You’ll find a handful of helpful resources on this page to help you navigate the school day, including school supplies, uniform requirements, and other forms or policies you may need to reference.

Scholar Support Services

COVID-19 Resources
Academic & Scholar Well-Being Recovery Plan
School Supplies
Scholar Handbook & Forms​
Use of Technology
Technology is an important component of the instructional programming at RVLA. Scholars are expected to use school technology appropriately in class by following teacher directions and expectations at all times. Scholars who misuse technology in class may lose technology privileges. If you have questions about technology or need replacements please contact [email protected].
​​RVLA Safe School Plan
Please see here for the most current versions of RVLA's Safety Plan
Promotion Requirements
  • Middle and high school scholars (grades 6 - 12) are required to participate in the educational and academic classes offered in the areas of English, Reading, Mathematics, Science, and Social Science, as well as electives.
  • High school scholars must fulfill the Washington State Office of the Superintendent of Instruction’s 24-credit sequence, successful completion of the SAT or ACT, and completion of Senior Seminar, in order to graduate.
  • The RVLA promotion policy ensures that each child is prepared to progress successfully through grade levels in order to prepare for success in high school, college, leadership and life.
  • Attendance: In adherence with the RVLA Attendance Policy, any scholar who misses more than 15 days in a semester may not earn promotion ceremony/activity privileges.
  • Course Grades: Scholars who fail one or two courses per school year may be required to pass summer school to qualify for promotion.  The administration reserves the right to review special cases and allow consideration to be given.
  • English Learner Resources: We support all scholars who may need additional English resources and provide a multicultural curriculum to support scholars and families in this effort.
Health Services
Our school nurse works with our staff to promote the safety, health, and well-being of our scholars. If you have any health-related questions, concerns, or updates, please contact the nurse by phone or email:
 
Phone: 206-659-0956
Email: [email protected]
Sick Day Guidelines
In order to promote the health of all our scholars and staff, we ask that your scholar stay home if they have any of the following:
  • Fever of 100 degrees Fahrenheit or higher
    • Your scholar needs to be fever free for 24 hours
  • Vomiting and/or diarrhea
    • Your scholar should not return to school for 24 hours following the last episode.
  • Cough, runny nose, and/or sore throat
  • Rash
  • Pink eye (conjunctivitis): eye redness, itchiness, or discharge
    • If your student requires antibiotics, please keep them home until they have taken the antibiotics for at least 24 hours. If your student does not require antibiotics, please submit a note from your healthcare provider when your student is cleared to return to school.
  • Taking antibiotics
    • If your scholar is taking antibiotics for any reason, please keep them home for at least 24 hours after their first antibiotic dose
Health Conditions
Please report any health issue your scholar has that could impact safety and learning at school during registration. You can also contact the nurse directly by phone or e-mail to report new health issues or  updates to existing ones. The school nurse will also ask you to fill out a health history survey specific to your student’s health condition. Examples include: Seizures, diabetes, asthma, life-threatening allergic reaction, cancer treatment, and anemia.
​Medication Policies
​If your scholar requires a medication at school, please submit a Medication Authorization form*, which must be completed by a healthcare provider and signed by a parent/guardian. Please turn in the form to the school nurse or front desk when bringing in your scholar’s medication. Note that one form must be submitted for each medication (i.e. if your scholar needs three medications at school, three separate forms should be completed).
 
Forms are also available at the front desk, which can be picked up any time or sent home with your scholar by request.
 
In Washington State, all prescription AND over-the counter medications taken at school must be accompanied by a signed authorization form by a healthcare provider. Medications must be in their original containers and will be kept in a locked cabinet in the nurse’s office. With healthcare provider permission indicated on the authorization form, epinephrine and/or albuterol inhalers may be carried by the scholar; no other medications may be carried by the scholar.
 
Scholars with life-threatening health conditions must have orders and medications in place before they can attend school.
 
*This form is also available at the front desk, which can be picked up any time or sent home with your scholar by request.
Medical Treatments or Procedures
If your scholar needs a medical treatment or procedure during school areas, please have your scholar’s healthcare provider complete a Medical Procedure Authorization form*, which can be submitted to the school nurse or turned in at the front desk.
 
*This form is also available at the front desk, which can be picked up any time or sent home with your scholar by request
​Immunizations
​By law, all scholars must be up to date on required immunizations in order to attend school. At RVLA, we use the Washington State Immunization Information System (WAIIS) to assess scholar vaccination needs. WIIS is a state‐managed, lifetime registry where healthcare providers can add and manage vaccine records. This is a convenient and secure way for healthcare providers and schools to access immunization information. If your scholar’s record is incomplete, the school nurse will reach out to you to request records or ask that you schedule a vaccination appointment for your scholar.
 
To view your scholar’s immunization record or print a copy, you can set up a personal account for your family by going to https://wa.myir.net/login/. If your scholar was vaccinated in a different state, it may be possible to access your scholar’s record through the state’s own database: you search for your state here.
 
More information on specific immunization requirements can be found here.  For COVID related information please see here
Governance and Public Records
RVLA Public Schools Washington: Board of Directors & Meetings
Members of the public may direct requests for disclosure of public records to RVLA's Public Records Officer, who oversees RVLA's compliance within the public records disclosure requirements under RCW Chapter 42.56. 

All Public Records requests must be sent to [email protected]. Please include detailed information about your request. 
Inclement Weather Policy
Inclement Weather Policy for Families
INCLEMENT WEATHER & SCHOOL CLOSURE POLICY
Please check  www.myrvla.org  for Emergency Alert notices and the RVLA  facebook page at Facebook.com/RanierValleyLeadership

 for the most updated information.  
In the event of health and safety, snow, windstorms, earthquakes, or similar weather-related hazards, Rainier Valley Leadership Academy may change school start or dismissal times for  scholar safety. We will communicate school schedule changes through the following methods with a goal to communicate no later than 2 hours prior to the scheduled start of school:
  • Automated phone calls. Please ensure the main office  has a working phone number where you can be reached. You can update this phone number at any time by emailing [email protected]. Include your scholar  first and last name, your first and last name and scholar grade. 
  • Announcements on  school website.
  • Announcements on local news stations under Rainier Valley Leadership Academy 
  • Announcements on email and/or text message
  • Announcements on social media. Please follow us on  Facebook. @Rainier Valley Leadership 

If you don't receive any of these notifications, you may also call the  Main Office at 206-659-0956, beginning no later than 2 hours prior to the scheduled start of school for school closure information. 

INCLEMENT WEATHER INFORMATION FOR FAMILIES
  • School schedule change announcements apply for that day only.
  • If no announcement is made by RVLA during a weather event, school is operating normally.
  • Rainier Valley Leadership Academy makes decisions independent of the local school district.
  • Continue to look for updated announcements throughout the day. If conditions change rapidly or unexpectedly, we may need to make a quick decision to cancel school or send scholars home early.
  • Keep in mind that some areas of the state experience more severe weather and driving conditions than others. School closures and schedule changes are based on the location of the school, even if your neighborhood or city is not severely impacted.

Our top priority is the safety of our scholars and staff. When emergency conditions result in school schedule changes, RVLA will use one of the following plans. The information below will help you understand the brief notifications you receive from Rainier Valley Leadership Academy. 

1. DELAYED START 2-Hour Late Start
This means staff and scholars will run on a late start schedule. Classes will follow a 2 hour late start schedule and school will begin at 10:45 AM. School will be dismissed at regular times.

2. SCHOOLS CLOSED
This means RVLA  is closed for ALL scholars online and in person. All scheduled after school programming and meetings are also canceled or postponed. 

3. EARLY DISMISSAL 
If travel conditions become hazardous and/or the school needs to be evacuated, scholars  will be released from school early. All after-school programs and meetings will be canceled or postponed.

4. AFTER SCHOOL PROGRAMMING CANCELED
If travel conditions become hazardous, after school programming may be canceled while the school day dismisses at its regularly scheduled time.

5. ONLINE REMOTE ONLY DAY 
Weather conditions necessitate that everyone stay home but all classes will be hosted online via zoom links populated on scholar google calendars. All attendance protocols apply. For tech support/log in help scholars can email [email protected]. For attendance notifications that your scholar will be unable to attend school please email [email protected]

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Attendance
Washington law requires that children ages 6 to 17 who are enrolled in public schools, attend school Monday through Friday, unless there is a justification for being absent. In this case the parent/guardian or legal guardian must excuse the absence by notifying the school. Attendance is a key factor in scholar achievement; therefore, scholars are expected to be present and on-time each day that school is in session. Scholars and parents/guardians are responsible for ensuring regular school attendance. Unexcused absences are prohibited by law and policy. School staff will keep a record of absences and tardiness, including a call log, tardy slips, and/or a record of excuse statements submitted by a parent/guardian/legal guardian. At RVLA, attendance is also mandatory for scholars who have been expelled and remanded to attend alternative education programs. 
RVLA will notify parents/guardians when scholars are absent or excessively tardy, provide opportunities to restore the scholar’s attendance, and offer access to resources to address truancy challenges. 
​
DEFINITION OF ABSENCE 
Absences will be defined according to the following criteria: 
1. A scholar is absent when they are: 
a. Not physically present on school grounds; and 
b. Not participating in the following activities at an approved location: 
i. Instruction; 
ii. Any instruction-related activity; or 
iii. Any other district or school approved activity that is regulated by an instructional/academic accountability system, such as participation in district-sponsored sports. 
2. Scholars shall not be absent if: 
a. They have been suspended, expelled, or emergency expelled pursuant to chapter 392-400 WAC; b. Are receiving educational services as required by RCW 28A. 600.015 and chapter 392-400 WAC; and 
c. The scholar is enrolled in qualifying "course of study" activities as defined in WAC 392-121-107. 3. A full day absence is when a scholar is absent for fifty percent or more of their scheduled day. 4. A school or district shall not convert or combine tardies into absences that contribute to a truancy petition. 

EXCUSED AND UNEXCUSED ABSENCES 
The principal or school administrator has the authority to determine if an absence qualifies as excused, according to the criteria described below. 

Excused absences shall include: 
  1. Illness, health condition or medical appointment (including, but not limited to, medical, counseling, dental, optometry, pregnancy, and in-patient or out-patient treatment for chemical dependency or mental health) for the scholar or person for whom the scholar is legally responsible; 
  2. Family emergency including, but not limited to, a death or illness in the family; 
  3. Religious or cultural purpose including observance of a religious or cultural holiday or participation in religious or cultural instruction; 
  4. Court, judicial proceeding, court-ordered activity, or jury service; 
  5. Post-secondary, technical school or apprenticeship program visitation, or scholarship interview; 
  6. State-recognized search and rescue activities consistent with RCW 28A.225.055; 
  7. Absence directly related to the scholar's homeless or foster care/dependency status; 
  8. Absences related to deployment activities of a parent/guardian or legal guardian who is an active duty member consistent with RCW 28A.705.010; 
  9.  Absences due to suspensions, expulsions or emergency expulsions imposed pursuant to chapter 392-400 WAC if the scholar is not receiving educational services and is not enrolled in qualifying "course of study" activities as defined in WAC 392-121-107; 
  10. Absences due to scholar safety concerns, including absences related to threats, assaults, or bullying; 11. Absences due to a scholar's migrant status; and 
  11. An approved activity that is consistent with district policy and is mutually agreed upon by the principal or designee and a parent/guardian, guardian, or emancipated youth. 

