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Comprehensive School Safety Plan 

Comprehensive School Safety Plan 

Bowman High School William S. Hart School District 

Eran Zeevi, Principal 21508 Centre Pointe Parkway, Santa Clarita, Ca. 91350 (661)253-4400 www.hartdistrict.org/bowman

A meeting for public input was held on January 28, 2020 at Bowman High School 

Reviewed by Law Enforcement on February 3, 2020 

Plan Adopted by Action Team Partnership January 28, 2020 

Plan approved by William S. Hart Governing Board on by March 1, 2020
Committee members
Eran Zeevi, Principal
Nina Zamora, Assistant Principal
April Soria, Teacher representative
Leidy Lemus, Parent of attending student
Carrie Covell, Classified employee
Josh Koch, Law enforcement-Deputy
Ami Gonzalez, Counselor
Mahnoor Farooq, Student (ASB) 

This document is available for public inspection on website at: www.hartdistrict.org/bowman 

School Site Mission Bowman’s mission is to provide a safe haven where everyone is valued and respected. All staff members, in partnership with parents and families, are committed to doing whatever it takes for students to achieve college and career readiness. Students are empowered to meet current and future challenges to develop social awareness, civic responsibility, and personal growth. Students are provided opportunities to develop into productive and informed participants in a global community

School Site Vision Bowman’s vision is to forge strong, positive connections with students so they can achieve independence, build confidence, and gain academic knowledge. Bowman provides students with a variety of opportunities to learn, grow and thrive. Bowman creates a trusting, caring environment in which diversity is honored and respected. Positive relationships are the core of Bowman’s success. We acknowledge that growth occurs when individuals feel safe, respected, and appreciated. Bowman creates a culture that values people and connections, making it a unique, accepting, academic environment for students to succeed on many levels. At Bowman, our purpose is to prepare students to move forward with a strong sense of self into a life filled with promise. 

There have been no facility updates in the last year to Bowman High School, therefore the campus map remains unchanged. 

Bowman High School Drill Schedule 

California Shakeout Earthquake Drill October 24, 2019 Lockdown Drill November 8, 2019 Lockdown Drill February 7, 2020 Fire Drill March 6, 2020 

Table of Contents 

  1. Assessment of the Current Status of School Crime page 4 
  2. Appropriate Programs and Strategies that Provide School Safety 
  3. a) Child Abuse Reporting Procedures page 5 
  4. b) Disaster Response Procedures page 9 
  5. c) Suspension and Expulsion Policies page 31 
  6. d) Procedures for Notifying Teachers about Dangerous Pupils page 42 
  7. e) Sexual Harassment Policy page 45 
  8. f) School-wide Dress Code prohibiting gang-related apparel page 57 
  9. g) Procedures for Safe Ingress and Egress from school page 61 
  10. h) Procedures to Ensure a Safe and Orderly Environment 

1) The social climate-people and programs (Component 1) page 61 

2) The physical environment-place (Component 2) page 62 

  1. i) Rules and Procedures on School Discipline page 63 
  2. j) Hate Crime Policies and Procedures page 64 
  3. k) Bullying Prevention Policies and Procedures page 80 

Assessment of the Current Status of School Crime 

The Safety Committee reviewed the discipline record from the 2017-18 school year. The committee felt the number of suspensions was low and made the goal for administration to continue to utilize Other Means of Correction when acceptable. Bowman continues to be a school that provides interventions for student behavior and provides an extensive drug contract program to support students in their academic success. 

Safety Goals - By March 2020, Bowman will provide ICS training to have all major positions (Incident Commander, Liaison, PIO, Safety Officer, Operations Chief, Planning Chief, Logistics Chief, and Finance/Admin Chief) assigned to staff. 

By October 2020, Bowman will have a procedure in place for having current enrollment data, which should include student summary pages, student schedules and emergency cards for each term. Bowman High School has a very fluid enrollment rate as students are consistently moving in and out of the school. Since we do not have the same enrollment month to month, it is imperative that we develop a system to update our emergency binder with currently enrolled students. 

By October 2020, Bowman will procure additional supplies identified as needed for the Emergency Operation Center to store in emergency response bins. 

Child Abuse Reporting Procedures The William S. Hart School district is compliant with EC 44691, for mandated reporter training- effective January-1-2015. For specific details, refer to Los Angeles County Office of Education Board Policy and Administrative Regulations 5141.4 Child Abuse Prevention and Reporting Mandated reporters include, but are not limited to, teachers; instructional aides; teacher's aides or assistants; classified employees; certificated pupil personnel employees; administrative officers or supervisors of child attendance; administrators and employees of a licensed day care facility; Head Start teachers; district police or security officers; licensed nurses or health care providers; and administrators, presenters, and counselors of a child abuse prevention program. (Penal Code 11165.7) Reasonable suspicion means that it is objectively reasonable for a person to entertain a suspicion, based upon facts that could cause a reasonable person in a like position, drawing when appropriate on his/her training and experience, to suspect child abuse or neglect. However, reasonable suspicion does not require certainty that child abuse or neglect has occurred nor does it require a specific medical indication of child abuse or neglect. (Penal Code 11166) 

Reportable Offenses A mandated reporter shall make a report using the procedures provided below whenever, in his/her professional capacity or within the scope of his/her employment, he/she has knowledge of or observes a child whom the mandated reporter knows or reasonably suspects has been the victim of child abuse or neglect. (Penal Code 11166) 

