as explained by my teacher

• AI Generated Essays (e.g., ChatGPT) 

RBHS Progressive Plagiarism Sanctions 

For homework and in-school assessments: 

First Offense: 

• A phone contact to parent/guardian

• An opportunity to redo the assignment/assessment for partial credit

Second Offense:

• Family meeting with administrator 

• Individual plan created for taking assessments 

• Possible reflection time assigned 

Additional Consequences for IB Assessments:

• A grade of Zero (0) for the assignment 

• Possible loss of semester credit in the course 

• Building-based consequences – reflection or short-term suspension for repeated offenses as determined by an administrator

Artificial Intelligence (AI) Guidelines

Please use the link below for Seattle Public Schools guidelines on ethical use of AI in education and common AI tools available on student devices:

Scheduling Information

Each student is encouraged to take advantage of the wide variety of learning experiences that the semester year offers to enrich his/her education. It is customary for Rainier Beach High School students to earn more than the minimal credits required for graduation. 

Any off-campus courses for high school credit require the principal’s or designee’s written consent. Courses which may be repeated for additional credit are indicated in the Registration and Planning Guide. Unless noted, courses may be taken only once for credit. 

Schedule Change Procedures

Schedule Changes occur only during the first 10 School Days of RBHS Semester – this includes Running Start students. 

Students will be allowed a schedule change without penalty for the following reasons only:** 

• Senior who is deficient in credits or courses. 

• Computer Error 

• Course Cancellation 

• Student does not have course prerequisite. 

• Student previously earned credit for the courses in previous years or summer school 

**Exceptions to the above criteria will be determined on an individual basis. 

The following process will be followed for schedule changes: 

• Students are required to complete a formal process, including conferencing with their Teacher(s). 

• The Student discusses his/her request with their Counselor. 

• The decision to change a schedule is made by the Administrator and Counselor based on a review of student’s school record, input from teachers and/or contact with the Parent. 

• If change is approved, the counselor fills out schedule change form. 

• The student obtains signature of teachers on the form whose classes s/he is dropping or adding. 

• The teacher drops or adds student to his/her class list. 

• If the schedule change is NOT approved, the Student may conference with their Counselor.  

Schedule Change after the Tenth School Day, including Running Start: 

• Students who request and receive a transfer from a class will receive an “E” in the class. 

• Students cannot start a new class for disciplinary reasons. After reasonable efforts by the Teacher, Counselor, and/or other staff have failed to accomplish the desired adjustment, the student shall receive a failing grade for the course. 

• Exceptions to the above procedures will be determined on an individual basis.

Graduation Requirements 

Rainier Beach High School students may meet requirements for graduation through the regular program of studies, through meeting requirements of the special education program, through approved college and correspondence/internet courses, work based learning experiences, alternate learning experiences, and through home/hospital instruction of approved district courses. 

Requirements for graduation are as follows: 

• Successful completion of a minimum of twenty-four credits 

• Successful completion of courses required by state statute, those required by State Board of Education Rules and Regulations and those required by the Board of Directors of Seattle Public Schools. 

• Successful establishment of a high school & beyond plan (13th year). 

• Proficiency in state assessments in reading, writing, math, and science, depending on graduation cohort, or equivalent alternative assessments. 

A student will receive a Certificate of Academic Achievement (CAA) or its equivalency (Certificate of Individual Achievement) only if he/she earns the appropriate number of credits required by the district, completes a culminating project, completes the high school and beyond plan, and meets the required reading, writing, math and science standards on the high school statewide assessment or recognized alternative assessments.

Required Credits

Subject	Rainier Beach High School	Public, 4-Year Colleges and Universities	Recommended Courses for Highly Selective Colleges & Universities
English Language Arts	4.0 Credits	4 Years	4 Years
Mathematics	3.0 Credits	3 Years	3-4 Years
Science	3.0 Credits	2 Years	3-4 Years
Social Studies	3.0 Credits	3 Years	3-4 Years
World Language	2.0 Credits	2 Years	2-4 Years
The Arts: Visual or Performing Arts	2.0 Credits	1 Year	2-3 Years
Health & Fitness	2.0 Credits
Occupational Education	1.0 Credit
Electives	4.0 Credits
Total	24.0 Credits

Equivalency Credit 

Many Occupational Education courses may satisfy graduation requirements in specific subject areas. These “equivalency courses” are noted in the course descriptions. Further, new WA State graduation requirement changes create the option for students to fulfill two graduation requirements with successful completion of one Occupational Education equivalency course, while the credit counts only once in the student’s credit count toward graduation credit requirements. To request an equivalency course be applied to two graduation subject area requirements, students should contact their counselor.

