EisslerSafetyPlan201.. - BCSD Static Server - Bakersfield City ...

BAKERSFIELD CITY SCHOOL DISTRICT 

Education Center - 1300 Baker Street 

Bakersfield, California 93305 

COMPREHENSIVE SCHOOL SAFETY PLAN 

Eissler Elementary School 

2901 Eissler Street 

(661) 631-5250 

April 25, 2012

Safe School Plan Continued 

Bakersfield City School District 

Emergency Information 

School Name: Henry Eissler Elementary Phone: (661) 631-5250 

Street Address: 2901 Eissler Street Zip Code: 93306 

City: Bakersfield District: Bakersfield City School 

District 

Emergency Phone 

Numbers 

911 

Name 

Phone 

Principal Jennifer Payne (661) 631-5250 

District Emergency Tom Ross (661) 631-4711 

Contact 

Office Teacher Stephanie Wood (661) 631-5250 

Campus Supervisor Joaquin Hernandez (661) 631-5250 

School Nurse Missy Seymour (661) 496-3010 

Transportation Bill Ross (661) 631-5880/Ext. 75115 

Organization 

Phone 

Electric Company PG&E (800) 743-5000 

Gas Company PG&E (800) 743-5000 

Sewer Authority East Niles Community Serv. Dist. (661) 871-2011 

Water Company East Niles Community Serv. Dist. (661) 871-2011 

Nearest Hospital Kern Medical Center (661) 326-2000/ 326-2667 

Fire Station University & Mt. Vernon Non-emergency 324-6551 

Police/Sheriff Dept. Bakersfield Police Dept. Non-emergency 327-7111 

Other 

School Incident Command Team 

(Responsible for directing and documenting emergency activities. Functions may change if a Unified Command 

Structure is established) 

School Incident Chief 

Backup Incident Chief 

Operations Chief 

Back up Operations Chief 

Logistics Chief 

Back up Logistics Chief 

Planning and Intelligence Chief 

Back up Planning and Intelligence Chief 

Administration/Finance Chief 

Back up Administration/Finance Chief 

Jennifer Payne, Principal 

Stephanie Wood, Office Teacher 

Stephanie Wood, Office Teacher 

Joaquin Hernandez, Campus Supervisor 

Rita Mendez, Cafeteria Manager 

Cathy Czechowski, Teacher 

Maria Stanton, School Secretary 

Devonn Holsonbake, Specially-funded Clerk 

Maria Stanton, School Secretary 

Devonn Holsonbake, Specially-funded Clerk 

Incident Command Center Locations 

(Indicate locations where Incident Command Team will convene during an emergency) 

Primary - Indoors 

Backup - Outdoors 

Cafeteria 

NW backstop 

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OPERATIONS 

Student Reunification/ 

Supervision 

(Accountability) (Processes 

requests for student, sets up 

evacuation site, coordinates 

supervision of students) 

Meeting location: 

Incident Command Center 

Leader 

Jennifer Payne 

Alternate Leader 

Maria Stanton 

Student Release 

Joaquin Hernandez 

Supplies Needed: 

Radio (3) 

Enrollment Sheets 

Bus Lists 

Parent pick-up binder 

Folding table 

District cell phone 

Assembly/Shelter Team 

(Assembly, Shelter, security, 

secure gates/entryways, document 

all actions, accounting for 

students and adults) 



Leader 

Maria Stanton 


Susan Dunlap 


Radio (2) 

Visitor Log 


School map 

First Aid/Medical Team 

(Ensure first aid supplies are 

available and administered) 

Meeting location (inside): 

Library 

Meeting location (outside): 

Primary Tetherballs 

Leader 

Bea Navarro 


Marlene Shaff 


Radio (1) 

First Aid supplies 

Water 

First Aid log binder 

Blankets 

Folding table 

Parent Information 

Location: 


Interpretation Team 

(Spanish/Sign Language) 


Library 


Primary Tetherballs 

Name Keeper 

Maria Stanton 

Leader 

Bea Navarro 


Elba Ortiz 


Student Emergency Contact Cards 



None 

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Search and Locate Team 

(Performs search and rescue 

operations) 



Leader 



Ryan Folger 


Radio (2) 

Mental Health Team 

(Provides psychological 

assistance for students/staff) 


Office 


Picnic Tables 

Leader 

Stephanie Wood 


Lisa Born 

Member 

Lisa Apple 


Books 

Games 

Crayons 

Paper 

Blankets 

Medical Treatment 

Designee (Rides with injured 

student in ambulance or meets 

ambulance at hospital) 

Report to (inside): 

Library 

Report to (outside): 

Primary tetherballs 

Safety, Maintenance and 

Fire Team (Help determine 

safety risks, provide bottled water, 

alert to unsafe actions, roams, 

gives breaks if needed, documents 

actions taken) 



Designee 

Robin Joslen 

Back Up Designee 

Paula March 

Leader 

Joe Parugrug 



Member 

Sylvia Barrientos 


Cell phone 


Radio (2) 

Writing supplies 

- 4 -


LOGISTICS 

Transportation (Logistics) 

Team (Calls for buses, 

supervises loading of buses, 

documents, participates in 

evacuation) 


Room 25 


Bus Gate 

Supplies Team (Secures 

food, water, supplies and 

resources) 


Cafeteria 


Picnic Tables 

Communications Team 

(Gathers communication 

equipment, drafts messages to 

keep others informed) 


Office 


Picnic Tables 

Leader 

Cathy Czechowski 


Keli Ehret 

Leader 

Rita Mendez 


Wanda Turner 

Member 1 

Stephanie Ferrell 

Member 2 

Maria Quinonez 

Leader 

Stephanie Wood 


Susan Dunlap 


BCSD Transportation 631-5880 or 75115 

Radio 

Bus lists 


Rolling Carts/Baskets 

Radio (2) 


Radio 


Bullhorn 

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PLANNING AND INTELLIGENCE 

Information Gathering 

Team (gathers information 

about the crisis, names of 

witnesses to law enforcement as 

needed, documentation) 



Chief 

Maria Stanton 

Alternate Chief 

Scenia Hedgemon 



Incident Log Scribe 

(Maintains ongoing status board, 

gathers documentation from all 

team members, reports all 

activities, helps evaluate 

responses) 

Located in Command 

Center 

Leader 

Devonn Holsonbake 


Katie Littlejohn 


Radio (2) 

Attendance Sheets 

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ADMINISTRATION/FINANCE 

Record keeping (Documents 

all money spent, all activities and 

hours worked, with others 

prepares report of incident, 

participates in evaluation of 

incident) 

Leader 

Maria Stanton 


Devonn Holsonbake 



Plans for Loss of Utilities (Indicate specific plan for establishing alternative water, electricity, natural gas supply, 

and alternative methods of communication) 

Water (Alternative water source for 

drinking water, fire suppression, 

food service & toilets) 

Toilet 

Food Service 

Fire Suppression 

Electricity 

Ventilation 

Natural Gas 

Communication 

Adequate bottled water is located in northern custodian room, next 

to room 1. 

Water from water heaters available if necessary. 

Kindergarten Sandbox/Can liners/Portable toilets 

Cafeteria inventory 

Fire Extinguishers- locations indicated on school map 

PG&E; Flashlight in each emergency backpack and office 

PG&E 

Under direction of gas company officials 

Cell phones, radios, intercom system, school phone system, 

megaphones 

- 7 -


BAKERSFIELD CITY SCHOOL DISTRICT 

Education Center - 1300 Baker Street 


Board of Education 

Bill McDougle, President 

Lillian Tafoya 

Andrae Gonzalez 

Pamela Baugher 

Superintendent 

Robert J. Arias, Ed.D. 

- 8 -


Emergency Information 

School Facility Map 

Table of Contents 



Table of Contents 

Crisis and Disaster: Overview 

Essential Elements of the Safe School Plan 

Additional Considerations in Establishing Safe School Strategies 

Safe School Vision 

Crisis and Disaster: Mitigation and Prevention 

Mitigation 

Prevention 

Universal Approaches to Improving School Safety 

Maintenance of School Buildings/Classrooms 

Internal Security Procedures 

Emergency Facility Map 

Volunteers 

General Discipline Plan 

Preventing and Intervening: Student Aggressive Behavior 

Problem Solving Teams 

Mental Health Programs 

Alternative Programs 

Safety for Students with Disabilities During an Emergency 

Inventory System – Engraved ID and Security Storage 

The School’s Social Environment 

Nondiscrimination and Fair Treatment of Students 

Bullying Prevention 

Administrative Position(s) and Campus Supervisor 

The School’s Cultural Environment 

School Data/School Climate Indicators 

Demographic Information 

Student Enrollment, by Ethnic Group 

School Programs and Practices That Promote a Positive Learning Environment 

Suspensions and Expulsions 

School Facilities 

Teacher and Staff Information 

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Crisis and Disaster: Preparedness 

Preparedness 

Responding to Homeland Security Levels 

Homeland Security Advisory: School Site Responses (Table) 

School Programs and Practices that Promote a Positive Learning Environment 

Promoting Home Safety 

Limiting Gun Access 


Metal Detectors 

Assessment by Safety Expert 

California Healthy Kids Survey Summary 

California Healthy Kids Survey Results (Table) 

Truancy Rates: District Database and California Department of Education Formula (Table) 

California Healthy Kids Survey Analysis 

Safety Needs Assessment 

Summary of Principal, Staff, Parent, and Student Responses to Selected Survey Items (Tables) 

Response to Safety Needs Assessment 

People and Programs Goal 

Physical Environment Goal 

Crisis and Disaster: Response 

Disaster Procedures: Routine and Emergency 

Incident Command System 

School Incident Command System (Flowchart) 

School Specific: Incident Command System Simplified 

School Crisis Response Teams: Lessening the Aftermath Participant Manual (Excerpts from 

Incident Command System) 

Glossary of Key Incident Command System Terms 

Crisis and Disaster: Recovery 

Recovery 

Emergency Mental Health and Traumatic Stress 

Tips for Teachers: Marking Disaster Anniversaries in the Classroom 

Pre-School and Kindergarten 

Elementary School 

Junior High and Middle Schools 

Tips for Teachers: Questions to Help Children Talk About a Disaster 

Tips for Teachers: When Talking Doesn’t Help: Other Ways to Help Children Express Their 

Feelings Following a Disaster 

Tips for Teachers: The Role of Culture in Helping Children Recover from a Disaster 

Crisis and Disaster: Recovery (continued) 

How to Help Children After a Disaster 

Tips for Parents: Talking to children after a terrorist attack 

What Else Can Be Done for Children? 

After a Disaster: A Guide for Parents and Teachers 

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Early Childhood 

Adolescence 

How to Help 

Responders in a Crisis/Emergency 

What are Common Reactions? 

What Can You do to Help? 

Resources for Families and Friends of Victims 

Suggestions for Counselors 

Disaster Counseling 

Establishing Rapport 

Active Listening 

Allow Silence 

Attend Nonverbally 

Paraphrase 

Reflect Feelings 

Allow Expression of Emotions 

Some Do’s and Don’t 

Self-Care Tips for Emergency and Disaster Response Workers 

Normal Reactions to a Disaster Event 

Signs That You May Need Stress Management Assistance 

Ways to Help Manage Your Stress 

SAFETY CHECKLISTS 

School Safety Checklist 

Outsiders/Visitors Checklist 

SAFETY PROCEDURES 

Shelter in Place 

Lock Down 

Drive-By Shooting 

Unarmed Intruder 

Evacuation 

Student Walkout 

Fire Drills and Fires 

Earthquake Drill and Earthquakes 

Bomb Threat 

Pandemic 

Threat Assessment 

APPENDICES 

- 11 -


Appendices 

Appendix A: 

Appendix B 

Appendix C: 

Appendix D: 

Appendix E: 

Appendix F: 

Appendix G: 

Appendix H: 

Appendix I: 

Appendix J: 

Appendix K: 

Appendix L: 

Appendix M: 

Appendix N: 

Appendix O: 

Earth Quake Emergency Procedure System (Administrative Regulation) 

Emergency and Disaster Preparedness Plan (Policy) 

Sexual Harassment of or By Students (Policy) 

School Discipline Rules and Procedures 

Pupil Dress and Grooming (Policy) 

Suspension (Policy) 

Expulsion/Due Process (Policy) 

Teacher Notice of Disciplinary History 

Child Abuse and Neglect (Policy) 

Civil Defense and Disaster Plan 

Nondiscrimination/Harassment (Policy) 

Nondiscrimination, Harassment, Bullying and Threats (Policy) 

Safety (Policy) 

Campus Security (Policy) 

Video Surveillance and the Comprehensive School Safety Plan 

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Crisis and Disaster: Overview 

California public schools are required to comply with California Education Code, Section 35294.10 et. 

seq. and Sections 32280 et. Seq, dealing with the preparation of a “Safe School Plan.” This plan 

addresses school climate, safety planning, and the development of resilient, peaceful, law abiding 

students with the social-psychological skills to enhance their effective functioning in the present and 

future. This plan incorporates the four phases of crisis management: mitigation/prevention, 

preparedness, response, and recovery. 

Online Graphic: http://www.warrennet.org/readysetgo/ 

The Safe School Plan takes into account the school's staffing, available resources and building design, 

as well as other factors unique to the site. 

The Education Code details some of the requirements for a comprehensive school safety plan indicating 

that the school site council or safety planning committee will develop and write a comprehensive school 

safety plan relevant to the needs and resources of that particular school (Education Code 35294.8, 

35294.21, and 35294.22). 

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Essential Elements of the Safe School Plan 

Our School’s Plan addresses the needs of the school and students within our school and includes the 

following (Education Code Section 32282): 

1. An assessment of the current status of school crimes committed on school campuses and at 

school-related functions, including hate crimes. 

2. Identifying appropriate strategies and programs that will promote school safety and address the 

school’s procedures for complying with existing laws related to school safety, which shall 

include, but not be limited to, 

a. Child abuse reporting procedures consistent with Penal Code 11164. 

b. Routine and emergency disaster procedures including, but not limited to, 

i. Adaptations for students with disabilities in accordance with Americans with 

Disabilities Act; 

ii. An earthquake emergency procedure system established in our School with the 

following components (see BCSD Safety Procedure: Earthquake Drill and 

Earthquakes [chart], Earthquake Emergency Procedure System [policy] 

[Appendix A], Emergency and Disaster Preparedness Plan [policy] [Appendix 

B]); 

iii. A disaster plan ready for implementation at any time which will help maintain the 

safety and care of students and staff; 

iv. A drop procedure whereby each student and staff member takes cover under a 

table or desk, dropping to his or her knees, with the head protected by the arms, 

and the back to the windows. We hold a drop procedure practice at least once 

each school quarter; 

v. Protective measures established and planned before, during, and following an 

earthquake; 

vi. An ongoing program to ensure that students and both the certificated and 

classified staff are aware of, and properly trained in, the earthquake emergency 

procedure system; and 

vii. Allowing a public agency, including the American Red Cross, to use school 

buildings, grounds, and equipment for mass care and welfare shelters during 

disasters or other emergencies affecting the public health and welfare (see Board 

Policy 300.9, Emergency and Disaster Preparedness Plan, page 1). 

c. Suspension, expulsion, or mandatory expulsion recommendations (Appendix F & G). 

d. Procedures to notify teachers of dangerous students (Appendix F & H). 

e. Sexual harassment, nondiscrimination/harassment, and nondiscrimination policies 

(Appendixes C, K, & L). 

f. Schoolwide dress code provisions. 

g. Procedures for safe school entrance and exit. 

h. Safe and orderly environment conducive to learning. 

i. Rules and procedures on school discipline. 

j. Hate crime reporting procedures. 

Note 1: Although the statutory requirements for the School Safety Plan require an “assessment of the current status of school 

crime” (Education Code Section 32282, Title 5 California Code of Regulations Section 628.1, 701 & 702), the statutes 

requiring the reporting of school crime (Penal Code 628.1 et seq.) were repealed in 2005. For this reason, the statistics on 

school crime that were previously gathered through the instrument, “California Safe Schools Assessment,” are no longer 

available. 

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Additional Considerations in Establishing Safe School Strategies 

Our School also considered, adopted, or incorporated the following strategies in developing our School 

Safety Plan. 

1. Development of a positive school climate that promotes respect for diversity, personal and social 

responsibility, effective interpersonal and communication skills, self-esteem, anger management, 

and conflict resolution. 

2. Disciplinary policies and procedures that contain prevention strategies as well as behavioral 

expectations and consequences for violations. 

3. Programs and activities showing a strong academic focus, supporting students in achieving high 

standards, fostering positive relationships between school staff and students, and promoting 

meaningful parental and community involvement. 

4. Establishing collaborative relationships among the city, county, community agencies, local law 

enforcement, the judicial system, and our school that leads to the development of a set of 

common goals and community strategies for violence prevention instruction. 

5. Developing programs to help foster positive student interpersonal relations to include: 

a. encouraging students to feel comfortable assisting others to get help when needed; and 

b. teaching students alternative, socially appropriate replacement responses to violence, such 

as problem solving and anger control skills. 

6. Offering counseling and mental health programs through the school and describing the 

counseling referral procedure used to help prevent and intervene to address social-psychological 

concerns. 

7. Prevention and intervention strategies related to the sale or use of drugs and alcohol which reflect 

expectations for drug-free schools and support for recovering students. 

8. Procedures, programs, and strategies to help eliminate the perceived or real problem of bias and 

unfair treatment of students by staff and by peers because of ethnic group, gender, race, national 

origin, social class, religion, disability, sexual orientation, physical appearance, color, ancestry, 

parental status, or some other relevant characteristic. 

9. Identifying and describing the research-based practices to help administrators, teachers, families, 

students, support staff, and community members recognize and make appropriate use of the early 

warning signs related to violence, substance use, and other social-psychological adjustment 

concerns. 

10. Procedures for receiving verification from law enforcement that a violent crime has occurred on 

school grounds and for promptly notifying parents/guardians and employees of that crime. 

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11. Assessment of the school's physical environment, including a risk management analysis and 

development of ground security measures such as procedures for the closing of campuses to 

outsiders, securing the campus perimeter, protecting buildings against vandalism, and providing 

for a law enforcement presence on campus. 

12. Crisis prevention and intervention strategies, which may include the following: 

a. Prevention of and identification of possible crises that may occur, determination of 

necessary tasks that need to be addressed, and development of procedures relative to each 

crisis, including the involvement of law enforcement and other public safety agencies as 

appropriate. 

b. Assignment of staff members responsible for each identified task and procedure. 

c. Development of an evacuation plan based on an assessment of building and grounds and 

opportunities for student and staff to practice the evacuation plan. 

d. Coordination of communication to schools, Governing Board members, 

parents/guardians, and the media. 

e. Development of a method to identify safety risks and for the reporting of violent 

incidents. 

f. Development of follow-up procedures that may be required to prevent a crisis or after the 

crisis has occurred, such as counseling. 

13. The methods used to communicate to students and the greater community that all children are 

valued and respected. 

14. The plans and methods used to identify isolated and troubled students and help foster positive 

relationships between school staff and students, and promote meaningful parental and 

community involvement. 

15. The strategies used by specific employees, e.g., the campus supervisor, to promote school safety. 

16. The ways a student may safely report and, be protected after reporting, troubling behaviors the 

student thinks may lead to dangerous situations such as potential school violence. 

17. The school based before- and after-school programs offered. 

18. The procedures and programs used to promote good citizenship and character, and the shared 

values of the local community, such as honesty, kindness, responsibility, respect for others, and 

the parental role as a moral educator of their child(ren). 

19. The methods used to continually assess school safety progress by identifying problems and 

collecting information regarding progress toward the solution(s) of identified problems. 

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Safe School Vision 

The principal, staff, and community will work cooperatively to implement our school’s vision for safety 

by providing the following. 

1. Collect information and develop actions to prevent and mitigate safety risks thereby reducing the 

likelihood of a crisis or disaster and lessen the impact of an emergency situation. 

2. Prevention activities to enhance school safety and deflect a crisis before it occurs by mitigating 

or reducing the risks involved. 

3. Preparedness actions to include preparation of the school community for identified disasters and 

emergencies. Policies, checklists and safety procedures have been developed and adopted 

coinciding with the safety risks our school has identified. 

4. Increasing the school and communities’ capacity to respond to an emergency or crisis by 

outlining the responses to be taken when a disaster or emergency strikes. 

5. Establishing collaborative relationships among the city, county, community agencies, local law 

enforcement, the judicial system and our school that lead to the development of a set of common 

goals and community strategies to enhance safety and better prevent, mitigate, respond, and 

recover from a disaster or school-based emergency. 

6. Assessment of the school's physical environment, including a risk management analysis and 

development of ground security measures such as procedures for the closing of campuses to 

outsiders, securing the campus perimeter, protecting buildings against vandalism, and providing 

for a law enforcement presence on campus. 

7. Adopting a school-wide discipline plan that promotes effective social-psychological skill and 

knowledge development of students and prohibits misconduct including violence, weapons, and 

drugs. 

8. Disciplinary policies and procedures that contain prevention strategies, such as strategies to 

prevent harassment, bullying and hazing, as well as behavioral expectations and consequences 

for violations of the discipline code. 

9. Development of a positive school climate that promotes respect for diversity, personal and social 

responsibility, effective interpersonal and communication skills, self-esteem, anger management, 

and conflict resolution. 

10. Educating each student in a safe physical environment and a respectful, accepting, and 

emotionally nurturing school environment. 

11. Developing and working cooperatively with parents and the community to build up each 

student's resiliency skills and eliminate or manage risk factors in the student’s life. 

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12. Selecting and retaining professional education staff who are sensitive to the needs of students of 

all races, genders, sexual orientations, ethnic and cultural backgrounds, and students with 

disabilities. 

13. An environment free from harassment, discrimination, and violence on any of the bases 

enumerated in the prohibition of discrimination contained in applicable law. 

Crisis and Disaster: Mitigation and Prevention 

Mitigation 

“Mitigation” is defined as the activities designed to reduce or eliminate risks to persons or property or to 

lessen the actual or potential effects or consequences of an incident. Mitigation measures may be 

implemented prior to, during, or after an incident. Mitigation measures are often informed by lessons 

learned from prior incidents. Mitigation measures may include zoning and building codes, school 

facility design, and analysis of hazard-related data to determine where it is safe to build or locate 

temporary facilities. Mitigation can include efforts to educate government, businesses, and the public on 

measures they can take to reduce loss and injury (Author, March 1, 2004, National Incident Management 

System, U.S. Department of Homeland Security). 

Prevention 

“Prevention” includes actions to avoid an incident or to intervene to stop an incident from occurring. 

Prevention involves measures to protect lives and property. It involves applying assessment, survey and 

other “intelligence” or information to a range of activities that may include such countermeasures as 

deterrence operations; heightened inspections; school perimeter control, registration of visitors, 

improved surveillance and security operations; investigations to determine the full nature and source of 

threat; public health surveillance and testing processes; immunizations, isolation, or quarantine; and, as 

appropriate, specific law enforcement operations aimed at deterring, preempting, interdicting, or 

disrupting illegal activity and apprehending potential perpetrators (Author, March 1, 2004, National 

Incident Management System, U.S. Department of Homeland Security). 

The goals of mitigation and prevention include decreasing the need for response as opposed to simply 

increasing response capability. Typical strategies include the following. 

 

 

 

 

 

 

 

 

 

Universal Approached to Improving School Safety Plan 

Our School has closed off all unused stairwells and avoids leaving areas of the school unused. 

Our School has minimized blind spots around the school facility. 

Our School has purchased and uses parabolic/convex mirrors by portable classrooms and in 

critical hall areas permitting staff to see around corners. 

Our School has installed an alarm system (and/or) a video monitoring system. 

Our School has set a priority to keep buildings clean and maintained. 

Our School has located its playground equipment where it is easily observed. 

Our School has limited roof access by keeping dumpsters away from building walls. 

Our School has covered drainpipes so they cannot be climbed. 

Our School avoids decorative hedges and plants all new trees at least ten feet from buildings. 

- 18 -


 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Our School keeps trees and shrubs closely trimmed to limit outside hiding places for people or 

weapons. 

Our School keeps the school grounds free of gravel or loose rock surfaces. 

Our School has designed its parking lots to discourage through traffic and to slow vehicles 

proceeding through the parking lot. 

Our School ensures vehicle access around the building(s) for night surveillance and emergency 

vehicles. 

Our School has established a procedure to have the school campus fully lighted at night. 

Our School keeps a complete list of staff members who have keys to the building(s). 

Our School does not allow graffiti to remain on walls. The procedure involves following the 

three “R’s” after discovery of graffiti—read, record (i.e., photograph or videotape) and remove. 

Graffiti is removed daily upon discovery. 

Our School provides maximum supervision in heavy traffic areas. 

Our School has relocated safe activities near typical trouble spots (e.g., relocate a counselor’s 

office next to a corridor where problems have occurred). 

Our School has established two-way communication between the front office and each 

classroom. 

Our School offers school- or community-based activities for students after school. 

Our School has instituted after-school academic and recreational programs for latchkey 

students (e.g., After School Education and Safety Program). 

Our School conducts a daily sweep of the campus to identify and address safety and security 

issues. 

Our School staff secures all exterior gates and entrances. 

Our School staff locks all exterior doors that are not being used for activities. 

Our School staff locks all interior areas containing expensive equipment such as computers. 

Our School makes sure that all door locks and window latches are in good working order. 

If staff sees someone in the school who the staff member does not know, the person determines 

who they are and why they are at the school. 

Our School staff reports stolen or missing keys immediately. 

Our School makes sure all District property is clearly marked with the school name and 

location code. 

Connect with community emergency responders to identify local hazards. 

Review the last safety audit to examine school buildings and grounds. 

Designate who is responsible for overseeing violence prevention strategies in the school. 

Encourage staff to provide input and feedback during the crisis planning process. 

Review incident data. 

Determine major problems in the school with regard to student crime and violence. 

Assess how the school addresses these problems. 

Conduct an assessment to determine how these problems—as well as others—impact our 

vulnerability to certain crises. 

Our School has a camera surveillance system in place. 

- 19 -


Maintenance of School Buildings/Classrooms 

Our School’s physical facility is well maintained and generally looks neat and clean. The school was 

most recently painted in the 2007-08 school year. District personnel periodically examine the school’s 

physical facility and help eliminate obstacles to school safety. Additionally, health and fire department 

inspectors contribute to school safety. 

The classrooms are monitored for safety and appearance by the administration and individual classroom 

teachers. The students take pride in the appearance of the school. 

Internal Security Procedures 

Internal security at our School is effective. Our School has established procedures in the following 

areas: suspension and expulsion procedures, inventory system, and access to our Bakersfield City police 

officer through the Safe School’s Plan. 

Our School uses the following strategies to maintain our vigilance and help keep reportable crimes to a 

minimum by providing effective school supervision: 

Sonitrol 

Video Surveillance 

Intercom 

Walkie Talkie 

This School displays our District’s sexual harassment policy in a prominent location near the principal’s 

office where specific rules, regulations, and standards of conduct are posted. Additionally, a notice 

summarizing this sexual harassment policy appears in the Guide for Parents and Pupils distributed at the 

beginning of each school year to all parents and students. The Appendices of this plan contain the 

District’s Sexual Harassment Policy including dissemination plans, applicable definitions, reporting 

requirements, investigation procedures, enforcement regulations, and information related to suspension 

and/or expulsion for sexual harassment of or by students. 

Additional internal security procedures affecting the integrity of the school facility include: (a) Sonitrol 

Security System operational during non-school hours and (b) classrooms equipped with: intercom and 

(c) walkie talkie. 

Community involvement is encouraged to help increase school safety. Notices and flyers are sent home 

regarding parking lot procedures, proper dismissal procedures and general school procedures. 

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- 21 -


Volunteers 

Any volunteer working with students outside of the immediate supervision of a certificated staff 

member in a school-sponsored student activity program shall obtain an Activity Supervisor Clearance 

Certificate or criminal background check in accordance with Board policy. "Student activity 

programs" include, but are not limited to: scholastic programs; interscholastic programs; and 

extracurricular activities sponsored by the district or a school booster club, such as cheer team, drill 

team, dance team, and marching band. 

The principal of this school does not assign any person required to register as a sex offender pursuant 

to Penal Code 290 as a volunteer in any capacity including as an instructional aide or as a volunteer 

nonteaching aide under the direct supervision of a certificated employee. Any person serving as a 

volunteer instructional aide or nonteaching volunteer aide is required to certify they are not required to 

register as a sex offender pursuant to Penal Code 290. 

Unless a person is exempted as indicated below, our school does not allow volunteers to be assigned to 

provide supervision or instruction of students unless he/she has submitted evidence of an examination 

within the past 60 days to determine that he/she is free of active tuberculosis. Volunteers who skin test 

negative shall thereafter be required to take a tuberculosis test every four years in accordance with 

Education Code Section 49406. The principal may exempt from tuberculosis testing requirements 

those volunteers who serve less than a school year and whose functions do not require frequent or 

prolonged contact with students (Education Code Section 49406). 

General Student Discipline Plan 

Discipline procedures focus on finding the cause of problems and working with all concerned to reach 

the proper, effective and lawful solutions. The school’s discipline plan begins at the classroom level. 

Teachers use a visible discipline system in each classroom to communicate classroom rules, promote 

positive student conduct, and reduce unacceptable conduct. Appropriate consequences are administered 

based on the seriousness of the student’s misbehavior. 

Our school has adopted the District-wide Student Discipline Code described in board policies and 

procedures included with this plan (e.g., School Discipline Rules and Procedures; Schoolwide Dress 

Code; Suspension and Expulsion and Due Process). Students may be suspended or recommended for 

expulsion after alternative programs have been exhausted or, for certain acts, shall be recommended for 

expulsion. 

Site administrators contribute to a positive school climate, promote positive student behavior, and help 

reduce inappropriate conduct. The principal or a designee uses available District and outside agency 

records to inform teachers of each student who has a disciplinary history. The process for “Teacher 

Notice of Pupil Disciplinary History,” is standardized and meets the requirements of Education Code 

49079. 

Law enforcement is contacted and consulted whenever necessary to help maintain and to promote a safe 

and orderly school environment. This School’s employees comply with all legal mandates, regulations, 

and reporting requirements for all instances of suspected child abuse. In addition to the District’s policy 

- 22 -


and procedure (Child Abuse and Neglect Reporting, BP 603.7), this School uses the training manual 

published by the Student Services Department and entitled: Child Abuse and Neglect: A Personal 

Responsibility. 

Preventing and Intervening: Student Aggressive Behavior 

Surveys have shown that the overwhelmingly typical response to antisocial and aggressive behavior at 

school is disciplinary action, to the near exclusion of counseling and developmentally appropriate 

behavior programs. Our School uses a variety of personal contacts with students, structured counseling 

programs, and an innovative violence prevention curriculum to help teach socially desirable behaviors. 

We also pay special attention to the needs of the victims of school violence. 

Some of the signs of potential violence toward others are also signs of depression and suicidal risk. 

These behaviors are addressed through early identification and appropriate intervention. Creating a safe 

school requires having in place many preventive measures for children's mental and emotional problems. 

Our School attempts to reduce the risk of violence by teaching children appropriate strategies for dealing 

with feelings, expressing anger in appropriate ways, and resolving conflicts. 

Preventing and Intervening: Hate Crime 

Our School affirms the right of every student to be protected from hate-motivated behavior or other 

types of bias-motivated misconduct. Students are expected to acknowledge diversity and to help build 

the community by practicing civility, respect, and hospitality. Our School has taken the following steps 

to help prevent hate-motivated behavior: (1)has helped students develop harmonious relationships by 

fostering a positive school climate involving all staff members; (2) established a clear expectancy that 

students will not communicate in any form (e.g., verbal, nonverbal, electronic) which degrades an 

individual; (3) promptly investigated any allegation of hate-motivated behavior consistent with district 

complaint procedures; (4) informed staff to notify the principal or law enforcement, as appropriate, when 

they personally observe such behavior; (5) provided counseling or other assistance to help reduce the 

likelihood of hate-motivated behavior occurring or re-occurring; and (6) conducted a structured threat 

assessment and appropriate risk management actions when an initial investigation identified the potential 

for harm to an individual. 

Problem Solving Teams 

Schools may be made safer if there is easy access to a team of specialists trained in evaluating and 

addressing serious behavioral and academic concerns. Schools and communities can enhance their 

effectiveness by conducting a functional analysis of the factors that set off violence and other behavior 

problems. In-building, collaborative problem-solving teams are viewed as essential to successful 

prevention and intervention with aggressive behavior. Our School implements a “Team for Student 

Success (TSS)” and has trained staff to help develop behavioral intervention plans (see Behavioral 

Interventions Plans [Board Policy 606.7]). These problem-solving efforts bring together school staff, 

parents, and when appropriate, involve community-based agencies and the student. The TSS is 

designed to help identify, clarify, analyze and resolve issues concerning student, educational and 

familial concerns. The TSS is flexible enough to address individual problems and school wide 

matters. 

- 23 -


Mental Health Programs 

Abuse of family members is one family stressor accounting for the development of antisocial behavior 

patterns. Mental Health Counselors can be accessed through our School. We also have a school 

psychologist assigned to our school and we employ an Office Teacher who holds a Pupil Personnel 

Services credential. Programs contributing to mental health goals include Safe and Drug-Free Schools 

and Communities. We use a comprehensive approach to school violence prevention. Students are 

identified early in their school career using simple measures shown to be highly effective in identifying 

students with antisocial and aggressive tendencies. Staff from our school has been trained in methods on 

identifying and preventing targeted violence. 

Alternative Programs 

Research has shown that effective alternative programs can have long-term positive results by reducing 

expulsions and court referrals. Our school has access to an Independent Study Program and a County 

Community School program. These alternative programs, when matched to a student’s needs, can 

produce positive outcomes. 

Safety for Students with Disabilities or 

Special Needs During an Emergency 

Students with disabilities or special needs may require accommodations or auxiliary aids and services to 

prepare and respond to an emergency. Our School has considered the following adaptations in our 

routine and emergency disaster procedures. 

When there is a question concerning whether a student with a disability may follow routine or 

emergency disaster procedures, we ask the student to demonstrate their understanding and ability to 

carry out actions required in an emergency. Additional assistance is provided when the student is unable 

to fully understand or demonstrate the requisite skills. 

Eissler has a team in place to assist students with disabilities in an emergency. A student may be part of 

that team. 

Eissler School considers classroom location in placement of students with disabilities. We consider the 

disability accessibility of nearby exits or the proximity to those in a position of helping the student. 

When possible, a classroom is selected close to an exit that would permit an easy emergency evacuation 

for students with mobility challenges. 

Our School evaluates ways students may need help during and after an emergency. The table below 

gives us some of the additional steps considered for students with a disability or special need. 

Disability/Special Need 

Hearing impaired 

Mobility impaired 

Additional Steps 

May need to make special arrangements to receive 

warnings. 

May need special assistance to get to a shelter. 

- 24 -


Non-English speaking 

persons 

Medication 

People with special dietary 

needs 

May need assistance planning for and responding to 

emergencies. Community and cultural groups may 

be able to help keep people informed. 

Adequate supply for a disaster/emergency 

Should take special precautions to have an adequate 

emergency food supply. 

Whaley, J. & Kleinsasser, H. (1996). “Safety for Students with Disabilities.” Inside School Safety, Vol. 

1:5, Aspen Publishers. 

Inventory System - Engraved ID and Security Storage 

Most school-site equipment has a metal ID tag or a bar code sticker adhered to its surface. These items 

are inventoried annually and there is an established accountability system. Office and classroom 

supplies are secured. 

The School’s Social Environment 

Leadership at our School is a shared process. Administration, staff, parents and students make 

contributions to identifying safety risks and safety planning. The current management team is 

committed to developing our School toward excellence in the areas of academic and social behavior. 

The principal sets a positive tone for the school, guides the staff and works closely with them on 

curriculum and school safety issues. The school site’s organizational structure is open and flexible 

contributing to sensitivity concerning school safety issues and promoting a safe, orderly school 

environment conducive to learning. 

Nondiscrimination and Fair Treatment of Students 

Stereotypes can interfere with--and even harm--the school community's ability to help children. It is 

important to be aware of false cues including race, socio-economic status, cognitive or academic ability, 

or physical appearance. A major source of conflict in many schools is the perceived or real problem of 

bias and unfair treatment of students because of ethnicity, gender, race, social class, religion, disability, 

nationality, sexual orientation, physical appearance, or some other factor--both by staff and by peers. 

Our School conveys the attitude that all children can achieve academically and behave appropriately, 

while at the same time appreciating individual differences. Our School communicates to students and 

the greater community that all children are valued and respected. 

Our School has adopted a Student Rights and Responsibilities policy and a Human Relations Mission 

Statement that emphasize mutual respect and caring. Our School and our District’s Mission Statement 

reads as follows: 

- 25 -


In order to maximize the successful education of all Bakersfield City 

School District students and help them become productive citizens and 

lifelong learners in a diverse society, all individuals including students, 

parents, staff and community members: 

‣ shall be treated with dignity, respect and fairness; 

‣ shall encourage and maintain high expectations; 

‣ shall model an appreciation for socio-economic, cultural, ethnic, 

gender and religious diversity; and 

‣ shall contribute to an environment of mutual respect, caring and 

cooperation. 

Students, parents, staff and community members shall join together to share 

a sense of belonging and take pride in our schools, facilities and programs 

through participation and cooperation in support of the education of all 

students (Bakersfield City School District, November 1995). 