Unexcused Absences 
Any absence from school for the majority of hours or periods in an average school day is unexcused unless it meets one of the criteria listed on the previous page for an excused absence. 

Pandemic/ required school closure 
In the event of a pandemic the school will look to the Governor and Washington state Superintendent. If no guidelines are given and scholars are not in school attendance will be based on engagement on school platforms and attendance during virtual sessions. 

MAKE UP WORK 
The scholar is excused for the day(s) of absence, not the material covered in class. Therefore, it is the scholar’s responsibility to request make-up work in all classes. If an absence is excused, the scholar will be permitted to make up missed assignments outside of class under reasonable conditions and time limits established by the designated teacher. In participation-type classes or assignments, a scholar's grade may be affected because of the scholar's inability to make up the activities conducted during a class period. If an absence is unexcused, a scholar’s grade may be affected if the graded activity or assignment occurs during the absence. 

REPORTING AN ABSENCE 
The parent/guardian or guardian must notify the school office by 8:30 am on the morning of the absence by phone, email, or written note and to provide the excuse for the absence. If the parent/guardian does not notify the school office by 9:00 am, the school will contact home in an effort to find out if the scholar has an excused absence. A scholar’s absence will default to unexcused until such time as an excused absence may be verified by a parent/guardian. 

Procedure for Returning to School Following an Absence 
After 10 excused absences in a school year, scholars will be required to provide written verification to prove the nature of each subsequent excused absence. Written verification must be provided by the parent/guardian within 48 hours after the scholar returns to school. If no documentation justifying the absence as excusable is submitted within 48 hours, then absence will be considered an unexcused absence until documentation is provided. For each scholar, after 10 absences, the school will keep on file documentation for each excused absence. Valid documentation should contain:   
          
  • Full name of the scholar 
  • Date(s) or time of absence 
  • Specific reason for absence 
  • Telephone numbers where both parent/guardians may be reached (home and work) 
  • Signature of parent/guardian or guardian and/or other authority providing      documentation 
  • Signed authorization from doctor, if applicable 

SCHOLAR PRIVACY RIGHTS 
If a scholar is to be released for health care related to family planning or abortion, the scholar may require that RVLA keep the information confidential. Scholars thirteen and older have the right to keep information about drug, alcohol or mental health treatment confidential. Scholars fourteen and older have the same confidentiality rights regarding HIV and sexually transmitted diseases. 

EARLY DISMISSAL 
After their arrival on campus in the morning, scholars may NOT leave campus until dismissal time. Scholars leaving campus without permission may face disciplinary action. If a scholar requests an early dismissal (for example, if a parent/guardian is picking him/her up for a doctor’s appointment), the parent/guardian must report to the office to sign out the scholar. If early dismissal results in absence from school for the majority of hours or periods in an average school day, it will be unexcused unless it meets one of the criteria for an excused absence. 

TARDIES 
A scholar is considered tardy if he/she is not in the appropriate seat when the bell rings signaling the start of class. If a scholar arrives late to school, he/she must first report to the school office to obtain a late-slip before reporting to class. If tardies result in the scholar not being present for 50% or more of the school day, it will be counted as an absence. Excessive tardies will result in disciplinary action. Scholars have an allotted time to travel from one classroom to another. Scholars who take longer than that time will receive an unexcused tardy from the teacher. 

TRUANCY 
When scholars miss school and their parent/guardians have not excused the absence, they can be considered truant. Truancy is defined as being absent from school or from the majority of a scholar’s classes without a valid excuse. If a scholar is absent without an excuse, RVLA will implement varying interim parent/guardian communications and school-based interventions to encourage regular school attendance. RVLA is committed to supporting scholars and families in meeting our attendance expectations. In accordance with Washington State’s Mandatory Attendance Law (Chapter 28A.225 RCW), we have outlined the following progression of support for scholars and families which will be monitored by our school administration. 
• For every absence, excused or unexcused, the family will receive a phone call home. 
• After one (1) unexcused absence in a month, the family will receive an attendance letter or phone call. If the parent/guardian is not fluent in English, the school must make reasonable efforts to provide this information in a language in which the parent/guardian is fluent. 
• After three (3) unexcused absences, the family will be invited to attend a conference to analyze the reasons for the scholar’s absences. If the scholar's family does not attend the scheduled conference, the conference may be conducted with the scholar and school officials. However, the parent/guardian shall be notified of the steps to be taken to eliminate or reduce the scholar’s absence. 
• Between two (2) and five (5) unexcused absences in a year, the school will take data-informed steps to eliminate or reduce the scholar’s absences, including administering the Washington Assessment of Risks and Needs of Scholars (WARNS). 
• Between two (2) and five (5) unexcused absences in a year, for any scholar with an existing Individualized Education Plan (IEP) or Section 504 Plan, the school will convene the scholar’s IEP team or Section 504 team, including a behavior specialist or mental health specialist where appropriate, to consider the reasons for the scholar’s absences. For any scholar without an existing IEP or 504 Plan, if a disability is suspected, RVLA will inform the parent/guardian(s)/guardian(s) of their right to obtain an evaluation at no cost. • Not later than the fifth (5th) unexcused absence in a month, the family will be required to enter into a School/Scholar Attendance Contract. The school may also choose to refer the scholar to a community truancy board or file a petition to juvenile court. 
• Not later than the seventh (7th) unexcused absence in a month or tenth (10th) unexcused absence in a year, the school will file a petition for civil action in juvenile court. 

CHRONIC ABSENTEEISM 
RVLA is committed to ensuring our scholars are supported to learn and research shows that all absences, excused or unexcused, have an impact on scholar learning. A scholar is considered chronically absent if they miss 10% or more of their school days (more than 2 in a month or 18 in a year) for any reason: excused or unexcused. We expect our families to make it a priority to get their scholars to school on time every day a top priority. We encourage families to schedule meetings with school administration if there are any questions or concerns about attendance. 
The principal or the principal’s designee will enforce the school attendance policies and procedures. Because the full knowledge and cooperation of scholars and parent/guardians are necessary for the success of the policies and procedures, procedures will be disseminated broadly and made available to parent/guardians annually. 

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RVLA Harassment, Intimidation, & Bullying (HIB) Policy & Complaint Process

HIB Compliance Officer-Principal Angela Thomas: [email protected]
Gender Inclusive School Coordinator-Dean of Scholars Keith Clark: [email protected]
​
HARASSMENT POLICY 
PROHIBITION OF HARASSMENT, INTIMIDATION, AND BULLYING RVLA is committed to a safe and civil educational environment for all scholars, employees, parent/guardians/legal guardians, volunteers, and patrons 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 scholar or damages the scholar’s property; 
• Has the effect of substantially interfering with a scholar’s education; 
• Is so severe, persistent or pervasive that it creates an intimidating or threatening educational environment; • Has the effect of substantially disrupting the orderly operation of the school. 
Nothing in this section requires the affected scholar to actually possess a characteristic that is a basis for the harassment, intimidation, or bullying. 
“Other distinguishing characteristics” can include but are not limited to: physical appearance, clothing or other apparel, socioeconomic status, and weight. 
“Intentional acts” refers to the individual’s choice to engage in the act rather than the ultimate impact of the action(s). RVLA SY 22-23 Scholar Handbook 33 of 54
Behaviors/Expressions Harassment, intimidation, or bullying can take many forms including, but not limited to slurs, rumors, jokes, innuendos, demeaning comments, drawings, cartoons, pranks, gestures, physical attacks, threats or other written, oral, physical, or electronically transmitted messages or images. 
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 RVLA policies or building, classroom or program rules. 
SEXUAL HARASSMENT 
RVLA is committed to a positive and productive education and working environment free from discrimination, including sexual harassment. RVLA prohibits sexual harassment of scholars, employees and others involved in school activities. 
Sexual harassment occurs when: 
• Submitting to the harasser's sexual demands is a stated or implied condition of obtaining an education or work opportunity or other benefit; 
• Submission to or rejection of sexual demands is a factor in an academic, work or other school-related decision affecting an individual; or 
• Unwelcome sexual or gender-directed conduct or communication interferes with an individual's performance or creates an intimidating, hostile or offensive environment. 
Sexual harassment can occur adult to scholar, scholar to adult, scholar to scholar, adult to adult, male to female, female to male, male to male and female to female. 
RVLA will take prompt, equitable and remedial action within its authority on reports, complaints and grievances alleging sexual harassment that come to the attention of RVLA, either formally or informally. Allegations of criminal misconduct will be reported to law enforcement and suspected child abuse will be reported to law enforcement or Child Protective Services. Persons found to have been subjected to sexual harassment will have appropriate services made reasonably available to them and adverse consequences of the harassment will be reviewed and remedied, as appropriate. 
Engaging in sexual harassment will result in appropriate discipline or other appropriate sanctions against offending scholars, staff and contractors. Anyone else who engages in sexual harassment on schoolproperty or at school activities will have their access to school property and activities restricted, as appropriate. Retaliation against any person who makes or is a witness in a sexual harassment complaint is prohibited and will result in appropriate discipline. RVLA will take appropriate actions to protect involved persons from retaliation. 
It is a violation of this policy to knowingly report false allegations of sexual harassment. Persons found to knowingly report or corroborate false allegations will be subject to appropriate discipline. 
The principal will develop and implement formal and informal procedures for receiving, investigating and resolving complaints or reports of sexual harassment. The procedures will include reasonable and prompt time lines and delineate staff responsibilities under this policy. All staff are responsible for receiving informal complaints and reports of sexual harassment and informing appropriate personnel of the complaint or report for investigation and resolution. All staff are also responsible for directing complainants to the formal complaint process. RVLA will develop procedures to provide age-appropriate information and education to staff, scholars, parent/guardians and volunteers regarding this policy and the recognition and prevention of sexual harassment. At a minimum sexual harassment recognition and prevention and the elements of this policy will be included in staff, scholar and regular volunteer orientation. This policy will be posted in each RVLA building in a place available to staff, scholars, parent/guardians, volunteers and visitors. The policy will be reproduced in each scholar, staff, volunteer and parent/guardian handbook. 
RVLA will make an annual report to the board reviewing the use and efficacy of this policy and related procedures. Recommendations for changes to this policy, if applicable, will be included in the report. The superintendent is 
RVLA SY 22-23 Scholar Handbook 34 of 54
encouraged to involve staff, scholars, and volunteers and parent/guardians in the review process. Training This policy is a component of RVLA’s responsibility to create and maintain a safe, civil, respectful, and inclusive learning community and shall be implemented in conjunction with comprehensive training of scholars, staff and volunteers. 
Prevention 
RVLA will provide scholars with strategies aimed at preventing harassment, intimidation, and bullying. In its efforts to train scholars, RVLA will seek partnerships with families, law enforcement, and other community agencies. 
Interventions 
Interventions are designed to remediate the impact on the targeted scholar(s) and others impacted by the violation, to change the behavior of the perpetrator, and to restore a positive school climate. RVLA will consider the frequency of incidents, developmental age of the scholar,and severity of the conduct in determining intervention strategies. Interventions will range from counseling, correcting behavior and discipline, to law enforcement referrals. 
Retaliation/False Allegations 
Retaliation is prohibited and will result in appropriate discipline. It is a violation of this policy to threaten or harm someone for reporting harassment, intimidation, or bullying. It is also a violation of RVLA policy to knowingly report false allegations of harassment, intimidation, and bullying. Scholars or employees will not be disciplined for making a report in good faith. However, persons found to knowingly report or corroborate false allegations will be subject to appropriate discipline. 
TRANSGENDER SCHOLARS 
RVLA is fostering an educational environment that is safe and free of discrimination for all scholars, regardless of sex, sexual orientation, gender identity or gender expression. To that end, RVLA recognizes the importance of an inclusive approach toward transgender scholars with regard to official records, confidential health and education information, communication, restroom and locker room accessibility, sports and physical education, dress codes and other school 
activities, in order to provide these scholars with an equal opportunity for learning and achievement. This policy and its procedure will support that effort by facilitating district compliance with local, state and federal laws concerning harassment, intimidation, bullying and discrimination. 