Responsibility for Reporting The reporting duties of mandated reporters are individual and cannot be delegated to another person. (Penal Code 11166) No supervisor or administrator shall impede or inhibit a mandated reporter from making a report. (Penal Code 11166) 

Reporting Procedures 1. Initial Telephone Report Immediately or as soon as practicable after knowing or observing suspected child abuse or neglect, a mandated reporter shall make an initial report by telephone to any police department (excluding a school district police/security department), sheriff's department, county probation department if designated by the county to receive such reports, or county welfare department. (Penal Code 11165.9, 11166) DCFS- LA County Department of Children and Family Services 28490 Avenue Stanford, Santa Clarita, Ca. 91355 (818) 717-4802 2. Written Report Within 36 hours of knowing or observing the information concerning the incident, the mandated reporter shall then prepare and either send, fax, or electronically submit to the appropriate agency a written follow-up report, which includes a completed Department of Justice form (SS 8572). (Penal Code 11166, 11168) 

Victim Interviews by Social Services/Law Enforcement Whenever a representative from the Department of Social Services or another government agency investigating suspected child abuse or neglect deems it necessary, a suspected victim may be interviewed during school hours, on school premises, concerning a report of suspected child abuse or neglect that occurred within the child's home or out-of-home care facility. The child shall be given the 

choice of being interviewed in private or in the presence of any adult school employee or volunteer aide selected by the child. (Penal Code 11174.3) A staff member or volunteer aide selected by a child may decline to be present at the interview. If the selected person accepts, the principal or designee shall inform him/her of the following requirements: (Penal Code 11174.3) 1. The purpose of the selected person's presence at the interview is to lend support to the child and enable him/her to be as comfortable as possible. 2. The selected person shall not participate in the interview. 3. The selected person shall not discuss the facts or circumstances of the case with the child. 4. The selected person is subject to the confidentiality requirements of the Child Abuse and Neglect Reporting Act, a violation of which is punishable as specified in Penal Code 11167.5. If a staff member agrees to be present, the interview shall be held at a time during school hours when it does not involve an expense to the school. (Penal Code 11174.3) 

Release of Child to Peace Officer When a child is released to a peace officer and taken into custody as a victim of suspected child abuse or neglect, the Superintendent or designee and/or principal shall not notify the parent/guardian, but rather shall provide the peace officer with the address and telephone number of the child's parent/guardian. It is the responsibility of the peace officer or agent to notify the parent/guardian of the situation. (Education Code 48906) 

SUSPECTED CHILD ABUSE REPORT To Be Completed by Mandated Child Abuse Reporters Pursuant to Penal Code Section 11166 

Emergency Intervention Action Plan PURPOSE: To respond to physical, psychological and emotional need manifested as a result of an emergency, e.g., a death, serious accident, suicide, earthquake, a weapon and/or deadly force being used on campus, chemical seepage, etc. 

PROCEDURES: When an emergency incident occurs, take immediate action: report the incident and any action taken to the Emergency Crisis Team (ECT) Leader, who will assemble the ECT, make an assessment of the situation, take any further action deemed appropriate, and report the incident to the district office. 

CRISIS TEAM MEMBERS 

Name Job Title Extension Team Leader Eran Zeevi Principal 115 Team Members 

Nina Zamora Assistant Principal 116 James Callahan School Resource Deputy Lori Wilson Counselor 118 Ami Gonzalez Counselor 120 Tracy Thurman School Psychologist 133 Carrie Covell Office Manager 117 Manuel Cortez Lead Campus Supervisor 

Disaster Response Procedures 

For specific details, refer to William S. Hart Board Policy and Administrative Regulations 3516. 

EMERGENCY/DISASTER PROCEDURE In accordance with Board policy and California laws, each school in the William S. Hart Union High School District has developed specific plan in preparation for a possible emergency or disaster. The purpose is to prepare as much as possible in advance for the safety and welfare of each student. What is done now, when there is time to prepare, could result in preventing serious injury to or possible death of student(s). 

In the event of an emergency or disaster, you can expect the following: 1. Regularly scheduled fire, earthquake, and lock down drills, as well as disaster drills will be conducted at school. 2. Preparation for an emergency or disaster will be reviewed and an emergency backpack will be maintained in each classroom. 3. Students will be kept AT SCHOOL during school hours UNLESS it is unsafe or inappropriate to do so. 4. Students will be instructed to continue on their way home if they are already going home. 5. Students will be instructed to continue on their way to school if they are already going to school. 

  1. Parents/guardians will be asked for identification before your student is released to you. 7. Unauthorized persons will not be allowed on campus. 8. Should a parent/guardian need to pick up their student, you may do so at the location where there is a sign stating PICK-UP POINT. 9. Parents/guardians will be asked to keep clear of all access roads and parking lots so that emergency vehicles can arrive safely and easily. 10. Should a student need to be evacuated from the school, he/she will be taken to the nearest safe location available. 

Bowman’s highest priority is student safety. For more information, please look up the specific Safety Plan under students/parents section on our website: www.hartdistrict.org/bowman

GENERAL GOALS WHEN A CRISIS OCCURS 1. Secure accurate information on the crisis. 2. Plan a preliminary course of action. 3. Convene the Crisis Team in the Coordinator’s office prior to a general staff meeting. 4. Execute individual duties of the Crisis Team (as previously assigned; see below). 

