Big Picture Program Student Expectations and Information
Big Picture Program Student Expectations
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Welcome
Ellensburg Big Picture School is a 9th - 12th-grade choice school focused on meeting Washington State Learning Standards by focusing on priority standards and allowing students to represent their learning in authentic ways in the classroom and our community.
Our Vision
Our school aims to cultivate critical thinkers, problem solvers, and collaborative learners by focusing on student agency and student well-being. We believe in a supportive learning environment where students take an active role in their education and are actively engaged in authentic, hands-on experiences that foster creativity, innovation, and real-world application of knowledge. Students work to master skills through reflection and revision, learning essential knowledge and the real-world skills to be successful in all future endeavors.
Schoolwide Expectations
Our School expectations are built on the foundation of being the BUCKS.
Bold- Confident and courageous, willing to take risks
Unstoppable- Determined to succeed
Creative- Use imagination to come up with new ideas and solutions, and think outside the box
Knowledgeable- The ability to make informed decisions and solve problems
Self-disciplined- Being able to control your actions, work hard, and stay focused on your goals
In our school, this means we try new things and learn from failure. We stay committed and ask for help when needed. We solve problems with flexible, creative thinking. We take ownership of our learning and decisions. We show up, stay focused, and support one another.
We also value respect and believe this is the essential part of being not only a good member of our school community, but a good person in society. At Big Picture, Respect means treating someone the way both you and they want to be treated, while caring about each other's thoughts, feelings, beliefs, and rights.
Academic Expectations
We have three pillars of our program, designed to ensure robust learning opportunities for all students, culminating in a student portfolio and exhibition showcasing student knowledge and work each semester. These pillars help students to meet the program competencies, and are required elements of the program.
Morning Classes and Projects
Our morning classes represent the core academic content of the program and core academic competencies. These are:
Focused on Science, Math, and ELA.
These courses satisfy the competencies of Communication, Quantitative Reasoning and Empirical Reasoning– completing essential checkpoints and end-of-unit assessments ensures that students have mastered the priority standards. Students must complete at least 70% of the required checkpoints and assessments to pass classes and graduate.
Daily lessons are building skills necessary to be successful with the essential skills of each unit.
Regular attendance supports you in building the foundational knowledge and skills to be successful in each unit. It also builds the behavioral skills for success in the workplace.
Leaving to Learn
This unique part of our program allows students to explore careers and to gain real-world experience in a way not often available to students. These experiences are required to pass Seminar, Career Exploration, Career Management, Project Management, and Career Projects. Students meet the Knowing how to Learn Competency and the Personal Qualities Competency through these experiences, which are required for graduation.
These experiences include:
For 11th and 12th grade students:
You are expected to have a job shadow, internship, or job and are required to complete 180 hours at that site to earn credit for the year. This should be a job in a career field you are interested in and is required to pass Worksite Learning 1st period.
You will attend a minimum of 3 field trips a semester that you are interested in and participate in guest speaker visits during class time. These are meant to expose you to different job ideas and options.
Leaving to Learn is not a suggestion, and it is your responsibility to arrange with our help.
For 9th and 10th grade students:
You will participate in school-based career-connected learning options to build job skills and real-world experience.
You will have the opportunity to earn different career certifications that can be added to your resume and used in future job applications.
You will need to participate in at least 2 extended career learning activities a semester, which include certifications, job interviews, and job shadowing.
You need to participate in at least 3 trips per semester and all guest speaker visits during the year.
Projects and Portfolio Exhibitions-
Projects are a valuable way to explore student interests, learn about academic content, and develop lifetime skills for success. The completion of these projects is required to pass Seminar, Career Exploration, Career Management, Project Management, and Career Projects. Students meet the Knowing How to Learn Competency and the Personal Qualities Competency through these experiences, which are required for graduation.
These projects include:
Career, Service and Personal Projects
Your project should have a beginning, middle, and end.
Needs to be something you are working on at school in some capacity.
Includes research, a mentor, and a benefit to you or the community.
Relates to a program competency.
Demonstrates new learning about the topic or content of your project.
