Thorner - BCSD Static Server - Bakersfield City School District

Safe School Plan ContinuedMeeting location (inside):Room #30Meeting location (outside):Outside Room #30(Grass Area)Member 1Frances BransbyKeeper of Parent ListInformationInterpretation Team(Spanish)Meeting location (inside):OfficeMeeting location (outside):In Outside of Office(Grass Area)Search and Locate Team(Performs search and rescueoperations)Meeting location (inside):Room 23Meeting location (outside):In Front of Room 23Mental Health Team(Provides psychological assistancefor students/staff)Meeting location (inside):Room #29Meeting location (outside):In Front of Room #29(Grass Area)Medical TreatmentDesignee (Rides with injuredstudent in ambulance or meetsambulance at hospital)Safety, Maintenance andFire Team (Help determinesafety risks, provide bottled water,alert to unsafe actions, roams,Keeper NameNicole AndrianoLeaderSylvia GuzmanLeaderLinda HaggertyAlternate LeaderJohn CarterMember 1Jeff BoardMember 2Stella HeltonLeaderApril MorphisAlternate LeaderStephanie SolisMember 1Lisa MateoDesigneeDarlene FugittBack Up DesigneeMargo BowenLeaderLaurie VaughnBackup 1Illene RickelsIf on duty during Emergency:Rosie BarraganWill assist in supervision of students andinterpretation when neededIf on duty during Emergency:Myera WilliamsCindy DavisWill assist in supervision of studentsIf on duty during Emergency:Isaac HedgemonElizabeth EscobarWill assist in supervision of studentsIf on duty during Emergency:Mary PortilloLinda GarlockWill assist in supervision of studentsIf on duty during Emergency:Moddie MenaAbigail GomezWill assist in supervision of studentsIf on duty during Emergency:Nicole ReynoldsGloria VassWill assist in supervision of students4

Safe School Plan ContinuedFire SuppressionElectricity (Plan should provide alternative electricity source forventilation & emergency lighting)VentilationElectric LightsNatural GasCommunicationTelephone ServiceFire ExtinguishersFlashlights located in classroomsOpen doors and windowsFlashlightsBlankets provided in classroomsWalkie talkies, cell phones and twoway radios on busCell Phones7

Safe School Plan ContinuedGas/ElectricWater8

Safe School Plan ContinuedLegend:Command Post - OfficeFire Extinguishers - Cafeteria, Kitchen, Office, Magnet Office and ClassroomsEmergency Supply Container - ClassroomsWater Shutoff Valve - Water MainGas Shutoff Valve – Gas/ Electric ValvesBus Drop-Off and Pick-Up Points – Bus KnuckleElectricity Shutoff Switch – Gas/Electric ValvesAssembly Areas – Bus Knuckle, South Parking LotEvacuation Routes to Assembly Areas (arrows)Kitchen - CafeteriaFirst Aid Center – Bus Knuckle, South Parking LotReunion Gate – Reunification CenterRequest Gate – Reunification CenterSafe Entrance route – Reunification Center, Bus Knuckle, South Parking LotSafe Exit route – Reunification Center, Bus Knuckle, South Parking Lot9

Safe School Plan ContinuedBAKERSFIELD CITY SCHOOL DISTRICTEducation Center - 1300 Baker StreetBakersfield, California 93305BOARD OF EDUCATIONLillian Tafoya, PresidentAndrae GonzalesBill McDouglePam BaugherDr. Fred L. HaynesSuperintendentRobert J. Arias, Ed.D.10

Safe School Plan Continuedstatistics on school crime that were previously gathered through the instrument, “California Safe Schools Assessment,”are no longer available.Additional Considerations in Establishing Safe School StrategiesOur School also considered, adopted, or incorporated the following strategies in developing ourSchool Safety Plan.1. Development of a positive school climate that promotes respect for diversity, personal andsocial responsibility, effective interpersonal and communication skills, self-esteem, angermanagement, and conflict resolution.2. Disciplinary policies and procedures that contain prevention strategies as well as behavioralexpectations and consequences for violations.3. Programs and activities showing a strong academic focus, supporting students in achievinghigh standards, fostering positive relationships between school staff and students, andpromoting meaningful parental and community involvement.4. Establishing collaborative relationships among the city, county, community agencies, locallaw enforcement, the judicial system, and our school that leads to the development of a set ofcommon 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; andb. 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 thecounseling referral procedure used to help prevent and intervene to address socialpsychologicalconcerns.7. Prevention and intervention strategies related to the sale or use of drugs and alcohol whichreflect expectations for drug-free schools and support for recovering students.8. Procedures, programs, and strategies to help eliminate the perceived or real problem of biasand 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 appropriateuse of the early warning signs related to violence, substance use, and other socialpsychologicaladjustment concerns.10. Procedures for receiving verification from law enforcement that a violent crime has occurredon school grounds and for promptly notifying parents/guardians and employees of that crime.17

Safe School Plan Continued11. Assessment of the school's physical environment, including a risk management analysis anddevelopment of ground security measures such as procedures for the closing of campuses tooutsiders, securing the campus perimeter, protecting buildings against vandalism, andproviding 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 ofnecessary tasks that need to be addressed, and development of procedures relative toeach crisis, including the involvement of law enforcement and other public safetyagencies 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 groundsand 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 violentincidents.f. Development of follow-up procedures that may be required to prevent a crisis or afterthe crisis has occurred, such as counseling.13. The methods used to communicate to students and the greater community that all children arevalued and respected.14. The plans and methods used to identify isolated and troubled students and help foster positiverelationships between school staff and students, and promote meaningful parental andcommunity involvement.15. The strategies used by specific employees, e.g., the campus supervisor, to promote schoolsafety.16. The ways a student may safely report and, be protected after reporting, troubling behaviorsthe 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 sharedvalues 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 andcollecting information regarding progress toward the solution(s) of identified problems.18

Safe School Plan ContinuedSafe School VisionThe principal, staff, and community will work cooperatively to implement our school’s vision forsafety by providing the following.1. Collect information and develop actions to prevent and mitigate safety risks thereby reducingthe 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 bymitigating or reducing the risks involved.3. Preparedness actions to include preparation of the school community for identified disastersand emergencies. Policies, checklists and safety procedures have been developed andadopted coinciding with the safety risks our school has identified.4. Increasing the school and communities’ capacity to respond to an emergency or crisis byoutlining the responses to be taken when a disaster or emergency strikes.5. Establishing collaborative relationships among the city, county, community agencies, locallaw enforcement, the judicial system and our school that lead to the development of a set ofcommon 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 anddevelopment of ground security measures such as procedures for the closing of campuses tooutsiders, securing the campus perimeter, protecting buildings against vandalism, andproviding for a law enforcement presence on campus.7. Adopting a school-wide discipline plan that promotes effective social-psychological skill andknowledge development of students and prohibits misconduct including violence, weapons,and drugs.8. Disciplinary policies and procedures that contain prevention strategies, such as strategies toprevent harassment, bullying and hazing, as well as behavioral expectations andconsequences for violations of the discipline code.9. Development of a positive school climate that promotes respect for diversity, personal andsocial responsibility, effective interpersonal and communication skills, self-esteem, angermanagement, and conflict resolution.10. Educating each student in a safe physical environment and a respectful, accepting, andemotionally nurturing school environment.11. Developing and working cooperatively with parents and the community to build up eachstudent's resiliency skills and eliminate or manage risk factors in the student’s life.19

Safe School Plan Continued12. Selecting and retaining professional education staff who are sensitive to the needs ofstudents of all races, genders, sexual orientations, ethnic and cultural backgrounds, andstudents with disabilities.13. An environment free from harassment, discrimination, and violence on any of the basesenumerated in the prohibition of discrimination contained in applicable law.Crisis and Disaster: Mitigation and PreventionMitigation“Mitigation” is defined as the activities designed to reduce or eliminate risks to persons or propertyor to lessen the actual or potential effects or consequences of an incident. Mitigation measures maybe implemented prior to, during, or after an incident. Mitigation measures are often informed bylessons 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 orlocate temporary facilities. Mitigation can include efforts to educate government, businesses, andthe public on measures they can take to reduce loss and injury (Author, March 1, 2004, NationalIncident 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, surveyand other “intelligence” or information to a range of activities that may include suchcountermeasures as deterrence operations; heightened inspections; school perimeter control,registration of visitors, improved surveillance and security operations; investigations to determinethe 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 HomelandSecurity).The goals of mitigation and prevention include decreasing the need for response as opposed tosimply increasing response capability. Typical strategies include the following.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.20

Safe School Plan ContinuedConduct an assessment to determine how these problems—as well as others—impact ourvulnerability to certain crises.Universal Approaches to Improving School SafetyMaintenance of School Buildings/ClassroomsOur 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 keeps trees and shrubs closely trimmed to limit outside hiding places for peopleor 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 vehiclesproceeding through the parking lot.Our School ensures vehicle access around the building(s) for night surveillance andemergency vehicles.Our School has established a procedure to have the school campus fully lighted.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 followingthe three “R’s” after discovery of graffiti—read, record (i.e., photograph or videotape) andremove. Graffiti is removed daily upon discovery.Our School provides maximum supervision in heavy traffic areas.Our School has established two-way communication between the front office and eachclassroom.Our School offers school- or community-based activities for students after school and onthe weekends.Our School has instituted after-school academic and recreational programs for latchkeystudents (e.g., After School Education and Safety Program).Our School conducts a daily sweep of the campus to identify and address safety andsecurity 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 persondetermines 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 andlocation code.Our school has installed an alarm system and a video monitoring system.21

Safe School Plan ContinuedOur School’s physical facility is well maintained and generally looks neat and clean. The school wasmost recently painted in the 1999 school year. District personnel periodically examine the school’sphysical facility and help eliminate obstacles to school safety. Additionally, health and firedepartment inspectors contribute to school safety.The classrooms are monitored for safety and appearance by the administration and individualclassroom teachers. The students take pride in the appearance of the school.Internal Security ProceduresInternal security at our School is effective. Our School has established procedures in the followingareas: suspension and expulsion procedures, inventory system.Our School uses the following strategies to maintain our vigilance and help keep reportable crimesto a minimum. The following strategies will be utilized in achieving this goal: Maintain highexpectations for student behavior (Student of the Month, and Individual classroom systems), andCounselor.Law enforcement is contacted and consulted to help maintain and promote a safe and orderly schoolenvironment. Dr. Juliet Thorner School employees comply with all legal mandates, regulations andreporting requirements for all instances of suspected child abuse. Appendix I entitled, Child Abuseand neglect, contains the District policy on child abuse.Additional internal security procedures affecting the integrity of the school facility include:(a) the Sonitrol security system operational during non-school hours and (50 classrooms equippedwith intercom )Community involvement is encouraged to help increase school safety. School Site Council andParent Booster Club participate in solving school and community safety issues to promote a safe andorderly school.VolunteersAny volunteer working with students outside of the immediate supervision of a certificated staffmember in a school-sponsored student activity program shall obtain an Activity SupervisorClearance Certificate or criminal background check in accordance with Board policy. "Studentactivity 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 offenderpursuant to Penal Code 290 as a volunteer in any capacity including as an instructional aide or as avolunteer nonteaching aide under the direct supervision of a certificated employee. Any personserving as a volunteer instructional aide or nonteaching volunteer aide is required to certify theyare not required to register as a sex offender pursuant to Penal Code 290.22

Safe School Plan ContinuedUnless a person is exempted as indicated below, our school does not allow volunteers to beassigned to provide supervision or instruction of students unless he/she has submitted evidence ofan 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 fouryears in accordance with Education Code Section 49406. The principal may exempt fromtuberculosis testing requirements those volunteers who serve less than a school year and whosefunctions do not require frequent or prolonged contact with students (Education Code Section49406).Emergency Facility MapOur School’s Facility Map shows the safe corridor designations established by the School SiteCouncil indicating the location of the:‣ Safe Entrance‣ Safe Exit‣ Command Post for Incident Command System‣ Fire Extinguishers‣ Emergency Supply Container‣ Water Shutoff Valve‣ Gas Shutoff Valve‣ Bus Drop-Off and Pick-Up Points‣ Electricity Shutoff Switch‣ Assembly Area‣ Back-Up Assembly Area‣ Evacuation Routes To Assembly Areas‣ Kitchen‣ First Aid Center‣ Reunion Gate‣ Parent Request to Release Location23

Safe School Plan ContinuedGeneral Student Discipline PlanDiscipline procedures focus on finding the cause of problems and working with all concerned toreach the proper, effective and lawful solutions. The school’s discipline plan begins at the classroomlevel. Teachers use a visible discipline system in each classroom to communicate classroom rules,promote positive student conduct, and reduce unacceptable conduct. Appropriate consequences areadministered based on the seriousness of the student’s misbehavior.Our school has adopted the District-wide Student Discipline Code described in board policies andprocedures included with this plan (e.g., School Discipline Rules and Procedures; Schoolwide DressCode; Suspension and Expulsion and Due Process). Students may be suspended or recommended forexpulsion after alternative programs have been exhausted or, for certain acts, shall be recommendedfor expulsion.Site administrators contribute to a positive school climate, promote positive student behavior, andhelp reduce inappropriate conduct. The principal or a designee uses available District and outsideagency 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 ofEducation Code 49079.Law enforcement is contacted and consulted whenever necessary to help maintain and to promote asafe 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 theDistrict’s policy and procedure (Child Abuse and Neglect Reporting, BP 603.7), this School uses thetraining manual published by the Student Services Department and entitled: Child Abuse andNeglect: A Personal Responsibility.Preventing and Intervening: Student Aggressive BehaviorSurveys have shown that the overwhelmingly typical response to antisocial and aggressive behaviorat school is disciplinary action, to the near exclusion of counseling and developmentally appropriatebehavior programs. Our School uses a variety of personal contacts with students, structuredcounseling programs, and an innovative violence prevention curriculum to help teach sociallydesirable 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 asafe school requires having in place many preventive measures for children's mental and emotionalproblems. Our School attempts to reduce the risk of violence by teaching children appropriatestrategies for dealing with feelings, expressing anger in appropriate ways, and resolving conflicts.Preventing and Intervening: Hate CrimeOur School affirms the right of every student to be protected from hate-motivated behavior or othertypes of bias-motivated misconduct. Students are expected to acknowledge diversity and to helpbuild the community by practicing civility, respect, and hospitality. Our School has taken thefollowing steps to help prevent hate-motivated behavior: (1) helped students develop harmonious24

Safe School Plan Continuedrelationships by intervening and counseling, when needed.; (2) established a clear expectancy thatstudents will not communicate in any form (e.g., verbal, nonverbal, electronic) which degrades anindividual; (3) promptly investigated any allegation of hate-motivated behavior consistent withdistrict complaint procedures; (4) informed staff to notify the principal or law enforcement, asappropriate, when they personally observe such behavior; (5) provided counseling or otherassistance 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 aninitial investigation identified the potential for harm to an individual.Problem Solving TeamsSchools may be made safer if there is easy access to a team of specialists trained in evaluating andaddressing serious behavioral and academic concerns. Schools and communities can enhance theireffectiveness by conducting a functional analysis of the factors that set off violence and otherbehavior problems. In-building, collaborative problem-solving teams are viewed as essential tosuccessful prevention and intervention with aggressive behavior. Our School implements a “Teamfor Student Success (TSS)” and has trained staff to help develop behavioral intervention plans (seeBehavioral Interventions Plans [Board Policy 606.7]). These problem-solving efforts bringtogether school staff, parents, and when appropriate, involve community-based agencies and thestudent. The TSS is designed to help identify, clarify, analyze and resolve issues concerningstudent, educational and familial concerns. The TSS is flexible enough to address individualproblems and school wide matters.Mental Health ProgramsAbuse of family members is one family stressor accounting for the development of antisocialbehavior patterns. Mental Health Counselors can be accessed through our School.. We also have aschool psychologist assigned to our School. Programs contributing to mental health goals includeSafe and Drug-Free Schools and Communities, Family Advocates, Home Education visits, BuildingEffective Schools Together, Families for Prevention, Families that Care – Guiding Good Choices,Second Step Curriculum, Too Good for Drugs, and Parents As Teachers We use a comprehensiveapproach to school violence prevention. Students are identified early in their school career usingsimple measures shown to be highly effective in identifying students with antisocial and aggressivetendencies. Staff from our School have been trained in methods on identifying and preventingtargeted violence. In coordination with the school wide positive behavior support system of theDistrict, the District’s Special Education Department helps provide Tier Two and Tier Three servicesout of their Behavioral Health Services Unit.Alternative ProgramsResearch has shown that effective alternative programs can have long-term positive results byreducing 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 astudent’s needs, can produce positive outcomes.25

Safe School Plan ContinuedSafety for Students with Disabilities orSpecial Needs During an EmergencyStudents with disabilities or special needs may require accommodations or auxiliary aids andservices to prepare and respond to an emergency. Our School has considered the followingadaptations in our routine and emergency disaster procedures.When there is a question concerning whether a student with a disability may follow routine oremergency disaster procedures, we ask the student to demonstrate their understanding and ability tocarry out actions required in an emergency. Additional assistance is provided when the student isunable to fully understand or demonstrate the requisite skills.Our School has a team in place to assist students with disabilities in an emergency.Our School considers classroom location in placement of students with disabilities. We consider thedisability 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 emergencyevacuation for students with mobility challenges.Our School evaluates ways students may need help during and after an emergency. The table belowgives us some of the additional steps considered for students with a disability or special need.Disability/Special NeedHearing impairedMobility impairedNon-English speakingpersonsMedicationPeople with special dietaryneedsAdditional StepsMay need to make special arrangements to receivewarnings.May need special assistance to get to a shelter.May need assistance planning for and responding toemergencies. Community and cultural groups maybe able to help keep people informed.Adequate supply for a disaster/emergencyShould take special precautions to have an adequateemergency food supply.Our School has established a buddy system, for all students, with special emphasis on significantlydisabled students.Whaley, J. & Kleinsasser, H. (1996). “Safety for Students with Disabilities.” Inside School Safety,Vol. 1:5, Aspen Publishers.26

Safe School Plan ContinuedInventory System - Engraved ID and Security StorageMost school-site equipment has a metal ID tag or a bar code sticker adhered to its surface. Theseitems are inventoried annually and there is an established accountability system. Office andclassroom supplies are secured.The School’s Social EnvironmentLeadership at our School is a shared process. Administration, staff, parents and students makecontributions to identifying safety risks and safety planning. The current management team iscommitted 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 oncurriculum and school safety issues. The school site’s organizational structure is open and flexiblecontributing to sensitivity concerning school safety issues and promoting a safe, orderly schoolenvironment conducive to learning.Nondiscrimination and Fair Treatment of StudentsStereotypes can interfere with--and even harm--the school community's ability to help children. It isimportant to be aware of false cues including race, socio-economic status, cognitive or academicability, or physical appearance. A major source of conflict in many schools is the perceived or realproblem of bias and unfair treatment of students because of actual or perceived race or ethnicity,physical or mental disability, medical condition, sex or gender, age, color, national origin ornationality, religion, limited proficiency in English, sexual orientation, or anyone associated with aperson or group with one or more of the above actual or perceived characteristics--both by staff andby peers. Our School conveys the attitude that all children can achieve academically and behaveappropriately, while at the same time appreciating individual differences. Our School communicatesto 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 RelationsMission Statement that emphasize mutual respect and caring. Our School and our District’s MissionStatement reads as follows:In order to maximize the successful education of all Bakersfield CitySchool District students and help them become productive citizens andlifelong 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 andcooperation.Students, parents, staff and community members shall join together toshare a sense of belonging and take pride in our schools, facilities andprograms through participation and cooperation in support of the27

Safe School Plan Continuededucation of all students (Bakersfield City School District, November1995).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 studentsthe right to physical safety and protection of personal property, to respect from adults, and to be freeof 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 ormore of such characteristics. The District’s policies on nondiscrimination and sexual harassmentsupport these protections and serve to promote the fair treatment of all children.Our School has incorporated the District’s Mission Statement and “Student Rights andResponsibilities” in the school plan helping guide staff to instill a sense of dignity, self-confidence,and empathy in each student.Bullying Prevention and Positive Behavior SupportBullying means any severe or pervasive physical or verbal act or conduct, includingcommunications made in writing or by means of an electronic act, and including one or more actscommitted by a pupil or group of pupils as defined in Education Code Sections 48900.2 (sexualharassment), 48900.3 (hate violence), or 48900.4 (harassment, threats and intimidation), directedtoward one or more pupils that has or can be reasonably predicted to have the effect of one or moreof the following: (a) placing a reasonable pupil(s) in fear of harm to that pupil's or those pupils'person or property; (b) causing a reasonable pupil to experience a substantially detrimental effect onhis or her physical or mental health; (c) causing a reasonable pupil to experience substantialinterference with his or her academic performance; or (d) causing a reasonable pupil to experiencesubstantial interference with his or her ability to participate in or benefit from the services, activities,or privileges provided by a school (Education Code Section 8900(r)).Cyber bullying - Transmission, by means of an electronic device, including, but not limited to, atelephone, wireless telephone, or other wireless communication device, computer, or pager, of acommunication, including, but not limited to, any of the following: (a) a message, text, sound, orimage; (b) a post on a social network Internet Web site including, but not limited to: (1) posting to orcreating a burn page; (2) creating a credible impersonation of another actual pupil or (3) creating afalse profile. An electronic act shall not constitute pervasive conduct solely on the basis that it hasbeen transmitted on the Internet or is currently posted on the Internet (Education Code 48900(r)).Our school recognizes the importance of the California legislature’s recommendation for schoolsto include policies and procedures aimed at the prevention of bullying. Our school has adopted thefollowing procedures/strategies to address the prevention of bullying and to support positivebehavior development.Our school focuses on the social environment of the school.Our school encourages students to report bullying immediately.Our school values and fully supports a positive school climate for all persons.Our school promptly investigates each allegation of bullying behavior.Our school intervenes consistently and appropriately in bullying situations.28

Safe School Plan ContinuedOur school enlists students, parents and staff to support bullying prevention program.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.Our school has given professional development to look for bullying signsOur school is fully committed to strong values that guide our daily behavior toward studentsuccess. Our core values include equity, integrity, caring, collaboration, and personal andcollective accountability.Our school takes specific actions to help create and maintain cultural norms of safety,connectedness to school, and acceptance of each person.Our school reviews and analyzes office referrals and other information to help determinehow resources may be used to establish and maintain bullying prevention strategies andservices at our site.Our school uses a positive behavior referral system to support students and staff.Our school clearly defines behavioral expectations and has established a consistent processfor teaching and acknowledging appropriate behavior.Administrative Position(s)Schools can enhance physical safety by monitoring the surrounding school grounds includinglandscaping, parking lots, and bus stops. Students can also be a good source of information. Peersoften are the most likely group to know in advance about potential school violence.Our School employs a principal and vice-principal, whose job is designed to help increase schoolsafety, prevent prohibited offenses, and promote prosocial relationships. The principal and viceprincipalhave developed procedures to monitor the school campus, the surrounding areas, and hasdesignated the safe entrance and exit routes to school. Furthermore, recognizing that students areoften the first to know of dangerous plans or actions, the principal and vice-principal at our Schoolmake themselves available for a student to safely report troubling behaviors that may lead todangerous situations. When it comes to school safety, students are taught not to keep secrets.Effective relationships between the principal, vice-principal, and students help initiate appropriateinvestigations, help staff learn of suspects in school offenses, and help collect importantknowledge about community conflicts that may have an impact on school safety.The School’s Cultural EnvironmentThere is a high level of cohesiveness among the staff members at Dr. Juliet Thorner School.Cooperation and support between teachers and the administration is evident. Efforts are made by theadministration and staff to show concern for all students.All students are expected to behave in a manner that promotes safety and order. Students areencouraged to bring problems to the principal, vice principal, or other personnel allowing the staff tobe proactive rather than reactive in all situations of concern.29

Safe School Plan ContinuedThe academic expectations of the staff are high. Parents and students feel that these expectations areclear and age appropriate for all students.The academic and behavioral efforts of students are recognized and rewarded.School Data/School Climate IndicatorsTo establish a safe and orderly school environment conducive to learning, school staff must gatherand analyze data about the school and its community. Safe school planning committee membersreview existing data sources from the school, school district, and the community. By reviewing thedata/climate indicators about current programs, needs, policies, procedures, funding sources andother data, committee members get a “snapshot” of the school’s current physical plant safety andrelative “health” of the social climate.The following is a list of data sources the School Site Safety Teams used or considered toidentify 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 communityDemographic InformationStudent Enrollment, by Grade LevelData reported are the number of students in each grade level as reported by the California Basic EducationalData System (CBEDS).Grade LevelEnrollmentKindergarten 136Grade 1 126Grade 2 130Grade 3 122Grade 4 110Grade 5 113Grade 6 128Total Enrollment 86530

Safe School Plan ContinuedStudent Enrollment, by Ethnic GroupRacial/Ethnic CategoryNumberofStudentsPercentofStudentsRacial/Ethnic CategoryNumber Percentof ofStudents StudentsAfrican-American 74 8.6% Hispanic or Latino 529 61.2%American Indian or Alaska Native 12 1.4% Pacific Islander 5 0.5%Asian 14 1.6% White (Not Hispanic) 184 21.3%Filipino 16 1.8% Multiple or No Response 32 3.7%Socioeconomically Disadvantaged 583 67.4% Students with Disabilities 63 7.3%English Learners 73 8.4%School Programs and Practices That Promote a Positive Learning EnvironmentThorner School maintains a disciplined and stimulating learning environment. Parents, students and staffsign the Home-School Compact. Each teacher drafts his or her own classroom discipline plan using theAssertive Discipline Model. Parents are contacted as part of the Team Approach to discipline. Parents alsohave access to information from the classrooms through homework assignments and conductreports. Thorner School participates in the Extended Learning Time (ELT), which is an after-school tutoringprogram to improve student achievement. Our Creative and Performing Arts Magnet Program provides anenriched educational after-school program, including art, music, dance and drama. Thorner participates inthe Boy’s and Girls Club After School Education and Safety Program (ASESP).Suspensions and Expulsionsand district levels for the most recent three-year period.Rate School District2008-09 2009-10 2010-11 2008-09 2009-10 2010-11Suspensions 12.5 11.27 5.8 41.64 32.43 33.8Expulsions 0 0.12 0 0.44 0.4 0.5School FacilitiesSafety, cleanliness, and adequacy of school facilities, including any needed maintenance to ensure goodrepair. Description of the condition and cleanliness of the school grounds, buildings, and restrooms.Thorner School was built in 1990. It sits on 13.48 acres of which 4.99 acres is playground. Thisschool has 36 classrooms, a multi-purpose facility, library, computer lab, magnet office, art lab,and music lab. The campus also has a staff lounge.The custodial staff adheres to a weekly cleaning schedule that includes classrooms, restrooms,the cafeteria and kitchen areas.The District’s Mobile Maintenance Team visits the school site at least twice a year. Maintenanceemergencies are addressed immediately. District personnel maintain the grounds at least onceevery two weeks.Deferred Maintenance BudgetThe district participates in the State School Deferred Maintenance Program, which provides state31

Safe School Plan Continuedmatching funds on a dollar-for-dollar basis, to assist school districts with expenditures for majorrepair or replacement of existing school building components. For the 2004-05 school year, thedistrict has budgeted $1,243, 399.00 for the Deferred Maintenance Program. This represents.006% of the district’s general fund budget.Deffered Maintenance ProjectsThe district’s completed deferred maintenance plan is available at the district office or on theInternet at BCSD.com.Teacher and Staff InformationCore Academic Courses Not Taught by NCLB Compliant TeachersThe No Child Left Behind Act (NCLB) requires that all teachers teaching in core academic subjects are to be"highly qualified" not later than the end of the 2005-06 school year. In general, NCLB requires that eachteacher must have: (1) a bachelor's degree, (2) a state credential or an Intern Certificate/Credential for nomore than three years, and (3) demonstrated subject matter competence for each core subject to be taughtby the teacher. More information on teacher qualifications required under NCLB can be found at the CaliforniaDepartment of Education's Web site at http://www.cde.ca.gov/nclb/sr/tq/.For a school, the data reported are the percent of a school's classes in core content areas not taught byNCLB compliant teachers. For a district, the data reported are the percent of all classes in core content areasnot taught by NCLB compliant teachers in all schools in the district, in high-poverty schools in the district, andin low-poverty schools in the district.School DistrictThis School 97.3% ---All Schools in District --- 84.74%High-Poverty Schools inDistrictLow-Poverty Schools inDistrict--- 84.54%--- 100%Teacher CredentialsData reported are the number of teachers (full-time and part-time) as reported by CBEDS. Each teacher iscounted as "1". If a teacher works at two schools, he/she is only counted at one school. Data are not availablefor teachers with a full credential and teaching outside his/her subject area.SchoolDistrictTeachers 2008-09 2009-10 2010-11 2010-11With Full Credential 41 36 40 1,222Without Full Credential 0 0 0 4Teachers Teaching Outside Subject Area 0 0 0 N/ATeacher Misassignments and Vacant Teacher PositionsData reported are the number of placements of a certificated employee in a teaching or services position forwhich the employee does not hold a legally recognized certificate or credential, or the placement of acertificated employee in a teaching or services position that the employee is not otherwise authorized bystatute to hold.32

Safe School Plan Continuedequal one FTE. The ratio of students per academic counselor is defined as enrollment as reported byCBEDS divided by the full-time-equivalent academic counselors.Number of AcademicVice Principal (FTE)Ratio of Students PerAcademic Counselor1.0 865.0Crisis and Disaster: PreparednessPreparednessThe concept of “preparedness” refers to a range of deliberate, critical tasks and activities necessaryto build, sustain, and improve the operational capability to prevent, protect against, respond to, andrecover from domestic incidents. Preparedness is a continuous process. Preparedness involvesefforts at all levels of the organization to identify threats, determine vulnerabilities, and identifyrequired 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 utilityshutoffs.Identified the necessary equipment that needs to be assembled to assist staff in a crisis.Responding to Homeland Security LevelsThe chart below indicates the steps our School takes to prepare and respond when the Departmentof Homeland Security adjusts its level of alertness.34

Safe School Plan ContinuedBakersfield City School DistrictHOMELAND SECURITY ADVISORY: SCHOOL SITE RESPONSES(Red)SEVERE Complete all recommended actions at lower levels. Follow local and/or federal government instructions: Listen to radio (e.g., KERN AM 1410; KUZZ FM107.9) 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 schoolother 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. Complete all recommended actions at lower levels. Be alert and immediately report suspicious activity to law enforcement. Review emergency procedures andsupplies. 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 Complete all recommended actions at lower levels. 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. (Availableonline: 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 terrorismpreparedness 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 membersReferences: 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 andCommunities.35

Safe School Plan ContinuedSchool Programs and Practices That Promote a Positive Learning EnvironmentPromoting Home SafetyEach parent with a student in our School receives information on how to promote safety at schooland home (Guide for Parents and Students). This guide also gives all students and their parentsnotice of the school’s written codes of conduct by outlining behavioral expectations and theconsequences of violating these codes.Limiting Gun AccessOur School provides information to parents through the Guide for Parents andStudentsSuspensions and ExpulsionsOur 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 ofany suspendable or expellable offenses committed by the student in their classroom during the pastthree years. Our School tracks, monitors, and closely supervises these youngsters to discourage theircontinued involvement in misbehavior and crime. The following actions are among thoseconsidered when planning such close supervision: convening a Team for Student Success meeting;placing such students with experienced teachers; developing individual behavior and educationplans; developing and involving the student and the parent/guardian in a behavior contract; teachingspecific prosocial behavior including alternatives to violence, drugs, and weapons; consistentlyenforcing and fairly applying the rules; assigning a specific counselor to each student and, whenappropriate, considering alternative education programsMetal DetectorsRandom 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 ofthe 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 detectorsearches 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, orpurses with them to the location where the search will be conducted.Circumstances giving rise to a reasonable suspicion occur when the metal detector activates duringthe course of a random search, or where administrators receive a reliable tip that a particular studentis in possession of a gun, weapon or other dangerous object.Additional information and guidelines used by this School is provided in the policy entitle “Searchand Seizure,” BP 601.11.36