Role of the Crisis Team Coordinator 1. Obtain factual information of incident from source, and/or immediate verification of death or incident facts from Sheriff’s Department. 2. Call 911 if needed 3. Notify district superintendent: situation, status, actions taken and recommended, e.g., evacuation of buildings, early release of students, assistance with media, etc. 4. Notify school’s Crisis Team members. 5. Set and conduct staff meeting times. If crisis happens after hours, two mandatory staff meetings should be held prior to beginning of period 1 and period 2 of the new school day, and a third meeting for after 9:30 A.M., for later arriving staff. Notify staff via Connect Ed. Information included in message: What happened? Who? When? Where? Current Status? Staff meeting times? 6. Meet with Crisis Team Members in Coordinator’s Office. 7. Collaborate with Information Officer to put into action the planned news media control procedures. 8. If news is received during the school day of a death, arrange immediate escort home of deceased person’s siblings and other family members if needed. 9. Designate individual(s) to contact or meet with families directly related to the crisis. 10. Conduct mandatory staff debriefing meeting at the conclusion of each workday. 11. Maintain school day as best as possible. 

Role of Security Officer 1. Attend Crisis Team Meeting in Coordinator’s Office. 2. If authorized by the Crisis Team Coordinator, give the appropriate building emergency response as per the Crisis Management Plan. 3. Assist the Crisis Team Coordinator as needed. 4. Assume the role of the Crisis Team Coordinator in his/her absence. 

Role of Information Officer 1. Attend Crisis Team Meeting in Coordinator’s Office. 

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  1. Immediately following the Crisis Team meeting, disseminate the current, factual information to all staff. 3. Activate Crisis Telephone Tree, if directed by the Team Coordinator. 4. Coordinate with Principal regarding communication to press. 5. Prepare script for answering inquiries and a written news release (provide Principal’s Secretary with a copy of the script). 6. Keep receptionist informed of what information may be shared as calls come in about the incident. 7. Coordinate with ELL Coordinator the establishment of office phone extensions to be designated as phone lines for non-English speaking callers to have questions answered. 8. Control/limit access to all other written material. 9. Designate and communicate grounds access parameters for news media to minimize disruption to school activities. 10. Notify Security Officers as to what the parameters are for news media. 

Role of Facilities/Release Officer 1. Attend Crisis Team Meeting in Coordinator’s Office. 2. Provide blueprints and maps of school campus to Emergency Personnel (i.e. police, fire department, SWAT, etc). 3. Provide access keys. 4. Coordinate with Security Officers and Custodial/Grounds Crews. 

Role of the Secretary 1. Attend Crisis Team Meeting in Coordinator’s Office. 2. Information Disseminator: Secure all information and assist the Information Officer with the preparation of drafts for press release, principal’s usage, and to parents. 3. Phone neighboring schools that may be affected by the crisis. 4. Supervise all outside phone calls inquiring about information on the crisis (use script prepared by Information Officer to address the inquiries). 5. Notify office staff of general information and updates; respond factually to staff inquiries. 6. Facilitate communication amongst office, classified personnel. 

Role of the Psychologist 1. Attend Crisis Team Meeting in Coordinator’s Office. 2. Coordinate with Mental Health stations for students and staff Counselor Coordinator. 3. Debrief with the Crisis Team and general staff. 4. Debrief with Counselors and Administrators. 

Role of Counselor Coordinator 1. Attend Crisis Team Meeting in Coordinator’s Office. 2. Coordinate with secretary in charge of substitutes and list absentee staff. 3. Direct Counselors to complete pre-assigned tasks as follows: 

A Person: Pull schedules of students involved. B Person: Placeholder for victim(s) (the Placeholder is the person who follows the victim’s schedule to assist others in dealing with the loss). C Person: Contact all outside agencies located on counseling contact sheet. D Person: Coordinate with the psychologist the establishment of Mental Health stations on campus (i.e. conference rooms and library). E Person: Available for individual contact with students and staff in need. 

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*Note: As individual jobs are completed, all counselors should be available to man the Mental Health stations. 

Role of Teacher Liaisons 1. Attend Crisis Team Meeting in Coordinator’s Office. 2. Initially assist in preparation at the beginning of a crisis. 3. Assist in information management. 4. Coordinate informing students with Student Liaison. 5. Assist Secretary in disseminating information. 6. General assistance 

Role of Student Liaisons 1. Attend Crisis Team Meeting in Coordinator’s Office 2. Coordinate with Crisis Team Coordinator and Information Officer what information and how that information will be disseminated to students. 3. Assist in maintaining a calm atmosphere at school. 4. Maintain communications with the Crisis Team Coordinator to stay updated with any changes in the status of the situation and to keep the Coordinator informed of student activity. 

Nurse/Health Aide 1. Attend Crisis Team Meeting in Coordinator’s Office. 2. Assess initial medical needs and supplies/activate First Aid Team as needed. 3. Communicate/contact support that may be needed from Administrative Center nursing staff. 4. Carry out regular duties as per Disaster Plan. 

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Bowman High School Evacuation Procedures 

The school maps that should be displayed currently in every room describe: 1. Egress routes to the designated Assembly Area (basketball court) 2. Classroom locations within the Assembly Area. 

Teachers should escort their students to the designated Assembly Area assigned to their classroom whenever evacuation is necessary. It is important that teachers take their roll books and the Emergency Backpack with them to the Assembly Area. Attendance is always taken immediately upon arriving at your location in the Assembly Area. 