Repeating courses 

Any time a course is repeated for purposes other than grade improvement, except when it is failed the first time, both course credits and grades remain on the student record/transcript and are calculated in the GPA. When fulfilling a graduation requirement, the course credit may only be counted once; the second credit will fulfill an elective credit. By request, a student may have the lowest grade eliminated from calculation in the GPA, provided any credit earned with the lower grade is eliminated as well. To request the lowest grade and accompanying credit removed from the high school transcript, a student should submit the appropriate form at the Counseling Office. 

High School & Beyond Plan 

Students are expected to complete a High School and Beyond Plan as part of high school graduation requirements. The High School and Beyond Plan will provide evidence of a student’s education and preparation for the future. 

Individual Education Plans or Section 504 Plans 

If allegations are proven that a student with an Individual Education Plan (IEP) or Section 504 Plan has been the aggressor or target of harassment, intimidation, or bullying, the school will convene the student’s IEP or Section 504 team to determine whether the incident had an impact on the student’s ability to receive a free appropriate public education (FAPE). The meeting should occur regardless of whether that harassment, intimidation, or bullying incident was based on the student’s disability. During the meeting, the team will evaluate issues such as the student’s academic performance, behavioral issues, attendance, and participation in extracurricular activities. If a determination is made that the student is not receiving a FAPE as a result of the harassment, intimidation, or bullying incident, the district will provide additional services and supports as deemed necessary, such as counseling, monitoring, and/or reevaluation or revision of the student’s IEP or Section 504 Plan, to ensure the student receives a FAPE.

Students as Teacher Assistants 

If you are a TA, it is your responsibility to be in that class during that class period. You should remain in your class the whole period, unless on a specific mission. In such cases, the TA must have a hall pass. 

Running Start Students 

Students will be treated as college students while attending the community college, expected to adhere to the same college rules, expectations, and procedures as all other college students. Students are responsible for knowing and following all rules, guidelines, and deadlines of the Running Start program at the specific college they are attending. 

Accessing Rainier Beach High School – Campus Expectations

Full-Time Running Start:

Only permitted on campus during school hours if you have a scheduled appointment with a RBHS staff member or Teen Health Center (THC). Must sign in to the main office. 

Part-Time Running Start:

Only permitted on campus during scheduled period at the high school or if you have a scheduled appointment with a RBHS staff member or THC. 

School and Classroom Behavior Expectations 

RBHS uses the Beach 5 has a guide to behavioral expectations campus-wide and when we attend off-campus school sponsored events. Please review and discuss with your students what the Beach 5 is and what it looks like at Beach. 

The Beach 5 

Be Respectful 

Embrace Responsibility 

Achieve Excellence 

Commit to the Future 

Have Integrity 

Counseling 

More information on our dedicated and caring counseling team, its services, booking appointments, and other supports

Associated Student Body (ASB) 

Your Associated Student Body (ASB) government provides for student activities, serves as training experience for student leaders, promotes the common good for all students, gives students a share in the management of the school, develops high ideals of personal conduct, acts as a clearing house for student activities, seeks to interest students in school affairs, and helps solve problems that may arise. Members of the ASB are your representatives and have direct access to the school administration. In general, conduct befitting good citizenship is expected of every student at Rainier Beach High School. Good conduct and cooperation are expected at all times and places. You will be given the privilege of attend sporting contests, assemblies, concerts, and many other activities. Please remember that your privileges require certain obligations and responsibilities.

Lunch, Breakfast, and Snacks 

RBHS has two lunch sessions. First lunch is assigned to all or most 9th and 10th graders. Second lunch is assigned to all or most 11th and 12th graders. RBHS is a closed campus. Only juniors and seniors have the option to go off campus for lunch with a signed parent consent form. Admin, security, and non-classroom staff will be deployed to provide supervision for indoor and outdoor spaces on campus. Admin assigns instructors their designated lunch period. 

School lunch is free to all students. There are designated spaces and activities students may use during the lunch period. These spaces include cafeteria, activity center, aux gym, field, and supervised classrooms as designated by teacher. 

Breakfast is served starting at 8:15am and a nutritious snack is made available after 2nd period.

Activities & Athletics 

Good conduct and cooperation is expected of all students that are members of school-sponsored athletics and activities. Students who violate school policy while being a member of the athletics or activities may be subject to removal from the program. This includes conduct not related to the activity or sports. Students who hold leadership positions within the athletics or activity may also be removed from his or her post and the program for violation of school policy. 

Student spectators/ attendees may also be prevented from attending any school sponsored event if s/he has any outstanding discipline in place. Students suspended from school may not be on school grounds or school sponsored activities. 