Reflects the time, effort, and thoughtfulness of 45 hours of school time given to you for your work.
Culminating Mastery: As a non-negotiable requirement for graduation, all students will participate in a Portfolio Exhibition at the end of each semester.
The "Test" of Competency: Think of this as your semester "test." This is your opportunity to publicly prove your mastery of graduation competencies.
Synthesizing Learning: You will curate evidence from your classroom work, personal projects, and "Leaving to Learn" experiences to tell the story of your growth. Exhibitions are where you demonstrate that you are on track for graduation by synthesizing your learning, reflecting on your challenges, and showcasing your readiness to advance.
Competencies and Portrait of a Graduate
All students will graduate proficient in each of the program competencies. These are the guaranteed outcomes we promise to our students. Every Big Picture graduate will emerge as:
A Collaborative Communicator
Communication Competency: Graduates adjust communication for audience and purpose, use digital tools ethically, and contribute to collaborative discourse. They are effective communicators, collaborative partners, and responsible digital citizens.
A Critical & Adaptive Thinker
Quantitative Reasoning Competency: Graduates apply mathematical strategies to solve real-world problems and analyze data. They act as critical thinkers who analyze information and question assumptions to form reasoned judgments.
Empirical Reasoning Competency: Graduates use the scientific method to investigate natural systems and design solutions for real-world problems. They are problem-solvers and imaginative innovators who embrace new ideas to address complex challenges.
A Connected & Responsible Citizen
Social Reasoning Competency: Graduates analyze social systems and apply civic reasoning to take thoughtful action in an interconnected world. They act as empathetic individuals, community contributors, and responsible citizens.
A Character-Driven and Self-Aware Learner
Personal Qualities Competency: Graduates are self-aware, resilient individuals who manage emotions and behaviors effectively while acting with integrity. They are ethical decision-makers, reflective learners, and self-reliant people.
A Career and Academically Prepared Graduate
Knowing How to Learn Competency: Graduates are adaptable learners who take initiative in their growth, using tools like SMART goals to track progress. They are college and career-ready knowledge seekers empowered for lifelong learning.
Competency Grading
At Big Picture, we focus on competency- or standards-based grading, where you are graded on what you know and can do, not just on how many points you earn. Each class has a set of skills (called competencies) you need to learn. You show your learning by monitoring your progress toward competency through completing classwork, activities, and end-of-unit projects. You will get feedback to help you grow, and you can keep working until you meet the goal.
We don’t expect you to be perfect right away—we expect you to keep learning.
Foundational scores (1 and 2) mean there is room to continue to learn and grow in that standard. Anyone receiving these scores is encouraged to continue to improve their understanding of the standards and will be encouraged to revise their work with structured support from teachers. 9th and 10th grade students should expect and anticipate scores of 1 and 2 in most of their work.
Proficient (3) is the target score for students. This score indicates students have an understanding of the standard and can use their knowledge in a real-world setting, showing graduation readiness.
Above proficiency (4) indicates beyond high school level knowledge of the standard and can be demonstrated by taking the knowledge gained through classwork and applying it to their own real-world application or experience. 11th and 12th-grade students should have scores of 3 and 4.
Every student should be focused on growth and improvement in all of the competencies and mastering the processes of problem solving, thinking through problems, and finding solutions. This does not mean getting the right answer 100% of the time, but instead having the ability to honestly review, reflect, and improve on your work.
Grades and Transcripts
Students at Big Picture do not receive traditional letter grades and do not have a GPA. We will send home a standards-based report card via ParentSquare each semester.
Students will have a traditional transcript that shows the courses they’ve taken and the credits they’ve earned during their full high school journey, whether at Big Picture or other schools. In addition to the course record, students will have a Mastery Transcript that includes a portfolio of student work, showcasing how students have met the competencies of our program. These transcripts are accepted at colleges and universities across the country. It is important that students are uploading evidence of their work and are creating a portfolio that reflects their learning. This is how students will represent themselves to future schools and employers.
We recognize that this is a unique way to complete school. It does create occasional challenges in our society, from insurance discounts to scholarship applications; we will work with students and families to help explain how our program works, but also provide an accurate representation of students’ academic history and achievements.