Teachers must be prepared to report missing students to the Accountability Team soon after they reach the assembly area. Only those students who were present prior to the evacuation and are no longer present should be reported. 

Most practice evacuations will be signaled audibly by bells and visually by blinking strobe lights (in equipped areas). 

  1. Repeating bells and strobe lights . . . . . . . . . . . FIRE, EARTHQUAKE (For an earthquake drill, “This is an earthquake simulation exercise,” will be announced over the public announcement system prior to and during the alarm sounding.) 2. Announced over the public announcement system with instructions to be followed explicitly . . . . . . . . . BOMB THREAT, HAZARDOUS MATERIALS, etc. 3. PA Announcement . . . . . . . . . . . . . . . . . . . . . . . . . . ALL CLEAR - return to classrooms 

When an alarm goes off before school, brunch, lunch or after school: Faculty, must report to their Assembly Area locations and students are to report to class in the assembly area. Be sure to inform all of your classes each semester of this and where you will be located in the Assembly Area. 

In the event that power is lost to the school and bells are not available: Teachers should exercise conservative judgment and evacuate if they believe an emergency condition exists in their classroom. Regarding earthquakes, the quakes and aftershocks can differ in their impact on classrooms and equipment within classrooms. If you feel that students could be in danger, then please evacuate your classroom. 

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EVACUATION PLAN 

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INCIDENT COMMAND SYSTEM SEMS RESPONSE TEAM ORGANIZATIONAL STRUCTURE 

In compliance with California statute, the Wm. S. Hart Union High School District (Hart District) uses the Standardized Emergency Management System (SEMS) in its emergency plans and procedures. All Hart District disaster plans will be based on the Incident Command System-a nationwide standard and a component of SEMS. In compliance with California statute, the Wm. S. Hart Union High School District (Hart District) uses the Standardized Emergency Management System (SEMS) in its emergency plans and procedures. All Hart District disaster plans will be based on the Incident Command System-a nationwide standard and a component of SEMS. 

MAJOR CONCEPTS/COMPONENTS Every emergency, no matter how large or small, requires that certain tasks be performed. Every incident will need a person in charge, called the Incident Commander – Eran Zeevi 

Span of Control - no one person should be in charge of more than 7 people (the optimum number is 5). [Note: this does not apply to Student Supervision.] 

Common terminology - All teachers and staff in the schools/district should use the same words to refer to the same situation. - This terminology should be known before a disaster. - This is one of the most important reasons to use ICS. If and when the fire department or other responding agencies come on campus, they'll interface better with the school district's command structure if similar jobs are described with similar wording. 

HOW ICS FUNCTIONS IN THE HART DISTRICT * All sites (schools/district) use ICS as a basis for their organizational structure. The District EOC Plan contains detailed response and management procedures for all personnel at the school district administrative center and support sites (Warehouse, Maintenance, Transportation). 

* One person in charge-Incident Commander (IC) at the schools and District EOC Commander at the District level. This top-level person works closely with the Command Staff [Safety Officer and Information/Liaison Officer (or PIO/Liaison Officer at District)] and the General Staff (the Section Chiefs). 

* A Section Chief oversees and coordinates the activities of each of the five ICS Sections: 

Operations Planning/Intelligence Logistics Finance School Information Officer N. Zamora M. Cortez L. Wilson C. Covell M. Konrad 

A clearly defined chain of command is in place in advance of any emergency and is supported by appropriate training. 

Incident Commander (IC): an emergency requires constant management from the Command Post (CP). This means the IC doesn't leave the Command Post without delegating someone to take over. The IC will constantly: 

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  • Assess the situation. 
  • Know what resources are available. 
  • Determine a strategy for implementing the plan to handle the incident. - Monitor how well (or poorly) the plan is working. 
  • Adjust the plan to meet the realities of the situation. 
  • Make sure that the response is being fully documented-for legal and financial reasons. 
  • If appropriate to the situation-no other qualified person is available-act as Safety Officer to make sure that the safety of students and staff and others on the site is the highest priority. The Incident Commander (IC) is to coordinate all response activities through the Section Chiefs. The IC is to "stand back and keep hands off." His/her role is “managing” from the Command Post. 

School Information Officer & Liaison - this position is located directly under the Incident Commander. According to the Hart District disaster plan, only the District PIO is authorized to speak for the District. Schools and other district sites should refer media inquiries to the District PIO. If there is a situation when an immediate response from the school is required and the District PIO/Liaison is not accessible, the site administrator should prepare a statement to be given by the site Information/Liaison person. In either case, no one other than the designated District PIO/Liaison or School Information/Liaison should talk to the media 

As appropriate to the scope of the disaster, this person serves as Liaison Officer the point of contact for assisting and cooperating agency representatives (fire, law enforcement, Red Cross, etc.) 

Operations Officer - includes all the emergency response jobs. These are the "DOERS" 

  • Security 
  • Search & Rescue 
  • Safety/Damage Assessment 
  • Medical/First Aid 
  • Student Supervision 
  • Campus Map/Recorder Logs 

Planning/Intelligence Officer - keeps track of resources available or needed, assesses the situation, anticipates changing situations and needs, documents the response, and manages the large site map at the Command Post. These are the "THINKERS" 

  • Campus Map and Field Grid of Class (plotting map) 
  • Student Release 
  • Message Center 
  • Radio/Telephone Communication Team 
  • Runners 

Logistics Officer - this has to do with how things get done (the person power, personnel/student resources, supplies, and equipment). These are the "GETTERS". 