The following sports are offered in 2026-27:

Fall

Sport:	Coach:	Contact:
Football	Coach Charles McFarland	chmcfarland@seattleschools.org
Girls Soccer	Coach Georgette Carter	gecarter@seattleschools.org
Volleyball	Coach Linh Duong	lmduong@seattleschools.org
B/G Cross Country	Coach Michiko Yee	mayee@seattleschools.org
Golf	Coach Tim Zern	twzern@seattleschools.org

Winter

Sport:	Coach:	Contact:
Wrestling	Coach Nick Bertucci	nrbertucci@seattleschools.org
Boys Basketball	Coach Mike Bethea	Michaelbethea57@gmail.com
Girls Basketball	Coach Craig Jackson	crjackson@seattleschools.org
Girls Flag Football	Coach Avery Brown	anbrown@seattleschools.org

Spring

Sport:	Coach:	Contact:
Baseball	Coach Alex Cheesman	ascheesman@seattleschools.org
Softball	Coach Evan Tomchick	eatomchick@seattleschools.org
B/G Track	Coach Nicole Petty	nepetty@seattleschools.org
B/G Tennis	Coach Marquelle Boone	meboone@seattleschools.org
Boys Soccer	Coach Musa Ali	mjali@seattleschools.org

Fall/Winter

Sport:	Coach:	Contact:
Cheerleading	Coach Syvilla Tavares	sdtavares@seattleschools.org

Academic Athletic Eligibility 

Students must be enrolled in a minimum of 6 classes during each semester in order to be eligible to participate with an athletic team. In addition, students must maintain a 2.0 GPA to be eligible to participate in athletics.  The AD will perform grade checks throughout the season to determine eligibility. 

Metro League  Sportsmanship Code 

• Show pride, class, spirit, and respect. 

• Display modesty in victory and graciousness in defeat. 

• Enjoy the game and promote good sportsmanship. 

• In the Metro League, everyone is a winner.

Metro League Schools 

The Metro League consists of the following high schools: 

Ballard, Bishop Blanchet, Chief Sealth, Cleveland, East Side Catholic, Garfield, Franklin, Holy Names Academy, Ingraham, Lakeside, Lincoln, Nathan Hale, O’Dea, Rainier Beach, Roosevelt, Seattle Academy, Seattle Prep, and West Seattle. 

Safety and Wellness

The safety and wellness of your scholar is our top priority.  This includes physical safety and their social and emotional wellness.  If your scholar is experiencing safety concerns, please reach out to us immediately by email at rbadmin@seattleschools.org or call our main office line at 206.252.6350.  We have multiple resources in the building as well as community resources to support you. 

What can parents do to support your scholar’s safety? 

Please make sure you have a safe transition plan for your scholar when they leave school.  Once your scholar leaves campus, we are not responsible for their safety unless they are participating in a school sponsored activity.  We have amazing community partners who provide limited safe passage to local bus stops and light rail after school for specific hours.  Make sure you communicate with your scholar to ensure they arrive to their destination safely. 

If your scholar needs mental health, counseling, and medical services, we have our amazing Teen Health Center located on the first floor of our building.  You can reach the THC at 206.252.6540.  You can also contact our Social Worker, Georgette Carter at 206.252.6457.

Attendance Policy for Students 

A state law, called the “Becca Bill,” requires children between 8 and 18 to attend public school regularly, with few exceptions. The Becca Bill also requires schools and parents to make sure children attend school. When students have repeated unexcused absences, it is called “truancy.” Read more about the Becca Bill and the SPS Education Reengagement and Supports. 

Regular school attendance is the key to student academic success. Research shows that missing 10% of the school year for any reason negatively affects a student’s academic performance. 10% is equivalent to missing 2 days a month. All children in Washington state have a constitutionally guaranteed right to an education. They are also legally required to attend school. 

Attendance has been proven to be one of the most powerful predictors of academic achievement and can have a dramatic impact on key milestones, including third grade reading, 9th grade achievement, high school graduation, and life success. 

Chronic absenteeism is defined as a student missing 10 percent of school, regardless of the reason — that’s 18 days in a school year! A focus on chronic absenteeism examines the link between loss of instructional time and academic achievement. An awareness of chronic absenteeism and its potential impact will empower students, families, and communities to make informed decisions regarding missing school. 

We are dedicated to providing the best educational experience for our students and part of that is increasing attendance and reducing chronic absenteeism. 

Reach for the Beach Attendance Challenge! 

Goal #1 for 2026-27 School Year: On Time to School  

Currently, 44% of our students were on time to school with less than 10 first period tardies for the year. By the end of the 2026-27 school year, 70% or more Beach Scholars will have less than 10 first period tardies for the year. 

Goal #2 for 2026-27 School Year: Students Meeting or Exceeding 90% Attendance 

Currently, 50% of all students had an attendance rate that exceeded 80% attendance for the 2025-26 school year. By the end of the 2026-27 school year, 70% of Beach Scholars will reach the 80% attendance rate for the school year.  

Tardies  

Scholars are considered tardy if they arrive after class start time. Scholars who arrive late to school at the beginning of the day will check in at the Attendance Office to enter their Student ID on kiosk and proceed to class. If they have a note, they will bring it to the attendance office where they will be issued an electronic pass to class.  