English HIB Complaint Form 
Korean HIB Complaint Form
Chinese HIB Complaint Form
Somali HIB Complaint Form
Tagalog HIB Complaint Form
Vietnamese HIB Complaint Form
Spanish HIB Complaint Form
Punjabi HIB Complaint Form
Khmer HIB Complaint Form

Procedure
  1. Addressing Harassment, Intimidation, or Bullying – Reports
Step 1: Filing an Incident Reporting Form
In order to protect a targeted student from retaliation, a student need not reveal his identity on an Incident Reporting Form. The form may be filed anonymously, confidentially, or the student may choose to disclose his or her identity (non-confidential).

Status of Reporter
  1. Anonymous
    Individuals may file a report without revealing their identity. No disciplinary action will be taken against an alleged aggressor based solely on an anonymous report. Schools may identify complaint boxes, use online reporting processes, or develop other methods for receiving anonymous, unsigned reports. Possible responses to an anonymous report include enhanced monitoring of specific locations at certain times of day or increased monitoring of specific students or staff. (Example: An unsigned Incident Reporting Form dropped on a teacher’s desk led to the increased monitoring of the boys’ locker room in 5th period.
  2. Confidential
    Individuals may ask that their identities be kept secret from the accused and other students. Like anonymous reports, no disciplinary action will be taken against an alleged aggressor based solely on a confidential report. (Example: A student tells a playground supervisor about a classmate being bullied but asks that nobody know who reported the incident. The supervisor says, “I won’t be able to punish the bullies unless you or someone else who saw it is willing to let me use their names, but I can start hanging out near the basketball court, if that would help.”)
  3. Non-confidential
    Individuals may agree to file a report non-confidentially. Complainants agreeing to make their complaint non-confidential will be informed that due process requirements may require that the district release all of the information that it has regarding the complaint to any individuals involved in the incident, but that even then, information will still be restricted to those with a need to know, both during and after the investigation. The district will, however, fully implement the anti-retaliation provision of this policy and procedure to protect complainants and witnesses.
Step 2: Receiving an Incident Reporting Form
All staff are responsible for receiving oral and written reports. Whenever possible staff who initially receive an oral or written report of harassment, intimidation, or bullying will attempt to resolve the incident immediately. If the incident is resolved to the satisfaction of the parties involved, or if the incident does not meet the definition of harassment, intimidation, or bullying, no further action may be necessary under this procedure.

All reports of unresolved, severe, or persistent harassment, intimidation, or bullying will be recorded on a district Incident Reporting Form and submitted to the principal or designee, unless the principal or designee is the subject of the complaint.
 
Step 3: Investigations of Unresolved, Severe, or Persistent Harassment, Intimidation and Bullying
All reports of unresolved, severe, or persistent harassment, intimidation, or bullying will be investigated with reasonable promptness. Any student may have a trusted adult with them throughout the report and investigation process.
  1. Upon receipt of the Incident Reporting Form that alleges unresolved, severe, or persistent harassment, intimidation, or bullying, the school or district designee will begin the investigation. If there is potential for clear and immediate physical harm to the complainant, the district will immediately contact law enforcement and inform the parent/guardian.
  2. During the course of the investigation, the district will take reasonable measures to ensure that no further incidents of harassment, intimidation, or bullying occur between the complainant and the alleged aggressor. If necessary, the district will implement a safety plan for the student(s) involved. The plan may include changing seating arrangements for the complainant and/or the alleged aggressor in the classroom, at lunch, or on the bus; identifying a staff member who will act as a safe person for the complainant; altering the alleged aggressor’s schedule and access to the complainant, and other measures.

    If, during the course of an investigation, the district employee conducting the investigation becomes aware of a potential violation of the district’s nondiscrimination policy [Policy 3210], the investigator will promptly notify the district’s civil rights compliance officer. Upon receipt of this information, the civil rights compliance officer must notify the complainant that their complaint will proceed under the discrimination complaint procedure in WAC 392-190-065 through WAC 392-190-075 as well as the HIB complaint procedure. The notice must be provided in a language that the complainant can understand. The investigation and response timeline for the discrimination complaint procedure will follow that set forth in WAC 392-190-065 and begins when the district knows or should have known that a written report of harassment, intimidation or bullying involves allegations of a violation of the district’s nondiscrimination policy.
  3. Within two (2) school days after receiving the Incident Reporting Form, the school designee will notify the families of the students involved that a complaint was received and direct the families to the district’s policy and procedure on harassment, intimidation and bullying.
  4. In rare cases, where after consultation with the student and appropriate staff (such as a psychologist, counselor, or social worker) the district has evidence that it would threaten the health and safety of the complainant or the alleged aggressor to involve his or her parent/guardian, the district may initially refrain from contacting the parent/guardian in its investigation of harassment, intimidation, or bullying. If professional school personnel suspect that a student is subject to abuse and neglect, they must follow district policy for reporting suspected cases to Child Protective Services.
  5. The investigation will include, at a minimum:​
    1. An interview with the complainant;
    2. An interview with the alleged aggressor;
    3. A review of any previous complaints involving either the complainant or the alleged aggressor; and
    4. Interviews with other students or staff members who may have knowledge of the alleged incident.
  6. ​The principal or designee may determine that other steps must be taken before the investigation is complete.
  7. The investigation will be completed as soon as practicable but generally no later than five (5) school days from the initial complaint or report. If more time is needed to complete an investigation, the district will provide the parent/guardian and/or the student with weekly updates.
  8. No later than two (2) school days after the investigation has been completed and submitted to the compliance officer, the principal or designee will respond in writing or in person to the parent/guardian of the complainant and the alleged aggressor stating:
    1. The results of the investigation;
    2. Whether the allegations were found to be factual;
    3. Whether there was a violation of policy; and
    4. The process for the complainant to file an appeal if the complainant disagrees with the results.
Because of the legal requirement regarding the confidentiality of student records, the principal or designee may not be able to report specific information to the targeted student’s parent/guardian about any disciplinary action taken unless it involves a directive that the targeted student must be aware of in order to report violations.

If a district chooses to contact the parent/guardian by letter, the letter will be mailed to the parent/guardian of the complainant and alleged aggressor by United States Postal Service with return receipt requested unless it is determined, after consultation with the student and appropriate staff (psychologist, counselor, social worker) that it could endanger the complainant or the alleged aggressor to involve his or her family. If professional school personnel suspect that a student is subject to abuse or neglect, as mandatory reporters they must follow district policy for reporting suspected cases to Child Protective Services.

If the incident cannot be resolved at the school level, the principal or designee will request assistance from the HIB compliance officer.
 
Step 4: Corrective Measures for the Aggressor
After completion of the investigation, the school or district designee will institute any corrective measures necessary. Corrective measures will be instituted as quickly as possible, but in no event more than five (5) school days after contact has been made to the families or guardians regarding the outcome of the investigation. Corrective measures that involve student discipline will be implemented according to scholar handbook on Student Discipline. If the accused aggressor is appealing the imposition of discipline, the district may be prevented by due process considerations or a lawful order from imposing the discipline until the appeal process is concluded.

If in an investigation a principal or principal’s designee found that a student knowingly made a false allegation of harassment, intimidation or bullying, that student may be subject to corrective measures, including discipline.
 
Step 5: Targeted Student’s Right to Appeal
  1. If the complainant or parent/guardian is dissatisfied with the results of the investigation, they may appeal to the superintendent or his or her designee by filing a written notice of appeal within five (5) school days of receiving the written decision. The superintendent or his or her designee will review the investigative report and issue a written decision on the merits of the appeal within five (5) school days of receiving the notice of appeal.
  2. If the targeted student remains dissatisfied after the initial appeal to the superintendent, the student may appeal to the school board by filing a written notice of appeal with the secretary of the school board on or before the fifth (5) school day following the date upon which the complainant received the superintendent’s written decision.
  3. An appeal before the school board or disciplinary appeal council must be heard on or before the tenth (10th) school day following the filing of the written notice of appeal to the school board. The school board or disciplinary appeal council will review the record and render a written decision on the merits of the appeal on or before the fifth (5th) school day following the termination of the hearing, and will provide a copy to all parties involved. The board or council’s decision will be the final district decision.
 
Step 6: Discipline/Corrective Action
The district will take prompt and equitable corrective measures within its authority on findings of harassment, intimidation or bullying. Depending on the severity of the conduct, corrective measures may include counseling, education, discipline, and/or referral to law enforcement.

Corrective measures for a student who commits an act of harassment, intimidation, or bullying will be varied and graded according to the nature of the behavior, the developmental age of the student, or the student’s history of problem behaviors and performance. Corrective measures that involve student discipline will be implemented according to the scholar handbook on Student Discipline.

If the conduct was of a public nature or involved groups of students or bystanders, the district should strongly consider schoolwide training or other activities to address the incident.

If staff have been found to be in violation of this policy and procedure, school districts may impose employment disciplinary action, up to and including termination. If a certificated educator is found to have committed a violation of WAC 181-87, commonly called the Code of Conduct for Professional Educators, OSPI’s Office of Professional Practices may propose disciplinary action on a certificate, up to and including revocation. Contractor violations of this policy may include the loss of contracts.
 