  • Student/Staff Status 
  • Supply/Procurement/Equipment/Services 
  • Convergent Volunteers 

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  • Support Teams 

Finance/Administration Officer - includes timekeeping of response workers during the disaster response and recovery phases, buying things and keeping comprehensive financial records, maintaining/managing all recovery records. These are the "RECORDERS and PAYERS". 

  • Timekeeping 
  • Purchasing/Procurement 
  • Recovery Records Management COMMAND POST (CP) Location – In front of the Administration Building: It is best to locate the CP so that the full Emergency Assembly Area is in view, while maintaining adequate separation from students, medical treatment area and Student Request and Release Gate(s). Also, it should be set up in close proximity to the outside disaster supply storage container. Have alternate locations in mind, including off-campus evacuation site(s). Identify Command Post location with a blue flag and sign, so that it is visible to staff and emergency responders. 

Responsibilities 

  • Institute Incident Command System (ICS) 
  • Assess type and scope of emergency 
  • Determine threat to human life and structures 
  • Determine need for site evacuation and take appropriate action 

Positions Stationed at CP 

  • Incident Commander 
  • Recorder/Incident Log 
  • Message Center Radio/Telephone 
  • Communication Student/Staff Status 
  • Campus Map 

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INCIDENT COMMANDER Duties: 1. Observe and direct all operations. 2. Coordinate all response actions with the appropriate Section Chiefs. 3. Assign all disaster personnel or reassign as injuries or absences dictate. 4. Communicate situation status to the District on a regular basis by phone, two-way radio, written status reports-as appropriate. 5. Serve as Safety Officer if other qualified top-level site administrator has other assignment. 6. Provide for the health and safety of students and personnel as the first priority of disaster response. 7. Remain calm. Lead by example; your behavior sets tone for staff and students. 

Location: Command Post 

Training: 1. All available disaster management training offered by the District or emergency management agencies. 2. Damage Assessment-Post-Earthquake Damage Evaluation for California Schools (The purpose of this training program is to enable school administrators, facility managers, and custodians to assess the damages to their buildings and decide whether the structures are safe to reoccupy.) 3. The principal and an alternate school administrator should be trained in shelter management. 

Procedures: After evacuation from classroom or work area, report to Emergency Assembly Area (EAA) and check in with department. Proceed to the disaster storage area to form Command Post teams and get supplies. Brief Section Chiefs, PIO/Liaison and Safety Officer. 

  1. Verify that Emergency Assembly Area is still safe 2. Establish location of Command Post. 3. Direct opening of disaster container and Command Post setup. 4. Obtain personal equipment. 5. Assess type and scope of disaster. 6. Assign all disaster personnel or reassign as injuries or absences dictate. Maintain an updated 

duty roster, with date and times indicated. (Maintain all duty rosters as legal documents, to be given to the Finance/Administration Section Chief.) 7. Provide for immediate set up of Student Release Team (particularly Request Gate) so that they will be available to deal with parents as quickly as possible. (Do not authorize the release of students until completion of student accounting.) 8. With Operations Section Chief, determine threat to personnel and structures. 9. With Operations Section Chief, determine need for evacuation and take appropriate action. 10. With Section Chiefs, determine which disaster teams need to be activated (i.e., Security to close 

campus, dispatch Search & Rescue teams, etc.) 11. Have Operations Chief direct the setup of a sanitation area remote from Emergency Assembly 

Area 12. Monitor that all actions taken are documented with time line. 13. Using the Site Status Report-EOC Message Forms (Form-12), notify Asst. Superintendent, 

Administrative Services or, if operational, the District Emergency Operations Center (EOC) of disaster and keep updated on a regular basis, including: 

  1. Number of students injured and extent of injuries. DO NOT TRANSMIT THE NAMES OF CRITICALLY INJURED OR DEAD OVER THE TWO-WAY RADIOS. These 

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names will have to be hand delivered to the District EOC when time and circumstances permit. b. Type and extent of damage to buildings and grounds (i.e., utilities, roofs, ceilings, etc.) c. Actions being taken by disaster teams and list of any actions being performed by 

outside agencies on campus. d. Assistance requested from District. e) Establish time of next update. 14. Provide for periodic reports of confirmed information to students and staff. 15. Refer requests for assistance to appropriate Section Chiefs, including list and last known 

location of missing personnel to search teams. 16. After student accounting is complete, authorize Operations Chief to direct Student Release 

Team to begin releasing students according to established procedures. 17. Assess total school situation: 

  1. View campus map periodically for Search & Rescue progress and damage assessment 

information. b. Check with Section Chiefs for periodic updates c. Approve all information before release by Information/Liaison Officer to parents or general public. (When unusual situations occur and it is impossible or impractical to direct media inquiries to the District Public Information Officer, you should clear all information with the District PIO prior to its release.) 18. Direct Information/Liaison Officer to coordinate with all off-campus organizations, including 

press on scene, Red Cross personnel on scene, police and fire personnel on scene. 19. Maintain IC log of decisions/actions taken during disaster. 20. Utilize your backup; plan and take regular breaks: 5-10 minutes every hour, relocate away from 

the CP. 21. Plan regular breaks for all staff and volunteers. 22. When the situation warrants it, release staff according to predetermined priority list established 

by school site. 23. Remain on and in charge of your campus until redirected or released by the District 

Superintendent. 