3 – 5 unexcused tardies  

Teacher will meet with scholar and send referral to Discipline Team. Student can be assigned up to 2 hours of Reflection Time to be served after-school or during the lunch period. A notice will be sent to scholar and parent/guardian. Juniors and Seniors who come late in the morning will not be allowed to go off-campus for lunch. 

6 or more unexcused tardies  

Teacher will meet with scholar and send referral to Discipline Team. Student will be assigned up to 4 hours of Reflection Time to be served after-school or during the lunch period. A notice will be sent to scholar and parent/guardian. Truancy Intervention Specialist (TIS) will schedule a meeting with scholar and parent to complete an Attendance Intervention Plan. (TIS) will monitor attendance plan and inform parent of progress. Possible options include schedule change, wake-up calls, etc. 

Early Release   

Parents can call, e-mail, or have their child drop off a note at least 2 hrs. in advance noting the time that their child needs to be released (i.e.: doctor appointments). This gives our office enough time to send scholar an Early Release pass so they can leave on time. The student will not be released without permission from parent/guardian via phone call, e-mail, or a note.  

If scholar will be gone on a pre-planned event, they can complete a Pre-Planned Absence Form and have teachers sign the form. Please do this at least three (3) days in advance of the planned event.  

Unexcused Absences and Truancy Guidelines 

Step 1: One (1) and Two (2) unexcused absences any time – Families will be informed via ROBO calls, email or Talking Points text, in the language that the parent/guardian is fluent. Scholars who leave class or the school campus without permission are considered truant and can be assigned reflection time. 

Step 2: Three (3) unexcused absences in a 30-day period – Student and family will be invited to a conference to identify potential barriers to consistent attendance, be informed about available supports and resources, and complete an attendance assessment and student success plan to eliminate or reduce absences.  

Step 3: Five (5) Unexcused absences in a 30-day period – Student and family will either  

• Convene for a second meeting to continue addressing attendance barriers, student, and family areas of support needs, and adjust interventions as needed; OR  

• Have an initial meeting and complete attendance assessment and student success plan (see step 2).  

Step 4: Seven (7) – Fifteen (15) unexcused cumulative absences in a school year – Student and family will continue to work with Attendance Support Team. Student Attendance Agreement will be completed and forwarded to school district office which may result in a truancy petition to be filed with county court and referred to King County Education Reengagement Program.  

The goal of a truancy petition is not to punish students for past absences, but to prevent further absences, reengage students in their education, and provide opportunities and support to address barriers to attendance and success.

Hall and Bathroom Passes

All students and staff Must Use E-Hall Pass to request a pass out of class.  Bathroom passes or any other student-requested passes should be monitored and used for emergency purposes. Only One Scholar is Allowed out of Class at a Time. All classrooms have been assigned a designated Hall Pass by floor and scholars must use them when going to the bathroom. 

Scholars should be using the bathrooms located on the same floor as their classroom. Pass privileges can be revoked by admin, if necessary, in partnership with our parents.  

Passes to the Nurse should be used for emergency purposes only. Scholars who become frequent visitors can have a conversation with teacher and nurse to help resolve any health issues.  

Cell Phones and Personal Electronics

Rationale:  

This policy aims to minimize distractions caused by cell phones and personal electronics, promote a focused learning environment, and encourage students to engage more fully in their educational activities and practice important social skills. By implementing this policy, the school can effectively manage and re-enforce our school-wide cell phone expectation, also addressing concerns about unauthorized use during school hours.  

Student Expectations:

Cell phones and any personal electronics are silenced and out of sight during instructional school hours in classroom and passing time. Students can use their cell phone before school/during lunch/and after school in hallways and common spaces. 

Parent/Guardian Expectations:

Please review this policy with your scholar and create a plan in cases of emergencies. You can email your scholar using their school email or your scholar can respond before school, at lunch, or after school in designated locations.  

Monitoring Cell Phone and Personal Electronics Use in class during school hours: 

Warning: Your warning is the classroom expectations shared by your teacher, the school, this handbook, and the multiple signage in the classrooms and throughout the building.  

 1st Incident:  

• A staff member or teacher will say, “Please place your phone in the lock box or wall pocket.”  The student will place the cell phone in the metal lock box or a secured location. Label the phone with the student’s full name on a piece of masking tape. 

• The incident will be noted by teacher 

• Please note: “Incidents” are not by individual class; they are cumulative and school wide. 

• The teacher keeps the phone secured/locked; student can pick up at the end of the class period. 

• Teacher contacts home same day to inform families of 1st incident via phone, talking points, or email: “Hello, I am calling to inform you that I had to take your student’s phone from them today in class. They were given a warning and they were not able to keep it put away. I gave it back to them at the end of class today. This is your student’s first cell phone incident, but I want you to know that if this happens again in any class, their phone will be turned into Admin for pick up at the end of the school day. 

2nd Incident:  

• Staff member will say, “This is the 2ndincident.  Your name will be entered on the cell phone log and you will need to turn in your phone to Admin to be picked up after school.. 