The policy “Student Rights and Responsibilities” is published in the Guide for Parents and Students; this 

guide is provided to each student annually or upon enrollment. This document gives students the right to 

physical safety and protection of personal property, to respect from adults, and to be free of 

discrimination on the basis of gender, race, color, religion, ancestry, national origin, ethnic group, 

marital or parental status, physical or mental disability, sexual orientation or the perception of one or 

more of such characteristics. The District’s policies on nondiscrimination and sexual harassment 

support these protections and serve to promote the fair treatment of all children. 

Our School has incorporated the District’s Mission Statement and “Student Rights and Responsibilities” 

in the school plan helping guide staff to instill a sense of dignity, self-confidence, and empathy in each 

student. 

Bullying Prevention 

In California, bullying is defined as one or more acts, including communications made in writing or by 

means of an electronic act, by a student or group of students that constitutes sexual harassment 

pursuant to Education Code 48900.2; hate violence pursuant to Education Code 48900.3, or 

harassment, threats, or intimidation pursuant to Education Code 48900.4 (Education Code 32261). 

These acts would have or could be reasonably predicted to have the effect of: (1) placing a reasonable 

pupil or pupils in fear of harm to that pupil or pupil’s person or property; (2) causing a reasonable 

pupil to experience a substantially detrimental effect on his or her physical or mental health; (3) 

causing a reasonable pupil to experience interference with his or her academic performance, or (4) 

causing a reasonable pupil or pupils to experience substantial interference with his or her ability to 

participate in or benefit from the services, activities, or privileges provided by a school. 

Our school recognizes the importance of the California legislature’s recommendation for schools to 

include policies and procedures aimed at the prevention of bullying. Our school has adopted the 

following procedures/strategies to address the prevention of bullying: 

 

 

 

Our school focuses on the social environment of the school. 

Our school assesses the occurrences of bullying at our site. 

Our school trains staff in bullying prevention. 

- 26 -


 

 

 

 

 

 

 

 

 

 

 

Our school encourages students to report bullying immediately. 

Our school values and fully supports a positive school climate for all persons. 

Our school has established and enforces school rules and policies related to bullying. 

Our school promptly investigates each allegation of bullying behavior. 

Our school has increased adult supervision in “hot spots.” 

Our school intervenes consistently and appropriately in bullying situations. 

Our school enlists parents and staff to support bullying prevention. 

Our school has formed a group to coordinate the school’s bullying prevention activities. 

Our school focuses some class time on bullying prevention activities. 

The adults at our school are positive role models and model appropriate behavior. 

Our school continues efforts to prevent bullying throughout the school year.> 

Administrative Position(s) and Campus Supervisor 

Schools can enhance physical safety by monitoring the surrounding school grounds including 

landscaping, parking lots, and bus stops. Students can also be a good source of information. Peers often 

are the most likely group to know in advance about potential school violence. 

Our School employs a principal, office teacher and campus supervisor whose job is designed to help 

increase school safety, prevent prohibited offenses, and promote prosocial relationships. The principal, 

office teacher and campus supervisor have developed procedures to monitor the school campus, the 

surrounding areas, and have designated the safe entrance and exit routes to school. Furthermore, 

recognizing that students are often the first to know of dangerous plans or actions, the principal, office 

teacher and campus supervisor at our school make themselves available for a student to safely report 

troubling behaviors that may lead to dangerous situations. When it comes to school safety, students are 

taught not to keep secrets. Effective relationships between the principal, office teacher and campus 

supervisor and students help initiate appropriate investigations, help staff learn of suspects in school 

offenses, and help collect important knowledge about community conflicts that may have an impact on 

school safety. 

The School’s Cultural Environment 

There is a high level of cohesiveness among the staff members at Eissler Elementary School. 

Cooperation and support between teachers and the administration is evident. Efforts are made by the 

administration and staff to show concern for all students. 

All students are expected to behave in a manner that promotes safety and order. Students are 

encouraged to bring problems to the principal, counselor or other personnel allowing the staff to be 

proactive rather than reactive in all situations of concern. 

The academic expectations of the staff are high. Parents and students feel that these expectations are 

clear and age appropriate for all students. 

The academic and behavioral efforts of students are recognized and rewarded. 

- 27 -


School Data/School Climate Indicators 

To establish a safe and orderly school environment conducive to learning, school staff must gather and 

analyze data about the school and its community. Safe school planning committee members review 

existing data sources from the school, school district, and the community. By reviewing the data/climate 

indicators about current programs, needs, policies, procedures, funding sources and other data, 

committee members get a “snapshot” of the school’s current physical plant safety and relative “health” 

of the social climate. 

The following is a list of data sources the School Site Safety Teams used or considered to 

identify school safety areas of strength and areas for improvement: 

• School Accountability Report Card 

• California Healthy Kids Survey 

• Attendance Statistics 

• Truancy and Dropout Data 

• Student/Staff/Parent Surveys 

• Other Stakeholder Surveys 

• Academic Testing Results 

• Resources/Community Partners/Service Providers 

• Suspensions and Expulsions 

• Student Discipline referrals 

• Safety Assessment Checklists 

• Other information available in the school or community 

Demographic Information 

This table displays the number of students enrolled in each grade level at the school. 

Grade Level 

Number of Students 

Pre-Kindergarten 2 

Kindergarten 98 

Grade 1 77 

Grade 2 73 

Grade 3 85 

Grade 4 85 

Grade 5 89 

Grade 6 85 

SPC 59 

Total Enrollment 653 

- 28 -


Student Enrollment, by Ethnic Group 

This table displays the percent of students enrolled at the school who are identified as being in a 

particular group. 

Group 

Percent of Total Enrollment 

African American 4% 

American Indian or Alaska Native 1.6 % 

Asian 2.5 % 

Filipino 1.1% 

Hispanic or Latino 67 % 

Pacific Islander 0% 

White (not Hispanic) 23.1 % 

Multiple or No Response 0.6 % 

Socioeconomically Disadvantaged 76.1 % 

English Learners 16.7 % 

Students with Disabilities 16.2% 


This is the principal’s first year at Eissler School. She has been with BCSD for 25 years and has served in the 

capacity of an administrator at the school site for 8 of those years. 

The school leadership team is comprised of the grade level team leaders, special education team leader, office 

teacher and principal. The leadership team has responsibilities involving virtually all aspects of the school. They 

set school goals and funding priorities and review assessment data. 

Eissler school follows the district adopted California Academic Content Standards in Reading/Language Arts, 

Mathematics, Social Science, and Science as its core curriculum. These standards identify what students are to 

know and be able to do in each content area at each grade level. Teachers work in grade level teams to identify 

priority standards and strategies to address those standards. Grade level teams regularly examine student work 

samples for calibration to standards and to identify effective teaching practices. Teachers analyze and discuss the 

end of the chapter tests to clarify appropriate rigor of the standards and to establish strategies to optimize student 

success on the assessments. Standards are posted in every room and listed in each teacher’s weekly lesson 

plans. 

Teachers access state and district level student assessment data through the online Achievement Management 

System (AMS). Student performance data is available by individual student, sub group, classroom, and grade 

level. Teachers are able to identify students’ strengths and weaknesses and design lessons accordingly. 

Reporting of student progress is completed quarterly. Parent conferences are conducted during the first grade 

reporting period. Teachers use multiple measures when calculating quarterly report card marks. 

Underperforming students are provided services through a number of programs designed to help them meet 

standards. These programs include: cross-age tutoring, Volunteer Reading Program, Resource Specialist 

Program, peer tutoring, and after school Extended Learning Time (ELT) and Migrant Education Programs. 

- 29 -



This table displays the rate of suspensions and expulsions (the total number of incidents divided by the total 

enrollment) at the school and district levels for the most recent three-year period. 

Rate School District 

2008-09 2010-11 2011-12 2009-10 2010-11 

Suspensions 12.23 6.55 6.1 32.43 33.8 

Expulsions 0.0 0.0 0.0 0.4 0.5 

T 

School Facilities 

School Facility Conditions and Planned Improvements (School Year 2011-2012) 

This section provides information about the condition of the school’s grounds, buildings, and restrooms, and a description of 

any planned or recently completed facility improvements. 

Eissler School was built in 1964 and modernized in 2010. It sits on 10.41 acres of which 3.58 acres is playground. This school has 35 

classrooms, a multi-purpose, library and speech room. The campus has a staff lounge and a teacher center. 

The custodial staff adheres to a weekly cleaning schedule that includes classrooms, restrooms, cafeteria and kitchen areas. 

The District’s Mobile Maintenance Team visits the school site at least twice a year. Maintenance emergencies are addressed immediately. 

District personnel maintain the grounds at least once every two weeks. 

This site also is maintained to ensure a clean, safe and functional facility as determined pursuant to a Facility Inspection Tool developed by 

the State of California Office of Public School Construction. 

This site’s modernization was completed in 2010 and is currently going through the Division of the State Architect for certification. 

For the 2010-11/2011-12 school year, the District’s governing board has approved deferred maintenance projects for this school that will 

result in the installation of new flooring in classrooms 16-20. 

Teacher and Staff Information 

Core Academic Classes Taught by NCLB Compliant Teachers 

This table displays the percent of classes in core academic subjects taught by No Child Left Behind (NCLB) 

compliant and non-NCLB compliant teachers at the school, at all schools in the district, at high-poverty schools in 

the district, and at low-poverty schools in the district. More information on teacher qualifications required under 

NCLB can be found at http://www.cde.ca.gov/nclb/sr/tq/. 

Location of Classes 

Percent of Classes In Core Academic Subjects 

Taught by 

NCLB Compliant Teachers 

Taught by 

Non-NCLB Compliant Teachers 

This School 100 0 

All Schools in District 84.74 15.26 

High-Poverty Schools in District 84.54 15.46 

Low-Poverty Schools in District 100 0 

Substitute Teacher Availability 

This section provides information about the availability of qualified substitute teachers and the impact of any 

difficulties in this area on the school's instructional program. 

- 30 -


The District provides qualified substitutes when teachers are absent. If the District experiences difficulty in 

obtaining substitutes on a particular day due to a short supply and excessive demands, capable and qualified 

support personnel at our own school are available to substitute 

Teacher Evaluation Process 

This section provides information about the procedures and the criteria for teacher evaluations. 

Teacher evaluation procedures are defined in the collective bargaining agreement, evaluation documents utilized 

in the evaluation process, Board of Education policy, and communications prepared by Personnel Services. 

Teachers in permanent status are evaluated biennially, but may be evaluated annually. Teachers in any other 

status are evaluated annually. The criteria for evaluation is developed collaboratively between the school 

principal and teacher. The results of the evaluation are shared with the teacher with a copy placed in the 

teacher’s personnel file. The rating on the teacher evaluation checklist are: meets standards, needs 

improvement, and unsatisfactory. 

Other Support Staff 

This table displays, in units of full-time equivalents (FTE), the number of academic counselors and/or other 

support staff who are assigned to the school and the average number of students per support staff. One FTE 

equals one staff member working full time; one FTE could also represent two staff members who each work 50 

percent of full time. 

Title 

Number of FTE 

Assigned to School 

Average Number of 

Students per 

Office Teacher 

Office Teacher 1.0 653 

- 31 -


Crisis and Disaster: Preparedness 

Preparedness 

The concept of “preparedness” refers to a range of deliberate, critical tasks and activities necessary to 

build, sustain, and improve the operational capability to prevent, protect against, respond to, and recover 

from domestic incidents. Preparedness is a continuous process. Preparedness involves efforts at all 

levels of the organization to identify threats, determine vulnerabilities, and identify required resources 

(Author, March 1, 2004, National Incident Management System, U.S. Department of Homeland 

Security). 

Good planning will facilitate a rapid, coordinated, effective response when a crisis occurs. Preparedness 

actions taken by this School include the following. 

 

 

 

 

 

 

Determined what crisis plans exist in our District, school, and community. 

Identified all stakeholders involved in crisis planning. 

Developed procedures for communicating with staff, students, families, and the media. 

Established procedures to account for students during a crisis. 

Gathered information about the school facility, such as maps and the location of utility shutoffs. 

Identified the necessary equipment that needs to be assembled to assist staff in a crisis. 

Responding to Homeland Security Levels 

The chart below indicates the steps our School takes to prepare and respond when the Department of 

Homeland Security adjusts its level of alertness. 

- 32 -


(Red) 


HOMELAND SECURITY ADVISORY: SCHOOL SITE RESPONSES 

SEVERE 

Complete all recommended actions at lower levels. 

Follow local and/or federal government instructions: Listen to radio (e.g., KERN AM 1410; KUZZ FM 

107.9) and TV for current information and instructions. 

Activate crisis plan 

Be alert and immediately report suspicious activity to law enforcement. 

Restrict school access to essential personnel 

Close school if recommended and authorized by Superintendent. 

100% identification check (i.e. driver’s license retained at front office) and escort anyone entering school 

other than students, staff and faculty. 

Offer lessons/information from Crisis Prevention Team on how to cope with crisis, disaster, and terrorism.\ 

Cancel outside activities and field trips 

Ensure School Site Crisis Team members are available for students, staff, and faculty. 

HIGH 

(Orange) 

Assign staff to monitor entrances at all times 

Assess facility security measures 

Update parents and media on preparedness efforts (Communications Services) 

Place school and District crisis team on standby alert status. 


Be alert and immediately report suspicious activity to law enforcement. Review emergency procedures and 

supplies. 

Offer lessons/information from Crisis Prevention Team on how to cope with crisis, disaster, and terrorism. 

Discuss children’s fears concerning possible terrorist attacks in consultation with School Site Crisis Team. 

Prepare to handle inquiries from anxious parents and media. 

ELEVATED 

(Yellow) 

Inspect school buildings and grounds for suspicious activities 

Assess increased risk with public safety officials 

Review crisis response plans with school staff 

Test alternative communication capabilities 


Offer lessons/information from Crisis Prevention Team on how to cope with crisis, disaster, and terrorism. 

Ensure all emergency supplies are stocked and ready. 

Distribute copies of Terrorism: Preparing for the Unexpected to students, staff and parents. (Available 

online: http://www.prepare.org/text/basic/terrorismTX.htm or at http://www.bcsd.com/studentservices/ 

GUARDED 

(Blue) 

Review and upgrade security measures 

Complete all recommended actions at lower level. 

Be alert and immediately report suspicious activity to law enforcement. Homeland Security Bureau (1-877- 

A-THREAT). 

Inventory, test, and repair communication equipment 

Inventory and restock emergency supplies 

Provide safety training to staff and practice emergency drills pursuant to school emergency procedures. 

Review communications plan and update emergency contact information. 

Review emergency supplies and supplement as necessary. 

Offer lessons/information from Crisis Prevention Team on how to cope with crisis, disaster, and terrorism 

preparedness for natural disasters. 

LOW 

(Green) 

Develop school crisis and emergency plans. 

Update school safety plans. 

Provide CPR and first aid training for staff 

Review duties and responsibilities of crisis team members 

References: American National Red Cross – www.redcross.org; American Red Cross; U.S. Department of Education, Office of Safe and 

Drug-Free Schools, Practical Information on Crisis Planning: A Guide for Schools and Communities. 

- 33 -



Promoting Home Safety 

Each parent with a student in our School receives information on how to promote safety at school and 

home (Guide for Parents and Students). This guide also gives all students and their parents notice of the 

school’s written codes of conduct by outlining behavioral expectations and the consequences of violating 

these codes. 

Limiting Gun Access 

Our School provides information to parents through the Guide for Parents and Students to help prevent 

student access to guns. The following is example text illustrating the school’s message to parents. 

People have been shocked by the news of children gaining access to guns and killing 

other children in American towns. If you are a gun owner, you are probably particularly 

sensitive to how many children have been conditioned by television and other forms of 

entertainment, to think of guns as killing toys; toys that can be used to solve problems. 

If you need to keep guns in your home and your home is ever open to children, please 

obtain and consistently use trigger locks. Also, please devise a failsafe plan to keep the 

guns away from children. If, as a parent and gun owner, you feel unsure about your 

ability to keep guns out of a child’s reach, or if you or your child is prone to anger, we 

strongly encourage you to get rid of the gun(s). Guns can be replaced—children cannot. 

All parents are encouraged to tell their children about guns, that people may have guns in 

their homes and that guns are lethal weapons and not toys. Make sure that your child 

knows that a friend’s family may allow things that you do not allow, such as touching 

real guns. If you are inclined, support gun control legislation in our community and 

State, particularly trigger locks and owner responsibility. 


Our School identifies and tracks students with a disciplinary history in the preceding three years. 

Teachers and any other certificated employee instructing or supervising a student are given notice of any 

suspendable or expellable offenses committed by the student in their classroom during the past three 

years. Our School tracks, monitors, and closely supervises these youngsters to discourage their 

continued involvement in misbehavior and crime. The following actions are among those considered 

when planning such close supervision: convening a Team for Student Success meeting; placing such 

students with experienced teachers; developing individual behavior and education plans; developing and 

involving the student and the parent/guardian in a behavior contract; teaching specific prosocial behavior 

including alternatives to violence, drugs, and weapons; consistently enforcing and fairly applying the 

rules; assigning a specific counselor to each student and, when appropriate, considering alternative 

education programs. 

- 34 -


Metal Detectors 

Random searches are searches conducted without reasonable suspicion and must be “truly” random. 

Search team officials must not deviate from the established pattern at any time during the course of the 

search. The search team official must be of the same gender as the student being searched. 

School administrators may not conduct, or allow to be conducted, random wand-style metal detector 

searches of students’ persons, bags, backpacks, purses in the classroom while class is in session. Once 

students are selected for a search, they should be asked to bring their bags, backpacks, or purses with 

them to the location where the search will be conducted. 

Circumstances giving rise to a reasonable suspicion occur when the metal detector activates during the 

course of a random search, or where administrators receive a reliable tip that a particular student is in 

possession of a gun, weapon or other dangerous object. 

Additional information and guidelines used by this School is provided in the policy entitle “Search and 

Seizure,” BP 601.11. 

Assessment By Safety Expert 

During the 2003-04 school year, our District employed a safety expert, Eric Gunn. Mr. Gunn completed 

both an individual Vulnerability Assessment for our School and made general safety recommendations 

applicable to all District schools. Based upon the Vulnerability Assessment Mr. Gunn completed for our 

School, we have completed the following. 

Our recommendation for next year is to inform staff, parents and students of the safety procedures and 

general safety awareness at Eissler School. 

Based upon Mr. Gunn’s written report completed August 2004 and entitled General Recommendations 

for Continued School Safety, our School has adopted the following general recommendations to improve 

school safety: 

1. All school gates are locked unless the gate is in immediate use. When a gate is being used, an 

employee is assigned to monitor entry and exit to ensure adequate school perimeter control. 

2. Our school conducts daily campus safety sweeps (campus walkthroughs) to identify damage to 

property, suspicious circumstances, and safety risks. 

3. Our School follows the steps outlined in the District’s Homeland Security Advisory: School Site 

Responses consistent with the code levels established by the U.S. Department of Homeland 

Security. 

4. Our School has adopted consistent methods for communications (alert, notice, feedback, and 

timeframes) through this plan, Safety Procedures, Safety Checklists, and by completing the 

Emergency Information section of this Safety Plan. 

- 35 -


5. Our School has adopted the Incident Command System designating functions, persons, 

operations, and standardized procedures to better communicate, mitigate, respond and recover 

from an emergency or crisis. 

6. Our School has established a sister school for potential evacuation and assistance in an 

emergency (e.g., logistics, media relations, transportation, communications with district and 

emergency services). Our sister school is Chipman Jr. High. 

7. Our School complies with District policy. Unless the District so assigns a person, the principal 

or designee will assign our School’s primary media contact to whom all media inquiries will be 

routed and to whom communication will occur during a disturbance or crisis situation. 

8. Our School requires all visitors to the campus to register before entering the school campus and 

to check out before leaving the campus. For the duration of the visit, all visitors wear a visible 

means of identification sticker provided by the school for visits while on school premises. 

Employees direct visitors without identification directly to the office. 

9. Our School uses standard “plain language” emergency terms (i.e., Lock Down, Shelter in Place, 

Evacuation). 

10. In the “Emergency Information” section of this Safety Plan, we have identified the law 

enforcement entity serving our School. 

11. Our School cooperates with the District to ensure all employees have been cleared through a 

criminal background check pursuant to applicable law. 

12. Our School has a standardized procedure to access the school campus requiring all visitors to 

enter the main office and to complete standardized registration procedures. With our design, it is 

difficult, if not impossible, for a visitor to enter the campus without being noticed and without 

registering. 

13. Facility designs including structural elements (e.g., gates, doors, walls) create a satisfactory 

security environment for the children minimizing the risk posed by visitors. 

14. Our school uses video cameras to deter vandals, taggers, and help enforce the discipline code. 

15. Our school has established a “Key Custodian” with the responsibility of inventory and issuance 

of keys to all staff as required. 

California Healthy Kids Survey Summary 

The California Healthy Kids Survey (“CHKS”), a student self-report survey, is one way our School has 

obtained assessment data from which we make safety plans including plans to help prevent, mitigate and 

recover from emergency and crisis situations. As required, our District administers the CHKS in fifth 

and seventh grade. A sample representative of the District is collected. Therefore, our School considers 

the CHKS to represent the students, staff, and neighborhood in our School. 

In the tables below, data from students in the District is compared to past CHKS. Data is not reported if 

the survey or survey question was not administered on the date specified in the table. 

- 36 -


Alcohol, Tobacco, Other Drug 

Use, and Violence Prevention 

Performance Measures 

From the California Healthy 

Kids Survey 

BCSD 

Survey data: 

1999-2000 

Baseline Data 


Survey data: 

2005-2006 


Survey data: 

2007-2008 


Survey data: 

2009-2010 

Percentage of students that have 

ever used cigarettes (lifetime) 7th 23% 

The percentage of students that 

have used cigarettes within the past 

30 days 7th 9% 7th 7% 


have used marijuana (lifetime) 7th 12% 


have used marijuana within the 

past 30 days 


have ever used alcohol (lifetime) 7 th NA 7 th 29% 


have used alcohol within the past 

30 days 7th 24% 7th 19% 


feel very safe at school 

5 th 6% 5th 5% 5 th 6% 

7th 10% 7th 11% 7 th 9% 

5th 3% 5 th NA 

7th 7% 7th 7% 

5 th 2% 5th 2% 5th 2% 

7th 15% 7th 14% 7 th 15% 

7th 7% 7th 8% 7th 7% 7 th 8% 

5th 21% 5th 21% 

7 th 29% 7 th 32% 

5th 10% 5 th NA 

7th 18% 7 th 17% 

5th NA % 5th 56% 5th 49% 5 th 53% 

7th 24% 7th 23% 7th 19% 7 th 20% 


have been afraid of being beaten 

up during the past 12 months 

Protective Factors Performance 

Measures from the California 

Healthy Kids Survey 

The percentage of students that report 

high levels of caring relationships 

with a teacher or other adult at their 

school 


high levels of high expectations from 

a teacher or other adult at their school 


high levels of opportunities for 

meaningful participation at their 

school 


high levels of school connectedness at 

their school 

7th 11% 7th 31% 7th 31% 7 th 27% 


Survey date: 

NA 

Baseline Data 


Survey date: 

2005-2006 


Survey data: 

2007-2008 


Survey data: 

2009-2010 

5th NA % 5th 60 % 5th 51 % 5 th 58% 

7th NA % 7th 33% 7th 29% 7 th 31% 

5th NA % 5th 65 % 5th 59% 5 th 63% 

7th NA % 7th 46% 7th 54% 7 th 58% 

5th NA % 5th 22 % 5th 18% 5 th 19% 

7th NA % 7th 17% 7th 9% 7 th 11% 

5th NA % 5th 57 % 5th 52% 5 th 61% 

7th NA % 7th 34 % 7th 27% 7 th 43% 

Truancy Rates: 

District Database and California Department of Education Formula 

- 37 -


Truancy Rates: California Department of Education Formula 

Bakersfield City School District's Longitudinal Truancy Rate 

Year 2006-07 2007-08 2008-09 2009-10 2010-11 

Truancy Percentage 39.4% 29.4% 29.75% 30.1% 34.1% 

Truancy rates at the school level may be found at http://dq.cde.ca.gov/dataquest/ 

California Healthy Kids Survey Analysis 2009-2010 

The most recent CHKS shows that the number of students who have ever used marijuana or alcohol has 

increased, while the number of students that have ever used cigarettes has decreased. Our School will 

continue its efforts to discourage students from ever using alcohol, tobacco and other drugs (ATOD) 

through the delivery of ATOD prevention programs in the classrooms. Our School will adopt an antibullying 

program; involve students more in safety planning; communicate more clearly and more often 

our excellent safety record. 

The most recent CHKS shows a significant drop in the number of students who report they are afraid of 

being beat up at school. More students are reporting that they feel “very safe” in our school. More 

students reported high levels of caring relationships with adults at their schools and that more adults had 

high levels of expectations for them. 

The percentage of students reporting they feel connected to school has increased significantly. Overall, 

the 2009-2010 survey data shows that student’s protective factors performance 

Safety Needs Assessment 

As part of the District’s Emergency Response and Crisis Management Discretionary Grant Program, an 

outside agency, Transforming Local Communities, Inc., conducted a safety needs assessment. School 

principals, school staff, parents, and students were given structured surveys to determine their 

perceptions of safety and safety related issues. The sample was sufficiently large to represent, with 

reasonable accuracy, all schools in the District. Therefore, we consider the results representative of our 

School. 

Dr. Dixie King authored a report of the survey findings, published in May 2004, entitled Bakersfield City 

School District Emergency Response/Crisis Management Needs Assessment Survey Results (“ERCM 

Survey”). Reproduced below is a table summarizing principal, staff, parent, and student responses to 

selected items from the surveys conducted. 

- 38 -


Table 6.1 

Summary of Principal, Staff, Parent, and Student Responses to Selected Survey Items 

Survey Item 

Response categories 

Principal 

s 

Staff Parents Students 

Does your school currently have a school % Yes 100 85 42 N/A 

safety and/or emergency response plan? % No 0 1 3 N/A 

% Don’t Know 0 13 52 N/A 

Strangers cannot easily come on to campus 

without being noticed by staff. 

All visitors are required to wear a badge at 

all times. 

The staff at this site is well prepared to deal 

with most emergency situations. 

The adults at this school know how to keep 

students safe. 

The school site is physically secure at all 

times. 

I feel comfortable that my child is 

physically safe at school. 

% Agree 87 66 71 N/A 

% Disagree 13 31 19 N/A 


% Agree 100 77 78 53 

% Disagree 0 19 12 24 

% Don’t Know 0 2 7 22 

% Agree 93 54 52 N/A 



% True N/A N/A N/A 56 

% False N/A N/A N/A 18 

% Don’t know N/A N/A N/A 24 

% Agree 80 61 58 N/A 



% Agree N/A N/A 79 N/A 

% Disagree N/A N/A 11 N/A 

% Don’t Know N/A N/A 7 N/A 

I feel safe at school. % True N/A N/A N/A 60 



A complete first aid kit is easily accessible 

to all classrooms. 

All new certificated and classified staff 

receives an orientation regarding school 

safety procedures within 30 days of hire. 

% Agree 53 38 N/A N/A 

% Disagree 47 44 N/A N/A 

% Don’t Know 0 16 N/A N/A 




39


Table 6.1 

Summary of Principal, Staff, Parent, and Student Responses to Selected Survey Items 

(continued) 

Survey Item Response categories Principals Staff Parents Students 

All staff knows who to contact on site in 

case of an emergency. 

Key emergency response staff at this site is 

known to everyone. 

Key emergency response staff at this site is 

easy to reach in an emergency. 

Most school staff at this site has received 

training in First Aid/CPR. 







% Agree 100 47 N/A N/A 






A single person at the school site is % Agree 73 35 N/A N/A 

responsible for all communication with the % Disagree 27 5 N/A N/A 

media in the event of an emergency. % Don’t Know 0 57 N/A N/A 

Student emergency contact and other % Agree 100 66 N/A N/A 

I know and understand the procedures to 

follow during a lockdown. 

Parents are given opportunities to 

participate in emergency planning at this 

school. 

Students are given opportunities to 

participate in emergency planning at this 

school. 

Students at my school get to help plan how 

to keep the school safe. 

I know my roles and responsibilities 

during a campus-wide emergency. 






% Agree 67 23 46 N/A 



% Agree 33 15 50 N/A 



% True N/A N/A N/A 28 



% Agree 100 77 N/A N/A 



40


Response to Safety Needs Assessment 

The survey data presented in the ERCM Survey, much of which is represented in the table above, 

has specific implications for enhancing our School’s safety and the safety perceptions held by 

staff, parents and students. Our School has taken the following actions. 

In addition to conducting fire and earthquake drills, our School will conduct the following drills: 

Lock Down, Evacuation. 

Our School has ensured first aid supplies are easily available to all classrooms. 

Our School will increase the opportunities given to students to participate in safety planning by 

permitting students to attend meetings on school safety, asking students to report ideas to help 

them be and feel safer, develop activities to obtain perceptions and ideas from students as it relates 

to school safety, other (specify). 

Our School will train staff to be prepared for emergency situations through distribution of our 

Safety Plan and the ideas contained herein, increasing opportunities to individually and 

collectively review our safety plans. 

Designate individuals and teams to help prevent, mitigate, respond and recover from a crisis or 

emergency. 

Provide a completed copy of the “Emergency Information” section of this plan to each school 

employee. 

Comply with our District’s media relations policy. Unless the District assigns a person, the 

principal or designee will assign our School’s primary media contact to whom all media inquiries 

will be routed and to whom communication will occur during a disturbance or crisis situation. 

Prepare for and use an Incident Command System, as described in this plan, to respond to a crisis 

or emergency. 

Establish a Safety Procedure to respond to the emergency situations of most concern to staff, 

parents and students to include: Drive by Shooting, Lock Down, Evacuation, Unarmed Intruder 

on Campus. 

Increase our effectiveness in communicating safety principles and procedures to parents by 

sending newsletters, memos, monthly booster club meetings and school site council meetings. 

Standardize methods for visitor registration, using a visitor identification method, confronting 

unarmed visitors without identification, and maintaining a fenced or monitored perimeter around 

the school while in session. 

40


Our School is addressing truancy by sending letters home to parents, holding TSS meetings, 

conferences, making home visits and implementing the SARB Plan. 

To increase student attendance reports of caring relationships with staff, high expectations from 

staff, opportunities for participation at school and to increase the student’s sense of connectedness 

to school, our school has taken the following steps: Professional development activities, parent 

involvement activities, opportunities for student participation, school attendance incentive 

programs, and specific ways to communicate high expectations. 

PEOPLE AND PROGRAMS – GOAL #1 August 2012 

Increase bullying awareness and provide students tools to address/prevent bullying. 

ACTIVITIES 

Provide bullying workshops to students throughout the school year. 

PHYSICAL ENVIRONMENT – GOAL #2 August 2012 

Inform staff and students of disaster procedures. 

ACTIVITIES 

Provide a copy of graphic organizers included in safety plan (p. 67-82) to distinguish actions 

necessary based on emergency/disaster. Review the procedures with teachers at opening staff 

meeting. Teachers will share information with students. 

Crisis and Disaster: Response 

A crisis is the time to follow the crisis plan and make use of our preparations, to include the 

following actions. 

Determine if a crisis is occurring. 

Identify the type of crisis that is occurring and determine the appropriate response. 

Activate the Incident Command System. 

Ascertain whether an evacuation, reverse evacuation, lockdown, or shelter-in-place needs 

to be implemented. 

Maintain communication among all relevant staff at officially designated locations. 

Establish what information needs to be communicated to staff, students, families, and the 

community. 

Monitor how emergency first aid is being administered to the injured. 

Decide if more equipment and supplies are needed. 

Disaster Procedures: Routine and Emergency 

A contingency plan for emergencies is contained in a handbook available to each staff member 

and is attached an Appendix entitled Civil Defense and Disaster Plan. This handbook is reviewed 

by the administrator at the beginning of each school year. This plan also contains available 

District and outside agency resources for routine and emergency disaster procedures. 

41


Incident Command System 

On February 28, 2003, the President of the United States issued Homeland Security Presidential 

Directive (HSPD)-5 directing the Secretary of Homeland Security to develop a National Incident 

Management System (NIMS). This system provides a consistent national wide approach for 

Federal, State, and local governments to work effectively and efficiently together to prepare for, 

respond to, and recover from domestic incidents, regardless of cause, size, or complexity (Author, 

March 1, 2004, National Incident Management System, U.S. Department of Homeland Security). 

Compliance with the NIMS is a condition to receive Federal assistance (e.g., costs associated with 

crisis responses) beginning in 2005. School districts fall under the “local government” definition 

pursuant to the Homeland Security Act of 2002 (Title 6 U.S.C. 101[10], Section 2[10]). 

In the pages that follow, this School outlines its Incident Command System (ICS) by listing line 

authority and describing the basic functions of the sections of the ICS. This system includes a 

core set of concepts, principles, and terminology. 

42



SCHOOL INCIDENT COMMAND SYSTEM 

Public Information 

Officer 

Incident Commander 

Safety 

Mental 

Health 

Liaison 

Operations Chief 

Logistics Chief 

Planning & 

Intelligence 

Administration 

& Finance 

Student 

Reunification & 

Supervision 

Search & Locate 

Mental Health 

Transportation 

Information 

Gathering 

Recordkeeping 

Assembly/Shelter 

First Aid 

Parent information 

Medical Treatment 

Designee 

Safety/Maintenance 

& Fire 

Supplies 

Communications 

Incident Log 

Scribe 

Interpretation 

SCHOOL SPECIFIC 

Incident Command System Simplified 

Incident Commander 

Job is to coordinate the response. 

Continually check on Status, Progress and Needs of other functions. 

If Unified Command structure is set, assist with decisions and act as Liaison with other 

agencies. 

43


Public Information Officer 

Handles the media. 

May be spokesperson. 

May arrange interviews. 

Is responsible for overall communications. 

Liaison 

Creates a communication link between School Incident Commander and Fire/Police 

Incident Commander if a unified command is not established. 

Mental Health Crisis Team 

Responsible for mental health crisis intervention and related support activities. 

Coordinates with other community mental health assistance. 

Implements mental health portion of Aftermath plan. 

Safety 

Responsible for the physical and emotional needs of the responders. 

Monitors responders to prevent unsafe actions. 

Roams and ensures people have breaks if needed. 

May work closely with Mental Health Crisis Team. 

Small sites may have to utilize everyone in safety role. 

District or other agencies may provide safety function. 

Adopted and reprinted with permission from Schoenfeldt & Associates, 6905 Totem Beach Loop Road, Marysville, 

WA 98271 Online @ www.safe-schools.com 

44


SCHOOL CRISIS RESPONSE TEAMS: LESSENING THE AFTERMATH 

PARTICIPANT MANUAL 

Operations: Doers 

Accountability 

First Aid 

Assembly Shelter 

Search and Locate 

Security 

Logistics: Getters 

Resources 


Communication 

Equipment 

Food 

Incident Command System Sections 

Planning / Intelligence: Thinkers 

Log Scribe 

Information 

Mental Health Crisis Team 

o Incident / Log Scribe 

• Assigned to Incident Coordinator 

• Maintain status board 

Administration / Finance 

Record keeping 

Funding 

Costs 

Adopted and reprinted with permission from Schoenfeldt & Associates, 6905 Totem Beach Loop Road, Marysville, 

WA 98271 Online @ www.safe-schools.com 

45



Glossary of Key Incident Command System Terms 

Emergency: Absent a Presidentially declared emergency, an “emergency” is any incident(s), 

human-caused or natural, that requires responsive action to protect life or property. Under the 

Robert T. Stafford Disaster Relief and Emergency Assistance Act, an emergency means any 

occasion or instance for which, in the determination of the President, Federal assistance is needed 

to supplement State and local efforts and capabilities to save lives and to protect property and 

public health and safety, or to lessen or avert the threat of a catastrophe in any part of the United 

States. 

Emergency Response Provider (Also Emergency Responder): Includes Federal, State, local, 

and tribal emergency public safety, law enforcement, emergency response, emergency medical 

(including hospital emergency facilities), and related personnel, agencies, and authorities. 

Evacuation: Organized, phased, and supervised withdrawal, dispersal, or removal of civilians 

from dangerous or potentially dangerous areas, and their reception and care in safe areas. 

Function: Function refers to the five major activities in the Incident Command System: 

Command, Operations, Planning, Logistics, and Finance/Administration. 

Logistics: Providing resources and other services to support incident management. 

(Major) Disaster: Any natural catastrophe (including any hurricane, tornado, storm, high water, 

wind-driver water, tidal wave, tsunami, earthquake, volcanic eruption, landslide, mudslide, 

snowstorm, or drought) or, regardless of cause, any fire, flood, or explosion, in any part of the 

United States, which in the determination of the President, causes damage of sufficient severity 

and magnitude to warrant major disaster assistance under this Act to supplement the efforts and 

available resources of States, tribes, local governments, and disaster relief organizations in 

alleviating the damage, loss, hardship or suffering caused thereby. 

Mitigation: The activities designed to reduce or eliminate risks to persons or property or to lessen 

the actual or potential effects or consequences of an incident. Mitigation measures may be 

implemented prior to, during, or after an incident. Mitigation measures are often informed by 

lessons learned from prior incidents. Mitigation involves ongoing actions to reduce exposure to, 

probability of, or potential loss from hazards. Measures may include zoning and building codes, 

floodplain buyouts, and analysis of hazard-related data to determine where it is safe to build or 

locate temporary facilities. Mitigation can include efforts to educate governments, businesses, and 

the public on measures they can take to reduce loss and injury. 