Safe School Plan ContinuedAssessment by Safety ExpertDuring the 2003-04 school year, our District employed a safety expert, Eric Gunn. Mr. Gunncompleted both an individual Vulnerability Assessment for our School and made general safetyrecommendations applicable to all District schools. Based upon the Vulnerability Assessment Mr.Gunn completed for our School, we have completed the following.Based upon Mr. Gunn’s written report completed August 2004 and entitled GeneralRecommendations for Continued School Safety, our School has adopted the following generalrecommendations to improve school safety1. Use the same contact point, i.e., 911, for all emergencies.2. 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 perimetercontrol.3. Our School follows the steps outlined in the District’s Homeland Security Advisory: SchoolSite Responses consistent with the code levels established by the U.S. Department ofHomeland Security.4. Our School has adopted consistent methods for communications (alert, notice, feedback, andtimeframes) through this plan, Safety Procedures, Safety Checklists, and by completing theEmergency Information section of this Safety Plan.5. Our School has adopted the Incident Command System designating functions, persons,operations, and standardized procedures to better communicate, mitigate, respond andrecover from an emergency or crisis.6. Our School complies with District policy. Unless the District so assigns a person, theprincipal or designee will assign our School’s primary media contact to whom all mediainquiries will be routed and to whom communication will occur during a disturbance or crisissituation.7. Our School requires all visitors to the campus to register before entering the school campusand to check out before leaving the campus. For the duration of the visit, all visitors wear avisible means of identification (badge, sticker, nametag) provided by the school for visitswhile on school premises. Employees direct visitors without identification directly to theoffice.8. Our School uses standard “plain language” emergency terms (i.e., Lock Down, Shelter inPlace, Evacuation).9. In the “Emergency Information” section of this Safety Plan, we have identified the lawenforcement entity serving our School.37

Safe School Plan Continued10. Our School cooperates with the District to ensure all employees have been cleared through acriminal background check pursuant to applicable law.11. Our School has a standardized procedure to access the school campus requiring all visitors toenter 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 andwithout registering.12. Facility design, including structural elements (e.g., gates, doors, walls), create a satisfactorysecurity environment for the children minimizing the risk posed by visitors.13. Our school is adjacent to a busy street. We have established a border (e.g., shrubs, bushes,trees or nylon slats) between the school and street useful as a screen and increasing securityof the site.14. Our school has established a “Key Custodian” with the responsibility of inventory andissuance of keys to all staff as required.15. Our School has established a sister school for potential evacuation ad assistance in anemergency (e.g., logistics, media relations, transportation, communications with districtemergency services). Our sister school is Eissler.California Healthy Kids Survey SummaryThe California Healthy Kids Survey (“CHKS”), a student self-report survey, is one way our Schoolhas 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 theCHKS 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 schools participating in theKern County Superintendent of Schools Consortium, all of whom took the CHKS.38

Safe School Plan ContinuedCalifornia Healthy Kids Survey ResultsAlcohol, Tobacco, Other DrugUse, and Violence PreventionPerformance MeasuresFrom the California HealthyKids SurveyBCSDSurvey data:1999-2000Baseline DataBCSDSurvey data:2003-2004BCSDSurvey data:2005-2006BCSDSurvey data:2007-2008Percentage of students that haveever used cigarettes (lifetime) 7th 23% 7th 9%The percentage of students thathave used cigarettes within thepast 30 days 7th 9% 7th 8%The percentage of students thathave used marijuana (lifetime) 7th 12% 7th 13%The percentage of students thathave used marijuana within thepast 30 days5th 6% 5 th 5%7th 10% 7 th 11%7th 7% 5 th 3%7th 7%5th 2% 5th 2%7th 15% 7 th 14%7th 7% 7th 8% 7th 8% 7 th 7%The percentage of students thathave ever used alcohol (lifetime) 7 th NA 7 th 24% 7 th 29%The percentage of students thathave used alcohol within the past30 days 7th 24% 7th 16% 7th 19%The percentage of students thatfeel very safe at school5th 21%7 th 29%5 th 10%7 th 18%5th NA % 5th 53% 5th 56% 5 th 49%7th 24% 7th 22% 7th 23% 7 th 19%The percentage of students thathave been afraid of being beatenup during the past 12 months7th 11% 7th 32% 7th 31% 7 th 31%Protective Factors PerformanceMeasures from the CaliforniaHealthy Kids SurveyBCSDSurvey date:NABaseline DataBCSDSurvey date:2003-2004BCSDSurvey data:2005-2006BCSDSurvey data:2007-2008The percentage of students thatreport high levels of caringrelationships with a teacher orother adult at their schoolThe percentage of students thatreport high levels of highexpectations from a teacher orother adult at their schoolThe percentage of students thatreport high levels of opportunitiesfor meaningful participation attheir schoolThe percentage of students thatreport high levels of schoolconnectedness at their school5th NA % 5th 72 % 5th 60 % 5 th 51%7th NA % 7th 30% 7th 33% 7 th 29%5th NA % 5th 78 % 5th 65% 5 th 59%7th NA % 7th 49% 7th 46% 7 th 54%5th NA % 5th 17 % 5th 22 % 5 th 18%7th NA % 7th 18% 7th 17% 7 th 9%5th NA % 5th NA % 5th 57% 5 th 52%39

Safe School Plan ContinuedTruancy Rates: California Department of Education FormulaBakersfield City School District's Longitudinal Truancy RateYear 2006-07 2007-08 2008-09 2009-10 2010-11Truancy 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 2009-2010The most recent CHKS shows that the number of students who have ever used marijuana or alcoholhas increased, while the number of students that have ever used cigarettes has decreased. OurSchool will continue its efforts to discourage students from ever using alcohol, tobacco and otherdrugs (ATOD) through the delivery of ATOD prevention programs in the classrooms.The most recent CHKS shows a significant drop in the number of students who report they are afraidof 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 moreadults 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 measureshave improved.Safety Needs AssessmentAs 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 determinetheir 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 resultsrepresentative of our School.Dr. Dixie King authored a report of the survey findings, published in May 2004, entitled BakersfieldCity School District Emergency Response/Crisis Management Needs Assessment Survey Results(“ERCM Survey”). Reproduced below is a table summarizing principal, staff, parent, and studentresponses to selected items from the surveys conducted.40

Safe School Plan ContinuedTable 6.1Summary of Principal, Staff, Parent, and Student Responses to Selected Survey ItemsSurvey ItemResponsecategoriesPrincipals Staff Parents StudentsDoes your school currently have a % Yes 100 85 42 N/Aschool safety and/or emergency % No 0 1 3 N/Aresponse plan?% Don’t Know 0 13 52 N/AStrangers cannot easily come on tocampus without being noticed by staff.All visitors are required to wear abadge at all times.The staff at this site is well prepared todeal with most emergency situations.The adults at this school know how tokeep students safe.The school site is physically secure atall times.I feel comfortable that my child isphysically safe at school.% Agree 87 66 71 N/A% Disagree 13 31 19 N/A% Don’t Know 0 1 6 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% Disagree 7 22 6 N/A% Don’t Know 0 22 39 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% Disagree 20 32 14 N/A% Don’t Know 0 4 24 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/AI feel safe at school. % True N/A N/A N/A 60% False N/A N/A N/A 21% Don’t know N/A N/A N/A 18A complete first aid kit is easilyaccessible to all classrooms.All new certificated and classifiedstaff receives an orientation regardingschool safety procedures within 30days 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% Agree 80 30 N/A N/A% Disagree 20 25 N/A N/A% Don’t Know 0 43 N/A N/A41

Table 6.1Summary of Principal, Staff, Parent, and Student Responses to Selected Survey Items(continued)Survey Item Response categories Principals Staff Parents StudentsAll staff knows who to contact onsite in case of an emergency.Key emergency response staff atthis site is known to everyone.Key emergency response staff atthis site is easy to reach in anemergency.Most school staff at this site hasreceived training in First Aid/CPR.A single person at the school site isresponsible for all communicationwith the media in the event of anemergency.Student emergency contact andother critical information (dailyattendance, list of students withspecial needs, etc.) is portable incase of an evacuation.I know and understand theprocedures to follow during alockdown.Parents are given opportunities toparticipate in emergency planning atthis school.Students are given opportunities toparticipate in emergency planning atthis school.Students at my school get to helpplan how to keep the school safe.I know my roles and responsibilitiesduring a campus-wide emergency.% Agree 93 67 N/A N/A% Disagree 7 18 N/A N/A% Don’t Know 0 13 N/A N/A% Agree 73 40 N/A N/A% Disagree 27 35 N/A N/A% Don’t Know 0 22 N/A N/A% Agree 100 47 N/A N/A% Disagree 0 26 N/A N/A% Don’t Know 0 24 N/A N/A% Agree 33 31 N/A N/A% Disagree 60 25 N/A N/A% Don’t Know 7 41 N/A N/A% Agree 73 35 N/A N/A% Disagree 27 5 N/A N/A% Don’t Know 0 57 N/A N/A% Agree 100 66 N/A N/A% Disagree 0 10 N/A N/A% Don’t Know 0 23 N/A N/A% Agree 93 73 N/A N/A% Disagree 7 15 N/A N/A% Don’t Know 0 9 N/A N/A% Agree 67 23 46 N/A% Disagree 33 10 15 N/A% Don’t Know 0 64 35 N/A% Agree 33 15 50 N/A% Disagree 60 20 10 N/A% Don’t Know 7 61 37 N/A% True N/A N/A N/A 28% False N/A N/A N/A 36% Don’t know N/A N/A N/A 34% Agree 100 77 N/A N/A% Disagree 0 12 N/A N/A% Don’t Know 0 10 N/A N/A

Safe School Plan ContinuedResponse to Safety Needs AssessmentThe 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 bystaff, 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 has the goal of training at least 2/3 of our total staff in First Aid/CPR.Our School will increase the opportunities given to students to participate in safety planning bypermitting students to attend meetings on school safety, asking students to report ideas to helpthem be and feel safer and develop activities to obtain perceptions and ideas from students as itrelates to school safety.Our School will train staff to be prepared for emergency situations through distribution of ourSafety Plan and the ideas contained herein, increasing opportunities to individually andcollectively review our safety plans.Designate individuals and teams to help prevent, mitigate, respond and recover from a crisis oremergency.Provide a completed copy of the “Emergency Information” section of this plan to each schoolemployee.Comply with our District’s media relations policy. Unless the District assigns a person, theprincipal or designee will assign our School’s primary media contact to whom all media inquirieswill 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 crisisor 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 Intruderon Campus.Increase our effectiveness in communicating safety principles and procedures to parents byincreasing parent contact, communication to parents on school and classroom rules and makingparents aware of Bakersfield City School District’s School Discipline Rules and Procedures.Standardize methods for visitor registration, using a visitor identification method, confrontingunarmed visitors without identification, and maintaining a fenced or monitored perimeter aroundthe school while in session.43

Safe School Plan ContinuedIn an effort to provide a safe and secure learning environment Dr. Juliet Thorner School will beimplementing a peer mediation program for the 2005/06 school year. Students will be trained tobe conflict managers during their lunch recess. The Conflict Managers Program believes: Conflict is natural Students can solve their own problems Students are responsible people Conflict can be resolved peacefullyStaff will work closely with students to ensure successful implementation of the program.Site administrators contribute to a positive school climate, promote positive pupil behavior andhelp reduce inappropriate conduct. The principal or a designee uses available District and outsideagency records to inform teachers of each pupil who has a disciplinary history.Our School is addressing truancy by:1. Send out a series of notices2. A School letter is sent out3. Our last resort is SARB.We encourage them to call the school if there is anything we can do to help.To increase student attendance reports of caring relationships with staff, high expectations fromstaff, opportunities for participation at school and to increase the student’s sense of connectednessto school, our School has taken the following steps: Professional development activities, parentinvolvement activities, opportunities for student participation, and school attendance incentiveprograms.PEOPLE AND PROGRAMS – GOAL #1The school staff strives to reach the district goal of 96% and the school attendance goal of 97%.ACTIVITIESThe school strives to reach the district goal of 96% with good attendance certificates awarded atassemblies and the school attendance goal of 97%. Students with 100% attendance receives anaward and a school bead to add to their Thorner School necklace.PHYSICAL ENVIRONMENT – GOAL #2On a monthly basis, students come in and make posters that display the word of the month to helpbuild essential individual character.Students that display the word of the month behavior have an opportunity to win age appropriatethinking games.ACTIVITIESPosters displayed on campus, packets are distributed to teachers that contain various activitiesrelating to the word of the month Student of the Month assemblies44

Safe School Plan ContinuedCrisis and Disaster: ResponseA crisis is the time to follow the crisis plan and make use of our preparations, to include thefollowing 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 needsto be implemented. Maintain communication among all relevant staff at officially designated locations. Establish what information needs to be communicated to staff, students, families, and thecommunity. Monitor how emergency first aid is being administered to the injured. Decide if more equipment and supplies are needed.Disaster Procedures: Routine and EmergencyA contingency plan for emergencies is contained in a handbook available to each staff memberand is attached an Appendix entitled Civil Defense and Disaster Plan. This handbook is reviewedby the administrator at the beginning of each school year. This plan also contains availableDistrict and outside agency resources for routine and emergency disaster procedures.45

Safe School Plan ContinuedCrisis and Disaster: Recovery“Recovery” can be defined as the development, coordination, and execution of service- and siterestorationplans; the reconstitution of operations and services; individual, private-sector,nongovernmental, and public-assistance programs to promote restoration; longer-term care andtreatment of affected persons; additional measures for social, political, environmental, andeconomic restoration; evaluation of the incident to identify lessons learned; post incidentreporting; and development of initiatives to mitigate the effects of future incidents (Author, March1, 2004, National Incident Management System, U.S. Department of Homeland Security).RecoveryThis School has planned to recover from a disaster or crisis by considering or developing plans toreturn to learning and restore the infrastructure as quickly as possible including the followingsteps.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 iseasy access to a team of specialists trained in evaluating and addressing serious behavioral andacademic 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 trainedprofessional joins our School in responding to a crisis situation. Our School also has access to theCrisis Intervention Manual and Disaster Plan for information on how to respond and recover froma disaster to a crisis. Our School addresses risk factors, response and contingency plans, quickresponse designs, parent contacts, debriefing, expert training, suicide risk assessment, andviolence/aggression risk assessment training.46

Safe School Plan ContinuedEmergency Mental Health and Traumatic StressTips for Teachers:Marking Disaster Anniversaries in the Classroom[Note: This fact sheet was prepared as a resource to help children deal with normal recoveryissues that may be triggered by the anniversary of a disaster. The activities suggested here mightbe helpful as we anticipate and address issues that may emerge. It can be adapted for use withany disaster and can be used any time from the first day following the disaster to one or moreyears 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 thatfollowed.There will no doubt be a media flood of anniversary footage with images of the attacks, as well aspredictions for future terrorist events. This coverage will reactivate the feelings of people incommunities throughout the country.As a teacher, you have probably witnessed a wide range of reactions from children since thedisaster 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 maynot exhibit observable reactions. Others may have noticeable reactions that linger anywhere froma few days to a few weeks.The degree of a child's reaction will vary depending upon the experiences of the child and his orher family during the disaster. Even families who did not lose a loved one may have been affectedin other ways, such as economic shifts or hardships. Recent losses or traumatic events, as well asother factors related to the child's individual life experiences and unique make-up, also affectreactions.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 initialreactions to the disaster with where they are now. Going over school emergency plans fordisasters 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 listedbelow may be helpful in addressing recovery issues that an anniversary brings forth:Pre-School and KindergartenConstruct 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.47

Safe School Plan ContinuedAsk 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 SchoolFold a sheet of paper in half. On one side of the fold, ask the children to draw a picture ofthemselves and their families on the day of the events. On the other side of the fold, askthe 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 aboutthe 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 theirschool.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 toquestions, 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 __________________________.Junior High and Middle SchoolsFor teenagers, team projects can be an action-oriented way to relate to members of their peergroup and develop a sense of togetherness about issues regarding the disaster events. Activitiesshould focus on the positive steps made so far in the healing process. The following topics can beadapted 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.48

Safe School Plan ContinuedThe 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 anniversaryare 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 theactivities 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 inthe recovery process. Make students aware that not everyone is at the same place in the healing process, and thatis okay. Enhance your students' sense of mastery and survivorship over a disaster and encouragethem 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 beopened 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.aspTips for Teachers:Questions to Help Children Talk about a DisasterDisasters hit children hard. It is difficult for them to understand and accept that there are events intheir lives that cannot be predicted or controlled. Perhaps worst of all, we as adults cannot "fix" adisaster, 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 areaffected by a disaster. One technique you can use to help children cope and heal is to assist themin 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 leadingquestions 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? 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 andreassure them that what they are feeling is "normal." Play a guiding role, rather than trying tocontrol the discussions.49

Safe School Plan ContinuedAllow children with low language skills, shyness, or discomfort to be silent. It might be helpful toencourage peer support for these children. If a child has limited English-language skills, considerasking for a translator to help the child express him/herself. Create an atmosphere in which a childcan feel comfortable sharing experiences and feelings in any language. The goal of the process isto help children feel better. If any of your students show serious signs of distress, consult a schoolcounselor or mental health professional.Additional resources can be found atwww.mentalhealth.samhsa.gov/cmhs/EmergencyServices/links.asp.Tips for Teachers:When Talking Doesn't Help:Other Ways to Help Children Express Their Feelings Following a DisasterWhile many children begin to heal by talking about their experiences and feelings following adisaster, talking for some children is not helpful. In some cultures, for example, talking openly isnot comfortable, appropriate, or even "polite." Some children have been raised in families orsituations where talking about one's feelings was not possible, supported, or practiced. Otherchildren 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 thedisaster to make it less threatening. Point out that there are many ways other than talking toexpress feelings. The suggestions listed below should be presented to the child as options, not asrequired 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 forchildren 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, andfabric pieces around a central theme. Tell children they may draw what they cannot find inmagazines. 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 promoteteamwork. They also feel safer for some children than individual art. When creating amural 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.50

Safe School Plan ContinuedAllow a full range of expression during these activities. Provide reassurance that there is no "rightway" to do them. Exercise as little control as possible. Emphasize to the children that theircreations will not be judged or graded. Don't exhibit writing and artwork if a child does not wantto share it with others. When these activities are over, allow children to talk about them if theywant to. Discussion can help to bring closure to the experiences and feelings related to thedisaster, which is an important step in the process of healing. Other children will find closure bylistening 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 ateacher, you should address each concern in some way. Your classroom should also have a file orbulletin board of information to educate the children further about disasters. This file or bulletinboard should be in a place where children always have access to it. Encourage children to add tothe information. By using some of these techniques and adding some of your own, you can playan important role in helping children to recover from the trauma related to a disaster. If theseclassroom activities reveal clues to more serious problems, issues, or feelings within a child, ask aschool counselor or mental health specialist for help.Additional resources can be found here:www.mentalhealth.samhsa.gov/cmhs/EmergencyServices/links.aspTips for Teachers:The Role of Culture in Helping Children Recover from a DisasterAs a teacher, you no doubt recognize the importance of understanding and appreciating culturaldifferences and similarities within racial and ethnic groups. Recognizing these differences andsimilarities can be especially important when helping children to recover from a disaster. To beeffective in the classroom, it is helpful to learn the skills that enable you to interact with persons ofother cultures in ways that demonstrate knowledge, respect, and sensitivity.Generally, by culture we mean the values, traditions, norms, customs, arts, history, folklore, andother institutions shared by a group of people. Culture shapes how people see their world andstructure their community and family life. A person's cultural affiliation often determines theperson'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, suchas 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 AfricanAmericans, Asian Americans/Pacific Islanders, Hispanics/Latinos, American Indians/AlaskaNatives, European Americans, Creoles, Cajuns, and mixtures of many races and ethnicities. Weplay soccer, eat tacos, listen to reggae, dance at powwows, and march in parades on the ChineseNew 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.51

Safe School Plan Continued• The role of folk wisdom, life experience, mother wit, and common sense compared toformal education and scientific knowledge.• Ways that wealth and status are measured, whether it be in material goods like money andproperty, or in personal relationships like children, extended family support systems, andfriendships.• Views on youth or age. For example, a culture may revere its youth as the promise of thefuture 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.• 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 differenceswithin groups and between individuals. Individual members of any particular culture varyconsiderably from general norms within that culture. Also, a group's culture is continuallyevolving, based on interaction with the mainstream society and other groups.Although race and ethnicity are the most obvious components of culture, there are many factorsthat shape a person's values, ideas, attitudes, and experiences. These include age, gender, sexualorientation, level of education, occupation, income, geographic location, preferred language,health status, urban vs. rural location, native versus foreign-born status, and customs, beliefs, andpractices. 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 generalthoughts 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 youreach 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 culturalsubgroups are generally best served by persons who are part of or in tune with theirculture.• Recognize that incorporating the strengths of many cultures enhances the capacity of thewhole group.The following tips may be especially helpful as you guide your students through the recoveryprocess following a disaster:• Learn a child's "usual" behavior and cultural/ethnic responses to be able to identify"unusual" or problem behavior.52

Safe School Plan Continued• Create a comfortable atmosphere for verbal expression in any language. Consider askingfor a translator to help a child with limited English-language skills.• Recognize that talking openly is not comfortable, appropriate, or even "polite" in somecultures.• Be aware that terms that refer to race and ethnicity often have both overt and hiddenmeanings. Whenever possible, use the descriptive term that is preferred by the majority ofpersons 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 inWestern Europe, lack of eye contact is seen as an indication that the person is being lessthan truthful.• When using drawing activities to help children express themselves, keep in mind thatcolors and shapes have various meanings to children from different cultures, and todifferent 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 toother catastrophes. For example, Southeast Asians may associate loud noises withmemories of bombings.• Consult a school counselor or mental health professional if any of your students showserious signs of distress.Additional resources can be found here:www.mentalhealth.samhsa.gov/cmhs/EmergencyServices/links.aspHow to Help Children after a DisasterTips for Parents:Talking to Children after a Terrorist AttackProvide children with opportunities to talk about what they are seeing on television and toask 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 morequestions as time goes on.Use this as an opportunity to establish a family emergency plan. Feeling that there issomething 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 goodopportunity to explore these issues also.Monitor children's television watching. Some parents may wish to limit their child'sexposure to graphic or troubling scenes. To the extent possible, watch reports of thedisaster 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 reactionsis normal. Encourage children to express their feelings to adults (including teachers andparents) who can help them understand their sometimes strong and troubling emotions.53

Safe School Plan ContinuedTry not to focus on blame.In addition to the tragic things they see, help children identify good things, such as heroicactions, families who are grateful for being reunited, and the assistance offered by peoplethroughout the country and the world.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'sfear of loss of parents (frequently their greatest fear) at a time when parents may bepreoccupied with their own practical and emotional difficulties. Families may choose to permit temporary regressive behavior. Severalarrangements may help children separate gradually after the agreed-upon timelimit: spending extra time with parents immediately before bedtime, leaving thechild's bedroom door slightly ajar, and using a nightlight. Many parents have their own fears of leaving a child alone after a disaster or otherfears they may be unable to acknowledge. Parents often are more able to seek helpon the children's behalf and may, in fact, use the children's problems as a way ofasking for help for themselves and other family members. Teachers also can help children with similar art and play activities, as well as byencouraging group discussions in the classroom and informational presentationsabout the disaster.AFTER A DISASTER:A Guide for Parents and TeachersNote: Information based on brochure developed by Project Heartland -- A Project of theOklahoma Department of Mental Health and Substance Abuse Services in response to the 1995bombing of the Murrah Federal Building in Oklahoma City. Project Heartland was developedwith funds from the Federal Emergency Management Agency in consultation with the FederalCenter for Mental Health Services.Natural disasters such as tornados, or man-made tragedies such as bombings, can leave childrenfeeling frightened, confused, and insecure.Whether a child has personally experienced trauma or has merely seen the event on television orheard it discussed by adults, it is important for parents and teachers to be informed and ready tohelp if reactions to stress begin to occur.Children respond to trauma in many different ways. Some may have reactions very soon after theevent; others may seem to be doing fine for weeks or months, then begin to show worrisomebehavior. Knowing the signs that are common at different ages can help parents and teachers torecognize problems and respond appropriately.Preschool AgeChildren from one to five years in age find it particularly hard to adjust to change and loss. Inaddition, these youngsters have not yet developed their own coping skills, so they must depend onparents, family members, and teachers to help them through difficult times.54

Safe School Plan ContinuedVery young children may regress to an earlier behavioral stage after a traumatic event. Forexample, preschoolers may resume thumb sucking or bedwetting or may become afraid ofstrangers, animals, darkness, or "monsters." They may cling to a parent or teacher or become veryattached to a place where they feel safe.Changes in eating and sleeping habits are common, as are unexplainable aches and pains. Othersymptoms to watch for are disobedience, hyperactivity, speech difficulties, and aggressive orwithdrawn behavior. Preschoolers may tell exaggerated stories about the traumatic event or mayspeak of it over and over.Early ChildhoodChildren age five to eleven may have some of the same reactions as younger boys and girls. Inaddition, they may withdraw from play groups and friends, compete more for the attention ofparents, fear going to school, allow school performance to drop, become aggressive, or find it hardto concentrate. These children may also return to "more childish" behaviors; for example, theymay ask to be fed or dressed.AdolescenceChildren twelve to fourteen are likely to have vague physical complaints when under stress andmay abandon chores, school work, and other responsibilities they previously handled. While onthe one hand they may compete vigorously for attention from parents and teachers, they may alsowithdraw, resist authority, become disruptive at home or in the classroom, or even begin toexperiment with high-risk behaviors such as drinking or drug abuse. These young people are at adevelopmental stage in which the opinions of others are very important. They need to be thoughtof as "normal" by their friends and are less concerned about relating well with adults orparticipating in recreation or family activities they once enjoyed.In later adolescence, teens may experience feelings of helplessness and guilt because they areunable to assume full adult responsibilities as the community responds to the disaster. Older teensmay also deny the extent of their emotional reactions to the traumatic event.55

Safe School Plan ContinuedHow to HelpReassurance is the key to helping children through a traumatic time. Very young children need alot of cuddling, as well as verbal support. Answer questions about the disaster honestly, but don’tdwell 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 andto find a way to help others who were affected by the disaster.Try to maintain a normal household or classroom routine and encourage children to participate inrecreational activity. Reduce your expectations temporarily about performance in school or athome, perhaps by substituting less demanding responsibilities for normal chores.Finally, acknowledge that you, too, may have reactions associated with the traumatic event, andtake steps to promote your own physical and emotional healing.Revised 10/02Responders in a Crisis/EmergencyNo one who sees or hears about a tragedy of this kind is untouched by it - and in an era of instantmass communications, the numbers of people exposed to such violence in one way or another issignificant. 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 thedifference 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 makepeople feel angry, enraged, confused, sad, or even guilty. When those feelings don't go away overa few weeks, or when they seem to get worse, it may be appropriate to seek help for yourself orthe person in your life who is experiencing these difficulties. Among the signs to look for overtime 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 things56

Safe School Plan ContinuedWhat Can You Do to Help?Everyone can take one simple step: get in touch with your emotions and how you are feeling andhow your family and loved ones are doing as well. If you think there may be a problem, getadvice from someone trained to recognize signs and symptoms of post-traumatic stress. Payspecial attention to children's needs and talk with them in a calm, supportive way about theirfears. 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 isexperiencing any one or more of these problems: inability to return to normal routine; feelingextremely helpless; having thoughts of hurting one's self or others; using alcohol and drugsexcessively; thinking about or being abusive or violent; or having noticeable symptoms of mentalillness.Resources for Families and Friends of VictimsOffices for Victims of Crime (OVC)Federal Resource Center 1-800-627-6872 or www.ojp.usdoj.gov/ovcResources For States and CountiesU.S. Department of Health and Human Services, Substance Abuse and Mental Health ServicesAdministration, Center for Mental Health Serviceswww.mentalhealth.samhsa.gov/cmhs/EmergencyServices/after.aspSuggestions for CounselorsDisaster CounselingDisaster counseling involves both listening and guiding. Survivors typically benefit from bothtalking about their disaster experiences and being assisted with problem-solving and referral toresources. The following section provides "nuts-and-bolts" suggestions for workers.Establishing RapportSurvivors respond when workers offer caring eye contact, a calm presence, and are able to listenwith their hearts. Rapport refers to the feelings of interest and understanding that develop whengenuine concern is shown. Conveying respect and being nonjudgmental are necessary ingredientsfor building rapport.California Healthy Kids Survey Analysis 2009-2010The most recent CHKS shows that the number of students who have ever used marijuana oralcohol 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 andother drugs (ATOD) through the delivery of ATOD prevention programs in the classrooms. Our57

Safe School Plan ContinuedSchool will adopt an anti-bullying 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 areafraid of being beat up at school. More students are reporting that they feel “very safe” in ourschool. More students reported high levels of caring relationships with adults at their schools andthat 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 measureshave improved.Active ListeningWorkers 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 forlistening 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 theirexperience 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,clarifies misunderstandings, and lets the survivor know that he or she is being heard. Goodlead-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 nonverbalgestures suggests anger, sadness, or fear. Possible responses are, "You sound angry, scaredetc., does that fit for you?" This helps the survivor identify and articulate his or heremotions. Allow Expression of Emotions. Expressing intense emotions through tears or angryventing is an important part of healing; it often helps the survivor work through feelings sothat he or she can better engage in constructive problem-solving. Workers should stayrelaxed, breathe, and let the survivor know that it is OK to feel.Some Do's and Don’tsDo 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.58

Safe School Plan ContinuedI 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 oftenunderlies the preceding "Don't say" list. However, as a result of receiving comments such asthese, the survivor may feel discounted, not understood, or more alone. It is best when workersallow survivors their own experiences, feelings, and perspectives.KEN-01-0096Self-Care Tips for Emergency and Disaster Response WorkersNormal Reactions to a Disaster EventNo 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.Signs That You May Need Stress Management AssistanceDifficulty communicating thoughtsDifficulty remembering instructionsDifficulty maintaining balanceUncharacteristically argumentativeDifficulty making decisionsLimited attention spanUnnecessary risk-takingTremors/headaches/nauseaTunnel vision/muffled hearingColds or flu-like symptoms.Disorientation or confusionDifficulty concentratingLoss of objectivityEasily frustratedUnable to engage in problem-solvingUnable to let down when off dutyRefusal to follow ordersRefusal to leave the sceneIncreased use of drugs/alcoholUnusual clumsinessWays to Help Manage Your StressLimit 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.59

Safe School Plan ContinuedDrink plenty of water and eat healthy snacks like fresh fruit and whole grain breads and otherenergy 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.60

Safe School Plan ContinuedBakersfield City School DistrictSCHOOL SAFETY CHECKLISTGoal of Checklist. This checklist is intended to serve as an assessment tool toidentify safety risks and to help staff comply with Board Policy 300.53 entitledSafety. From this assessment, safety goals may be developed to enhance schoolsafety.CHECKLISTCHECKLIST1. School rules established for the safe and appropriate use of school equipment, materialsand 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 alltimes.4. Students are released during the school day in the custody of an adult only if: (a) adult isthe student's parent/guardian with custody; (b) adult has been authorized on the student'semergency card as someone to whom the student may be released when theparent/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 emergencymedical care at the request of the principal or designee.5. Teachers are present at their respective rooms and open to admit students as soon asreasonably 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 studentswho are on school grounds before and after school and during recess and otherintermissions.8. Supervision zones have been identified on the playground.9. Safety supervisors remain outside at a location from which they can observe their entirezone 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 reporton 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 unusualgatherings of students.12. Teachers, teacher aides, yard aides and volunteers who supervise students receive trainingin safety practices and in supervisory techniques that will help them to forestall problemsand resolve conflicts.13. Supervisors' training is documented and on file.61

Safe School Plan Continued14. Playgrounds comply with regulations pertaining to the design, installation, inspection andmaintenance of playgrounds and playground equipment.15. None of the following activities are permitted unless the activity is properly supervised andeach participant has insurance coverage:A. TrampoliningB. Scuba divingC. SkateboardingD. Hang glidingE. SailingF. Water skiingG. Snow tripsH. BicyclingI. MotorcyclingJ. Target shootingK. Horseback ridingL. RodeoM. BreakdancingN. 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 isprovided as necessary.17. Eye safety devices are used whenever students are engaged in or observing an activity orusing hazardous substances likely to cause injury to the eyes._________: Developed/Revised DateReference: Safety, BP 300.5362

Safe School Plan ContinuedBakersfield City School DistrictOUTSIDERS/VISITORS CHECKLISTGoal of Checklist. This checklist is intended to help establish a safety perimeteraround the school, to control entry, exit, and removal of visitors and outsiders tothe campus consistent with Board Policy 300.46 entitled Outsiders/Visitors.CHECKLISTCHECKLISTA notice has been posted at every entrance to school and school grounds setting forthvisitor/outsider registration requirements, hours during which registration is required, theregistration location, the route to take to that location, and the penalties for violation of registrationrequirements.All visitors to the campus, except students of the school and staff members, shall registerimmediately upon entering any school building or grounds when school is in session.Visits during school hours, including classroom visits are arranged with the teacher andprincipal/designee and are subject to specific procedures and limitations.Appointments with teachers are set during non-instructional time.Visitors shall wear a visible means of identification provided by the school for visits while onschool 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 theprincipal 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 theschool, unless currently under suspension; a parent/guardian of a student of the school; aGoverning Board member or district employee; a public employee whose employment requiresbeing on school grounds, or any person who is on school grounds at the school's request; arepresentative of a school employee organization who is engaged in activities related to therepresentation of school employees; an elected public official, and; a publisher, editor, reporter orother person connected with or employed by a newspaper, magazine, other periodical, radiostation or television station.63