Step 7: Support for the Targeted Student
Persons found to have been subjected to harassment, intimidation or bullying will have appropriate district support services made available to them, and the adverse impact of the harassment on the student will be addressed and remedied as appropriate.
 
​
RVLA General Complaint Process & Washington Charter School Commission Complaint Process
To make a general complaint about the operations and administration of the school please email [email protected] or [email protected] with the following:
-a description of what the complaint is in regards to
-a list of all parties involved
-if you know how you would like it to be resolved please include this in the email
-the best way to contact you
-expect a response from school within 72 hours

If you feel like your complaint has not been resolved from RVLA you can make a complaint through the Washington State Charter School Commission.  Please go to this page on their website and follow the instructions.

Curriculum

High School Guide
Elementary Guide

​Resources for Families

Skyward Family Access
​skyward_family_access.pdfSkyward Family Access Instructions

Link to Skyward

In Skyward you will have access to your scholar’s:
Activities
Assignments
Attendance
Calendar
Grades
Schedule
Student Profile (student information)
Special Education

  • What is it?
Special education is the term for the federal law titled the Individuals with Disabilities Educational Act (IDEA). The law provides scholars with disabilities instructional services and other supports needed to ensure they are able to receive a free and appropriate public education (FAPE).

  • Who is it for?
For scholars who have a disability that causes an adverse educational impact which requires specially designed instruction to remediate. Disabilities and eligibility requirements are defined in the Washington State Administrative Codes (WACs). All scholars must be evaluated and found eligible for and in need of special education services before they can receive support through this program.

  • Who do I contact for more information?
Special education teachers and speech language pathologists are the scholar's case managers. Contact your building principal, school psychologist, SLP, or special education teacher for more information about this program. You may also discuss scholar concerns with your school child study team.

  • Child Find
    ​    Child Find is an IDEA mandate, seeks to locate all children with disabilities who would benefit from public services. They provide an initial referral point for children not enrolled in Seattle Public Schools. Additionally, they conduct outreach efforts to identify at-risk children who may not be independently referred.
If you suspect a child has a disability, they are over the age of three, and are not currently enrolled in Seattle Public Schools contact Child Find.
If your family is living in a temporary situation, you may contact the district where you are currently staying for a screening.

Birth to Three years old
Birth-Three Services are not administered by Seattle Public Schools. Contact WithinReach of Washington State, toll free: 1-800-322-2588

Three to Five years old
Pre-school age children may be eligible to receive services through Seattle Public Schools. Contact Child Find by phone 206-252-0805 or email [email protected].

Five to Twenty one years old
School age students not enrolled in Seattle Public Schools may be eligible to receive services through Seattle Public Schools. Contact the special education private school supervisor at 206-252-0870.

School age students enrolled at RVLA. Contact [email protected], or 206-741-1016.

Private school students
School-age students who attend a private school within district boundaries or reside in the district may be referred for evaluation. If eligible, they can receive services at a Seattle Public Schools site.
Students not attending an approved school program
School age students who are homeschooled, homeless, wards of the state, highly mobile, or migrant and reside in the district may be referred for evaluation. If eligible, they can receive services at a Seattle Public Schools site.

Please contact RVLA at 206-741-1016  if you would like to refer a scholar for an evaluation or with questions on who to contact for evaluation.
​Learn more about Child Find

Multilingual Learners
  • The Transitional Bilingual Instructional Program (TBIP) provides English language instruction for eligible scholars. Eligible scholars who have a primary language other than English and have been determined eligible based the computer based English Language Proficiency Assessment 21 (ELPA21). TBIP staff members provide instruction in reading, writing, speaking, and listening to eligible school

  • El Programa de Instrucción Bilingüe de Transición (TBIP) ofrece cursos de idioma Inglés para los estudiantes elegibles. Los estudiantes elegibles tienen un idioma primario que no sea Inglés y se han determinado sobre la base del derecho TBIP funcionarios proveer instrucción en lectura, escritura, hablar, y escuchar a los estudiantes elegibles.
  ​
Americans with Disabilities Act (Section 504)
  • What is it?
Section 504 is a federal civil rights law that is designed to eliminate discrimination against scholars with disabilities in programs and activities that receive federal funds. Under Section 504, school districts are required to provide the accommodations that eligible scholars need in order to access district services.

  • Who is it for?
scholars who have, have a record of having, or a regarded as having a physical or mental impairment that substantially limits a major life function that impacts the scholar's ability to access district services.

  • Who do I contact for more information?
School counselors are Section 504 scholar case managers. Contact your building principal or school counselors for more information about Section 504 or to discuss a potential Section 504 referral.
​
Homeless Support (McKinney-Vento) Expand
  • What is it?
The McKinney-Vento Homeless Act provides services to scholars who are experiencing homelessness. The purpose of McKinney-Vento is to provide homeless scholars school stability, school access, and support for academic success.

  • Who is it for?
scholars eligible for McKinney-Vento services lack a fixed, regular, and adequate nighttime residence. This includes scholars who are: sharing the housing of others due to loss of housing, economic hardship, or similar reason scholars who are living in hotels, motels, trailer parks or campgrounds due to lack of adequate alternative accommodations living in emergency or transitional shelters abandoned in hospitals living in a public or private place not designed for humans to live living in cars, parks, abandoned buildings, bus or train stations, etc. migratory children living in above circumstances

  • Who do I contact for more information?
Contact your building principal, school counselor, or the district homeless liaison at 206.659.0956 if you have or are a scholar who is currently homeless.

RVLA's Homeless Liaison is Henry Jenkins Jr - Questions or Concerns email [email protected]
Contact
  • For more information about scholar support services available for Rainier Valley Leadership Academy scholars, please contact:
Principal David Watson 
Rainier Valley Leadership Academy

david[email protected]

6020 Rainier Avenue S,
Seattle, WA 98118

Office:206.659.0956
Performance Framework
Please see here to view data from school year 2021/22.
Please see here to view the data from school year 2022/23

RVLA Programs

Nutrition Services
Welcome to the RVLA Nutrition Services Page
Here you can learn more about our school nutrition program and find valuable information.
If you need school meal program information in another language please call 206-659-0956. 
Si necesita información sobre el programa de comidas escolares en otro idioma, llame al 206-659-0956

Free Meals for All with Community Eligibility Provision (CEP)We are excited to inform you that our school will continue to be a part of a federal program available to select schools as part of the National School Lunch and School Breakfast Program called Community Eligibility Provision (CEP). This means that all scholars attending Rainier Valley Leadership Academy are eligible to receive breakfast and lunch at no charge throughout the 2022-23 school year, regardless of family or household income. 

A significant part of the educational programming that we provide is funded from state dollars that require our
school to collect household income  information for all scholars attending CEP schools. Therefore, all families are requested  to fill out the Family Income Survey annually to ensure we still collect income data that would be comparable to those who qualify for free or reduced lunch.  The Family Income Survey is used to capture information and ensure that our school receives all of the funding it is entitled to for other state funded education programs.

Families are asked to complete and submit the Family Income Survey within the first week of school or within the first week of enrollment to ensure that we have this information on file. Forms can be completed online or by printing and submitting the income survey to the main office. 

Online Family Income Survey 
Family Income Survey (English) 
Family Income Survey (Spanish) 
Family Income Survey (Somali) 

If your family income changes at any time please resubmit an updated survey at any time during the year.

All families are eligible for free meals regardless of citizenship status.

USDA Nondiscrimination Statement In accordance with federal civil rights law and U.S. Department of Agriculture (USDA) civil rights regulations and policies, this institution is prohibited from discriminating on the basis of race, color, national origin, sex (including gender identity and sexual orientation), disability, age, or reprisal or retaliation for prior civil rights activity. Program information may be made available in languages other than English. Persons with disabilities who require alternative means of communication to obtain program information (e.g., Braille, large print, audiotape, American Sign Language), should contact the responsible state or local agency that administers the program or USDA’s TARGET Center at (202) 720-2600 (voice and TTY) or contact USDA through the Federal Relay Service at (800) 877-8339.
To file a program discrimination complaint, a Complainant should complete a Form AD-3027, USDA Program Discrimination Complaint Form which can be obtained online at: https://www.usda.gov/sites/default/files/documents/ad-3027.pdf, from any USDA office, by calling (866) 632-9992, or by writing a letter addressed to USDA. The letter must contain the complainant’s name, address, telephone number, and a written description of the alleged discriminatory action in sufficient detail to inform the Assistant Secretary for Civil Rights (ASCR) about the nature and date of an alleged civil rights violation. The completed AD-3027 form or letter must be submitted to USDA by:
  1. mail:
    U.S. Department of Agriculture
    Office of the Assistant Secretary for Civil Rights
    1400 Independence Avenue, SW
    Washington, D.C. 20250-9410; or
  2. fax:
    (833) 256-1665 or (202) 690-7442; or
  3. email:
    [email protected]
This institution is an equal opportunity provider.
If you would like to make a complaint on discrimination you can use the linked form below as one method of submitting a complaint. 
OSPI CNS Procedure for Handling Complaints of Discrimination  English
OSPI CNS Procedure for Handling Complaints of Discrimination Spanish 

Menus 
​September 2022
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October 2023
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January 2024
February 2024
​March 2024
April 2024
May 2024

Lunch menus for 2024/25 school year can be found here​.
​Breakfast menus for 2024/25 can be found here.