• Staff will enter student’s name on the cell phone log.  

• Admin Team will come collect cell phone and place in secured location for end of school day pick up in main office. 

• Teacher contacts home same day to inform families of 2nd incident: “Hello, I am calling to inform you that your student had to turn in their phone to Admin today because they were not able to keep it away after multiple reminders. This is the second incident for your student and their phone was turned in to Admin to be picked up at the end of the school day.” 

3rd incident: 

• Teacher informs student and enters name on cell phone log and notes 3rd incident.  

• Admin Team will collect phone and place in secured location for pick up by parent.   

• Admin will meet with parent to create an action plan that may include a phone check-in each day for a designated period of time. 

Monitoring students out of class (hallways, cafeteria, outside) during school hours: 

Staff will give reminders to students about the cell phone policy when they see a student on a phone in the hall. If this becomes a pattern with the same student(s) or student responds to gentle reminders with disrespect, contact administrative team who will follow-up with progressive discipline (phone collection, lunch reflection, after school reflection, etc.). 

Dance Policy

All rules and standards of behavior that are in effect during the regular school day are also in effect at all school activities. 

Any student found possessing, trafficking, using, or being under the influence of alcohol, chemical substances or those purported to be, will be subject to suspension, expulsion, and/or arrest. Guests at school dances need to have guest passes approved in advance. Guests must be at least 9th grade or no older than twenty years of age. Passes are available in the office and must be signed by an administrator. No one will be allowed to re-enter the dance after leaving. 

Rainier Beach High School Dance Floor Rules 

Please observe the following rules on the dancefloor or you will be asked to leave the event. 

1. Face your partner as you dance. 

2. Keep both feet near the floor. No sitting or lying down on the floor. 

3. No bumping or grinding with your partner. 

4. Hand placement on your partner must be appropriate for a school setting. 

Please remember this is a school event. No warnings will be given. Removal from the dance will result in a suspension from all remaining dances. If your behavior would not be appropriate during the day at school, it would not be appropriate here either! 

Thanks for your support and enjoy the dance!  Dances are for Rainier Beach High School students and their guests under 20 years of age with prior approval from the administration. 

Rainier Beach High School I.D. OR Valid ID for guests are REQUIRED FOR ENTRY TO ALL DANCES. 

All guests are subject to Rainier Beach High School rules and regulations. Violation of any school policy will result in immediate removal from the campus and may involve proper authorities.

Student School Email 

School provided student email is the primary way of communicating important information with students.  Please check your email daily. 

Tech Support 

Having laptop challenges or tech troubles? Check out Technology Support for Families on the SPS site

Technology support includes: 

• Laptop and SPS device support 

• Hot spots support; information on free/affordable Internet access. 

• Support with remote learning software and other educational resources. 

• General technology resource information and support 

Support accessing the Source/ creating a parent Source account: sourcesupport@seattleschools.org 

In-school technology support for students: 

• Chris Gerken, Technology Support Specialist: csgerken@seattleschools.org  

• Sarah Moges, RBHS Librarian: sbmoges@seattleschools.org  

Health and Wellness Support for Students 

Prohibition of Harassment, Intimidation, and Bullying of Students 

Rainier Beach High School and Seattle Public Schools is committed to a safe, civil, and equitable environment that is free from harassment, intimidation, or bullying of any student. The following beliefs support this policy: 

• A belief that a positive school climate built on the principles of “acceptance” and “respect” is conducive to learning and thus allows students to do their best both cognitively and emotionally. 

• A belief that the district has the opportunity to create safe and positive educational environments through the implementation of policy and procedure. 

• A belief that students, staff, parents, and the community have a vested interest in, and should work together to promote, healthy social emotional well-being, and learning outcomes. 

This policy prohibits harassment, intimidation, and bullying of students and applies when the targeted person of harassment, intimidation, or bullying is a student enrolled in the district and the aggressor is also a student enrolled in the district. This policy and accompanying procedure do not govern harassment, intimidation, or bullying of or by an employee, volunteer, parent/legal guardian, or community member. 

As defined in Chapter 28A.600 RCW, “harassment, intimidation or bullying” means any intentional electronic, written, verbal, or physical act including, but are not limited to, one shown to be motivated by any characteristic in RCW 28A.640.010 and RCW 28A.642.010, or other distinguishing characteristics, when the intentional act: 

Physically harms a student or damages the student’s property; or has the effect of substantially interfering with a student’s education; or is so severe, persistent or pervasive that it creates an intimidating or threatening educational environment; or has the effect of substantially disrupting the orderly operation of school. 

Nothing in this section requires the affected student actually possess a characteristic that is a basis for the harassment, intimidation, or bullying. “Other distinguishing characteristics” may include, but are not limited to, physical appearance, clothing or other apparel, socioeconomic status, or weight. “Intentional acts” refers to the individual’s choice to engage in the act rather than the ultimate impact of the action(s). 