Safe School Plan ContinuedOUTSIDERS/VISITORS CHECKLIST ContinuedThe 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 indamage 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 hasa reasonable basis for concluding that the “outsider's” presence on school grounds would interfereor is interfering with the peaceful conduct of school activities or would disrupt or is disrupting theschool, students or staff.“Outsiders” who fail to register, or whose registration privileges have been denied or revoked, aredirected to promptly leave school grounds and informed that if he/she reenters the school within 7days he/she will be guilty of a misdemeanor subject to a fine and/or imprisonment._________: Developed/Revised DateReference: Outsider/Visitor, BP 300.46SA: Outsider_Visitor Checklist.docIncident Command SystemThis section provides a brief description of the organizational structures and management functions of an IncidentCommand System (ICS). These descriptions rest use a Federal Emergency Management Agency publication (FEMA,2007). In California, the California Emergency Management Agency and the Secretary of Emergency Managementare the entities responsible for programs and activities related to emergency preparedness, response, and mitigation(A.B. 2791, Stats.2010).Every incident requires that certain management functions be performed. The problem must be identified andassessed, a plan to deal with it developed and implemented, and the necessary resources procured.Structure and General Functions of the Incident Command SystemThe ICS organizational structure develops in a top-down, modular fashion that is based on the size and complexity ofthe incident, as well as the specifics of the hazard environment created by the incident. “Modular” means the ICS hasthe capability to expand or contract to meet the needs of the incident. The ICS is a Management by Objectivesstructure that includes: (1) establishing overarching objectives; (2) developing and issuing assignments, plans,procedures, and protocols; (3) establishing specific, measurable objectives for various incident management functionalactivities; and (4) directing efforts to attain the established objectives.At a minimum, activating an ICS requires the use of the School Incident Chief (or Incident Commander). On a largerincident, the School Incident Chief may establish and separate functional elements to enhance internal organizationalmanagement and external coordination. As the ICS organizational structure expands, the number of managementpositions also expands to address the requirements of the incident adequately. Regardless of the size of the incident,64

Safe School Plan Continuedthese management functions still will apply. Five major management functions are the foundation upon which theIncident Command System organization develops. These functions include:1. Incident Command - Sets the incident objectives, strategies, and priorities and has overall responsibility forthe incident.2. Operations - Conducts operations to reach the incident objectives. Establishes the tactics and directs alloperational resources.3. Planning - Supports the incident action planning process by tracking resources, collecting/analyzinginformation, and maintaining documentation.4. Logistics - Provides resources and needed services to support the achievement of the incident objectives.5. Finance & Administration - Monitors costs related to the incident. Provides accounting, procurement, timerecording, and cost analyses.School Incident ChiefThe School Incident Chief, which in most applications is the school principal, has overall responsibility for managingthe incident by establishing objectives, planning strategies, and implementing tactics. The School Incident Chief isthe only position that is always staffed in ICS applications. On small incidents and events, one person, the SchoolIncident Chief, may accomplish all management functions.The School Incident Chief must ensure that there is an Incident Action Plan (IAP) that:1. Specifies the incident objectives.2. States the activities to be completed.3. Covers a specified timeframe, called an operational period.Even the smallest of incidents are managed by incident objectives and plans. The plan can be as simple as the nextsteps the School Incident Chief plans to do. The steps can be written or orally communicated to the rest of the ICSorganization.The School Incident Chief is specifically responsible for:1. Ensuring incident safety.2. Providing information services to internal and external stakeholders.3. Establishing and maintaining liaison with other agencies participating in the incident.As incidents grow, the School Incident Chief may delegate authority for performance of certain activities to theCommand Staff and the General Staff. The School Incident Chief will add positions only as needed.The School Incident Chief is responsible for all ICS management functions until he or she delegates the function (e.g.,the school principal/School Incident Chief transfers authority to the Incident Command to law enforcement present onthe campus or facility). A transfer of command requires a briefing for the incoming Incident Commander and anotification to all personnel a change is taking place.65

Safe School Plan ContinuedBackup Incident ChiefThe School Incident Chief may appoint one or more qualified individuals as the Backup Incident Chief. A BackupIncident Chief may be designated to:1. Perform specific tasks as requested by the School Incident Chief.2. Perform the incident command function in a relief capacity.3. Represent an assisting agency that shares jurisdiction.OperationsThe Operations Chief is responsible for conducting operations to reach the incident objectives. The Operations Chiefestablishes the tactics and directs all operational resources. Typically, the Operations Section Chief is the person withthe greatest technical and tactical expertise in dealing with the problem at hand. The Operations Section Chief: (1)develops and implements strategy and tactics to carry out the incident objectives; and (2) organizes, assigns, andsupervises the response resources.The Operations section of the ICS:1. Is typically one of the first organizations to be assigned in an incident response.2. Develops from the bottom up.3. Has the most incident resources.The Operational Section may have Staging Areas and special organizations (see below: First Aid/Medical Team.Assembly/Shelter Team Search and Locate Team Safety, Maintenance and Fire Team Student Supervision/ ParentRelease Team (Accountability), Mental Health Team, Keeper of Parent List Information, and Interpretation Team(Spanish)).Each Operations team would have a Team Leader reporting to the Operations Section Chief.First Aid/Medical Team. This team helps ensure first aid supplies are available and administered. First Aid Teamsprovide triage, treatment, and psychological first aid services. First Aid Teams are responsible for: (1) setting up firstaid area for students; (2) assessing and treating injuries; and (3) completing the master injury report.Note: The Logistics Section Medical Unit provides care to incident responders. The Operations Section First AidTeam is dedicated to students or other disaster victims.66

Safe School Plan ContinuedMedical Treatment Designee. This individual(s) rides with an injured student(s) in ambulance or meets ambulanceat hospital.Assembly/Shelter Team. This team is responsible for assembly, shelter, security, securing gates/entryways, anddocumenting all actions. Evacuation, shelter, and student care in an emergency are among the most important tasksfaced by schools. These tasks include protection from weather, providing for sanitation needs, and providing for foodand water. The Evacuation/Shelter/Care Team is responsible for:1. Setting up a secure assembly area.2. Managing sheltering and sanitation operations.3. Managing student feeding and hydration.4. Coordinating with the Student Supervision/Parent Release Team.5. Coordinating with the Logistics Section to secure the needed space and supplies.Search and Locate Team. This team performs search, locate, and rescue operations. The Search and Locate Team isresponsible for searching the entire school facility, entering only after they have checked the outside for signs ofstructural damage and determined that it is safe to enter. The Search and Locate Team is responsible for determining ifit is unsafe to move the persons, ensuring that all students and staff evacuate the building, and that their locations aredocumented so that professional responders can locate them easily and extricate them. The Search and Locate Teamis also responsible for: (1) identifying and marking unsafe areas; (2) conducting initial damage assessment; and (3)obtaining injury and missing student reports from teachers.Safety, Maintenance and Fire Team. The Safety, Maintenance and Fire Team helps determine safety risks, providesbottled water, gives alerts regarding unsafe actions, roams, gives breaks if needed, and documents the actions taken.The Safety, Maintenance, and Fire Team is also responsible fo1. Locating all utilities and turning them off, if necessary.2. Securing and isolating fire/HazMat (hazardous materials).3. Assessing and notifying officials of fire/HazMat.4. Conducting perimeter control.The Team advises the School Incident Chief on issues regarding incident safety, works closely with responders tomake sure they are as safe as possible under the circumstances. The Team conducts a risk analyses and implementsafety measures. They have the authority to stop any unsafe activity observed. During a complex incident, severalindividuals may be needed.Mental Health Team. This team provides psychological assistance or crisis intervention for students. Staff andparents may also receive short-term assistance in an effort to help individuals who may be temporarily overwhelmedby the incident. The Crisis Intervention Team is responsible for:1. Assessing need for onsite mental health support.2. Determining need for outside agency assistance.3. Providing onsite intervention/counseling.Student Supervision/ Parent Release Team (Accountability). The Student Supervision/ Parent Release Team isresponsible for maintaining an accounting of the whereabouts of all students, staff, adults, and volunteers. This teamprocesses requests for students, sets up the evacuation site, and coordinates the supervision of students) Reunificationrefers to getting students reunited with their parents or guardians in an efficient and orderly manner. The StudentSupervision/ Parent Release Team is responsible for:1. Setting up a secure reunion area.2. Checking student emergency cards for authorized releases.3. Completing release logs.4. Coordinating with the Public Information Officer on external messages.67

Safe School Plan ContinuedKeeper of Parent List Information. This individual accesses and maintains the best information availableabout the parent, the legal guardian, and the responsible adult for each student. This person(s) helps make contactinformation available and coordinates with the Student Supervision/Parent Release Team.Interpretation Team (Spanish). This team coordinates with all other teams to help facilitate communication toaccomplish the objectives of the incident response.PlanningThe School Incident Chief will determine if there is a need for a Planning Section of the ICS, and if so, will designatea Planning Section Chief. In a school incident, the Planning Section helps ensure responders have accurateinformation such as the number of students remaining in the building. The Planning Section can also provideresources such as maps and floor plans and record a chronology of incident events for legal, analytical, fiscal, andhistorical purposes.The major activities of the Planning Team may include:1. Collecting, evaluating, and displaying incident intelligence and information.2. Preparing and documenting Incident Action Plans.3. Tracking resources assigned to the incident.4. Maintaining incident documentation.5. Developing plans for demobilization.Planning/Intelligence –Information Gathering Team . This team gathers information, tracks resources,and creates documentation (e.g., names of witnesses).Incident Log Scribe (Planning/Intelligence). This team maintains an ongoing status board, gathersdocumentation from all team members, reports out all activities, and helps evaluate responses to the incident.LogisticsLogistics can make or break an incident response. The Logistics Chief is responsible for transportation, food, water,supplies, resources, and communications. This team facilitates communication and helps secure needed resources.The Logistics Section assists the Incident Commander and Operations Section Chief by providing the resources andservices required to support incident activities. During a school incident, Logistics is responsible for ensuring thatthere is sufficient food, water, and sanitation supplies. This section is also responsible for arranging buses forevacuations and communication equipment.Logistics - Communications Team. The leader of the Logistics - Communications Team becomes theprimary contact for anyone who wants information about the incident and the District’s response to it. Accurateinformation is essential. The spokesperson for this team provides information to the media, public, and parents. Inthe end, the School Incident Chief approves all released information. During a complex incident, the Logistics -Communications Team will probably need several individuals.School incidents attract a lot of media attention. Without the Logistics - Communications Team, media requests wouldoverwhelm the School Incident Chief. The Logistics - Communications Team also coordinates communications tointernal audiences including both incident staff and school personnel. These functions help ensure that confusing orconflicting information is not released.The leader of the Logistics - Communications Team provides briefings to school administration and other agenciesinvolved in the operation. This Team responds to requests from incident personnel for contacts among the assisting68

Safe School Plan Continuedand cooperating agencies. They also monitor incident operations in order to identify any current or potential problemsbetween the school and response agencies.Transportation (Logistics) Team. This team calls for buses, supervises the loading of buses, documents actions, andparticipates in other evacuation actions.Supplies Team. This team secures food, water, supplies and resources.Logistics and Finance have to work closely to contract for and purchase goods and services needed at the incident.Finance and AdministrationThe Finance/Administration Section is set up for any incident that requires incident-specific financial management.The Incident Commander will determine if there is a need for a Finance/Administration Section at the incident, and ifso, will designate an Administration/Finance Chief (Recordkeeping). Note: On some incidents, theFinance/Administration function is not done at the incident scene; rather, this function is handled by the EducationCenter.The major activities of the Finance/Administration Section include:1. Responsible for administering all financial matters pertaining to vendor contracts, leases, and fiscalagreements.2. Responsible for incident personnel time recording.3. Collects all cost data, performs cost effectiveness analyses, provides cost estimates, and makes cost savingsrecommendations.4. Responsible for the overall management and direction of all administrative matters pertaining tocompensation for injury-related and claims-related activities kept for the incident.5. Provides information to help determine compensation for injury or damage to property.Section Reference:Author. IS-100.SCa Introduction to the Incident Command System for Schools—Student Manual (September 2007).Federal Emergency Management Agency. Downloaded on January 4, 2012 fromhttp://training.fema.gov/EMIWeb/IS/is100SCalst.asp69

Safe School Plan ContinuedBCSD Safety Procedure:SHELTER IN PLACEPRINCIPAL’S OFFICE/INCIDENT COMMANDERDEFINITIONReceive information and instructions to “shelterin place,” rather than evacuate, due to a nearbyhazardous material release.Sheltering in Place is the use ofany classroom or office for thepurpose of providing temporaryshelter from a hazardous materialrelease.Activate the school Shelter in Place plan byannouncement over the public announcement system.Require all persons in outside areas to goindoors.Ensure that appointed caretakers assist disabledstudents.EMERGENCY• Hazardous Material Releaseo Chemical Plant Accidento Chemical Train Derailmento Chemical Truck Overturningo Pipeline Rupture• DrillTEACHEREnsure 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 withduct tape in severe cases.Call the Superintendent’s office who will ensure that the necessaryadministrators are notified, from among the following:Maintenance & OperationsBusinessSafetyCommunication ServicesClose all windows and doors to theshelter.Turn off and keep off room heating, cooling, orventilation systems until “ALL CLEAR”.If there appears to be air contaminationwithin the shelter, place a wet handkerchiefor wet paper towel over the nose andmouth for temporary respiratoryprotectionAllow no one to leave the shelter during the emergencyUse reasonable judgment in allowing outsiders into a shelterduring the height of the incident.Be in contact with law enforcement or other emergency responders forcontinuous information and instructions until the incident is under control.Continue to follow the instructionsgiven over the publicannouncement system.Do not allow anyone to leave theshelter until the “ALL CLEAR” isgiven.Announce the current status of the incident at frequent intervalsover the public announcement system until “ALL CLEAR”.70

Safe School Plan ContinuedSITE STAFF MEMBERBCSD Safety Procedure:LOCK DOWNPRINCIPAL / DESIGNEEIf you are the first person to recognize a potentialthreat notify the office.First person in the office to know ofemergency is to initiate lock downimmediately. Dial 911; stay on line to giveinformation. Do not hang up the phone ifyou must leave.Quickly survey the area. Order any students in thehall or restroom into a room.Ensure:ooooStudents have adult supervisionThe door is locked.All blinds are closed and lights areoff. *Direct students to sit on floorin a “safe area” out of sight fromwindows and doors.Students are to remain absolutelysilentHave a command center designee callSuperintendent’s office--who will notifynecessary administrators.Principal and designees immediatelybegin ensuring all doors and campusaccess points are locked. Surveycampus, including restrooms, to ensure allstudents are safely secured in a lockedl tiMake a list of students who are present in theclassroom.Stay in contact with law enforcement forinformation and instructions untilincident is under control.Phone lines are to be kept open.DO NOT call the office for information.When incident is resolved callSuperintendent’s office.Wait in Lock Down until you receive face toface clearance from an office staff member.Within 48 hours of lock down debrief withstaff regarding procedure.71

Safe School Plan ContinuedBCSD Safety Procedure:INTRUDERSITE STAFF MEMBERPRINCIPAL’S OFFICEReport any suspicious person to theprincipal’s office immediately.Assess the level of potential threat.If the situation is severe, announcea “Lock Down” (Refer to LockDown Safety Procedure).72

Safe School Plan ContinuedBCSD Safety Procedure:DRIVE-BY SHOOTINGTEACHERPRINCIPALWhen shots are heard, yell to students to “Dropto the Ground” or “Drop to the Floor.”Call 911 for law enforcement. Call for ambulance, ifnecessary.As car exits area, yell to the students to “Run into theBuilding – Quietly.”Call the Superintendent’s office who will ensurethat the necessary administrators are notifiedfrom the following:Be alert for car returning to area.Be prepared to yell again “Drop tothe Ground.”Maintenance and OperationsBusinessSafetyMedia RelationsNotify 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 andwindows.Return students to classroomConsider making an announcement forteachers in exterior classroom to orderstudents to “Drop to the Floor.”Take roll and report any missing students.Arrange for a classroom monitor.Have teachers remain with their classes tocontinue educational process, insofar aspossible.Hold students beyond dismissal timewhen necessary.Return to principal’s office and beprepared to answer questions from lawStaff remain with the students until theemergency is over.Advise Communications Departmentif school dismissal will be delayed.Activate crisis team for response andrecovery.73

Safe School Plan ContinuedBCSD Safety Procedure:EVACUATIONTEACHEREMERGENCYEvacuate when you hear 3 bells ring.Be aware of pre-designated primary and alternateevacuation routes.• Disaster• Fire• Fallen Aircraft• Chemical Release• Bomb Threat• DrillTake roster sheet and grade book with you.Close classroom door and turn out lights asstudents leave.Leave the building in an orderly manner without rushing or crowding.If the situation warrants, vehicle evacuation will be usedto transport students to another site.If the emergency calls for an evacuation without the use ofvehicles, walk from the building in the stated course.Always evacuate crosswind and/or upwindaway from any emergency by a safe route.Students should be evacuated at least 300 feetfrom building and out of the way of emergencyvehicles.Reassembly the students and check roll to ensure that all students areaccounted 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 todo so.74

Safe School Plan ContinuedBCSD Safety Procedure:EVACUATION (Continued)PRINCIPAL’S OFFICE/INCIDENT COMMANDERSound 3 bell alarm to signal an evacuation.Use public announcement system if alternativeevacuation route or alternate assembly area is to beused.Call 911 for law enforcement or fire department.Call the superintendent’s office who willensure the necessary administrators arenotified from among the following:Maintenance and OperationsBusinessTransportationSafetyAdvise whether ambulances are needed.Summons nurse(s) and staff to administer first aid asnecessary.Evacuate all staff and students to pre-designated evacuationroutes (Routes should be illustrated on Facilities Plan (i.e., safeentrance and exit routes).Ensure the appointed caretakers assist disabled students.Advise whether primary oralternate assembly area willbe used.Advise whether students needto be transported by bus toanother site.After total roster is collected, preappointedstaff members (Searchand Rescue team) should searchbuilding 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 siteor they are to be dismissed for the day,organize a system for loading the buses asquickly and safely as possible.Ensure that custodian and cafeteria have turned off allmotors, fans, and other power-driver equipment.If students are to be dismissed for theday, a check-out area should beestablished.Students should be released to parentsor those listed on emergency release(Student Information Card) only.Signal “ALL CLEAR – RETURNTO CLASS” when appropriate.75

Safe School Plan ContinuedTEACHERPRINCIPALIf you become aware of a planned walkout,notify the principal.Develop a plan to help ensure student safety inthe event of a walkout.Quickly survey the hallway by your classroom. Notifystudents who remain on campus that they should return toclass or risk discipline if they remain on campus and do notattend class. (No physical force or physical contact will bemade to prevent students from leaving the campus in a safemanner.)Develop safe exit routes in partnership withlaw enforcement.Suggest students exercise their free speechrights after school hours.Work with student leaders on safety issues.Remind students of the behaviors that are notprotected and may result in school disciplineissues and legal actions for them and theirfamiliesNotify school site administrator of students in the hallwayoutside of your classroom.Notify and update the Superintendent’s officewho will determine if a District-level responseis warranted.Take roll immediately following the walkout andcompare to the original roll to determine who did notreturn to class. Send the list of students not in classto the school office.Review, to if applicable, follow the systematicemergency response protocols to includeadjustments contingent upon the involvementof other agencies or district personnel.Assist with playground/yard supervision during nonclassroomduty time.Encourage students who remain on campus toreturn to class and point out the advantages of reengagingin classroom activities. (Remind staff toavoid physical contact and physical force unlessclearly 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 issuesleading up to the walkout. If appropriate, give thestudents a guided opportunity to discuss the issues,the actions, the choices, and the impact of suchchoices.Establish a communication system to notifyparents of the students that left campus duringthe student walkout, keep others involved inthe response updated, and to respond, underthe direction of the superintendent ordesignee to media inquiries.Provide a highly visible law enforcementpresence on and around the school campusthroughout the day.Stay in contact with law enforcement forinformation and instructions until incident isunder control.76

Safe School Plan ContinuedBCSD Safety Procedure:FIRE DRILLS AND FIRESTEACHERAll students and staff shall evacuate buildingwhen you hear 3 bells ring.Teachers shall ascertain that no students remainin the building.Close classroom door, turn out lights and take rostersheet and grade book with you.Follow pre-designated primary or alternateevacuation routes.Leave the building in an orderly manner without rushing or crowding.If determined by the Incident Commander/principal, bus/vehicleevacuation will be used to transport students to another site.If the emergency calls for an evacuation without the use ofvehicles, walk from the building using the identified course.Students should be evacuated at least 300 feetfrom building and out of the way of emergencyvehicles.Reassembly the students and check roll to account for all students.Immediately report any missing students to the principal ordesignee.Note on roster any students who are released to parents.Return to your room when you are instructed that it is safe todo so.77

Safe School Plan ContinuedBCSD Safety Procedure:FIRE DRILLS AND FIRESPRINCIPAL’S OFFICE/INCIDENT COMMANDERSound a 3 bell alarm to signal an evacuation.Use public announcement system if alternativeevacuation route or alternate assembly area is to beused.Call 911 for law enforcement or fire department.Call the superintendent’s office toensure the necessary administrators arenotified from among the followingareas:Maintenance and OperationsBusinessTransportationSafetyAdvise whether ambulances are needed.Summons nurse(s) and staff to administer first aid asnecessary.Evacuate all staff and students to pre-designated evacuationroutes (Routes should be illustrated on Facilities Plan (i.e., safeentrance and exit routes).Ensure that custodian and cafeteria staff have turned off allmotors, fans, and other power-driver equipment.Advise whether primary oralternate assembly area willbe used.Advise whether students needto be transported by bus toanother site.After total roster is collected, preappointedstaff members(Operations Chief/Accountability inIncident Command System) shouldsearch building for any missingIf students are to be evacuated to another siteor they are to be dismissed for the day,organize a system for loading the buses asquickly and safely as possible (LogisticsChief/Transportation responsibility)If students are to be dismissed for the day, acheck-out area will be established (LogisticsChief/Transportation responsibility).Students are released to parents orthose listed on emergency release(Student Information Card) only.Signal “ALL CLEAR – RETURNTO CLASS” when appropriate.78

Safe School Plan ContinuedTEACHERBCSD Safety Procedure:EARTHQUAKE DRILL AND EARTHQUAKESEarthquake while indoors at schoolEarthquake while outdoors onschool groundsInstruct students to perform the dropprocedure when the earthquake warning bell isMove students away from windows, shelves,heavy objects and furniture that may fall.Extinguish burners in classroom laboratories.Instruct students to walk away frombuildings, trees, overhead powerlines,power poles or exposed wires.Instruct students to perform the dropprocedure when the earthquake warning bell isAs soon as possible, instruct students to evacuate thebuilding in an orderly manner when the earthquake is over.Instruct students to stay in the open until theearthquake is over or until further directionsare given.Close classroom door, turn out lights and take rostersheet and grade book with you.Follow pre-designated primary and alternate evacuation routes.Leave the building in an orderly manner without rushing or crowding.Students should be evacuated at least 300 feet from building and out of the way ofemergency vehicles.Reassembly the students, check roll, and identify any missing students.Immediately report any missing students to the officeInformation 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.79

Safe School Plan ContinuedBCSD Safety Procedure:EARTHQUAKE DRILL ANDPRINCIPAL’S OFFICE/INCIDENT COMMANDERSound the earthquake warning bell.Call the superintendent’s office who willensure the necessary administrators arenotified from among the following:Use public announcement system if alternativeevacuation route or alternate assembly area is to beused.Call 911 for law enforcement or fire department.Advise whether ambulances are needed.Maintenance and OperationsBusinessTransportationSafetyAdvise whether students needto be transported by bus toanother site.Summons nurse(s) and staff to administer first aid asnecessary.Advise whether primary oralternate assembly area willbe used.Evacuate all staff and students to pre-designated evacuationroutes (Routes should be illustrated on Facilities Plan (i.e., safeentrance and exit routes).After total roster is collected, preappointedstaff members (OperationsChief) should search building for anymissing students.Ensure that custodian and cafeteria have turned off allmotors, fans, and other power-driver equipment.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 breakin a line which could cause further damage.If students are to be evacuated to another siteor they are to be dismissed for the day,organize a system for loading the buses asquickly and safely as possible. (LogisticsChief/Transportation responsibility)If students are to be dismissed for theday, a check-out area should beestablished. (LogisticsChief/Transportation responsibility)Students should be released to parentsor those listed on emergency release(Student Information Card) only.Signal “ALL CLEAR – RETURNTO CLASS” when appropriate.80

Safe School Plan ContinuedBCSD Safety Procedure:BOMB THREATTEACHEREvacuate when you hear 3 bells ring.Be aware of pre-designated primary and alternateevacuation routes.Take roster sheet and grade book with you.Any employee who receives a bomb threat shallimmediately call 911 and report the threat to theprincipal or designee.Any employee seeing a suspicious package shallpromptly notify the principal or designee.No school staff members shall search for or handleany potential incendiary device.Close classroom door and turn out lights asstudents leave.Leave the building in an orderly manner without rushing or crowding.If the situation warrants, vehicle evacuation will be usedto transport students to another site.If the emergency calls for an evacuation without the use ofvehicles, walk from the building in the stated course.Always evacuate crosswind and/or upwindaway from any emergency by a safe route.Students should be evacuated at least 300 feetfrom building and out of the way of emergencyvehicles.Reassembly the students and check roll to ensure that all students areaccounted for.Report any missing students immediately.Note on roster any students who are released to parents.Do not reenter the threatened building until you areinstructed that it is safe to do so.81

Safe School Plan ContinuedBCSD Safety Procedure:BOMB THREAT (Continued)PRINCIPAL’S OFFICE/INCIDENT COMMANDERSound 3 bell alarm to signal an evacuation.Use public announcement system if alternativeevacuation route or alternate assembly area is to beused.Call 911 for law enforcement or fire department.Call the superintendent’s office who willensure the necessary administrators arenotified and available, as needed for theIncident Command Teams, from amongMaintenance and OperationsBusinessTransportationSafetyAdvise whether ambulances are needed.Summons nurse(s) and staff to administer first aid asnecessary.Evacuate all staff and students to pre-designated evacuationroutes (Routes should be illustrated on Facilities Plan (i.e., safeentrance and exit routes). Basic plan may be amended byIncident Commander.Incident Operations Chief may organize search andlocate team to seek out all areas of physical plant forstragglers.Advise whether primary oralternate assembly area willbe used.Advise whether students needto be transported by bus toanother site.After total roster is collected, preappointedstaff members (Searchand locate team) should again seekout any missing students.If students are to be evacuated to another siteor they are to be dismissed for the day,organize accountability, record keeping andtransportation teams within the incidentcommand system to support efficient and safeevacuation.Signal “ALL CLEAR – RETURN TOCLASS” when advised to do so by lawenforcement/fire department.82

Safe School Plan ContinuedBCSD Safety Procedure:PandemicSUPERINTENDENT/DESIGNEEIdentifies Health Department contacts, monitorspandemic-related information, and follows directionfrom Kern County Department of Public Health.Provides resources to maintainpreparedness, mitigation, response andrecovery plans.Sick students and staff return 24 hourspost febrile (temperature over 100)statePrincipal monitors absenteeism rate andnotifies superintendent/designee ifabsentee rate of staff hinders school siteoperation or average student absencerate doubles.Assists schools in using information frompublic health sources concerning infectioncontrol, protection, and response strategies.PRINCIPAL’S OFFICEDisseminates prevention education materialsto parents and staff. Manages rumors andimplements crisis intervention components asappropriate. Parents informed the school isoperating on a normal schedule unless theyare notified otherwise.Ensures sufficient infection prevention suppliesare available (soap, tissues, disposalreceptacles)Staff and students directed to use hand, cough,and sneeze hygiene and encouraged to practicegood health habits to promote wellness.Reviews Incident Command System, updatesstudent and staff contact information, and developsplans to: remain operational with expected rate ofabsenteeism; and follow standardized studentrelease proceduresEnsures symptomatic students and staff arereferred to the office and isolated in a sick roomuntil they can be sent home.If the Kern County Department of PublicHealth directs the Superintendent toclose the school site, staff immediatelybegins contacting parents givingstandardized message to pick upstudents and the reason.(If school closure) School Messengeractivated and letters provided byCommunications Department sent homewith all students. Schoolwork packets senthome with all students.Principal establishes communicationprocedures for incoming phone calls,parent concerns, etc. School closureposted on marquee and message placedon school voicemail. All media requestsdirected to the CommunicationsDepartment.Asymptomatic students are returned toclass83

Safe School Plan ContinuedBCSD Safety Procedure:PandemicPage 2 of 2All asymptomatic staff continue regularwork schedule. Students who arrivedespite closure wait in cafeteria with staffuntil parent pick up.Custodial staff initiatesschool wide general cleaningusing standard products andprocedures.TeacherDirects students to follow procedures tolimit the spread of communicable disease(e.g., hand washing, cough/sneeze etiquette)Safely refers students with symptoms to areaidentified by principal/officeFollows principal’s communication planfor questions and concerns related to eventAssumes a role on Incident CommandTeam as directed by principal84

Safe School Plan ContinuedBCSD Safety Procedure:THREAT ASSESSMENTA threat is identified by school staff/principalStep 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 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 anotherdisciplinary action. The student may be required to make amends andparticipate in conflict mediation or counseling strategies. ENDStep 3. Decide whether the SUBSTANTIVEthreat is serious or very serious 2 & 3 .The threat is serious. (SERIOUS SUBSTANTIVE)The threat is very serious. (VERY SERIOUS SUBSTANTIVE)Step 4. 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 theProtocol for Emergency Release of Pupil Records. Notify the student’s parents. Consider contacting law enforcement. Refer the student for counseling, dispute mediation, or anotherappropriate intervention. Discipline the student as appropriate to the severity of conduct,discipline history, discipline code, and the situation.Step 4. Respond to a VERY SERIOUS SUBSTANTIVEthreat (conduct a safety evaluation). Take immediate precautions to protect potential victims,to include, notifying the intended victim and the victim’sparents using the Protocol for Emergency Release ofPupil Records. Notify students’ parents. Consult with law enforcement. Appropriate, begin a mental health assessment of thestudent communicating the threat1 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 aweapon on, or severely injure someone.Step 5. Implement a safety plan. Complete a written plan. Maintain contact with the student. Revise the plan as needed.Adapted from: Cornell, D. and Sheras, P. (2006). Guidelines for Responding to Student Threats of Violence, p. 16, Sopris West: Longmont, CO. R:2.1385

Safe School Plan ContinuedAppendix A: Earthquake Emergency Procedure SystemAR 300.61Page 1 of 4EARTHQUAKE EMERGENCY PROCEDURE SYSTEMAdministrative RegulationAn earthquake emergency procedure system shall be established in every school building having anoccupant 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. Theprocedures 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 thesafety 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; and4. A program to ensure that students and certificated and classified staff are aware of andproperly 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 andthe 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 inclassrooms and other district facilities. Equipment and furniture, such as bookshelves, cabinets,computers, and laboratory equipment, shall be secured to the extent possible, and heavy objectsmoved 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 staffduring and after an earthquake.Earthquake EducationStudents shall be informed of the dangers to expect in an earthquake and procedures to befollowed. Students shall be instructed to remain silent and follow directions given by teachers orother staff in such an emergency.86

Safe School Plan ContinuedEARTHQUAKE EMERGENCY PROCEDURE SYSTEMAdministrative RegulationDrop procedures shall be practiced at least once each school quarter (Education Code Section32282).AR 300.61Page 2 of 4Students also shall be taught safety precautions to take if they are in the open or on the way to andfrom school when an earthquake occurs and an adult is not present to give specific directions.Earthquake While Indoors at SchoolWhen 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 dropposition 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, andheavy objects and furniture that may fall.4. Teachers shall have students evacuate the building in an orderly manner when theearthquake is over.Earthquake While Outdoors on School GroundsWhen an earthquake occurs, the following actions shall be taken by staff or other persons inauthority who are outdoors on school grounds:1. Staff shall direct students to walk away from buildings, trees, overhead power lines, powerpoles, 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 furtherdirections are given.87

Safe School Plan ContinuedAR 300.61Page 3 of 4EARTHQUAKE EMERGENCY PROCEDURE SYSTEMAdministrative RegulationEarthquake While on the BusIf 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 ProceduresAfter 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 officeor fire and police departments and shall confer with them regarding the advisability ofclosing the school. He/she shall also contact the Superintendent or designee for furtherinstructions.4. The principal shall post staff at a safe distance from all building entrances to see that noone reenters until the buildings are declared safe.5. All buildings shall be inspected for water and gas leaks, electrical breakages, and largecracks or earth slippage affecting buildings. The principal shall notify utility companies ofany break or suspected break in lines which may present an additional hazard. If damagehas 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 buildinginspector check for structural failure and equipment adequacy. Until this is done, thebuilding shall not be occupied.88

Safe School Plan Continued89EARTHQUAKE EMERGENCY PROCEDURESYSTEMAdministrative RegulationAR 300.61Page 4 of 4Legal Reference:EDUCATION CODE32280-32289 School safety plansOther References:Author. Guidebook for Developing a School Earthquake Safety Program, FEMA, 1990American Red Cross: http://www.redcross.orgCalifornia Office of Emergency Services: http://www.oes.ca.govCalifornia Seismic Safety Commission: http://www.seismic.ca.govFederal Emergency Management Agency (FEMA):http://www.fema.gov/hazards/earthquakesPolicy Adopted: April 24, 2007

Safe School Plan Continued90Appendix B: Emergency and Disaster Preparedness PlanBP 300.9Page 1 of 2EMERGENCY AND DISASTER PREPAREDNESSPLANPolicy of the Board of EducationThe Governing Board recognizes that all district staff and students must be prepared torespond quickly and responsibly to emergencies, disasters, and threats of disaster.The Superintendent or designee shall develop and maintain a disaster preparedness planwhich details provisions for handling emergencies and disasters and which shall beincluded in the district's comprehensive school safety plan (Education Code Section32282).(cf. BP 300.44 - School Safety Plan)The Superintendent or designee shall also develop and maintain emergency plans foreach school site.In developing the district and school emergency plans, the Superintendent or designeeshall collaborate with city and county emergency responders, including local publichealth administrators.The Superintendent or designee shall use state-approved Standardized EmergencyManagement System guidelines and the National Incident Command System whenupdating district and site-level emergency and disaster preparedness plans.The Board shall grant the use of school buildings, grounds, and equipment to publicagencies, including the American Red Cross, for mass care and welfare shelters duringdisasters or other emergencies affecting the public health and welfare. The Board shallcooperate with such agencies in furnishing and maintaining whatever services they deemnecessary to meet the community’s needs (Education Code Section 32282).School employees are considered disaster service workers and are subject to disasterservice activities assigned to them (Government Code Section 3100).Legal ReferenceEDUCATION CODE32001 Fire alarms and drills32040 Duty to equip school with first aid kit32280-32289 School safety plans32290 Safety devices39834 Operating overloaded bus46390-46392 Emergency average daily attendance in case of disaster49505 Natural disaster; meals for homeless students; reimbursement

Safe School Plan Continued91BP 300.9Page 2 of 2EMERGENCY AND DISASTER PREPAREDNESSPLANPolicy of the Board of EducationGOVERNMENT CODE3100 Public employees as disaster service workers8607 Standardized emergency management systemCODE OF REGULATIONS, TITLE 5550 Fire drills560 Civil defense and disaster preparedness plansCODE OF REGULATIONS, TITLE 192400-2450 Standardized emergency management systemUNITED STATES CODE, TITLE 4212101-12213 Americans with Disabilities ActOther References:American Red Cross: http://www.redcross.orgCalifornia Department of Education, Crisis Preparedness: http://www.cde.ca.gov/ls/ss/cpCalifornia Office of Emergency Services: http://www.oes.ca.govCalifornia Seismic Safety Commission: http://www.seismic.ca.govCenters for Disease Control and Prevention: http://www.cdc.govContra Costa County Office of Education, Pandemic influenza resources:http://www.cccoe.k12.ca.us/about/flu/resources_flu_action_kitFederal Emergency Management Agency: http://www.fema.govU.S. Department of Education, Emergency Planning:http://www.ed.gov/admins/lead/safety/emergencyplanU.S. Department of Homeland Security: http://www.dhs.govPolicy Adopted July 8, 1975Revision Approved June 26, 1984Revision Approved July 28, 1987Revision Approved September 10, 1991Revision Approved August 28, 2007

Safe School Plan Continued92AR 300.9Page 1 of 4EMERGENCY AND DISASTER PREPAREDNESSPLANAdministrative RegulationComponents of the PlanThe Superintendent or designee shall ensure that district and school site plans address, ata minimum, the following types of emergencies and disasters:1. Fire on or off school grounds which endangers students and staff2. Earthquake or other natural disasters3. 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 detonation6. Biological, radiological, chemical, and other activities, or heightened warning ofsuch activities7. 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 includestrategies 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.