Preparedness: The range of deliberate, critical tasks and activities necessary to build, sustain, 

and improve the operational capability to prevent, protect against, respond to, and recover from 

domestic incidents. Preparedness is a continuous process. Preparedness involves efforts at all 

levels of the organization to identify threats, determine vulnerabilities, and identify required 

resources. 

46


Prevention: Actions to avoid an incident or to intervene to stop an incident from occurring. 

Prevention involves actions to protect lives and property. It involves applying intelligence and 

other information to a range of activities that may include such countermeasures as deterrence 

operations; heightened inspections; improved surveillance and security operations; investigations 

to determine the full nature and source of threat; public health and agricultural surveillance and 

testing processes; immunizations, isolation, or quarantine; and, as appropriate, specific law 

enforcement operations aimed at deterring, preempting, interdicting, or disrupting illegal activity 

and apprehending potential perpetrators and bring them to justice. 

Recovery: The development, coordination, and execution of service- and site-restoration plans; 

the reconstitution of government operations and services; individual, private-sector, 

nongovernmental, and public-assistance programs to provide housing and to promote restoration; 

longer-term care and treatment of affected persons; additional measures for social, political, 

environmental, and economic restoration; evaluation of the incident to identify lessons learned; 

post incident reporting; and development of initiatives to mitigate the effects of future incidents. 

Terrorism: Under the Homeland Security Act of 2002, terrorism is defined as activity that 

involves an act dangerous to human life or potentially destructive of critical infrastructure or key 

resources and is a violation of the criminal laws of the United States or of any State or other 

subdivision of the United States in which it occurs and is intended to intimidate or coerce the 

civilian population or influence a government or affect the conduct of a government by mass 

destruction, assassination, or kidnapping. 

Threat: An indication of possible violence, harm, or danger. 

Unified Area Command: A Unified Area Command is established when incidents under an Area 

Command are multi-jurisdictional. 

Unified Command: An application of the Incident Command System used when there is more 

than one agency with incident jurisdiction or when incidents cross political jurisdictions. 

Unity of Command: The concept by which each person within an organization reports to one 

and only one designated person. The purpose of unity of commend is to ensure unity of effort 

under one responsible commander for every objective. 

Volunteer: Any individual accepted to perform services by the lead agency, which has authority 

to accept volunteer services, when the individual performs services without promise, expectation, 

or receipt of compensation for services performed. 

Reference: Author, March 1, 2004, National Incident Management System, U.S. Department of 

Homeland Security. 

47


Crisis and Disaster: Recovery 

“Recovery” can be defined as the development, coordination, and execution of service- and siterestoration 

plans; the reconstitution of operations and services; individual, private-sector, 

nongovernmental, and public-assistance programs to promote restoration; longer-term care and 

treatment of affected persons; additional measures for social, political, environmental, and 

economic restoration; evaluation of the incident to identify lessons learned; post incident 

reporting; and development of initiatives to mitigate the effects of future incidents (Author, March 

1, 2004, National Incident Management System, U.S. Department of Homeland Security). 

Recovery 

This School has planned to recover from a disaster or crisis by considering or developing plans to 

return to learning and restore the infrastructure as quickly as possible including the following 

steps. 

 

 

 

 

 

 

 

 

Restore the physical plant, as well as the school community. 

Monitor how staff is assessing students for the emotional impact of the crisis. 

Identify what follow up interventions are available to students, staff, and first responders. 

Conduct debriefings with staff and first responders. 

Assess curricular activities that address the crisis. 

Allocate appropriate time for recovery. 

Plan how anniversaries of events will be commemorated. 

Capture “lessons learned” and incorporate them into revisions and trainings. 

Crisis Intervention and Disaster Planning. Our School recognizes that we all are safer if there is 

easy access to a team of specialists trained in evaluating and addressing serious behavioral and 

academic concerns. Weapons used in or around schools, bomb threats or explosions, and fights, 

as well as natural disasters, accidents, and suicides call for immediate, planned action, and longterm, 

post-crisis intervention. Planning for such contingencies reduces chaos and trauma. 

Our School benefits from the District’s Crisis Intervention policy. At least one specially trained 

professional joins our School in responding to a crisis situation. Our School also has access to the 

Crisis Intervention Manual and Disaster Plan for information on how to respond and recover from 

a disaster to a crisis. Our School addresses risk factors, response and contingency plans, quick 

response designs, parent contacts, debriefing, expert training, suicide risk assessment, and 

violence/aggression risk assessment training. 

48


Emergency Mental Health and Traumatic Stress 

Tips for Teachers: 

Marking Disaster Anniversaries in the Classroom 

[Note: This fact sheet was prepared as a resource to help children deal with normal recovery 

issues that may be triggered by the anniversary of a disaster. The activities suggested here might 

be helpful as we anticipate and address issues that may emerge. It can be adapted for use with 

any disaster and can be used any time from the first day following the disaster to one or more 

years later.] 

Disaster anniversaries will cause many people to reflect and even re-experience thoughts, feelings, 

and events that occurred at the time of the attacks and in the days, weeks, and months that 

followed. 

There will no doubt be a media flood of anniversary footage with images of the attacks, as well as 

predictions for future terrorist events. This coverage will reactivate the feelings of people in 

communities throughout the country. 

As a teacher, you have probably witnessed a wide range of reactions from children since the 

disaster events. These responses can emerge or be reactivated by anniversary memories, images, 

and fears. In the classroom, you may observe increased activity levels, decreased attention spans, 

behavior and defiance problems, and even increased isolation and withdrawal. Some children may 

not exhibit observable reactions. Others may have noticeable reactions that linger anywhere from 

a few days to a few weeks. 

The degree of a child's reaction will vary depending upon the experiences of the child and his or 

her family during the disaster. Even families who did not lose a loved one may have been affected 

in other ways, such as economic shifts or hardships. Recent losses or traumatic events, as well as 

other factors related to the child's individual life experiences and unique make-up, also affect 

reactions. 

Classroom activities that focus on survivorship - what has been gained or learned since the disaster 

- are particularly encouraged. Story writing or artwork can help children compare their initial 

reactions to the disaster with where they are now. Going over school emergency plans for 

disasters is also useful. Keeping an optimistic focus on the future can help to normalize reactions. 

As your students and the rest of the Nation mark the disaster anniversary, the activities listed 

below may be helpful in addressing recovery issues that an anniversary brings forth: 

49



 

 

 

 

Construct hats, serve cookies and drinks, and sing songs to commemorate the anniversary. 

Ask children to draw a picture of themselves and their families now, after the events. 

Encourage, but do not force, them to discuss and share their feelings. 

Ask each child to tell a story about how his or her family was affected by the events. 

Respect the silence of children who are not comfortable talking. 

Play a physical game or dance to music to "shake out" scary feelings. 

Elementary School 

 

 

 

 

 

 

Fold a sheet of paper in half. On one side of the fold, ask the children to draw a picture of 

themselves and their families on the day of the events. On the other side of the fold, ask 

the children to draw themselves and their families now. 

Ask children to compose a list of people they can talk to who help them feel better about 

the events. 

Ask children to write or describe to the class: 

o The changes they have experienced since the events. 

o What they have learned from the events about themselves, their family, and their 

school. 

o How they feel and how they think their families feel now that a year has passed. 

o What is important to remember in the event of a future terrorist attack. 

Create a mural that depicts the children's feelings and experiences about the events. 

Produce a booklet of classroom drawings and reactions about the anniversary. 

Initiate a sentence completion exercise. Ask children to either say or write answers to 

questions, such as: 

o For me, the hardest thing about the disaster events was 

_______________________. 

o For me, the best thing that resulted from the disaster events was 

________________. 

o If I could suggest one thing to my teachers/parents during the disaster anniversary, 

it would be ___________________________________. 

o Before the disaster, I ______________________________________. 

o If I could suggest one thing to my teachers/parents during the disaster, it would be 

___________________________________. 

o Before the disaster, I ______________________________________. 

o During the disaster, I ______________________________________. 

o Since the disaster, I _______________________________________. 

o Right now I feel _____________________________________________. 

o The worst thing that happened to me was _________________________. 

o The best thing that happened to me was __________________________. 

50


Junior High and Middle Schools 

For teenagers, team projects can be an action-oriented way to relate to members of their peer 

group and develop a sense of togetherness about issues regarding the disaster events. Activities 

should focus on the positive steps made so far in the healing process. The following topics can be 

adapted to classroom discussions, essays, and projects: 

The national impact (emotional, economic, etc.) of the disaster events. 

Heroes of the disaster events. 

The role of the individual/family/community in healing. 

The history of terrorism. 

The role of government in the war on terrorism. 

The stresses created by the ongoing threat of terrorism and ways to cope. 

Mental health issues related to terrorism and disaster events. 

As you engage your students in these activities, there are some general guidelines to keep in mind: 

Acknowledge losses, fears, and other emotional adjustments. 

Provide reassurance that the thoughts, feelings, and reactions stirred up by the anniversary 

are normal, even though they may be upsetting. 

Help the students to feel "safe." Tell them that there is no right or wrong way to do the 

activities and that each student will be respected for his or her contribution. 

Speak to your students' strengths by focusing on the progress they have already made in 

the recovery process. 

Make students aware that not everyone is at the same place in the healing process, and that 

is okay. 

Enhance your students' sense of mastery and survivorship over a disaster and encourage 

them to adapt what they learned from the events to other life situations. 

Use an optimistic approach to bring closure to thoughts, feelings, and reactions that may be 

opened up by the anniversary. 

Consult a school counselor or mental health professional. 

Additional resources can be found here: 

www.mentalhealth.samhsa.gov/cmhs/EmergencyServices/links.asp 


Questions to Help Children Talk About a Disaster 

Disasters hit children hard. It is difficult for them to understand and accept that there are events in 

their lives that cannot be predicted or controlled. Perhaps worst of all, we as adults cannot "fix" a 

disaster, solve it, or keep it from happening again. 

As a classroom teacher, you can play an important role in the healing process of children who are 

affected by a disaster. One technique you can use to help children cope and heal is to assist them 

in expressing their experiences and feelings by talking. This technique works best when you use 

"open-ended" questions that require more than a "yes" or "no" answer. There are many leading 

questions you can use to encourage children to talk, such as: 

Where were you and what were you doing when the disaster happened? 

What was your first thought when it happened? 

What did other people around you do during/after the disaster? 

51


 

 

 

 

 

 

 

Was anyone you know hurt or killed? 

Did/do you dream about the disaster? 

What reminds you of the disaster? 

What do you do differently since the disaster? 

How do you feel now? 

How have you gotten through rough times before? 

What, if anything, would you do differently if this happened again? 

As the children begin to open up, encourage various views. Acknowledge their experiences and 

reassure them that what they are feeling is "normal." Play a guiding role, rather than trying to 

control the discussions. 

Allow children with low language skills, shyness, or discomfort to be silent. It might be helpful to 

encourage peer support for these children. If a child has limited English-language skills, consider 

asking for a translator to help the child express him/herself. Create an atmosphere in which a child 

can feel comfortable sharing experiences and feelings in any language. The goal of the process is 

to help children feel better. If any of your students show serious signs of distress, consult a school 

counselor or mental health professional. 

Additional resources can be found at 

www.mentalhealth.samhsa.gov/cmhs/EmergencyServices/links.asp. 

52



When Talking Doesn't Help: 

Other Ways to Help Children Express Their Feelings Following a Disaster 

While many children begin to heal by talking about their experiences and feelings following a 

disaster, talking for some children is not helpful. In some cultures, for example, talking openly is 

not comfortable, appropriate, or even "polite." Some children have been raised in families or 

situations where talking about one's feelings was not possible, supported, or practiced. Other 

children simply prefer not to discuss their feelings openly, due to the nature of their personality, 

worries about privacy, or a lack of trust in the process. 

To help children through the recovery process, begin by informing and educating them about the 

disaster to make it less threatening. Point out that there are many ways other than talking to 

express feelings. The suggestions listed below should be presented to the child as options, not as 

required activities: 

Use puppets to help children "tell" or "live" a story. 

Read stories from children's books related to rescue and recovery efforts. 

Introduce drawing as a way of "talking silently." Encourage children to draw people, 

places, and activities they associate with the disaster. 

Write a book together and draw pictures to illustrate it. 

Create a skit or play, or do role-playing, related to the disaster. Provide clothes for 

children to "dress up" in to play the role of emergency workers seen during the disaster. 

Create a collage. Have children cut and paste photos, magazine pictures, articles, and 

fabric pieces around a central theme. Tell children they may draw what they cannot find in 

magazines. Collages are a safe form of art because a child gets to use others' symbols. 

Draw a mural or make a quilt that tells a "collective story." Murals and quilts promote 

teamwork. They also feel safer for some children than individual art. When creating a 

mural or quilt: 

o Role of religion and/or spirituality in everyday life. 

o Use body language, personal interaction, and boundaries regarding personal space. 

o As the teacher, you should do very little drawing. 

o Allow children to tell you what to draw. 

o Give it a place of honor in the classroom. 

o Hang it in a place where children can see and add to it every day. 

o Make it an ongoing project. 

o Take photos when it is finished. 

Allow a full range of expression during these activities. Provide reassurance that there is no "right 

way" to do them. Exercise as little control as possible. Emphasize to the children that their 

creations will not be judged or graded. Don't exhibit writing and artwork if a child does not want 

to share it with others. When these activities are over, allow children to talk about them if they 

want to. Discussion can help to bring closure to the experiences and feelings related to the 

disaster, which is an important step in the process of healing. Other children will find closure by 

listening to their peers. 

Every classroom should also have a suggestion box - a place where children can drop notes, 

questions, and concerns for the teacher to address. Make the box available at all times. As a 

teacher, you should address each concern in some way. Your classroom should also have a file or 

bulletin board of information to educate the children further about disasters. This file or bulletin 

board should be in a place where children always have access to it. Encourage children to add to 

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the information. By using some of these techniques and adding some of your own, you can play 

an important role in helping children to recover from the trauma related to a disaster. If these 

classroom activities reveal clues to more serious problems, issues, or feelings within a child, ask a 

school counselor or mental health specialist for help. 




The Role of Culture in Helping Children Recover from a Disaster 

As a teacher, you no doubt recognize the importance of understanding and appreciating cultural 

differences and similarities within racial and ethnic groups. Recognizing these differences and 

similarities can be especially important when helping children to recover from a disaster. To be 

effective in the classroom, it is helpful to learn the skills that enable you to interact with persons of 

other cultures in ways that demonstrate knowledge, respect, and sensitivity. 

Generally, by culture we mean the values, traditions, norms, customs, arts, history, folklore, and 

other institutions shared by a group of people. Culture shapes how people see their world and 

structure their community and family life. A person's cultural affiliation often determines the 

person's values and attitudes about disasters and ways to cope and heal. 

Culture is important to all of us. As Americans, we all share elements of a "national" culture, such 

as baseball, hot dogs, high school marching bands, and Fourth of July celebrations. 

Many Americans also carry the gifts and strengths of other cultural traditions. We are African 

Americans, Asian Americans/Pacific Islanders, Hispanics/Latinos, American Indians/Alaska 

Natives, European Americans, Creoles, Cajuns, and mixtures of many races and ethnicities. We 

play soccer, eat tacos, listen to reggae, dance at powwows, and march in parades on the Chinese 

New Year. 

Cultural differences are traditionally seen in these general areas: 

• The importance of the individual versus the family or the community. 

• Generally accepted roles for women, men, and children. 

• The structure of the family, whether it is a nuclear or extended family. 

• The role of folk wisdom, life experience, mother wit, and common sense compared to 

formal education and scientific knowledge. 

• Ways that wealth and status are measured, whether it be in material goods like money and 

property, or in personal relationships like children, extended family support systems, and 

friendships. 

• Views on youth or age. For example, a culture may revere its youth as the promise of the 

future or its elders as the repositories of wisdom. 

• Whether people are bound by tradition or open to experimentation. 

• Role of religion and/or spirituality in everyday life. 

• Body language, personal interaction, and boundaries regarding personal space. 

• Traditional foods and food customs. 

• Style of dress. 

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• Musical preferences, such as rap, heavy metal, jazz, and salsa. 

• Holidays and festivals celebrated. 

• Favorite sports and sports figures. 

• Media choices, including newspapers, television, radio, and magazines. 

• Leisure time activities. 

• Dating rituals. 

Keep in mind that these are broad cultural differences and that there are also many differences 

within groups and between individuals. Individual members of any particular culture vary 

considerably from general norms within that culture. Also, a group's culture is continually 

evolving, based on interaction with the mainstream society and other groups. 

Although race and ethnicity are the most obvious components of culture, there are many factors 

that shape a person's values, ideas, attitudes, and experiences. These include age, gender, sexual 

orientation, level of education, occupation, income, geographic location, preferred language, 

health status, urban vs. rural location, native versus foreign-born status, and customs, beliefs, and 

practices. As a culturally competent teacher, it is important to take all of these factors into account. 

As you interact with students from diverse cultural and ethnic backgrounds, there are some general 

thoughts to keep in mind: 

• Acknowledge culture as a predominant force in shaping behaviors, values, and institutions. 

• Acknowledge and accept that cultural differences exist and have an impact on how you 

reach students. 

• Recognize that diversity within cultures is as important as diversity between cultures. 

• Respect the unique, culturally defined needs of various students. 

• Understand that people from different racial and ethnic groups and other cultural 

subgroups are generally best served by persons who are part of or in tune with their 

culture. 

• Recognize that incorporating the strengths of many cultures enhances the capacity of the 

whole group. 

The following tips may be especially helpful as you guide your students through the recovery 

process following a disaster: 

• Learn a child's "usual" behavior and cultural/ethnic responses to be able to identify 

"unusual" or problem behavior. 

• Create a comfortable atmosphere for verbal expression in any language. Consider asking 

for a translator to help a child with limited English-language skills. 

• Recognize that talking openly is not comfortable, appropriate, or even "polite" in some 

cultures. 

• Be aware that terms that refer to race and ethnicity often have both overt and hidden 

meanings. Whenever possible, use the descriptive term that is preferred by the majority of 

persons in a specific group. 

• Know that making eye contact is not accepted in some cultures. It is considered to be 

"defiant behavior" for some groups. In other cultures, particularly those with roots in 

Western Europe, lack of eye contact is seen as an indication that the person is being less 

than truthful. 

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• When using drawing activities to help children express themselves, keep in mind that 

colors and shapes have various meanings to children from different cultures, and to 

different children within each culture. 

• Be aware that children from other cultures who have experienced loss, relocation, death, 

and war are at a particularly "high risk" of having serious problems after a disaster. 

• Understand that some ethnic populations are more likely than others to have flashbacks to 

other catastrophes. For example, Southeast Asians may associate loud noises with 

memories of bombings. 

• Consult a school counselor or mental health professional if any of your students show 

serious signs of distress. 



How to Help Children After a Disaster 

Tips For Parents: 

Talking to Children After a Terrorist Attack 

 

 

 

 

 

 

 

 

 

 

Provide children with opportunities to talk about what they are seeing on television and to 

ask questions. 

Don't be afraid to admit that you can't answer all their questions. 

Answer questions at a level the child can understand. 

Provide ongoing opportunities for children to talk. They will probably have more 

questions as time goes on. 

Use this as an opportunity to establish a family emergency plan. Feeling that there is 

something you can do may be very comforting to both children and adults. 

Allow children to discuss other fears and concerns about unrelated issues. This is a good 

opportunity to explore these issues also. 

Monitor children's television watching. Some parents may wish to limit their child's 

exposure to graphic or troubling scenes. To the extent possible, watch reports of the 

disaster with children. It is at these times that questions might arise. 

Help children understand that there are no bad emotions and that a wide range of reactions 

is normal. Encourage children to express their feelings to adults (including teachers and 

parents) who can help them understand their sometimes strong and troubling emotions. 

Try not to focus on blame. 

In addition to the tragic things they see, help children identify good things, such as heroic 

actions, families who are grateful for being reunited, and the assistance offered by people 

throughout the country and the world. 

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What Else Can Be Done For Children? 

For children closer to the disaster scene, more active interventions may be required. 

The family as a unit might consider counseling. Disasters often reawaken a child's 

fear of loss of parents (frequently their greatest fear) at a time when parents may be 

preoccupied with their own practical and emotional difficulties. 

Families may choose to permit temporary regressive behavior. Several 

arrangements may help children separate gradually after the agreed-upon time 

limit: spending extra time with parents immediately before bedtime, leaving the 

child's bedroom door slightly ajar, and using a nightlight. 

Many parents have their own fears of leaving a child alone after a disaster or other 

fears they may be unable to acknowledge. Parents often are more able to seek help 

on the children's behalf and may, in fact, use the children's problems as a way of 

asking for help for themselves and other family members. 

Teachers also can help children with similar art and play activities, as well as by 

encouraging group discussions in the classroom and informational presentations 

about the disaster. 

AFTER A DISASTER: 

A Guide for Parents and Teachers 

Note: Information based on brochure developed by Project Heartland -- A Project of the 

Oklahoma Department of Mental Health and Substance Abuse Services in response to the 1995 

bombing of the Murrah Federal Building in Oklahoma City. Project Heartland was developed 

with funds from the Federal Emergency Management Agency in consultation with the Federal 

Center for Mental Health Services. 

Natural disasters such as tornados, or man-made tragedies such as bombings, can leave children 

feeling frightened, confused, and insecure. 

Whether a child has personally experienced trauma or has merely seen the event on television or 

heard it discussed by adults, it is important for parents and teachers to be informed and ready to 

help if reactions to stress begin to occur. 

Children respond to trauma in many different ways. Some may have reactions very soon after the 

event; others may seem to be doing fine for weeks or months, then begin to show worrisome 

behavior. Knowing the signs that are common at different ages can help parents and teachers to 

recognize problems and respond appropriately. 

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Preschool Age 

Children from one to five years in age find it particularly hard to adjust to change and loss. In 

addition, these youngsters have not yet developed their own coping skills, so they must depend on 

parents, family members, and teachers to help them through difficult times. 

Very young children may regress to an earlier behavioral stage after a traumatic event. For 

example, preschoolers may resume thumb sucking or bedwetting or may become afraid of 

strangers, animals, darkness, or "monsters." They may cling to a parent or teacher or become very 

attached to a place where they feel safe. 

Changes in eating and sleeping habits are common, as are unexplainable aches and pains. Other 

symptoms to watch for are disobedience, hyperactivity, speech difficulties, and aggressive or 

withdrawn behavior. Preschoolers may tell exaggerated stories about the traumatic event or may 

speak of it over and over. 

Early Childhood 

Children age five to eleven may have some of the same reactions as younger boys and girls. In 

addition, they may withdraw from play groups and friends, compete more for the attention of 

parents, fear going to school, allow school performance to drop, become aggressive, or find it hard 

to concentrate. These children may also return to "more childish" behaviors; for example, they 

may ask to be fed or dressed. 

Adolescence 

Children twelve to fourteen are likely to have vague physical complaints when under stress and 

may abandon chores, school work, and other responsibilities they previously handled. While on 

the one hand they may compete vigorously for attention from parents and teachers, they may also 

withdraw, resist authority, become disruptive at home or in the classroom, or even begin to 

experiment with high-risk behaviors such as drinking or drug abuse. These young people are at a 

developmental stage in which the opinions of others are very important. They need to be thought 

of as "normal" by their friends and are less concerned about relating well with adults or 

participating in recreation or family activities they once enjoyed. 

In later adolescence, teens may experience feelings of helplessness and guilt because they are 

unable to assume full adult responsibilities as the community responds to the disaster. Older teens 

may also deny the extent of their emotional reactions to the traumatic event. 

How to Help 

Reassurance is the key to helping children through a traumatic time. Very young children need a 

lot of cuddling, as well as verbal support. Answer questions about the disaster honestly, but don’t 

dwell on frightening details or allow the subject to dominate family or classroom time indefinitely. 

Encourage children of all ages to express emotions through conversation, drawing, or painting and 

to find a way to help others who were affected by the disaster. 

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Try to maintain a normal household or classroom routine and encourage children to participate in 

recreational activity. Reduce your expectations temporarily about performance in school or at 

home, perhaps by substituting less demanding responsibilities for normal chores. 

Finally, acknowledge that you, too, may have reactions associated with the traumatic event, and 

take steps to promote your own physical and emotional healing. 

Revised 10/02 

Responders in a Crisis/Emergency 

No one who sees or hears about a tragedy of this kind is untouched by it - and in an era of instant 

mass communications, the numbers of people exposed to such violence in one way or another is 

significant. Most of us will experience some related anxiety and stress that will fade over time. 

For some, however, such feelings may not go away on their own. We need to recognize the 

difference and understand that, if needed, help is available and effective. 

What are Common Reactions? 

Mass tragedies can affect us in many ways: physically, emotionally and mentally. They can make 

people feel angry, enraged, confused, sad, or even guilty. When those feelings don't go away over 

a few weeks, or when they seem to get worse, it may be appropriate to seek help for yourself or 

the person in your life who is experiencing these difficulties. Among the signs to look for over 

time are: 

Feeling tense and nervous 

Being tired all the time 

Having sleep problems 

Crying often or easily 

Wanting to be alone most of the time 

Drinking alcohol or taking drugs more often or excessively 

Feeling numb 

Being angry or irritable 

Having problems concentrating and remembering things 

What Can You Do to Help? 

Everyone can take one simple step: get in touch with your emotions and how you are feeling and 

how your family and loved ones are doing as well. If you think there may be a problem, get 

advice from someone trained to recognize signs and symptoms of post-traumatic stress. Pay 

special attention to children's needs and talk with them in a calm, supportive way about their 

fears. Don't neglect or let anyone you know neglect his or her other health care needs at this time. 

You should get immediate help from a trained mental health professional if you or a loved one is 

experiencing any one or more of these problems: inability to return to normal routine; feeling 

extremely helpless; having thoughts of hurting one's self or others; using alcohol and drugs 

59


excessively; thinking about or being abusive or violent; or having noticeable symptoms of mental 

illness. 

Resources for Families and Friends of Victims 

Offices for Victims of Crime (OVC) 

Federal Resource Center 1-800-627-6872 or www.ojp.usdoj.gov/ovc 

Resources For States and Counties 

U.S. Department of Health and Human Services, Substance Abuse and Mental Health Services 

Administration, Center for Mental Health Services 

www.mentalhealth.samhsa.gov/cmhs/EmergencyServices/after.asp 

Suggestions for Counselors 

Disaster Counseling 

Disaster counseling involves both listening and guiding. Survivors typically benefit from both 

talking about their disaster experiences and being assisted with problem-solving and referral to 

resources. The following section provides "nuts-and-bolts" suggestions for workers. 

Establishing Rapport 

Survivors respond when workers offer caring eye contact, a calm presence, and are able to listen 

with their hearts. Rapport refers to the feelings of interest and understanding that develop when 

genuine concern is shown. Conveying respect and being nonjudgmental are necessary ingredients 

for building rapport. 

Active Listening 

Workers listen most effectively when they take in information through their ears, eyes, and 

"extrasensory radar" to better understand the survivor's situation and needs. Some tips for 

listening are: 

Allow Silence. Silence gives the survivor time to reflect and become aware of feelings. 

Silence can prompt the survivor to elaborate. Simply "being with" the survivor and their 

experience is supportive. 

Attend Nonverbally. Eye contact, head nodding, caring facial expressions, and occasional 

"uh-huhs" let the survivor know that the worker is in tune with them. 

Paraphrase. When the worker repeats portions of what the survivor has said, 

understanding, interest, and empathy are conveyed. Paraphrasing also checks for accuracy, 

60


 

 

clarifies misunderstandings, and lets the survivor know that he or she is being heard. Good 

lead-ins are: "So you are saying that . . . " or "I have heard you say that . . . " 

Reflect Feelings. The worker may notice that the survivor's tone of voice or nonverbal 

gestures suggests anger, sadness, or fear. Possible responses are, "You sound angry, scared 

etc., does that fit for you?" This helps the survivor identify and articulate his or her 

emotions. 

Allow Expression of Emotions. Expressing intense emotions through tears or angry 

venting is an important part of healing; it often helps the survivor work through feelings so 

that he or she can better engage in constructive problem-solving. Workers should stay 

relaxed, breathe, and let the survivor know that it is OK to feel. 

Some Do's and Don’ts 

Do say: 

These are normal reactions to a disaster. 

It is understandable that you feel this way. 

You are not going crazy. 

It wasn't your fault, you did the best you could. 

Things may never be the same, but they will get better, and you will feel better. 

Don't say: 

It could have been worse. 

You can always get another pet/car/house. 

It's best if you just stay busy. 

I know just how you feel. 

You need to get on with your life. 

The human desire to try to fix the survivor's painful situation or make the survivor feel better often 

underlies the preceding "Don't say" list. However, as a result of receiving comments such as 

these, the survivor may feel discounted, not understood, or more alone. It is best when workers 

allow survivors their own experiences, feelings, and perspectives. 

KEN-01-0096 

Self-Care Tips for Emergency and Disaster Response Workers 

Normal Reactions to a Disaster Event 

No one who responds to a mass casualty event is untouched by it. 

Profound sadness, grief, and anger are normal reactions to an abnormal event. 

You may not want to leave the scene until the work is finished. 

You will likely try to override stress and fatigue with dedication and commitment. 

You may deny the need for rest and recovery time. 

Difficulty communicating thoughts 

Difficulty remembering instructions 

Signs That You May Need Stress Management Assistance 

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Difficulty maintaining balance 

Uncharacteristically argumentative 

Difficulty making decisions 

Limited attention span 

Unnecessary risk-taking 

Tremors/headaches/nausea 

Tunnel vision/muffled hearing 

Colds or flu-like symptoms. 

Disorientation or confusion 

Difficulty concentrating 

Loss of objectivity 

Easily frustrated 

Unable to engage in problem-solving 

Unable to let down when off duty 

Refusal to follow orders 

Refusal to leave the scene 

Increased use of drugs/alcohol 

Unusual clumsiness 

Ways to Help Manage Your Stress 

Limit on-duty work hours to no more than 12 hours per day. 

Make work rotations from high stress to lower stress functions. 

Make work rotations from the scene to routine assignments, as practicable. 

Use counseling assistance programs available through your agency. 

Drink plenty of water and eat healthy snacks like fresh fruit and whole grain breads and other 

energy foods at the scene. 

Take frequent, brief breaks from the scene as practicable. 

Talk about your emotions to process what you have seen and done. 

Stay in touch with your family and friends. 

Participate in memorials, rituals, and use of symbols as a way to express feelings. 

Pair up with a responder so that you may monitor one another's stress. 


SCHOOL SAFETY CHECKLIST 

Goal of Checklist. This checklist is intended to serve as an assessment tool to 

identify safety risks and to help staff comply with Board Policy 300.53 entitled 

Safety. From this assessment, safety goals may be developed to enhance school 

safety. 

C 

H 

E 

C 

K 

L 

I 

S 

T 

CHECKLIST 

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1. School rules established for the safe and appropriate use of school equipment, materials 

and for student conduct. 

2. Students trained on the safety rules and provided safety instruction as appropriate. 

3. Copies of the rules sent to parents/guardians and are readily available at the school at all 

times. 

4. Students are released during the school day in the custody of an adult only if: (a) adult is 

the student's parent/guardian with custody; (b) adult has been authorized on the student's 

emergency card as someone to whom the student may be released when the 

parent/guardian cannot be reached; (c) the individual's identification has been verified; (d) 

adult is a properly authorized law officer; and (e) adult is taking the student to emergency 

medical care at the request of the principal or designee. 

5. Teachers are present at their respective rooms and open to admit students as soon as 

reasonably practical before the time when school starts. 

6. Teachers hold students to a strict account for their conduct on the way to and from school, 

on the playgrounds and during recess. 

7. Certificated employees supervise the conduct and safety, and direct the play, of students 

who are on school grounds before and after school and during recess and other 

intermissions. 

8. Supervision zones have been identified on the playground. 

9. Safety supervisors remain outside at a location from which they can observe their entire 

zone of supervision and move around the perimeter of those zones. 

10. All individuals supervising students remain alert in spotting dangerous conditions, 

promptly report any such conditions to the principal or designee, and file a written report 

on such conditions, as appropriate. 

11. Emergency procedures have been established to ensure swift response to accidents, 

fighting and situations that could become dangerous, such as overcrowding or unusual 

gatherings of students. 

12. Teachers, teacher aides, yard aides and volunteers who supervise students receive training 

in safety practices and in supervisory techniques that will help them to forestall problems 

and resolve conflicts. 

13. Supervisors' training is documented and on file. 

14. Playgrounds comply with regulations pertaining to the design, installation, inspection and 

maintenance of playgrounds and playground equipment. 

15. None of the following activities are permitted unless the activity is properly supervised and 

each participant has insurance coverage: 

A. Trampolining 

B. Scuba diving 

C. Skateboarding 

D. Hang gliding 

E. Sailing 

F. Water skiing 

G. Snow trips 

H. Bicycling 

I. Motorcycling 

J. Target shooting 

K. Horseback riding 

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L. Rodeo 

M. Breakdancing 

N. Other activities determined by the school principal to have a high risk to student safety. 

16. Students' exposure to excessive noise in classrooms is monitored and hearing protection is 

provided as necessary. 

17. Eye safety devices are used whenever students are engaged in or observing an activity or 

using hazardous substances likely to cause injury to the eyes. 

Reference: Safety, BP 300.53 

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OUTSIDERS/VISITORS CHECKLIST 

Goal of Checklist. This checklist is intended to help establish a safety perimeter 

around the school, to control entry, exit, and removal of visitors and outsiders to 

the campus consistent with Board Policy 300.46 entitled Outsiders/Visitors. 

C 

H 

E 

C 

K 

L 

I 

S 

T 

CHECKLIST 

A notice has been posted at every entrance to school and school grounds setting forth 

visitor/outsider registration requirements, hours during which registration is required, the 

registration location, the route to take to that location, and the penalties for violation of registration 

requirements. 

All visitors to the campus, except students of the school and staff members, shall register 

immediately upon entering any school building or grounds when school is in session. 

Visits during school hours, including classroom visits are arranged with the teacher and 

principal/designee and are subject to specific procedures and limitations. 

Appointments with teachers are set during noninstructional time. 

Visitors shall wear a visible means of identification provided by the school for visits while on 

school premises. 

Employees direct visitors and outsiders without identification directly to the office. 

To register for entrance onto the campus, all visitors to the campus shall, upon request, furnish the 

principal or designee with his/her name, address and occupation; his/her age, if less than 21; 

his/her purpose for entering school grounds; proof of identity; and other information consistent. 

“Outsiders” include every visitor to the school campus except the following: a student of the 

school, unless currently under suspension; a parent/guardian of a student of the school; a 

Governing Board member or district employee; a public employee whose employment requires 

being on school grounds, or any person who is on school grounds at the school's request; a 

representative of a school employee organization who is engaged in activities related to the 

representation of school employees; an elected public official, and; a publisher, editor, reporter or 

other person connected with or employed by a newspaper, magazine, other periodical, radio 

station or television station. 

65


OUTSIDERS/VISITORS CHECKLIST Continued 

The principal/designee refuses to register any “outsider” if he/she reasonably concludes that the 

“outsider's” presence or acts would disrupt the school, students, or employees; would result in 

damage to property; or would result in the distribution or use of a controlled substance. 

The principal/designee or school security officer revokes an “outsider's” registration if he/she has 

a reasonable basis for concluding that the “outsider's” presence on school grounds would interfere 

or is interfering with the peaceful conduct of school activities or would disrupt or is disrupting the 

school, students or staff. 

“Outsiders” who fail to register, or whose registration privileges have been denied or revoked, are 

directed to promptly leave school grounds and informed that if he/she reenters the school within 7 

days he/she will be guilty of a misdemeanor subject to a fine and/or imprisonment. 

Reference: Outsider/Visitor, BP 300.46 

SA: Outsider_Visitor Checklist.doc 

66


BCSD Safety Procedure: 

SHELTER IN PLACE 

PRINCIPAL’S OFFICE/INCIDENT COMMANDER 

DEFINITION 

Receive information and instructions to “shelter 

in place,” rather than evacuate, due to a nearby 

hazardous material release. 

Sheltering in Place is the use of 

any classroom or office for the 

purpose of providing temporary 

shelter from a hazardous material 

release. 

Activate the school Shelter in Place plan by 

announcement over the public announcement system. 

Require all persons in outside areas to go 

indoors. 

Ensure that appointed caretakers assist disabled 

students. 

EMERGENCY 

• Hazardous Material Release 

o Chemical Plant Accident 

o Chemical Train Derailment 

o Chemical Truck Overturning 

o Pipeline Rupture 

• Drill 

TEACHER 

Ensure custodian immediately shuts off all heating, 

cooling, and ventilation systems for entire campus. 

Move all students indoors. 

Consider instructing teachers to seal doors and windows with 

duct tape in severe cases. 

Close all windows and doors to the 

shelter. 

Call the Superintendent’s office who will ensure that the necessary 

administrators are notified, from among the following: 

Turn off and keep off room heating, cooling, or 

ventilation systems until “ALL CLEAR”. 

Maintenance & Operations 

Business 

Safety 

Communication Services 

If there appears to be air contamination 

within the shelter, place a wet handkerchief 

or wet paper towel over the nose and mouth 

for temporary respiratory protection. 

Allow no one to leave the shelter during the emergency. 

Use reasonable judgment in allowing outsiders into a shelter 

during the height of the incident. 

Continue to follow the instructions 

given over the public 

announcement system. 

Be in contact with law enforcement or other emergency responders for 

continuous information and instructions until the incident is under control. 

Announce the current status of the incident at frequent intervals 

over the public announcement system until “ALL CLEAR”. 

Do not allow anyone to leave the 

shelter until the “ALL CLEAR” is 

given. 