Staying on Track
Monthly Progress Reports are sent at the start of each new month as a measure of your work and progress for the previous month. We will email a progress report each month. Students will be involved in the progress report process, and reports have three indicator levels: satisfactory (on track for graduation), satisfactory with concerns (concerns about on-time graduation), and unsatisfactory (not on track for graduation).
3 Unsatisfactory progress reports in a semester may result in removal from the Big Picture or a change in student requirements. It is a legal requirement from OSPI around alternative learning opportunities to revise a student’s learning experience if they are not making progress. You are required to attend school; you get to attend school here.
End-of-semester grades of No Credit (NC) mean you are not on track.
Students who receive NC Grades first semester will be on probation 2nd semester, and may be asked to stay at Big Picture beyond their graduation date.
2 semesters of NC grades will result in additional time at Big Picture beyond your anticipated graduation date or removal from Big Picture.
Students and families will be kept informed of student progress in classes through monthly progress reports, communication from teachers, and the principal. Students who are not making adequate progress or who are in danger of not graduating on time will have conferences and level-up contracts to outline the specific steps needed to remain on track for graduation.
Attendance and Bathroom Use
Students have FIVE MINUTES before they will be marked absent. Students are expected to be on time to each class, daily, which means being in their seats ready to learn when the bell rings. We believe student attendance is an essential element to demonstrating competency and learning, and it is our goal to support students to be at school. We will work with each student and their family to support ensuring students attend regularly, meaning 80% attendance or more.
In an effort to support developing skills that will lead to success in the workplace, we will celebrate those students who have 80% and higher attendance each month. Students who have 80% or higher attendance and fewer than 5 tardies each month will earn PTO that can be used to pay for special student experiences, prizes, or to excuse students from school, with parent approval.
For students who struggle to meet our attendance expectations, supports will include:
Meeting requests with students and families
Problem-solving and attendance goal setting and attendance contracts
Community partner support
Loss of internship time with your community mentor
Detention (lunch, after school, and Saturday school
Truancy petition to juvenile court
Program removal
Students are free to use the bathroom as needed and should use the 5-minute passing time to handle bathroom business. Students who need to leave class will need to use the SmartPass in their classroom and be excused by their teachers after the first 10 minutes of class, and not in the last 10 minutes.
For students who need a break, it is expected that they will ask to come to the office. Students are not allowed to work outside of Big Picture without the permission of the principal.
Shared Spaces
Bathrooms
Our bathrooms are the Wing 10 bathrooms. There is no need for students to be elsewhere.
We will be using SmartPass to ensure students are where they need to be and protect you from unfair accusations of being elsewhere.
Before School/Shared Spaces
We are our own school, with our own space and this is where you are expected to be.
The library space is our space for you to be before school and at lunch.
Students should not be wandering the halls of EHS when class is in session. Students may use the EHS Commons and library before and after school, unless otherwise stated by EHS or Big Picture administrators.
If you need to have a reason to be at EHS during class time, we can get you a pass.
Meals
Breakfast and lunch are provided free of charge daily in our space. Take advantage of these nutritious meals–good nutrition is linked to better learning and success at school.
Uber Eats and other meal delivery services are not allowed. Leaving campus at times other than lunch will result in disciplinary action. Snacks are available in the principal's office if you need a meal.
Students are not allowed to have outside food in class. Students need to eat during breakfast and lunch times. Students who bring food for off-campus and do not have time to eat during the designated meal times will be asked to leave food in the office until passing time.
Transportation
All students have access to Ellensburg School District transportation system.
We are happy to help students and families get connected with the transportation office to determine the correct bus number and route.
Students will not be excused from classes and learning time to use city transportation. If students are using city transportation, they will need to take the bus after school has finished.
Students are welcome ot stay in the Big Picture library until the bus arrives.