Safe School Plan Continued93AR 300.9Page 2 of 4EMERGENCY AND DISASTER PREPAREDNESSPLANAdministrative Regulation2. 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 orother emergency, including determination of:a. The appropriate chain of command at the district and, if communicationbetween 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 ofactivities at each school during the emergency, including authorization touse his/her discretion in situations which do not permit execution ofprearranged plans.d. Identification of at least one person at each site who holds a validcertificate in first aid and cardiopulmonary resuscitation.e. Assignment of responsibility for identification of injured persons andadministration 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 ofevacuation routes.c. Procedures for release of students, including a procedure to releasestudents when reference to the emergency card is not feasible.(cf. BP 603.22 - Health Care and Emergencies)(cf. BP 300.53 - Safety)

Safe School Plan Continued94AR 300.9Page 3 of 4EMERGENCY AND DISASTER PREPAREDNESSPLANAdministrative Regulationsd. Identification of transportation needs, including a plan which allows busseating capacity limits to be exceeded when a disaster or hazard requiresstudents to be moved immediately to ensure their safety (Education CodeSection 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 ofattendance policies for students and sick leave policies for staff withknown 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 ofinstruction.b. How to provide for continuity of operations for essential central officefunctions, such as payroll and ongoing communication with students andparents/guardians.(cf. BP 603.5 - Emergency Schedules)6. Communication among staff, parents/guardians, the Governing Board, othergovernmental agencies, and the media during an emergency, including:a. Identification of spokesperson(s).(cf. BP 300.1 - Media Relations)

Safe School Plan Continued95AR 300.9Page 4 of 4EMERGENCIES AND DISASTER PREPAREDNESSPLANAdministrative Regulationsb. 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 extentpracticable, in a language and format that is easy for parents/guardians tounderstand.d. Distribution of information about district and school site emergencyprocedures to staff, students, and parents/guardians.7. Cooperation with other state and local agencies, including:a. Development of guidelines for law enforcement involvement andintervention.b. Collaboration with the local health department, including development ofa tracking system to alert the local health department to a substantialincrease of student or staff absenteeism as indicative of a potentialoutbreak 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, 1985Revision Approved September 10, 1991Revision Approved August 28, 2007

Safe School Plan Continued96Appendix C: Sexual Harassment Of or By StudentsSEXUAL HARASSMENT OF OR BY STUDENTSPolicy of the Board of EducationBP 601.6Page 1 of 4The Governing Board is committed to maintaining safe, healthy, and secure schoolenvironments that are free from harassment and discrimination. The Board prohibitssexual harassment of students at school or at school-sponsored or school-relatedactivities. The Board also prohibits retaliatory behavior or action against any person whofiles a complaint, testifies, or otherwise participates in District complaint processes.(cf. BB 100.12 – Values, Vision, Mission, and Superintendent Priorities)(cf. BP 300.63 – Nondiscrimination in District Programs and Activities)(cf. BP 500.38 – Sexual Harassment)(cf. BP 601.1 – Conduct of Pupils)(cf. BP 601.13 – Nondiscrimination, Harassment, Bullying and Threats)(cf. BP 600.4 – Positive School Climate)(cf. BP 605.3 – Uniform Complaint Procedures)1681The Governing Board intends to establish and maintain a climate of equity and caring ineach school. Students must (a) demonstrate respect for each other, (b) refrain fromcoercion or force to obtain compliance from others, and (c) not discriminate on the basisof gender. Students are prohibited by this policy and California law from engaging inunlawful sexual harassment.(cf. BP 300.27 – Nondiscrimination/Harassment)16821683 Instruction/InformationThe Superintendent or designee shall ensure that all District students receive ageappropriateinstruction and information on sexual harassment. Such instruction andinformation shall include:1. What acts and behavior constitute sexual harassment; including the fact thatsexual harassment could occur between people of the same sex and could involvesexual violence.2. A clear message that students do not have to endure sexual harassment.3. Encouragement to report observed instances of sexual harassment, even where thevictim of the harassment has not complained.4. Information about the District's procedure for investigating complaints and theperson(s) to whom a report of sexual harassment should be made.5. Information about the rights of students and parents/guardians to file a criminalcomplaint, as applicable.

Safe School Plan Continued97BP 601.6Page 2 of 4SEXUAL HARASSMENT OF OR BY STUDENTSPolicy of the Board of Education1684 Complaint ProcessAny student who feels that he/she is being or has been sexually harassed on schoolgrounds or at a school-sponsored or school-related activity (e.g., by visiting athlete orcoach) shall immediately contact his/her teacher or any other employee. An employeewho receives such a complaint shall report it in accordance with administrativeregulation.(cf. BP 300.13 – Complaints Concerning District Employees)(cf. BP 603.7 – Child Abuse and Neglect Reporting Procedures)The Superintendent or designee shall ensure that any complaints regarding sexualharassment are immediately investigated in accordance with administrative regulation.When the Superintendent or designee has determined that harassment has occurred,he/she shall take prompt, appropriate action to end the harassment and to address itseffects on the victim.Disciplinary MeasuresAny student who engages in sexual harassment of anyone at school or at a schoolsponsoredor school-related activity is in violation of this policy and shall be subject todisciplinary action. For students in grades 4 through 12, disciplinary action may includesuspension and/or expulsion, provided that in imposing such discipline the entirecircumstances of the incident(s) shall be taken into account.(cf. BP 601.3 – Suspension)(cf. BP 601.4 – Expulsion/Due Process)(cf. BP 606.6 – Suspension and Expulsion/Due Process [Students with Disabilities])Confidentiality and Record-KeepingThe Superintendent or designee shall maintain a record of all reported cases of sexualharassment to enable the District to monitor, address, and prevent repetitive harassingbehavior in its schools.All complaints and allegations of sexual harassment shall be kept confidential except asnecessary to carry out the investigation or take other subsequent necessary action (5 CCR4964).(cf. BP 300.49 – Unauthorized Release of Confidential/Privileged Information)

Safe School Plan Continued98BP 601.6Page 3 of 4SEXUAL HARASSMENT OF OR BY STUDENTSPolicy of the Board of EducationLegal Reference:EDUCATION CODE200-262.4 Prohibition of discrimination on the basis of sex48900 Grounds for suspension or expulsion48900.2 Additional grounds for suspension or expulsion; sexual harassment48904 Liability of parent/guardian for willful student misconduct48980 Notice at beginning of termCIVIL CODE51.9 Liability for sexual harassment; business, service and professionalrelationships1714.1 Liability of parents/guardians for willful misconduct of minorGOVERNMENT CODE12950.1 Sexual harassment trainingCODE OF REGULATIONS, TITLE 54600-4687 Uniform complaint procedures4900-4965 Nondiscrimination in elementary and secondary educationprograms receiving state financial assistanceUNITED STATES CODE, TITLE 201684-1688.1 Title IX, DiscriminationUNITED STATES CODE, TITLE 421983 Civil action for deprivation of rights2000d-2000d-7 Title VI, Civil Rights Act of 19642000e-2000e-17 Title VII, Civil Rights Act of 1964 as amendedCODE OF FEDERAL REGULATIONS, TITLE 34106.1-106.71 Nondiscrimination on the basis of sex in education programsOther References:Donovan v. Poway Unified School District, (2008) 167 Cal.App.4th 567Flores v. Morgan Hill Unified School District, (2003, 9th Cir.) 324 F.3d 1130Reese v. Jefferson School District, (2001) 208 F.3d 736Davis v. Monroe County Board of Education, (1999) 526 U.S. 629Gebser v. Lago Vista Independent School District, (1998) 524 U.S. 274Oona by Kate S. v. McCaffrey, (1998, 9th Cir.) 143 F.3d 473Doe v. Petaluma City School District, (1995, 9th Cir.) 54 F.3d 1447

Safe School Plan Continued99BP 601.6Page 4 of 4SEXUAL HARASSMENT OF OR BY STUDENTSPolicy of the Board of EducationOther References: (Continued)CSBA PUBLICATIONSSafe Schools: Strategies for Governing Boards to Ensure Student Success, 2011Providing a Safe, Nondiscriminatory School Environment for All Students, Policy Brief,April 2010OFFICE FOR CIVIL RIGHTS PUBLICATIONSDear Colleague Letter: Sexual Violence, April 4, 2011Sexual Harassment: It's Not Academic, September 2008Revised Sexual Harassment Guidance, January 2001Policy Adopted June 8, 1993Revision Adopted March 11, 1997Revision Adopted May 28, 2002Revision Adopted August 28, 2012

Safe School Plan Continued100AR 601.6Page 1 of 6SEXUAL HARASSMENT OF OR BY STUDENTSAdministrative RegulationsSexual Harassment DefinedProhibited sexual harassment; includes, but is not limited to: unwelcome sexualadvances, requests for sexual favors, and other verbal, visual, or physical conduct of asexual nature, made against another person of the same or opposite sex in the educationalsetting, when made on the basis of sex and under any of the following conditions(Education Code Section 212.5; 5 CCR 4916):(a)(b)(c)(d)The conduct has the purpose or effect of having a negative impact on the student’sacademic performance, or of creating an intimidating, hostile, or offensiveeducational environmentSubmission to, or rejection of, the conduct by the student is used as the basis foracademic decisions affecting the studentSubmission to the conduct is explicitly or implicitly made a term or a condition ofstudent’s academic status, or progressSubmission to, or rejection of, the conduct by the student is used as the basis forany decision affecting the student regarding benefits and services, honors,programs, or activities available at or through any District program or activity(cf. BP 300.27 – Nondiscrimination/Harassment)(cf. BP 601.1 – Conduct of Pupils)(cf. BP 601.2 – Bullying)(cf. BP 600.4 – Positive School Climate)Examples of types of conduct which are prohibited in the District and which mayconstitute 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 sexuallydegrading descriptions.3. Graphic verbal comments about an individual's body or overly personalconversation.4. Sexual jokes, derogatory posters, notes, stories, cartoons, drawings, pictures,obscene gestures, or computer-generated images of a sexual nature.5. Spreading sexual rumors.

Safe School Plan Continued101AR 601.6Page 2 of 6SEXUAL HARASSMENT OF OR BY STUDENTSAdministrative Regulations6. Teasing or sexual remarks about students enrolled in a predominantly singlegenderclass.7. Massaging, grabbing, fondling, stroking, or brushing the body.8. Touching an individual's body or clothes in a sexual way.9. Impeding or blocking movements or any physical interference with schoolactivities when directed at an individual on the basis of sex.10. Displaying sexually suggestive objects.11. Sexual assault, sexual battery, or sexual coercion.NotificationsA copy of the District's sexual harassment policy shall:1. Be included in the notifications that are sent to parents/guardians at the beginningof each school year (Education Code Section 48980; 5 CCR 4917).2. Be displayed in a prominent location in the main administrative building or otherarea where notices of District rules, regulations, procedures, and standards ofconduct are posted (Education Code Section 231.5).3. Be provided as part of any orientation program conducted for new students at thebeginning of each grading period or summer session (Education Code Section231.5).4. Appear in any school or District publication that sets forth the schools or District'scomprehensive rules, regulations, procedures and standards of conduct (EducationCode Section 231.5).School-Level Grievance Process/Grievance ProcedureComplaints of sexual harassment, or any behavior prohibited by the District'sNondiscrimination/Harassment policy (BP 300.27), shall be handled in accordance withthe following procedure:

Safe School Plan Continued102AR 601.6Page 3 of 6SEXUAL HARASSMENT OF OR BY STUDENTSAdministrative Regulations1. Notice and Receipt of Complaint: Any student who believes he/she has beensubjected to sexual harassment or who has witnessed sexual harassment may file acomplaint with any school employee. Within 24 hours of receiving a complaint,the school employee shall report it to the Principal or District Coordinator forNondiscrimination (Personnel Administrator) (Principal/Coordinator). Inaddition, any school employee who observes any incident of sexual harassmentinvolving a student shall, within 24 hours, report this observation to the Principalor Coordinator, whether or not the victim files a complaint.In any case of sexual harassment involving the Principal or designee to whom thecomplaint would ordinarily be made, the employee who receives the student'sreport or who observes the incident shall instead report to the Superintendent ordesignee.2. Initiation of Investigation: The Principal/Coordinator shall initiate an impartialinvestigation of an allegation of sexual harassment promptly, but in no case laterthan five school days after receiving notice of the harassing behavior, regardlessof whether a formal complaint has been filed. The District shall be considered tohave "notice" of the need for an investigation upon receipt of information from astudent who believes he/she has been subjected to harassment, the student'sparent/guardian, and an employee who received a complaint from a student, orany employee or student who witnessed the behavior.If the Principal/Coordinator receives an anonymous complaint or media reportabout alleged sexual harassment, he/she shall determine whether it is reasonableto pursue an investigation considering the specificity and reliability of theinformation, the seriousness of the alleged incident, and whether any individualscan be identified who were subjected to the alleged harassment.3. Initial Interview with Student: When a student or parent/guardian hascomplained or provided information about sexual harassment, thePrincipal/Coordinator shall describe the District's grievance procedure and discusswhat actions are being sought by the student in response to the complaint. Thestudent who is complaining shall have an opportunity to describe the incident,identify witnesses who may have relevant information, provide other evidence ofthe harassment, and put his/her complaint in writing. If the student requestsconfidentiality, he/she shall be informed that such a request may limit theDistrict's ability to investigate.4. Investigation Process: The Principal/Coordinator shall keep the complaint andallegation confidential, except as necessary to carry out the investigation or takeother subsequent necessary action (5 CCR 4964).

Safe School Plan Continued103AR 601.6Page 4 of 6SEXUAL HARASSMENT OF OR BY STUDENTSAdministrative RegulationsThe Principal/Coordinator shall interview individuals who are relevant to theinvestigation; including, but not limited to, the student who is complaining, the personaccused of harassment, anyone who witnessed the reported harassment, and anyonementioned as having relevant information. The Principal/Coordinator may take othersteps such as reviewing any records, notes, or statements related to the harassment orvisiting the location where the harassment is alleged to have taken place.When necessary to carry out his/her investigation or to protect student safety, thePrincipal/Coordinator also may discuss the complaint with the Superintendent ordesignee, the parent/guardian of the student who complained, the parent/guardian of thealleged harasser if the alleged harasser is a student, a teacher or staff member whoseknowledge of the students involved may help in determining who is telling the truth, lawenforcement and/or child protective services, and District legal counsel or the District'srisk manager.(cf. BP 603.7 – Child Abuse and Neglect Prevention and Reporting)5. Interim Measures: The Coordinator/Principal shall determine whether interimmeasures are necessary during and pending the results of the investigation (e.g.,placing students in separate classes or transferring a student to a class taught by adifferent teacher).6. Factors in Reaching a Determination: In reaching a decision about thecomplaint, the Coordinator/Principal may take into account:a. Statements made by the persons identified aboveb. The details and consistency of each person's accountc. Evidence of how the complaining student reacted to the incidentd. Evidence of any past instances of harassment by the alleged harassere. Evidence of any past harassment complaints that were found to be untrue7. To judge the severity of the harassment, the Principal/Coordinator may take intoconsideration:a. How the misconduct affected one or more students' educationb. The type, frequency, and duration of the misconductc. The identity, age, and sex of the harasser and the student who complained,and the relationship between them

Safe School Plan Continued104AR 601.6Page 5 of 6SEXUAL HARASSMENT OF OR BY STUDENTSAdministrative Regulationsd. The number of persons engaged in the harassing conduct and at whom theharassment was directede. The size of the school, location of the incidents, and context in which theyoccurredf. Other incidents at the school involving different students8. Written Report on Findings and Follow-Up: No more than 30 days afterreceiving the complaint, the Principal/Coordinator shall conclude theinvestigation and prepare a written report of his/her findings. This timeline maybe extended for good cause. If an extension is needed, the Principal/Coordinatorshall notify the student who complained and explain the reasons for the extension.The report shall include the decision and the reasons for the decision and shall summarizethe steps taken during the investigation. If it is determined that harassment occurred; thereport shall also include any corrective actions that have or will be taken to address theharassment and prevent any retaliation or further harassment. This report shall bepresented to the student who complained, the person accused, the parents/guardians of thestudent who complained, the student who was accused, and the Superintendent ordesignee.In addition, the Principal/Coordinator shall ensure that the harassed student and his/herparent/guardian are informed of the procedures for reporting any subsequent problems.The Coordinator/Principal shall make follow-up inquiries to see if there have been anynew incidents or retaliation and shall keep a record of this information.Enforcement of District PolicyThe Superintendent or designee shall take appropriate actions to enforce the District'ssexual harassment policy. As needed, these actions may include any of the following:1. Removing vulgar or offending graffiti.2. Providing staff in-service, student instruction, or counseling.3. Notifying parents/guardians of the actions taken.4. Notifying child protective services.5. Taking appropriate disciplinary action.In addition, the principal or designee may take disciplinary measures against any personwho is found to have made a complaint of sexual harassment which he/she knew was nottrue.

Safe School Plan Continued105AR 601.6Page 6 of 6SEXUAL HARASSMENT OF OR BY STUDENTSAdministrative Regulations(cf. BP 601.3 – Suspension)(cf. BP 601.4 – Expulsion/Due Process)(cf. BP 606.6 – Suspension and Expulsion/Due Process [Students with Disabilities])NotificationsA copy of the District's sexual harassment policy and regulation shall:1. Be included in the notifications that are sent to parents/guardians at the beginningof each school year (Education Code Section 48980; 5 CCR 4917).(cf. BP 300.56 – Parental Notifications)2. Be displayed in a prominent location in the main administrative building, schooloffice or any additional area where notices of District rules, regulations,procedures, and standards of conduct are posted, including school web sites(Education Code Section 231.5).3. Be provided as part of any orientation program conducted for new students at thebeginning of each quarter, semester, or summer session (Education Code Section231.5).4. Appear in any school or District publication that sets forth the schools or District'scomprehensive rules, regulations, procedures, and standards of conduct(Education Code Section 231.5).Policy Approved June 8, 1993Revision Approved March 11, 1997Revision Approved May 28, 2002Revision Approved August 28, 2012

Safe School Plan Continued106Appendix D: School DisciplineBAKERSFIELD CITY SCHOOL DISTRICTDR. JULIET THORNER SCHOOLEducation Center 1300 Baker St.5501 Thorner StreetBakersfield, CA 93305 Bakersfield, CA 93306DR. JULIET THORNER SCHOOL--EDUCATION COMPACT“To Succeed with Pride and Dignity”We, the staff and students of Dr. Juliet Thorner School, believe that all students should participate in anacademically focused curriculum, which is challenging and enables all students to achieve success. Webelieve that education must be a combined effort between schools, families and the community. We furtherbelieve that in order to provide quality education we must work together in developing and attaining higherstandards in academics, conduct and social awareness. In order to achieve these common goals we agreeto participate individually as follows:DISCIPLINE PLAN: A SHARED RESPONSIBILITYTHE STUDENT IS RESPONSIBLE FORRespecting the authority of teachers, principal , and other school staff to enforce district policy and school rules andregulations regarding student discipline and moral conduct.Behaving in classrooms and school campus in a manner that does not disrupt or interfere with the rights of otherstudents.Abiding by the school and classroom limits established by the school.Attending assigned classes daily and on time.THE PARENT IS RESPONSIBLE FORRecognizing and reinforcing the appropriate school behavior of their children.Reviewing school discipline rules and regulations with family members to ensure that all are familiar with andunderstand the standards of conduct expected by school authorities.Cooperating with school officials in carrying out appropriate discipline penalties when such action is necessary.Seeking out when necessary, and with the advice and guidance of district personnel, appropriate communityagencies for assistance in correcting misbehavior of the student.THE TEACHER IS RESPONSIBLE FORAssisting in the development and enforcement of the school rules.Developing concise classroom rules that clearly communicate to student and parent what is needed in order toteach.Establishing a classroom management program and atmosphere that elicits proper behavior and which gives everystudent full opportunity to pursue their studies without disruption.Communicating with students and parents regarding… behavior successes behavior problems and proposed solutionsTHE PRINCIPAL IS RESPONSIBLE FOREliminating vagueness from rules, expectations and responsibilities.Supporting teachers by developing behavior agreements on disruptive students and by holding conferences withparents to get commitments to agreements.Coordinating a system of reminders for people in following established rules and limits.Defining the referral procedures and everyone’s part in that procedure.Enforcing this discipline plan within the existing District, State and Federal laws.

Appendix E: The Schoolwide Dress CodeDR. JULIET THORNER SCHOOLStudent Dress GuidelinesRefer to the BCSD ParentAnd Student Guide for more details. Spaghetti straps, Halter tops, off the shoulder tops areprohibited No Bare midriffs No sagging shorts or pants Clothing must fit at the waist, knee and ankle for a tailoredlook All clothing, jewelry and personal items should be free ofwriting, pictures or any other insignia that is crude, vulgar,profane, sexually suggestive, or encourages prejudice againstothers Clothes shall appropriately cover undergarments at all times Backless shoes (flip-flops) and shoes with skates are notacceptable Shorts and skirts shorter than mid-thigh are prohibited

Appendix F: SuspensionSUSPENSIONPolicy of the Board of EducationBP 601.3Page 1 of 5In order to promote learning and protect the safety and well-being of all students, the Board hasestablished policies and standards of behavior. When these policies and standards are violated, itmay be necessary to suspend or expel a student from regular classroom instruction and/or bustransportation.(cf. BP 601.7 – Discipline)Removing a student from school for disciplinary reasons for more than the remainder of the dayshall 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 beimposed only when other means of correction fail to bring about proper conduct (Education CodeSection 48900.5).The grounds for suspension and expulsion and the procedures for considering, recommendingand/or implementing suspension and expulsion shall be those specified in law and/or administrativeregulation.The Board supports a zero tolerance approach to serious offenses in accordance with state andfederal law. This approach makes the removal of potentially dangerous students from theclassroom a top priority and ensures the standardized treatment of all students. Staff shallimmediately 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 ProcessThe Board shall provide for the fair and equitable treatment of students facing suspension andexpulsion by affording them their due process rights under the law. The grounds for suspensionand the procedures for considering, recommending, and/or implementing suspension are specifiedin administrative regulation and/or law. The Superintendent or designee shall comply withprocedures 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))

SUSPENSIONPolicy of the Board of EducationBP 601.3Page 2 of 5Supervised Suspension ClassroomThe Board recognizes that students who are suspended from school frequently have no supervisionor guidance during the school hours when they are off campus and may fall behind in thecoursework. The Board believes that, in many cases, it would be better to manage the student'sbehavior by keeping the student at school and providing him/her with supervision separated fromthe regular classroom.The Superintendent or designee may establish a supervised classroom suspension program meetingthe legal requirements for students suspended for any of the reasons enumerated in Education CodeSections 48900 and 48900.2, who pose no imminent danger or threat at school and for whom arecommendation for expulsion has not been initiated.The Superintendent or designee shall examine alternatives to off-campus suspension and mayestablish a suspension program which involves: progressive discipline during the school day oncampus; use of conferences between staff, parents/guardians, and students; detention; schoolassessment, prevention or intervention teams; and/or referral to school support services staff. Theuse of such alternatives does not preclude off-campus suspensions.(cf. BP 603.16 – Teams for Student Success)Required Parental AttendanceThe Board believes that parental involvement is important in the resolution of student behaviorproblems. The Board expects teachers to communicate with parents/guardians when behaviorproblems 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 defiedvalid staff authority, the teacher of the class from which the student was removed may request thatthe student's parent/guardian attend a portion of a school day in the class from which the studentwas suspended (Education Code Section 48900.1).Before requiring parent attendance the teacher shall make reasonable efforts to have theparent/guardian visit the class voluntarily. The teacher also may inform the parent/guardian aboutavailable resources and parent education opportunities. Teachers should reserve the option ofrequired parental attendance for cases in which they have determined that it is the best strategy topromote positive interaction between the student and the parent/guardian and to improve classroombehavior.

SUSPENSIONPolicy of the Board of EducationBP 601.3Page 3 of 5The teacher shall apply this policy uniformly to all students within the classroom. This policy shallapply 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 theparent/guardian stating that his/her attendance is required pursuant to law (Education Code Section48900.1).The notice shall specify that the attendance may be on either the date the student is scheduled toreturn to class or within one week thereafter. A parent/guardian who has received a written noticeshall attend class as specified in the notice.The principal or designee shall contact a parent/guardian who does not respond to the request toattend school. The Board recognizes that parent/guardian compliance with this policy may bedelayed, modified, or prevented for reasons such as serious illness/injury/disability, absence fromtown, or inability to get release time from work. After completing the classroom visit and beforeleaving school premises, the parent/guardian shall also meet with the principal or designee(Education Code Section 48900.1).District regulations and school-site rules for student discipline shall include procedures forimplementing parental attendance requirements. Parents/guardians shall be notified of this policyprior to its implementation (Education Code Section 48900.1).Legal Reference:EDUCATION CODE212.5 Sexual harassment1981 Enrollment of students in community school32261 Interagency School Safety Demonstration Act of 198535146 Closed sessions (re suspensions)35291 Rules (for government and discipline of schools)35291.5 Rules and procedures on school discipline48900-48926 Suspension48950 Speech and other communication49073-49079 Privacy of student records

SUSPENSIONPolicy of the Board of EducationBP 601.3Page 4 of 5Legal Reference: (Continued)CIVIL CODE47 Privileged communication48.8 Defamation liabilityCODE OF CIVIL PROCEDURE1985-1997 Subpoenas; means of productionHEALTH AND SAFETY CODE11014.5 Drug paraphernalia11053-11058 Standards and schedulesLABOR CODE230.7 Discharge or discrimination against employee for taking time off to appear in schoolon behalf of a childPENAL CODE31 Principal of a crime, defined240 Assault defined241.2 Assault fines242 Battery defined243.2 Battery fines243.4 Sexual battery245 Assault with deadly weapon245.6 Hazing261 Rape defined266c Unlawful sexual intercourse286 Sodomy defined288 Lewd or lascivious acts with child under age 14288a Oral copulation289 Penetration of genital or anal openings626.2 Entry upon campus after written notice of suspension or dismissal withoutpermission626.9 Gun-Free School Zone Act of 1995626.10 Dirks, daggers, knives, razors or stun gunsWELFARE AND INSTITUTIONS CODE729.6 CounselingUNITED STATES CODE, TITLE 18921 DefinitionsUNITED STATES CODE, TITLE 207151 Gunfree schools

SUSPENSIONPolicy of the Board of EducationBP 601.3Page 5 of 5Other References:T.H. v. San Diego Unified School District (2004) 122 Cal. App. 4th 1267Woodbury v. Dempsey (2003) 108 Cal. App. 4th 421Board of Education of Sacramento City Unified School District v. Sacramento County Board ofEducation and Kenneth H., (2001) 85 Cal.App.4th 1321John 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 80784 Ops.Cal.Atty.Gen 146 (2001)80 Ops.Cal.Atty.Gen. 91 (1997)80 Ops.Cal.Atty.Gen. 85 (1997)Revisions Approved November 27, 1990Revisions Approved June 8, 1993Revisions Approved March 22, 1994Revisions Approved June 6, 1995Revisions Approved March 25, 1997Revisions Approved April 28, 1998Revisions Approved July 23, 2002Revisions Approved September 9, 2003Revision Approved September 27, 2011

SUSPENSIONAdministrative RegulationAR 601.3Page 1 of 13DefinitionsSuspension from school means removal of a student from ongoing instruction for adjustmentpurposes (Education Code Section 48925(d)). However, "suspension" does not mean one of thefollowing (Education Code Section 48925):1. Reassignment to another education program or class at the same school where the student willreceive continuing instruction for the length of day prescribed by the Board for students of thesame 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 theremainder of the class period without sending the student to the principal or designee asprovided in Education Code Section 48910. Removal from a particular class shall not occurmore than once every five school days.Day means a calendar day unless otherwise specifically provided (Education Code Section 48925).Laser pointer means any hand held laser beam device or demonstration laser product that emits asingle point of light amplified by the stimulated emission of radiation that is visible to the humaneye (Penal Code Section 417.25(c)).School day means a day upon which the schools of the District are in session or weekdays duringthe summer recess (Education Code Section 48925).Student includes a student's parent/guardian or legal counsel (Education Code Section 48925).Principal's designee means one or more administrators or, if there is not a second administrator atone school site, a certificated person specifically designated by the principal, in writing, to helpwith disciplinary procedures. Only one such person may be designated at any time as theprincipal's primary designee and only one such person may be designated as secondary designee forthe school year. The names of such persons shall be on file in the principal's office (EducationCode Section 48911).School property, for the purposes described in Education Code Section 48900, includes, but is notlimited to: electronic files and databases (Education Code Section 48900(s)).