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LOCK DOWN 

TEACHER 

PRINCIPAL 

If you are the first person to recognize 911 

emergency, have another person notify the office 

of what is happening. 

Staff are trained to recognize an emergency situation 

requiring a lock down. First person to know of 

emergency immediately dials 911 staying on line to 

give information. If the caller must immediately 

leave, then drop phone leaving line open. 

Quickly survey the hallway by your classroom. Order 

any students in the hall or restroom into your room. 

Close all blinds and turn off lights. 

Students in hallways, bathrooms or commons 

when a lock down is announced are to return to 

their classrooms immediately. 

Direct students to sit on the floor against walls away from 

windows in a “safety area” out of sight from windows and 

doors. 

Principal, vice principal, custodians immediately 

begin locking all outside doors and monitor 

doors for “late arrivals.” 

Students are to remain absolutely silent during this time. 

Teachers check roll and make sure their students are either in 

the classroom or with another teacher. 

Students outside when lock down is announced 

are directed to cafeteria by bullhorns and by 

selected staff. Staff should hurry, without 

panicking students and lead them to the nearest 

door and then to the cafeteria. 

Tell students of other teachers they are to remain with you 

during lock down. 

Call Superintendent’s Office who will 

notify necessary administrators. 

Outside phone lines are kept open. 

Refer calls from media to designated media 

relations staff. 

Use reasonable judgment in allowing students into a locked 

room during the height of the incident. 

Stay in contact with law enforcement for 

information and instructions until incident is 

under control. 

Wait in Lock Down until “ALL CLEAR” notice. 

When incident is under control, issue 

“ALL CLEAR.” 

Initiate emergency recovery procedures 

involving the district and school site 

crisis intervention resources. 

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DRIVE-BY SHOOTING 

TEACHER 

PRINCIPAL 

When shots are heard, yell to students to “Drop 

to the Ground” or “Drop to the Floor.” 

Call 911 for law enforcement. Call for ambulance, if 

necessary. 

As car exits area, yell to the students to “Run into the 

Building – Quietly.” 

Be alert for car returning to area. 

Be prepared to yell again “Drop to 

the Ground.” 

Call the Superintendent’s office who will ensure 

that the necessary administrators are notified from 

the following: 

Maintenance and Operations 

Business 

Safety 

Media Relations 

Notify principal’s office ASAP. 

Call Nurse. 

Report any known injuries. 

Bring all students and staff indoors ASAP. 

Organize students within building and try to restore calm. 

Secure building by locking doors and 

windows. 

Return students to classroom. 

Consider making an announcement for 

teachers in exterior classroom to order 

students to “Drop to the Floor.” 

Take roll and report any missing students. 

Arrange for a classroom monitor. 

Have teachers remain with their classes to 

continue educational process, insofar as 

possible. 

Hold students beyond dismissal time 

when necessary. 

Return to principal’s office and be prepared 

to answer questions from law enforcement. 

Staff remain with the students until the 

emergency is over. 

Advise Communications Department 

if school dismissal will be delayed. 

Activate crisis team for response and 

recovery. 

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UNARMED INTRUDER 

TEACHER 

Report any suspicious person to the principal’s 

office immediately. 

If they continue to refuse to leave, call law 

enforcement or 911 if determined to be an 

PRINCIPAL’S OFFICE 

If the situation is very severe, announce a “Lock 

Down” procedure,” discretely if possible, which 

means all teachers will lock doors (See also Lock 

Down Safety Procedure). 

Approach the unarmed intruders and determine the nature 

of their presence. 

Ask for identification. 

If Lock Down is announced, have 

administrative staff evacuate any students 

who have been locked out of their 

classroom or who are in public areas to a 

safe area inside or outside the buildings. 

Direct and/or accompany them to the school office. 

If they have no acceptable purpose, ask them to leave. 

Call the Superintendent’s office who will ensure 

that the necessary administrators are notified, 

from among the following: 

If they refuse to leave, 

Remind them California law requires each individual to 

register, have the principal/designee direct them to leave 

and remind them they are then in violation of the law if 

they fail to leave (See also: Visitor/Outsider Policy and 

Procedures). 


Business 

Safety 

Communication Services/Media 

Relations 

Alert them that law enforcement will be 

called. 

70



EVACUATION 

TEACHER 

EMERGENCY 

Evacuate when you hear 3 bells ring. 

Be aware of pre-designated primary and alternate 

evacuation routes. 

• Disaster 

• Fire 

• Fallen Aircraft 

• Chemical Release 

• Bomb Threat 

• Drill 

Take roster sheet and grade book with you. 

Close classroom door and turn out lights as 

students leave. 

Leave the building in an orderly manner without rushing or crowding. 

If the situation warrants, vehicle evacuation will be used to 

transport students to another site. 

If the emergency calls for an evacuation without the use of 

vehicles, walk from the building in the stated course. 

Always evacuate crosswind and/or upwind away 

from any emergency by a safe route. 

Students should be evacuated at least 300 feet from 

building and out of the way of emergency vehicles. 

Reassembly the students and check roll to ensure that all students are 

accounted for. 

Report any missing students immediately. 

Note on roster any students who are released to parents. 

Return to your room when you are instructed that it is safe to 

do so. 

71



EVACUATION (Continued) 


Sound 3 bell alarm to signal an evacuation. 

Use public announcement system if alternative 

evacuation route or alternate assembly area is to be 

used. 

Call 911 for law enforcement or fire department. 

Call the superintendent’s office who will 

ensure the necessary administrators are 

notified from among the following: 


Business 


Safety 

Advise whether ambulances are needed. 

Summons nurse(s) and staff to administer first aid as 

necessary. 

Evacuate all staff and students to pre-designated evacuation 

routes (Routes should be illustrated on Facilities Plan (i.e., safe 

entrance and exit routes). 

Ensure the appointed caretakers assist disabled students. 

Advise whether primary or 

alternate assembly area will 

be used. 

Advise whether students need 

to be transported by bus to 

another site. 

After total roster is collected, preappointed 

staff members (Search 

and Rescue team) should search 

building for any missing students. 

Pre-appointed staff members (Search and Rescue Team) 

should search all areas of building for stragglers. 

If students are to be evacuated to another site 

or they are to be dismissed for the day, 

organize a system for loading the buses as 

quickly and safely as possible. 

Ensure that custodian and cafeteria have turned off all 

motors, fans, and other power-driver equipment. 

If students are to be dismissed for the 

day, a check-out area should be 

established. 

Students should be released to parents 

or those listed on emergency release 

(Student Information Card) only. 

Signal “ALL CLEAR – RETURN 

TO CLASS” when appropriate. 

72



STUDENT WALKOUT 

TEACHER 

PRINCIPAL 

If you become aware of a planned walkout, 

notify the principal. 

Develop a plan to help ensure student safety in 

the event of a walkout. 

Quickly survey the hallway by your classroom. Notify 

students who remain on campus that they should return to 

class or risk discipline if they remain on campus and do not 

attend class. (No physical force or physical contact will be 

made to prevent students from leaving the campus in a safe 

manner.) 

Notify school site administrator of students in the hallway 

outside of your classroom. 

Develop safe exit routes in partnership with 

law enforcement. 

Suggest students exercise their free speech 

rights after school hours. 

Work with student leaders on safety issues. 

Remind students of the behaviors that are not 

protected and may result in school discipline 

issues and legal actions for them and their 

families 

Notify and update the Superintendent’s office 

who will determine if a District-level response is 

warranted.. 

Take roll immediately following the walkout and 

compare to the original roll to determine who did not 

return to class. Send the list of students not in class to 

the school office. 

Review, to if applicable, follow the systematic 

emergency response protocols to include 

adjustments contingent upon the involvement 

of other agencies or district personnel. 

Assist with playground/yard supervision during nonclassroom 

duty time. 

Encourage students who remain on campus to 

return to class and point out the advantages of reengaging 

in classroom activities. (Remind staff to 

avoid physical contact and physical force unless 

clearly necessary to protect students or staff. 

If an opportunity arises, provide positive, age appropriate, 

guidance to students about the choices available. 

Give students an accurate description of the issues 

leading up top the walkout. If appropriate, give the 

students a guided opportunity to discuss the issues, 

the actions, the choices, and the impact of such 

choices, . 

Establish a communication system to notify 

parents of the students that left campus during 

the student walkout, keep others involved in 

the response updated, and to respond, under 

the direction of the superintendent or designee 

to media inquires. 

Provide a highly visible law enforcement 

presence on and around the school campus 

throughout the day. 

Stay in contact with law enforcement for 

information and instructions until incident is 

under control. 

73



FIRE DRILLS AND FIRES 

TEACHER 

All students and staff shall evacuate building 

when you hear 3 bells ring. 

Teachers shall ascertain that no students remain 

in the building. 

Close classroom door, turn out lights and take roster 

sheet and grade book with you. 

Follow pre-designated primary or alternate 



If determined by the Incident Commander/principal, bus/vehicle 

evacuation will be used to transport students to another site. 


vehicles, walk from the building using the identified course. 



Reassembly the students and check roll to account for all students. 

Immediately report any missing students to the principal or 

designee. 


Return to your room when you are instructed that it is safe to 

do so. 

74



FIRE DRILLS AND FIRES (Continued) 


Sound a 3 bell alarm to signal an evacuation. 

Call the superintendent’s office to ensure 

the necessary administrators are notified 

from among the following areas: 



used. 



Business 


Safety 



necessary. 




Ensure that custodian and cafeteria staff have turned off all 




be used. 



another site. 


staff members (Operations 

Chief/Accountability in Incident 

Command System) should search 

building for any missing students. 




quickly and safely as possible (Logistics 

Chief/Transportation responsibility). 

If students are to be dismissed for the day, a 

check-out area will be established (Logistics 

Chief/Transportation responsibility).. 

Students are released to parents or 

those listed on emergency release 




75



EARTHQUAKE DRILL AND EARTHQUAKES 

TEACHER 

Earthquake while indoors at school 

Earthquake while outdoors on 

school grounds 

Instruct students to perform the drop procedure 

when the earthquake warning bell is sounded. 

Move students away from windows, shelves, 

heavy objects and furniture that may fall. 

Extinguish burners in classroom laboratories. 

Instruct students to walk away from 

buildings, trees, overhead power lines, 

power poles or exposed wires. 

Instruct students to perform the drop procedure 

when the earthquake warning bell is sounded. 

As soon as possible, instruct students to evacuate the building 

in an orderly manner when the earthquake is over. 

Instruct students to stay in the open until the 

earthquake is over or until further directions 

are given. 

Close classroom door, turn out lights and take roster 

sheet and grade book with you. 

Follow pre-designated primary and alternate evacuation routes. 


Students should be evacuated at least 300 feet from building and out of the way of 

emergency vehicles. 

Reassembly the students, check roll, and identify any missing stuents. 

Immediately report any missing students to the office. 

Information the Incident Commander/principal and tote on roster any students who are released to parents. 

Return to your room when you are instructed that it is safe to do so. 

76



EARTHQUAKE DRILL AND EARTHQUAKES 

(Continued) 


Sound the earthquake warning bell. 



notified from among the following: 



used. 




Business 


Safety 



another site. 


necessary. 



be used. 





staff members (Operations 

Chief) should search building for any 

missing students. 

Ensure that custodian and cafeteria have turned off all 


Pre-appointed staff members (Operations Chief) 

shall extinguish small fires when possible. 

Pre-appointed staff members (Operations Chief) 

shall notify utility companies of any suspected break 

in a line which could cause further damage. 




quickly and safely as possible. (Logistics 

Chief/Transportation responsibility) 

If students are to be dismissed for the 

day, a check-out area should be 

established. (Logistics 

Chief/Transportation responsibility) 

Students should be released to parents 

or those listed on emergency release 




77



BOMB THREAT 

TEACHER 

Evacuate when you hear 3 bells ring. 

Be aware of pre-designated primary and alternate 


Take roster sheet and grade book with you. 

Any employee who receives a bomb threat shall 

immediately call 911 and report the threat to the 

principal or designee. 

Any employee seeing a suspicious package shall 

promptly notify the principal or designee. 

No school staff members shall search for or handle 

any potential incendiary device. 

Close classroom door and turn out lights as 

students leave. 


If the situation warrants, vehicle evacuation will be used to 

transport students to another site. 


vehicles, walk from the building in the stated course. 

Always evacuate crosswind and/or upwind away 

from any emergency by a safe route. 



Reassembly the students and check roll to ensure that all students are 

accounted for. 

Report any missing students immediately. 


Do not reenter the threatened building until you are instructed 

that it is safe to do so. 

78



BOMB THREAT (Continued) 


Sound 3 bell alarm to signal an evacuation. 



used. 




notified and available, as needed for the 

Incident Command Teams, from among 

the following: 


Business 


Safety 



necessary. 



entrance and exit routes). Basic plan may be amended by 

Incident Commander. 



be used. 



another site. 


staff members (Search 

and locate team) should again seek 

out any missing students. 

Incident Operations Chief may organize search and 

locate team to seek out all areas of physical plant for 

stragglers. 



organize accountability, record keeping and 

transportation teams within the incident 

command system to support efficient and safe 

evacuation. 

Signal “ALL CLEAR – RETURN TO 

CLASS” when advised to do so by law 

enforcement/fire department. 

79



Pandemic 

SUPERINTENDENT/DESIGNEE 

Identifies Health Department contacts, monitors 

pandemic-related information, and follows direction 

from Kern County Department of Public Health. 

Provides resources to maintain 

preparedness, mitigation, response and 

recovery plans. 

Sick students and staff return 24 hours post 

febrile (temperature over 100) state. 

Principal monitors absenteeism rate and 

notifies superintendent/designee if 

absentee rate of staff hinders school site 

operation or average student absence 

rate doubles. 

Assists schools in using information from 

public health sources concerning infection 

control, protection, and response strategies. 

PRINCIPAL’S OFFICE 

Disseminates prevention education materials to 

parents and staff. Manages rumors and 

implements crisis intervention components as 

appropriate. Parents informed the school is 

operating on a normal schedule unless they are 

notified otherwise. 

Ensures sufficient infection prevention supplies 

are available (soap, tissues, disposal 

receptacles). 

Staff and students directed to use hand, cough, 

and sneeze hygiene and encouraged to practice 

good health habits to promote wellness. 

Reviews Incident Command System, updates 

student and staff contact information, and develops 

plans to: remain operational with expected rate of 

absenteeism; and follow standardized student 

release procedures. 

Ensures symptomatic students and staff are 

referred to the office and isolated in a sick room 

until they can be sent home. 

If the Kern County Department of Public 

Health directs the Superintendent to 

close the school site, staff immediately 

begins contacting parents giving 

standardized message to pick up 

students and the reason. 

(If school closure) School Messenger 

activated and letters provided by 

Communications Department sent home 

with all students. Schoolwork packets sent 

home with all students. 

Principal establishes communication 

procedures for incoming phone calls, 

parent concerns, etc. School closure 

posted on marquee and message placed 

on school voicemail. All media requests 

directed to the Communications 

Department. 

Asymptomatic students are returned to class 

80



Pandemic 

Page 2 of 2 

All asymptomatic staff continue regular 

work schedule. Students who arrive 

despite closure wait in cafeteria with staff 

until parent pick up. 

Custodial staff initiates 

school wide general cleaning 

using standard products and 

procedures. 

Teacher 

Directs students to follow procedures to limit 

the spread of communicable disease (e.g., 

hand washing, cough/sneeze etiquette) 

Safely refers students with symptoms to area 

identified by principal/office 

Follows principal’s communication plan 

for questions and concerns related to event 

Assumes a role on Incident Command 

Team as directed by principal 

81



THREAT ASSESSMENT 

A threat is identified by school staff/principal 

Step 1. Evaluate the threat. 

Obtain a specific account of the threat by interviewing the student who made the threat, the recipient of the threat, 

and other witnesses. 

Write down the facts and allegation(s) to include statements made, the context, and the conduct by each party. 

Consider the circumstances in which the threat was made and the student’s intentions. 

Step 2. Decide whether the threat is transient or substantive. 

Consider the criteria for transient 1 versus substantive threats 2 & 3 

Consider the student’s age, credibility, and previous discipline history. 

The threat is clearly transient. 

The threat is substantive or the threat’s meaning is not clear. 

Step 3. Respond to a transient threat. 

Typical responses may include a reprimand, parent notification, or another 

disciplinary action. The student may be required to make amends and 

participate in conflict mediation or counseling strategies. END 

Step 4. Decide whether the 

substantive threat is serious 

or very serious 2 & 3 . 

The threat is serious. 

The threat is very serious. 

Step 5. Respond to a serious substantive threat. 

Take immediate precautions to protect potential victims, to include, 

notifying the intended victim and the victim’s parents using the 

Protocol for Emergency Release of Pupil Records. 

Notify the student’s parents. 

Consider contacting law enforcement. 

Refer the student for counseling, dispute mediation, or another 

appropriate intervention. 

Discipline the student as appropriate to the severity of the conduct, 

discipline history, discipline code, and the situation. 

Step 6. Respond to a very serious substantive threat 

(conduct a safety evaluation). 

Take immediate precautions to protect potential 

victims, to include, notifying the intended victim and 

the victim’s parents using the Protocol for 

Emergency Release of Pupil Records. 

Notify the student’s parents. 

Consult with law enforcement. 

As appropriate, begin a mental health assessment of 

the student 

Discipline the student as appropriate. 

Step 7. Implement a safety plan. 

Complete a written plan. 

Maintain contact with the student. 

Revise the plan as needed. 

82


1 Transient Threat – Not a serious threat; it can be easily resolved. 

2 & 3 Substantive Threat – Expressions of a continuing intent to harm someone. 

Serious Substantive Threat- involves a threat to hit or beat up someone. 

Very Serious Substantive Threat - involves a threat to kill, rape, use a 

weapon on, or severely injure someone. 

Adapted from: Cornell, D., and Sheras, P. (2006). Guidelines for Responding to Student Threats of Violence, p. 16, Sopris West: Longmont, CO. 

83


Appendix A: Earthquake Emergency Procedure System 

AR 300.61 

Page 1 of 4 

EARTHQUAKE EMERGENCY PROCEDURE SYSTEM 

Administrative Regulation 

An earthquake emergency procedure system shall be established in every school building having an 

occupant capacity of 50 or more students, or more than one classroom (Education Code Section 32282). 

Earthquake emergency procedures shall be incorporated into the comprehensive safety plan. The 

procedures shall include, but not be limited to, all of the following (Education Code Section 32282): 

1. A school building disaster plan, ready for implementation at any time, for maintaining the 

safety and care of students and staff; 

2. A drop procedure whereby each student and staff member takes cover under a table or desk, 

dropping to his/her knees, with the head protected by the arms and the back to the windows; 

3. Protective measures to be taken before, during, and following an earthquake; and 

4. A program to ensure that students and certificated and classified staff are aware of and 

properly trained in the earthquake emergency procedure system. 

(cf. BP 300.44 - School Safety Plan) 

(cf. BP 300.9 - Emergency and Disaster Preparedness Plan) 

The Superintendent or designee may work with the California Office of Emergency Services and 

the Seismic Safety Commission to develop and establish the earthquake emergency procedures 

(Education Code Section 32282). 

Earthquake emergency procedures shall identify and address potential earthquake hazards in 

classrooms and other district facilities. Equipment and furniture, such as bookshelves, cabinets, 

computers, and laboratory equipment, shall be secured to the extent possible, and heavy objects 

moved from high shelves, in order to minimize hazards in the event of an earthquake. 

Earthquake emergency procedures also shall outline roles and responsibilities of students and staff 

during and after an earthquake. 

Earthquake Education 

Students shall be informed of the dangers to expect in an earthquake and procedures to be 

followed. Students shall be instructed to remain silent and follow directions given by teachers or 

other staff in such an emergency. 

84




Drop procedures shall be practiced at least once each school quarter (Education Code Section 

32282). 

AR 300.61 

Page 2 of 4 

Students also shall be taught safety precautions to take if they are in the open or on the way to and 

from school when an earthquake occurs and an adult is not present to give specific directions. 

Earthquake While Indoors at School 

When an earthquake occurs, the following actions shall be taken inside buildings and classrooms: 

1. Staff shall have students perform the drop procedure. Students should stay in the drop 

position until the emergency is over or until further instructions are given. 

2. In laboratories, burners should be extinguished if possible before taking cover. 

3. As soon as possible, teachers shall move the students away from windows, shelves, and 

heavy objects and furniture that may fall. 

4. Teachers shall have students evacuate the building in an orderly manner when the 

earthquake is over. 

Earthquake While Outdoors on School Grounds 

When an earthquake occurs, the following actions shall be taken by staff or other persons in 

authority who are outdoors on school grounds: 

1. Staff shall direct students to walk away from buildings, trees, overhead power lines, power 

poles, or exposed wires. 

2. Staff shall have students perform the drop procedure. 

3. Staff shall have students stay in the open until the earthquake is over or until further 

directions are given. 

85


AR 300.61 

Page 3 of 4 



Earthquake While on the Bus 

If students are on the school bus when an earthquake occurs: 

1. The bus driver shall pull to the side of the road away from any buildings, poles, wires, 

overhead structures, or bridges if possible, set the brakes, and turn off the ignition. 

2. The driver shall have students remain at their seats and perform the drop procedure. 

3. The driver shall wait until the earthquake is over before proceeding on the route. 

4. As soon as possible, the driver shall contact the Director of Transportation for instructions. 

Subsequent Emergency Procedures 

After the earthquake has subsided, the following actions shall be taken: 

1. Small fires shall be extinguished if possible. 

2. In outside assembly areas, staff shall provide assistance to any injured students, take roll, 

and report missing students to the principal or designee. 

3. The principal shall request assistance as needed from the county or city civil defense office 

or fire and police departments and shall confer with them regarding the advisability of 

closing the school. He/she shall also contact the Superintendent or designee for further 

instructions. 

4. The principal shall post staff at a safe distance from all building entrances to see that no 

one reenters until the buildings are declared safe. 

5. All buildings shall be inspected for water and gas leaks, electrical breakages, and large 

cracks or earth slippage affecting buildings. The principal shall notify utility companies of 

any break or suspected break in lines which may present an additional hazard. If damage 

has occurred, the custodian shall shut off all utilities. 

6. Staff and students shall not light any stoves or burners until the area is declared safe. 

7. If the principal or designee believes the school is damaged sufficiently to be a hazard, 

he/she shall notify the Superintendent or designee and ask that the county or city building 

inspector check for structural failure and equipment adequacy. Until this is done, the 

building shall not be occupied. 

86


AR 300.61 

Page 4 of 4 



Legal Reference: 

EDUCATION CODE 

32280-32289 School safety plans 

Other References: 

Author. Guidebook for Developing a School Earthquake Safety Program, FEMA, 1990 

American Red Cross: http://www.redcross.org 

California Office of Emergency Services: http://www.oes.ca.gov 

California Seismic Safety Commission: http://www.seismic.ca.gov 

Federal Emergency Management Agency (FEMA): http://www.fema.gov/hazards/earthquakes 

Policy Adopted: April 24, 2007 

87


Appendix B: Emergency and Disaster Preparedness Plan 

BP 300.9 

Page 1 of 2 

EMERGENCY AND DISASTER PREPAREDNESS PLAN 

Policy of the Board of Education 

The Governing Board recognizes that all district staff and students must be prepared to respond 

quickly and responsibly to emergencies, disasters, and threats of disaster. 

The Superintendent or designee shall develop and maintain a disaster preparedness plan which 

details provisions for handling emergencies and disasters and which shall be included in the 

district's comprehensive school safety plan (Education Code Section 32282). 


The Superintendent or designee shall also develop and maintain emergency plans for each school 

site. 

In developing the district and school emergency plans, the Superintendent or designee shall 

collaborate with city and county emergency responders, including local public health 

administrators. 

The Superintendent or designee shall use state-approved Standardized Emergency Management 

System guidelines and the National Incident Command System when updating district and sitelevel 

emergency and disaster preparedness plans. 

The Board shall grant the use of school buildings, grounds, and equipment to public agencies, 

including the American Red Cross, for mass care and welfare shelters during disasters or other 

emergencies affecting the public health and welfare. The Board shall cooperate with such 

agencies in furnishing and maintaining whatever services they deem necessary to meet the 

community’s needs (Education Code Section 32282). 

School employees are considered disaster service workers and are subject to disaster service 

activities assigned to them (Government Code Section 3100). 

Legal Reference 


32001 Fire alarms and drills 

32040 Duty to equip school with first aid kit 


32290 Safety devices 

39834 Operating overloaded bus 

46390-46392 Emergency average daily attendance in case of disaster 

49505 Natural disaster; meals for homeless students; reimbursement 

88


BP 300.9 

Page 2 of 2 



GOVERNMENT CODE 

3100 Public employees as disaster service workers 

8607 Standardized emergency management system 

CODE OF REGULATIONS, TITLE 5 

550 Fire drills 

560 Civil defense and disaster preparedness plans 


2400-2450 Standardized emergency management system 

UNITED STATES CODE, TITLE 42 

12101-12213 Americans with Disabilities Act 


American Red Cross: http://www.redcross.org 

California Department of Education, Crisis Preparedness: http://www.cde.ca.gov/ls/ss/cp 

California Office of Emergency Services: http://www.oes.ca.gov 

California Seismic Safety Commission: http://www.seismic.ca.gov 

Centers for Disease Control and Prevention: http://www.cdc.gov 

Contra Costa County Office of Education, Pandemic influenza resources: 

http://www.cccoe.k12.ca.us/about/flu/resources_flu_action_kit 

Federal Emergency Management Agency: http://www.fema.gov 

U.S. Department of Education, Emergency Planning: 

http://www.ed.gov/admins/lead/safety/emergencyplan 

U.S. Department of Homeland Security: http://www.dhs.gov 

Policy Adopted July 8, 1975 

Revision Approved June 26, 1984 

Revision Approved July 28, 1987 

Revision Approved September 10, 1991 

Revision Approved August 28, 2007 

89


AR 300.9 

Page 1 of 4 



Components of the Plan 

The Superintendent or designee shall ensure that district and school site plans address, at a 

minimum, the following types of emergencies and disasters: 

1. Fire on or off school grounds which endangers students and staff 

2. Earthquake or other natural disasters 

3. Environmental hazards 

(cf. BP 603.17 - Environmental Safety) 

4. Attack or disturbance, or threat of attack or disturbance, by an individual or group 

(cf. BP 300.42 - Campus Security) 

(cf. BP 300.45 – Disruptions of District Service) 

5. Bomb threat or actual detonation 

6. Biological, radiological, chemical, and other activities, or heightened warning of such 

activities 

7. Medical emergencies and quarantines, such as a pandemic influenza outbreak 

(cf. BP 603.9 - Infectious Diseases) 

The Superintendent or designee shall ensure that the district’s procedures include strategies and 

actions for prevention/mitigation, preparedness, response, and recovery, including, but not limited 

to, the following: 

1. Regular inspection of school facilities and equipment and identification of risks. 

90


AR 300.9 

Page 2 of 4 



2. Instruction and practice for students and employees regarding emergency plans, including: 

a. Training of staff in first aid and cardiopulmonary resuscitation. 

b. Regular practice of emergency procedures by students and staff. 

3. Specific determination of roles and responsibilities of staff during a disaster or other 

emergency, including determination of: 

a. The appropriate chain of command at the district and, if communication between 

the district and site is not possible, at each site. 

b. Individuals responsible for specific duties. 

c. Designation of the principal for the overall control and supervision of activities at 

each school during the emergency, including authorization to use his/her discretion 

in situations which do not permit execution of prearranged plans. 

d. Identification of at least one person at each site who holds a valid certificate in first 

aid and cardiopulmonary resuscitation. 

e. Assignment of responsibility for identification of injured persons and 

administration of first aid. 

4. Personal safety and security, including: 

a. Identification of areas of responsibility for supervision of students. 

b. Procedures for evacuation of students and staff, including posting of evacuation 

routes. 

c. Procedures for release of students, including a procedure to release students when 

reference to the emergency card is not feasible. 

(cf. BP 603.22 - Health Care and Emergencies) 

(cf. BP 300.53 - Safety) 

91


AR 300.9 

Page 3 of 4 


Administrative Regulations 

d. Identification of transportation needs, including a plan which allows bus seating 

capacity limits to be exceeded when a disaster or hazard requires students to be 

moved immediately to ensure their safety (Education Code Section 39834). 

(cf. BP 100.5 - Transportation Safety and Emergencies) 

e. First aid kits at each school site. 

f. Arrangements for students and staff with special needs. 

(cf. BP 606.9 - Individualized Education Program) 

g. Upon notification that a pandemic situation exists, adjustment of attendance 

policies for students and sick leave policies for staff with known or suspected 

pandemic influenza or other infectious disease. 

(cf. BP 602.6 - Absences and Excuses) 

(cf. BP 604.14 - Home and Hospital Instruction) 

5. Closure of schools, including an analysis of: 

a. The impact on student learning and methods to ensure continuity of instruction. 

b. How to provide for continuity of operations for essential central office functions, 

such as payroll and ongoing communication with students and parents/guardians. 

(cf. BP 603.5 - Emergency Schedules) 

6. Communication among staff, parents/guardians, the Governing Board, other governmental 

agencies, and the media during an emergency, including: 

a. Identification of spokesperson(s). 

(cf. BP 300.1 - Media Relations) 

92


AR 300.9 

Page 4 of 4 

EMERGENCIES AND DISASTER PREPAREDNESS PLAN 


b. Development and testing of communication platforms, such as hotlines, telephone 

trees, and web sites. 

(cf. BP 500.50 - District and School Web Sites) 

c. Development of methods to ensure that communications are, to the extent 

practicable, in a language and format that is easy for parents/guardians to 

understand. 

d. Distribution of information about district and school site emergency procedures to 

staff, students, and parents/guardians. 

7. Cooperation with other state and local agencies, including: 

a. Development of guidelines for law enforcement involvement and intervention. 

b. Collaboration with the local health department, including development of a 

tracking system to alert the local health department to a substantial increase of 

student or staff absenteeism as indicative of a potential outbreak of an infectious 

disease. 

(cf. 1400 - Relations between Other Governmental Agencies and the Schools) 

8. Steps to be taken after the disaster or emergency, including: 

a. Inspection of school facilities. 

b. Provision of mental health services for students and staff, as needed. 

(cf. BP 603.18 - Guidance/Counseling Services) 

(cf. BP 300.36 – Crisis Intervention and Prevention) 

Approved April 9, 1985 



93


Appendix C: Sexual Harassment Of or By Students 

BP 601.6 

Page 1 of 4 

SEXUAL HARASSMENT OF OR BY STUDENTS 


The Governing Board is committed to maintaining an educational environment that is free from 

harassment. The Board prohibits sexual harassment of students by other students, employees or 

other persons, at school or at school-sponsored or school-related activities. The Board also 

prohibits retaliatory behavior or action against persons who complain, testify, assist or otherwise 

participate in the complaint process established pursuant to this policy and the administrative 

regulation. 

Instruction/Information 

Students must (a) demonstrate respect for each other, (b) refrain from coercion or force to obtain 

compliance from others, and (c) not discriminate on the basis of gender. Students are prohibited 

by this policy and California law from engaging in unlawful sexual harassment. 

The Superintendent or designee intends for all district students to receive age-appropriate 

instruction and information on sexual harassment. Such instruction and information shall include: 

1. What acts and behavior constitute sexual harassment, including the fact that sexual 

harassment could occur between people of the same gender. 

2. A clear message that students do not have to endure sexual harassment. 

3. Encouragement to report observed instances of sexual harassment, even where the victim of 

the harassment has not complained. 

4. Information about the person(s) to whom a report of sexual harassment should be made. 

(cf. BP 300.27- Nondiscrimination) 

94


BP 601.6 

Page 2 of 4 



District staff shall actively discourage sexual harassment by (a) helping students discriminate 

between appropriate and inappropriate behavior, (b) establishing procedures for the reporting of 

sexual harassment complaints, (c) conducting prompt investigations of complaints involving 

sexual harassment, (d) dispensing appropriate disciplinary action for sexual harassment violations, 

and (e) disseminating to students, staff, and parents the district's policy and procedures regarding 

sexual harassment. 

Complaint Process 

Any student who feels that he/she is being or has been subjected to sexual harassment shall 

immediately contact his/her teacher or any other employee. A school employee to whom a 

complaint is made shall, within 24 hours of receiving the complaint, report it to the principal or 

designee. 

Any school employee who observes any incident of sexual harassment involving a student shall 

report this observation to the principal or designee, whether or not the victim files a complaint. 

In any case of sexual harassment involving the principal or any other district employee to whom 

the complaint would ordinarily be made, the employee who receives the student's report or who 

observes the incident shall report to the nondiscrimination coordinator or the Superintendent or 

designee. 

(cf. BP 500.38 - Sexual Harassment) 

(cf. BP 603.7- Child Abuse and Neglect Reporting Procedures) 

(cf. BP 300.27- Nondiscrimination) 

The principal or designee to whom a complaint of sexual harassment is reported shall immediately 

investigate the complaint in accordance with administrative regulation. Where the principal or 

designee finds that sexual harassment occurred, he/she shall take prompt, appropriate action to end 

the harassment and address its effects on the victim. The principal or designee shall also advise 

the victim of any other remedies that may be available. The principal or designee shall make a 

report available upon request of the Superintendent or designee and refer the matter to law 

enforcement authorities, where required. 

(cf. BP 300.13 - Complaints Concerning District Employees) 

95


BP 601.6 

Page 3 of 4 



Disciplinary Measures 

Any student who engages in sexual harassment of anyone at school or at a school-sponsored or 

school-related activity is in violation of this policy and shall be subject to disciplinary action. For 

students in grades 4 through 12, disciplinary action may include suspension and/or expulsion, 

provided that in imposing such discipline the entire circumstances of the incident(s) shall be taken 

into account. 

Record-Keeping 

The Superintendent or designee shall maintain a record of all reported cases of sexual harassment 

to enable the district to monitor, address and prevent repetitive harassing behavior in its schools. 

All complaints and allegations of sexual harassment shall be kept confidential except as necessary 

to carry out the investigation or take other subsequent necessary action (Title 5 California Code of 

Regulations 4964). 

(cf. BP 300.49 - Unauthorized Release of Confidential/Privileged Information) 



200-262.4 Prohibition of discrimination on the basis of sex 

48900.2 Additional grounds for suspension or expulsion; sexual harassment 

48904 Liability of parent/guardian for willful student misconduct 

48980 Notice at beginning of term 

CIVIL CODE 

51.9 Liability for sexual harassment; business, service and professional relationships 

1714.1 Liability of parents/guardians for willful misconduct of minor 


4900-4965 Nondiscrimination in elementary and secondary education programs receiving 

state financial assistance 


1681-1681.1 Title IX, Discrimination 

96


BP 601.6 

Page 4 of 4 



Legal Reference Continued: 


2000d-2000d-7 Title VI, Civil Rights Act of 1964 


2000e-2000e-17 Title VII, Civil Rights Act of 1964 as amended 

CODE OF FEDERAL REGULATIONS, TITLE 34 

106.1-106.71 Nondiscrimination on the basis of sex in education programs 


Reese v. Jefferson School District, (2001) 208 F.3d 736 

Davis v. Monroe County Board of Education, (1999) 526 U.S. 629 

Gebser v. Lago Vista Independent School District, (1998) 118 S.Ct. 1989 

Nabozny v. Podlesny, (1996, 7th Cir.) 92 F.3d 446 

Doe v. Petaluma City School District, (1995, 9th Cir.) 54 F.3d 1447 

Oona R.-S. etc. v. Santa Rosa City Schools et al, (1995) 890 F.Supp. 1452 

Rosa H. v. San Elizario Ind. School District, (W.D. Tex. 1995) 887 F. Supp. 140, 143 

Clyde K. v. Puyallup School District #3, (1994) 35 F.3d 1396 

Patricia H. v. Berkeley Unified School District, (1993) 830 F.Supp. 1288 

Franklin v. Gwinnet County Schools, (1992) 112 S. Ct. 1028 

Kelson v. City of Springfield, Oregon, (1985, 9th Cir.) 767 F.2d 651 

Policy Adopted June 8, 1993 

Revision Approved March 11, 1997 

Revision Approved May 28, 02 

97


AR 601.6 

Page 1 of 7 



Sexual Harassment Defined 

Prohibited sexual harassment includes, but is not limited to: unwelcome sexual advances, requests 

for sexual favors, and other verbal, visual, or physical conduct of a sexual nature, made by 

someone from or in the educational setting when (Education Code 212.5 & Title 5 California 

Code of Regulations 4916): 

(a) 

(b) 

(c) 

(d) 

The conduct has the purpose or effect of having a negative impact on the student’s academic 

performance, or of creating an intimidating, hostile, or offensive educational environment. 

Submission to, or rejection of, the conduct by the student is used as the basis for academic 

decisions affecting the student. 

Submission to the conduct is explicitly or implicitly made a term or a condition of student’s 

academic status, or progress. 

Submission to, or rejection of, the conduct by the student is used as the basis for any 

decision affecting the student regarding benefits and services, honors, programs, or activities 

available at or through any District program or activity. 

Types of conduct which are prohibited in the District and which may constitute sexual harassment 

include, but are not limited to: 

1. Unwelcome leering, sexual flirtations or propositions. 

2. Sexual slurs, epithets, threats, verbal abuse, derogatory comments or sexually degrading 

descriptions. 