Behavioral Expectations
At Big Picture, we believe school should be a safe, respectful place for learning, growth, and connection. We take behavior seriously and hold students accountable for their actions while also giving them the chance to learn from their mistakes. Our staff consistently teaches and re-teaches clear behavioral expectations and routines, models positive social skills, and uses proactive strategies like active supervision and behavior-specific praise. When behavior issues arise, we respond with a graduated approach that begins with gentle reminders, skill-building, and reflection. We provide opportunities for students to cool down, problem-solve, and rejoin the classroom community. Families are included when needed, and major concerns are addressed with office-level support. Even when serious behaviors occur, we prioritize restorative conversations and learning opportunities over exclusion whenever possible—because we believe that every student deserves support, structure, and a chance to do better. This will include:
Defining and Consistently Reteaching Clear Behavioral Expectations and Routines
Explicitly defined and taught
A flexible curriculum that addresses the uniqueness of every student
Re-teaching behavioral expectations as needed
Involving students in defining expectations
Proactive Strategies: Active Supervision and Behavior-Specific Praise
Active supervision and pre-correction of inappropriate behavior
Reinforcing appropriate behaviors through behavior-specific praise
Integrating Social-Emotional Learning (SEL) and Teachable Moments
Explicit social skills instruction will teach students to recognize, understand, label, express, and regulate emotions
Utilize teachable moments and seize natural opportunities, or "teachable moments," to provide social skills instruction
Model positive relationship-building
Teachers will follow a consistent, graduated sequence of behavior support and intervention for all students, prioritizing instructional and relational approaches:
Proactive Universal Instruction & Positive Reinforcement (Ongoing)
Individual Reminder & Skill Reinforcement (First Response to Minor Violation)
Cool-Down, Reflection, & Problem-Solving (When Initial Reminders are Ineffective or for Repeated Minor Violations)
Teacher Contact Home & Office Consultation (When Classroom Strategies are Exhausted or for Escalated/Persistent Behavior)
Office-Level Major Behavioral Violations
Harming yourself or others
Fighting or other verbally or physically threatening behavior
Using racist, sexually explicit, or hurtful language or repeated teasing (bullying or harassment)
Swearing at someone, including other students, staff/teachers, or bystanders
Vaping, weapons, gang activity, drugs, or alcohol
Destroying property (including school property and other people’s belongings)
Unreasonable class disruptions– including throwing things and refusal to follow teacher direction
Attendance violations
Academic dishonesty, cheating, and plagiarism
Theft
Major technology misuse (e.g., hacking, accessing forbidden content)
Disobedience to the reasonable instructions of school authorities.
Leaving school between classes without a check-in/check-out in the office
For behaviors on the "non-negotiable office-level discipline list," school administration will follow established protocols for investigation, parent notification, and determining appropriate consequences (e.g., ISS, OSS, expulsion). Even for severe violations, administrators will attempt lower-level responses as appropriate, engage in problem-solving approaches, and consider restorative justice practices where suitable. All referrals, forms of discipline attempted, and actions taken will be documented using data to inform future prevention and intervention efforts.
In all instances, the goal of discipline will be to correct and support students in doing better in the future. However, repeated disciplinary issues (3+) will result in a parent conference to discuss student behavior and placement in Big Picture.
Chromebooks and Digital Citizenship
Chromebooks are provided to all students at the start of the school year. These devices are essential components of our learning environment, serving as gateways to professional skill-building and real-world application. Students are expected to have their devices with them, charged, and ready for use each day.
Beyond basic maintenance, we view our technology as a powerful tool for empowerment. We encourage students to leverage AI and digital resources to strengthen their creative and critical thinking capabilities. With this access comes the responsibility of ethical and professional use; technology should be used to enhance human capabilities and innovation. While failure to maintain equipment may result in disciplinary action, we prioritize guiding students toward becoming responsible, tech-savvy digital citizens who are prepared for the demands of the modern workforce.
Cell Phones
Your cell phone is an amazing tool for both good and not great things. When your phone distracts you or others from learning, it is a problem.
During any time your teacher shares it is a no-cell phone time, including during instruction, group work, and discussions, your phone needs to be away. During work time, and with teacher permission, your phone can be out to listen to music.
Inappropriate cell phone use consequences are as follows:
1- You will be asked by a teacher to put your phone away
2-If you are asked again after a warning, you will bring your phone to the office for safekeeping for the remainder of the day.