Behaviors/Expressions 

This policy recognizes that “harassment,” “intimidation,” and “bullying” are separate but related behaviors toward a student. Each must be addressed appropriately. The accompanying procedure differentiates the three behaviors; however, this differentiation should not be considered part of the legal definition of these behaviors. 

Harassment, intimidation, or bullying may take many forms including, but not limited to, slurs, rumors, jokes, innuendoes, demeaning comments, drawings, cartoons, pranks, gestures, physical attacks, threats, or other written, oral, physical or electronically transmitted messages or images directed toward a student. 

This policy is not intended to prohibit expression of religious, philosophical, or political views, provided that the expression does not substantially disrupt the educational environment. Many behaviors that do not rise to the level of harassment, intimidation, or bullying may still be prohibited by other district policies or building, classroom, or program rules. 

Prevention 

The district will provide students with strategies aimed at preventing harassment, intimidation, and bullying toward students. In its efforts to train students, the district will seek partnerships with families, law enforcement, and other community agencies. 

Supports and Interventions 

Supports and interventions are designed to remediate the impact on the targeted student(s) and others impacted by the violation, to change the behavior of the aggressor and to restore a positive school climate. 

The district shall consider the frequency of incidents, developmental age of the student, and severity of the conduct in determining intervention strategies. Interventions may include, but are not limited to, counseling, correcting behavior and discipline, restorative practices when voluntary and appropriate, law enforcement referrals, and other remedies or responses as appropriate.

Teen Health Center

Rainier Beach High School Teen Health Center is located next to the counseling office. The THC provides students with physical and mental health services. We offer phone, telehealth, and in person visits. 

We are committed to helping adolescents achieve wellness and success in all aspects of life. We work in active partnership with teens, their families, the school, and our community. The health center, which is located in the school, is open during the school year to provide health care and mental health counseling. The health center is available to all RBHS students. 

The Teen Health Center is a collaboration among Rainier Beach High School, Public Health Seattle-King County, and Kaiser Permanente. This program is sponsored, in part, by the Families and Education Levy passed by the voters of Seattle. We have a full time Nurse Practitioner and a Mental Health counselor providing all the services. The staff is trained to understand and treat the special health care needs of teens. 

At Rainier Beach Teen Health Center, students may be seen by appointment with consent from their parents, during school hours or after school. Teens of any age may be seen for confidential family-planning services [Reproductive Privacy Act (RCW 99.02)]. Mental-health services are available without parent consent for teens age 13 and over. Consent forms are available at the Teen Health Center.

Sheila Thomas
Clinic Coordinator
Phone: 206-252-6540
shthomas1@seattleschools.org

Laura Stuart
Nurse Practitioner
Phone: 206-296-4639
laura.stuart@kingcounty.gov

Melissa McCullough 
Mental Health Therapist 
Phone:  206=296-4639 
mmmcullough@seattleschools.org 

COVID-19 Safety 

We are all in together to keep our community safe. SPS continues to partner with staff and families, and with our local and state public health agencies — the Washington state Department of Health (DOH) and Public Health–Seattle & King County (PHSKC) — to keep our school communities healthy throughout the school year.  

Symptoms, Testing, and Isolating 

The DOH requires anyone showing symptoms of COVID-19 to stay home and get tested for COVID-19. Additional guidance includes: 

• A person who tests positive for COVID-19 must isolate at home for five days. After five days, if symptoms improve and the person does not have a fever for at least 24 hours (without taking fever- reducing medications), they can return to school or work. COVID-19 tests are encouraged before returning. 

• If an individual tests positive after five days of isolation, they must stay at home for the full 10-day isolation period. 

• Anyone returning to school or work after isolation should wear a well-fitted mask from day six to 10. These individuals should also remain masked for sports and other extracurricular activities. 

• If an individual is unable to wear a well-fitting mask, they should continue to isolate for a full 10 days. 

Visit the COVID-19 response page for more information.  

Emergency Evacuation and Lock Downs

Over the course of the school year, each school shall conduct no less than one safety-related drill per month, including summer months when school is in session with students. Drills will be planned in a manner that is sensitive to the developmental and special needs of all students in the school community. These drills will teach students the following three basic functional drill responses: 

1. Shelter-in-Place 
   If there is a threat outside of the building, a message is sent to entire building via intercom and email.  All exterior doors will be locked and monitored with one door available to check persons in/out depending on the situation.  Students and staff will continue “business as usual” inside the building. A message will be sent to all parents as soon as it is safe to do so. 

2. Lockdowns 
   If there is a threat inside the building, a message is sent to entire building via intercom and email.  Students and staff will follow lock-down protocol that includes locking the classroom door, pulling down all shades to block a line of sight into the classroom, and directing all students to move to a section of the classroom furthest from the door and remain quiet.  A message will be sent to all parents as soon as it is safe to do so. 