3. Graphic verbal comments about an individual's body, or overly personal conversation. 

4. Sexual jokes, notes, stories, drawings, pictures or gestures. 

98


AR 601.6 

Page 2 of 7 



5. Spreading sexual rumors. 

6. Teasing or sexual remarks about students enrolled in a predominantly single-gender class. 

7. Massaging, grabbing, fondling, stroking or brushing the body. 

8. Touching an individual's body or clothes in a sexual way. 

9. Purposefully cornering or blocking normal movements. 

10. Displaying sexually suggestive objects. 

Notifications 

A copy of the district's sexual harassment policy shall: 

1. Be included in the notifications that are sent to parents/guardians at the beginning of each 

school year (Education Code 48980 & Title 5 California Code of Regulations 4917.) 

2. Be displayed in a prominent location in the main administrative building or other area 

where notices of district rules, regulations, procedures and standards of conduct are posted 

(Education Code 231.5). 

3. Be provided as part of any orientation program conducted for new students at the 

beginning of each grading period or summer session (Education Code 231.5). 

4. Appear in any school or district publication that sets forth the school's or District's 

comprehensive rules, regulations, procedures and standards of conduct (Education Code 

231.5). 

99


AR 601.6 

Page 3 of 7 



Investigation of Complaints at School (Site-Level Grievance Procedure) 

Investigation 

1. The principal or designee shall promptly investigate all complaints of sexual harassment. In 

so doing, he/she shall talk individually with: 

a. The student who is complaining. 

b. The person accused of harassment. 

c. Anyone who witnessed the conduct of the complaint. 

d. Anyone mentioned as having related information. 

2. The student who is complaining shall have an opportunity to describe the incident, present 

witnesses and other evidence of the harassment, and put his/her complaint in writing. 

3. The principal or designee shall discuss the complaint only with the people described above. 

When necessary to carry out his/her investigation or for other good reasons that apply to the 

particular situation, the principal or designee also may discuss the complaint with the 

following persons: 

a. The Superintendent or designee. 

b. The parent/guardian of the student who complained. 

c. If the alleged harasser is a student, his/her parent/guardian. 

d. A teacher or staff member whose knowledge of the students involved may help in 

determining who is telling the truth. 

e. Child protective agencies responsible for investigating child abuse reports. 

(cf. BP 603.7- Child Abuse and Neglect Reporting Procedures) 

f. Legal counsel for the district. 

100


AR 601.6 

Page 4 of 7 



4. When the student who complained and the alleged harasser so agree, the principal or 

designee may arrange for them to resolve the complaint informally with the help of a 

counselor, teacher, administrator or trained mediator. The student who complained shall 

never be asked to work out the problem directly with the accused person unless such help is 

provided and both parties agree. 

5. In reaching a decision about the complaint, the principal or designee may take into account: 

a. Statements made by the persons identified above. 

b. The details and consistency of each person's account. 

c. Evidence of how the complaining student reacted to the incident. 

d. Evidence of any past instances of harassment by the alleged harasser. 

e. Evidence of any past harassment complaints that were found to be untrue. 

6. To judge the severity of the harassment, the principal or designee may take into consideration: 

a. How the misconduct affected one or more students' education. 

b. The type, frequency and duration of the misconduct. 

c. The number of persons involved. 

d. The age and gender of the person accused of harassment. 

e. The subject(s) of harassment. 

f. The place and situation where the incident occurred. 

g. Other incidents at the school, including incidents of harassment that were not related to 

gender. 

101


AR 601.6 

Page 5 of 7 



7. The principal or designee shall write a report of his/her findings, decision, and reasons for 

the decision and shall review this report with the student who complained and the person 

accused. 

8. The principal or designee shall make available to the Superintendent or designee, a written 

report of the complaint and investigation. If the principal or designee verifies that sexual 

harassment occurred, this report shall describe the actions taken to end the harassment, 

address the effects of the harassment on the student harassed, and prevent retaliation or 

further harassment. 

9. Within two weeks after receiving the complaint, the principal or designee shall determine 

whether or not the student who complained has been further harassed. The principal or 

designee shall keep a record of this information and shall continue with appropriate followup 

activities. 

Enforcement 

The Superintendent or designee shall take appropriate actions to enforce the district's sexual 

harassment policy. As needed, these actions may include any of the following: 

1. Removing vulgar or offending graffiti. 

2. Providing staff inservice, student instruction, or counseling. 

3. Notifying parents/guardians of the actions taken. 

4. Notifying child protective services. 

5. Taking appropriate disciplinary action. For a student, enrolled in grades 4 to 8 inclusive, 

who has engaged in sexual harassment: suspension, and when appropriate, recommending 

expulsion. In addition, the principal or designee may take disciplinary measures against any 

person who is found to have made a complaint of sexual harassment which he/she knew was 

not true. 

(cf. BP 601.3 Suspension) 

(cf. BP 601.4 Expulsion/Due Process) 

102


AR 601.6 

Page 6 of 7 



Sexual Harassment: Additional Conditions for Suspension and Expulsion 

To be viewed as sexual harassment subject to suspension or expulsion, the conduct described in 

the definition above must be considered by a reasonable person of the same gender as the victim to 

be sufficiently severe or pervasive to have a negative impact upon the victim’s academic 

performance or to create an intimidating, hostile, or offensive educational environment (Education 

Code Section 48900.2). However, it is not necessary to demonstrate the accused intended for the 

conduct to be sexually offensive. 

(cf. BP 601.3 Suspension) 

(cf. BP 601.4 Expulsion/Due Process) 

Legal References 


200-262.4 Prohibition of discrimination on the basis of sex 

48900.2 Additional grounds for suspension or expulsion; sexual harassment 


48980 Notice at beginning of term 

CIVIL CODE 

51.9 Liability for sexual harassment; business, service and professional 

relationships 



4900-4965 Nondiscrimination in elementary and secondary education programs 

receiving state financial assistance 


1681-1688 Title IX, Discrimination 


2000d-2000d-7 Title VI, Civil Rights Act of 1964 


2000e-2000e-17 Title VII, Civil Rights Act of 1964 as amended 


106.1-106.71 Nondiscrimination on the basis of sex in education programs 

103


AR 601.6 

Page 7 of 7 



Legal References (Continued) 


Reese v. Jefferson School District, (2001) 208 F.3d 736 

Davis v. Monroe County Board of Education, (1999) 526 U.S. 629 

Gebser v. Lago Vista Independent School District, (1998) 118 S.Ct. 1989 

Nabozny v. Podlesny, (1996, 7th Cir.) 92 F.3d 446 

Doe v. Petaluma City School District, (1995, 9th Cir.) 54 F.3d 1447 

Oona R.-S. etc. v. Santa Rosa City Schools et al, (1995) 890 F.Supp. 1452 

Rosa H. v. San Elizario Ind. School District, (W.D. Tex. 1995) 887 F. Supp. 140, 143 

Clyde K. v. Puyallup School District #3, (1994) 35 F.3d 1396 

Patricia H. v. Berkeley Unified School District, (1993) 830 F.Supp. 1288 

Franklin v. Gwinnet County Schools, (1992) 112 S. Ct. 1028 

Kelson v. City of Springfield, Oregon, (1985, 9th Cir.) 767 F.2d 651 




104

Appendix D: School Discipline Rules and Procedures 

P 601.7 

page 1 of 2 

SCHOOL DISCIPLINE 


The Governing Board desires to prepare students for responsible citizenship by fostering selfdiscipline 

and personal responsibility. The Board believes that high expectations for student 

behavior, effective classroom management and parent involvement can minimize the need for 

discipline. Staff shall use preventative measures and positive behavior development procedures 

whenever possible. 

(cf. BP 300.48 – Parent’s Rights and Responsibilities) 

(cf. BP 601.13 - Nondiscrimination, Harassment, Bullying and Threats) 

(cf. BP 601.12 - Hate-Motivated Behavior) 

(cf. BP 400.36 - Parent Involvement) 

Board policies and regulations shall delineate acceptable student conduct and provide the basis 

for sound disciplinary practices. Each school shall adopt disciplinary rules to meet the school's 

individual needs. 

(cf. BP 601.1 – Conduct of Pupils) 

(cf. BP 1000.2 – Transportation of Pupils) 

When misconduct occurs, staff shall implement appropriate discipline and attempt to identify 

and address the causes of the student's behavior. Continually disruptive students may be 

assigned to alternative programs or removed from school in accordance with law, Board policy 

and administrative regulation. At all times, the safety of students and staff and the maintenance 

of an orderly school environment shall be priorities in determining appropriate discipline. 


(cf. BP 300.36 – Crisis Prevention and Intervention) 

(cf. BP 300.42 - Campus Security) 

(cf. BP 601.3 - Suspension) 

(cf. BP 601.4 - Expulsion/Due Process) 

(cf. BP 606.6 - Suspension and Expulsion/Due Process [Pupils with Disabilities]) 

(cf. BP 603.16– School Intervention Team) 

(cf. BP 606.7 - Behavioral Interventions) 

(cf. BP 601.10 – Bakersfield City School District Community Day School) 

Staff shall enforce disciplinary rules fairly, consistently, and without discrimination. 

(cf. BP 300.27- Nondiscrimination in District Programs and Activities) 

(cf. BP 601.13 - Nondiscrimination, Harassment, Bullying and Threats)

BP 

601.7 

Page 2 of 2 



The Superintendent or designee shall provide professional development as necessary to assist 

staff in developing classroom management skills and implementing effective disciplinary 

techniques. 

(cf. BP 500.10 – Inservice Training, Professional Study) 


CIVIL CODE 

1714.1 Parental liability for child's misconduct 


35146 Closed sessions 

35291 Rules 

35291.5-35291.7 School-adopted discipline rules 

35294-35294.9 School safety plans 

37223 Weekend classes 

44807.5 Restriction from recess 

48630-48644.5 Opportunity schools 

48900-48926 Suspension and expulsion 

48980-48985 Notification of parents or guardians 

49000-49001 Prohibition of corporal punishment 

49330-49335 Injurious objects 

8482- 8484.3 After School Education and Safety Program 


307 Participation in school activities until departure of bus 

353 Detention after school 

Addition Approved February 24, 1987 

Revision Approved November 26, 1991 


Revision Approved March 22, 2005

AR 601.7 

Page 1 of 6 



Site-Level Rules 

School sites may supplement their adoption of the District’s discipline code by adding 

supplementary site-level rules. In developing site-level disciplinary rules the school shall solicit 

the participation, views and advice of one representative selected from each of the following 

groups: 

1. parents 

2. teachers 

3. school administrators 

4. campus security, if any 

5. pupils enrolled in the school (for junior high/middle schools) 

The final version of the rules and procedures on school discipline shall be adopted by a panel 

comprised of the principal of the school, or his/her administrative designee, and a representative 

selected by the classroom teachers employed at the school site. Each school shall file a copy of 

its rules with the Superintendent or designee. 

The rules shall be consistent with law, Governing Board policy and district regulations. The 

Board may review, at an open meeting, the approved school discipline rules for consistency with 

Board policy and state law (Education Code Section 35291.5). 

Each school shall review its site-level discipline rules at least every four years. 

Each employee shall have the duty to enforce school rules on student discipline. 

Disciplinary strategies provided in Board policy, regulation and law may be used in developing 

site-level rules. These strategies include but are not limited to: 

1. Referral of the student for advice and counseling. 

(cf. BP 603.18 – Guidance Services) 

2. Discussion or conference with parents/guardians. 

(cf. BP 300.48 – Parent’s Rights and Responsibilities) 

(cf. BP 400.36 - Parent Involvement) 

3. Development and implementation of positive behavior plans.

AR 601.7 

Page 2 of 6 



4. Education on civility, respect, tolerance, diversity, aggressive behavior replacement, and/or 

conflict resolution. 

5. Recess restriction. 

6. Detention during and after school hours. 

7. Community service. 

8. Reassignment to an alternative educational environment. 

(cf. BP 604.9 - Independent Study) 

(cf. BP 601.10 – Bakersfield City School District Community Day School) 

9. Removal from the class in accordance with Board policy, administrative regulation and law. 

10. Suspension and expulsion. 



(cf. BP 606.6 - Suspension and Expulsion/Due Process (Pupils with Disabilities) 

Corporal Punishment 

Corporal punishment shall not be used as a disciplinary measure against any student. Corporal 

punishment includes the willful infliction of, or willfully causing the infliction of, physical pain 

on a student (Education Code Section 49001). 

For purposes of this policy, corporal punishment does not include an employee's use of force that 

is reasonable and necessary to protect the employee, students, staff, or other persons or to 

prevent damage to property, or to obtain possession of weapons or other dangerous objects 

within the control of the student (Education Code Section 49001). 

Recess Restriction 

A teacher may restrict a student's recess time when he/she believes that this action is the most 

effective way to bring about improved behavior, subject to the following conditions:

AR 601.7 

Page 3 of 6 



1. The student shall be given adequate time to use the restroom and get a drink or eat lunch, as 

appropriate. 

2. The student shall remain under a certificated employee's supervision during the period of 

restriction. 

3. Teachers shall inform the principal of any recess restrictions they impose. 

Discipline in Intersession, Summer School, and After School Programs 

An optional District educational program (“Optional Program”) is a program in which applicable 

law does not require a student to participate and includes: 

(a) Intersession of a “Year Round Education School Program;” (b) summer school; and (c) an 

After School Program described in Education Code Section 8482 et seq. 

When participating in an Optional Program, a student may be subject to discipline including 

suspension, expulsion, and removal from continued participation in the Optional Program. The 

principal shall immediately suspend and recommend the Board expel any student enrolled in an 

Optional Program found at school or at a school activity to have committed any of the acts listed 

in Education Section 48915, subsection “c.” 

(cf. BP 602.9 – Early Release: After School Program) 

(cf. BP 400.26 – Summer School) 

(cf. BP 601.3 – Suspension) 

(cf. BP 601.4 – Expulsion/Due Process) 

(cf. BP 606.6 - Suspension and Expulsion/Due Process [Pupils with Disabilities]) 

Fair and equitable treatment will be provided to students enrolled in an Optional Program and 

facing school discipline by affording them their due process rights under the law. 

Parents/guardians shall be notified of all school rules concerning discipline, suspension, and 

expulsion at the beginning of each school year (Education Section 48980). 

Students attending an Optional Program and exhibiting misconduct prohibited by the school’s 

discipline code may, at the principal’s or principal designee’s discretion, be provided with 

alternatives to suspension, be suspended, recommended for expulsion, or be removed for the 

remainder of the Optional Program.

AR 601.7 

Page 4 of 6 



A principal/designee considering removal of a student from an Optional Program will send or 

deliver a letter to the parent/legal guardian of the student explaining the reason(s) for the 

proposed removal, indicating the intent to remove the student from the Optional Program, and 

establishing a date for a meeting between the student, parent(s)/guardian(s), and the 

principal/designee. The meeting date shall be established no later than two schools days after the 

decision to consider an Optional Program removal. 

If the parent/legal guardian attends the meeting, has been given an opportunity to participate in 

the meeting and the principal/designee still determines the student shall be removed from the 

Optional Program, the principal/designee shall promptly notify the parent notice by written 

notice mailed or delivered which documents the Optional Program removal and the facts 

supporting the removal decision. If the parent/legal guardian chooses not to attend the meeting 

to consider removal from the Optional Program, the principal/designee may remove the student 

from the Optional Program with a written notice. A written notice describing the action and 

reasons shall also be provided to the parent when, after an initial notice of intent to remove, that 

principal determines the student may return to the Optional Program. 

Detention After School 

Students may be detained for disciplinary reasons up to one hour after the close of the maximum 

school day (Title 5, California Code of Regulations, Section 353). 

If a student will miss his/her school bus on account of being detained after school, or if the 

student is not transported by school bus, the principal or designee shall notify parents/guardians 

of the detention at least one day in advance so that alternative transportation arrangements may 

be made. The student shall not be detained unless the principal or designee notifies the 

parent/guardian. 

In cases where the school bus departs more than one hour after the end of the school day, 

students may be detained until the bus departs (Title 5, California Code of Regulations, Section 

307 and 353). 

Students shall remain under the supervision of a certificated employee during the period of 

detention.

AR 601.7 

Page 5 of 6 



Community Service 

As part of or instead of disciplinary action, the Board, Superintendent, principal or principal's 

designee may, at his/her discretion, require a student to perform community service on school 

grounds, or with written permission of the student's parent/guardian off school grounds, during 

nonschool hours. Such service may include, but is not limited to, community or school outdoor 

beautification, campus betterment, and teacher, peer or youth assistance programs (Education 

Code Section 48900.6). This community service option is not available for a student who has 

been suspended, pending expulsion, pursuant to Education Code Section 48915. However, if the 

recommended expulsion is not implemented or the expulsion itself is suspended, then a student 

may be required to perform community service for the resulting suspension pursuant to this 

section (Education Code Section 48900.6). 

Notice to Parents/Guardians and Students 

At the beginning of the school year, the Superintendent or designee shall notify 

parents/guardians, in writing, about the availability of district rules related to discipline 


(cf. BP 300.56 - Parental Notifications) 


CIVIL CODE 

1714.1 Parental liability for child's misconduct 


35146 Closed sessions 

35291 Rules 

35291.5-35291.7 School-adopted discipline rules 

35294-35294.9 School safety plans 

37223 Weekend classes 

44807.5 Restriction from recess 

48630-48644.5 Opportunity schools 


48980-48985 Notification of parents or guardians 

49000-49001 Prohibition of corporal punishment 


8482- 8484.3 After School Education and Safety Program


Legal Reference (Continued): 


AR 601.7 

Page 6 of 6 


307 Participation in school activities until departure of bus 

353 Detention after school 

Addition Approved February 24, 1987 



Revision Approved March 22, 2005

Appendix E: Pupil Dress and Grooming 

BP 605.1 

Page 1 of 2 

PUPIL DRESS AND GROOMING 


The Governing Board believes that appropriate dress and grooming contribute to a productive learning environment. 

The Board expects pupils to give proper attention to personal cleanliness and to wear clothes that are suitable for the 

school activities in which they participate. A pupil’s clothing must not present a health or safety hazard or a 

distraction which would interfere with the educational process. 

(cf. BP 605.10 - Freedom of Speech/Expression: Publications Code) 

The pupil and the parent/guardian shall be informed about dress and grooming standards at the beginning of each 

school year or at the time of enrollment, and whenever these standards are revised. A pupil who violates these 

standards shall be subject to appropriate disciplinary action. Dress codes at individual schools shall conform to all 

applicable legal requirements. 

The Governing Board desires a school environment that encourages pupils to lead productive, drug-free and gangfree 

lives. The Board has made the following determinations. 

1. If a specific school site establishes there is a threat to disrupt or a disruptive gang presence on that school 

campus, then the Board has determined that wearing gang-related clothing on the school premises or at school 

sponsored activities: 

a) poses a danger to pupils; 

b) interferes with effective instruction; and 

c) threatens the health and safety of the school environment. 

2. The Board has determined that wearing drug-related clothing: 

a) substantially disrupts teaching about the adverse effects of drugs; 

b) encourages disruptive drug use among pupils, both inside and outside school; 

c) may indicate gang affiliation and, consequently; 

d) threatens the health and safety of the school environment. 

Gang-Related and Drug-Related Apparel 

Before a school prohibits gang-related apparel, there shall be documented evidence of a gang presence that disrupts 

or threatens to disrupt school activities at the school site adopting the prohibition. The school site council or school 

safety committee may adopt a reasonable school wide dress code that prohibits pupils from wearing gang-related 

(see above prerequisite) and drug-related apparel as part of its comprehensive safe school plan.

BP 605.1 

Page 2 of 2 



Gang-related and drug-related apparel prohibited by the school shall be limited to apparel that, if worn or displayed 

on a school campus, reasonably could be determined to threaten the health and safety of the school environment 

(Education Code 35294.2 [a][4]). Drug-related apparel advertises, depicts, or advocates any drug, or any 

paraphernalia associated with any drug, made illegal for consumption by minors in California, including alcohol and 

tobacco. 


Enforcement of Schoolwide Dress Code 

When a school adopts a schoolwide dress code as part of its comprehensive safe school plan, the principal or 

principal designee shall enforce the dress code on the school campus and at any school-sponsored activity 

(Education Code Section 35294.2 [a][4]). 



35183 School dress codes 

35294.1 - 35294.2 School safety plans 

48907 Student exercise of free expression 

49066 Grades; effect of physical education class apparel 


302 Pupils to be neat and clean on entering school 

PENAL CODE 

652 Body piercing 


Arcadia Unified School District v. California Department of Education, (1992) 2 Cal. 4th 251 

Hartzell v. Connell (1984) 35 Cal. 3d 899 

Marvin H. Jeglin et al v. San Jacinto Unified School District et al 827 F.Supp. 1459 (C.D. Cal. 1993) 

Montalvo v. Madera Unified School District Board of Education (1971) 21 Cal.App.3d 323 (98 Cal.Rptr. 593) 

Revision Approved February 28, 1984 



Revision Approved July 23, 2002

AR 605.1 

Page 1 of 4 



The school site council or the school safety committee as defined in Education Code Section 35294.1, shall adopt a 

schoolwide dress code (a) consistent with law, district policy, and regulations and (b) as part of its comprehensive 

safe school plan (Education Code Section 35183 [b]). The school dress code shall be regularly reviewed. The 

parent should be contacted when an individual pupil's dress is inappropriate. The pupil is to be sent or taken home 

and allowed to return when the situation is corrected. 


Each school shall allow students to wear sun-protective clothing, including but not limited to hats, for outdoor use 

during the school day (Education Code 35183.5). 

General Reasons to Control Pupil Dress 

When there are questions about the appropriateness of a pupil’s dress, five general criteria shall be applied. 

1. Does the pupil’s dress threaten the health or safety of the school environment? 

2. Does the pupil’s dress prohibit full participation in the educational program? 

3. Is the pupil’s dress distracting and does it keep pupils from learning? 

4. Does the pupil’s dress advocate illegal drug use or paraphernalia associated with illegal drugs? 

5. Does the pupil’s dress encourage prejudice against others on the grounds of national origin, ancestry, race, 

color, ethnic group, religion, gender, marital or parental status, sexual orientation, age, or physical or mental 

disability? 

Additionally, a school may prohibit gang-related apparel upon finding evidence of a gang 

presence that disrupts or threatens to disrupt school activities at the school site adopting the 

prohibition.

AR 605.1 

Page 2 of 4 



Pupil Dress Guidelines 

The following guidelines shall apply to all regular school activities: 

1. Oversized apparel that, if worn or displayed on a school campus, reasonably could be determined to threaten the 

health and safety of the school environment (Education Code 35294.2 [a][4]) is prohibited. Clothing should fit 

at the waist, knee and ankle for a tailored look. Generally, pants should not be more than one inch larger than 

the waist. Shirts, sweatshirts, sweaters, vests, and jackets should be no more than two inches past the shoulder 

bone and have a tailored look. 

2. Pupils must wear acceptable footwear at all times. It is recommended that closed footwear be worn. If sandals 

are worn, they must have heel straps. Thongs or backless shoes or sandals are not acceptable. 

3. Hats, caps and other head coverings shall not be worn indoors unless the principal or designee determines the 

head covering is based on established and demonstrated religious tenets. 

4. Clothing, jewelry and personal items (backpacks, fanny packs, gym bags, water bottles etc.) shall be free of 

writing, pictures or any other insignia (a) which are crude, vulgar, profane or sexually suggestive, (b) which 

bear drug, alcohol or tobacco company advertising, promotions and likenesses, or (c) which encourage 

prejudice against others on the grounds of national origin, ancestry, race, color, ethnic group, religion, gender, 

marital or parental status, sexual orientation, age, or physical or mental disability. 

5. Clothes shall be sufficient to conceal undergarments at all times. See-through or fish-net fabrics, halter tops, 

off-the-shoulder or low-cut tops, bare midriffs and skirts or shorts shorter than mid-thigh are prohibited. 

6. Gym shorts may not be worn in classes other than physical education. 

7. Hair shall be clean and neatly groomed. Hair may not be sprayed by any coloring that would drip when wet. 

Metal hair combs or other grooming products which threaten the health or safety of school environment are 

prohibited. 

8. Body piercing accessories are prohibited with the following exceptions: 

a) a body piercing accessory exception will be granted when the principal determines the pupil’s body 

piercing accessory is based on established and demonstrated religious tenets.

AR 605.1 

Page 3 of 4 



b) wearing of reasonable earrings which conform to (1) the dress code and (2) health and safety regulations of 

the school (Montalvo v. Madera Unified School District Board of Education, 1971 and Penal Code Section 

652). 

Coaches and teachers may impose more stringent, although still reasonable, dress requirements to accommodate the 

special needs of certain sports and/or classes. 

Physical Education/Extracurricular Dressing 

No grade of a pupil participating in a physical education class shall be adversely affected if the pupil does not wear 

standardized physical education apparel because of circumstances beyond the pupil's control (Education Code 

49066). 

At each school, the principal, staff, pupils and parent/guardians, or the school site council, or the school safety 

committee may establish reasonable dress and grooming regulations for times when pupils are engaged in 

extracurricular or other special school activities. 

Gang-Related and Drug-Related Apparel 

Before a school may prohibit gang-related apparel there must be evidence of a gang presence 

that disrupts or threatens to disrupt that school’s activities. Whenever a school adopts a dress 

code prohibiting gang-related and drug-related apparel at school or school activities, the school 

site council or school safety committee developing the comprehensive safe school plan, shall 

define "gang-related apparel" and “drug-related apparel” and shall limit these definitions to 

apparel that reasonably could be determined to threaten the health and safety of the school 

environment if worn or displayed on the school campus (Education Code Section 35294.1). 

Because gang-related symbols may frequently change, the principal should periodically review and revise the 

definitions describing which apparel is considered gang-related. Drug-related clothing advertises, depicts, or 

advocates any drug, or any paraphernalia associated with any drug, made illegal for consumption by minors in 

California, including alcohol and tobacco. 

Enforcement of Schoolwide Dress Code 

Any schoolwide dress code established pursuant to Education Code provisions (Education Code Sections 35183 and 

35294.2) shall be enforced by the principal or principal designee on the school campus and at any school-sponsored 

activity. A pupil who violates these standards shall be subject to appropriate disciplinary action.

AR 605.1 

Page 4 of 4 



Individual School Site Dress Codes 

Individual school sites may establish reasonable dress standards consistent with applicable laws in addition to those 

outlined in this Board Policy and these Administrative Regulations. 

Parent/Guardian and Pupil Notice of Disciplinary Rules 

Pupils and parents/guardian shall be informed about dress and grooming standards at the beginning of the school 

year and whenever these standards are revised. At schools implementing a mandatory uniform policy, the school 

will notify the parents/guardian of the specific uniform requirements. 



35183 School dress codes 

35294.1 - 35294.2 School safety plans 


49066 Grades; effect of physical education class apparel 


302 Pupils to be neat and clean on entering school 

PENAL CODE 

652 Body piercing 


Arcadia Unified School District v. California Department of Education, (1992) 2 Cal. 4th 251 

Hartzell v. Connell (1984) 35 Cal. 3d 899 

Marvin H. Jeglin et al v. San Jacinto Unified School District et al 827 F.Supp. 1459 (C.D. Cal. 1993) 

Montalvo v. Madera Unified School District Board of Education (1971) 21 Cal.App.3d 323 (98 Cal.Rptr. 593) 

Revision Approved February 28, 1984 



Revision Approved July 23, 2002

Appendix F: Suspension 

SUSPENSION 


In order to promote learning and protect the safety and well-being of all students, 

the Board has established policies and standards of behavior. When these policies 

and standards are violated, it may be necessary to suspend or expel a student from 

regular classroom instruction and/or bus transportation. 

(cf. BP 601.7 – Discipline) 

Removing a student from school for disciplinary reasons for more than the 

remainder of the day shall be considered a suspension. 

Suspended or expelled students shall be excluded from all school-related curricular, 

extracurricular, and cocurricular activities during the period of suspension or 

expulsion. 

(cf. BP 400.35 – Extracurricular/Cocurricular Activities) 

Except where suspension for a first offense is warranted according to law, 

suspension shall be imposed only when other means of correction fail to bring about 

proper conduct (Education Code Section 48900.5). 

The grounds for suspension and expulsion and the procedures for considering, 

recommending and/or implementing suspension and expulsion shall be those 

specified in law and/or administrative regulation. 

The Board supports a zero tolerance approach to serious offenses in accordance 

with state and federal law. This approach makes the removal of potentially 

dangerous students from the classroom a top priority and ensures the standardized 

treatment of all students. Staff shall immediately report to the Superintendent or 

designee any incidence of offenses specified in law, Board policy, and administrative 

regulation as cause for suspension or expulsion. 

Student Due Process 

The Board shall provide for the fair and equitable treatment of students facing 

suspension and expulsion by affording them their due process rights under the law. 

The grounds for suspension and the procedures for considering, recommending, 

and/or implementing suspension are specified in administrative regulation and/or 

law. The Superintendent or designee shall comply with procedures for notices and 

appeals as specified in board policy, administrative regulation and/or law 

(Education Code Sections 48911, 48915, and 48915.5). 

(cf. BP 601.9 – Expulsion: Student Seeking Enrollment) 

(cf. BP 606.6 – Suspension and Expulsion/Due Process (Pupils with Disabilities))

SUSPENSION 


BP 601.3 

Page 2 of 5 

Supervised Suspension Classroom 

The Board recognizes that students who are suspended from school frequently have 

no supervision or guidance during the school hours when they are off campus and 

may fall behind in the coursework. The Board believes that, in many cases, it 

would be better to manage the student's behavior by keeping the student at school 

and providing him/her with supervision separated from the regular classroom. 

The Superintendent or designee may establish a supervised classroom suspension 

program meeting the legal requirements for students suspended for any of the 

reasons enumerated in Education Code Sections 48900 and 48900.2, who pose no 

imminent danger or threat at school and for whom a recommendation for expulsion 

has not been initiated. 

The Superintendent or designee shall examine alternatives to off-campus 

suspension and may establish a suspension program which involves: progressive 

discipline during the school day on campus; use of conferences between staff, 

parents/guardians, and students; detention; school assessment, prevention or 

intervention teams; and/or referral to school support services staff. The use of such 

alternatives does not preclude off-campus suspensions. 

(cf. BP 603.16 – Teams for Student Success) 

Required Parental Attendance 

The Board believes that parental involvement is important in the resolution of 

student behavior problems. The Board expects teachers to communicate with 

parents/guardians when behavior problems arise. 

Whenever a student is suspended from class by a teacher because he/she 

committed an obscene act, engaged in habitual profanity or vulgarity, disrupted 

school activities, or otherwise willfully defied valid staff authority, the teacher of the 

class from which the student was removed may request that the student's 

parent/guardian attend a portion of a school day in the class from which the 

student was suspended (Education Code Section 48900.1). 

Before requiring parent attendance the teacher shall make reasonable efforts to 

have the parent/guardian visit the class voluntarily. The teacher also may inform 

the parent/guardian about available resources and parent education opportunities. 

Teachers should reserve the option of required parental attendance for cases in 

which they have determined that it is the best strategy to promote positive 

interaction between the student and the parent/guardian and to improve classroom 

behavior.

SUSPENSION 


BP 601.3 

Page 3 of 5 

The teacher shall apply this policy uniformly to all students within the classroom. 

This policy shall apply only to a parent/guardian who lives with the student 

(Education Code Section 48900.1). 

When a teacher requires parental attendance, the principal shall send a written 

notice to the parent/guardian stating that his/her attendance is required pursuant 

to law (Education Code Section 48900.1). 

The notice shall specify that the attendance may be on either the date the student 

is scheduled to return to class or within one week thereafter. A parent/guardian 

who has received a written notice shall attend class as specified in the notice. 

The principal or designee shall contact a parent/guardian who does not respond to 

the request to attend school. The Board recognizes that parent/guardian 

compliance with this policy may be delayed, modified, or prevented for reasons 

such as serious illness/injury/disability, absence from town, or inability to get 

release time from work. After completing the classroom visit and before leaving 

school premises, the parent/guardian shall also meet with the principal or designee 


District regulations and school-site rules for student discipline shall include 

procedures for implementing parental attendance requirements. Parents/guardians 

shall be notified of this policy prior to its implementation (Education Code Section 

48900.1). 



212.5 Sexual harassment 

1981 Enrollment of students in community school 

32261 Interagency School Safety Demonstration Act of 1985 

35146 Closed sessions (re suspensions) 

35291 Rules (for government and discipline of schools) 

35291.5 Rules and procedures on school discipline 

48900-48926 Suspension 

48950 Speech and other communication 

49073-49079 Privacy of student records

SUSPENSION 


BP 601.3 

Page 4 of 5 

Legal Reference: (Continued) 

CIVIL CODE 

47 Privileged communication 

48.8 Defamation liability 

CODE OF CIVIL PROCEDURE 

1985-1997 Subpoenas; means of production 

HEALTH AND SAFETY CODE 

11014.5 Drug paraphernalia 

11053-11058 Standards and schedules 

LABOR CODE 

230.7 Discharge or discrimination against employee for 

taking time off to appear in school on behalf of a child 

PENAL CODE 

31 Principal of a crime, defined 

240 Assault defined 

241.2 Assault fines 

242 Battery defined 

243.2 Battery fines 

243.4 Sexual battery 

245 Assault with deadly weapon 

245.6 Hazing 

261 Rape defined 

266c 

Unlawful sexual intercourse 

286 Sodomy defined 

288 Lewd or lascivious acts with child under age 14 

288a 

Oral copulation 

289 Penetration of genital or anal openings 

626.2 Entry upon campus after written notice of suspension or 

dismissal without permission 

626.9 Gun-Free School Zone Act of 1995 

626.10 Dirks, daggers, knives, razors or stun guns 

WELFARE AND INSTITUTIONS CODE 

729.6 Counseling 


921 Definitions 


7151 Gunfree schools

SUSPENSION 


BP 601.3 

Page 5 of 5 


T.H. v. San Diego Unified School District (2004) 122 Cal. App. 4th 1267 

Woodbury v. Dempsey (2003) 108 Cal. App. 4th 421 

Board of Education of Sacramento City Unified School District v. Sacramento 

County Board of Education and Kenneth H., (2001) 85 Cal.App.4th 1321 

John A. v. San Bernardino School District (1982) 33 Cal. 3d 301, 308. 

Fremont Union High School District v. Santa Clara County Board (1991) 235 Cal. 

App. 3d 1182) 

Garcia v. Los Angeles Board of Education (1991) 123 Cal.App.3d 807 

84 Ops.Cal.Atty.Gen 146 (2001) 

80 Ops.Cal.Atty.Gen. 91 (1997) 


Revisions Approved November 27, 1990 

Revisions Approved June 8, 1993 

Revisions Approved March 22, 1994 

Revisions Approved June 6, 1995 

Revisions Approved March 25, 1997 

Revisions Approved April 28, 1998 

Revisions Approved July 23, 2002 

Revisions Approved September 9, 2003 

Revision Approved September 27, 2011

SUSPENSION 


AR 601.3 

Page 1 of 13 

Definitions 

Suspension from school means removal of a student from ongoing instruction for 

adjustment purposes (Education Code Section 48925(d)). However, "suspension" 

does not mean one of the following (Education Code Section 48925): 

1. Reassignment to another education program or class at the same school where 

the student will receive continuing instruction for the length of day prescribed by 

the Board for students of the same grade level. 

2. Referral to a certificated employee designated by the principal to advise 

students. 

3. Removal from the class, but without reassignment to another class or program, 

for the remainder of the class period without sending the student to the principal 

or designee as provided in Education Code Section 48910. Removal from a 

particular class shall not occur more than once every five school days. 

Day means a calendar day unless otherwise specifically provided (Education Code 

Section 48925). 

a) Laser pointer means any hand held laser beam device or 

demonstration laser product that emits a single point of light 

amplified by the stimulated emission of radiation that is 

visible to the human eye (Penal Code Section 417.25(c)). 

School day means a day upon which the schools of the District are in session or 

weekdays during the summer recess (Education Code Section 48925). 

Student includes a student's parent/guardian or legal counsel (Education Code 


Principal's designee means one or more administrators or, if there is not a second 

administrator at one school site, a certificated person specifically designated by the 

principal, in writing, to help with disciplinary procedures. Only one such person 

may be designated at any time as the principal's primary designee and only one 

such person may be designated as secondary designee for the school year. The 

names of such persons shall be on file in the principal's office (Education Code 


School property, for the purposes described in Education Code Section 48900, 

includes, but is not limited to: electronic files and databases (Education Code 

Section 48900(s)).

SUSPENSION 


AR 601.3 

Page 2 of 13 

Notice of Regulations 

At the beginning of each school year, the principal of each school shall ensure all 

students and parents/guardians are notified in writing of all school rules related to 

discipline, suspension, and expulsion. 

(cf. BP 601.7 – School Discipline) 

(cf. BP 300.56 – Parent Notifications) 

Grounds for Suspension and Expulsion 

A student may be subject to suspension and expulsion when it is determined that 

he/she: 

1. Caused, attempted to cause, or threatened to cause physical injury to another 

person or willfully used force or violence upon the person of another, except in 

self-defense. (Education Code Section 48900(a)). 

A student who aids or abets the infliction or attempted infliction of physical 

injury on another person, as defined in Penal Code Section 31, may be 

suspended, but not expelled. However, a student may be suspended or expelled 

pursuant to Education Code Section 48900 (a) once he/she has been adjudged 

by a juvenile court to have committed, as an aider or abettor, a crime of 

physical violence in which the victim suffered great or serious bodily injury 

(Education Code Section 48900(s)). 

2. Possessed, sold, or furnished a firearm, knife, explosive or other dangerous 

object unless, in the case of possession of any object of this type, the student 

had obtained written permission to possess the item from a certificated school 

employee, with the principal or designee’s concurrence (Education Code Sections 

48900(b), 48915(a)(1), and 48915(c)(1)). 