SUSPENSIONAdministrative RegulationAR 601.3Page 2 of 13Notice of RegulationsAt the beginning of each school year, the principal of each school shall ensure all students andparents/guardians are notified in writing of all school rules related to discipline, suspension, andexpulsion.(cf. BP 601.7(cf. BP 300.56– School Discipline)– Parent Notifications)Grounds for Suspension and ExpulsionA 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 willfullyused force or violence upon the person of another, except in self-defense. (Education CodeSection 48900(a)).A student who aids or abets the infliction or attempted infliction of physical injury on anotherperson, as defined in Penal Code Section 31, may be suspended, but not expelled. However, astudent may be suspended or expelled pursuant to Education Code Section 48900 (a) oncehe/she has been adjudged by a juvenile court to have committed, as an aider or abettor, a crimeof physical violence in which the victim suffered great or serious bodily injury (Education CodeSection 48900(s)).2. Possessed, sold, or furnished a firearm, knife, explosive or other dangerous object unless, in thecase of possession of any object of this type, the student had obtained written permission topossess the item from a certificated school employee, with the principal or designee’sconcurrence (Education Code Sections 48900(b), 48915(a)(1), and 48915(c)(1)).(cf. BP 601.1 – Conduct of Pupils)3. Unlawfully possessed, used, sold or furnished, or was under the influence of any controlledsubstance as defined in the Health and Safety Code 11053-11058, alcoholic beverage, orintoxicant of any kind (Education Code Sections 49800(c), 48915(a)(3), and 48915(c)(3)).(cf. BP 603.10 – Alcohol and Other Drugs)Unlawfully offered, arranged, or negotiated to sell any controlled substance as defined in Healthand Safety Codes 11053-11058, alcoholic beverage, or intoxicant of any kind, and then eithersold, delivered, or otherwise furnished to any person another liquid, substance, or material andrepresented the same as a controlled substance, alcoholic beverage, or intoxicant (EducationCode Section 48900(d) (emphasis added).

SUSPENSIONAdministrative RegulationAR 601.3Page 3 of 134. Committed or attempted to commit robbery or extortion (Education Code Sections 48900(e) and48915(a)(4)).5. Caused or attempted to cause damage to school or private property (Education Code Section48900(f)).6. Stole or attempted to steal school or private property (Education Code Section 48900(g)).7. Possessed or used any tobacco or tobacco products or nicotine products, including, but notlimited to: cigars, cigarettes, miniature cigars, clove cigarettes, smokeless tobacco, snuff, chewpackets, and betel. This restriction shall not prohibit a student from using or possessing his/herown prescription products (Education Code Section 48900(h)).(cf. BP 300.54 – Tobacco)8. Committed an obscene act or engaged in habitual profanity or vulgarity (Education CodeSection 48900(i)).9. Unlawfully possessed, offered, arranged, or negotiated to sell any drug paraphernalia asdefined in Section 11014.5 of the Health and Safety Code (Education Code Section 48900(j)).10. Disrupted school activities or otherwise willfully defied the valid authority of schoolpersonnel engaged in the performance of their duties (Education Code Section 48900(k)).This act may include fighting.11. Knowingly received stolen school property or private property (Education Code Section48900(l)).12. Possessed an imitation firearm (i.e., a replica of a firearm so substantially similar in physicalproperties to an existing firearm as to lead a reasonable person to conclude that the replica is afirearm) (Education Code Section 48900 (m)).13. 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 Section243.4 of the Penal Code Section (Education Code Sections 48900(n) and 48915(c)(4)).

SUSPENSIONAdministrative RegulationAR 601.3Page 4 of 1314. Harassed, threatened, or intimidated a student who is a complaining witness or witness in aschool disciplinary proceeding for the purpose of either preventing that student from being awitness and/or retaliating against that student for being a witness (Education Code Section48900(o)).15. Unlawfully offered, arranged to sell, negotiated to sell, or sold the prescription drug Soma(Education Code Section 48900(p)).16. 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 inphysical or mental harm to a former, current, or prospective student. Hazing does not includeathletic events or school-sanctioned events (Education Code Section 48900(q)).17. Engaged in an act of bullying, including, but not limited to: bullying by means of anelectronic act, directed toward a student or school personnel (Education Code Section48900(r)).Bullying means one or more acts by a student or group of students that constitute sexualharassment pursuant to Education Code Section 48900.2, as defined in item #24 below; hateviolence pursuant to Education Code Section 48900.3, as defined in item #25 below; orharassment, threats, or intimidation pursuant to Education Code Section 48900.4, as definedin item #26 below (Education Code Section 32261).Electronic act means the transmission of a communication, including, but not limited to, amessage, 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).18. Made terroristic threats against school officials or school property, or both as defined inEducation 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 tocommit a crime which will result in death or great bodily injury to another person, or propertydamage in excess of $1,000, with the specific intent that the statement is to be taken as athreat, even if there is no intent of actually carrying it out (Education Code Section 48900.7).

SUSPENSIONAdministrative RegulationAR 601.3Page 5 of 1319. Assault or battery upon any school employee (Education Code Section 48915 (a)(5)). Assaultis an unlawful attempt, coupled with a present ability to commit a violent injury on the personof another (Penal Code Section 240). Battery is any willful and unlawful use of force orviolence upon the person of another (Penal Code Section 242).20. Possession of an explosive as defined in the Title 18, United States Code, Section 921.21. Causing serious physical injury to another person, except in self-defense (Education CodeSection 48915(a)(1)).22. 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 ofthe acts listed below:23. Committed sexual harassment as defined in Education Code Section 212.5 (Education CodeSection 48900.2).Sexual harassment means that conduct, when considered from the perspective of a reasonableperson of the same gender as the victim, is sufficiently severe or pervasive as to have anegative 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)24. Caused, attempted to cause, threatened to cause, or participated in an act of hate violence asdefined in Education Code Section 33032.5 and Penal Code Section 422.6 (Education CodeSection 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 aperson'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 CodeSection 233; Penal Code Section 422.55).(cf. BP 601.12 – Hate-Motivated Behavior)25. Intentionally engaged in harassment, threats, or intimidation directed against school districtpersonnel or students that is sufficiently severe or pervasive to have the actual and reasonablyexpected effect of materially disrupting classwork,

SUSPENSIONAdministrative RegulationAR 601.3Page 6 of 13creating substantial disorder, and invading the rights of school personnel or students bycreating an intimidating or hostile educational environment (Education Code Section48900.4).(cf. BP 300.27 – Nondiscrimination)(cf. BP 601.13 – Nondiscrimination, Harassment, Bullying, and Threats)Conditions for Violations: Authority to SuspendA student may be suspended or expelled for any of the acts listed above if the act is related toschool activity or school attendance occurring at any district school or within any other schooldistrict, 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 orexpulsion for a student subject to discipline under this administrative regulation, including, but notlimited 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, orotherwise absent from school activities (Education Code Section 48900).(cf. BP 602.6 – Absences and Excuses)(cf. 602.13 – Truancy)Bus ConductBus transportation is a privilege extended only to students who display good conduct whilepreparing to ride, riding, or leaving the bus. Continued disorderly conduct or persistent refusal tosubmit to the authority of the driver shall be sufficient reason for a student to be deniedtransportation.

SUSPENSIONAdministrative RegulationAR 601.3Page 7 of 13The Superintendent or designee shall establish regulations related to bus conduct, bus driverauthority, and the suspension of riding privileges. The Board shall make these rules available toparents/guardians and students (Title 5, Code of Regulations, Section 14103).Laser: Prohibited ItemNo student shall possess a laser pointer on the school premises unless possession of the laser pointeris for a valid instructional or other school purpose, including employment (Penal Code Section417.27(b)).Removal from Class by a Teacher/Parental AttendanceA 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 thefollowing day (Education Code Section 48910).A teacher may also refer a student, for any of the acts enumerated in Education Code Section 48900to 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 suspensionto the principal of the school and send the student to the principal for appropriate action. Thestudent shall be appropriately supervised during the class periods from which he or she has beensuspended (Education Code Section 48911.1).As soon as possible, the teacher shall ask the parent or guardian of the student to attend a parentteacherconference regarding the suspension. A school administrator, counselor, or psychologistmay attend the conference if either the teacher or the parent/guardian so requests (Education CodeSection 48910).Since a teacher suspension is from the class and not the school, the student shall not be returned tothe class from which he or she was removed during the period of the removal, without theconcurrence of the teacher of the class and the principal (Education Code Section 48910). Astudent removed from class shall not be placed in another regular class during the period ofremoval. However, if a student is assigned to more than one class per day, he or she may be placedin any other regular classes except those held at the same time as the class from which the studentwas suspended (Education Code Section 48910).The teacher of any class from which a student is suspended may require the suspended student tocomplete assignments and tests missed during the suspension (Education Code Section 48913).

SUSPENSIONAdministrative RegulationAR 601.3Page 8 of 13Required Parent/Guardian School AttendancePursuant to Governing Board policy, a teacher may request that the parent/ guardian of a studentwhom the teacher has removed attend a portion of a school day in his/her child's classroom. Whena teacher makes this request, the principal shall send the parent/guardian a written notice that theparent/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 analternate date.2. Ask the parent/guardian to meet with the principal or designee after the classroom visit andbefore leaving school (Education Code Section 48900.1).Suspension by Superintendent, Principal, or Principal's DesigneeThe Superintendent, principal, or principal's designee may suspend a student from a school for notmore than five consecutive school days unless the suspension is extended pending expulsion(Education Code Section 48911).1. The principal shall immediately suspend and recommend for expulsion any student found to(Education Code Section 48915(c)):2. Possess, as verified by a District employee, or sell, or otherwise furnish a firearm, unless thestudent had obtained prior written permission to possess the item from a certificated schoolemployee, with the principal or designee's concurrence.3. Brandish a knife, as defined in Education Code Section 48915(g), at another person.4. Unlawfully sell a controlled substance listed in Health and Safety Code 11053-11058.5. Committing or attempting to commit a sexual assault or commit a sexual battery as definedin Education Code Section 48900(n).6. Possess an explosive as defined in Title 18, United States Code, Section 921.

SUSPENSIONAdministrative RegulationAR 601.3Page 9 of 131. 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 thanfour ounces, missile having an explosive or incendiary charge of more than one-quarterounce, 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 assuitable for sporting purposes) which might be converted to project an explosive (Title 18,United States Code, Section 921).2. Suspension also may be imposed for a first offense if the Superintendent, principal, ordesignee determines the student (1) violated items 48900 (a) - 48900 (e) listed in "Groundsfor Suspension and Expulsion" above, or (2) if the student's presence causes a danger topersons or property, or threatens to disrupt the instructional process (Education CodeSection 48900.5).3. Students may be suspended up to five (5) days for any one instance. The number ofsuspension days imposed should be determined by guidelines in the District discipline codeand the severity of the offense. A student may be suspended from school for not more than20 school days in any school year, unless for purposes of adjustment a student enrolls in oris 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 thenumber of days of suspension does not apply when the suspension is extended pending anexpulsion (Education Code Sections 48903 and 48911).4. The Superintendent or designee may count suspensions that occur while a student isenrolled in another school district toward the maximum number of days for which a studentmay be suspended in any school year (Education Code Section 48903).5. Suspensions shall be initiated according to the following procedures:a. Informal Conference: Suspension shall be preceded by an informal conferenceconducted by the principal or principal’s designee with the student and wheneverpractical, the teacher, supervisor, or school employee who referred the student to theprincipal. At the conference, the student shall be informed of the reason for thedisciplinary action and the evidence against him/her; the student shall be given theopportunity to present his/her version and evidence in support of his/her defense(Education Code Section 48911(b)).b. This conference may be omitted only if the principal or designee determines that anemergency situation exists. An "emergency situation" involves a clear and presentdanger to the lives, safety, or health of students or school personnel. If a student issuspended without an initial due process conference, both the parent/guardian andstudent shall be notified of the student's right to return to school for a conference. Theconference shall be held within two school days, unless the student waives his/her rightto it or is physically unable to attend for any reason. In such case, the conference will be

SUSPENSIONAdministrative RegulationAR 601.3Page 10 of 13held as soon as the student is physically able to return to school (Education Code Section48911(c)).1. Administrative Actions: All requests for student suspension are to be processed by theprincipal or designee in the school where the student is enrolled at the time of themisconduct. A school employee shall report the suspension, including the name of thestudent and the cause for the suspension, to the Superintendent or designee. A copy of thenotice of suspension shall be sent by a school employee to the Supervisor of StudentServices for all students with 20 days and 30 days of suspension and all students referred toan administrative hearing panel.2. Notice to Parents/Guardians: At the time of the suspension, a school employee shall make areasonable effort to contact the parent/guardian by telephone or in person. Whenever astudent is suspended, the parent/guardian shall be notified in writing of the suspension(Education Code Section 48911).3. This notice shall state: (a) the reasons for suspension; (b) the section, subsection, and, whenappropriate, the subdivision of Education Code Section violated by the student (EducationCode Section 48900.8); and (c) the date and time when the student may return to school.4. If school officials wish to ask the parent/guardian to confer regarding matters pertinent tothe suspension, the notice may include the state law requirement that the parent/guardianrespond to such requests without delay (Education Code Section 48911(f)).5. Parent/Guardian Conference: Whenever a student is suspended, school officials may meetwith the parent/guardian to discuss the causes and duration of the suspension, the schoolpolicy involved, and any other pertinent matter (Education Code Section 48914).6. While the parent/guardian is required to respond without delay to a request for a conferenceabout a student's behavior, no penalties may be imposed on the student for the failure of theparent/guardian to attend such conference. The student may not be denied readmissionsolely because the parent/guardian failed to attend the conference (Education Code Section48911(f)).7. Extension of Suspension: If the Board is considering the expulsion of a suspended studentfrom any school or the suspension of a student for the balance of the semester from analternative education school, the Superintendent or designee may extend the suspensionuntil the Board has made a decision (Education Code Section 48911(g)).

SUSPENSIONAdministrative RegulationAR 601.3Page 11 of 138. Any extension of the original period of suspension shall be preceded by a notice of suchextension with an offer to hold a parent conference concerning the extension, giving thestudent an opportunity to be heard. This conference may be held along with any meetingrequested by the student or parent/guardian to challenge the original suspension. Extensionof the suspension may be made only if the Superintendent or designee determines, followinga 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 personsor property or threaten to disrupt the instructional process (Education Code Section 48911).Supervised Suspension ClassroomStudents for whom an expulsion action has not been initiated and who pose no imminent danger orthreat to the school, students, or staff may be assigned to a supervised suspension classroom in aseparate classroom, building, or site for the entire period of suspension. The following conditionsshall apply (Education Code Section 48911.1):1. The supervised suspension classroom shall be staffed according to law (i.e., suspended studentsare separated from other students; the supervised suspension classroom is staffed as any otherclassroom 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 missedby the student during the suspension.4. Each student shall be responsible for contacting his/her teacher(s) to receive assignments to becompleted in the supervised suspension classroom. The teacher shall provide all assignmentsand tests that the student will miss while suspended. If no such work is assigned, the personsupervising the suspension classroom shall assign schoolwork.At the time a student is assigned to a supervised suspension classroom, the principal or designeeshall notify the student's parent/guardian in person or by telephone. When the assignment is forlonger than one class period, this notification shall be made in writing (Education Code Section48911.1(d)).

SUSPENSIONAdministrative RegulationAR 601.3Page 12 of 13Notification of Law Enforcement AuthoritiesThe principal or designee shall, by telephone or other appropriate means, promptly notify theappropriate law enforcement agency, either the Bakersfield Police Department or the Sheriff’sDepartment, 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 whichis expelled through a barrel, a projectile by the force of any explosion or other form ofcombustion (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 stungun, any instrument that expels a metallic projectile such as a BB or a pellet through the forceof air pressure, C02 pressure, or spring action, or any spot marker gun (Education Code Section48902; Penal Code Sections 626.9, 626.10 and 12001).3. Attacks, assaults, or physically threatens any employee of the district (Education Code Section44014). Violation of Education Code Section 44014 requires both the employee andprincipal/supervisor to make a law enforcement report.Before the suspension or expulsion of any student, the principal or designee shall notify theBakersfield Police Department or the Sheriff’s Department of:4. Any student acts of assault with a weapon likely to produce great bodily harm (Education CodeSection 48902 and Penal Code Section 245).Within one school day after a suspension or expulsion, the principal or designee shall notify lawenforcement 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 Healthand Safety Code 11053-11058), alcoholic beverage, or intoxicant of any kind, and then eithersold, delivered, or otherwise furnished to any person another liquid, substance, or material andrepresented same as a controlled substance, alcoholic beverage, or intoxicant (Education CodeSection 48900(d) (emphasis added).

SUSPENSIONAdministrative RegulationAR 601.3Page 13 of 13Students with Disciplinary History: Duty to Notify TeachersThe principal is required to inform every certificated staff member with teaching or supervisoryduties of each student who has engaged in, or is suspected of engaging in, any crime as verified byoutside 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. Thisinformation must be kept strictly confidential.Revision Approved November 27, 1990Revision Approved June 8, 1993Revision Approved March 22, 1994Revision Approved June 6, 1995Revision Approved March 25, 1997Revision Approved April 28, 1998Revision Approved July 23, 2002Revision Approved September 9, 2003Revision Approved September 27, 2011

Appendix G: Expulsion and Due ProcessEXPULSION/DUE PROCESSPolicy of the Board of EducationBP 601.4Page 1 of 4The Board has established clear policies and standards of behavior in order to promote learning andprotect the safety and well-being of all pupils. When these policies and standards are violated, itmay be necessary to expel a pupil from regular classroom instruction.(cf. BP 601.7 – Discipline)Suspended or expelled pupils shall be excluded from all school-related extra-curricular activitiesduring 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 ofmisconduct; when other forms of discipline, including suspension, have failed to bring about properconduct; or when the pupil’s presence causes a continuing danger to himself/herself, or others(Education Code Section 48915).The grounds for suspension and expulsion and the procedures for considering, recommendingand/or implementing suspension and expulsion shall be those specified in law and/or administrativeregulation.The Board supports a zero tolerance approach to serious offenses in accordance with state andfederal law. This approach makes the removal of potentially dangerous pupils from the classroom atop priority and ensures the standardized treatment of all pupils. Staff shall immediately report tothe Superintendent or designee any incidence of offenses specified in law, Board policy, andadministrative regulation as cause for suspension or expulsion.Pupil Due ProcessThe Board shall provide for the fair treatment of pupils facing suspension and expulsion byaffording them due process rights under the law. The Superintendent or designee shall comply withprocedures 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 officer will be selected by theSuperintendent or designee. An impartial panel of at least three persons shall serve on theadministrative hearing panel. Findings of fact shall be prepared and submitted to the Board.

EXPULSION/DUE PROCESSPolicy of the Board of EducationBP 601.4Page 2 of 4Decision Not to Enforce Expulsion OrderOn a case-by-case basis, the enforcement of an expulsion order may be suspended by the Boardpursuant to the requirements of law.Legal Reference:EDUCATION CODE212.5 Sexual harassment1981 Enrollment of students in community school17292.5 Program for expelled students32261 Interagency School Safety Demonstration Act of 198535146 Closed sessions (re: suspensions)35291 Rules (for government and discipline of schools)35291.5 Rules and procedures on school discipline48660-48667 Community day schools48900-48927 Speech and other communication49073-49079 Privacy of student records49079 Notification to teacherCIVIL CODE47 Privileged communication48.8 Defamation liabilityCODE OF CIVIL PROCEDURE1985-1997 Subpoenas; means of productionGOVERNMENT CODE11455.20 Contempt54950-54963 Ralph M. Brown Act (re: closed sessions)HEALTH AND SAFETY CODE11014.5 Drug paraphernalia11053-11058 Standards and schedulesLABOR CODE230.7 Discharge of discrimination against employee for taking time off to appear inschool on behalf of a childPENAL CODE31 Principal of a crime, defined240 Assault defined241.2 Assault fines242 Battery defined243.2 Battery fines243.4 Sexual battery

EXPULSION/DUE PROCESSPolicy of the Board of EducationBP 601.4Page 3 of 4Legal Reference: (Continued)PENAL CODE (Continued)245 Assault with deadly weapon261 Rape defined266cUnlawful sexual intercourse286 Sodomy defined288 Lewd and lascivious acts with child under age 14288aOral copulation289 Penetration of genital or anal openings417.25-417.27 Laser scope422.7 Aggravating factors for punishment422.75 Protected classes626.2.1 Entry upon campus after written notice of suspension or dismissal withoutpermission626.9 Gun-Free School Zone Act of 1995626.10 Dirks, daggers, knives, razors, or stun guns868.5 Supporting person; attendance during testimony of witnessWELFARE AND INSTITUTIONS CODE729.6 CounselingUNITED STATES CODE, TITLE 18921 Definitions, firearmUNITED STATES CODE, TITLE 207151 Gun-free schoolsOther References:T.H. v. San Diego Unified School District (2004) 122 Cal. App. 4th 1267Woodbury v. Dempsey (2003) 108 Cal. App. 4th 421Board of Education of Sacramento City Unified School District v. Sacramento County Board ofEducation and Kenneth H., (2001) 85 Cal.App.4th 1321John 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 80784 Ops.Cal.Atty.Gen 146 (2001)80 Ops.Cal.Atty.Gen. 91 (1997)80 Ops.Cal.Atty.Gen. 85 (1997)

EXPULSION/DUE PROCESSPolicy of the Board of EducationBP 601.4Page 4 of 4Revision Approved (Entire Section) February 28, 1984Revision Approved May 26, 1987Revision Approved December 5, 1989Revision Approved March 22, 1994Revision Approved October 22, 1996Revision Approved March 11, 1997Revision Approved April 28, 1998Revision Approved March 28, 2000Revision Approved July 23, 2002Revision Approved September 9, 2003Revision Approved September 27, 2011

EXPULSION/DUE PROCESSAdministrative RegulationAR 601.4Page 1 of 24DefinitionsComplaining witness means the alleged victim in an offense (Evidence Code Section 782).Day means a calendar day unless otherwise specifically provided (Education Code Section 48925).Expulsion means removal of a pupil from the immediate supervision and control, or the generalsupervision, of school personnel (Education Code Section 48925).Principal's designee means one or more administrators or, if there is not a second administrator atone school site, a certificated person specifically designated by the principal, in writing, to assistwith disciplinary procedures. Only one such person may be designated at any time as theprincipal's primary designee and only one such person may be designated as secondary designee forthe school year. The names of such persons shall be on file in the principal's office (EducationCode Section 48911).Pupil or student includes a pupil's parent/guardian or legal counsel (Education Code Section48925).School day means a day upon which the schools of the district are in session or weekdays duringthe summer recess (Education Code Section 48925).School property, for the purposes described in Education Code Section 48900, includes, but is notlimited to: electronic files and databases (Education Code Section 48900(s)).Expulsion/Due ProcessAt the beginning of each school year, the principal of each school shall ensure that all pupils andparents/guardians are notified in writing of all school rules concerning discipline, suspension, andexpulsion (Education Code Sections 35291, 48900.1, and 48980).(cf. BP 601.7(cf. BP 300.56– Discipline)– Parental Notifications)

EXPULSION/DUE PROCESSAdministrative RegulationGrounds for Suspension and ExpulsionAR 601.4Page 2 of 24A 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:1. Willfully used force or violence upon the person of another, except in self-defense(Education Code Section 48900(a)).2. A pupil who aids or abets the infliction or attempted infliction of physical injury on anotherperson, 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) oncehe/she has been adjudged by a juvenile court to have committed, as an aider or abettor, acrime of physical violence in which the victim suffered great or serious bodily injury(Education Code Section 48900(s)).3. Possessed, sold, or furnished a firearm, knife, explosive or other dangerous object unless, inthe case of possession of any object of this type, the pupil had obtained written permissionto possess the item from a certificated school employee, with the principal or designee’sconcurrence (Education Code Sections 48900(b), 48915(a)(1), and 48915(c)(1)).(cf. BP 601.1 – Conduct of Pupils)4. Unlawfully possessed, used, sold or furnished, or was under the influence of any controlledsubstance as defined in the Health and Safety Code 11053-11058, alcoholic beverage, orintoxicant of any kind (Education Code Sections 49800(c), 48915(a)(3), and 48915(c)(3)).(cf. BP 603.10 – Alcohol and Other Drugs)5. Unlawfully offered, arranged, or negotiated to sell any controlled substance as defined inHealth and Safety Code 11053-11058, alcoholic beverage, or intoxicant of any kind, andthen either sold, delivered, or otherwise furnished to any person another liquid, substance,or material and represented the same as a controlled substance, alcoholic beverage, orintoxicant (Education Code Section 48900(d)(emphasis added).6. Committed or attempted to commit robbery or extortion (Education Code Sections 48900(e)and 48915(a)(4)).7. Caused or attempted to cause damage to school or private property (Education Code Section48900(f)).8. Stole or attempted to steal school or private property (Education Code Section 48900(g)).

AR 601.4Page 3 of 24EXPULSION/DUE PROCESSAdministrative Regulation9. Possessed or used any tobacco or tobacco products or nicotine products, including but notlimited to cigars, cigarettes, miniature cigars, clove cigarettes, smokeless tobacco, snuff,chew packets, and betel. This restriction shall not prohibit a pupil from using or possessinghis/her own prescription products (Education Code Section 48900(h)).(cf. BP 300.54 – Tobacco)10. Committed an obscene act or engaged in habitual profanity or vulgarity (Education CodeSection 4890(i)).11. Unlawfully possessed, offered, arranged, or negotiated to sell any drug paraphernalia asdefined in Section 11014.5 of the Health and Safety Code (Education Code Section48900(j)).12. Disrupted school activities or otherwise willfully defied the valid authority of schoolpersonnel engaged in the performance of their duties (Education Code Section 48900(k)).This act may include fighting.13. Knowingly received stolen school property or private property (Education Code Section48900(l)).14. Possessed an imitation firearm (i.e., a replica of a firearm so substantially similar in physicalproperties to an existing firearm as to lead a reasonable person to conclude that the replica isa firearm) (Education Code Section 48900 (m)).15. 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 Section243.4 of the Penal Code (Education Code Sections 48900(n) and 48915(c)(4)).16. Harassed, threatened, or intimidated a pupil who is a complaining witness or witness in aschool disciplinary proceeding for the purpose of either preventing that pupil from being awitness and/or retaliating against that pupil for being a witness (Education Code Section48900(o)).17. Unlawfully offered, arranged to sell, negotiated to sell, or sold the prescription drug Soma(Education Code Section 48900(p)).18. Engaged in, or attempted to engage in, hazing (Education Code Section 48900(q)).

AR 601.4Page 4 of 24EXPULSION/DUE PROCESSAdministrative Regulation19. 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 educationalinstitution, which is likely to cause serious bodily injury or personal degradation or disgraceresulting in physical or mental harm to a former, current, or prospective pupil. Hazing doesnot include athletic events or school-sanctioned events (Education Code Section 48900(q)).20. Engaged in an act of bullying, including, but not limited to, bullying by means of anelectronic act, directed toward a pupil or school personnel (Education Code Section48900(r)).21. Bullying means one or more acts by a pupil or group of pupils that constitute sexualharassment pursuant to Education Code Section 48900.2, as defined in item #24 below; hateviolence pursuant to Education Code Section 48900.3, as defined in item #25 below; orharassment, threats, or intimidation pursuant to Education Code Section 48900.4, as definedin item #26 below (Education Code Section 32261).22. Electronic act means the transmission of a communication, including, but not limited to, amessage, text, sound, or image by means of an electronic device, including, but not limitedto, a telephone, wireless telephone, or other wireless communication device, computer, orpager (Education Code Section 32261).23. Made terroristic threats against school officials or school property, or both as defined inEducation Code Section 48900.7 Subsection “b” (Education Code Section 48900.7(a)).24. A terrorist threat includes any written or oral statement by a person who willfully threatensto commit a crime which will result in death or great bodily injury to another person, orproperty damage in excess of $1,000, with the specific intent that the statement is to betaken as a threat, even if there is no intent of actually carrying it out (Education CodeSection 48900.7).25. 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 onthe person of another (Penal Code Section 240). Battery is any willful and unlawful use offorce or violence upon the person of another (Penal Code Section 242).26. Possession of an explosive as defined in the Title 18, United States Code Section 921.27. Causing serious physical injury to another person, except in self-defense (Education CodeSection 48915(a)(1)).28. Brandishing a knife at another person (Education Code Section 48915(c)(1)).

EXPULSION/DUE PROCESSAdministrative RegulationAR 601.4Page 5 of 2429. Only pupils in grades 4 through 8 may be suspended and recommended for expulsion forany of the acts listed below:30. Committed sexual harassment as defined in Education Code Section 212.5 (Education CodeSection 48900.2).31. Sexual harassment means that conduct, when considered from the perspective of areasonable person of the same gender as the victim, is sufficiently severe or pervasive as tohave 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)32. Caused, attempted to cause, threatened to cause, or participated in an act of hate violence asdefined in Education Code Section 33032.5 and Penal Code Section 422.6 (Education CodeSection 48900.3).33. 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 aperson'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 CodeSection 233; Penal Code Section 422.55).(cf. BP 601.12 – Hate-Motivated Behavior)34. Intentionally engaged in harassment, threats, or intimidation directed against school districtpersonnel or pupils that is sufficiently severe or pervasive to have the actual and reasonablyexpected effect of materially disrupting class-work, creating substantial disorder, andinvading the rights of school personnel or pupils by creating an intimidating or hostileeducational environment (Education Code Section 48900.4).(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 ofmisconduct; when other forms of discipline, including suspension, have failed to bring about properconduct; or when the pupil's presence causes a continuing danger to pupils or others (EducationCode Section 48915(e)).Pupils facing suspension and expulsion shall be treated fairly to include affording these pupils dueprocess rights under the law. The Superintendent

EXPULSION/DUE PROCESSAdministrative RegulationAR 601.4Page 6 of 24or 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 orexpulsion for a pupil subject to discipline under this administrative regulation, including, but notlimited 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 Code Section 48900).(cf. BP 602.6(cf. BP 602.13– Absences and Excuses)– Truancy)Authority to ExpelOnly the Board may expel a pupil. The Board shall expel, as required by law, any pupil found tohave committed certain offenses listed below under "Mandatory Recommendation and MandatoryExpulsion."The Board may also order a pupil expelled for any of the acts listed above under "Grounds forSuspension and Expulsion" upon recommendation by the principal, Superintendent, hearing officer,or administrative hearing panel, based on finding either or both of the following (Education CodeSection 48915(b)(e)):1. That other means of correction are not feasible or have repeatedly failed to bring about properconduct.2. That due to the nature of the violation, the presence of the pupil causes a continuing danger tothe physical safety of the pupil or others.Extending Suspension of the Pupil Pending an Administrative HearingWhen there are more than five days between the incident that caused the referral to theadministrative hearing panel and the holding of that hearing, the pupil’s suspension may beextended. Following a meeting in which the parent/guardian were invited to participate, theSuperintendent or designee may extend the original period of suspension until the hearing has beenconducted if s/he determines the pupil’s return to school would pose a continuing danger or bedisruptive to the school process.

EXPULSION/DUE PROCESSAdministrative RegulationAR 601.4Page 7 of 24An extension of the original period of suspension shall be preceded by a notice of the extension andoffer to hold a conference giving the pupil an opportunity to be heard (Education Code Section48911(g)).Mandatory Recommendation for ExpulsionUnless the principal finds that expulsion is inappropriate due to particular circumstances, theprincipal shall recommend a pupil's expulsion for any of the following acts (Education CodeSection 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 dangerousobject of no reasonable use to the pupil. Note: “Explosive” as used in this section does notinclude an explosive meeting the definition provided in Title 18, United States Code, Section921.3. Unlawful possession of any controlled substance except for possession of no more than oneounce of marijuana.4. Robbery or extortion.5. Assault or battery upon any school employee as defined in Sections 240 and 242 of the PenalCode. Assault is an unlawful attempt, coupled with a present ability to commit a violent injuryon the person of another (Penal Code Section 240). Battery is any willful and unlawful use offorce or violence upon the person of another (Penal Code Section 242).Mandatory Recommendation and Mandatory ExpulsionThe principal or administrative designee shall immediately suspend and recommend the Boardexpel 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 thepupil had obtained prior written permission to possess the item from a certificated schoolemployee, 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.