SAFETY OFFICER (School Resource Officer—alternate assigned by Incident Commander) 

Duties

  1. Monitor and assess hazardous and unsafe situations and develop measures for assuring 

personnel and student safety. 2. Correct unsafe acts or conditions through the regular line of authority, i.e., report it to Incident 

Commander and appropriate Section Chief for resolution. 3. When immediate action is required, Safety Officer has emergency authority to instantly stop or 

prevent unsafe acts. 

Assignment: Principal or other top-level site administrator, if available (not assigned elsewhere) 

Location: Immediately adjacent to Command Post 

Training

  1. Damage assessment 

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  1. Experience on School Safety Committee 

Procedures: After evacuation from classroom or work area, report to Emergency Assembly Area (EAA). Classroom teachers take roll of students (and other school personnel assigned to their classrooms) and report to Command Post, using Accountability Report. Other school personnel report to the EAA and check in with their department. When released, proceed to the disaster storage area to form Command Post team and get supplies. Incident Commander will brief you and direct you to work location. 

  1. Set up at a table immediately adjacent to the Command Post. 2. Wear Safety Officer Identification badge. 3. Review with Incident Commander the location and physical set-up of all response teams. 

Identify any hazards. Correct any safety issues if possible or declare the area/situation (out-of- bounds) and rope off with warning tape or post sign(s). 4. Maintain awareness of active and developing situations relative to the safety and health of 

students and staff/volunteer disaster workers at the school site. 5. Closely monitor the shift assignments (duty roster), paying strict attention to enforcing timely 

breaks and hours of assignment. 

SCHOOL INFORMATION OFFICER/LIAISON Duties: 1. Distribute information authorized by Incident Commander to parents and community. 2. Serve as liaison to outside agencies (fire, law enforcement, Red Cross, etc.) by providing them assistance in coming onto campus safely and assisting them with any services they might need. Location: Immediately adjacent to Command Post 

Training: Familiarity with District Policies and disaster plan 

Procedures: After evacuation from classroom or work area, report to Emergency Assembly Area (EAA). Classroom teachers take roll of students (and other school personnel assigned to their classrooms) and report to Command Post, using Accountability Report. Other school personnel report to the EAA and check in with their department. 

When released, proceed to the disaster storage area to form Command Post team and get supplies. Incident Commander will brief you and direct you to work location. 

  1. Set up at Command Post. 2. Wear identification badge 3. Review with Incident Commander (Principal) the INITIAL STATEMENT for appropriateness 

and issue to Student Release Team at their station at the request gate(s). In addition, if the telephones are operational and it is safe to reenter the building, issue the INITIAL STATEMENT to the Telephone/ Communications Team who will have someone stationed in the school office. 4. Refer all media to the District Public Information Officer. You are not authorized to speak for 

the District. 

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  1. As appropriate to the scope of the disaster situation, serve as Liaison Officer-the point of 

contact for assisting and coordinating agency representatives (fire, law enforcement, Red Cross, etc.). Maintain activities log. 

SECTION CHIEFS (Assistant Principal, Principal’s Administrative Assistant) 

Duties

  1. With Incident Commander, assess type and scope of disaster. 2. With Incident Commander, develop action plan to respond to disaster situation(s). 3. Direct and Coordinate the response actions of the Section units within their areas of 

responsibility. 4. As appropriate to the Section, make sure that all responders have proper safety equipment and are wearing appropriate shoes. 4. Assist the Incident Commander with the setup of the Command Post and ancillary position 

(immediately adjacent to Command Post). 

  1. Open storage container b. Set up sign at Command Post 

Assignment: 1. Staff members with specialized skills/knowledge as appropriate to the Section responsibilities 2. Staff members with leadership ability 

Location: Immediately adjacent to Command Post 

Training

  1. Annual in service training on disaster management as provided by the site administrator, as 

well as training provided by the District 2. Familiarity with District disaster plan and site specifics 3. Familiarity with response team procedures for all Section units within their areas of 

responsibility 4. As appropriate to area of responsibility: light urban search & rescue, fire suppression, first aid, 

damage assessment, use of 2-way radio 

Procedures: After evacuation from classroom or work area, report to Emergency Assembly Area (EAA). Classroom teachers take roll of students (and other school personnel assigned to their classrooms) and report to Command Post, using Accountability Report. Other school personnel report to the EAA and check in with their department. When released, proceed to the disaster storage area to form Command Post team and get supplies. Section Chiefs will brief teams and direct them to work locations. 