3. Unlawfully possessed, used, sold or furnished, or was under the influence of any 

controlled substance as defined in the Health and Safety Code 11053-11058, 

alcoholic beverage, or intoxicant of any kind (Education Code Sections 49800(c), 

48915(a)(3), and 48915(c)(3)). 

(cf. BP 603.10 – Alcohol and Other Drugs) 

4. Unlawfully offered, arranged, or negotiated to sell any controlled substance as 

defined in Health and Safety Codes 11053-11058, alcoholic beverage, or 

intoxicant of any kind, and then either sold, delivered, or otherwise furnished to

SUSPENSION 


AR 601.3 

Page 3 of 13 

any person another liquid, substance, or material and represented the same as a 

controlled substance, alcoholic beverage, or intoxicant (Education Code Section 

48900(d) (emphasis added). 

5. Committed or attempted to commit robbery or extortion (Education Code 

Sections 48900(e) and 48915(a)(4)). 

6. Caused or attempted to cause damage to school or private property (Education 

Code Section 48900(f)). 

7. Stole or attempted to steal school or private property (Education Code Section 

48900(g)). 

8. Possessed or used any tobacco or tobacco products or nicotine products, 

including, but not limited to: cigars, cigarettes, miniature cigars, clove 

cigarettes, smokeless tobacco, snuff, chew packets, and betel. This restriction 

shall not prohibit a student from using or possessing his/her own prescription 

products (Education Code Section 48900(h)). 

(cf. BP 300.54 – Tobacco) 

9. Committed an obscene act or engaged in habitual profanity or vulgarity 

(Education Code Section 48900(i)). 

10. Unlawfully possessed, offered, arranged, or negotiated to sell any drug 

paraphernalia as defined in Section 11014.5 of the Health and Safety Code 

(Education Code Section 48900(j)). 

11. Disrupted school activities or otherwise willfully defied the valid authority of 

school personnel engaged in the performance of their duties (Education Code 

Section 48900(k)). This act may include fighting. 

12. Knowingly received stolen school property or private property (Education Code 

Section 48900(l)). 

13. Possessed an imitation firearm (i.e., a replica of a firearm so substantially 

similar in physical properties to an existing firearm as to lead a reasonable 

person to conclude that the replica is a firearm) (Education Code Section 

48900 (m)). 

14. Committed or attempted to commit a sexual assault as defined in Section 261, 

266c, 286, 288, 288a, or 289 of the Penal Code Section or committed a sexual 

battery as defined in Section 243.4 of the Penal Code Section (Education Code 

Sections 48900(n) and 48915(c)(4)).

SUSPENSION 


AR 601.3 

Page 4 of 13 

15. Harassed, threatened, or intimidated a student who is a complaining witness 

or witness in a school disciplinary proceeding for the purpose of either 

preventing that student from being a witness and/or retaliating against that 

student for being a witness (Education Code Section 48900(o)). 

16. Unlawfully offered, arranged to sell, negotiated to sell, or sold the prescription 

drug Soma (Education Code Section 48900(p)). 

17. Engaged in, or attempted to engage in, hazing (Education Code Section 48900 

(q)). 

Hazing means a method of initiation or preinitiation into a student organization 

or body, whether or not the organization or body is officially recognized by an 

educational institution, which is likely to cause serious bodily injury or personal 

degradation or disgrace resulting in physical or mental harm to a former, 

current, or prospective student. Hazing does not include athletic events or 

school-sanctioned events (Education Code Section 48900(q)). 

18. Engaged in an act of bullying, including, but not limited to: bullying by means 

of an electronic act, directed toward a student or school personnel (Education 

Code Section 48900(r)). 

Bullying means one or more acts by a student or group of students that 

constitute sexual harassment pursuant to Education Code Section 48900.2, as 

defined in item #24 below; hate violence pursuant to Education Code Section 

48900.3, as defined in item #25 below; or harassment, threats, or intimidation 

pursuant to Education Code Section 48900.4, as defined in item #26 below 


Electronic act means the transmission of a communication, including, but not 

limited to, a message, text, sound, or image by means of an electronic device, 

including, but not limited to, a telephone, wireless telephone, or other wireless 

communication device, computer, or pager (Education Code Section 32261). 

19. Made terroristic threats against school officials or school property, or both as 

defined in Education Code Section 48900.7, Subsection “b” (Education Code 

Section 48900.7(a)). 

A terrorist threat includes any written or oral statement by a person who 

willfully threatens to commit a crime which will result in death or great bodily 

injury to another person, or property damage in excess of $1,000, with the 

specific intent that the statement is to be taken as a threat, even if there is no 

intent of actually carrying it out (Education Code Section 48900.7).

SUSPENSION 


AR 601.3 

Page 5 of 13 

20. Assault or battery upon any school employee (Education Code Section 48915 

(a)(5)). Assault is an unlawful attempt, coupled with a present ability to 

commit a violent injury on the person of another (Penal Code Section 240). 

Battery is any willful and unlawful use of force or violence upon the person of 

another (Penal Code Section 242). 

21. Possession of an explosive as defined in the Title 18, United States Code, 

Section 921. 

22. Causing serious physical injury to another person, except in self defense 

(Education Code Section 48915(a)(1)). 

23. Brandishing a knife at another person (Education Code Section 48915(c)(1)). 

Only students in grades 4 through 8 may be suspended and recommended for 

expulsion for any of the acts listed below: 

24. Committed sexual harassment as defined in Education Code Section 212.5 


Sexual harassment means that conduct, when considered from the perspective 

of a reasonable person of the same gender as the victim, is sufficiently severe 

or pervasive as to have a negative impact upon the victim's academic 

performance or to create an intimidating, hostile, or offensive educational 

environment (Education Code Sections 212.5 and 48900.2). 

(cf. BP 601.6 – Sexual Harassment of or by Students) 

25. Caused, attempted to cause, threatened to cause, or participated in an act of 

hate violence as defined in Education Code Section 33032.5 and Penal Code 

Section 422.6 (Education Code Section 48900.3). 

Hate violence means any act punishable under Penal Code Section 422.6, 

422.7, or 422.75. Such acts include injuring or intimidating another person, 

interfering with the exercise of a person's civil rights, or damaging a person's 

property because of the person's race, color, religion, ancestry, national origin, 

disability, gender, or sexual orientation (Education Code Section 233; Penal 

Code Section 422.55). 

(cf. BP 601.12 – Hate-Motivated Behavior) 

26. Intentionally engaged in harassment, threats, or intimidation directed against 

school district personnel or students that is sufficiently severe or pervasive to 

have the actual and reasonably expected effect of materially disrupting 

classwork,

SUSPENSION 


AR 601.3 

Page 6 of 13 

creating substantial disorder, and invading the rights of school personnel or 

students by creating an intimidating or hostile educational environment 


(cf. BP 300.27 – Nondiscrimination) 

(cf. BP 601.13 – Nondiscrimination, Harassment, Bullying, and Threats) 

Conditions for Violations: Authority to Suspend 

A student may be suspended or expelled for any of the acts listed above if the act is 

related to school activity or school attendance occurring at any district school or 

within any other school district, including but not limited to the following 

circumstances (Education Code Section 48900): 

1. While on school grounds. 

2. While going to or coming from school. 

3. During the lunch period, whether on or off the school campus. 

4. During, going to, or coming from a school-sponsored activity. 

The Superintendent or principal may use his/her discretion to provide alternatives 

to suspension or expulsion for a student subject to discipline under this 

administrative regulation, including, but not limited to: counseling and an anger 

management program (Education Code Section 48900(r)). 

(cf. BP 603.18 – Guidance/Counseling Services) 

Alternatives to suspension or expulsion shall be used against any student who is 

truant, tardy, or otherwise absent from school activities (Education Code Section 

48900). 

(cf. BP 602.6 – Absences and Excuses) 

(cf. 602.13 – Truancy) 

Bus Conduct 

Bus transportation is a privilege extended only to students who display good 

conduct while preparing to ride, riding, or leaving the bus. Continued disorderly 

conduct or persistent refusal to submit to the authority of the driver shall be 

sufficient reason for a student to be denied transportation.

SUSPENSION 


AR 601.3 

Page 7 of 13 

The Superintendent or designee shall establish regulations related to bus conduct, 

bus driver authority, and the suspension of riding privileges. The Board shall make 

these rules available to parents/guardians and students (Title 5, Code of 

Regulations, Section 14103). 

Laser: Prohibited Item 

b) No student shall possess a laser pointer on the school premises 

unless possession of the laser pointer is for a valid instructional 

or other school purpose, including employment (Penal Code 

Section 417.27(b)). 

Removal from Class by a Teacher/Parental Attendance 

A teacher may suspend any student from his or her class, for any of the acts listed 

in (a) through (p) above, Section 48900 of the Education Code (see above listing) 

for the remainder of the day and the following day (Education Code Section 48910). 

A teacher may also refer a student, for any of the acts enumerated in Education 

Code Section 48900 to the principal or designee for consideration of a suspension 

from school. 

When removing a student from his or her class, the teacher shall immediately 

report the suspension to the principal of the school and send the student to the 

principal for appropriate action. The student shall be appropriately supervised 

during the class periods from which he or she has been suspended (Education Code 

Section 48911.1). 

As soon as possible, the teacher shall ask the parent or guardian of the student to 

attend a parent-teacher conference regarding the suspension. A school 

administrator, counselor, or psychologist may attend the conference if either the 

teacher or the parent/guardian so requests (Education Code Section 48910). 

Since a teacher suspension is from the class and not the school, the student shall 

not be returned to the class from which he or she was removed during the period of 

the removal, without the concurrence of the teacher of the class and the principal 

(Education Code Section 48910). A student removed from class shall not be placed 

in another regular class during the period of removal. However, if a student is 

assigned to more than one class per day, he or she may be placed in any other 

regular classes except those held at the same time as the class from which the 

student was suspended (Education Code Section 48910). 

The teacher of any class from which a student is suspended may require the 

suspended student to complete assignments and tests missed during the 

suspension (Education Code Section 48913).

SUSPENSION 


AR 601.3 

Page 8 of 13 

Required Parent/Guardian School Attendance 

Pursuant to Governing Board policy, a teacher may request that the parent/ 

guardian of a student whom the teacher has removed attend a portion of a school 

day in his/her child's classroom. When a teacher makes this request, the principal 

shall send the parent/guardian a written notice that the parent/guardian's 

attendance is requested pursuant to law (Education Code Section 48900.1). 

This notice shall also: 

1. Inform the parent/guardian when his or her presence is expected and 

procedures to arrange an alternate date. 

2. Ask the parent/guardian to meet with the principal or designee after the 

classroom visit and before leaving school (Education Code Section 48900.1). 

Suspension by Superintendent, Principal, or Principal's 

Designee 

The Superintendent, principal, or principal's designee may suspend a student from 

a school for not more than five consecutive school days unless the suspension is 

extended pending expulsion (Education Code Section 48911). 

The principal shall immediately suspend and recommend for expulsion any student 

found to (Education Code Section 48915(c)): 

1. Possess, as verified by a District employee, or sell, or otherwise furnish a 

firearm, unless the student had obtained prior written permission to possess 

the item from a certificated school employee, with the principal or designee's 

concurrence. 

2. Brandish a knife, as defined in Education Code Section 48915(g), at another 

person. 

3. Unlawfully sell a controlled substance listed in Health and Safety Code 11053- 

11058. 

4. Committing or attempting to commit a sexual assault or commit a sexual 

battery as defined in Education Code Section 48900(n). 

5. Possess an explosive as defined in Title 18, United States Code, Section 921.

SUSPENSION 


AR 601.3 

Page 9 of 13 

Explosive means a destructive device and includes, but is not limited to, any 

explosive, incendiary, or poison gas bomb, grenade, rocket having a propellant 

charge of more than four ounces, missile having an explosive or incendiary 

charge of more than one-quarter ounce, mine, or similar device. A destructive 

device includes any other type of weapon (except a shotgun or shotgun shell 

recognized by the United States Secretary of Army as suitable for sporting 

purposes) which might be converted to project an explosive (Title 18, United 

States Code, Section 921). 

Suspension also may be imposed for a first offense if the Superintendent, principal, 

or designee determines the student (1) violated items 48900 (a) - 48900 (e) listed 

in "Grounds for Suspension and Expulsion" above, or (2) if the student's presence 

causes a danger to persons or property, or threatens to disrupt the instructional 

process (Education Code Section 48900.5). 

Students may be suspended up to five (5) days for any one instance. The number 

of suspension days imposed should be determined by guidelines in the District 

discipline code and the severity of the offense. A student may be suspended from 

school for not more than 20 school days in any school year, unless for purposes of 

adjustment a student enrolls in or is transferred to another regular school or 

alternative education school, in which case, suspension shall not exceed 30 days in 

any school year. However, this restriction on the number of days of suspension 

does not apply when the suspension is extended pending an expulsion (Education 

Code Sections 48903 and 48911). 

The Superintendent or designee may count suspensions that occur while a student 

is enrolled in another school district toward the maximum number of days for which 

a student may be suspended in any school year (Education Code Section 48903). 

Suspensions shall be initiated according to the following procedures: 

1. Informal Conference: Suspension shall be preceded by an informal conference 

conducted by the principal or principal’s designee with the student and 

whenever practical, the teacher, supervisor, or school employee who referred 

the student to the principal. At the conference, the student shall be informed of 

the reason for the disciplinary action and the evidence against him/her; the 

student shall be given the opportunity to present his/her version and evidence in 

support of his/her defense (Education Code Section 48911(b)). 

This conference may be omitted only if the principal or designee determines that 

an emergency situation exists. An "emergency situation" involves a clear and 

present danger to the lives, safety, or health of students or school personnel. If 

a student is suspended without an initial due process conference, both the 

parent/guardian and student shall be notified of the student's right to return to 

school for a conference. The conference shall be held within two school days,

SUSPENSION 


AR 601.3 

Page 10 of 13 

unless the student waives his/her right to it or is physically unable to attend for 

any reason. In such case, the conference will be held as soon as the student is 

physically able to return to school (Education Code Section 48911(c)). 

2. Administrative Actions: All requests for student suspension are to be processed 

by the principal or designee in the school where the student is enrolled at the 

time of the misconduct. A school employee shall report the suspension, 

including the name of the student and the cause for the suspension, to the 

Superintendent or designee. A copy of the notice of suspension shall be sent by 

a school employee to the Supervisor of Student Services for all students with 20 

days and 30 days of suspension and all students referred to an administrative 

hearing panel. 

3. Notice to Parents/Guardians: At the time of the suspension, a school employee 

shall make a reasonable effort to contact the parent/guardian by telephone or in 

person. Whenever a student is suspended, the parent/guardian shall be notified 

in writing of the suspension (Education Code Section 48911). 

This notice shall state: (a) the reasons for suspension; (b) the section, 

subsection, and, when appropriate, the subdivision of Education Code Section 

violated by the student (Education Code Section 48900.8); and (c) the date and 

time when the student may return to school. 

If school officials wish to ask the parent/guardian to confer regarding matters 

pertinent to the suspension, the notice may include the state law requirement 

that the parent/guardian respond to such requests without delay (Education 


4. Parent/Guardian Conference: Whenever a student is suspended, school officials 

may meet with the parent/guardian to discuss the causes and duration of the 

suspension, the school policy involved, and any other pertinent matter 


While the parent/guardian is required to respond without delay to a request for 

a conference about a student's behavior, no penalties may be imposed on the 

student for the failure of the parent/guardian to attend such conference. The 

student may not be denied readmission solely because the parent/guardian 

failed to attend the conference (Education Code Section 48911(f)). 

5. Extension of Suspension: If the Board is considering the expulsion of a 

suspended student from any school or the suspension of a student for the 

balance of the semester from an alternative education school, the 

Superintendent or designee may extend the suspension until the Board has 

made a decision (Education Code Section 48911(g)).

SUSPENSION 


AR 601.3 

Page 11 of 13 

Any extension of the original period of suspension shall be preceded by a notice 

of such extension with an offer to hold a parent conference concerning the 

extension, giving the student an opportunity to be heard. This conference may 

be held along with any meeting requested by the student or parent/guardian to 

challenge the original suspension. Extension of the suspension may be made 

only if the Superintendent or designee determines, following a meeting in which 

the student and the student's parent/guardian were invited to participate, that 

the student's presence at the school or at an alternative school would endanger 

persons or property or threaten to disrupt the instructional process (Education 

Code Section 48911). 

Supervised Suspension Classroom 

Students for whom an expulsion action has not been initiated and who pose no 

imminent danger or threat to the school, students, or staff may be assigned to a 

supervised suspension classroom in a separate classroom, building, or site for the 

entire period of suspension. The following conditions shall apply (Education Code 

Section 48911.1): 

1. The supervised suspension classroom shall be staffed according to law (i.e., 

suspended students are separated from other students; the supervised 

suspension classroom is staffed as any other classroom in the school). 

2. The student shall have access to appropriate counseling services. 

3. The supervised suspension classroom shall promote completion of schoolwork 

and tests missed by the student during the suspension. 

4. Each student shall be responsible for contacting his/her teacher(s) to receive 

assignments to be completed in the supervised suspension classroom. The 

teacher shall provide all assignments and tests that the student will miss while 

suspended. If no such work is assigned, the person supervising the suspension 

classroom shall assign schoolwork. 

At the time a student is assigned to a supervised suspension classroom, the 

principal or designee shall notify the student's parent/guardian in person or by 

telephone. When the assignment is for longer than one class period, this 

notification shall be made in writing (Education Code Section 48911.1(d)).

SUSPENSION 


AR 601.3 

Page 12 of 13 

Notification of Law Enforcement Authorities 

The principal or designee shall, by telephone or other appropriate means, promptly 

notify the appropriate law enforcement agency, either the Bakersfield Police 

Department or the Sheriff’s Department, of any student who (Education Code 

Sections 44014 and 48902): 

1. Brings or possesses a firearm including any device designed to be used as a 

weapon, from which is expelled through a barrel, a projectile by the force of any 

explosion or other form of combustion (Penal Code Section 626.9). 

2. Brings or possesses any dirk, dagger, ice pick, knife having a blade longer than 

2 1/2 inches, folding knife with a blade that locks into place, a razor with an 

unguarded blade, a taser, a stun gun, any instrument that expels a metallic 

projectile such as a BB or a pellet through the force of air pressure, C02 

pressure, or spring action, or any spot marker gun (Education Code Section 

48902; Penal Code Sections 626.9, 626.10 and 12001). 

3. Attacks, assaults, or physically threatens any employee of the district (Education 

Code Section 44014). Violation of Education Code Section 44014 requires both 

the employee and principal/supervisor to make a law enforcement report. 

Before the suspension or expulsion of any student, the principal or designee shall 

notify the Bakersfield Police Department or the Sheriff’s Department of: 

4. Any student acts of assault with a weapon likely to produce great bodily harm 

(Education Code Section 48902 and Penal Code Section 245). 

Within one school day after a suspension or expulsion, the principal or designee 

shall notify law enforcement authorities of any student who: 

5. Unlawfully possesses, uses, sells, or otherwise furnishes, or is under the 

influence of, a narcotic, any other controlled substance, alcoholic beverage, or 

intoxicant. 

6. Unlawfully offered, arranged or negotiated to sell any controlled substance (as 

defined in Health and Safety Code 11053-11058), alcoholic beverage, or 

intoxicant of any kind, and then either sold, delivered, or otherwise furnished to 

any person another liquid, substance, or material and represented same as a 


48900(d) (emphasis added).

SUSPENSION 


AR 601.3 

Page 13 of 13 

Students with Disciplinary History: Duty to Notify 

Teachers 

The principal is required to inform every certificated staff member with teaching or 

supervisory duties of each student who has engaged in, or is suspected of engaging 

in, any crime as verified by outside agency records and any suspendable or 

expellable act (Education Code Section 48900) placed in any school records except 

offenses of possession of tobacco or nicotine products. This information must be 

kept strictly confidential. 






Revision Approved April 28, 1998 




Appendix G: Expulsion/Due Process BP 601.4 

Page 1 of 4 

Expulsion/Due Process 


The Board has established clear policies and standards of behavior in order to 

promote learning and protect the safety and well-being of all pupils. When these 

policies and standards are violated, it may be necessary to expel a pupil from 

regular classroom instruction. 


Suspended or expelled pupils shall be excluded from all school-related extracurricular 

activities during the period of suspension or expulsion. 

(cf. BP 400.35 – Extracurricular/Cocurricular Activities) 

Expulsion is an action taken by the Board for severe or prolonged breaches of 

discipline by a pupil. Except for single acts of a grave nature, expulsion is used 

only when there is a history of misconduct; when other forms of discipline, 

including suspension, have failed to bring about proper conduct; or when the pupil’s 

presence causes a continuing danger to himself/herself, or others (Education Code 


The grounds for suspension and expulsion and the procedures for considering, 

recommending and/or implementing suspension and expulsion shall be those 

specified in law and/or administrative regulation. 

The Board supports a zero tolerance approach to serious offenses in accordance 

with state and federal law. This approach makes the removal of potentially 

dangerous pupils from the classroom a top priority and ensures the standardized 

treatment of all pupils. Staff shall immediately report to the Superintendent or 

designee any incidence of offenses specified in law, Board policy, and administrative 

regulation as cause for suspension or expulsion. 

Pupil Due Process 

The Board shall provide for the fair treatment of pupils facing suspension and 

expulsion by affording them due process rights under the law. The Superintendent 

or designee shall comply with procedures for notices and appeals as specified in 

board policy, administrative regulation and/or law (Education Code Sections 48911, 

48915, and 48915.5). 

(cf. BP 601.9 – Expulsion: Students Seeking Enrollment) 

(cf. BP 606.6 – Suspension and Expulsion/Due Process (Pupils with Disabilities)) 

For pupils who violate a section of the discipline code calling for a recommendation 

for expulsion, an administrative hearing panel shall be established. The hearing

EXPULSION/DUE PROCESS 


BP 601.4 

Page 2 of 4 

officer will be selected by the Superintendent or designee. An impartial panel of at 

least three persons shall serve on the administrative hearing panel. Findings of fact 

shall be prepared and submitted to the Board. 

Decision Not to Enforce Expulsion Order 

On a case-by-case basis, the enforcement of an expulsion order may be suspended 

by the Board pursuant to the requirements of law. 



212.5 Sexual harassment 

1981 Enrollment of students in community school 

17292.5 Program for expelled students 

32261 Interagency School Safety Demonstration Act of 1985 

35146 Closed sessions (re: suspensions) 

35291 Rules (for government and discipline of schools) 

35291.5 Rules and procedures on school discipline 

48660-48667 Community day schools 


48950 Speech and other communication 

49073-49079 Privacy of student records 

49079 Notification to teacher 

CIVIL CODE 

47 Privileged communication 

48.8 Defamation liability 

CODE OF CIVIL PROCEDURE 

1985-1997 Subpoenas; means of production 


11455.20 Contempt 

54950-54963 Ralph M. Brown Act (re: closed sessions) 


11014.5 Drug paraphernalia 

11053-11058 Standards and schedules 

LABOR CODE 

230.7 Discharge of discrimination against employee for taking time off 

to appear in school on behalf of a child 

PENAL CODE 

31 Principal of a crime, defined 

240 Assault defined 

241.2 Assault fines 

242 Battery defined 

243.2 Battery fines 

243.4 Sexual battery



BP 601.4 

Page 3 of 4 

Legal Reference: (Continued) 

PENAL CODE (Continued) 

245 Assault with deadly weapon 

261 Rape defined 

266c 

Unlawful sexual intercourse 

286 Sodomy defined 

288 Lewd and lascivious acts with child under age 14 

288a 

Oral copulation 

289 Penetration of genital or anal openings 

417.25-417.27 Laser scope 

422.7 Aggravating factors for punishment 

422.75 Protected classes 

626.2.1 Entry upon campus after written notice of suspension or 

dismissal without permission 

626.9 Gun-Free School Zone Act of 1995 

626.10 Dirks, daggers, knives, razors, or stun guns 

868.5 Supporting person; attendance during testimony of witness 

WELFARE AND INSTITUTIONS CODE 

729.6 Counseling 


921 


7151 Gun-free schools 


T.H. v. San Diego Unified School District (2004) 122 Cal. App. 4th 1267 

Woodbury v. Dempsey (2003) 108 Cal. App. 4th 421 

Board of Education of Sacramento City Unified School District v. Sacramento 

County Board of Education and Kenneth H., (2001) 85 Cal.App.4th 1321 

John A. v. San Bernardino School District (1982) 33 Cal. 3d 301, 308. 

Fremont Union High School District v. Santa Clara County Board (1991) 235 Cal. 

App. 3d 1182) 

Garcia v. Los Angeles Board of Education (1991) 123 Cal.App.3d 807 

84 Ops.Cal.Atty.Gen 146 (2001) 


80 Ops.Cal.Atty.Gen. 85 (1997)



BP 601.4 

Page 4 of 4 

Other References (Continued): 

Revision Approved (Entire Section) February 28, 1984 


Revision Approved December 5, 1989 


Revision Approved October 22, 1996 









AR 601.4 

Page 1 of 24 

Definitions 

Complaining witness means the alleged victim in an offense (Evidence Code Section 

782). 

Day means a calendar day unless otherwise specifically provided (Education Code 


Expulsion means removal of a pupil from the immediate supervision and control, or 

the general supervision, of school personnel (Education Code Section 48925). 

Principal's designee means one or more administrators or, if there is not a second 

administrator at one school site, a certificated person specifically designated by the 

principal, in writing, to assist with disciplinary procedures. Only one such person 

may be designated at any time as the principal's primary designee and only one 

such person may be designated as secondary designee for the school year. The 

names of such persons shall be on file in the principal's office (Education Code 


Pupil or student includes a pupil's parent/guardian or legal counsel (Education Code 


School day means a day upon which the schools of the district are in session or 

weekdays during the summer recess (Education Code Section 48925). 

School property, for the purposes described in Education Code Section 48900, 

includes, but is not limited to: electronic files and databases (Education Code 

Section 48900(s)). 


At the beginning of each school year, the principal of each school shall ensure that 

all pupils and parents/guardians are notified in writing of all school rules concerning 

discipline, suspension, and expulsion (Education Code Sections 35291, 48900.1, 

and 48980). 


(cf. BP 300.56 – Parental Notifications)



AR 601.4 

Page 2 of 24 

Grounds for Suspension and Expulsion 

A pupil may be subject to suspension and expulsion when it is determined that 

he/she caused, attempted to cause, or threatened to cause physical injury to 

another person or: 

27.Willfully used force or violence upon the person of another, except in selfdefense 

(Education Code Section 48900(a)). 

A pupil who aids or abets the infliction or attempted infliction of physical injury 

on another person, as defined in Penal Code Section 31, may be suspended, but 

not expelled. However, a pupil may be suspended or expelled pursuant to 

Education Code Section 48900(a) once he/she has been adjudged by a juvenile 

court to have committed, as an aider or abettor, a crime of physical violence in 

which the victim suffered great or serious bodily injury (Education Code Section 

48900(s)). 

28.Possessed, sold, or furnished a firearm, knife, explosive or other dangerous 

object unless, in the case of possession of any object of this type, the pupil had 

obtained written permission to possess the item from a certificated school 

employee, with the principal or designee’s concurrence (Education Code Sections 

48900(b), 48915(a)(1), and 48915(c)(1)). 


29.Unlawfully possessed, used, sold or furnished, or was under the influence of any 

controlled substance as defined in the Health and Safety Code 11053-11058, 

alcoholic beverage, or intoxicant of any kind (Education Code Sections 49800(c), 

48915(a)(3), and 48915(c)(3)). 

(cf. BP 603.10 – Alcohol and Other Drugs) 

30.Unlawfully offered, arranged, or negotiated to sell any controlled substance as 

defined in Health and Safety Code 11053-11058, alcoholic beverage, or 

intoxicant of any kind, and then either sold, delivered, or otherwise furnished to 

any person another liquid, substance, or material and represented the same as a 


48900(d)(emphasis added). 

31.Committed or attempted to commit robbery or extortion (Education Code 

Sections 48900(e) and 48915(a)(4)). 

32.Caused or attempted to cause damage to school or private property (Education 


33.Stole or attempted to steal school or private property (Education Code Section 

48900(g)).

AR 601.4 

Page 3 of 24 



34.Possessed or used any tobacco or tobacco products or nicotine products, 

including but not limited to cigars, cigarettes, miniature cigars, clove cigarettes, 

smokeless tobacco, snuff, chew packets, and betel. This restriction shall not 

prohibit a pupil from using or possessing his/her own prescription products 

(Education Code Section 48900(h)). 

(cf. BP 300.54 – Tobacco) 

35.Committed an obscene act or engaged in habitual profanity or vulgarity 

(Education Code Section 4890(i)). 

36. Unlawfully possessed, offered, arranged, or negotiated to sell any drug 

paraphernalia as defined in Section 11014.5 of the Health and Safety Code 


37. Disrupted school activities or otherwise willfully defied the valid authority of 

school personnel engaged in the performance of their duties (Education Code 

Section 48900(k)). This act may include fighting. 

38. Knowingly received stolen school property or private property (Education Code 

Section 48900(l)). 

39. Possessed an imitation firearm (i.e., a replica of a firearm so substantially 

similar in physical properties to an existing firearm as to lead a reasonable 

person to conclude that the replica is a firearm) (Education Code Section 

48900 (m)). 

40. Committed or attempted to commit a sexual assault as defined in Section 261, 

266c, 286, 288, 288a, or 289 of the Penal Code or committed a sexual battery 

as defined in Section 243.4 of the Penal Code (Education Code Sections 

48900(n) and 48915(c)(4)). 

41. Harassed, threatened, or intimidated a pupil who is a complaining witness or 

witness in a school disciplinary proceeding for the purpose of either preventing 

that pupil from being a witness and/or retaliating against that pupil for being a 

witness (Education Code Section 48900(o)). 

42. Unlawfully offered, arranged to sell, negotiated to sell, or sold the prescription 

drug Soma (Education Code Section 48900(p)). 

43. Engaged in, or attempted to engage in, hazing (Education Code Section 

48900(q)).

AR 601.4 

Page 4 of 24 



Hazing means a method of initiation or pre-initiation into a pupil organization 

or body, whether or not the organization or body is officially recognized by an 

educational institution, which is likely to cause serious bodily injury or personal 

degradation or disgrace resulting in physical or mental harm to a former, 

current, or prospective pupil. Hazing does not include athletic events or 

school-sanctioned events (Education Code Section 48900(q)). 

44. Engaged in an act of bullying, including, but not limited to, bullying by means 

of an electronic act, directed toward a pupil or school personnel (Education 

Code Section 48900(r)). 

Bullying means one or more acts by a pupil or group of pupils that constitute 

sexual harassment pursuant to Education Code Section 48900.2, as defined in 

item #24 below; hate violence pursuant to Education Code Section 48900.3, 

as defined in item #25 below; or harassment, threats, or intimidation pursuant 

to Education Code Section 48900.4, as defined in item #26 below (Education 


Electronic act means the transmission of a communication, including, but not 

limited to, a message, text, sound, or image by means of an electronic device, 

including, but not limited to, a telephone, wireless telephone, or other wireless 

communication device, computer, or pager (Education Code Section 32261). 

45. Made terroristic threats against school officials or school property, or both as 

defined in Education Code Section 48900.7 Subsection “b” (Education Code 

Section 48900.7(a)). 

A terrorist threat includes any written or oral statement by a person who 

willfully threatens to commit a crime which will result in death or great bodily 

injury to another person, or property damage in excess of $1,000, with the 

specific intent that the statement is to be taken as a threat, even if there is no 

intent of actually carrying it out (Education Code Section 48900.7). 

46. Assault or battery upon any school employee (Education Code Section 48915 

(a)(5)). Assault is an unlawful attempt, coupled with a present ability to 

commit a violent injury on the person of another (Penal Code Section 240). 



47. Possession of an explosive as defined in the Title 18, United States Code 

Section 921. 

48. Causing serious physical injury to another person, except in self- defense 

(Education Code Section 48915(a)(1)). 

49. Brandishing a knife at another person (Education Code Section 48915(c)(1)).



AR 601.4 

Page 5 of 24 

Only pupils in grades 4 through 8 may be suspended and recommended for 

expulsion for any of the acts listed below: 

50. Committed sexual harassment as defined in Education Code Section 212.5 


Sexual harassment means that conduct, when considered from the perspective 

of a reasonable person of the same gender as the victim, is sufficiently severe 

or pervasive as to have a negative impact upon the victim's academic performance 

or to create an intimidating, hostile, or offensive educational environment 

(Education Code Sections 212.5 and 48900.2). 

(cf. BP 601.6 – Sexual Harassment of or by Students) 

51. Caused, attempted to cause, threatened to cause, or participated in an act of 

hate violence as defined in Education Code Section 33032.5 and Penal Code 

Section 422.6 (Education Code Section 48900.3). 

Hate violence means any act punishable under Penal Code Sections 422.6, 

422.7, or 422.75. Such acts include injuring or intimidating another person, 

interfering with the exercise of a person's civil rights, or damaging a person's 

property because of the person's race, color, religion, ancestry, national origin, 

disability, gender, or sexual orientation (Education Code Section 233; Penal 



52. Intentionally engaged in harassment, threats, or intimidation directed against 

school district personnel or pupils that is sufficiently severe or pervasive to 

have the actual and reasonably expected effect of materially disrupting classwork, 

creating substantial disorder, and invading the rights of school personnel 

or pupils by creating an intimidating or hostile educational environment 


(cf. BP 300.27 – Nondiscrimination/Harassment) 

(cf. BP 601.13 – Nondiscrimination, Harassment, Bullying, and Threats) 

Expulsion is an action taken by the Board for severe or prolonged breaches of 

discipline by a pupil. Except for single acts of a grave nature, expulsion is 

used only when there is a history of misconduct; when other forms of 

discipline, including suspension, have failed to bring about proper conduct; or 

when the pupil's presence causes a continuing danger to pupils or others 

(Education Code Section 48915(e)). 

Pupils facing suspension and expulsion shall be treated fairly to include 

affording these pupils due process rights under the law. The Superintendent



AR 601.4 

Page 6 of 24 

or designee shall comply with procedures for notices and appeals as specified in law 

and policy (Education Code Sections 48911, 48915, 48915.5, and 48918). 

The Superintendent or principal may use his/her discretion to provide alternatives 

to suspension or expulsion for a pupil subject to discipline under this administrative 

regulation, including, but not limited to, counseling and an anger management 

program (Education Code Section 48900(r)). 

Alternatives to the action of suspension or expulsion will be used with pupils who 

are truant, tardy, or otherwise absent from assigned school activities (Education 


(cf. BP 602.6 – Absences and Excuses) 

(cf. BP 602.13 – Truancy) 

Authority to Expel 

Only the Board may expel a pupil. The Board shall expel, as required by law, any 

pupil found to have committed certain offenses listed below under "Mandatory 

Recommendation and Mandatory Expulsion." 

The Board may also order a pupil expelled for any of the acts listed above under 

"Grounds for Suspension and Expulsion" upon recommendation by the principal, 

Superintendent, hearing officer, or administrative hearing panel, based on finding 

either or both of the following (Education Code Section 48915(b)(e)): 

1. That other means of correction are not feasible or have repeatedly failed to 

bring about proper conduct. 

2. That due to the nature of the violation, the presence of the pupil causes a 

continuing danger to the physical safety of the pupil or others. 

Extending Suspension of the Pupil Pending an Administrative Hearing 

When there are more than five days between the incident that caused the referral 

to the administrative hearing panel and the holding of that hearing, the pupil’s 

suspension may be extended. Following a meeting in which the parent/guardian 

were invited to participate, the Superintendent or designee may extend the original 

period of suspension until the hearing has been conducted if s/he determines the 

pupil’s return to school would pose a continuing danger or be disruptive to the 

school process.



AR 601.4 

Page 7 of 24 

An extension of the original period of suspension shall be preceded by a notice of 

the extension and offer to hold a conference giving the pupil an opportunity to be 

heard (Education Code Section 48911(g)). 

Mandatory Recommendation for Expulsion 

Unless the principal finds that expulsion is inappropriate due to particular 

circumstances, the principal shall recommend a pupil's expulsion for any of the 

following acts (Education Code Section 48915(a)): 

1. Causing serious physical injury to another person, except in self-defense. 

2. Possession of any knife as defined in Education Code Section 48915(g), or other 

dangerous object of no reasonable use to the pupil. Note: “Explosive” as used 

in this section does not include an explosive meeting the definition provided in 

Title 18, United States Code, Section 921. 

3. Unlawful possession of any controlled substance except for possession of no 

more than one ounce of marijuana. 

4. Robbery or extortion. 

5. Assault or battery upon any school employee as defined in Sections 240 and 242 

of the Penal Code. Assault is an unlawful attempt, coupled with a present ability 

to commit a violent injury on the person of another (Penal Code Section 240). 



Mandatory Recommendation and Mandatory Expulsion 

The principal or administrative designee shall immediately suspend and recommend 

the Board expel any pupil found at school or at a school activity to (Education Code 

Section 48915(c)): 

1. Possess, as verified by a district employee, or sell, or otherwise furnish a firearm 

unless the pupil had obtained prior written permission to possess the item from 

a certificated school employee, with the principal or designee's concurrence. 

2. Brandish a knife (as defined in Education Code Section 48915(g)) at another 

person. 

3. Unlawfully sell a controlled substance as defined in Health and Safety Code 

11053-11058.