3. Evacuations  
   The alarm will sound and teachers and students will follow the evacuation protocol and direct students to follow the safety route out of the building to their assigned space on the field or designated spaces outside the building.  Students will receive instruction so that in the event the school or district needs to be evacuated due to threats such as fires, oil train spills, or tsunamis, they will be able to leave the building in the shortest time possible and take the safest route possible to another school or facility.  

These safety-related drills may also incorporate an earthquake drill using the state-approved earthquake safety technique “drop, cover, and hold. 

All Students are expected to follow all directives from staff during emergency drills.

School Parking 

• All students who drive will need to park in student designated parking spaces or in surrounding neighborhood. 

• Students are expected to drive in a safe manner. 

• Students are not to loiter around their cars and may not return to their cars during the school day unless they have a school- approved early dismissal. 

• Failure to comply with the above expectations will result in disciplinary actions. 

Student IDs 

All student IDs will be distributed to each scholar on or after picture day in beginning of school year. For safety reasons, scholars must always carry their school ID on them. ID will be required at all school events and games outside of school hours. Replacements may be available upon request. 

Early Dismissals 

Students who need to leave early must check in with the Attendance Office to record their dismissal with written or permission given by phone.  Parents who need to pick up their student need to check in through main door and go to Attendance office to have their student called down.  All parent/family members must be listed as a contact on the student’s Power School record and show valid ID before the student is released. 

Students After School 

Students on campus after school must be under the supervision of a staff member. Teachers who have arranged activities for students after school must also arrange to have a staff supervisor present. 

School Visitors 

RBHS does not allow guests of students on campus. Visitors must sign in at the main office, show their driver’s license and wear a visitor’s badge. Anyone wishing to observe a class should prearrange it with the teacher and the principal. 

Dress Code for Students 

It is the policy of the Seattle School Board that the student and their parent/guardian hold the primary responsibility in determining the student’s personal attire, hairstyle, jewelry, and personal items (e.g., backpacks, book bags). Schools are responsible for assuring that student attire, hairstyle, jewelry, and personal items do not interfere with the health or safety of any student and do not contribute to a hostile or intimidating environment for any student. 

Core Values

In relation to student dress, the district’s core values are the following: 

• Students should be able to dress and style their hair for school in a manner that expresses their individuality without fear of unnecessary discipline or body shaming. 

• Students have the right to be treated equitably. Dress code enforcement will not create disparities, reinforce, or increase marginalization of any group, nor will it be more strictly enforced against students because of racial identity, ethnicity, gender identity, gender expression, gender nonconformity, sexual orientation, cultural or religious identity, household income, body size/type, or body maturity. 

• Students and staff are responsible for managing their personal distractions; and 

• Students should not face unnecessary barriers to school attendance. 

Universal Dress Code

Students must wear: 

• Top (shirt, blouse, sweater, sweatshirt, tank, etc.).  

RBHS expectations:

• Majority of torso (area below the neck to the waist) must be covered. 

• Bottom (pants, shorts, skirt, dress, etc.); and 

• Area below buttocks to upper thigh must be covered. 

• Footwear. 

This policy permits additional student attire requirements when necessary to ensure safety in certain academic settings (e.g., physical activity, science or CTE courses). Additionally, this policy allows for reasonable variation in required student attire for participation in activities such as swimming or gymnastics.  

Students may not wear clothing, jewelry, or personal items that: 

• Are pornographic, contain threats, or that promote illegal or violent conduct such as the unlawful use of weapons, drugs, alcohol, tobacco, or drug paraphernalia. 

• Demonstrate hate group association/affiliation and/or use hate speech targeting groups based on race, ethnicity, gender, sexual orientation, gender identity, religious affiliation, or other protected groups. 

• Intentionally show private parts (nipples, genitals, buttocks). Clothing must cover private parts in opaque (not able to be seen-through) material. 

• Cover the student’s face to the extent that the student is not identifiable (except clothing/headgear worn for a religious or medical purpose); or 

• Demonstrate gang association/affiliation. 

Attire worn in observance of a student’s religion are not subject to this policy. This policy permits schools with a uniform policy to continue having a uniform policy provided that it is gender neutral and inclusive of attire worn for a religious reason. 

Student Discipline 

RBHS believes in restorative practices to provide prevention and intervention to guide student behaviors. It is our practice to build relationships and rapport with our students before we attempt to correct behaviors unless there is clear and present danger.  

RBHS uses the Seattle Public Schools Discipline matrix as a guide in responding to inappropriate student behaviors. We always encourage staff to enlist Tier 1 interventions before writing a referral unless there is a disruption to entire class. 

Responding to Tier 2 Behaviors 

Non-Referable Behaviors 

Responses to undesired behavior: 

• Goal is to effectively respond to the situation with a lower numbered intervention. 