​See here for the RVLA Wellness Policy

Special Dietary Accommodations RVLA strives to ensure that all scholars have access to meals to ensure the safest possible environment to accommodate the variety of dietary needs of our community. We have a wide range of scholars with life-threatening allergies that range from peanuts, tree nuts, egg, dairy, soy and some fruit and vegetables. While we strive to make accommodations for all scholars it is impossible for us to ensure that we can eliminate all food allergens from the school meal programs due to a variety of reasons. We ask that families who have scholars that have special dietary needs to please complete and submit the Request for Special Dietary Accommodations form. Forms can be submitted to [email protected] attention School Nutrition or fax 206-905-6601. 
Special Dietary Accommodations Form (English)
Special Dietary Accommodations Form (Spanish) 
Nutrition Services Forms and Resources 
OSPI CNS Procedure for Handling Complaints of Discrimination  English
OSPI CNS Procedure for Handling Complaints of Discrimination Spanish 
​
Scholar Leadership
We are currently developing our scholar leadership program. More info to come soon. If you are interested, speak with your teacher mentor.
Monthly Menu
Lunch menus for 2024/25 school year can be found here​.
Breakfast menus for 2024/25 can be found here.
Balanced Calendar Study
​Balanced Calendar Study
RVLA is taking part in an OSPI Grant funded program to explore different and alternative types of year round learning.  RVLA community members are invited to attend and share their thoughts. 
Please reach out to c[email protected] for more information.
ARP-ESSER Spending Plan 20% or 80%

153 American Rescue Plan (ARP) Elementary + Secondary Schools Emergency Relief Fund (ESSER III) Fiscal Year: 21-22 
Milestone: Final Approval Issued (Printed 1/30/2023) 
Organization: Rainier Valley Leadership Academy 
Page 1


AMERICAN RESCUE PLAN (ARP)-ELEMENTARY AND SECONDARY SCHOOLS EMERGENCY RELIEF FUND (ESSER III) LEA APPLICATION (20% OF ALLOCATION TO ADDRESS LEARNING LOSS) 
Key Information 
Program Information 
Elementary and Secondary School Emergency Relief (ESSER III-ARP) funds, were authorized in Section 2001 of the American Rescue Plan (ARP) Act of 2021, enacted March 11, 2021. The funds are provided to state educational agencies (SEAs) and school districts to help safely reopen and sustain the safe operation of schools and address the impact of the coronavirus pandemic on the Nation’s students. Funds to Local Educational Agencies (LEAs) are allocated on the basis of their respective shares of funds received under Title I, Part A of the Elementary and Secondary Education Act of 1965 in fiscal year 2020. Therefore, districts will not receive the same proportionate share of ESSER III-ARP funds as they did for the first round of ESSER funds (ESSER I). 
ESSER funds are allowable to fund costs incurred on or after March 13, 2020, when COVID 19 was declared a national emergency, and all funds must be obligated by September 30, 2024. This includes one-year carryover as allowed under the Tydings Amendment (34 CFR 76.709). These are one-time funds that should not be committed to ongoing financial obligations. 
Allowable Activities 
The allocation in this form package is the 20 percent of the total ESSER III-ARP application that is required to address student learning recovery and acceleration (learning loss). The remaining 80 percent of the total ESSER III-ARP allocation will be available after July 1st and will be included in a separate iGrants form package. 
LEAs shall reserve not less than 20 percent of such funds to address learning loss through the implementation of evidence-based interventions, such as summer learning or summer enrichment, extended day, comprehensive afterschool programs, or extended school year programs, and ensure that such interventions respond to students’ academic, social, and emotional needs and address the disproportionate impact of the coronavirus on the student subgroups described in section 1111(b)(2) (B)(xi) of the Elementary and Secondary Education Act of 1965 (20 U.S.C.6311(b)(2)(B)(xi)); each major racial and ethnic group, children from low-income families, children with disabilities, English learners, gender, migrant students, students experiencing homelessness, and children and youth in foster care). 
OSPI is currently working on a more specific definition of activities related to accelerated learning. It may be that the existing budget matrix in this application will not provide the detailed level of reporting desired by our agency, the Legislature, or the Department of Education. If additional
reporting in Smartsheet is required to capture additional detail specifically around the accelerated learning money, we will inform you as soon as possible. 
LEA Safe Return to In-Person Instruction Plan 
An LEA that receives ARP ESSER funds must, within 30 days of receiving the funds, make publicly available on its website a plan for the safe return to in-person instruction and continuity of services. Before making the plan publicly available, the LEA must seek public comment on the plan. Districts are required to post to their website the June 1 plan due to OSPI to meet the federal requirement outlined below. OSPI was intentional in the development of the plan template to ensure that it met requirements of both state and federal law. 
ARP Section 2001 (i): SAFE RETURN TO IN-PERSON INSTRUCTION.— (1) IN GENERAL.—A local educational agency receiving funds under this section shall develop and make publicly available on the local educational agency’s website, not later than 30 days after receiving the allocation of funds described in paragraph (d)(1), a plan for the safe return to in-person instruction and continuity of services. (2) COMMENT PERIOD.—Before making the plan described in paragraph (1) publicly available, the local educational agency shall seek public comment on the plan and take such comments into account in the development of the plan. 
Fiscal Information 
There is no supplement not supplant requirement for the ESSER III-ARP funds. Therefore, the federal unrestricted indirect rate is used for this grant. 
There is no maintenance of effort requirement for the ESSER III-ARP funds for LEAs. However, there is a new “maintenance of equity” requirement for the ESSER III-ARP funds for LEAs. The US Department of Education has provided an FAQ on this topic, see at Resources - Office of Elementary and Secondary Education. Also, below is the information from Section 2004 (c ) and (d) of the ARP: 
(c) LOCAL EDUCATIONAL AGENCY MAINTENANCE OF EQUITY FOR HIGHPOVERTY SCHOOLS — (1) IN GENERAL.—As a condition of receiving funds under section 2001, a local educational agency shall not, in fiscal year 2022 or 2023— (A) reduce per-pupil funding (from combined State and local funding) for any high poverty school served by such local educational agency by an amount that exceeds— (i) the total reduction in local educational agency funding (from combined State and local funding) for all schools served by the local educational agency in such fiscal year (if any); divided by (ii) the number of children enrolled in all schools served by the local educational agency in such fiscal year; or (B) reduce per-pupil, full-time equivalent staff in any high-poverty school by an amount that exceeds— (i) the total reduction in full-time equivalent staff in all schools served by such local educational agency in such fiscal year (if any); divided by (ii) the number of children enrolled in all schools served by the local educational agency in such fiscal year. (2) EXCEPTION.—Paragraph (1) shall not apply to a local educational agency in fiscal year 2022 or 2023 that meets at least 1 of the following criteria in such fiscal year: (A) Such local educational agency has a total enrollment of less than 1,000 students. (B) Such local educational agency operates a single school. (C) Such local educational agency serves all students within each grade span with a single school. (D) Such local educational agency demonstrates an exceptional or uncontrollable circumstance, such as unpredictable changes in student enrollment or a precipitous decline in the financial resources of such agency, as determined by the Secretary of Education. 
d) DEFINITIONS — In this section: 
(1) ELEMENTARY EDUCATION; SECONDARY EDUCATION.—The terms 
“elementary education” and “secondary education” have the meaning given 
such terms under State law.12
(2) HIGHEST POVERTY LOCAL EDUCATIONAL AGENCY.—The term “highest poverty local educational agency” means a local educational agency that is among the group of local educational agencies in the State that— (A) in rank order, have the highest percentages of economically disadvantaged students in the State, on the basis of the most recent satisfactory data available from the Department of Commerce (or, for local educational agencies for which no such data are available, such other data as the Secretary of Education 
determines are satisfactory); and (B) collectively serve not less than 20 percent of the State’s total enrollment of students served by all local 
educational agencies in the State. 
(3) HIGH-NEED LOCAL EDUCATIONAL AGENCY.— The term “high-need local educational agency” means a local educational agency that is among the group of local educational agencies in the State that— (A) in rank order, have the highest percentages of economically disadvantaged students in the State, on the basis of the most recent satisfactory data available from the 
Department of Commerce (or, for local educational agencies for which no such data are available, such other data as the Secretary of Education determines are satisfactory); and (B) collectively serve not less than 50 percent of the State’s total enrollment of students served by all local educational agencies in the State. 
(4) HIGH-POVERTY SCHOOL.— (A) IN GENERAL.—The term “high-poverty school” means, with respect to a school served by a local educational agency, a school that is in the highest quartile of schools served by such local 
educational agency based on the percentage of economically disadvantaged students served, as determined by the State in accordance with subparagraph (B). (B) DETERMINATION.—In making the determination under subparagraph (A), a State shall select a measure of poverty established for the purposes of this paragraph by the Secretary of Education and apply such measure 
consistently to all schools in the State. 
(5) OVERALL PER-PUPIL REDUCTION IN STATE FUNDS.—The term “overall per pupil reduction in State funds” means, with respect to a fiscal year— (A) the amount of any reduction in the total amount of State funds provided to all local educational agencies in the State in such fiscal year compared to the total amount of such funds provided to all local educational agencies in the State in the previous fiscal year; divided by (B) the aggregate number of children enrolled in all schools served by all local educational agencies in the State in the fiscal year for which the determination is being made. 
(6) STATE.—The term “State” means each of the 50 States, the District of Columbia, and the Commonwealth of Puerto Rico. 
An LEA that receives ESSER III-ARP funds under this grant is not required to provide equitable services to non-public schools. Non-public schools may be eligible to receive Emergency Assistance to Non-Public Schools (EANS). 
ESSER III-ARP funds are subject to subrecipient monitoring and audit requirements under the Single Audit Act. 
For employees that are only charged to ESSER grants and working on ESSER allowable activities, time and effort is not required. However, time and effort is required if employees charged to ESSER are also charged to other federal programs. This exception only applies to ESSER II and III grants. 
ESSER III-ARP funds must be tracked separately from ESSER I and ESSER II funds. Accounting guidance will be provided in the School District Accounting Manual. 
Lost revenue will not be allowed to be claimed for ESSER III-ARP funds.
REMINDER: As a condition of payment of funds, LEAs must report expenditures both in the EDS claims system and in the OSPI ESSER III Expenditure Smartsheet tool on the OSPI website: Novel Coronavirus (COVID-19) Guidance & Resources. 
These are monthly requirements that must occur prior to each grant payment. Contact Eileen Frimberger if you have questions on this topic. 
Assurances 
INSTRUCTIONS: Please check each box after review of the assurance. 
With respect to the certification regarding lobbying in Department Form 80-0013, no Federal appropriated funds have been paid or will be paid to any person for influencing or attempting to influence an officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with the making or renewal of Federal grants under this program. 
The LEA will comply with all applicable reporting requirements at such time and in such manner and containing such information as the Secretary may reasonably require, including on matters such as: overall plans and policies related to State support for return to in-person instruction and maximizing in-person instruction time, including how funds will support a return to and maximize in-person instruction time, and advance equity and inclusivity in participation in in-person instruction; data on each school’s mode of instruction (remote, hybrid, in-person) and conditions; uses of funds to meet students’ social, emotional, and academic needs, including through summer enrichment programming and other evidence-based interventions, and how they advance equity for underserved students; uses of funds to sustain and support access to early childhood education programs; impacts and outcomes (disaggregated by student subgroup) through use of ARP ESSER funding (e.g., quantitative and qualitative results of ARP ESSER funding, including on personnel, student learning, and budgeting at the school and district level); student data (disaggregated by student subgroup) related to how the COVID-19 pandemic has affected instruction and learning; and additional reporting requirements as may be necessary to ensure accountability and transparency of ARP ESSER funds. 
The LEA may be required to participate in Subrecipient Monitoring to ensure that funds are used for allowable purposes in accordance with cash management principles. 
Records pertaining to the ARP ESSER award under 2 C.F.R. § 200.334 and 34 C.F.R. § 76.730, including financial records related to use of grant funds, will be retained separately from other grant funds, including funds that an SEA or LEA receives under the Coronavirus Aid, Relief, and Economic Security Act (CARES Act) and the Coronavirus Response and Relief Supplemental Appropriations Act, 2021 (CRRSA Act). The SEA will ensure that it and every subrecipient of ARP ESSER funds will cooperate with any examination of records with respect to such funds by making records available for inspection, production, and examination, and authorized individuals available for interview and examination, upon the request of (i) the Department and/or its Inspector General; or (ii) any other federal agency, commission, or department in the lawful exercise of its jurisdiction and authority. 
The LEA will comply with all applicable assurances in OMB Standard Forms 424B and D (Assurances for Non-Construction and Construction Programs), including the assurances relating to the legal authority to apply for assistance; access to records; conflict of interest; merit systems; nondiscrimination; Hatch Act provisions; labor standards; flood hazards; historic preservation; protection of human subjects; animal welfare; lead-based paint; Single Audit Act; and the general agreement to comply with all applicable Federal laws, executive orders and regulations. 
Any LEA receiving funding under this program will have on file with the SEA a set of assurances that meets the requirements of Section 442 of the General Education Provisions Act (GEPA) (20 U.S.C. 1232e). These assurances are included in the General Assurances agreed to in the iGrants Required Pages.
To the extent applicable, an LEA will include a description of how the LEA will comply with the requirements of Section 427 of GEPA (20 U.S.C. 1228a). The description must include information on the steps the LEA proposes to take to permit students, teachers, and other program beneficiaries to overcome barriers (including barriers based on gender, race, color, national origin, disability, and age) that impede equal access to, or participation in, the program. 
LEAs, including Charter schools that are LEAs, must assure that they are using ARP ESSER funds for purposes that are reasonable, necessary, and allocable under the ARP. 
LEAs will comply with the provisions of all applicable acts, regulations and assurances; the following provisions of Education Department General Administrative Regulations (EDGAR) 34 CFR parts 76, 77, 81, 82, 84, 97, 98, and 99; the OMB Guidelines to Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in 2 CFR part 180, as adopted and amended as regulations of the Department in 2 CFR part 3485; and the Uniform Guidance in 2 CFR part 200, as adopted and amended as regulations of the Department in 2 CFR part 3474.
Checking this box indicates the LEA has read, understands and agrees with these assurances.