AR 601.4 

Page 8 of 24 

4. Commit or attempt to commit a sexual assault or commit a sexual battery as 

defined in Education Code Section 48900(n). 

5. Possess an explosive as defined in Title 18, United States Code, Section 921. 

Upon finding the pupil committed any of these acts; the Board shall expel the pupil 


Pupil’s Right to Expulsion Hearing 

The pupil is entitled to a hearing to determine whether the pupil should be expelled. 

The hearing shall be held within 30 school days after the principal or designee 

determines one of the acts listed under “Grounds for Suspension and Expulsion” has 

occurred (Education Code Section 48918(a)). 

The pupil is entitled to one postponement of an expulsion hearing for a period of 

not more than 30 calendar days. The request for postponement shall be in writing. 

Any subsequent postponement may be granted at the Board’s discretion (Education 

Code Section 48918(a)). 

If the Board finds it impracticable to comply with these time requirements for 

conducting an expulsion hearing, the Superintendent or designee may, for good 

cause, extend the time period an additional five school days. Reasons for the 

extension shall be included as a part of the record when the expulsion hearing is 

held (Education Code Section 48918(a)). 

If the Board finds it impractical to comply with the time requirements of the 

expulsion hearing due to a summer recess of Board meetings of more than two 

weeks, the days during the recess shall not be counted as school days. The days 

not counted during the recess may not exceed 20 school days, as defined in 

Education Code Section 48925. Unless the pupil requests in writing that the 

expulsion hearing be postponed, the hearing shall be held not later than 20 

calendar days prior to the first day of the next school year (Education Code Section 

48918(a)). 

Once the hearing starts, all matters shall be pursued with reasonable diligence and 

concluded without unnecessary delay (Education Code Section 48918(a)). 

Waiver of Administrative Hearing 

The Superintendent or designee will develop procedures to enable a parent and 

pupil to waive his/her right to a hearing (“waiver”) in exchange for an agreement



AR 601.4 

Page 9 of 24 

by which an expedited resolution of the charges and recommendation for expulsion 

may be achieved. A waiver shall not be available: (a) for offenses listed above 

under “Mandatory Recommendation and Mandatory Expulsion,” or (b) when there is 

a fact-based administrative determination the waiver is inappropriate. 

When eligible, the parent/legal guardian and pupil request a waiver before 

scheduled date of the administrative hearing. 

A waiver request shall be granted only when the pupil admits the offense with 

which the pupil has been charged has occurred, the behavior was a clear violation 

of applicable law and school regulations, and parent/pupil intentionally relinquishes 

the right to an administrative hearing. Completion of a waiver requires acceptance 

of the conditions set forth by a District administrative hearing officer. 

Supplementary Finding 

A “supplementary finding” augments the primary finding a pupil committed one or 

more legally prohibited acts. A supplementary finding is based on evidence 

provided in the administrative hearing. 

Any pupil found to have committed the offenses listed above under "Mandatory 

Recommendation and Mandatory Expulsion," does not require a supplementary 

finding. The Board also may order a pupil expelled for any of the remaining acts 

listed above upon recommendation of the principal, Superintendent, hearing officer, 

a primary finding by administrative hearing panel the pupil committed a prohibited 

act and a supplementary finding of either or both of the following (Education Code 

Section 48915(b)(e)): 

1. That other means of correction are not feasible or have repeatedly failed to 

bring about proper conduct. 

2. That due to the nature of the violation, the presence of the pupil causes a 

continuing danger to the physical safety of the pupil or others. 

In all offenses except those listed in the section entitled “Mandatory 

Recommendation and Mandatory Expulsion,” the school presenter will testify, 

provide a witness to testify, or enter documents to factually prove one or more 

supplementary findings.



AR 601.4 

Page 10 of 24 

Education Program at Community Day School or County Community School 

Pending Expulsion Hearing 

In cases where a recommendation for expulsion from the district’s regular, 

comprehensive program is being processed by the Board, pupils accused of less 

serious offenses may be temporarily assigned by a district-level referral process to 

a District Community Day School. For the purposes of this policy, less serious 

offenses will include all grounds permitting the recommendation for expulsion listed 

in the Education Code except those for which the Superintendent or designee 

determine there is no appropriate district alternative placement (e.g., firearm 

charges, attack with a weapon, threat of attack with a weapon, selling drugs, 

sexual assault, and causing serious physical injury). 

When appropriate, pupils may also be temporarily served in County Community 

School while a recommendation for expulsion from the regular, comprehensive 

program is being processed by the Board. 

A pupil with a known or suspected disability will not be temporarily assigned to a 

Community Day School, County Community School, or proceed to an administrative 

hearing without completion of the applicable due process protections. 

(cf. BP 606.6 – Suspension and Expulsion/Due Process (Pupils with Disabilities) 

Once the principal or administrative designee applies the criteria for the temporary 

placement of the pupil into a District Community Day School and determines this 

placement is appropriate, s/he will: (a) refer the pupil to the administrator of the 

District’s Community Day School for approval, (b) contact the pupil’s parent or 

guardian, and (c) document the parent or guardian notification regarding the pupil’s 

temporary placement into a Community Day School (Education Code Section 

48662). A similar process will be followed for a temporary placement in County 

Community School. 

Rights of Complaining Witness 

A complaining witness means the alleged victim(s) in an offense (Evidence Code 

Section 782). A complaining witness is given additional rights according to 

California law, whenever an administrative hearing is scheduled alleging a pupil: (a) 

attempted to commit sexual assault, (b) committed sexual assault, or (c) 

committed sexual battery (Education Code Section 48918, Penal Code Section 

868.5, Evidence Code Sections 780 and 1070). 

An expulsion hearing involving allegations of sexual assault or sexual battery may 

be postponed for one school day in order to accommodate the special physical,



AR 601.4 

Page 11 of 24 

mental, or emotional needs of a pupil who is the complaining witness (Education 


Whenever the Superintendent or designee recommends an expulsion hearing that 

addresses allegations of sexual assault or sexual battery, he/she shall give the 

complaining witness a copy of the applicable District suspension and expulsion rules 

and shall advise the witness of his/her right to (Education Code Section 48918.5): 

1. Receive five days' notice of his/her scheduled testimony at the hearing. 

2. Have up to two adult support persons of his/her choosing present in the hearing 

at the time he/she testifies. 

3. Have a closed hearing during the time he/she testifies. 

Whenever any allegation of sexual assault or sexual battery is made, the 

Superintendent or designee shall immediately advise the complaining witness(es) 

and the accused pupils to refrain from personal or telephone contact with each 

other during the time when an expulsion process is pending (Education Code 

Section 48918.5). 

Written Notice of the Expulsion Hearing 

Written notice of an administrative hearing shall be forwarded to the pupil and the 

pupil's parent/guardian at least 10 calendar days before the date of the hearing. 

The notice shall include (Education Code Sections 48900.8 and 48918(b)): 

1. The date and place of the hearing. 

2. A statement of the specific facts, charges, and offense upon which the proposed 

expulsion is based. 

3. A copy of District disciplinary rules which relate to the alleged violation. 

4. Notification of the pupil's or parent/guardian's obligation, pursuant to Education 

Code Section 48915.1, to provide information about the pupil's status in the 

district to any other district in which the pupil seeks enrollment. This obligation 

applies when a pupil is expelled for acts other than those described in Education 

Code Section 48915(a) or (c). 

(cf. BP 601.9. – Expulsion: Student Seeking Enrollment) 

5. The opportunity for the pupil or the pupil's parent/guardian to appear in person 

or be represented by legal counsel or by a nonattorney advisor.



AR 601.4 

Page 12 of 24 

Legal counsel means an attorney or lawyer who is admitted to the practice of 

law in California and is an active member of the State Bar of California. 

Nonattorney advisor means an individual who is not an attorney or lawyer, but 

who is familiar with the facts of the case, and has been selected by the pupil or 

pupil's parent/guardian to provide assistance at the hearing. 

6. The right to inspect and obtain copies of all documents to be used at the 

hearing. 

7. The opportunity to confront and question all witnesses who testify at the 

hearing. 

8. The opportunity to question all evidence presented and to present oral and 

documentary evidence on the pupil's behalf, including witnesses. 

Conduct of Expulsion Hearing 

1. Closed Session: Notwithstanding the provisions of Government Code Section 

54953 and Education Code Section 35145, an administrative hearing shall be 

conducted to consider the expulsion of a pupil. 

2. The hearing shall be closed to the public unless the pupil requests in writing at 

least five days prior to the hearing that the hearing be a public meeting. If such 

request is made, the meeting shall be public unless another pupil's privacy 

rights would be violated (Education Code Section 48918(c)). 

Whether the expulsion hearing is held in closed or public session, the 

administrative hearing panel may meet in closed session to deliberate and 

determine whether or not the pupil should be expelled. If the administrative 

hearing panel admits any other person to this closed session, the 

parent/guardian, the pupil, and the counsel of the pupil shall also be allowed to 

attend the closed session (Education Code Section 48918(c)). 

If an administrative hearing that involves a charge of sexual assault or sexual 

battery is to be conducted in public, a complaining witness shall have the right 

to have his/her testimony heard in closed session when: (a) testifying in a 

public session threatens serious psychological harm to the witness, and (b) no 

alternative procedures are available to avoid the threatened harm including, but 

not limited to: videotaped deposition or contemporaneous examination in 

another place communicated to the hearing room by closed-circuit television 

(Education Code Section 48918(c)).

AR 601.4 

Page 13 of 24 



3. Record of Hearing: A record of the hearing shall be made and maintained by 

any means, including electronic recording, as long as a reasonably accurate 

written and complete transcription of the proceedings can be made (Education 

Code Section 48918(g)(k)). 

4. Subpoenas: Before commencing a pupil administrative hearing, the Board may 

issue subpoenas at the request of either the pupil or the Superintendent or 

designee for the personal appearance at the hearing of any person who actually 

witnessed the action that gave rise to the recommendation for expulsion. After 

the hearing has commenced, the Board or the hearing officer or administrative 

hearing panel may issue such subpoenas at the request of the pupil or the 

county superintendent of schools office or designee. All subpoenas shall be 

issued in accordance with the Code of Civil Procedure, Sections 1985-1985.2, 

and enforced in accordance with Government Code Section 11455.20 (Education 

Code Section 48918(i)). 

Any objection raised by the pupil or the Superintendent or designee to the 

issuance of a subpoena may be considered by the Board in closed session, or in 

open session if so requested by the pupil, before the meeting. The Board’s 

decision in response to such an objection shall be final and binding (Education 

Code Section 48918(i)). 

If the Board determines, or if the hearing officer or administrative hearing panel 

finds and submits to the Board, that a witness would be subject to unreasonable 

risk of harm by testifying at the hearing, a subpoena shall not be issued to 

compel the personal attendance of that witness at the hearing. However, that 

witness may be compelled to testify by means of a sworn declaration as 

described below (Education Code Section 48918(i)). 

5. Presentation of Evidence: While technical rules of evidence do not apply to 

expulsion hearings, evidence may be admitted and used as proof only if it is the 

kind of evidence on which reasonable persons can rely in the conduct of serious 

affairs. The decision of the Board to expel must be supported by substantial 

evidence that the pupil committed any of the acts listed in "Grounds for 

Suspension and Expulsion" above (Education Code Section 48918(h)). 

The procedures followed in an administrative hearing will allow for opening and 

closing statements, entering of exhibits, testimony, direct examination and cross 

examination by the school’s and the pupil’s representative. When applicable, 

witnesses to the incident shall provide testimony directly related to the charges 

against the pupil. Evidence may be admitted if it is reasonable and pertinent to 

the disciplinary charges or supplementary finding. 

During an administrative hearing, the pupil and/or the pupil’s parent(s) or 

guardian shall be given the opportunity to: (a) confront and ask questions of all



AR 601.4 

Page 14 of 24 

witnesses who testify at the hearing, (b) question all other evidence presented, 

and (c) present oral and documentary evidence on the pupil’s behalf including 

witnesses, excepting those excluded pursuant to law and policy. During the 

administrative hearing, the school principal or administrative designee presents 

facts permitting a finding to be reached whether the pupil committed a 

suspendable and expellable act. Facts to support a supplementary finding, as 

described above, will also be provided by the school principal/designee. In 

gathering and presenting evidence, the principal or administrative designee 

should include eyewitness accounts of the incident(s) leading to the hearing. 

Findings of fact shall be based solely on the evidence introduced at the hearing 

and sworn declaration. While no finding shall be based solely on hearsay, sworn 

declarations may be admitted as testimony from witnesses whose disclosure of 

their identity or testimony at the hearing may subject them to an unreasonable 

risk of physical or psychological harm (Education Code Section 48918(f)). When 

the principal or designee believes the identification or presence of that witness 

at the hearing, or both, may subject this witness to an unreasonable risk of 

psychological or physical harm, the administrative hearing officer shall be 

consulted. If the administrative hearing officer determines that there are facts 

verifying an unreasonable risk of harm exists, the testimony of the witness may 

be brought as a sworn declaration. To insure anonymity, the original sworn 

declaration may be examined only by the panel members. The pupil’s copy of 

the declaration will be edited to delete the name and identity of the witness 

(Education Code Section 48918(f)(h)). 

In cases where a search of a pupil's person or property has occurred, evidence 

describing the reasonableness of the search shall be included in the hearing 

record, the reasons for, and the outcomes of, each pupil’s hearing will be 

recorded in the pupil’s mandatory interim record (Education Code Section 48918 

(k)). 

6. Testimony by Complaining Witnesses. The following procedures shall be 

observed when hearings involve allegations of sexual assault or sexual battery 

by a pupil (Education Code Section 48918): 

a. Any complaining witness shall be given five days' notice before being called 

to testify. 

b. Any complaining witness shall be entitled to have up to two adult support 

persons present during his/her testimony including, but not necessarily 

limited to a parent/guardian or legal counsel. 

c. A support person(s) may also be a complaining witness in the hearing. 

Unless the support person chosen is a parent, guardian, or sibling of the

AR 601.4 

Page 15 of 24 



complaining witness, the support person shall not: (a) be an employee of, or 

associated with the media as defined in Evidence Code Section 1070, or (b) 

previously adjudged in contempt of court. A support person will not make 

notes during the hearing (Penal Code Section 868.5 and Evidence Code 


d. Before a complaining witness testifies, support persons shall be admonished 

that the hearing is confidential. 

e. The Administrative Hearing officer may remove a support person whom 

he/she finds is disrupting the hearing. 

f. If one or both support persons are also witnesses, the hearing shall be 

conducted according to Penal Code Section 868.5. If a support person is also 

a complaining witness, then the District representative shall present evidence 

that the attendance of this support person/complaining witness at the 

Administrative hearing is desired by and will help another complaining witness 

who has requested support. Once this is determined, the request for the 

support person/complaining witness to accompany the other complaining 

witness will be granted, unless the presence of the support person/complaining 

witness presents a substantial risk of influencing the content of the testimony. 

Testimony of a support person/complaining witness will precede the testimony 

of a complaining witness who is not a support person. A complaining witness 

shall be excluded from the hearing during the support person/complaining 

witness’s testimony (Penal Code Section 868.5). 

Evidence of specific instances of prior sexual conduct of a complaining witness shall 

be presumed inadmissible and shall not be heard unless the person conducting the 

hearing determines that extraordinary circumstances require the evidence to be 

heard. 

a. Before such a determination is made, the complaining witness shall be given 

notice and an opportunity to oppose the introduction of this evidence. In the 

hearing on the admissibility of this evidence, the complaining witness shall be 

entitled to be represented by a parent/guardian, legal counsel or other 

support person. Reputation or opinion evidence regarding the sexual 

behavior of a complaining witness shall not be admissible for any purpose. 

b. In order to facilitate a free and accurate statement of the experiences of the 

complaining witness and to prevent discouragement of complaints, the 

district shall strive to provide a nonthreatening environment. 

(1) The District shall provide a room separate from the hearing room for 

the use of the complaining witness before and during breaks in 

testimony.



AR 601.4 

Page 16 of 24 

(2) At the discretion of the person conducting the hearing, the complaining 

witness shall be allowed reasonable periods of relief from examination 

and cross-examination during which he/she may leave the hearing 

room. 

(3) The administrative hearing officer may: 

(A) Arrange the seating within the hearing room so as to facilitate a 

less intimidating environment for the complaining witness. 

(B) Limit the time for taking the testimony of a complaining witness 

to the hours he/she is normally in school, if there is no good 

cause to take the testimony during other hours. 

(C) Permit one of the support persons to accompany the complaining 

witness to the witness stand or area. 

7. Decision Within 40 School Days: Since the Board does not meet on a weekly 

basis, its decision on whether to expel a pupil shall be made within 40 school 

days after the pupil is removed from his/her school of attendance, unless the 

pupil requests in writing that the decision be postponed (Education Code Section 

48918(a)). 

Procedures for Use of Subpoenas 

Education Code Section 48918 authorizes the Board to issue subpoenas for personal 

appearance at the administrative hearing of any person who actually witnessed the 

action that gave rise to the recommendation for expulsion. The subpoena must be 

served at least 10 days before the time required for attendance (Code of Civil 

Procedure 1987). Unless they are parties to the hearing or are District or 

government employees, witnesses who appear after receiving a subpoena receive 

fees and mileage equal to those prescribed for witnesses in civil actions in a 

superior court. Witness reimbursement must be paid by the party requesting the 

subpoena. 

Establishing an Administrative Hearing Panel 

An administrative hearing panel is established by the Board to gather facts about 

the charges against a pupil and to recommend actions to the Board. The impartial 

administrative hearing panel will be composed of three or more certificated 

personnel, none of whom shall be members of the Board or on the staff of the 

school in which the pupil is enrolled (Education Code Section 48918(d)). The 

administrative hearing panel shall be chaired by the hearing officer. Selections to 

the panel shall be made by the Superintendent or designee.



AR 601.4 

Page 17 of 24 

Expulsion Hearing: Administrative Hearing Panel 

The hearing officer or administrative hearing panel shall, within three school days 

after the hearing, determine whether to recommend expulsion of the pupil to the 

Board. 

If expulsion is not recommended, the expulsion proceeding shall be terminated and 

the pupil shall be immediately reinstated. The Superintendent or designee shall 

place the pupil in a classroom instructional program, any other instructional 

program, a rehabilitation program, or any combination of these programs after 

consulting with district staff, including the pupil's teachers and with the pupil's 

parent/guardian (Education Code Section 48918(e)). The decision to not 

recommend expulsion is final (Education Code Section 48918(e)). 

If expulsion is recommended, findings of fact in support of the recommendation 

shall be prepared and submitted to the Board. All findings of fact and 

recommendations shall be based solely on the evidence presented at the hearing. 

The Board may accept the expulsion recommendation based on: (1) a review of the 

findings of fact and recommendations submitted, or (2) the results of any 

supplementary hearing the Board may order (Education Code Section 48918(f)). 

In accordance with Board policy, the hearing officer or administrative hearing panel 

may recommend that the Board suspend the enforcement of the expulsion for a 

period of one year. 

The Board’s decision on whether to expel a pupil shall be made within 40 school 

days after the pupil is removed from his/her school of attendance, unless the pupil 

requests in writing that the decision be postponed (Education Code Section 48918 

(a)). 

Final Action by the Board 

Whether the expulsion hearing is conducted in closed or public session by the Board 

or administrative hearing panel, final action to expel shall be taken by the Board at 

a public meeting (Education Code Section 48918(j)). 

Upon ordering an expulsion, the Board shall set a date when the pupil shall be 

reviewed for readmission to a school within the district. For a pupil expelled for an 

act listed under “Mandatory Recommendation and Mandatory Expulsion” above, the 

date shall be one year from the date the expulsion occurred, except that the Board 

may set an earlier date on a case-by-case basis. For a pupil expelled for other 

acts, this date shall be no later than the last day of the semester following the 

semester in which the expulsion occurred. If an expulsion is ordered during the



AR 601.4 

Page 18 of 24 

summer session, the Board shall set a date when the pupil shall be reviewed for 

readmission not later than the last day of the semester following the summer 

session in which the expulsion occurred (Education Code Section 48916). 

The Administrative Hearing Panel shall recommend a plan for the pupil's 

rehabilitation. At the time of the expulsion order, the Board shall establish a plan 

for the pupil’s rehabilitation, which may include (Education Code Section 48916 

(b)): 

1. Periodic review, as well as assessment of the pupil, at the time of review for 

readmission. 

2. Recommendations for improved academic performance, tutoring, special 

education assessments, job training, counseling, employment, community 

service, and other rehabilitative programs. 

With parent/guardian consent, pupils who have been expelled for reasons relating 

to controlled substances or alcohol may be required to enroll in a county-sponsored 

drug rehabilitation program before returning to school (Education Code Section 

48916.5). 

Written Notice to Expel 

The Superintendent or designee shall send written notice of the decision to expel to 

the pupil or parent/guardian. This notice shall include: 

1. The specific offense committed by the pupil for any of the causes for suspension 

or expulsion listed in Education Code Section 48900; Education Code Sections 

48900.2-48900.4, 48900.7 or Education Code Section 48915 (Education Code 

Section 48900.8). 

2. The fact that a description of readmission procedures will be made available to 

the pupil and his/her parent/guardian (Education Code Section 48916(c)). 

3. Notice of the right to appeal the expulsion to the County Board of Education 


4. Notice of the pupil's or parent/guardian's obligation to inform any new district in 

which the pupil seeks to enroll of the pupil's expulsion status with the expelling 

District pursuant to Education Code Section 48915.1 (Education Code Section 

48918(j)). 

5. Notice of the alternative educational placement to be provided during the period 

of expulsion (Education Code Section 48916.1(a)).



AR 601.4 

Page 19 of 24 

Decision Not to Enforce Expulsion Order 

In accordance with Board policy, when deciding whether to suspend the 

enforcement of an expulsion, the Board shall take into account the following 

criteria: 

1. the pupil’s pattern of behavior, 

2. the seriousness of the misconduct, 

3. the pupil’s attitude toward the misconduct, and 

4. the pupil’s willingness to follow a rehabilitation program. 

The suspension of the enforcement of an expulsion shall be governed by the 

following: 

1. The Board may, as a condition of the suspension of enforcement, assign the 

pupil to a school, class, or program appropriate for the pupil's rehabilitation. 

This rehabilitation program may provide for the involvement of the pupil's 

parent/guardian in the pupil's education. However, a parent/guardian's refusal 

to participate in the rehabilitation program shall not be considered in the Board's 

determination as to whether the pupil has satisfactorily completed the 

rehabilitation program (Education Code Section 48917). 

2. During the period when enforcement of the expulsion order is suspended, the 

pupil shall be on probationary status (Education Code Section 48917). 

3. The suspension of the enforcement of an expulsion order may be revoked by the 

Board if the pupil commits any of the acts listed under "Grounds for Suspension 

and Expulsion" above or violates any of the district's rules and regulations 

governing pupil conduct (Education Code Section 48917). 

4. When the suspension of the enforcement of an expulsion order is revoked, a 

pupil may be expelled under the terms of the original expulsion order (Education 


5. Upon satisfactory completion of the rehabilitation assignment, the Board shall 

reinstate the pupil in a district school. Upon reinstatement, the Board may 

order the expunging of any or all records of the expulsion proceedings 

(Education Code Section 48917).



AR 601.4 

Page 20 of 24 

6. The Superintendent or designee shall send written notice of any decision to 

suspend the enforcement of an expulsion order during a period of probation to 

the pupil or parent/guardian. The notice shall also inform the parent/guardian 

of the right to appeal the expulsion to the County Board, the alternative 

educational placement to be provided to the pupil during the time of expulsion, 

and the pupil's or parent/guardian's obligation to inform any new district in 

which the pupil seeks to enroll of the pupil's status with the expelling district, 

pursuant to Education Code Section 48915; Education Code Section 48918(j)). 

7. Suspension of the enforcement of an expulsion order shall not affect the time 

period and requirements for the filing of an appeal of the expulsion order with 

the County Board of Education (Education Code Section 48917). 

Right to Appeal 

The pupil or parent/guardian is entitled to file an appeal of the Board’s decision to 

the County Board of Education. The appeal must be filed within 30 days of the 

Board’s decision to expel, even if the expulsion action is suspended and the pupil is 

placed on probation (Education Code Section 48919). 

The pupil shall submit a written request for a copy of the written transcripts and 

supporting documents from the district simultaneously with the filing of the notice 

of appeal with the County Board of Education. The District shall provide the pupil 

with these documents within 10 school days following the pupil's written request 


Post-Expulsion Placements 

The Board shall refer expelled pupils to a program of study that is (Education Code 

Sections 48915 and 48915.01): 

1. Appropriately prepared to accommodate pupils who exhibit discipline problems. 

2. Not provided at a comprehensive elementary, middle, or junior high school 

unless the program is offered at a community day school established at such a 

site. 

3. Not housed at the school site attended by the pupil at the time of suspension. 

(cf. BP 604.9 – Independent Study Program) 

(cf. BP 601.8 – Plan for Providing Educational Services to all Expelled Students in 

Kern County)



AR 601.4 

Page 21 of 24 

A County Community School and a District Community Day School, or an 

Independent Study Program (ISP) may be offered to an expelled pupil to satisfy the 

requirement that all expelled pupils be provided with a program of study (Education 

Code Section 48916.1). If ISP is offered, the pupil will be notified of the option of 

classroom instruction (e.g., Community School) (Education Code Section 

48916.1(e)). 

When the placement described above is not available, and when the County 

Superintendent so certifies, pupils expelled for acts described in items #6-13 and 

#24-26 under "Grounds for Suspension and Expulsion" above may be instead 

referred to a program of study that is provided at another comprehensive middle or 

junior high school, or at an elementary school (Education Code Section 48915). 

The program for a pupil expelled from any of grades K-6 shall not be combined or 

merged with programs offered to pupils in any of grades 7-12 (Education Code 

Section 48916.1). 

Readmission After Expulsion 

In accordance with the terms of the expulsion order, the pupil or parent/guardian 

may request the pupil's readmission to a District school approximately two weeks 

before the date set by the Board when it ordered the expulsion (Education Code 

Section 48916). An expulsion order shall remain in effect until the Board orders 

readmission. Readmission procedures shall be as follows: 

1. A written request for readmission shall be submitted by the parent/guardian 

to the Superintendent or designee. 

2. On the date set by the Board when it ordered the expulsion, the District shall 

consider readmission of the pupil (Education Code Section 48916). 

3. Evidence of completion of the Board’s recommended plan of rehabilitation for 

the pupil will be supplied by the parent/guardian at the time of application for 

readmission. 

4. The Superintendent or designee will form a Status Review and Readmission 

Committee to review the pupil’s rehabilitation plan. The Superintendent or 

designee shall verify that the conditions for readmission have been met and 

recommend to the Board that the pupil be: 

a. unconditionally readmitted; 

b. conditionally readmitted; or 

c. denied readmission.

AR 601.4 

Page 22 of 24 



5. The Superintendent or designee shall transmit to the Board his/her 

recommendation regarding readmission. The Board shall consider this 

recommendation in closed session if information would be disclosed in 

violation of Education Code Sections 49073-49079. If a written request for 

open session is received from the parent/guardian, it shall be honored. 

6. If the readmission is granted, the Superintendent or designee shall notify the 

pupil and parent/guardian, by registered mail, of the Board's decision 

regarding readmission. 

7. The Board may deny an application for readmission if it finds the pupil has 

not satisfied the conditions of the rehabilitation plan, or that the pupil 

continues to pose a danger to campus safety, or to other District pupils, or 

employees (Education Code Section 48916(c)). However, a parent or 

guardian’s refusal to participate in the pupil’s rehabilitation program shall not 

be considered in the determination as to whether the pupil has satisfactorily 

completed the rehabilitation program (Education Code Section 48916). 

8. If the Board denies readmission the Board shall determine either to continue 

the pupil’s placement in the alternative education program initially selected 

or place the pupil in another program that serves expelled pupils, including 

placement in a county community school (Education Code Section 48916). 

9. The Board shall provide written notice to the expelled pupil and 

parent/guardian describing the reasons for denying readmittance into the 

regular program. This notice shall indicate the Board’s determination of the 

educational program which the Board has chosen. The pupil shall enroll in 

that program unless the parent/guardian chooses to enroll the pupil in 

another school district (Education Code Section 48916). 

Maintenance of Records 

A record of each expulsion, including the specific cause of the expulsion, shall be 

maintained in the pupil’s mandatory interim record and sent to any school in which 

the pupil subsequently enrolls upon receipt of a written request by the admitting 

school (Education Code Sections 48900.8 and 48918(k)). 

The Superintendent or designee shall, within five working days, honor any other 

school district’s request for information about an expulsion from this district 


(cf. BP 601.9 – Expulsion: Student Seeking Enrollment) 

(cf. BP 605.7 – Pupil Records)



AR 601.4 

Page 23 of 24 

The Superintendent or designee shall maintain the following data (Education 

Sections 48900.8 and 48916.1): (a) the number of pupils recommended for 

expulsion; (b) the specific grounds for each recommended expulsion; (c) whether 

the pupil was subsequently expelled; (d) whether the expulsion order was 

suspended; (e) the type of referral made after the expulsion; and (f) the disposition 

of the pupil after the end of the expulsion period. 

Notifications to Law Enforcement Authorities 

Prior to the suspension or expulsion of any pupil, the principal or designee shall 

notify appropriate city or county law enforcement authorities of any pupil acts of 

assault with a weapon likely to produce great bodily harm (Penal Code Section 245 

and Education Code Section 48902). 

The principal or designee also shall notify appropriate city or county law 

enforcement authorities of any pupil acts which may involve the possession or sale 

of narcotics or of a controlled substance or possession of weapons or firearms in 

violation of Penal Code Sections 626.9 and 626.10 (Education Code Section 48902). 

Within one school day after a pupil's suspension or expulsion, the principal or 

designee shall notify appropriate city or county law enforcement authorities, by 

telephone or other appropriate means, of any pupil acts which may violate 

Education Code Section 48900(c) or (d), relating to: (a) the possession, use, 

offering or sale of controlled substances, alcohol, or intoxicant of any kind; and (b) 

the representation of material as a controlled substance, alcoholic, or intoxicant 

along with offering, arranging, and negotiating to sell such material and then 

selling, delivering, or furnishing the material (Education Code Section 48902). 

The principal or designee shall also promptly notify appropriate city or county law 

enforcement authorities of any pupil who: 

a. Brings or possesses a firearm (Penal Code Sections 626.9 and 12001(b)); 

b. Brings or possesses any dirk, dagger, ice pick, knife having a blade longer 

than 2-1/2 inches, folding knife with a blade that locks into place, a razor 

with an unguarded blade, a taser, or a stun gun, any instrument that expels 

a metallic projectile such as a BB or a pellet, through the force of air 

pressure, CO 2 pressure, or spring action, or any spot marker gun (Education 

Code Section 48902 and Penal Code Section 626.10); 

c. Attacks, assaults, or physically threatens any employee of the District 

(Education Code Section 44014). Violation of Education Code Section 44014 

requires both the employee and principal/supervisor to make a law 

enforcement report.



AR 601.4 

Page 24 of 24 

Revision Approved (Entire Section) February 28, 1984 


Revision Approved December 5, 1989 


Revision Approved October 22, 1996 






Appendix H: Teacher Notice of Pupil Disciplinary History 

To help prevent student discipline problems and provide a safe school environment, “teachers”* 

will have access to information about a student’s disciplinary history. The principal or a 

designee shall use the available District or outside agency records to inform the teachers of each 

student who has, during the previous three school years, or is reasonably suspected to have 

engaged in any suspendable or expellable act (as listed in the Education Code 48900), except 

possession of tobacco or nicotine products (Education Code 49079). 

Teachers will be given access to records for all of their students with a disciplinary history 

occurring during the previous three years. Each year, teachers may access our District’s 

disciplinary records (i.e., student suspension/expulsion records, outside agency disciplinary 

records) during the fourth week of school for all of their currently enrolled students. New 

enrollees will have their disciplinary history reviewed at the time of enrollment. 

Our District’s mainframe computer system will be used to create a report of BCSD students with 

disciplinary records. The Suspension Systems Menu should be used to create individual student 

suspension reports. The Information Technology Department will distribute the group 

suspension reports to each school. A disciplinary violation confirmed by a record provided by an 

outside agency (e.g., law enforcement, probation department) will also be made available to the 

teachers of students with such a record. Once the principal or a designee completes the record 

search and prints a copy of the disciplinary record, the teachers involved will be asked to come to 

the office to review the applicable disciplinary histories. Disciplinary reports will be stamped 

“Confidential” and stored as a confidential record. Additionally, the law requires teachers to 

hold information from notices in confidence; teachers may not give the information they learn 

from the disciplinary notice to another person. 

Notices from outside agencies involving students who have committed crimes have some special 

dissemination and storage requirements. See the section of entitled “Pupil Record Access, 

Release, Storage and Transfer,” subsection entitled “Use and Storage of Notices Involving Pupils 

Who Have Committed Crimes.” 

* For this procedure, “teacher” will include any certificated employee instructing or supervising 

a student. 

References: Education Code Section 49079; Skinner v. Vacaville Unified School Dist. (App. 1 

Dist. 1995) 43 Cal.Rptr.2d 384, 37 Cal.App.4th 31; last bulletin August 1, 1996, No. 970003.

BP 603.7 

Appendix I: Child Abuse and Neglect 

Page 1 of 2 

CHILD ABUSE AND NEGLECT PREVENTION AND REPORTING 


The Governing Board recognizes that the District has a responsibility to educate students about the dangers of child 

abuse and neglect so that they will acquire the skills and techniques needed to identify unsafe situations and to react 

appropriately and promptly. 

Child Abuse Reporting 

The Board recognizes that child abuse has severe consequences and that the District has a responsibility to protect 

students by facilitating the prompt reporting of known and suspected incidents of child abuse. The Superintendent or 

designee shall establish procedures for the identification and reporting of such incidents in accordance with law. 

(cf. BP 300.53 – Safety) 

Employees, who are mandated reporters as defined by law and administrative regulation, are obligated to report all 

known or suspected incidents of child abuse and neglect. Mandated reporters shall not investigate any suspected 

incidents, but rather shall cooperate with agencies responsible for investigating and prosecuting cases of child abuse 

and neglect. 

Parents/guardians may file a complaint against a District employee or other person whom they 

suspect has engaged in abuse of a child at a school site. The Superintendent or designee shall 

provide parents/guardians information about reporting procedures in accordance with law. 

The Superintendent or designee shall provide training regarding the reporting duties of mandated reporters. 

(cf. BP 500.10 – Professional Growth) 

In the event that training is not provided to the employees mandated to report child abuse and neglect, the 

Superintendent or designee shall report to the California Department of Education the reasons that such training is 

not provided (Penal Code Section 11165.7).




(1) EDUCATION CODE 

32280-32288 Comprehensive school safety plans 

33308.1 Guidelines on procedure for filing child abuse complaints 

44690-44691 Staff development in the detection of child abuse and neglect 

48987 Dissemination of reporting guidelines to parents 

48906 Notification when student released to peace officer 

49001 Prohibition of corporal punishment 

51220.5 Parenting skills education 

BP 603.7 

Page 2 of 2 

(2) PENAL CODE 

152.3 Duty to report murder, rape or lewd or lascivious act 

273a 

Willful cruelty or unjustifiable punishment of child; endangering life or health 

288 Definition of lewd or lascivious act requiring reporting 

11164-11174.4 Child Abuse and Neglect Reporting Act 

(3) WELFARE AND INSTITUTIONS CODE 

15630-15637 Dependent adult abuse reporting 

(4) CODE OF REGULATIONS, TITLE 5 

4650 Filing complaints with CDE, special education students 


California Department of Education Legal Advisory, Guidelines for parents to report suspected child abuse 

65 Ops.Atty.Gen. 335, 6-1-82 

California Attorney General’s Office. (June 1999). Child Abuse: Educator’s Responsibilities. Sacramento, 

California: Author. 

California Attorney General's Office, Crime and Violence Prevention Center: http://safestate.org 

California Department of Education, Safe Schools: http://www.cde.ca.gov/ls/ss 

California Department of Social Services, Children and Family Services Division: http://www.childsworld.ca.gov 

U.S. Department of Health and Human Services, National Clearinghouse on Child Abuse and Neglect Information: 

http://nccanch.acf.hhs.gov 

Revision Adopted August 14, 1990 

Revision Adopted April 23, 2002 

Revision Adopted June 27, 2006 

Revision Adopted October 25, 2011

AR 603.7 

Page 1 of 9 



Definitions 

Child abuse or neglect includes the following (Penal Code Sections 11165.5 and 11165.6): 

1. A physical injury inflicted by other than accidental means on a child by another person. 

2. Sexual abuse of a child, including sexual assault or sexual exploitation, as defined in Penal Code Section 

11165.1. 

3. Neglect as defined in Penal Code Section 11165.2. 

4. Willful harming or injuring of a child or the endangering of the person or health of a child as defined in 

Penal Code Section 11165.3. 

5. Unlawful corporal punishment or injury as defined in Penal Code Section 11165.4. 

Child abuse or neglect does not include: 

1. A mutual affray between minors (Penal Code Section 11165.6). 

2. An injury caused by reasonable and necessary force used by a peace officer acting 

within the course and scope of his/her employment (Penal Section Code 11165.6). 

3. An injury resulting from the exercise by a teacher, vice principal, principal or other 

certificated employee of the same degree of physical control over a student that a 

parent/guardian would be privileged to exercise, not exceeding the amount of physical 

control reasonably necessary to maintain order, protect property, protect the health and 

safety of students, or maintain proper and appropriate conditions conducive to learning 


4. An injury caused by a school employee's use of force that is reasonable and necessary 

to quell a disturbance threatening physical injury to persons or damage to property, to 

protect himself/herself, or to obtain weapons or other dangerous objects within the 

control of the student (Education Code Section 49001). 