• Teacher cultivates their own empathy as a teacher and determines what motivates student (what they want) and uses that as an incentive to shape targeted behavior within the classroom setting. 

• Teacher speaks to student(s) privately and inquires about student well-being. 

• Teacher calls parent/guardian to inform them of the issue and discuss options for future response. 

• Teacher takes initiative to contact the student’s counselor to set up a meeting or email conversation with all teachers of student. 

• Teacher calls for administrative assistance to help meet student needs that contribute to the behavior (non-punitive). 

• Teacher calls for administrative assistance because the situation requires a potentially punitive response. 

It is expected that as any teacher’s skill set and level of experience grows, they will be able to deescalate situations with less intervention from security or administration. Teachers and administrators are partners in managing the complexities of classroom behavioral challenges. Teachers, administrators, and building leaders will work together to advance teacher skill in managing behavior challenges. 

Referable Behaviors 

Three types of referrals are referenced below and are defined as follows: 

• Urgent and a Threat to Student(s) Safety: teacher contacts main office and a member of the admin team will be dispatched to location of incident accompanied by security. 

• Urgent and Non-Threatening: teacher contacts main office and a member of the admin team will be dispatched to location. 

• Non-Urgent: teacher will complete the restorative referral via MS forms and the house administrator and/or member of the admin team will respond within 24-48 hours. 

• All student referrals should include appropriate written documentation to administration on electronic referral form. The teacher and administrator are expected to call home regarding all referrals within 24 hours. 

• Administrators will communicate with teachers regarding appropriate resolution for each situation. The administrator will have multiple strategies they can use to redirect behavior and/or decide appropriate discipline. Resolution will almost always include a meeting with the teacher and the student, and potentially others, in order to communicate expectations and/or create a plan to support student success. 

Cell phone violations will be entered into the school-wide cell phone incident log, not a referral form.  

The admin team is committed to follow-up of all referrals and to send you notification of our response in a timely manner. If appropriate, we will also work with the teacher to create a re-entry plan to support reengagement of student in the learning space. 

In School Support and Reflection Time 

RBHS has designated space for In-School Reflection and Support. Students can be assigned to ISRS as a response to discipline infractions. This space can also be used for students who may need a space to take a break per their behavior plan or IEP. Staff must email the ISRS supervisor to request if a student can report there for a specific time period. 

Reflection is assigned to students for low level discipline. Reflection is served after school for one hour on Tuesdays and two hours on Wednesday. Reflection can also be served during lunch time if students have transportation barriers. 

Retaliation/False Allegations 

Retaliation is prohibited and will result in appropriate discipline. It is a violation of this policy to threaten or harm a student for reporting harassment, intimidation, or bullying, being identified as a targeted student, or participating in an investigation. 

It is also a violation of district policy to knowingly report false allegations of harassment, intimidation, and bullying. Students or employees who knowingly report or corroborate false allegations will be subject to appropriate discipline. However, students or employees will not be disciplined for making a report in good faith. 

Vaping, Alcohol, and Drugs 

Seattle Public Schools and Rainier Beach High School prohibits the unlawful possession, use, or distribution of drugs and alcohol by students on school property, on school-sponsored transportation, or as part of school activities. Compliance with this rule is mandatory; students who disregard the prohibition may be subject to a disciplinary response. Seattle Public Schools offers or can assist in arranging access to drug and alcohol education, counseling, and recovery support. For further information, contact your school leader, school social worker, or school counselor. 

Firearms and Dangerous Weapons 

Pursuant to Board Policy No. 3248, students may not carry onto, possess, or use firearms or dangerous weapons on school property, on school-provided transportation, in areas of facilities being used exclusively by public schools, or at school-sponsored events or activities. 

Weapons prohibited by this policy: State-defined dangerous weapons include: nunchaku sticks; throwing stars; air gun; sling shot; sand club; metal knuckles; any knife having a blade which opens, or falls, or is ejected into position by the force of gravity, or by an outward, downward, or centrifugal thrust or movement; or any dagger or dirk furtively carried; any portable device manufactured to function as a weapon and which is commonly known as a stun gun, including a projectile stun gun, that emits an electrical shock, charge, or impulse. 

District-defined dangerous weapons include: BB gun of any type, pellet gun of any type, “soft air” gun, gun look-alikes, slingshot, hand club, sandbag, chaco sticks, metal pipe or bar used or intended for use as a club, billy club, black jack, switchblade knife, fixed blade knife (e.g., kitchen knife, steak knife, and hunting and military-type knives that do not fold), large folding knife with a blade over 2- 1/2 inches long; any knife with a blade that locks open; any knife with more than one blade; razor blade; box cutter; blowgun, taser gun, bullets, and pepper gas/spray. 

The definition of a dangerous weapon also includes any object that can reasonably be used to inflict serious bodily injury when a student uses such an object with the intent to harm or intimidate someone, or when there is no other reasonable purpose for possessing the object except to use it as a weapon.