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  1. Operations Chief 
  • Assess situation with Incident Commander. 
  • Brief Operations Section unit team leaders. 
  • Activate and supervise Operations Section units. 
  • Determine need and request additional resources from Incident Commander. 
  • Continue to communicate situation status to the Incident Commander. 
  • Continue to evaluate situation needs: expand/reduce the number of Operations Section units and/or responders. 
  • Notify Logistics Chief of persons no longer needed and sent to the Resource Pool (near the Command Post). 
  • Maintain log of actions during disaster. 
  • Be familiar with the Mortality Management Guidelines (FEMA Multi-hazard Safety Program for Schools)-Get from Medical/First Aid Team 
  1. Planning/Intelligence Chief 
  • Assess situation with Incident Commander. 
  • Brief Planning/Intelligence Section unit team leaders. 
  • Activate and supervise Planning/Intelligence Section units. 
  • Determine need and request additional resources from Incident Commander. 
  • Continue to communicate situation status to the Incident Commander 
  • Evaluate situation needs expand/reduce number of Planning/Intelligence Section units and/or responders. 
  • Notify Logistics Chief of persons no longer needed and sent to the Resource Pool (near the Command Post). 
  • Maintain log of actions during disaster. 
  1. Logistics Chief 
  • Assess situation with Incident Commander. 
  • Brief Logistics Section unit team leaders. 
  • Activate and supervise Logistics Section units. 
  • Determine need and request additional resources from Incident Commander. 
  • Continue to evaluate situation needs: expand/reduce the number of Logistics Section units and/or responders. 
  • Send persons no longer needed to the Resource Pool (near the Command Post). 
  • Continually monitor the available persons in the Resource Pool (staff members and convergent volunteers). 
  • Continue to communicate situation status to the Incident Commander 
  1. Finance/Administration 
  • Assess situation with Incident Commander. 
  • With Incident Commander, determine Section units to activate. 
  • Brief Finance/Administration Section unit team leaders. 
  • Activate and supervise Finance/Administration Section units. 
  • Determine need and request additional resources from Incident Commander. 
  • Continue to evaluate situation needs and expand or reduce the number of Finance/Administration Section units and/or responders. 
  • Notify Logistics Chief of persons no longer needed and sent to the Resource Pool (near the Command Post). 
  • Continue to communicate situation status to the Incident Commander. 

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SECURITY TEAM (Manny Cortez/Desmond Carter, Campus Supervisors) 

Duties: Secure campus and control traffic to prevent unauthorized entry into or exit from school--lock all gates. 

Assignment: Personnel trained in duties listed above. (Bilingual person if appropriate to population) 

Location

  1. Critical campus entrances/exits as predetermined in site specifics 2. Critical area(s) as directed by Operations Chief Training: 
  • Must know all access points to campus and know how to secure them. 

Procedures: After evacuation from classroom or work area, report to Emergency Assembly Area (EAA). Classroom teachers take roll of students (and other school personnel assigned to their classrooms) and report to Command Post, using Accountability Report. Other school personnel report to the EAA and check in with their department. Unless assigned to Student Supervision, proceed, to the disaster storage area to form disaster team and get supplies. Section Chiefs will brief teams and direct them to work locations. 

  1. If needed: 
  2. Shut off gas main (only if you can smell gas leak) b. Shut off electricity c. Shut off water 2. If needed, double check location of student request/release point with Command Post. 3. Lock all outside access gates or doors. 4. Station personnel as needed to refer people to the student request/ release point. 5. Mount signs at campus access point(s) to direct parents to student request/release point. 6. Report problems or status to Operations Chief. 7. Report to Operations Chief after items 1-6 are completed, for reassignment. (Personnel 

assigned to securing entrances/exits and directing people to student request/release point should continue in this assignment for duration of emergency situation.) 

SEARCH & RESCUE TEAM 

Duties

  1. Search all facilities for injured or trapped personnel to ensure complete evacuation. 2. Perform fire suppression on small fires. (School fire extinguishers are not capable of putting out large fires. The only time they would be used in a large fire is to assist with evacuation.) 3. Perform life-saving first aid when needed. 4. DO NOT ENTER UNSAFE BUILDINGS OR LOCATIONS. 5. DO NOT REMOVE DEAD BODIES. 

Assignment: Personnel trained and physically capable to perform light rescue 

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Location: Near the Command Post and/or Storage Container so that the tools are readily accessible following aftershocks or subsequent disaster occurrences. 

Training

  1. Standard First Aid 2. CPR 3. Fire Extinguisher Usage - Fire Department or fire extinguisher service company can supply 4. Urban light search and rescue is recommended. 

Procedures: After evacuation from classroom or work area, report to Emergency Assembly Area (EAA). Classroom teachers take roll of students (and other school personnel assigned to their classrooms) and report to Command Post, using Accountability Report. Other school personnel report to the EAA and check in with their department. 

  1. Unless assigned to Student Supervision, proceed, when released, to the disaster storage area to 

form disaster team and get supplies. Section Chiefs will brief teams and direct them to work locations. 2. Get list of known injured and damage reports from Operations Chief at Command Post. 3. Working in teams and with a member of the Safety/Damage Assessment Team, search (inspect) 

all classrooms/offices/work areas in predetermined pattern. 4. Carefully explore each room visually, vocally, and physically; that is, look, call out and listen 

for replies, and actively search through any rubble. 5. Upon discovery of an injured person, one member of the team should remain with the person 

and another member should summon aid. 6. Upon discovery of a dead person, leave the body in place. Cover with a plastic tarp, if 

necessary. If the disaster is an earthquake, most likely dead persons will be trapped under rubble and there will be no need to relocate to the morgue area. Notify the Operations Chief and Incident Command and follow the Mortality Guidelines. Mark the location on the Search & Rescue route map and mark the actual location so that it can be readily located. Barricade the area. Exceptions to relocating the remains to the morgue area are as follows: 

  1. The disaster is so severe that a timely response by the coroner and/or law enforcement 

personnel is precluded. b. It is necessitated by search and rescue work; the health, safety and psychological well- 

being of persons forced to remain at their work location due to the severity of the disaster. c. The remains are in a public area or otherwise exposed to public view. 7. Use chalk or grease pencil to mark slash on door when entering room. Close slash to form "X" 

on door when leaving room. Mark a "C" for "clear" on your map. If Campus 2-way radios are available, report by radio to Command Post that room has been cleared. If 2-way radio is not available, continue with the search and report in person to the Command Post as soon as you are able or give information to a Runner if one is available to you. 8. Perform light rescue, fire suppression, and life-saving first aid techniques as needed. Summon 

Medical/First Aid Team and additional help as needed. 9. Note general damage to structures. Upon completion of search, report areas where structural 

damage is observed for a more detailed assessment. 10. Report to Operations Chief on Disaster Team Report Form. 11. Upon completion of duties, report to Operations Chief for reassignment to Security Team or 

Safety/Damage Assessment Team. 