3-Any additional phone offenses within the same week will result in the phone being kept in the office and returned to the student's guardian.
Our Commitment to You
What You Can Expect from Your Teacher
To Educate
Develop units based on state standards and school competencies, and planning what you should know and be able to do when you understand that skill in the competency.
Encourage you to ask questions, think critically, and solve problems, not just tell you the answers.
Adapt instruction and teaching methods to support your diverse learning styles and needs.
Assign and grade work and provide timely feedback to build understanding and improvement.
To Mentor
Help you recognize your potential and encourage perseverance through challenges.
Model integrity, empathy, respect, and responsibility.
Hold you to high expectations for behavior and work ethic for future success.
Support you in your academic, emotional, and social development.
Help you set and work toward achievable personal and professional goals.
Enforce school rules fairly to ensure everyone can achieve academic success.
To Listen and Support
Create a classroom environment that values teamwork and shared learning experiences.
Empower you to take responsibility for your learning through projects and self-directed activities.
Understand your unique challenges and provide you with the right support.
Develop trust and a sense of belonging with each of you.
Encourage you to express yourself and stand up for your beliefs.
What You Can Expect from Your Principal
Supporting Students
Build relationships with you to understand your challenges and advocate for your needs.
Advocate for resources, funding, and opportunities to address the educational challenges you face.
Identify and work to remove obstacles that hinder students' ability to succeed in school and life
Encourage programs that support your emotional regulation, conflict resolution, and mental health.
Involve you in decision-making and give you agency in your educational journey.
Supporting Staff
Provide encouragement and support to teachers and staff.
Support staff to use innovative and flexible teaching methods tailored to diverse learning styles and individual needs.
Ensure teachers have the resources they need and want to effectively support you academically, socially, and emotionally.
Create or find professional development opportunities for staff to learn and grow as teachers.
Enforce discipline policies that help students learn from mistakes, repair relationships, keep students physically and emotionally safe and help to build habits for success in life.
Promoting our School
Establish a clear mission focused on student success, personal growth, and overcoming barriers to a quality education for all students.
Promote a safe, inclusive, and supportive environment where students and staff feel valued.
Collaborate with community organizations, businesses, and agencies to provide resources for academic success and project needs.
Seek grants, funding, and donations to enrich our program and support your projects.
Use data to monitor attendance, behavior, and academic performance.
Celebrate student and staff achievement.
Explore and research ways to engage you in learning and address your needs at school.
Family Involvement
Families are a vital part of our school community, and we welcome your involvement in meaningful ways. Whether you’re attending school events, sharing your skills, offering job shadow opportunities, or volunteering as a mentor, your time and expertise enrich our program and support student growth. We believe in working together to help students thrive, and we invite your feedback, ideas, and participation throughout the year. When families and schools partner, students benefit—and we’re grateful to have you as part of our team.
Communication
We are committed to clear, consistent communication with families. You can expect regular updates through ParentSquare as our primary method of updating families on upcoming weekly events and schedules. We will also connect via phone calls, emails, and student progress reports, and want to honor your preferences in communication as best as we can. We believe hearing students' voices in their work, along with strong partnerships with families, helps students succeed, so we ask that you reach out directly to teachers with classroom-related questions or concerns, and contact the office for attendance, schedule changes, or general information. If you have a concern that requires additional support, please connect with the principal so we can work together to find a solution. Open, respectful communication helps us support your student and keep our school community strong.
Attendance and Office Contacts:
Lynn Leslie, Registrar and main school number 509.925.8182
Misti Weddington, Office Assistant and attendance 509.925.8180
Teachers:
Sara Iufer, Math and Advisory sara.iufer@esd401.org
Loi Lutes, Science and Advisory loi.lutes@esd401.org
Paul Melton, ELA/History and Advisory paul.melton@esd401.org
Counselor Social Worker:
Melissa Wayman melissa.wayman@esd401.org
Internship Coordinator/Counselor
Nora Jacobs nora.jacobs@esd401.org
Principal:
Haley Naboychik 509.925.8181 haley.naboychik@esd401.org