Authorized Representative Name: 
CHASTITY CATCHINGS

Authorized Representative Title: 
COO

Date: (MM/DD/YY) 
06/15/2021


Page 2


Allowable ESSER III Activities for LEAs 
ESSER III Allocation for LEAs" 
$117,372

1. The LEA will use ESSER III funds for the following allowable activities. (Check all that apply) Include the estimated dollar amount for each category selected.
Estimated Dollar 
Amount



To address learning loss through the implementation of evidence-based interventions, such as summer learning or summer enrichment, extended day, comprehensive afterschool programs, or extended school year programs, and ensure that such interventions respond to students’ academic, social, and emotional needs and address the disproportionate impact of the coronavirus on the student subgroups described in section 1111(b)(2)(B)(xi) of the Elementary and Secondary 8 Education Act of 1965 (20 U.S.C.6311(b)(2)(B)(xi)); each major racial and ethnic group, children from low-income families, children with disabilities, English learners, gender, migrant students, students experiencing homelessness, and children and youth in foster care).
$191,132



Indirect costs 
$15,290

TOTAL 
$206,422


1. Please describe how the funds will be spent to address student learning recovery and acceleration. 
RVLA will implement a multi-layered support system to ensure that scholars are receiving the additional support that they need. This will include implementing extended day activities with teachers (block 4) to support scholar intervention or deepening of content base, credit recovery and SEL components for scholars who need additional support. In addition, funds will be used for supporting a school intervention team to support with ensuring scholars are supported academically, socially and emotionally. Furthermore, supplies and materials will be purchased to support additional supports based on scholar need and program requirements.

159 ARP - Elementary + Secondary Schools Emergency Relief Fund (ESSER III) 
Fiscal Year: 21-22 
Milestone: Final Approval Issued (Printed 1/30/2023) 
Organization: Rainier Valley Leadership Academy 
Page 1


AMERICAN RESCUE PLAN (ARP)-ELEMENTARY AND SECONDARY SCHOOLS EMERGENCY RELIEF FUND (ESSER III) LEA APPLICATION (80% ALLOCATION) 
Key Information 
Program Information 
Elementary and Secondary School Emergency Relief (ESSER III-ARP) funds, were authorized in Section 2001 of the American Rescue Plan (ARP) Act of 2021, enacted March 11, 2021. The funds are provided to state educational agencies (SEAs) and school districts to help safely reopen and sustain the safe operation of schools and address the impact of the coronavirus pandemic on the Nation’s students. Funds to Local Educational Agencies (LEAs) are allocated on the basis of their respective shares of funds received under Title I, Part A of the Elementary and Secondary Education Act of 1965 in fiscal year 2020. Therefore, districts will not receive the same proportionate share of ESSER III-ARP funds as they did for the first round of ESSER funds (ESSER I). 
ESSER funds are allowable to fund costs incurred on or after March 13, 2020, when COVID 19 was declared a national emergency, and all funds must be obligated by September 30, 2024. This includes one-year carryover as allowed under the Tydings Amendment (34 CFR 76.709). These are one-time funds that should not be committed to ongoing financial obligations. 
Allowable Activities 
This form package is for the remaining 80 percent of the total ESSER III-ARP allocation. The 20 percent required to address student learning recovery and acceleration (learning loss) is in iGrants form package 153. 
LEAs may use the remaining 80 percent allocation of ARP ESSER funds for activities allowable under section 2001(e) of the ARP. These allowable activities are outlined in the table on page 2. 
NOTE: 
The following activities are not explicitly listed in the ARP Act but are still an allowable use of ARP ESSER funds: 
Activities authorized by subtitle B of title VII of the McKinney-Vento Homeless Assistance Act (McKinney-Vento) (42 U.S.C. 11431 et seq.) 
Providing principals and other school leaders with the resources necessary to address the needs of their individual schools. 
This activity is only listed in the ARP Act but is an allowable use of ESSER I and ESSER II funds:
Developing strategies and implementing public health protocols including, to the greatest extent practicable, policies in line with guidance from the CDC for the reopening and operation of school facilities to effectively maintain the health and safety of students, educators, and other staff. 
The US Department of Education (DOE) encourages LEAs to use the funds to safely reopen schools, maximize in-person instructional time for all students, and provide opportunities to address the impacts of lost instructional time resulting from the COVID-19 pandemic. When making decisions about how to use ESSER funds, LEAs are encouraged to take into consideration how the funds can be used to address inequities, including focusing supports and services on students from low-income families, students of color, students with disabilities, English learners, students experiencing homelessness, children and youth in foster care, migratory students, children who are incarcerated, and other underserved students who have been disproportionately impacted by the pandemic. 
Generally, in determining whether an activity is an allowable use of funds, a LEA must determine: 
Is the use of funds intended to prevent, prepare for, or respond to the COVID-19 pandemic, including its impact on the social, emotional, mental health, and academic needs of students 
Does the use of funds fall under one of the authorized uses of ESSER funds? 
Is the use of funds permissible under the Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards (Uniform Guidance, 2 CFR Part 200)? In particular, is it necessary and reasonable for the performance of the ESSER award? 
LEA Safe Return to In-Person Instruction Plan 
An LEA that receives ARP ESSER funds must, within 30 days of receiving the funds, make publicly available on its website a plan for the safe return to in-person instruction and continuity of services. Before making the plan publicly available, the LEA must seek public comment on the plan. Districts are required to post to their website the June 1 plan due to OSPI to meet the federal requirement outlined below. OSPI was intentional in the development of the plan template to ensure that it met requirements of both state and federal law. 
ARP Section 2001 (i): SAFE RETURN TO IN-PERSON INSTRUCTION.— (1) IN GENERAL.—A local educational agency receiving funds under this section shall develop and make publicly available on the local educational agency’s website, not later than 30 days after receiving the allocation of funds described in paragraph (d)(1), a plan for the safe return to in-person instruction and continuity of services. (2) COMMENT PERIOD.—Before making the plan described in paragraph (1) publicly available, the local educational agency shall seek public comment on the plan and take such comments into account in the development of the plan. 
Fiscal Information 
There is no supplement not supplant requirement for the ESSER III-ARP funds. Therefore, the federal unrestricted indirect rate is used for this grant. Also, the 21-22 federal indirect rate is used for this grant since the form package is in the 21-22 fiscal period. Indirect rates for the upcoming school year are uploaded prior to the annual launch of iGrants launch on May 1st of each year. 
There is no maintenance of effort requirement for the ESSER III-ARP funds for LEAs. However, there is a new “maintenance of equity” requirement for the ESSER III-ARP funds for LEAs. The US Department of Education has provided an FAQ on this topic, see at Resources - Office of Elementary and Secondary Education. Also, below is the information from Section 2004 (c ) and (d) of the ARP:
(c) LOCAL EDUCATIONAL AGENCY MAINTENANCE OF EQUITY FOR HIGHPOVERTY SCHOOLS.— (1) IN GENERAL.—As a condition of receiving funds under section 2001, a local educational agency shall not, in fiscal year 2022 or 2023— (A) reduce per-pupil funding (from combined State and local funding) for any high poverty school served by such local educational agency by an amount that exceeds— (i) the total reduction in local educational agency funding (from combined State and local funding) for all schools served by the local educational agency in such fiscal year (if any); divided by (ii) the number of children enrolled in all schools served by the local educational agency in such fiscal year; or (B) reduce per-pupil, full-time equivalent staff in any high-poverty school by an amount that exceeds— (i) the total reduction in full-time equivalent staff in all schools served by such local educational agency in such fiscal year (if any); divided by (ii) the number of children enrolled in all schools served by the local educational agency in such fiscal year. (2) EXCEPTION.—Paragraph (1) shall not apply to a local educational agency in fiscal year 2022 or 2023 that meets at least 1 of the following criteria in such fiscal year: (A) Such local educational agency has a total enrollment of less than 1,000 students. (B) Such local educational agency operates a single school. (C) Such local educational agency serves all students within each grade span with a single school. (D) Such local educational agency demonstrates an exceptional or uncontrollable circumstance, such as unpredictable changes in student enrollment or a precipitous decline in the financial resources of such agency, as determined by the Secretary of Education. 
d) DEFINITIONS.—In this section: 
1. ELEMENTARY EDUCATION; SECONDARY EDUCATION.—The terms “elementary education” and “secondary education” have the meaning given such terms under State law.12 
2. HIGHEST POVERTY LOCAL EDUCATIONAL AGENCY.—The term “highest poverty local educational agency” means a local educational agency that is among the group of local educational agencies in the State that— (A) in rank order, have the highest percentages of economically disadvantaged students in the State, on the basis of the most recent satisfactory data available from the Department of Commerce (or, for local educational agencies for which no such data are available, such other data as the Secretary of Education determines are satisfactory); and (B) collectively serve not less than 20 percent of the State’s total enrollment of students served by all local educational agencies in the State. 
3. HIGH-NEED LOCAL EDUCATIONAL AGENCY.— The term “high-need local educational agency” means a local educational agency that is among the group of local educational agencies in the State that— (A) in rank order, have the highest percentages of economically disadvantaged students in the State, on the basis of the most recent satisfactory data available from the Department of Commerce (or, for local educational agencies for which no such data are available, such other data as the Secretary of Education determines are satisfactory); and (B) collectively serve not less than 50 percent of the State’s total enrollment of students served by all local educational agencies in the State. 
4. HIGH-POVERTY SCHOOL.— (A) IN GENERAL.—The term “high-poverty school” means, with respect to a school served by a local educational agency, a school that is in the highest quartile of schools served by such local educational agency based on the percentage of economically disadvantaged students served, as determined by the State in accordance with subparagraph (B). (B) DETERMINATION.—In making the determination under subparagraph (A), a State shall select a measure of poverty established for the purposes of this paragraph by the Secretary of Education and apply such measure consistently to all schools in the State. 
5. OVERALL PER-PUPIL REDUCTION IN STATE FUNDS.—The term “overall per pupil reduction in State funds” means, with respect to a fiscal year— (A) the amount of any reduction in the total amount of State funds provided to all local educational agencies in the State in such fiscal year compared to the total amount of such funds provided to all local educational agencies in the State in the previous fiscal year;
divided by (B) the aggregate number of children enrolled in all schools served by all local educational agencies in the State in the fiscal year for which the determination is being made. 
6. STATE.—The term “State” means each of the 50 States, the District of Columbia, and the Commonwealth of Puerto Rico. 
An LEA that receives ESSER III-ARP funds under this grant is not required to provide equitable services to non-public schools. Non-public schools may be eligible to receive Emergency Assistance to Non-Public Schools (EANS). 
ESSER III-ARP funds are subject to subrecipient monitoring and audit requirements under the Single Audit Act. 
For employees that are only charged to ESSER grants and working on ESSER allowable activities, time and effort is not required. However, time and effort is required if employees charged to ESSER are also charged to other federal programs. This exception only applies to ESSER II and III grants. 
ESSER III-ARP funds must be tracked separately from ESSER I and ESSER II funds. Accounting guidance will be provided in the School District Accounting Manual. 
Lost revenue will not be allowed to be claimed for ESSER III-ARP funds. 
Specific uses of ESSER funds must comply with the Cost Principles in subpart E of 2 CFR Part 200 of the Uniform Guidance. This requires, among other things, that every grant expenditure be necessary and reasonable to carry out the performance of the award (2 CFR 200.403- 200.404). Consistent with requirements in the Cost Principles, all expenditures must be properly documented (2 CFR 200.403(g)). 
DOE has authorized (i.e., provided prior written approval) that ESSER funds may be used for pre-award costs (2CFR 200.458) dating back to March 13, 2020, when the national emergency was declared. 
The Uniform Guidance at 2 CFR 200.407 requires LEAs to obtain prior written approval from OSPI for certain costs, such as the purchase of real property; equipment and other capital expenditures. Please see page 3 for more information, including the form to request prior approval for these types of expenditures. 
REMINDER: As a condition of payment of funds, LEAs must report expenditures both in the EDS claims system and in the OSPI ESSER III Expenditure Smartsheet tool on the OSPI website: Novel Coronavirus (COVID-19) Guidance & Resources. 
These are monthly requirements that must occur prior to each grant payment. Contact Eileen Frimberger if you have questions on this topic. 
Assurances 
INSTRUCTIONS: Please check each box after review of the assurance. 
With respect to the certification regarding lobbying in Department Form 80-0013, no Federal appropriated funds have been paid or will be paid to any person for influencing or attempting to influence an officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with the making or renewal of Federal grants under this program. 
The LEA will comply with all applicable reporting requirements at such time and in such manner and containing such information as the Secretary may reasonably require, including on matters such as:
overall plans and policies related to State support for return to in-person instruction and maximizing in-person instruction time, including how funds will support a return to and maximize in-person instruction time, and advance equity and inclusivity in participation in in-person instruction; data on each school’s mode of instruction (remote, hybrid, in-person) and conditions; uses of funds to meet students’ social, emotional, and academic needs, including through summer enrichment programming and other evidence-based interventions, and how they advance equity for underserved students; uses of funds to sustain and support access to early childhood education programs; impacts and outcomes (disaggregated by student subgroup) through use of ARP ESSER funding (e.g., quantitative and qualitative results of ARP ESSER funding, including on personnel, student learning, and budgeting at the school and district level); student data (disaggregated by student subgroup) related to how the COVID-19 pandemic has affected instruction and learning; and additional reporting requirements as may be necessary to ensure accountability and transparency of ARP ESSER funds. 
The LEA may be required to participate in Subrecipient Monitoring to ensure that funds are used for allowable purposes in accordance with cash management principles. 
Records pertaining to the ARP ESSER award under 2 C.F.R. § 200.334 and 34 C.F.R. § 76.730, including financial records related to use of grant funds, will be retained separately from other grant funds, including funds that an SEA or LEA receives under the Coronavirus Aid, Relief, and Economic Security Act (CARES Act) and the Coronavirus Response and Relief Supplemental Appropriations Act, 2021 (CRRSA Act). The SEA will ensure that it and every subrecipient of ARP ESSER funds will cooperate with any examination of records with respect to such funds by making records available for inspection, production, and examination, and authorized individuals available for interview and examination, upon the request of (i) the Department and/or its Inspector General; or (ii) any other federal agency, commission, or department in the lawful exercise of its jurisdiction and authority. 
The LEA will comply with all applicable assurances in OMB Standard Forms 424B and D (Assurances for Non-Construction and Construction Programs), including the assurances relating to the legal authority to apply for assistance; access to records; conflict of interest; merit systems; nondiscrimination; Hatch Act provisions; labor standards; flood hazards; historic preservation; protection of human subjects; animal welfare; lead-based paint; Single Audit Act; and the general agreement to comply with all applicable Federal laws, executive orders and regulations. 
Any LEA receiving funding under this program will have on file with the SEA a set of assurances that meets the requirements of Section 442 of the General Education Provisions Act (GEPA) (20 U.S.C. 1232e). These assurances are included in the General Assurances agreed to in the iGrants Required Pages. 
To the extent applicable, an LEA will include a description of how the LEA will comply with the requirements of Section 427 of GEPA (20 U.S.C. 1228a). The description must include information on the steps the LEA proposes to take to permit students, teachers, and other program beneficiaries to overcome barriers (including barriers based on gender, race, color, national origin, disability, and age) that impede equal access to, or participation in, the program. 
LEAs, including Charter schools that are LEAs, must assure that they are using ARP ESSER funds for purposes that are reasonable, necessary, and allocable under the ARP. 
LEAs will comply with the provisions of all applicable acts, regulations and assurances; the following provisions of Education Department General Administrative Regulations (EDGAR) 34 CFR parts 76, 77, 81, 82, 84, 97, 98, and 99; the OMB Guidelines to Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in 2 CFR part 180, as adopted and amended as regulations of the Department in 2 CFR part 3485; and the Uniform Guidance in 2 CFR part 200, as adopted and amended as regulations of the Department in 2 CFR part 3474.
Checking this box indicates the LEA has read, understands and agrees with these assurances.