EXPULSION/DUE PROCESSAdministrative RegulationAR 601.4Page 8 of 244. Commit or attempt to commit a sexual assault or commit a sexual battery as defined inEducation 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 (EducationCode Section 48915).Pupil’s Right to Expulsion HearingThe pupil is entitled to a hearing to determine whether the pupil should be expelled. The hearingshall be held within 30 school days after the principal or designee determines one of the acts listedunder “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 30calendar days. The request for postponement shall be in writing. Any subsequent postponementmay 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 anexpulsion hearing, the Superintendent or designee may, for good cause, extend the time period anadditional five school days. Reasons for the extension shall be included as a part of the recordwhen 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 dueto a summer recess of Board meetings of more than two weeks, the days during the recess shall notbe 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 expulsionhearing be postponed, the hearing shall be held not later than 20 calendar days prior to the first dayof the next school year (Education Code Section 48918(a)).Once the hearing starts, all matters shall be pursued with reasonable diligence and concludedwithout unnecessary delay (Education Code Section 48918(a)).Waiver of Administrative HearingThe Superintendent or designee will develop procedures to enable a parent and pupil to waivehis/her right to a hearing (“waiver”) in exchange for an agreement by which an expedited resolutionof the charges and recommendation for expulsion may be achieved.

EXPULSION/DUE PROCESSAdministrative RegulationAR 601.4Page 9 of 24A waiver shall not be available: (a) for offenses listed above under “Mandatory Recommendationand Mandatory Expulsion,” or (b) when there is a fact-based administrative determination thewaiver is inappropriate.When eligible, the parent/legal guardian and pupil request a waiver before scheduled date of theadministrative hearing.A waiver request shall be granted only when the pupil admits the offense with which the pupil hasbeen charged has occurred, the behavior was a clear violation of applicable law and schoolregulations, 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 administrativehearing officer.Supplementary FindingA “supplementary finding” augments the primary finding a pupil committed one or more legallyprohibited acts. A supplementary finding is based on evidence provided in the administrativehearing.Any pupil found to have committed the offenses listed above under "Mandatory Recommendationand Mandatory Expulsion," does not require a supplementary finding. The Board also may order apupil 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 pupilcommitted 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 properconduct.2. That due to the nature of the violation, the presence of the pupil causes a continuing danger tothe physical safety of the pupil or others.In all offenses except those listed in the section entitled “Mandatory Recommendation andMandatory Expulsion,” the school presenter will testify, provide a witness to testify, or enterdocuments to factually prove one or more supplementary findings.

EXPULSION/DUE PROCESSAdministrative RegulationAR 601.4Page 10 of 24Education Program at Community Day School or County Community SchoolPending Expulsion HearingIn cases where a recommendation for expulsion from the district’s regular, comprehensive programis being processed by the Board, pupils accused of less serious offenses may be temporarilyassigned by a district-level referral process to a District Community Day School. For the purposesof this policy, less serious offenses will include all grounds permitting the recommendation forexpulsion listed in the Education Code except those for which the Superintendent or designeedetermine there is no appropriate district alternative placement (e.g., firearm charges, attack with aweapon, threat of attack with a weapon, selling drugs, sexual assault, and causing serious physicalinjury).When appropriate, pupils may also be temporarily served in County Community School while arecommendation for expulsion from the regular, comprehensive program is being processed by theBoard.A pupil with a known or suspected disability will not be temporarily assigned to a Community DaySchool, County Community School, or proceed to an administrative hearing without completion ofthe 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 thepupil 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 notificationregarding the pupil’s temporary placement into a Community Day School (Education Code Section48662). A similar process will be followed for a temporary placement in County CommunitySchool.Rights of Complaining WitnessA complaining witness means the alleged victim(s) in an offense (Evidence Code Section 782). Acomplaining witness is given additional rights according to California law, whenever anadministrative 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, PenalCode Section 868.5, Evidence Code Sections 780 and 1070).An expulsion hearing involving allegations of sexual assault or sexual battery may be postponed forone school day in order to accommodate the special physical,

EXPULSION/DUE PROCESSAdministrative RegulationAR 601.4Page 11 of 24mental, or emotional needs of a pupil who is the complaining witness (Education Code Section48918.5).Whenever the Superintendent or designee recommends an expulsion hearing that addressesallegations of sexual assault or sexual battery, he/she shall give the complaining witness a copy ofthe 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 timehe/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 designeeshall immediately advise the complaining witness(es) and the accused pupils to refrain frompersonal 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 HearingWritten notice of an administrative hearing shall be forwarded to the pupil and the pupil'sparent/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 isbased.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 Section48915.1, to provide information about the pupil's status in the district to any other district inwhich the pupil seeks enrollment. This obligation applies when a pupil is expelled for actsother 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 berepresented by legal counsel or by a nonattorney advisor.

EXPULSION/DUE PROCESSAdministrative RegulationAR 601.4Page 12 of 24Legal counsel means an attorney or lawyer who is admitted to the practice of law in Californiaand 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 familiarwith the facts of the case, and has been selected by the pupil or pupil's parent/guardian toprovide 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 documentaryevidence on the pupil's behalf, including witnesses.Conduct of Expulsion Hearing1. Closed Session: Notwithstanding the provisions of Government Code Section 54953 andEducation Code Section 35145, an administrative hearing shall be conducted to consider theexpulsion of a pupil.2. The hearing shall be closed to the public unless the pupil requests in writing at least five daysprior to the hearing that the hearing be a public meeting. If such request is made, the meetingshall be public unless another pupil's privacy rights would be violated (Education Code Section48918(c)).Whether the expulsion hearing is held in closed or public session, the administrative hearingpanel may meet in closed session to deliberate and determine whether or not the pupil should beexpelled. If the administrative hearing panel admits any other person to this closed session, theparent/guardian, the pupil, and the counsel of the pupil shall also be allowed to attend the closedsession (Education Code Section 48918(c)).If an administrative hearing that involves a charge of sexual assault or sexual battery is to beconducted in public, a complaining witness shall have the right to have his/her testimony heardin closed session when: (a) testifying in a public session threatens serious psychological harmto the witness, and (b) no alternative procedures are available to avoid the threatened harmincluding, but not limited to: videotaped deposition or contemporaneous examination in anotherplace communicated to the hearing room by closed-circuit television (Education Code Section48918(c)).

EXPULSION/DUE PROCESSAdministrative RegulationAR 601.4Page 13 of 243. 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 completetranscription of the proceedings can be made (Education Code Section 48918(g)(k)).4. Subpoenas: Before commencing a pupil administrative hearing, the Board may issue subpoenasat the request of either the pupil or the Superintendent or designee for the personal appearanceat the hearing of any person who actually witnessed the action that gave rise to therecommendation for expulsion. After the hearing has commenced, the Board or the hearingofficer or administrative hearing panel may issue such subpoenas at the request of the pupil orthe county superintendent of schools office or designee. All subpoenas shall be issued inaccordance with the Code of Civil Procedure, Sections 1985-1985.2, and enforced inaccordance 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 asubpoena may be considered by the Board in closed session, or in open session if so requestedby the pupil, before the meeting. The Board’s decision in response to such an objection shall befinal and binding (Education Code Section 48918(i)).If the Board determines, or if the hearing officer or administrative hearing panel finds andsubmits to the Board, that a witness would be subject to unreasonable risk of harm by testifyingat the hearing, a subpoena shall not be issued to compel the personal attendance of that witnessat the hearing. However, that witness may be compelled to testify by means of a sworndeclaration 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 whichreasonable persons can rely in the conduct of serious affairs. The decision of the Board to expelmust 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 closingstatements, entering of exhibits, testimony, direct examination and cross examination by theschool’s and the pupil’s representative. When applicable, witnesses to the incident shallprovide testimony directly related to the charges against the pupil. Evidence may be admitted ifit 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 begiven the opportunity to: (a) confront and ask questions of all

EXPULSION/DUE PROCESSAdministrative RegulationAR 601.4Page 14 of 24witnesses who testify at the hearing, (b) question all other evidence presented, and (c) presentoral and documentary evidence on the pupil’s behalf including witnesses, excepting thoseexcluded pursuant to law and policy. During the administrative hearing, the school principal oradministrative designee presents facts permitting a finding to be reached whether the pupilcommitted a suspendable and expellable act. Facts to support a supplementary finding, asdescribed above, will also be provided by the school principal/designee. In gathering andpresenting evidence, the principal or administrative designee should include eyewitnessaccounts of the incident(s) leading to the hearing.Findings of fact shall be based solely on the evidence introduced at the hearing and sworndeclaration. While no finding shall be based solely on hearsay, sworn declarations may beadmitted as testimony from witnesses whose disclosure of their identity or testimony at thehearing may subject them to an unreasonable risk of physical or psychological harm (EducationCode Section 48918(f)). When the principal or designee believes the identification or presenceof that witness at the hearing, or both, may subject this witness to an unreasonable risk ofpsychological or physical harm, the administrative hearing officer shall be consulted. If theadministrative hearing officer determines that there are facts verifying an unreasonable risk ofharm exists, the testimony of the witness may be brought as a sworn declaration. To insureanonymity, the original sworn declaration may be examined only by the panel members. Thepupil’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 thereasonableness of the search shall be included in the hearing record, the reasons for, and theoutcomes 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 whenhearings involve allegations of sexual assault or sexual battery by a pupil (Education CodeSection 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 presentduring his/her testimony including, but not necessarily limited to a parent/guardian or legalcounsel.c. A support person(s) may also be a complaining witness in the hearing. Unless the supportperson chosen is a parent, guardian, or sibling of the

AR 601.4Page 15 of 24EXPULSION/DUE PROCESSAdministrative Regulationcomplaining witness, the support person shall not: (a) be an employee of, or associated withthe media as defined in Evidence Code Section 1070, or (b) previously adjudged incontempt of court. A support person will not make notes during the hearing (Penal CodeSection 868.5 and Evidence Code Section 1070).d. Before a complaining witness testifies, support persons shall be admonished that the hearing isconfidential.e. The Administrative Hearing officer may remove a support person whom he/she finds isdisrupting the hearing.f. If one or both support persons are also witnesses, the hearing shall be conducted according toPenal Code Section 868.5. If a support person is also a complaining witness, then the Districtrepresentative shall present evidence that the attendance of this support person/complainingwitness at theAdministrative hearing is desired by and will help another complaining witness who hasrequested support. Once this is determined, the request for the support person/complainingwitness to accompany the other complaining witness will be granted, unless the presence ofthe support person/complaining witness presents a substantial risk of influencing the contentof the testimony. Testimony of a support person/complaining witness will precede thetestimony of a complaining witness who is not a support person. A complaining witness shallbe 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 presumedinadmissible and shall not be heard unless the person conducting the hearing determines thatextraordinary circumstances require the evidence to be heard.a. Before such a determination is made, the complaining witness shall be given notice and anopportunity to oppose the introduction of this evidence. In the hearing on the admissibilityof this evidence, the complaining witness shall be entitled to be represented by aparent/guardian, legal counsel or other support person. Reputation or opinion evidenceregarding the sexual behavior of a complaining witness shall not be admissible for anypurpose.b. In order to facilitate a free and accurate statement of the experiences of the complainingwitness and to prevent discouragement of complaints, the district shall strive to provide anonthreatening environment.(1) The District shall provide a room separate from the hearing room for the use of the complainingwitness before and during breaks in testimony.

EXPULSION/DUE PROCESSAdministrative RegulationAR 601.4Page 16 of 24(2) At the discretion of the person conducting the hearing, the complaining witness shall be allowedreasonable periods of relief from examination and cross-examination during which he/she mayleave the hearing room.(3) The administrative hearing officer may:(A) Arrange the seating within the hearing room so as to facilitate a lessintimidating environment for the complaining witness.(B)(C)Limit the time for taking the testimony of a complaining witness to the hourshe/she is normally in school, if there is no good cause to take the testimonyduring other hours.Permit one of the support persons to accompany the complaining witness tothe witness stand or area.7. Decision Within 40 School Days: Since the Board does not meet on a weekly basis, its decisionon whether to expel a pupil shall be made within 40 school days after the pupil is removed fromhis/her school of attendance, unless the pupil requests in writing that the decision be postponed(Education Code Section 48918(a)).Procedures for Use of SubpoenasEducation Code Section 48918 authorizes the Board to issue subpoenas for personal appearance atthe administrative hearing of any person who actually witnessed the action that gave rise to therecommendation for expulsion. The subpoena must be served at least 10 days before the timerequired for attendance (Code of Civil Procedure 1987). Unless they are parties to the hearing orare District or government employees, witnesses who appear after receiving a subpoena receive feesand mileage equal to those prescribed for witnesses in civil actions in a superior court. Witnessreimbursement must be paid by the party requesting the subpoena.Establishing an Administrative Hearing PanelAn administrative hearing panel is established by the Board to gather facts about the chargesagainst a pupil and to recommend actions to the Board. The impartial administrative hearing panelwill be composed of three or more certificated personnel, none of whom shall be members of theBoard or on the staff of the school in which the pupil is enrolled (Education Code Section48918(d)). The administrative hearing panel shall be chaired by the hearing officer. Selections tothe panel shall be made by the Superintendent or designee.

EXPULSION/DUE PROCESSAdministrative RegulationAR 601.4Page 17 of 24Expulsion Hearing: Administrative Hearing PanelThe 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 shallbe immediately reinstated. The Superintendent or designee shall place the pupil in a classroominstructional program, any other instructional program, a rehabilitation program, or anycombination of these programs after consulting with district staff, including the pupil's teachers andwith the pupil's parent/guardian (Education Code Section 48918(e)). The decision to notrecommend expulsion is final (Education Code Section 48918(e)).If expulsion is recommended, findings of fact in support of the recommendation shall be preparedand submitted to the Board. All findings of fact and recommendations shall be based solely on theevidence 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 anysupplementary hearing the Board may order (Education Code Section 48918(f)).In accordance with Board policy, the hearing officer or administrative hearing panel mayrecommend 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 thepupil is removed from his/her school of attendance, unless the pupil requests in writing that thedecision be postponed (Education Code Section 48918 (a)).Final Action by the BoardWhether the expulsion hearing is conducted in closed or public session by the Board oradministrative 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 forreadmission to a school within the district. For a pupil expelled for an act listed under “MandatoryRecommendation and Mandatory Expulsion” above, the date shall be one year from the date theexpulsion occurred, except that the Board may set an earlier date on a case-by-case basis. For apupil expelled for other acts, this date shall be no later than the last day of the semester followingthe semester in which the expulsion occurred. If an expulsion is ordered during the

EXPULSION/DUE PROCESSAdministrative RegulationAR 601.4Page 18 of 24summer session, the Board shall set a date when the pupil shall be reviewed for readmission notlater than the last day of the semester following the summer session in which the expulsionoccurred (Education Code Section 48916).The Administrative Hearing Panel shall recommend a plan for the pupil's rehabilitation. At the timeof the expulsion order, the Board shall establish a plan for the pupil’s rehabilitation, which mayinclude (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 educationassessments, job training, counseling, employment, community service, and other rehabilitativeprograms.With parent/guardian consent, pupils who have been expelled for reasons relating to controlledsubstances or alcohol may be required to enroll in a county-sponsored drug rehabilitation programbefore returning to school (Education Code Section 48916.5).Written Notice to ExpelThe Superintendent or designee shall send written notice of the decision to expel to the pupil orparent/guardian. This notice shall include:1. The specific offense committed by the pupil for any of the causes for suspension or expulsionlisted in Education Code Section 48900; Education Code Sections 48900.2-48900.4, 48900.7 orEducation Code Section 48915 (Education Code Section 48900.8).2. The fact that a description of readmission procedures will be made available to the pupil andhis/her parent/guardian (Education Code Section 48916(c)).3. Notice of the right to appeal the expulsion to the County Board of Education (Education CodeSection 48918(j)).4. Notice of the pupil's or parent/guardian's obligation to inform any new district in which thepupil seeks to enroll of the pupil's expulsion status with the expelling District pursuant toEducation 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)).

EXPULSION/DUE PROCESSAdministrative RegulationAR 601.4Page 19 of 24Decision Not to Enforce Expulsion OrderIn accordance with Board policy, when deciding whether to suspend the enforcement of anexpulsion, 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, and4. 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 mayprovide for the involvement of the pupil's parent/guardian in the pupil's education. However, aparent/guardian's refusal to participate in the rehabilitation program shall not be considered inthe Board's determination as to whether the pupil has satisfactorily completed the rehabilitationprogram (Education Code Section 48917).2. During the period when enforcement of the expulsion order is suspended, the pupil shall be onprobationary status (Education Code Section 48917).3. The suspension of the enforcement of an expulsion order may be revoked by the Board if thepupil commits any of the acts listed under "Grounds for Suspension and Expulsion" above orviolates any of the district's rules and regulations governing pupil conduct (Education CodeSection 48917).4. When the suspension of the enforcement of an expulsion order is revoked, a pupil may beexpelled under the terms of the original expulsion order (Education Code Section 48917).5. Upon satisfactory completion of the rehabilitation assignment, the Board shall reinstate thepupil in a district school. Upon reinstatement, the Board may order the expunging of any or allrecords of the expulsion proceedings (Education Code Section 48917).

EXPULSION/DUE PROCESSAdministrative RegulationAR 601.4Page 20 of 246. The Superintendent or designee shall send written notice of any decision to suspend theenforcement 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 theCounty Board, the alternative educational placement to be provided to the pupil during the timeof expulsion, and the pupil's or parent/guardian's obligation to inform any new district in whichthe pupil seeks to enroll of the pupil's status with the expelling district, pursuant to EducationCode Section 48915; Education Code Section 48918(j)).7. Suspension of the enforcement of an expulsion order shall not affect the time period andrequirements for the filing of an appeal of the expulsion order with the County Board ofEducation (Education Code Section 48917).Right to AppealThe pupil or parent/guardian is entitled to file an appeal of the Board’s decision to the CountyBoard of Education. The appeal must be filed within 30 days of the Board’s decision to expel, evenif the expulsion action is suspended and the pupil is placed on probation (Education Code Section48919).The pupil shall submit a written request for a copy of the written transcripts and supportingdocuments from the district simultaneously with the filing of the notice of appeal with the CountyBoard of Education. The District shall provide the pupil with these documents within 10 schooldays following the pupil's written request (Education Code Section 48919).Post-Expulsion PlacementsThe Board shall refer expelled pupils to a program of study that is (Education Code Sections 48915and 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 programis 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)

EXPULSION/DUE PROCESSAdministrative RegulationAR 601.4Page 21 of 24A County Community School and a District Community Day School, or an Independent StudyProgram (ISP) may be offered to an expelled pupil to satisfy the requirement that all expelled pupilsbe provided with a program of study (Education Code Section 48916.1). If ISP is offered, the pupilwill be notified of the option of classroom instruction (e.g., Community School) (Education CodeSection 48916.1(e)).When the placement described above is not available, and when the County Superintendent socertifies, pupils expelled for acts described in items #6-13 and #24-26 under "Grounds forSuspension and Expulsion" above may be instead referred to a program of study that is provided atanother comprehensive middle or junior high school, or at an elementary school (Education CodeSection 48915).The program for a pupil expelled from any of grades K-6 shall not be combined or merged withprograms offered to pupils in any of grades 7-12 (Education Code Section 48916.1).Readmission After ExpulsionIn accordance with the terms of the expulsion order, the pupil or parent/guardian may request thepupil's readmission to a District school approximately two weeks before the date set by the Boardwhen it ordered the expulsion (Education Code Section 48916). An expulsion order shall remain ineffect 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 theSuperintendent or designee.2. On the date set by the Board when it ordered the expulsion, the District shall considerreadmission of the pupil (Education Code Section 48916).3. Evidence of completion of the Board’s recommended plan of rehabilitation for the pupil willbe 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 toreview the pupil’s rehabilitation plan. The Superintendent or designee shall verify that theconditions for readmission have been met and recommend to the Board that the pupil be:a. unconditionally readmitted;b. conditionally readmitted; orc. denied readmission.

EXPULSION/DUE PROCESSAdministrative RegulationAR 601.4Page 22 of 245. The Superintendent or designee shall transmit to the Board his/her recommendationregarding readmission. The Board shall consider this recommendation in closed session ifinformation would be disclosed in violation of Education Code Sections 49073-49079. If awritten 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 andparent/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 theconditions of the rehabilitation plan, or that the pupilcontinues 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 participatein the pupil’s rehabilitation program shall not be considered in the determination as towhether the pupil has satisfactorily completed the rehabilitation program (Education CodeSection 48916).8. If the Board denies readmission the Board shall determine either to continue the pupil’splacement in the alternative education program initially selected or place the pupil inanother program that serves expelled pupils, including placement in a county communityschool (Education Code Section 48916).9. The Board shall provide written notice to the expelled pupil and parent/guardian describingthe reasons for denying readmittance into the regular program. This notice shall indicate theBoard’s determination of the educational program which the Board has chosen. The pupilshall enroll in that program unless the parent/guardian chooses to enroll the pupil in anotherschool district (Education Code Section 48916).Maintenance of RecordsA record of each expulsion, including the specific cause of the expulsion, shall be maintained in thepupil’s mandatory interim record and sent to any school in which the pupil subsequently enrollsupon receipt of a written request by the admitting school (Education Code Sections 48900.8 and48918(k)).The Superintendent or designee shall, within five working days, honor any other school district’srequest for information about an expulsion from this district (Education Code Section 48915.1).(cf. BP 601.9 – Expulsion: Student Seeking Enrollment)(cf. BP 605.7 – Pupil Records)

EXPULSION/DUE PROCESSAdministrative RegulationAR 601.4Page 23 of 24The Superintendent or designee shall maintain the following data (Education Sections 48900.8 and48916.1): (a) the number of pupils recommended for expulsion; (b) the specific grounds for eachrecommended expulsion; (c) whether the pupil was subsequently expelled; (d) whether theexpulsion order was suspended; (e) the type of referral made after the expulsion; and (f) thedisposition of the pupil after the end of the expulsion period.Notifications to Law Enforcement AuthoritiesPrior to the suspension or expulsion of any pupil, the principal or designee shall notify appropriatecity or county law enforcement authorities of any pupil acts ofassault with a weapon likely to produce great bodily harm (Penal Code Section 245 and EducationCode Section 48902).The principal or designee also shall notify appropriate city or county law enforcement authorities ofany pupil acts which may involve the possession or sale of narcotics or of a controlled substance orpossession of weapons or firearms in violation of Penal Code Sections 626.9 and 626.10 (EducationCode Section 48902).Within one school day after a pupil's suspension or expulsion, the principal or designee shall notifyappropriate city or county law enforcement authorities, by telephone or other appropriate means, ofany pupil acts which may violate Education Code Section 48900(c) or (d), relating to: (a) thepossession, 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 thematerial (Education Code Section 48902).The principal or designee shall also promptly notify appropriate city or county law enforcementauthorities 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 astun gun, any instrument that expels a metallic projectile such as a BB or a pellet, throughthe force of air pressure, CO 2 pressure, or spring action, or any spot marker gun (EducationCode Section 48902 and Penal Code Section 626.10);c. Attacks, assaults, or physically threatens any employee of the District (Education CodeSection 44014). Violation of Education Code Section 44014 requires both the employeeand principal/supervisor to make a law enforcement report.

EXPULSION/DUE PROCESSAdministrative RegulationAR 601.4Page 24 of 24Revision Approved (Entire Section) February 28, 1984Revision Approved May 26, 1987Revision Approved December 5, 1989Revision Approved March 22, 1994Revision Approved October 22, 1996Revision Approved March 11, 1997Revision Approved April 28, 1998Revision Approved July 23, 2000Revision Approved September 9, 2003Revision Approved September 27, 2011Appendix H: Teacher Notice of Pupil Disciplinary HistoryTo 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 designeeshall use the available District or outside agency records to inform the teachers of each student whohas, during the previous three school years, or is reasonably suspected to have engaged in anysuspendable or expellable act (as listed in the Education Code 48900), except possession of tobaccoor nicotine products (Education Code 49079).Teachers will be given access to records for all of their students with a disciplinary historyoccurring during the previous three years. Each year, teachers may access our District’sdisciplinary 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 willhave 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 withdisciplinary records. The Suspension Systems Menu should be used to create individual studentsuspension reports. The Data Processing Department will distribute the group suspension reports toeach 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 withsuch a record. Once the principal or a designee completes the record search and prints a copy of thedisciplinary record, the teachers involved will be asked to come to the office to review theapplicable disciplinary histories. Disciplinary reports will be stamped “Confidential” and stored asa confidential record. Additionally, the law requires teachers to hold information from notices inconfidence; teachers may not give the information they learn from the disciplinary notice to anotherperson.Notices from outside agencies involving students who have committed crimes have some specialdissemination 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 HaveCommitted Crimes.”

* For this procedure, “teacher” will include any certificated employee instructing or supervising astudent.References: Education Code Section 49079; Skinner v. Vacaville Unified School Dist. (App. 1Dist. 1995) 43 Cal.Rptr.2d 384, 37 Cal.App.4th 31; last bulletin August 1, 1996, No. 970003.

Appendix I: Child Abuse and NeglectBP 603.7Page 1 of 2CHILD ABUSE AND NEGLECT PREVENTION ANDREPORTINGPolicy of the Board of EducationThe Governing Board recognizes that the District has a responsibility to educate students about thedangers of child abuse and neglect so that they will acquire the skills and techniques needed toidentify unsafe situations and to react appropriately and promptly.Child Abuse ReportingThe Board recognizes that child abuse has severe consequences and that the District has aresponsibility to protect students by facilitating the prompt reporting of known and suspectedincidents of child abuse. The Superintendent or designee shall establish procedures for theidentification 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, areobligated to report all known or suspected incidents of child abuse and neglect. Mandated reportersshall not investigate any suspected incidents, but rather shall cooperate with agencies responsiblefor investigating and prosecuting cases of child abuse and neglect.Parents/guardians may file a complaint against a District employee or other person whom theysuspect has engaged in abuse of a child at a school site. The Superintendent or designee shallprovide parents/guardians information about reporting procedures in accordance with law.The Superintendent or designee shall provide training regarding the reporting duties of mandatedreporters.(cf. BP 500.10 – Professional Growth)In the event that training is not provided to the employees mandated to report child abuse andneglect, the Superintendent or designee shall report to the California Department of Education thereasons that such training is not provided (Penal Code Section 11165.7).

CHILD ABUSE AND NEGLECT PREVENTION ANDREPORTINGPolicy of the Board of EducationLegal Reference:EDUCATION CODE32280-32288 Comprehensive school safety plans33308.1 Guidelines on procedure for filing child abuse complaints44690-44691 Staff development in the detection of child abuse and neglect48987 Dissemination of reporting guidelines to parents48906 Notification when student released to peace officer49001 Prohibition of corporal punishment51220.5 Parenting skills educationPENAL CODE152.3 Duty to report murder, rape or lewd or lascivious act273aBP 603.7Page 2 of 2Willful cruelty or unjustifiable punishment of child; endangering life orhealth288 Definition of lewd or lascivious act requiring reporting11164-11174.4 Child Abuse and Neglect Reporting ActWELFARE AND INSTITUTIONS CODE15630-15637 Dependent adult abuse reportingCODE OF REGULATIONS, TITLE 54650 Filing complaints with CDE, special education studentsOther References:California Department of Education Legal Advisory, Guidelines for parents to report suspectedchild abuse65 Ops.Atty.Gen. 335, 6-1-82California 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.orgCalifornia Department of Education, Safe Schools: http://www.cde.ca.gov/ls/ssCalifornia Department of Social Services, Children and Family Services Division:http://www.childsworld.ca.govU.S. Department of Health and Human Services, National Clearinghouse on Child Abuse andNeglect Information: http://nccanch.acf.hhs.govRevision Adopted August 14, 1990Revision Adopted April 23, 2002Revision Adopted June 27, 2006Revision Adopted October 25, 2011

CHILD ABUSE AND NEGLECT PREVENTION ANDREPORTINGAdministrative RegulationsDefinitionsChild abuse or neglect includes the following (Penal Code Sections 11165.5 and 11165.6):AR 603.7Page 1 of 91. 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 inPenal 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 achild 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 actingwithin 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 othercertificated employee of the same degree of physical control over a student that aparent/guardian would be privileged to exercise, not exceeding the amount of physicalcontrol reasonably necessary to maintain order, protect property, protect the health andsafety of students, or maintain proper and appropriate conditions conducive to learning(Education Code Section 44807).4. An injury caused by a school employee's use of force that is reasonable and necessary toquell a disturbance threatening physical injury to persons or damage to property, toprotect himself/herself, or to obtain weapons or other dangerous objects within thecontrol of the student (Education Code Section 49001).(cf. BP 601.7 – School Discipline)5. An amount of force that is reasonable and necessary for a school employee to quell adisturbance threatening physical injury to persons or damage to property, to protect

CHILD ABUSE AND NEGLECT PREVENTION ANDREPORTINGAdministrative RegulationsAR 603.7Page 2 of 9himself/herself, or to obtain weapons or other dangerous objects within the control ofthe student (Education Code Section 49001).6. Physical pain or discomfort caused by athletic competition or other such recreationalactivity voluntarily engaged in by the student (Education Code Section 49001).Mandated reporters include, but are not limited to: teachers; instructional aides; teacher's aides orassistants; classified employees; certificated pupil personnel employees; administrators andemployees 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 childabuse 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 appropriateon his/her training and experience, to suspect child abuse or neglect. However, reasonablesuspicion does not require certainty that child abuse or neglect has occurred nor does it require aspecific medical indication of child abuse or neglect (Penal Code Section 11166).Reportable OffensesA mandated reporter shall make a report using the procedures provided below whenever, in his/herprofessional capacity or within the scope of his/her employment, he/she has knowledge of orobserves a child whom the mandated reporter knows or reasonably suspects has been the victim ofchild abuse or neglect (Penal Code Section 11166).Any mandated reporter who has knowledge of or who reasonably suspects that a child is sufferingserious emotional damage or is at a substantial risk of suffering serious emotional damage based onevidence of severe anxiety, depression, withdrawal, or untoward aggressive behavior toward self orothers, 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 amurder, rape, or lewd or lascivious act by use of force, violence, duress, menace, or fear ofimmediate and unlawful bodily injury against a victim who is a child under age 14 shall notify apeace officer (Penal Code Sections 152.3 and 288).

AR 603.7Page 3 of 9CHILD ABUSE AND NEGLECT PREVENTION ANDREPORTINGAdministrative RegulationsResponsibility for ReportingThe reporting duties of mandated reporters are individual and cannot be delegated to anotherperson (Penal Code Section 11166).When two or more mandated reporters jointly have knowledge of a known or suspected instance of childabuse or neglect, and when there is agreement among them, the report may be made by a member of theteam selected by mutual agreement and a single report may be made and signed by the selected member ofthe reporting team. Any member who has knowledge that the member designated to report has failed to doso shall thereafter make the report (Penal Code Section 11166).Reporting the information to an employer, supervisor, school principal, school counselor, co-worker, orother person shall not be a substitute for making a mandated report to the appropriate agency (Penal CodeSection 11166).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 whomhe/she knows or reasonably suspects has been a victim of child abuse or neglect may report theknown or suspected instance of child abuse or neglect to the appropriate agency (Penal CodeSection 11166).Reporting ProceduresInitial Telephone ReportImmediately or as soon as practicably possible after knowing or observing suspected child abuse orneglect, a mandated reporter shall make a report to any county welfare department, policedepartment, or the sheriff's department (Penal Code Sections 11165.9 and 11166).Kern County Department of Human Services - Child Protective ServicesP. O. Box 511Bakersfield, CA 93302Child Abuse Hotline 631-6011Bakersfield Police Department/Child Abuse Detective1601 Truxtun AvenueBakersfield, CA 93301Telephone: 326-3855 or 326-3846

CHILD ABUSE AND NEGLECT PREVENTION ANDREPORTINGAdministrative RegulationsKern County Sheriff’s Department1350 Norris RoadBakersfield, CA 93308Telephone: 861-3110AR 603.7Page 4 of 9Any of the agencies listed above is required by California law to accept a report of suspected childabuse or neglect even if the agency to whom the report is being made lacks subject matter orgeographical jurisdiction to investigate unless the agency can immediately electronically transferthe 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 nameof the official contacted, the date and time contacted, and any instructions or advice received.Written ReportWithin 36 hours of knowing or observing the information concerning the incident, the mandatedreporter shall prepare and either send, fax, or electronically submit to the appropriate agency awritten follow-up, which includes a completed Department of Justice form (Penal Code Sections11166 and 11168).The Department of Justice form may be obtained from the District office or other appropriateagencies, 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 thecapacity that makes the person a mandated reporter.b. The child's name and address, present location and, where applicable, school, grade andclass.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 thesource(s) of that information.