5. An amount of force that is reasonable and necessary for a school employee to quell a 

disturbance threatening physical injury to persons or damage to property to protect 

himself/herself, or to obtain weapons or other dangerous objects within the control of 

the student (Education Code Section 49001).

AR 603.7 

Page 2 of 9 



6. Physical pain or discomfort caused by athletic competition or other such recreational 

activity voluntarily engaged in by the student (Education Code Section 49001). 

Mandated reporters include, but are not limited to: teachers; instructional aides; teacher's aides or 

assistants; classified employees; certificated pupil personnel employees; administrators and 

employees of a licensed day care facility; Head Start teachers; District campus security officers; 

licensed nurses or health care providers; and administrators, presenters, or counselors of a child 

abuse prevention program (Penal Code Section 11165.7). 

Reasonable suspicion means that it is objectively reasonable for a person to entertain a suspicion, 

based upon facts that could cause a reasonable person in a like position, drawing when appropriate 

on his/her training and experience, to suspect child abuse or neglect. However, reasonable 

suspicion does not require certainty that child abuse or neglect has occurred nor does it require a 

specific medical indication of child abuse or neglect (Penal Code Section 11166). 

Reportable Offenses 

A mandated reporter shall make a report using the procedures provided below whenever, in his/her professional 

capacity or within the scope of his/her employment, he/she has knowledge of or observes a child whom the mandated 

reporter knows or reasonably suspects has been the victim of child abuse or neglect (Penal Code Section 11166). 

Any mandated reporter who has knowledge of or who reasonably suspects that a child is suffering serious emotional 

damage or is at a substantial risk of suffering serious emotional damage based on evidence of severe anxiety, 

depression, withdrawal, or untoward aggressive behavior toward self or others, may make a report to the appropriate 

agency (Penal Code Sections 11166.05 and 11167). 

Any District employee who reasonably believes that he/she has observed the commission of a murder, rape, or lewd or 

lascivious act by use of force, violence, duress, menace, or fear of immediate and unlawful bodily injury against a 

victim who is a child under age 14 shall notify a peace officer (Penal Code Sections 152.3 and 288).

AR 603.7 

Page 3 of 9 



Responsibility for Reporting 

The reporting duties of mandated reporters are individual and cannot be delegated to another person (Penal Code 


When two or more mandated reporters jointly have knowledge of a known or suspected instance of child 

abuse or neglect, and when there is agreement among them, the report may be made by a member of the 

team selected by mutual agreement and a single report may be made and signed by the selected member of 

the reporting team. Any member who has knowledge that the member designated to report has failed to do 

so shall thereafter make the report (Penal Code Section 11166). 

Reporting the information to an employer, supervisor, school principal, school counselor, co-worker, or 

other person shall not be a substitute for making a mandated report to the appropriate agency (Penal Code 


No supervisor or administrator shall impede or inhibit a mandated reporter from making a report (Penal Code Section 

11166). 

Any person not identified as a mandated reporter who has knowledge of or observes a child whom he/she knows or 

reasonably suspects has been a victim of child abuse or neglect may report the known or suspected instance of child 

abuse or neglect to the appropriate agency (Penal Code Section 11166). 

Reporting Procedures 

Initial Telephone Report 

Immediately or as soon as practicably possible after knowing or observing suspected child abuse 

or neglect, a mandated reporter shall make a report to any county welfare department, police 

department, or the sheriff's department (Penal Code Sections 11165.9 and 11166). 

Kern County Department of Human Services ‐ Child Protective Services 

P.O.Box511 

Bakersfield, CA 93302 

Child Abuse Hotline 631-6011 

Bakersfield Police Department/Child Abuse Detective 

1601 Truxtun Avenue 


Telephone: 326-3855 or 326-3846

AR 603.7 

Page 4 of 9 



Kern County Sheriff’s Department 

1350 Norris Road 


Telephone: 861-3110 

Any of the agencies listed above is required by California law to accept a report of suspected child abuse or neglect 

even if the agency to whom the report is being made lacks subject matter or geographical jurisdiction to investigate 

unless the agency can immediately electronically transfer the call to an agency with proper jurisdiction (Penal Code 

Section 11165.9). 

When the telephone report is made, the mandated reporter shall note, whenever possible, the name of the official 

contacted, the date and time contacted, and any instructions or advice received. 

Written Report 

Within 36 hours of knowing or observing the information concerning the incident, the mandated 

reporter shall prepare and either send, fax, or electronically submit to the appropriate agency a 

written follow-up, which includes a completed Department of Justice form (Penal Code Sections 

11166 and 11168). 

The Department of Justice form may be obtained from the District office or other appropriate agencies, such as the 

county probation or welfare department or the police or sheriff's department. 

Reports of suspected child abuse or neglect shall include, if known (Penal Code Section 11167): 

a. The name, business address and telephone number of the person making the report and the capacity that 

makes the person a mandated reporter. 

b. The child's name and address, present location and, where applicable, school, grade and class. 

c. The names, addresses and telephone numbers of the child's parents/guardians. 

d. The information that gave rise to the reasonable suspicion of child abuse or neglect and the source(s) of that 

information. 

e. The name, address, telephone number and other relevant personal information about the person(s) who might 

have abused or neglected the child.

AR 603.7 

Page 5 of 9 



The mandated reporter shall make a report even if some of this information is not known or is 

uncertain to him/her (Penal Code Section 11167). 

The mandated reporter may give to an investigator from an agency that is investigating the case, including a licensing 

agency, any information relevant to the incident of child abuse or neglect 

or to a report made for serious emotional damage pursuant to Penal Code Section 11166.05 (Penal Code Section 

11167). 

Internal Reporting 

Employees reporting child abuse or neglect to the appropriate agency are encouraged, but not required, to notify the 

principal or designee as soon as possible after the initial telephone report to an appropriate agency. 

The principal or designee so notified shall provide the mandated reporter with any assistance necessary to ensure that 

reporting procedures are carried out in accordance with law, board policy and administrative regulation. At the 

mandated reporter's request, the principal may assist in completing and filing these forms. 

The mandated reporter shall not be required to disclose his/her identity to the principal. He/she may provide or mail a 

copy of the written report to the principal, Superintendent or designee without his/her signature or name. 

Training 

Training of mandated reporters shall include child abuse identification and reporting. All 

employees receiving such training shall receive written notice of state reporting requirements and 

employees' confidentiality rights (Penal Code Section 11165.7). 

Training shall also include guidance in the appropriate discipline of students, physical contact with students, and 

maintenance of ethical relationships with students to avoid actions that may be misinterpreted as child abuse. 

(cf. BP 601.6 – Sexual Harassment of or by Students)

AR 603.7 

Page 6 of 9 



Victim Interviews by Social Services 

Whenever a representative from the Department of Social Services or another government 

agency investigating suspected child abuse or neglect deems it necessary, a suspected victim may 

be interviewed during school hours, on school premises, concerning a report of suspected child 

abuse or neglect that occurred within the child's home or out-of-home care facility. The child shall 

be given the choice of being interviewed in private or in the presence of any certificated or 

classified employee or volunteer aide selected by the child (Penal Code Section 11174.3). 

The investigating agency representative is designated as the person who informs the child of 

his/her right to the above choice (Penal Code Section 11174.3). 

A staff member or volunteer aide selected by a child may decline to be present at the interview. If 

the selected person accepts, the principal or designee shall inform him/her, before the interview 

takes place, of the following requirements (Penal Section Code 11174.3): 

1. The purpose of the selected person's presence at the interview is to lend support to the child and enable 

him/her to be as comfortable as possible. 

2. The selected person shall not participate in the interview. 

3. The selected person shall not discuss the facts or circumstances of the case with the child. 

4. The selected person is subject to the confidentiality requirements of the Child Abuse and Neglect Reporting 

Act, a violation of which is punishable as specified in Penal Code Section 11167.5. 

If a staff member agrees to be present, the interview shall be held at a time during school hours when it does not 

involve an expense to the school (Penal Code Section 11174.3). 

Release of Child to Peace Officer 

When a child is released to a peace officer and taken into custody as a victim of suspected child abuse or neglect, the 

Superintendent or designee and/or principal shall not notify the parent/guardian as required in other instances of 

removal of a child from school, but rather shall provide the peace officer with the address and telephone number of the 

child's parent/guardian. It is the responsibility of the peace officer or agent to notify the parent/guardian of the 

situation (Education Code Section 48906).

AR 603.7 

Page 7 of 9 



Peace officers shall be asked to sign an appropriate release or acceptance of responsibility form. The Superintendent 

or designee will make an appropriate form available for use in District schools. 

(cf. BP 601.5 – Questioning and Apprehension) 

Confidentiality of the Identity of a Mandated Reporter 

Pursuant to Penal Code Section 11167, Subsection (d)(1), the identity of all persons who report under the Child Abuse 

and Neglect Reporting Act shall be confidential and disclosed only as follows: (a) only among agencies receiving or 

investigating mandated reports; (b) to the district attorney in a criminal prosecution; (c) to a district attorney in an 

action initiated under Section 602 of the Welfare and Institutions Code (wards, minors violating laws defining crime) 

arising from alleged child abuse; (d) to counsel appointed pursuant to subdivision (c) of Section 317 of the Welfare 

and Institutions Code; (e) to the county counsel or district attorney in a proceeding under Family Code Section 7800 

et. seq. (termination of parental rights) or Welfare and Institutions Code Section 300 (dependent children); (f) to a 

licensing agency when abuse or neglect in out-of-home care is reasonably suspected; (g) when the reporter waives 

confidentiality; or (h) by court order. 

Confidentiality of the Investigative Reports of Suspected Child Abuse and 

Neglect 

Required reports of suspected child abuse/neglect and the information contained in those reports are confidential and 

may be disclosed only to persons or agencies to whom disclosure of the identity of the reporting party is legally 

permitted (see above section entitled “Confidentiality of the Identity of a Mandated Reporter”) and other agencies 

specified in applicable law to have access to the report such as specified health care professionals, specified law 

enforcement agencies, and the chairperson of a county child death review team (Penal Code Section 11167.5). 

Parent/Guardian Complaints 

Upon request, the Superintendent or designee shall provide parents/guardians with a copy of this 

administrative regulation which contains procedures for reporting suspected child abuse occurring 

at a school site to appropriate agencies. For parents/guardians whose primary language is not 

English, such administrative regulation shall be in their primary language and, when 

communicating orally regarding those procedures, an interpreter shall be provided.

AR 603.7 

Page 8 of 9 



To file a complaint against a District employee or other person suspected of child abuse or neglect at a school site, 

parents/guardians may file a report by telephone, in person or in writing with any appropriate agency identified above 

under "Reporting Procedures." If a parent/guardian makes a complaint to any District employee, that employee shall 

notify the parent/guardian of procedures for filing a complaint with the appropriate agency. The employee is also 

obligated to file a report himself/herself using the procedures described above for mandated reporters (Penal Code 

Sections 11164-11174.3). 

(cf. BP 300.13 – Complaints Concerning District Employees) 

In addition, if the child is enrolled in special education, a separate complaint may be filed by the 

parent/guardian with the California Department of Education pursuant to Title 5, California Code 

of Regulations Section 4650. 

Disciplinary Action 

Any District employee accused of abusing or neglecting a student may be subject to reassignment or a paid leave of 

absence pending the outcome of an investigation by the appropriate agency. 

If a determination is made that an employee has committed child abuse or neglect, the District may take disciplinary 

action, including suspension and dismissal, in accordance with law, board policy, administrative regulations and/or 

collective bargaining agreements. The Superintendent or designee shall seek legal counsel in connection with either 

the suspension or dismissal of the employee. 

(cf. BP 500.11 – Evaluations-Certificated and Classified Service Personnel) 

Notifications 

The Superintendent or designee shall provide to all new employees who are mandated reporters a 

statement that informs them of their status as mandated reporters, their reporting obligations under 

Penal Code Section 11166, and their confidentiality rights under Penal Code Section 11165. The 

District shall also provide these new employees with a copy of Penal Code Sections 11165.7, 

11166, and 11167 (Penal Code Sections 11165.7 and 11166.5). 

Before beginning employment, any person who will be a mandated reporter by virtue of his/her 

position shall sign a statement indicating he/she has knowledge of the reporting obligations under 

Penal Code Section 11166 and will comply with those provisions. The signed statements shall be 

retained by the Superintendent or designee (Penal Code Section 11166.5).

AR 603.7 

Page 9 of 9 



Employees who work with dependent adults shall be notified of legal responsibilities and reporting procedures 

pursuant to Welfare and Institutions Codes 15630-15637. 

The Superintendent or designee is encouraged to also notify all employees that: 

1. A mandated reporter who reports a known or suspected instance of child abuse or neglect shall 

not be held civilly or criminally liable for making a report. Any other person making a report 

shall not incur civil or criminal liability unless it can be proven that he/she knowingly made a 

false report or made a report with reckless disregard of the truth or falsity of the report (Penal 


2. If a mandated reporter fails to report an incident of known or reasonably suspected child abuse 

or neglect, he/she is guilty of a misdemeanor punishable by a fine and/or imprisonment (Penal 


3. No employee shall be subject to any sanction by the District for making a report (Penal Code 





Revision Approved October 25, 2011

Appendix J: Civil Defense and Disaster Plan

Appendix K: Nondiscrimination/Harassment BP 300.27 

Page 1 of 3 

NONDISCRIMINATION/HARASSMENT 


District programs and activities shall be free from discrimination, including harassment, with 

respect to a student’s actual or perceived race or ethnicity, physical or mental disability, medical 

condition, sex or gender, age, color, national origin or nationality, religion, limited proficiency in 

English, sexual orientation, or anyone associated with a person or group with one or more of the 

above actual or perceived characteristics. 


(cf. BP 603.24 - Married/Pregnant/Parenting Students) 

(cf. BP 300.41 - Identification and Education under Section 504) 

The Governing Board shall ensure equal opportunities for all students in admission and access to 

the educational program, guidance and counseling programs, athletic programs, testing 

procedures, and other activities. School staff and volunteers shall carefully guard against 

segregation, bias and stereotyping in instruction, guidance and supervision. 

(cf. BP 400.35 - Extracurricular and Cocurricular Activities) 

(cf. BP 603.18 - Guidance/Counseling Services) 

The Board prohibits intimidation or harassment of any student by any employee, student or other 

person in the district. Staff shall be alert and immediately responsive to conduct which may 

interfere with another student's ability to participate in or benefit from school services, activities or 

privileges. 

(cf. BP 605.10 - Freedom of Speech/Expression: Publication Code) 

(cf. BP 500.38 - Sexual Harassment) 

Students who harass other students shall be subject to appropriate discipline, up to and including 

counseling, suspension and/or expulsion. An employee who permits or engages in harassment 

may be subject to disciplinary action, up to and including dismissal. 


(cf. BP 601.1 - Conduct of Pupils) 

(cf. BP 601.7 - School Discipline) 


(cf. BP 601.6 - Suspension and Expulsion/Due Process [Students with Disabilities])



BP 300.27 

Page 2 of 3 

The Board hereby designates the following position as Coordinator for Nondiscrimination to 

handle complaints regarding discrimination and inquiries regarding the district's nondiscrimination 

policies: 

Erin Johnston, Personnel Administrator 

1300 Baker Street 


Telephone: (661) 631-4663 

(cf. BP 300.13 - Complaints Concerning District Employees) 

(cf. BP 605.3 - Uniform Complaint Procedures) 

Any student who feels that he/she is being harassed should immediately contact the Coordinator 

for Nondiscrimination, the principal, or any other staff member. Any student who observes an 

incident of harassment should report the incident to a school employee, whether or not the victim 

files a complaint. 

Employees who become aware of an act of harassment shall immediately report the incident to the 

Coordinator for Nondiscrimination. Upon receiving a complaint of discrimination or harassment, 

the Coordinator shall immediately investigate the complaint in accordance with site-level 

grievance procedures specified in BP 500.38 - Sexual Harassment. Where the Coordinator finds 

that harassment has occurred, he/she shall take prompt, appropriate action to end the harassment 

and address its effects on the victim. 

The Coordinator shall also advise the victim of any other remedies that may be available. The 

Coordinator shall file a report with the Superintendent or designee and refer the matter to law 

enforcement where required. 



200-262.4 Prohibition of discrimination on the basis of sex, especially: 

221.5 Prohibited sex discrimination 

221.7 School-sponsored athletic programs; prohibited sex discrimination 

48900.3 Suspension or expulsion for act of hate violence 

48900.4 Suspension or expulsion for threats or harassment 



48950 Freedom of speech 

49020-49023 Athletic programs 

51006-51007 Equitable access to technological education programs



BP 300.27 

Page 3 of 3 

Legal Reference (continued): 


51500 Prohibited instruction or activity 

51501 Prohibited means of instruction 

60044 Prohibited instructional materials 

CIVIL CODE 



4621 District policies and procedures 

4622 Notice requirements 

4900-4965 Nondiscrimination in elementary and secondary education programs 

receiving state financial assistance 

PENAL CODE 

422.6 Interference with constitutional right or privilege 


2000d - 2000e-7 Title VI & VII Civil Rights Act of 1964 as amended 

2000h - 2000h-6 Title IX, 1972 Education Act Amendments 


35.101-35.190 Americans with Disabilities Act 


100.3 Prohibition of discrimination on basis of race, color or national origin 

104.7 Designation of responsible employee for Section 504 

106.8 Designation of responsible employee for Title IX 

106.9 Notification of nondiscrimination on basis of sex 


Flores v. Morgan Hill Unified School District, (2003) 324 F.3d 1130 

Management Resources: 

OFFICE FOR CIVIL RIGHTS PUBLICATIONS 

Notice of Non-Discrimination (January 1999). Office for Civil Rights 

Racial Incidents and Harassment Against Students at Educational Institutions; Investigative 

Guidance, 59 Federal Register 47, March, 1994 

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

http://www.ed.gov/about/offices/list/ocr/index 

California Department of Education: http://www.cde.ca.gov 

Policy Adopted April 27, 1976 


Revision Approved August 26, 2008

Appendix L: Nondiscrimination, Harassment, Bullying and Threats 

NONDISCRIMINATION, HARASSMENT, BULLYING 

AND THREATS 


BP 601.13 

Page 1 of 4 

District programs and activities shall be free from discrimination, including harassment, with 

respect to the actual or perceived ethnic group, religion, gender, color, race, ancestry, national 

origin, and physical or mental disability, age or sexual orientation. The Governing Board intends 

to provide students with a school environment in which all members of the school community are 

treated fairly and with respect. 

Harassment, bullying, and threats interfere with or limit the ability of an individual to participate 

in or benefit from the District’s programs and activities. Accordingly, students should not be 

subjected to any form of discrimination, bullying, or threat of harm. Prohibited conduct includes 

any restriction or prevention of the free movement of an individual. Such prohibitions apply 

whether the act is deliberate, intentional or unintentional. 

(cf. BP 300.27 - Nondiscrimination) 


(cf. BP 300.41 - Identification and Education Under Section 504) 

(cf. BP 606.12 - Identification of Individuals for Special Education) 

The Governing Board shall ensure equal opportunities for all students in admission and access to 

the educational program, guidance and counseling programs, athletic programs, testing 

procedures, and other activities. Eligibility for extra-curricular activities shall be determined 

solely on the basis of objective competencies. School staff and volunteers shall carefully guard 

against segregation, bias and stereotyping in instruction, guidance and supervision. 

(cf. BP 604.11 - Volunteer Activities) 

(cf. BP 400.21 – After-School and Before-School Playground/Athletic League) 

(cf. BP 400.20 –Athletics) 

(cf. BP 400.13 - Pupil Assessment) 

In physical education, when objective standards have an adverse effect on students because of 

their gender, race, ethnic group or disability, other standards shall be used to measure achievement 

and create comparable educational opportunities.


AND THREATS 


BP 601.13 

Page 2 of 4 

The Board prohibits intimidation, harassment, bullying, and threats of any student by any 

employee, student or other person in the district. Staff shall be alert and immediately responsive 

to student conduct that may interfere with another student's ability to participate in or benefit from 

school services, activities or privileges. 


(cf. BP 601.6 - Sexual Harassment Of and By Students) 

An employee who permits or engages in harassment, bullying, or threatening another person may 

be subject to disciplinary action, up to and including dismissal. Students who harass, bully or 

threaten other students shall be subject to appropriate discipline, up to and including suspension 

and/or expulsion. 

(cf. BP 500.11 – Evaluations - Classified and Certificated Service Personnel) 


(cf. BP 601.3- Suspension) 

(cf. BP 601.4- Expulsion/Due Process) 

(cf. BP 606.6 - Suspension and Expulsion/Due Process (Pupils With Disabilities) 

An investigation into the potential seriousness of a student’s behavior shall follow any conduct 

likely to provoke an immediate or delayed violent or disorderly response from the person being 

treated in this manner to include conduct such as harassment, bullying, and threats. Consideration 

will be given to whether the student has the interest, motive, and means to mount an attack. The 

investigation will lead to structured threat assessment and risk management actions when the 

potential for harm is identified. The goals of these activities include preventing an attack or other 

forms of harm and enhancing the safety of school community members. 

(cf. BP 300.36 – Crisis Intervention) 

Any student who feels that he/she is being harassed should immediately contact either the 

principal or designee or nondiscrimination coordinator. If the nondiscrimination coordinator, 

principal or designee does not promptly remedy a situation involving harassment, bullying or 

threats, a complaint may be filed with the Superintendent or designee who shall determine which 

complaint procedure is appropriate.


AND THREATS 


BP 601.13 

Page 3 of 4 

The Board designates the following position(s) as Coordinator(s) for Nondiscrimination, Section 

504 of the Rehabilitation Act of 1973, the Title IX, and the Americans with Disabilities Act: 

Director of Special Education 

Special Education Department 

714 Williams Street 


The principal or designee is expected to provide an annual notice (e.g., along with a review of the 

District’s discipline code), in which harassment, bullying, and threats are defined, reporting 

procedures are reviewed, and where students are encouraged to treat everyone in the school 

community fairly and with respect. 

Legal References 


200-262.4 Prohibition of discrimination on the basis of sex, especially: 

221.5 Prohibited sex discrimination 

221.7 School-sponsored athletic programs; prohibited sex discrimination 

48900.3 Suspension or expulsion for act of hate violence 

48900.4 Suspension or expulsion for threats or harassment 



48950 Freedom of speech 

49020-49023 Athletic programs 

51006-51007 Equitable access to technological education programs 

51500 Prohibited instruction or activity 

51501 Prohibited means of instruction 

60044 Prohibited instructional materials 

CIVIL CODE 



4621 District policies and procedures 

4622 Notice requirements 

PENAL CODE 

422.6 Interference with constitutional right or privilege


AND THREATS 


Legal Reference (Continued) 


2000d-2000e-17 Title VI & VII Civil Rights Act of 1964 as amended 

2000h-2-2000h-6 Title IX, 1972 Education Act Amendments 

106.8 Designation of responsible employee for Title IX 

106.9 Notification of nondiscrimination on basis of sex 


100.3a Prohibition of discrimination on basis of race, color or 

national origin 

104.7 Designation of responsible employee for Section 504 


Office of Civil Rights (January 1999). Notice of Non-Discrimination. 

BP 601.13 

Page 4 of 4 

Policy Adopted May 28, 2002

Appendix M: Safety 

SAFETY 


The Governing Board believes priority should be given to safety and to the prevention of student injury. School 

facilities shall be designed and equipment shall be selected to minimize the risk of harm to students. 

Principals, teachers and other staff shall be responsible for the conduct and safety of students during school hours and 

school-sponsored activities and while students are using district transportation to and from school. 

(cf. BP 300.44 – School Safety Plan) 

(cf. BP 300.35 – Legal Action Against the School District) 

(cf. BP 603.17 – Air Pollution Episodes) 

(cf. BP 300.42 – Campus Security) 

(cf. BP 300.9 – Safety and Civil Defense and Disaster Preparedness Plan) 

(cf. BP 1000.5 – Transportation Safety and Emergencies) 

(cf. BP 500.29 – Bloodborne Pathogens Exposure Control Plan) 

(cf. BP 603.19 – Universal Precautions) 


(cf. BP 1000.4 – School Bus Video Camera Surveillance) 

(cf. BP 603.22 – Health Care and Emergencies) 

(cf. BP 603.4 – Accidents to Pupils) 

(cf. BP 300.10 – Insurance) 




The principal or designee shall establish school rules consistent with law, Board policy and administrative regulation 

for the safe and appropriate use of school equipment, materials and for student conduct. School staff shall train 

students on the safety rules and shall provide safety instruction as appropriate. Copies of the rules shall be sent to 

parents/guardians and be readily available at the school at all times.

SAFETY 


BP 300.53 

Page 2 of 3 



8482-8484.6 After School Learning and Safe Neighborhood Partnerships 

Program 

17280-17317 Building approvals (Field Act) 

17365-17374 Fitness of school facilities for occupancy 

32001 Fire alarms and drills 

32020 School gates; entrances for emergency vehicles 

32030-32034 Eye safety 

32040 First aid equipment 

32050-32051 Hazing 

32225-32226 Two-way communication devices in classrooms 

32240-32245 Lead-free schools 

32250-32254 CDE school safety and security resources unit 

32270.5 Cellular telephones for classroom safety 

35294-35294.9 Safety plans 

44807 Duty of teachers concerning conduct of students to and from 

schools, on playgrounds, and during recess 

44808 Exemption from liability when students are not on school property 

44808.5 Permission for students to leave school grounds; notice 

(high school) 

49300-49307 School safety patrol 


49341 Hazardous materials in school science laboratories 

51202 Instruction in personal and public health and safety 


810-996.6 California Tort Claims Act, especially: 

815 Liability for injuries generally; immunity of public entity 

835 Conditions of liability 

4450-4458 Access to public buildings by physically disabled persons 


115725-115750 Playground safety 

115775-115800 Wooden playground equipment 

115810-115816 Playground safety and recycling grants 

PENAL CODE 

14200-14213 Violent crime information center 

PUBLIC RESOURCES CODE 

5411 Purchase of equipment usable by physically disabled persons 

VEHICLE CODE 

21113 Public Grounds

SAFETY 


BP 300.53 

Page 3 of 3 

Legal References: (Contd.) 


202 Exclusion of students with a contagious disease 

5531 Supervision of social activities 

5552 Playground supervision 

5570 When school shall be open and teachers present 

14103 Bus driver; authority over pupils 


65700-65750 Safety regulations for playgrounds; definitions and general 

standards 


Hoyem v. Manhatten Beach City School District (1978) 22 Cal. 3d 508 

Dailey v. Los Angeles Unified School District (1970) 2 Cal 3d 741 

Policy Adopted May 28, 2002

SAFETY 


AR 300.53 

Page 1 of 4 

Each principal or designee shall establish school rules for the safe and appropriate use of school equipment and 

materials and for student conduct consistent with law, Board policy, and administrative regulation. Copies of the rules 

shall be distributed to parents/guardians and shall be readily available at the school. 




Release of Student to Adult 

Students shall be released during the school day in the custody of an adult only if: 

1. The adult is the student's parent/guardian with custody. 

(cf. BP 300.52 – Noncustodial Parents) 

2. The adult has been authorized on the student's emergency card as someone to whom the student may be released 

when the parent/guardian cannot be reached, and the principal or designee verifies the adult’s identity. 

(cf. BP 300.9 – Emergency and Disaster Preparedness Plan) 

3. The adult is a properly authorized law officer acting in accordance with law. 

(cf. BP 603.7 – Child Abuse and Neglect Prevention and Reporting) 

(cf. BP 601.5 – Questioning and Apprehension) 

4. The adult is taking the student to emergency medical care at the request of the principal or designee. 

(cf. BP 603.22 – Health Care and Emergencies) 

Supervision of Students 

Teachers shall be present at their respective rooms and shall open them to admit students as soon as reasonably 

practical before school starts and in accordance with any applicable collective bargaining agreement provision(s) 

(Title 5, California Code of Regulations, Section 5570). 

(cf. BP 400.8 – School Day) 

Every teacher shall hold students accountable for their conduct on the way to and from school, on the playgrounds, 

and during recess (Education Code Section 44807).

SAFETY 


AR 300.53 

Page 2 of 4 

The principal or designee shall require all individuals supervising students to remain alert in spotting dangerous 

conditions, promptly report any such conditions to the principal or designee, and file a written report on such 

conditions as appropriate. 

In arranging for appropriate supervision on playgrounds, the principal or designee shall: 

1. Where playground supervision is not otherwise provided, provide for certificated employees to supervise the 

conduct and safety, and direct the play, of students who are on school grounds before and after school and during 

recess and other intermissions (Title 5, California Code of Regulations, Section 5552). 

2. Clearly identify supervision zones on the playground and require all playground supervisors to remain outside at a 

location from which they can observe their entire zone of supervision. 

3. Consider the size of the playground area, the number of areas that are not immediately visible, and the age of the 

students to determine the ratio of playground supervisors to students 

The Superintendent or designee shall ensure that teachers, teacher aides, yard aides and volunteers who supervise 

students receive training in safety practices and in supervisory techniques that will help them to forestall problems and 

resolve conflicts. Supervisors' training shall be documented and kept on file. 

Playground Safety 

Any new playground or any replacement of equipment or modification of components inside an existing playground 

shall conform to standards set forth by the American Society for Testing and Materials and the guidelines set forth by 

the U.S. Consumer Product Safety Commission (Health and Safety Code 115725). 

Upon inspection of playgrounds by a certified playground safety inspector as required by law, the Superintendent or 

designee shall implement any changes required in the design, installation, maintenance and supervision of 

playgrounds (Health and Safety Code 115730 and Title 22, California Code of Regulations, Section 65715). Prior 

approval by the Superintendent or designee is required for the purchase or acceptance of a gift of playground 

equipment. 

Any playground installed between January 1, 1994, and December 31, 1999, shall conform to these standards not later 

than 15 years after the date of installation (Health and Safety Code 115725).

SAFETY 


AR 300.53 

Page 3 of 4 

Activities with Safety Risks 

Because of concerns about the risk to student safety, the principal or designee shall not permit the following activities 

on campus or during school-sponsored events unless the activity is properly supervised and each participant has 

insurance coverage: 

1. Trampolining 

2. Scuba diving 

3. Skateboarding or use of scooters 

4. In-line or roller skating or use of skate shoes 

5. Sailing, boating, or water skiing 

6. Snow trips 

7. Motorcycling 

8. Target shooting 

9. Horseback riding 

10. Rodeo 

11. Other activities determined by the school principal to have a high risk to student safety. 

Students who operate or ride as a passenger on a bicycle, nonmotorized scooter, or skateboard upon a street, bikeway, 

or any other public bicycle path or trail shall wear a properly fitted and fastened bicycle helmet that meets the 

standards of law. Students also shall be required to wear such helmets while wearing in-line or roller skates (Vehicle 

Code 21212). 

Hearing Protection 

The Superintendent or designee shall monitor students' exposure to excessive noise in classrooms and provide 

protection as necessary. 

Eye Safety Devices 

The Superintendent or designee shall provide schools with eye safety devices for use whenever students are engaged 

in or observing an activity or using hazardous substances likely to cause injury to the eyes (Education Code Sections 

32030 and 32031). Eye safety devices may be sold to students for an amount not to exceed their actual cost to the 

District (Education Code Section 32033). 

AR 300.53 

Page 4 of 4

SAFETY 


Protection Against Insect Bites 

To help protect students against insect bites or stings that may spread disease or cause allergic reactions, students shall 

be allowed to apply insect repellent provided by their parents/guardians, under the supervision of school personnel, 

and in accordance with the manufacturer's directions, when engaging in outdoor activities. 

Revision Approved November 22, 2011

Appendix N: Campus Security 

CAMPUS SECURITY 


The Governing Board is committed to providing a school environment that promotes the safety of students, 

employees, and visitors to the school grounds. The Board also recognizes the importance of protecting District 

property, facilities, and equipment from vandalism and theft. 

The Superintendent or designee shall develop campus security procedures which are consistent with the goals and 

objectives of the comprehensive safety plans and site-level safety plans. Such procedures shall be regularly reviewed 

to reflect changed circumstances and to assess their effectiveness in achieving safe school objectives. 


Surveillance Systems 

The Board believes that reasonable use of surveillance cameras will help the District achieve its goals for campus 

security. In consultation with relevant staff, the Superintendent or designee shall identify appropriate locations for the 

placement of surveillance cameras. Cameras shall not be placed in areas where students, staff, or community 

members have a reasonable expectation of privacy. Any audio capability on the District's surveillance equipment 

shall be disabled so that sounds are not recorded. 

(cf. BP 1000.4 – School Bus Video Camera Surveillance) 

(cf. BP 601.11 – Search and Seizure) 

Prior to the operation of the surveillance system, the Superintendent or designee shall ensure that signs are posted at 

conspicuous locations at affected school buildings and grounds. These signs shall inform students, staff, and visitors 

that surveillance may occur and shall state whether the District's system is actively monitored by school personnel. 

The Superintendent or designee shall also provide prior written notice to students and parents/guardians about the 

District's surveillance system, including the locations where surveillance may occur, explaining that the recordings 

may be used in disciplinary proceedings, and that matters captured by the camera may be referred to local law 

enforcement, as appropriate. 




To the extent that any images from the District's surveillance system create a student or personnel record, the 

Superintendent or designee shall ensure that the images are accessed, retained, and disclosed in accordance with 

Board policy, administrative regulation, law, and any applicable collective bargaining agreements. 

(cf. BP 500.30 – Personnel Files) 

(cf. BP 605.7 – Pupil Records) 

(cf. BP 604.10 – Directory Information)

BP 300.42 

Page 2 of 2 





32020 Access gates 

32211 Threatened disruption or interference with classes 


35160 Authority of governing boards 

35160.1 Broad authority of school districts 

38000-38005 Security patrols 

49050-49051 Searches by school employees 

49060-49079 Student records 

PENAL CODE 

469 Unauthorized making, duplicating or possession of key to public building. 

626-626.10 Disruption of schools 


CALIFORNIA CONSTITUTION 

Article 1, Section 28(c) Right to Safe Schools 


1232g Family Educational Rights and Privacy Act 

New Jersey v. T.L.O. (1985) 469 U.S. 325 




Revision Adopted October 25, 2011

AR 300.42 

Page 1of 2 



The Superintendent or designee shall ensure that campus security procedures include strategies: 

1. Secure the campus perimeter and school facilities in order to prevent criminal activity. 

These strategies include a risk management analysis of each campus’ security system, 

lighting system, and fencing. Procedures to ensure unobstructed views and eliminate blind 

spots caused by doorways and landscaping shall also be considered. In addition, parking 

lot design may be studied, including methods to discourage through traffic. 

2. Secure buildings from outsiders and discourage trespassing. 

These procedures will include requiring visitor registration, and may include requiring 

staff and student identification tags, and patrolling of places used for congregating and 

loitering. 

(cf. BP 300.46 – Outsider/Visitor) 

(cf. BP 400.33 – Classroom Interruptions) 

(cf. BP 300.45 – Disruptions of District Service) 

(cf. BP 300.1 – Media Relations) 

3. Discourage vandalism and graffiti. 

These methods may include plans to immediately cover graffiti as well as campus 

beautification projects and shall include students and the community in these projects. 

(cf. BP 800.7 – Illegal Entry-Damage-Theft) 

4. Control access to keys and other school inventory. 

(cf. BP 900.2 – Inventories) 

5. Detect and intervene with school crime. 

These strategies may include the creation of a school watch program, threat assessment, an 

anonymous crime reporting system, analysis of school crime incidents, and collaboration 

with local law enforcement agencies, including providing for law enforcement presence. 

(cf. BP 300.36 – Crisis Prevention and Intervention) 


(cf. BP 602.12 – Intradistrict Attendance) 

All staff shall receive training in building and grounds security procedures.

AR 300.42 

Page 2 of 2 



Keys 

All keys used in a school shall be the responsibility of the principal or designee. Keys shall be issued only to those 

employees who regularly need a key to carry out normal activities of their position. 

The person issued a key shall be responsible for its safekeeping. If a key is lost, the person responsible shall 

immediately report the loss to the principal or designee. 

Keys shall be used only by authorized employees and shall never be loaned to students. 

The master key shall not be loaned. The duplication of school keys is prohibited. 


Revision Approved October 25, 2011

Appendix O: Video Surveillance and the Comprehensive School Safety Plan 

Based on a review of Eissler’s records involving suspension, expulsion, law enforcement contacts 

and security contacts, we find there has been a history of illegal activity on and near the Eissler 

campus. Based on this finding, we also have a reasonable expectation of such activity. 

Eissler HAS DETERMINED that illegal activity on or near our campus threatens the health and 

safety of the school environment. 

Eissler HAS REASONABLY DETERMINED that video surveillance in the open and public areas 

of the school is necessary to help protect the health and safety of students, staff, visitors, and 

community members. 

THEREFORE, Eissler adopts video surveillance as a component of its Comprehensive School 

Safety Plan. 

Signed: ___________________________, Principal 

Date: _____________________________ 

Procedures for implementing video surveillance at Eissler are outlined in Board Policy 300.42, 

entitled Video and Audio Recording. A prominent notice must be placed in the office and 

locations in which video surveillance is used to inform students, parents/guardians and staff that 

video surveillance may occur on school grounds. The language for posted notice for use of video 

camera surveillance is as follows. 

“The recording of activity by video camera, including occasional monitoring in real time, is used 

in the open and public areas of these school grounds for the safety of students, staff, and visitors.”

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