Authorized Representative Name: 
CHASTITY CATCHINGS


Authorized Representative Title:
COO

Date:(MM/DD/YY)
08/29/2021


Page 2


Allowable ESSER III Activities for LEAs 
80% of ESSER III Allocation for LEAs*: 
(*20% allocation is in the ESSER III iGrants form package 153)
$469,489

The LEA will use ESSER III funds for which of the following allowable activities? (Check all that apply) Include the estimated dollar amount for each category selected.
Estimated Dollar 
Amount



Activities authorized by the Every Student Succeeds Act (ESSA) 
Describe Use of Funds:




Activities authorized by the Individuals with Disabilities Act (IDEA) Describe Use of Funds:




Activities authorized by the Adult Education and Family Literacy Act Describe Use of Funds:




Activities authorized by the Carl D. Perkins Career and Technology Education Act of 2006 
Describe Use of Funds:




Activities authorized by subtitle B of Title VII of the McKinney-Vento Homeless Assistance Act** 
Describe Use of Funds:




Coordination of preparedness and response efforts of local educational agencies with State, local, Tribal, and territorial public health departments, and other relevant agencies, to improve coordinated responses among such entities to prevent, prepare for, and respond to coronavirus. 
Describe Use of Funds:




Providing principals and others school leaders with the resources necessary to address the needs of their individual schools.** 
Describe Use of Funds: 
Programmatic supports to support scholars learning in person and remotely.
$100,000


Activities to address the unique needs of low-income children or students, children with disabilities, English learners, racial and ethnic minorities, students experiencing
homelessness, and foster care youth, including how outreach and service delivery will meet the needs of each population. 
Describe Use of Funds: 


Developing and implementing procedures and systems to improve the preparedness and response efforts of local educational agencies. 
Describe Use of Funds:




Training and professional development for staff of the local educational agency on sanitation and minimizing the spread of infectious diseases. 
Describe Use of Funds:




Purchasing supplies to sanitize and clean the facilities of a local educational agency, including buildings operated by such agency. 
Describe Use of Funds:




Planning for and coordinating during long-term closures, including how to provide meals to eligible students, how to provide technology for online learning to all students, how to provide guidance for carrying out requirements under the Individuals with Disabilities Education Act (20 U.S.C. 1401 et seq.) and how to ensure other educational services can continue to be provided consistent with all Federal, State, and local requirements. 
Describe Use of Funds:




Purchasing educational technology (including hardware, software, and connectivity) for students who are served by the local educational agency that aids in regular and substantive educational interaction between students and their classroom instructors, including low-income students and students with disabilities, which may include assistive technology or adaptive equipment. 
Describe Use of Funds: 
Supporting higher capacity connectivity for scholars on campus and providing technology and connectivity services for scholars who are remote.
$25,000



Providing mental health services and supports, including through the implementation of evidence-based full-service community schools.**** 
Describe Use of Funds:




Planning and implementing activities related to summer learning and supplemental afterschool programs, including providing classroom instruction or online learning during the summer months and addressing the needs of low-income students, students with disabilities, English learners, migrant students, students experiencing homelessness, and children in foster care. 
Describe Use of Funds: 
Additional tutoring and mentoring, summer activates to support scholar growth and learning gaps due to the pandemic. Will also include increased outreach and support to encourage greater parent and scholar engagement.
$75,000


Addressing the academic impact of lost instructional time among an LEA’s students, 
$100,000
including low-income students, students with disabilities, English learners, racial and 
ethnic minorities, students experiencing homelessness, and children and youth in foster care, including by: 
a. Administering and using high-quality assessments that are valid and reliable to accurately assess students’ academic progress and assist educators in 
meeting students’ academic needs, including through differentiating 
instruction. 
b. Implementing evidence-based activities to meet the comprehensive needs of students. 
c. Providing information and assistance to parents and families on how they can effectively support students, including in a distance learning environment. 
d. Tracking student attendance and improving student engagement in distance education. 
Describe Use of Funds: 
Funding to support scholars attending in person classes and getting additional support from a variety of strategies based off the scholars individual needs. 