CHILD ABUSE AND NEGLECT PREVENTION ANDREPORTINGAdministrative RegulationsAR 603.7Page 5 of 9e. The name, address, telephone number and other relevant personal information about theperson(s) who might have abused or neglected the child.The mandated reporter shall make a report even if some of this information is not known or isuncertain 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 neglector to a report made for serious emotional damage pursuant to Penal Code Section 11166.05 (PenalCode Section 11167).Internal ReportingEmployees reporting child abuse or neglect to the appropriate agency are encouraged, but notrequired, to notify the principal or designee as soon as possible after the initial telephone report toan appropriate agency.The principal or designee so notified shall provide the mandated reporter with any assistancenecessary to ensure that reporting procedures are carried out in accordance with law, board policyand administrative regulation. At the mandated reporter's request, the principal may assist incompleting and filing these forms.The mandated reporter shall not be required to disclose his/her identity to the principal. He/shemay provide or mail a copy of the written report to the principal, Superintendent or designeewithout his/her signature or name.TrainingTraining of mandated reporters shall include child abuse identification and reporting. Allemployees receiving such training shall receive written notice of state reporting requirements andemployees' confidentiality rights (Penal Code Section 11165.7).Training shall also include guidance in the appropriate discipline of students, physical contact withstudents, and maintenance of ethical relationships with students to avoid actions that may bemisinterpreted as child abuse.(cf. BP 601.6 – Sexual Harassment of or by Students)

CHILD ABUSE AND NEGLECT PREVENTION ANDREPORTINGAdministrative RegulationsVictim Interviews by Social ServicesAR 603.7Page 6 of 9Whenever a representative from the Department of Social Services or another government agencyinvestigating suspected child abuse or neglect deems it necessary, a suspected victim may beinterviewed during school hours, on school premises, concerning a report of suspected child abuseor neglect that occurred within the child's home or out-of-home care facility. The child shall begiven the choice of being interviewed in private or in the presence of any certificated or classifiedemployee 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 ofhis/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. Ifthe selected person accepts, the principal or designee shall inform him/her, before the interviewtakes 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 childand 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 andNeglect Reporting Act, a violation of which is punishable as specified in Penal CodeSection 11167.5.If a staff member agrees to be present, the interview shall be held at a time during school hourswhen it does not involve an expense to the school (Penal Code Section 11174.3).Release of Child to Peace OfficerWhen a child is released to a peace officer and taken into custody as a victim of suspected childabuse or neglect, the Superintendent or designee and/or principal shall not notify theparent/guardian as required in other instances of removal of a child from school, but rather shallprovide the peace officer with the address and telephone number of the child's parent/guardian. Itis the responsibility of the peace officer or agent to notify the parent/guardian of the situation(Education Code Section 48906).

CHILD ABUSE AND NEGLECT PREVENTION ANDREPORTINGAdministrative RegulationsAR 603.7Page 7 of 9Peace 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 ReporterPursuant to Penal Code Section 11167, Subsection (d)(1), the identity of all persons who reportunder the Child Abuse and Neglect Reporting Act shall be confidential and disclosed only asfollows: (a) only among agencies receiving or investigating mandated reports; (b) to the districtattorney in a criminal prosecution; (c) to a district attorney in an action initiated under Section 602of the Welfare and Institutions Code (wards, minors violating laws defining crime) arising fromalleged child abuse; (d) to counsel appointed pursuant to subdivision (c) of Section 317 of theWelfare and Institutions Code; (e) to the county counsel or district attorney in a proceeding underFamily Code Section 7800 et. seq. (termination of parental rights) or Welfare and Institutions CodeSection 300 (dependent children); (f) to a licensing agency when abuse or neglect in out-of-homecare is reasonably suspected; (g) when the reporter waives confidentiality; or (h) by court order.Confidentiality of the Investigative Reports of Suspected Child Abuse andNeglectRequired reports of suspected child abuse/neglect and the information contained in those reportsare confidential and may be disclosed only to persons or agencies to whom disclosure of theidentity of the reporting party is legally permitted (see above section entitled “Confidentiality ofthe Identity of a Mandated Reporter”) and other agencies specified in applicable law to have accessto the report such as specified health care professionals, specified law enforcement agencies, andthe chairperson of a county child death review team (Penal Code Section 11167.5).Parent/Guardian ComplaintsUpon request, the Superintendent or designee shall provide parents/guardians with a copy of thisadministrative regulation which contains procedures for reporting suspected child abuse occurringat a school site to appropriate agencies. For parents/guardians whose primary language is notEnglish, such administrative regulation shall be in their primary language and, whencommunicating orally regarding those procedures, an interpreter shall be provided.

CHILD ABUSE AND NEGLECT PREVENTION ANDREPORTINGAdministrative RegulationsAR 603.7Page 8 of 9To file a complaint against a District employee or other person suspected of child abuse or neglectat a school site, parents/guardians may file a report by telephone, in person or in writing with anyappropriate agency identified above under "Reporting Procedures." If a parent/guardian makes acomplaint to any District employee, that employee shall notify the parent/guardian of proceduresfor filing a complaint with the appropriate agency. The employee is also obligated to file a reporthimself/herself using the procedures described above for mandated reporters (Penal Code Sections11164-11174.3).(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 theparent/guardian with the California Department of Education pursuant to Title 5, California Codeof Regulations Section 4650.Disciplinary ActionAny District employee accused of abusing or neglecting a student may be subject to reassignmentor 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 maytake disciplinary action, including suspension and dismissal, in accordance with law, board policy,administrative regulations and/or collective bargaining agreements. The Superintendent ordesignee shall seek legal counsel in connection with either the suspension or dismissal of theemployee.(cf. BP 500.11 – Evaluations-Certificated and Classified Service Personnel)NotificationsThe Superintendent or designee shall provide to all new employees who are mandated reporters astatement that informs them of their status as mandated reporters, their reporting obligations underPenal Code Section 11166, and their confidentiality rights under Penal Code Section 11165. TheDistrict 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/herposition shall sign a statement indicating he/she has knowledge of the reporting obligations underPenal Code Section 11166 and will comply with those provisions. The signed statements shall beretained by the Superintendent or designee (Penal Code Section 11166.5).

CHILD ABUSE AND NEGLECT PREVENTION ANDREPORTINGAdministrative RegulationsAR 603.7Page 9 of 9Employees who work with dependent adults shall be notified of legal responsibilities and reportingprocedures 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 shallnot be held civilly or criminally liable for making a report. Any other person making a reportshall not incur civil or criminal liability unless it can be proven that he/she knowingly made afalse report or made a report with reckless disregard of the truth or falsity of the report (PenalCode Section 11172).2. If a mandated reporter fails to report an incident of known or reasonably suspected child abuseor neglect, he/she is guilty of a misdemeanor punishable by a fine and/or imprisonment (PenalCode Section 11166).3. No employee shall be subject to any sanction by the District for making a report (Penal CodeSection 11166).Revision Approved August 14, 1990Revision Approved April 23, 2002Revision Approved June 27, 2006Revision Approved October 25, 2011

Appendix J: Civil Defense and Disaster PlanCIVIL DEFENSE AND DISASTER PLANCHAIN OF COMMANDTHORNER SCHOOLThe principal or his designee shall personally contact the highest-ranking official available from the following listas soon after a disaster or civil disturbance as is reasonably practical. Telephone numbers are provided, butmessengers should be sent if phone communication is impossible. The district number is (661) 631-4600.Superintendent (Ext. 14610)Assistant Superintendent, Business Services (Ext. 14675)Director, Maintenance and Operations (Cal Osha Officer) (Ext. 73100)Brandon Johnson, Principal (School 631-5490)Onayda Hernandez , Site Custodian (School: 631-5490)Diana O’Neal, Vice-Principal (School: 631-5490)Pam Davis, Secretary (School 631-5490)COMMUNICATIONSWhen an emergency originates at Thorner School, all communication with the district office or other schools willtake place through normal telephone channels or through the use of messengers. The important underlyingprinciple, however, is that communication in time of emergency should be complete as possible so that panic is notcreated through the absence of accurate information. Thorner School will report to district officials (see Chain ofCommand) as soon after a civil disturbance or disaster as reasonably prudent. This means immediately after initialcorrective action is taken at the site. Thorner School is aware of the Emergency Broadcasting System, which willbroadcast over KCWR 550 AM. All office personnel will monitor either this station or other local stations duringan acute emergency situation. The safety of students will be the school’s primary consideration. All employedpersonnel shall endeavor to support that goal.TRANSPORTATIONRegardless when an emergency arises, and an administrative decision is made to evacuate the campus, theplan at Thorner School is to send the students home in the same manner as they are sent home on aregular school day. The Bakersfield City School District transportation department will be notified tosend transportation for the bus students. The students who walk or providetheir own transportation will be sent home immediately. The following procedure will be carried out toinsure a quick and orderly evacuation of students.A continuous ringing of the bell for three to five minutes and then another three-five minute ringing of thebell will alert students and staff. The students will evacuate the campus in the following manner.Those students who customarily walk home from school will leave the campus as quickly aspossible.Bus students will board their buses in the bus-loading zone on the west side of the playground.If it appears that some students cannot reach home safely, provisions will be made for shelteron campus for these students.

DISSEMINATION AND TESTING PROCEDURESAll staff members will be provided with an updated copy of their school’s plan and/or will receive anannual orientation to the plan provided by the principal or his designee. Thorner School will present anannual orientation to students of the school’s plan. The principal and his staff will develop thisorientation. Each school will conduct a monthly fire drill and will report its accomplishments monthly tothe Superintendent. The principal will certify on an annual basis to the Superintendent that theaforementioned provisions have been accomplished.SPECIFIC CONSIDERATIONSAir PollutionIn the event of air pollution of sufficient magnitude to endanger the students or staff, the followingdirections will be given by the administrator in charge.Determine the need for students and staff to leave the buildings.Determine whether students and staff should leave the school grounds.If necessary, a decision will be made to evacuate the area.Contact the transportation department for assistance if needed.Notify Bakersfield City School District Civil Defense Coordinator of action taken. (MikeTaylor Ext. 73100)The administrator in charge will direct other actions as required.Students and staff should not return to the school until area is declared clear.On Extreme Air pollution alert, students will remain in the classroom.Bomb ThreatThe person receiving the call will notify the administrator in charge.Procedure for administrator in charge:Notify custodial staff to check areas where the students will assemble. The assemblyarea is posted on the wall of each classroom.Ring alarm after custodians have completed check of the assembly area.Notify fire department and police department of bomb threat.Notify the Bakersfield City School District Coordinator (ext. 73100) and Director ofStudent Instruction (DSI) ext. 14630).Students and staff will return to the classroom when the police and/or fire departmentdeclare the school safe.Campus Disorder/Hostile ActsHostile acts and campus disorder of a criminal nature:1. Notify proper law enforcement agency, call 9112. Sound bell to cause students to return to class.3. Take roll.4. Notify Superintendent5. Attempt to maintain a regular schedule6. Heighten campus supervisionChemical Accidents (major)Notify Superintendent – Call 911Call MOT to shut down HVAC system.Determine whether the students and staff should leave the school grounds.If it is necessary to evacuate the area, move crosswind, never directly with or against the wind,which may be carrying fumes.

Notify the Bakersfield City Fire Department 324-4542Notify the Bakersfield Police Department 327-7111Take roll.The principal will direct further action as required. Students and staff must not return toschool until the fire department officials have declared the area to be safe.a) EarthquakeThe teacher or other person in authority gives the command to “duck and cover.”The students and staff take cover under desks; face away from windows; stay away fromoutside walls.The teacher in charge of the classroom shall hold all pupils inside until signal to clear buildingis given. Students and staff will then go to designated fire drill areas. The signal to clearthe building will be the regular fire drill alarm.It is important to remain calm and to remain indoors until signal to leave building is given.Contact will be made with the Bakersfield City School District Civil Defense Coordinator(Mike Taylor ext. 73100)Explosion or Threat of ExplosionIn the event of an explosion at the school or the threat of an explosion, the following will beaccomplished:The school fire alarm will be sounded.The students and staff should leave the building and move to an area of safety.A class monitor should report to the designated area when the class has cleared the building.The administrator in charge should notify the following agencies of the incident:The Bakersfield Police DepartmentThe Fire DepartmentThe Bakersfield City School District Civil Defense CoordinatorThe utility companyFallen AircraftWarning of a falling, or fallen aircraft, is usually by lights, sound or fire.school, the following actions will be taken:If an aircraft falls near theCall 911 and SuperintendentThe principal will determine when emergency action should be taken.Students and staff must be kept at a safe distance from the aircraft; the aircraft mayexplode.The principal will try to determine whether the aircraft is a military, commercial orprivate plane.b) FireFire drills will be held at least once a month.The fire alarm will be sounded. This will alert the students and staff to leave the buildings.Directions for exit are in each teacher’s handbook.Representatives from each classroom should report to the proper area when the class hascleared the building.Teachers will be sure that their room is cleared and will close the classroom door when theroom is clear.The classes will return to the classroom promptly at bell signal upon completion of fire drill.

FloodingIn the event of a flood or a threat of a flood, the following actions, as time permits, will beaccomplished.1. The Principal will determine the necessary action to be taken. A special announcement will be sent out to the classroom with instructions to befollowed when the alarm is sounded. Assistance will be requested through the county and city school offices. Contact the Bakersfield City School District Civil Defense Coordinator foradvisement. Contact will be made with transportation to see if action “Directed Transportation”should be implemented. Thorner students will be taken to Eissler School. The principal will determine the advisability of closing the school. He will try toprocure the advice of competent authorities to aid him in making the decision.Severe WindstormsIf time and conditions permit, action to go home may be implemented prior to an emergency. TheCounty or District Superintendent would implement this action. If high winds and dust developduring school hours with little or no warning, the following emergency action will be taken.Implement action “Take Cover.”Students and staff are to stay inside classrooms.Close windows and drapes.Avoid cafeteria and other structures that have large roof spans.Classrooms bearing full force of wind will be evacuated.Keep tuned to local radio or television for latest advisories.Take roll.Superintendent will be notified via phone if available, or via school bus two-wayradio.Custodian will note damages and report to M.O.T.Power OutagesIf outage is of some duration, principal will notify MOT.MOT will dispatch district personnel or PGE as necessary.Continue with regular school schedule unless notified to implement ACTION TOGO HOME.All students will remain at school until they can be released to an authorizedperson.Shooting/Sniper AttackIn the event of shootings the following actions will be taken: Call 911 Principal will activate one long continuous sounding bell. Evacuate playground and return to class. Take roll. Wait for further instructions from the principal Notify Superintendent Attempt to maintain regular schedule

APPENDIX K: Nondiscrimination/Harassment (Policy)NONDISCRIMINATION/HARASSMENTPolicy of the Board of EducationBP 300.27Page 1 of 3District programs and activities shall be free from discrimination, including harassment, withrespect to a student’s actual or perceived race or ethnicity, physical or mental disability, medicalcondition, sex or gender, age, color, national origin or nationality, religion, limited proficiency inEnglish, sexual orientation, or anyone associated with a person or group with one or more of theabove actual or perceived characteristics.(cf. BP 611.12 - Hate-Motivated Behavior)(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 tothe educational program, guidance and counseling programs, athletic programs, testing procedures,and other activities. School staff and volunteers shall carefully guard against segregation, bias andstereotyping 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 otherperson in the district. Staff shall be alert and immediately responsive to conduct which mayinterfere with another student's ability to participate in or benefit from school services, activities orprivileges.(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 includingcounseling, suspension and/or expulsion. An employee who permits or engages in harassment maybe subject to disciplinary action, up to and including dismissal.(cf. BP 601.3 - Suspension)(cf. BP 601.1 - Conduct of Pupils)(cf. BP 601.7 - School Discipline)(cf. BP 601.4 - Expulsion/Due Process)(cf. BP 601.6 - Suspension and Expulsion/Due Process [Students with Disabilities])

NONDISCRIMINATION/HARASSMENTPolicy of the Board of EducationBP 300.27Page 2 of 3The Board hereby designates the following position as Coordinator for Nondiscrimination tohandle complaints regarding discrimination and inquiries regarding the district's nondiscriminationpolicies:Erin Johnston, Personnel Administrator1300 Baker StreetBakersfield, California 93311Telephone: (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 forNondiscrimination, the principal, or any other staff member. Any student who observes an incidentof harassment should report the incident to a school employee, whether or not the victim files acomplaint.Employees who become aware of an act of harassment shall immediately report the incident to theCoordinator for Nondiscrimination. Upon receiving a complaint of discrimination or harassment,the Coordinator shall immediately investigate the complaint in accordance with site-level grievanceprocedures specified in BP 500.38 - Sexual Harassment. Where the Coordinator finds thatharassment has occurred, he/she shall take prompt, appropriate action to end the harassment andaddress its effects on the victim.The Coordinator shall also advise the victim of any other remedies that may be available. TheCoordinator shall file a report with the Superintendent or designee and refer the matter to lawenforcement where required.Legal Reference:EDUCATION CODE200-262.4 Prohibition of discrimination on the basis of sex, especially:221.5 Prohibited sex discrimination221.7 School-sponsored athletic programs; prohibited sex discrimination48900.3 Suspension or expulsion for act of hate violence48900.4 Suspension or expulsion for threats or harassment48904 Liability of parent/guardian for willful student misconduct48907 Student exercise of free expression48950 Freedom of speech49020-49023 Athletic programs51006-51007 Equitable access to technological education programs

NONDISCRIMINATION/HARASSMENTPolicy of the Board of EducationBP 300.27Page 3 of 3Legal Reference (continued):EDUCATION CODE51500 Prohibited instruction or activity51501 Prohibited means of instruction60044 Prohibited instructional materialsCIVIL CODE1714.1 Liability of parents/guardians for willful misconduct of minorCODE OF REGULATIONS, TITLE 54621 District policies and procedures4622 Notice requirements4900-4965 Nondiscrimination in elementary and secondary education programsreceiving state financial assistancePENAL CODE422.6 Interference with constitutional right or privilegeUNITED STATES CODE, TITLE 422000d - 2000e-7 Title VI & VII Civil Rights Act of 1964 as amended2000h - 2000h-6 Title IX, 1972 Education Act AmendmentsCODE OF FEDERAL REGULATIONS, TITLE 2835.101-35.190 Americans with Disabilities ActCODE OF FEDERAL REGULATIONS, TITLE 34100.3 Prohibition of discrimination on basis of race, color or national origin104.7 Designation of responsible employee for Section 504106.8 Designation of responsible employee for Title IX106.9 Notification of nondiscrimination on basis of sexOther References:Flores v. Morgan Hill Unified School District, (2003) 324 F.3d 1130Management Resources:OFFICE FOR CIVIL RIGHTS PUBLICATIONSNotice of Non-Discrimination (January 1999). Office for Civil RightsRacial Incidents and Harassment Against Students at Educational Institutions; InvestigativeGuidance, 59 Federal Register 47, March, 1994U.S. Department of Education, Office for Civil Rights:http://www.ed.gov/about/offices/list/ocr/indexCalifornia Department of Education: http://www.cde.ca.govPolicy Adopted April 27, 1976Revision Approved March 28, 2000Revision Approved August 26, 2008

Appendix L: Nondiscrimination, Harassment, Bullying and Threats (Policy)NONDISCRIMINATION, BULLYING, AND THREATSThe board is committed to equal opportunity for all individuals in education. District programs and activities shall befree from discrimination based on gender, race, color, religion, ancestry, national origin, ethnic group, marital orparental status, physical or mental disability, sexual orientation, or the perception of one or more of suchcharacteristics. On the basis of these characteristics, no person shall be excluded from participation in, denied thebenefits of, or subjected to harassment, or other discrimination in any district program or activity (Education CodeSection 230).The board promotes programs which ensure that discriminatory practices are eliminated in all district activities. Equalopportunities must be made available to all students in admission and access to the educational program, guidance andcounseling programs, athletic programs, testing procedures, and other activities. Eligibility for extra-curricularactivities shall be determined solely on the basis of objective competencies. School staff and volunteers shall carefullyguard against segregation, bias and stereotyping in instruction, guidance, and supervision. In physical education, whenobjective standards have an adverse effect on students because of their gender, race, ethnic group, or disability, otherstandards shall be used to measure achievement and create comparable educational opportunities.Auxiliary aids and services will be provided by the district where necessary to afford individualswith disabilities equal opportunity to participate in or enjoy the benefits of a service, program, oractivity. These aids and services may include, but are not limited to, qualified interpreters orreaders, assistive listening devices, note takers, written materials, taped text, and Braille or largeprint materials. Individuals with disabilities shall notify the Superintendent or principal if theyhave a disability that requires special assistance or services. Reasonable notification should begiven prior to the school-sponsored function, program, or meeting.Students, parent(s)/guardian(s), employees, employee organizations, and applicants for admission and employment,shall be notified and sources of referral will be provided for applicants about the district's policy on nondiscrimination.Such notification shall be included in each announcement, bulletin, catalog, application form, or other recruitmentmaterials distributed to these groups. Information shall also be provided about related complaint procedures.Harassment, Bullying, and ThreatsHarassment, bullying, and threats interfere with or limit the ability of an individual to participate in or benefit from thedistrict’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 anindividual. Such prohibitions apply whether the act is deliberate, intentional, or unintentional. Staff shall be alert andimmediately responsive to student conduct that may interfere with another student's ability to participate in or benefitfrom school services, activities, or privileges.An employee who permits or engages in harassment, bullying, or threatening another person may be subject todisciplinary action, up to and including dismissal. Students who harass, bully, or threaten other students shall besubject to appropriate discipline, up to and including suspension and/or expulsion.An investigation into the potential seriousness of a student’s behavior shall follow any conduct likely to provoke animmediate or delayed violent or disorderly response from the person being treated in this manner to include conductsuch 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 actionswhen the potential for harm is identified. The goals of these activities include preventing an attack or other forms ofharm and enhancing the safety of school community members.Any student who feels that he/she is being harassed should immediately contact either the principal or designee ornondiscrimination 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 whoshall determine which complaint procedure is appropriate.The principal or designee is expected to provide an annual notice (e.g., along with a review of the district’s disciplinecode), in which harassment, bullying, and threats are defined, reporting procedures are reviewed, and where studentsare encouraged to treat everyone in the school community fairly and with respect.Hate-Motivated BehaviorThe board has also affirmed the right of every student to be protected from hate-motivated behavior or other types ofbias-motivated misconduct. It is the intent of the board to promote harmonious relationships that enable students togain a true understanding of the civil rights and social responsibilities of people in our interdependent society.Students are expected to acknowledge diversity and to help build community by practicing civility, respect, andhospitality.Regardless of the communication form (e.g., verbal, nonverbal, electronic), behavior that degrades an individual on thebasis of his/her race, ethnicity, culture, heritage, gender, sexual orientation, physical/mental attributes, or religiousbeliefs or practices shall not be tolerated.Any student who feels that he/she is a victim of hate-motivated behavior shall immediately contact the principal ordesignee. An investigation concerning the allegation and an appropriate response(s) will be provided by the principalor designee. If the student reporting the behavior believes that the situation has not been remedied by the principal ordesignee, he/she may file a complaint in accordance with district complaint procedures.Staff who receive notice of hate-motivated behavior or personally observe such behavior shall notify the principal,Superintendent or designee, and law enforcement, as appropriate. Students demonstrating hate-motivated behaviorshall be subject to discipline in accordance with Board policy and administrative regulation. Consequences should bedesigned to help prevent the repetition of hateful, bias acts and change both the behavior and attitude of the offender.Students exhibiting hate-motivated behavior may be referred for assistance and/or provided with counseling or otherappropriate interventions.An investigation into the potential seriousness of a student’s behavior shall follow any hate-motivated behavior. Theinvestigation should help determine whether the student has the interest, motive, and means to mount an attack orsubsequent attack. When the initial investigation identifies the potential for harm, a structured threat assessment willbe initiated and appropriate risk management actions taken to help ensure the safety of persons potentially in harm’sway.Assistance such as counseling and guidance, as necessary, will be provided to those students who are the victims ofhate-motivated behavior.The Superintendent or designee shall encourage: (a) the provision of appropriate training to recognize hate-motivatedbehavior and methods for handling such behavior in appropriate ways;(b) age-appropriate instruction to help promote understanding of and respect for human rights and diversity; and (c) arespectful, safe environment for all students.At the beginning of each school year, students and staff shall receive information concerning the district's policy onhate-motivated behavior.References: Board Policy 300.27, 601.12, 601.13

APPENDIX M: VIDEO SURVEILLANCE AND THE COMPREHENSIVESCHOOL SAFETY PLANBased on a review of Dr. Juliet Thorner’s records involving suspension, expulsion,law enforcement contacts and security contacts, we find there has been a history ofillegal activity on and near Dr. Juliet Thorner’s campus. Based on this finding, wealso have a reasonable expectation of such activity.Dr. Juliet Thorner HAS DETERMINED that illegal activity on or near our campusthreatens the health and safety of the school environment.Dr. Juliet Thorner HAS RESONABLY DETERMINED that video surveillance inthe open and public areas of the school is necessary to help protect the health andsafety of students, staff, visitors, and community members.THEREFORE, Dr. Juliet Thorner adopts video surveillance as a component of itsComprehensive School Safety Plan.Signed: ___________________________, PrincipalBrandon JohnsonDate: April 23, 2012Procedures for implementing video surveillance at Dr. Juliet Thorner are outlined in Board Policy300.42, entitled Video and Audio Recording. A prominent notice must be placed in the office andlocations in which video surveillance is used to inform students, parents/guardians and staff thatvideo surveillance may occur on school grounds. The language for posted notice for use of videocamera surveillance is as follows.“The recording of activity by video camera, including occasional monitoring in real time, is used inthe open and public areas of these school grounds for the safety of students, staff, and visitors.

Appendix N: SafetySAFETYPolicy of the Board of EducationBP 300.53Page 1 of 3The Governing Board believes priority should be given to safety and to the prevention of studentinjury. School facilities shall be designed and equipment shall be selected to minimize the risk ofharm to students.Principals, teachers and other staff shall be responsible for the conduct and safety of studentsduring school hours and school-sponsored activities and while students are using districttransportation 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 601.1 – Conduct of Pupils)(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)(cf. BP 601.7 – School Discipline)(cf. BP 601.3 – Suspension)(cf. BP 601.4 – Expulsion/Due Process)The principal or designee shall establish school rules consistent with law, Board policy andadministrative regulation for the safe and appropriate use of school equipment, materials and forstudent conduct. School staff shall train students on the safety rules and shall provide safetyinstruction as appropriate. Copies of the rules shall be sent to parents/guardians and be readilyavailable at the school at all times.

SAFETYPolicy of the Board of EducationBP 300.53Page 2 of 3Legal Reference:EDUCATION CODE8482-8484.6 After School Learning and Safe Neighborhood PartnershipsProgram17280-17317 Building approvals (Field Act)17365-17374 Fitness of school facilities for occupancy32001 Fire alarms and drills32020 School gates; entrances for emergency vehicles32030-32034 Eye safety32040 First aid equipment32050-32051 Hazing32225-32226 Two-way communication devices in classrooms32240-32245 Lead-free schools32250-32254 CDE school safety and security resources unit32270.5 Cellular telephones for classroom safety35294-35294.9 Safety plans44807 Duty of teachers concerning conduct of students to and fromschools, on playgrounds, and during recess44808 Exemption from liability when students are not on school property44808.5 Permission for students to leave school grounds; notice(high school)49300-49307 School safety patrol49330-49334 Injurious objects49341 Hazardous materials in school science laboratories51202 Instruction in personal and public health and safetyGOVERNMENT CODE810-996.6 California Tort Claims Act, especially:815 Liability for injuries generally; immunity of public entity835 Conditions of liability4450-4458 Access to public buildings by physically disabled personsHEALTH AND SAFETY CODE115725-115750 Playground safety115775-115800 Wooden playground equipment115810-115816 Playground safety and recycling grantsPENAL CODE14200-14213 Violent crime information centerPUBLIC RESOURCES CODE5411 Purchase of equipment usable by physically disabled personsVEHICLE CODE21113 Public Grounds

SAFETYPolicy of the Board of EducationBP 300.53Page 3 of 3Legal References: (Contd.)CODE OF REGULATIONS, TITLE 5202 Exclusion of students with a contagious disease5531 Supervision of social activities5552 Playground supervision5570 When school shall be open and teachers present14103 Bus driver; authority over pupilsCODE OF REGULATIONS, TITLE 2265700-65750 Safety regulations for playgrounds; definitions and generalstandardsOther References:Hoyem v. Manhatten Beach City School District (1978) 22 Cal. 3d 508Dailey v. Los Angeles Unified School District (1970) 2 Cal 3d 741Policy Adopted May 28, 2002

SAFETYAdministrative RegulationAR 300.53Page 1 of 4Each principal or designee shall establish school rules for the safe and appropriate use of schoolequipment and materials and for student conduct consistent with law, Board policy, andadministrative regulation. Copies of the rules shall be distributed to parents/guardians and shall bereadily available at the school.(cf. BP 300.44 – School Safety Plan)(cf. BP 601.1 – Conduct of Pupils)(cf. BP 601.7 – Discipline)Release of Student to AdultStudents 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 studentmay be released when the parent/guardian cannot be reached, and the principal or designeeverifies 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 ordesignee.(cf. BP 603.22 – Health Care and Emergencies)Supervision of StudentsTeachers shall be present at their respective rooms and shall open them to admit students as soon asreasonably practical before school starts and in accordance with any applicable collectivebargaining 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, onthe playgrounds, and during recess (Education Code Section 44807).

SAFETYAdministrative RegulationAR 300.53Page 2 of 4The principal or designee shall require all individuals supervising students to remain alert inspotting 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 tosupervise the conduct and safety, and direct the play, of students who are on school groundsbefore and after school and during recess and other intermissions (Title 5, California Code ofRegulations, Section 5552).2. Clearly identify supervision zones on the playground and require all playground supervisors toremain 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 studentsThe Superintendent or designee shall ensure that teachers, teacher aides, yard aides and volunteerswho supervise students receive training in safety practices and in supervisory techniques that willhelp them to forestall problems and resolve conflicts. Supervisors' training shall be documentedand kept on file.Playground SafetyAny new playground or any replacement of equipment or modification of components inside anexisting playground shall conform to standards set forth by the American Society for Testing andMaterials and the guidelines set forth by the U.S. Consumer Product Safety Commission (Healthand Safety Code 115725).Upon inspection of playgrounds by a certified playground safety inspector as required by law, theSuperintendent 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 designeeis 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 thesestandards not later than 15 years after the date of installation (Health and Safety Code 115725).

SAFETYAdministrative RegulationAR 300.53Page 3 of 4Activities with Safety RisksBecause of concerns about the risk to student safety, the principal or designee shall not permit thefollowing activities on campus or during school-sponsored events unless the activity is properlysupervised and each participant has insurance coverage:1. Trampolining2. Scuba diving3. Skateboarding or use of scooters4. In-line or roller skating or use of skate shoes5. Sailing, boating, or water skiing6. Snow trips7. Motorcycling8. Target shooting9. Horseback riding10. Rodeo11. 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 upona street, bikeway, or any other public bicycle path or trail shall wear a properly fitted and fastenedbicycle helmet that meets the standards of law. Students also shall be required to wear suchhelmets while wearing in-line or roller skates (Vehicle Code 21212).Hearing ProtectionThe Superintendent or designee shall monitor students' exposure to excessive noise in classroomsand provide protection as necessary.Eye Safety DevicesThe Superintendent or designee shall provide schools with eye safety devices for use wheneverstudents are engaged in or observing an activity or using hazardous substances likely to causeinjury to the eyes (Education Code Sections 32030 and 32031). Eye safety devices may be sold tostudents for an amount not to exceed their actual cost to the District (Education Code Section32033).