School facility repairs and improvements to enable operation of schools to reduce risk of virus transmission and exposure to environmental health hazards, and to support student health needs. 
Describe Use of Funds:




Inspection, testing, maintenance, repair, replacement, and upgrade projects to improve the indoor air quality in school facilities, including mechanical and non mechanical heating, ventilation, and air conditioning systems, filtering, purification and other air cleaning, fans, control systems, and window and door repair and replacement. 
Describe Use of Funds:




Developing strategies and implementing public health protocols including, to the greatest extent practicable, policies in line with guidance from the CDC for the reopening and operation of school facilities to effectively maintain the health and safety of students, educators, and other staff.*** 
Describe Use of Funds:




Other activities that are necessary to maintain the operation of and continuity of services in local educational agencies and continuing to employ existing staff of the local educational agency (for example, child care and nutrition services). 
Describe Use of Funds: 
Supporting additional activities and initiatives to support scholar learning and growth.
$134,713



Indirect Costs. 
$34,776

TOTAL 
$469,489


** These activities are not explicitly listed in the ARP Act but are still an allowable use of ARP ESSER funds. 
*** This activity is only listed in the ARP Act but is an allowable use of ESSER I and ESSER II funds.
****The ARP Act defines a full-service community school as it is defined in section 4622 of the ESEA: a public elementary school or secondary school that (A) participates in a community-based effort to coordinate and integrate educational, developmental, family, health, and other comprehensive services through community-based organizations and public and private partnerships; and (B) provides access to such services in school to students, families, and the community, such as access during the school year (including before-and after-school hours and weekends), as well as during the summer. The reference to full-service community schools in relation to the allowable activity of “providing mental health services and supports” is only listed in the ARP Act but this is included as an allowable use of ESSER I and ESSER II funds. 
REMINDER: As a condition of payment of funds, LEAs must report expenditures both in the EDS claims system and in the OSPI ESSER III Expenditure Smartsheet tool on the OSPI website: Novel Coronavirus (COVID-19) Guidance & Resources. These are monthly requirements that must occur prior to each grant payment. Contact Eileen Frimberger if you have questions on this requirement.


Page 3


Request to OSPI for LEAs to Purchase Capital Expenditures with ESSER Funds 
As noted in the federal code of regulations (CFR) 200.439, “capital expenditures for general and special purpose equipment purchases are subject to prior approval by the pass-through entity (OSPI). In addition, with prior approval by pass-through entity (OSPI), subrecipients may use ESSER funds to purchase real property and perform construction for improvements to land, buildings, or equipment that meet the overall purpose of the program, which is “to prevent, prepare for, and respond to” the COVID-19 pandemic.” 
LEAs requesting to use ESSER funds for capital expenditures should follow the instructions below. 
Instructions to Submit the Request Form to OSPI 
Step 1: Review and complete the request form in the link below (section titled “To Be Filled Out By the LEA”). 
Step 2: Once the request form is complete, upload the request form using the box below. Step 3: Submit the grant application for review to OSPI. 
Step 4: OSPI will review the request form and notify you if the request has been approved or denied. The request form can be found here: 
OSPI Request Form for Local Educational Agencies (LEAs) to Purchase Capital Expenditures Made with ESSER Grant Funds. 
UPLOAD SUPPORTING DOCUMENTATION HERE. 
NOTE: File names may NOT include symbols, including #. 
Uploaded Files Uploaded By Uploaded At 
Files have not been uploaded


Considerations When Using Federal Funds for Capital Expenditures 
Please see additional information in the request form located in the link above. This includes the definition of the types of expenditures requiring prior approval from OSPI and the federal requirements for the intended use of certain capital assets and the tracking, monitoring and disposition of those assets. 
LEAs using federal funds, all or in part, to purchase goods or services must follow the more restrictive of the federal or state bid requirements or the LEAs internal procurement policy.
For purchases greater than $25k, paid for all or in part with federal funds, vendors must be checked, prior to purchases being made or work being performed, to ensure they have not been suspended or debarred suspension and debarment and documentation evidencing this must be retained (2 CFR 180). This documentation can be completed by checking the vendor on SAM.gov and printing the search results, included suspension and debarment language in a contract signed by the vendor or receiving a signed certification from the vendor that they are not suspended or debarred. 
Construction is authorized under Title VII of the ESEA (Impact Aid) and therefore is an allowable use of ESSER funds under sections 18002(c)(3) and 18003(d)(1) of the CARES Act, sections 312(c)(3) and 313(d)(1) of the CRRSA Act, and section 2001(e)(2) of the ARP Act. The broad Impact Aid definition of “construction” includes new construction as well as remodeling, alterations, renovations, and repairs under which many activities related to COVID-19 would likely fall.13 However, DOE discourages LEAs from using ESSER funds for new construction because this use of funds may limit an LEA’s ability to support other essential needs or initiatives. Remodeling, renovation, and new construction are often time-consuming, which may not be workable under the shorter timelines associated with ESSER and GEER funds. These types of activities are also subject to a number of additional Federal requirements, as detailed below. 
While construction is generally allowable, it is the responsibility of an LEA to assure that individual costs: 
1. comply with the Cost Principles in 2 CFR Part 200, subpart E (e.g., the cost must be “necessary and reasonable” (2 CFR §§ 200.403-200.404)); 
2. meet the overall purpose of the CARES Act, CRRSA Act, or ARP Act programs, which is “to prevent, prepare for, and respond to” COVID-19; and 
3. are consistent with the proper and efficient administration of those programs. 
Under these general principles, any construction activities, including renovations or remodeling, that are necessary for an LEA to prevent, prepare for, and respond to COVID-19 could be permissible, though the burden remains on grantees and subgrantees to maintain the appropriate documentation that supports the expenditure. 
As noted above, an LEA using ESSER or GEER funds for remodeling, renovation, and new construction must comply with additional federal requirements. For example, these projects require prior written approval by an LEA’s Governor or SEA (or the Department for State projects). (See Title VII of the ESEA and 2 CFR § 200.439(b).) Approved construction projects (i.e., remodeling, renovation, and new construction) also must comply with applicable Uniform Guidance requirements, Davis-Bacon prevailing wage requirements14, and all of the Department’s applicable regulations regarding construction at 34 CFR §§ 76.600 and 75.600- 75.618. Some of the relevant part 75 requirements that must be considered before a new construction project is initiated include: 
1. Has the grantee completed an environmental impact assessment before initiating the construction and fully considered any potential environmental ramifications before proceeding with the project (34 CFR § 75.601); 
2. Has the grantee considered the probable effects of proposed construction on any district, site, building, or structure that is included or eligible for inclusion in the National Register of Historic Places (34 CFR § 75.602) 
3. Does the grantee have title or other interest in the site, including right of access, that is sufficient to ensure that the grantee will have use and possession of the facility for 50 years or the useful life of the facility, whichever is longer (34 CFR § 75.603); 
4. Can the grantee begin the approved construction in a reasonable time period and have the final plans been approved before the construction is advertised or placed on the market for bidding (34 CFR § 75.605);
5. Can a grantee complete the project in a reasonable time period and consistent with the approved plans and specifications (34 CFR § 75.606); 
6. Is the construction functional, economical, and not elaborate in design or extravagant in the use of materials as compared to other facilities in the State or other applicable geographic area (34 CFR § 75.607); 
7. Do the grantee’s plans and designs for the facilities comply with applicable Federal, State and local health and safety standards, as well as Federal requirements regarding access by persons with disabilities. (34 CFR §§75.609 and 75.610); and 
8. Does the grantee have sufficient operational funds to operate and maintain the facility once the construction is complete and will the grantee operate and maintain the facility in accordance with all applicable Federal, State, and local requirements (34 CFR §§ 75.614 and 75.615). 
As is the case with all construction contracts using laborers and mechanics financed by Federal education funds, an LEA that uses ESSER or GEER funds for minor remodeling, renovation, repair, or construction contracts over $2,000 must meet all Davis-Bacon prevailing wage requirements and include language in the contracts that all contractors or subcontractors must pay wages that are not less than those established for the locality of the project (prevailing wage rates). (See 20 U.S.C. 1232b Labor Standards.) 
Finally, if ESSER funds are used for construction, LEAs should also be aware that real property and equipment acquired or improved under a Federal award must be appropriately insured and grantees must consult with OSPI on disposition instructions in the event that the property or equipment is no longer needed. See, e.g., 2 CFR §§ 200.310-200.313. 
The Buy American Act does not apply to the ESSER grants. However, awards made under the CRRSA Act and ARP Act (i.e., ESSER II and ARP ESSER awards) are subject to 2 CFR § 200.322, a new regulation that applies to Federal grants made after November 12, 2020. It establishes domestic preferences for procurements under Federal grants that are subject to the Uniform Guidance. The text of the regulation follows: 
2 CFR § 200.322 Domestic preferences for procurements. 
a. (a) As appropriate and to the extent consistent with law, the non-Federal entity should, to the greatest extent practicable under a Federal award, provide a preference for the purchase, acquisition, or use of goods, products, or materials produced in the United States (including but not limited to iron, aluminum, steel, cement, and other manufactured products). The requirements of this section must be included in all subawards including all contracts and purchase orders for work or products under this award. 
b. For purposes of this section: 
(1) “Produced in the United States” means, for iron and steel products, that all manufacturing processes, from the initial melting stage through the 
application of coatings, occurred in the United States. 
(2) “Manufactured products” means items and construction materials 
composed in whole or in part of nonferrous metals such as aluminum; plastics and polymer-based products such as polyvinyl chloride pipe; aggregates such as concrete; glass, including optical fiber; and lumber.

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RVLA HS Programs

Running Start & Study Abroad
If a scholar is interested in participating in Running Start or Study Abroad speak to your Mentor teacher or the school counselor [email protected] to learn more
Elective Offerings
Please reach out to RVLA school counselor Henry Jenkins for the most current list of RVLA's elective offerings.  [email protected]

Enrichment Offerings (After School)
RVLA afterschool enrichment program is available for free to all scholars.  For more information and to sign up please contact the program manager [email protected].  Some of the classes offered over the years are as follows:
​
Multicultural Cooking
Plant Based Cooking
Kutt N Up Dance Team
Dance with Chaffawn
Kickboxing
Hair Styling
Theater
World Languages & Cultures
Mentor
Career Exploration w/ Urban League & Project Girl
​Credit Recovery
Entrepreneurship
Tutoring
HBCU Tour


If your are interested in your scholar attending Please e-mail
Mr. Henry Jenkins
Academic Counselor at [email protected]

Sign up for more details and information

RVLA Policies & Procedures

Accounting & Finance Policies & Procedures Manual
Click here to view the manual.

Request for Proposals

Request for Nutrition RFP
Click here to view the request for nutrition RFP.

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