AR 300.53Page 4 of 4SAFETYAdministrative RegulationProtection Against Insect BitesTo help protect students against insect bites or stings that may spread disease or cause allergicreactions, 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 O: Campus SecurityBP 300.42Page 1 of 2CAMPUS SECURITYPolicy of the Board of EducationThe Governing Board is committed to providing a school environment that promotes the safety ofstudents, employees, and visitors to the school grounds. The Board also recognizes the importanceof protecting District property, facilities, and equipment from vandalism and theft.The Superintendent or designee shall develop campus security procedures which are consistentwith the goals and objectives of the comprehensive safety plans and site-level safety plans. Suchprocedures shall be regularly reviewed to reflect changed circumstances and to assess theireffectiveness in achieving safe school objectives.(cf. BP 300.44 – School Safety Plan)Surveillance SystemsThe Board believes that reasonable use of surveillance cameras will help the District achieve itsgoals for campus security. In consultation with relevant staff, the Superintendent or designee shallidentify appropriate locations for the placement of surveillance cameras. Cameras shall not beplaced in areas where students, staff, or community members have a reasonable expectation ofprivacy. Any audio capability on the District's surveillance equipment shall be disabled so thatsounds 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 thatsigns are posted at conspicuous locations at affected school buildings and grounds. These signsshall inform students, staff, and visitors that surveillance may occur and shall state whether theDistrict's system is actively monitored by school personnel. The Superintendent or designee shallalso provide prior written notice to students and parents/guardians about the District's surveillancesystem, including the locations where surveillance may occur, explaining that the recordings maybe used in disciplinary proceedings, and that matters captured by the camera may be referred tolocal law enforcement, as appropriate.(cf. BP 601.7 – Discipline)(cf. BP 601.3 – Suspension)(cf. BP 601.4 – Expulsion/Due Process)To the extent that any images from the District's surveillance system create a student or personnelrecord, the Superintendent or designee shall ensure that the images are accessed, retained, anddisclosed in accordance with Board policy, administrative regulation, law, and any applicablecollective bargaining agreements.(cf. BP 500.30 – Personnel Files)(cf. BP 605.7 – Pupil Records)(cf. BP 604.10 – Directory Information)

BP 300.42Page 2 of 2CAMPUS SECURITYPolicy of the Board of EducationLegal Reference:EDUCATION CODE32020 Access gates32211 Threatened disruption or interference with classes32280-32288 School safety plans35160 Authority of governing boards35160.1 Broad authority of school districts38000-38005 Security patrols49050-49051 Searches by school employees49060-49079 Student recordsPENAL CODE469 Unauthorized making, duplicating or possession of key to public building.626-626.10 Disruption of schoolsOther References:CALIFORNIA CONSTITUTIONArticle 1, Section 28(c) Right to Safe SchoolsUNITED STATES CODE, TITLE 201232g Family Educational Rights and Privacy ActNew Jersey v. T.L.O. (1985) 469 U.S. 32583 Ops.Cal.Atty.Gen. 257 (2000)75 Ops.Cal.Atty.Gen. 155 (1992)Policy Adopted June 10, 1997Revision Adopted October 25, 2011

AR 300.42Page 1of 2CAMPUS SECURITYAdministrative RegulationThe 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 blindspots caused by doorways and landscaping shall also be considered. In addition, parking lotdesign 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 staffand 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 campusbeautification 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, ananonymous crime reporting system, analysis of school crime incidents, and collaborationwith local law enforcement agencies, including providing for law enforcement presence.(cf. BP 300.36 – Crisis Prevention and Intervention)(cf. BP 601.12 – Hate-Motivated Behavior)(cf. BP 602.12 – Intradistrict Attendance)All staff shall receive training in building and grounds security procedures.

AR 300.42Page 2 of 2CAMPUS SECURITYAdministrative RegulationKeysAll keys used in a school shall be the responsibility of the principal or designee. Keys shall beissued only to those employees who regularly need a key to carry out normal activities of theirposition.The person issued a key shall be responsible for its safekeeping. If a key is lost, the personresponsible 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 September 10, 2002Revision Approved October 25, 2011BULLYINGPolicy of the Board of EducationBP 601.2Page 1 of 4The Governing Board recognizes the harmful effects of bullying on student learning and school attendance. The Boarddesires to provide school environments that are safe, healthy, and secure and to protect students from physical andemotional harm. District employees will commit to treat others with empathy and to show genuine concern for thewell-being of others. The Governing Board also expects these values to be taught to students as part of establishing apositive school climate of equity and caring. District employees shall: (1) clearly communicate that students and staffmust respect each other and the school will promptly and reliably respond to any reports of harassment; (2) establishstudent safety as a high priority; and (3) not tolerate bullying of any student.(cf. BP 100.12 – Values, Vision, Mission, and Superintendent Priorities)(cf. BP 600.4 – Positive School Climate)No student or group of students shall, through physical, written, verbal, or other means, harass, sexually harass,threaten, intimidate cyberbully, cause bodily injury to, or commit hate violence against any other student or schoolpersonnel.(cf. BP 300.27 – Nondiscrimination/Harassment)(cf. BP 601.1 – Conduct of Pupils)(cf. BP 601.6 – Sexual Harassment of or by Students)(cf. BP 601.12 – Hate-Motivated Behavior)Cyberbullying includes the transmission of harassing communications, direct threats, or other harmful texts, sounds, orimages on the Internet, social media, or other technologies using a telephone, computer, or any wirelesscommunication device. Cyberbullying also includes breaking into another person's electronic account and assumingthat person's identity in order to damage that person's reputation.

(cf. BP 605.10 – Freedom of Speech/Expression: Publications Code)Strategies for bullying prevention and intervention shall be developed with involvement of key stakeholders inaccordance with law, Board policy, and administrative regulation governing the development of comprehensive safetyplans and shall be incorporated into such plans.(cf. BB 100.13 – School Plans/Site Councils)(cf. BP 300.44 – School Safety Plan)(cf. BP 300.50 – Relations Between Other Governmental Agencies and the Schools)(cf. BP 300.55 – Citizen Advisory Committees)(cf. BP 400.36 – Parent Involvement)

Appendix P: BullyingBP 601.2Page 2 of 4BULLYINGPolicy of the Board of EducationBullying PreventionTo the extent possible, District and school strategies shall focus on prevention of bullying by establishing clear rulesfor student conduct, taking active steps to promote positive behavior, and by using strategies to establish a positive,collaborative school climate. Published rules, student guides, and other appropriate means will be used to informothers of District and school rules related to bullying, mechanisms available for reporting incidents or threats, and theconsequences for perpetrators of bullying. When staff initially believes bullying has occurred, staff will identify andlabel-bullying behaviors observed and review the relevant school rules against bullying. Bystanders will be included inthe conversation receiving guidance how they may appropriately intervene, get help, and take a more active preventionrole.(cf. BP 600.4 – Positive School Climate)(cf. BP 603.18 – Guidance/Counseling Services)The District may provide students with instruction in the classroom or other educational settings that promoteseffective communication and conflict resolution skills, social skills, character/ values education, respect for cultural andindividual differences, assertiveness skills, and appropriate online behavior.(cf. BP 400.43 – Student Use of Technology)(cf. BP 400.56 – Comprehensive Health Education)School staff shall receive related professional development, including information about early warning signs ofharassing/intimidating behaviors and effective prevention and intervention strategies.(cf. BP 100.12 – Values, Vision, Mission, and Superintendent Priorities)(cf. BP 600.4 – Positive School Climate)Data will be collected regarding discipline and bullying incidents and used to support decisions to prevent disciplineproblems and to enhance school safety and a positive school climate. The Superintendent or designee may increasesupervision and security in areas where discipline and bullying incidents most often occurs, such as classrooms,playgrounds, hallways, restrooms, cafeterias.InterventionStudents are strongly encouraged to notify school staff when they are being bullied or suspect that another student isbeing victimized. In addition, the Superintendent or designee shall develop means for students to report threats orincidents confidentially and anonymously.

BULLYINGPolicy of the Board of EducationBP 601.2Page 3 of 4Students will be informed that bullying is unacceptable and against school rules. School staff who witness bullyingshall immediately intervene to stop the incident when it is safe to do so (Education Code Section 234.1).As appropriate, the Superintendent or designee shall notify the parents/guardians of victims and perpetrators.Consistent with the law, he/she also may involve school counselors, mental health counselors, and/or law enforcement.Complaints and InvestigationStudents may submit to a teacher or administrator a verbal or written complaint of conduct they consider to bebullying. Complaints of bullying shall be investigated and resolved in accordance with site-level grievance proceduresspecified in AR 601.6 - Sexual Harassment or by Students.When a student is reported to be engaging in bullying off campus that may have a potential impact on the school oreducation process, the Superintendent or designee shall: (1) investigate and document the activity, and (2) identifyspecific facts or circumstances that explain the impact or potential impact on school activity, school attendance, or thetargeted student's educational performance.A victimized student will be supported by appropriate safety actions to include keeping the student, others involved inreporting, or a bystander to the victimization safe from retaliation.When the circumstances involve cyberbullying, individuals with information about the activity shall be encouraged tosave and print any electronic or digital messages sent to them that they think constitute cyberbullying and to notify ateacher, the principal, or other employee so that the matter may be investigated.If the student is using a social networking site or service that has terms of use that prohibit posting of harmful material,the Superintendent or designee also may file a complaint with the Internet site or service to have the material removed.DisciplineAny student who engages in bullying on school premises or off campus in a manner that causes or is likely to cause asubstantial disruption of a school activity or school attendance shall be subject to discipline, which may includesuspension or expulsion, in accordance with District policies and regulations.(cf. BP 601.3 – Suspension)(cf. BP 601.4 – Expulsion/Due Process)(cf. BP 601.7 – Discipline)(cf. BP 606.6 – Suspension and Expulsion/Due Process (Students with Disabilities)(cf. BP 606.7 – Behavioral Interventions (Special Education Students)

BULLYINGPolicy of the Board of EducationBP 601.2Page 4 of 4Legal Reference:EDUCATION CODE200-262.4 Prohibition of discrimination32282 Comprehensive safety plan35181 Governing board policy on responsibilities of students35291-35291.5 Rules48900-48925 Suspension or expulsion48985 Translation of noticesPENAL CODE647 Use of camera or other instrument to invade person's privacy; misdemeanor647.7 Use of camera or other instrument to invade person's privacy; punishment653.2 Electronic communication devices, threats to safetyUNITED STATES CODE, TITLE 47254 Universal service discounts (e-rate)J.C. v. Beverly Hills Unified School District, (2010) 711 F.Supp.2d 1094Lavine v. Blaine School District, (2002) 279 F.3d 719Other References:CSBA PUBLICATIONSSafe Schools: Strategies for Governing Boards to Ensure Student Success, 2011Providing a Safe, Nondiscriminatory School Environment for All Students, Policy Brief, April 2010Cyberbullying: Policy Considerations for Boards, Policy Brief, July 2007CALIFORNIA DEPARTMENT OF EDUCATION PUBLICATIONSHealth Education Content Standards for California Public Schools: Kindergarten Through Grade Twelve, 2008Bullying at School, 2003U.S. DEPARTMENT OF EDUCATION, OFFICE FOR CIVIL RIGHTS PUBLICATIONSDear Colleague Letter: Harassment and Bullying, October 2010WEB SITESCSBA: http://www.csba.orgCalifornia Cybersafety for Children: http://www.cybersafety.ca.govCalifornia Department of Education, Safe Schools Office: http://www.cde.ca.gov/ls/ssCenter for Safe and Responsible Internet Use: http://cyberbully.orgNational School Boards Association: http://www.nsba.orgNational School Safety Center: http://www.schoolsafety.usU.S. Department of Education, Office for Civil Rights: http://www.ed.gov/about/offices/list/ocrPolicy Adopted August 14, 2012

AR 601.2Page 1 of 7BULLYINGAdministrative RegulationBullying DefinedBullying means any severe or pervasive physical or verbal act or conduct, including communications made in writingor by means of an electronic act, and including one or more acts committed by a pupil or group of pupils as defined inEducation Code Sections 48900.2 (sexual harassment), 48900.3 (hate violence), or 48900.4 (harassment, threats andintimidation), directed toward one or more pupils that has or can be reasonably predicted to have the effect of one ormore of the following:(a)(b)(c)(d)placing a reasonable pupil(s) in fear of harm to that pupil's or those pupils' person or property;causing a reasonable pupil to experience a substantially detrimental effect on his or her physical or mentalhealth;causing a reasonable pupil to experience substantial interference with his or her academic performance; orcausing a reasonable pupil to experience substantial interference with his or her ability to participate in orbenefit from the services, activities, or privileges provided by a school (Education Code Section 48900(r)).(cf. BP 300.27 – Nondiscrimination/Harassment)(cf. BP 601.1 – Conduct of Pupils)(cf. BP 601.6 – Sexual Harassment of or by Students)(cf. BP 600.4 – Positive School Climate)Examples of types of conduct which are prohibited in the District and which may constitute bullying; include, but arenot limited to:12. Repeated exposure over time to negative actions or acts of intimidation.13. Verbal, written, graphic, digital, or physical conduct relating to a student’s race, national origin, religion,color, disability, sexuality, or gender that is severe, pervasive, or persistent.14. Unprovoked, intentional, and usually repeated acts many of which may be carried out by means of anelectronic act and include:a. Emotionally-based behavior (spreading rumors, manipulating social relationships, rejecting,excluding, degrading, extorting, or intimidating);

BULLYINGAdministrative RegulationAR 601.2Page 2 of 7b. Verbally-based behavior (taunting, malicious teasing, name calling, racial slurs, insults, threatening,demanding money, property, or some service to be perform); andc. Physically-based behavior (hitting, kicking, spitting, pinching, pushing, excessive tickling).15. Indirect bullying such as:a. Rejecting, excluding or isolating the target(s);b. Humiliating the target(s) in front of friends;c. Manipulating friends and relationships;d. Sending hurtful or threatening e-mail or notes; ande. Developing a Website to taunt or degrade a target and inviting others to post humiliating notes ormessages.Electronic act means the transmission, by means of an electronic device; including, but not limited to, a telephone,wireless telephone, or other wireless communication device, computer, or pager, of a communication; including, butnot limited to:1. A message, text, sound, or image;2. A post on a social network Internet Website created for the purpose of having one or more of the effects listedabove in the definition of bullying; including, but not limited to:a. Posting to or creating a burn page on an Internet Website;b. Creating a credible impersonation of another actual pupil to include knowingly and without consentimpersonate a pupil for the purpose of bullying the pupil and such that another pupil wouldreasonably believe, or has reasonably believed, that the pupil was or is the pupil who wasimpersonated; andc. Creating a false profile to include a profile of a fictitious pupil or a profile using the likeness orattributes of an actual pupil other than the pupil who created the false profile.An electronic act shall not constitute pervasive conduct solely on the basis that it has been transmitted on the Internetor is currently posted on the Internet (A.B. 1729, Stats. 2012).

BULLYINGAdministrative RegulationAR 601.2Page 3 of 7Bullying PreventionTo the extent possible, District and school strategies shall focus on prevention of bullying by establishing a positive,collaborative school climate. Bullying prevention is a part of a comprehensive, cohesive, and integrated school-widesystem of behavior supports that clearly defines behavioral expectations, establishes a consistent process for teachingand acknowledging appropriate behavior, and uses assessment and data-based decision making to help create culturalnorms of safety, connectedness to school, and acceptance of each person.(cf. BP 100.12 – Values, Vision, Mission, and Superintendent Priorities)(cf. BP 300.44 – School Safety Plan)A review and analysis of office referrals, suspensions, expulsion referrals and other information sources will beperiodically conducted to help determine how resources may be used to establish and sustain effective bullyingprevention strategies and services. Assessment of the school environment is used to help: (1) determine perceivedsafety and supportiveness of the school among students, staff and parents; (2) identify specific strengths and areas forimprovement; (3) identify specific groups at risk in the school (e.g., ethnic groups, students with disabilities); (4)identify where and how bullying occurs at the school; and (5) to otherwise inform evidence-based practice.Bullying prevention and intervention efforts will use evidence-based strategies and services that are developmentallyand contextually appropriate to the students, coordinated across grade levels, comprehensive in scope, collaborativelydelivered, and implemented as the strategies were designed to be provided (i.e., implementation with fidelity).Staff will help students and each other identify and label bullying behaviors as well as teach both the relevant schoolrules against bullying and positive alternative behaviors. Students who may be a bystander to bullying events will alsobe assisted so they may appropriately intervene, get help, and take a more active prevention role.(cf. BP 300.27 – Nondiscrimination/Harassment)(cf. BP 600.4 – Positive School Climate)(cf. BP 601.1 – Conduct of Pupils)(cf. BP 601.3 – Suspension)(cf. BP 601.4 – Expulsion/Due Process)(cf. BP 601.6 – Sexual Harassment of or by Students)(cf. BP 601.7 – Discipline)(cf. BP 601.12 – Hate-Motivated Behavior)(cf. BP 603.18 – Guidance/Counseling Services)(cf. BP 400.43 – Student Use of Technology)(cf. BP 400.56 – Comprehensive Health Education)

BULLYINGAdministrative RegulationAR 601.2Page 4 of 7School-Level Grievance Process/Grievance ProcedureComplaints of bullying shall be handled in accordance with the following procedure:1. Notice and Receipt of Complaint: Any student who believes he/she has been subjected to bullying or whohas witnessed bullying may file a complaint with any school employee. Promptly, however no later thanwithin 24 hours of receiving a complaint, the school employee shall report it to the Principal or DistrictCoordinator for Nondiscrimination (Principal/Coordinator). In addition, any school employee who observesany incident of bullying involving a student shall, promptly report this observation to the Principal orCoordinator, whether or not the victim files a complaint. Oral reports shall also be considered a complaint. Ifthe victim or witness of bullying delivers an oral report to an employee, the employee will fill out a District’sReport of Complaint form documenting the information contained in the oral report. If a complainant believeshe/she has been cyberbullied, the complainant is encouraged to save and print any messages, postings, or othercommunication sent that the student believes constitutes cyberbullying and provide this to an employee so thematter can be fully investigated.Published rules, student guides, and other appropriate means will be used to inform individuals of District andschool rules related to bullying, mechanisms available for reporting incidents or threats, and the consequencesfor perpetrators of bullying. A student may file a written complaint using the District’s Report of Complaintform or other reasonable means. The Report of Complaint form should be available in public locationsaccessible to students and on the school’s Website. The Superintendent or designee shall also develop meansfor students to report threats or incidents confidentially and anonymously such as through a designated dropboxat the school site. The District will also explore establishing anonymous reports through the District’sWebsite.2. Initiation of Investigation: The Principal/Coordinator shall initiate an impartial investigation of an allegationof bullying promptly, but in no case later than five school days after receiving notice of the harassingbehavior, regardless of whether a formal complaint has been filed. The District shall be considered to have"notice" of the need for an investigation upon receipt of information from a student who believes he/she hasbeen subjected to bullying, the student's parent/guardian, and an employee who received a complaint from astudent, or any employee or student who witnessed the behavior.If the Principal/Coordinator receives an anonymous complaint or media report about alleged bullying, he/sheshall determine whether it is reasonable to pursue an investigation considering the specificity and reliability ofthe information, the seriousness of the alleged incident, and whether any individuals can be identified whowere subjected to the alleged harassment.

BULLYINGAdministrative RegulationAR 601.2Page 5 of 73. Initial Interview with Student: When a student or parent/guardian has complained or provided informationabout bullying, the Principal/Coordinator shall describe the District's grievance procedure and discuss whatactions are being sought by the student in response to the complaint. The student who is complaining shallhave an opportunity to describe the incident, identify witnesses who may have relevant information, provideother evidence of the harassment, and put his/her complaint in writing. If the student requests confidentiality,he/she shall be informed that such a request may limit the District's ability to investigate.4. Investigation Process: The Principal/Coordinator shall keep the complaint and allegation confidential, exceptas necessary to carry out the investigation or take other subsequent necessary action (5 CCR 4964).Communicating privileged information concerning the District's response to the bullying incident shall bedone consistent with the laws regarding the confidentiality of student and personnel records.(cf. BP 300.49 – Unauthorized Release of Confidential/Privileged Information)(cf. BP 605.7 – Student Records)The Principal/Coordinator shall interview individuals who are relevant to the investigation; including, but notlimited to, the student who is complaining, the person accused of bullying, anyone who witnessed the reportedbullying, and anyone mentioned as having relevant information. The Principal/Coordinator may take othersteps such as reviewing any records, notes, or statements related to the bullying or visiting the location wherethe bullying is alleged to have taken place.When necessary to carry out his/her investigation or to protect student safety, the Principal/Coordinator alsomay discuss the complaint with the Superintendent or designee, the parent/guardian of the student whocomplained, the parent/guardian of the alleged harasser if the alleged harasser is a student, a teacher or staffmember whose knowledge of the students involved may help in determining who is telling the truth, lawenforcement and/or child protective services, and District legal counsel or the District's risk manager. If thealleged act(s) may be a violation of criminal law, the principal/ designee will refer the matter to theappropriate law enforcement agency or Child Protective Services as applicable.(cf. BP 603.7 – Child Abuse and Neglect Prevention and Reporting)5. Interim Measures: The Coordinator/Principal shall determine whether interim measures are necessaryduring and pending the results of the investigation (e.g., placing students in separate classes or transferring astudent to a class taught by a different teacher).

BULLYINGAdministrative RegulationAR 601.2Page 6 of 76. Factors in Reaching a Determination: In reaching a decision about the complaint, the Coordinator/Principalmay 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; ande. Evidence of any past harassment complaints that were found to be untrue.7. To judge the severity of the harassment, the Principal/Coordinator 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 identity, age, and sex of the harasser and the student who complained, and the relationshipbetween them;d. The number of persons engaged in the harassing conduct and at whom the harassment was directed;e. The size of the school, location of the incidents, and context in which they occurred; andf. Other incidents at the school involving different students.8. Written Report on Findings and Follow-Up: No more than 30 days after receiving the complaint, thePrincipal/Coordinator shall conclude the investigation and prepare a written report of his/her findings. Thistimeline may be extended for good cause. If an extension is needed, the Principal/Coordinator shall notify thestudent who complained and explain the reasons for the extension.The report shall include the decision and the reasons for the decision and shall summarize the steps takenduring the investigation. If it is determined that bullying occurred; the report shall also include any correctiveactions that have or will be taken to address thebullying and prevent any retaliation or further bullying. This report shall be presented to the student whocomplained, the person accused, the parents/guardians of the student who complained, the student who wasaccused, and the Superintendent or designee.

BULLYINGAdministrative RegulationAR 601.2Page 7 of 7In addition, the Principal/Coordinator shall ensure that the bullied student and his/her parent/guardian areinformed of the procedures for reporting any subsequent problems. The Coordinator/Principal shall makefollow-up inquiries to see if there have been any new incidents or retaliation and shall keep a record of thisinformation.Enforcement of District PolicyThe Superintendent or designee shall take appropriate actions to enforce the District's bullying policy. As needed,these actions may include any of the following:6. Removing vulgar or offending graffiti;7. Providing staff in-service, student instruction, or counseling;8. Notifying parents/guardians of the actions taken;9. Notifying child protective services; and10. Taking appropriate disciplinary action.In addition, the principal or designee may take disciplinary measures against any person who is found to have made acomplaint of bullying which he/she knew was not true.(cf. BP 601.3 – Suspension)(cf. BP 601.4 – Expulsion/Due Process)(cf. BP 606.6 – Suspension and Expulsion/Due Process [Students with Disabilities])Administratively Approved November 20, 2012

Appendix Q: Values, Vision, Mission, and Superintendent PrioritiesBP 100.12Page 1 of 2VALUES, VISION, MISSION, AND SUPERINTENDENTPRIORITIESPolicy of the Board of EducationThe Superintendent shall recommend a process for establishing the District's values, vision, andmission. The process shall include defined terms and procedures with the Governing Boardtimelines and designated responsibilities. The Superintendent or designee shall communicatethe process and products to staff, parents, and community. The adoption of the GoverningBoard’s values, vision, and mission will be held at a public meeting.In order to provide a clear focus for District and schools, the Governing Board will adopt corevalues to guide the organization’s behaviors, a long-range vision for what it wants its schoolsto achieve, a mission that operationalizes the District’s vision, and Superintendent prioritiesthat describe the strategic efforts to meet the District’s mission. The Governing Boardacknowledges that an effective District reaches its full potential when it knows and meets theneeds of its students through the alignment of its values, vision, mission, and SuperintendentPriorities.ValuesValues represent our collective commitments that guide our daily behavior. Values define howwe must work with our students, colleagues, and community to ensure the best environment forlearning. As part of its responsibility to establish core values for the District, the GoverningBoard shall develop and regularly review a set of core values for the District. The GoverningBoard and District staff will incorporate adopted values in all District programs, activities, andconduct.The Governing Board shall review the District’s core values whenever a new Governing Boardmember or Superintendent joins the District. Following these reviews, the Governing Boardmay revise or reaffirm the values it has established for the District.VisionA vision is a brief statement which describes the ideal destination for all students of BakersfieldCity School District. The vision is the ultimate result of the mission. The Governing Board shalldevelop a long-range vision that sets future direction for the District and describes what theGoverning Board wants its schools to ultimately achieve for all students. This vision may beincorporated in various documents, including District and/or school comprehensive plans.(cf. BB 100.13 – School Plans/Site Councils)

BP 100.12Page 2 of 2VALUES, VISION, MISSION, AND SUPERINTENDENTPRIORITIESThe Governing Board shall review the vision at least every five years or whenever a newGoverning Board member or Superintendent joins the District. Following these reviews, theGoverning Board may revise or reaffirm the vision it has established for the District.MissionThe mission describes the mechanics of how the District will accomplish the vision anddelineates the means used to achieve the desired future of the vision. The Governing Board shalldevelop a mission statement that aligns with the vision. This mission may be incorporated invarious documents, including District and/or school comprehensive plans.(cf. BB 100.13 – School Plans/Site Councils)The Governing Board shall review the mission at least every two to three years or whenever anew Governing Board member or Superintendent joins the District. Following these reviews,the Governing Board may revise or reaffirm the means it has established for fulfilling theDistrict’s mission.Superintendent PrioritiesThe Superintendent’s priorities serve to further define the scope of work of the District and allowfor clear expectations of the Superintendent. The Superintendent’s priorities are focused on theachievement and needs of all District students. The Superintendent's priorities shall be alignedwith the District's values, vision, mission, and shall be limited in number so as to be reasonablyachievable within established timelines. The Superintendent or designee shall also ensure thatthe District’s comprehensive plans are aligned with these priorities.The Superintendent will submit to the Governing Board an analysis of District needs andrecommendations for priority goals and tasks to be addressed. These priority goals and taskswill be will be reviewed, modified if deemed necessary, and become the Board’s priority goalsand objectives.The Governing Board shall evaluate the Superintendent’s priorities annually to determineprogress. To that end, the Superintendent or designee shall provide the Governing Board withthe necessary data and analysis to help the Governing Board evaluate efforts towards meeting thepriorities. Following these reviews, the Superintendent may revise or reaffirm the priorities inkeeping with the District’s current needs.Adopted April 24, 2012

Appendix R Daily Safety ProceduresDR. JULIET THORNER SCHOOLLockdown ProceduresCODE RED“Students and staff, please lockdown now, code red.This means there is an immediate threat to the school. This is a complete classroom and school lockdown. Remain in the current classroom, library, cafeteria, safe room. If outdoors, move all students, staff andidentified visitors into the nearest classroom, office or secure room. Lock all interior and exterior doors. Turn off all lights. Close all curtains and blinds. Move students away from windows and doors. Have students crouch down and remain quiet. Students cannot leave the room for any reason including restroom breaks. Staff members who are working with students outside the classroom should go to the nearest safe location.Code Yellow“Students and staff, please lockdown now, we are in a code yellow”.This means there is something in the community that poses a threat to the school, i.e., bank robbery, shots fired, policechase, etc. All outside activities should cease and students/staff move into their classrooms. All outer doors must be locked. Students can move within a building. Movement from building to building is prohibited. Teachers can continue teaching.During all lockdowns:No students, staff, visitors are allowed to leave any building for any reason.Restroom needs will be provided in the classroom using trash cans or buckets.Information will be communicated via school email or cell phone tree (depending on power availability).Social networking (i.e. Facebook) is prohibited in an effort to not compromise student safety.Do not open the door for any reason.Students will be checked out by office staff in the office only after cleared by law enforcement. Alternativecheck out area will be the Magnet office.

DR. JULIET THORNER SCHOOLChemical Safety Emergency ProceduresIn the event of a chemical release, please follow thefollowing safety procedures:1. Immediately get ALL people inside the nearest building.(This includes ALL staff, students, parents, maintenanceworkers, etc.) All people STAY inside until the “all clear”announcement is made.2. Close doors, windows.3. Turn off the AC/Heating systems by turning thethermostat to the lowest setting.The fire department will be notified. Upon their arrival, thefire department will be in command.In the event of anhydrous ammonia exposure…..• flush with large amounts of water until ambulancearrives.• If anhydrous ammonia is swallowed…..drink, drink, drink water.

DR. JULIET THORNER SCHOOLEarthquake Procedures1. Duck, Cover and Hold until the shaking stops.2. If you’re OUTDOORS, move to a clear area, away from trees, signs,buildings, or electrical wires and poles.3. Once the shaking stops….All Staff/Students are to move PROMPTLYand QUIETLY to the exit, single file line. Fire Monitor carries out theearthquake bucket.4. The Teacher should be the last person out of the room. Check the room andpod before leaving.5. Teachers MUST take class lists and room keys with them.6. Class doors closed and UNLOCKED.7. If a student is trapped inside, the teacher hangs the red sign on the door.If the room is clear, the teacher hangs the green sign on the door.8. Line up quietly in fire drill positions.9. After all students are accounted for, send your Fire Monitor to Principal orVP with the class report. – The student needs to state clearly: “All Clear” orstate the names of the missing persons.10. Wait quietly for further instructions.11. If all is clear….the “all clear” bell will ring and classes will walk quietlyback.12. If students will be sent home…. all classes will meet at the bus knuckle.The students and staff who are located at the South Parking Lot will proceedto the Bus Knuckle using the safest route possible.

DR. JULIET THORNER SCHOOLDaily Safety ProceduresEvery visitor must come through office, sign in, and showIdentification.Every Volunteer must follow district policy and must makeappointment with teacher on day and time that they will bevolunteering in the classroom.All doors and gates are to be locked throughout the school day.Administration will serve yard duties at all school entry pointsbefore school and dismissal.

THUNDERBOLT RULESBe Safe Be Respectful Be ResponsibleHallways WALK!!! HANDS TO YOURSELF STAY TO THE LEFT OFPAINTED LINE HOLD THE HANDRAIL ON THESTAIRS USE QUIET VOICES STAY OFF THE GRASS DO NOT DISTURBOTHER TEACHERS PUT BACKPACKS BYCLASSROOM DOOR BE ON TIME TO CLASS MUST HAVE A PASS IFOUT OF CLASSCafeteria WALK LINE UP IN “ABC ” ORDER KEEP FOOD TO SELF BE ON TIME TO CAFÉ. BREAKFAST 7:30- 8:00AM USE QUIET VOICES SIT IN ASSIGNEDAREA USE GOOD MANNERS KEEP CAFETERIACLEAN MEMORIZE STUDENTNUMBER BE RESPONSIBLE FORYOUR TRASHPlayground NO PLAY FIGHTING STAY IN BOUNDARIES ANDASSIGNED AREAS KEEP HANDS, FEET ANDOBJECTS TO SELF FOLLOW GAME ANDEQUIPMENT RULES NO TEASING, NAMECALLING,BULLYING RESPECT YARD DUTYPERSONNEL KEEP FOOD OFFPLAYGROUND LINE UP ON TIME (NODRINKS OR PLAYINGAFTER THE BELL) KEEP PLAYGROUNDCLEANClassrooms KEEP HANDS, FEET ANDOBJECTS TO SELF LISTEN TO THE TEACHER RESPECT THE RIGHTSAND PROPERTY OFOTHERS USE APPROPRIATESCHOOL LANGUAGE COME TO CLASS WITHA “CAN DO ”ATTITUDE FOLLOW DIRECTIONSTHE FIRST TIME BE PREPARED WITHNEEDED MATERIALS COMPLETE ALL CLASSWORKBathrooms KEEP WATER IN SINK NO PLAYING USE ASSIGNEDBATHROOM DO NOT ENTER ASTALL ATTENDEDBY ANOTHERSTUDENT RESPECT OTHERS’PRIVACY KEEP BATHROOMS CLEAN DO NOT WASTE TIME USE BATHROOMSUPPLIES SENSIBLYEmergency WALK QUICKLY AND QUIETLYTO ASSIGNED AREA REPORT ANY INJURIESIMMEDIATELY WAIT QUIETLY WHILETHE TEACHERTAKES ATTENDANCE WHEN ALARM SOUNDS,STAY CALM ANDLISTEN TODIRECTIONS FIRE DRILL MONITORREPORTS CLASSCOUNT