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  1. Reactivate Search & Rescue Team following aftershocks 

NOTE: Search & Rescue Teams should not be delayed by any particular victim or problem, but should have other personnel take charge as soon as possible so that they can continue their search of entire grounds. It is recommended that a member of the Medical/First Team be readily available to Search & Rescue. 

MENTAL HEALTH TEAM (Counselors, School Psychologist, Speech Therapist, and assigned personnel) 

Duties: Coordinate, administer, and document the counseling and care of individuals identified as being incapacitated and/or dysfunctional due their reaction to the stress or experiencing trauma as a result of being a victim of a disaster. 

Assignment

  1. School counselors and personnel trained in the art of helping, therapy, or personnel assigned by 

the Incident Commander who are known for being effective, empathic listeners. 2. Responsible student counselors 

Location: Command Post/Emergency Operations Center 

Training: Familiarity with site specifics procedures of the particular disaster incident 

Procedures: After evacuation from classroom or work area, report to Emergency Assembly Area (EAA). Classroom teachers take roll of students (and other school personnel assigned to their classrooms) and report to Command Post, using Accountability Report. Other school personnel report to the EAA and check in with Team Coordinator. Proceed to the disaster storage area to form disaster team and get supplies. Section Chiefs will brief teams and direct them to work locations. 

  1. Establish a location to which personnel identified as being emotionally upset may be escorted 

and given attention by team members. 2. Organize team members to receive and document personnel in need, diagnose needs, and 

coordinate personnel being serviced. 3. Maintain documentation of all personal information of all personnel receiving services, their 

initial condition, the services rendered, any follow up services, and disposition. 

COMMUNICATIONS (Assistant Principal, Attendance Clerk and assigned personnel) 

Duties: Coordinate and document all communications within and outside of the school during and after a disaster 

Assignment

  1. School personnel assigned by the Incident Commander 2. Responsible students (student runners) 

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Location: Command Post/Emergency Operations Center 

Training: Familiarity with site specifics procedures of the particular disaster incident 

Procedures: After evacuation from classroom or work area, report to Emergency Assembly Area (EAA). Classroom teachers take roll of students (and other school personnel assigned to their classrooms) and send an Accountability Report to Command Post--remain with students until relieved. Other school personnel report to the EAA and check in with Team Coordinator. Proceed, when relieved, to the disaster storage area to form disaster team and get supplies. Section Chiefs will brief teams and direct them to work locations. 

  1. Establish a system of internal and external communications under the directions of the Incident 

Commander 2. Document all communications from school, into school, and within school. 3. Appoint team members to other emergency teams in need of communications. 

STUDENT RELEASE TEAM 

Duties: Document the release of students to responsible guardians or designated adults. 

Assignment

  1. School personnel assigned by the Incident Commander, including bilingual personnel as 

appropriate 2. Responsible students (student runners) 

Location: Perimeter of school, away from view of the students, Medical/First Aid, and the Command Post 

Training

  1. Student release procedures 2. Familiarity with site specifics procedures of the particular disaster incident 

Procedures: After evacuation from classroom or work area, report to Emergency Assembly Area (EAA). Classroom teachers take roll of students (and other school personnel assigned to their classrooms) and report to Command Post, using Accountability Report. Other school personnel report to the EAA and check in with their department. Unless assigned to Student Supervision, proceed, when released, to the disaster storage area to form disaster team and get supplies. Section Chiefs will brief teams and direct them to work locations. 

  1. Establish parent communication/request point and student release point and notify Command 

Post. 2. Interview people requesting release of students and verify authorization with personal 

identification. Assist with the completion of the Student Release/Runner Form. 3. Direct the authorized parent/adult to student release gate to wait for student to be brought to 

them. 

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  1. Direct requests via student runners to Student/Staff Status Team at Command Post, where 

student runners will be directed to class locations. 5. Student runners transfer the completed Student Release/Runner Form to the supervising 

teachers. 6. The teacher at the EAA signs the Student Release/Runner Form and the requested student 

proceeds to the Release Gate with the student runner. 7. The authorized parent/adult signs the Student Release/Runner Form and in doing so accepts 

responsibility for the student. 8. The completed and signed Student Release/Runner Form is then returned to the parent request 

point to be entered into the Student Release Log and to be filed alphabetically for future reference 9. Note on the Student Release Log the date, time and name of person releasing the student and to whom student is released and destination. Release students only to personnel on emergency cards. 10. If student is uninjured and is willing to go with the adult, the student may be released. If the 

student cannot be released to the person making the request, due to injury or other trauma, the teacher notes that fact on the Student Release/Runner Form and returns the form, via the runner, to the Team members at the Request Gate for notation in the Student Release Log. 11. Keep the completed Student Release/Runner Forms in alphabetical order. [If the Request and 

Release functions are at same location, the team should keep a separate file of the forms of students who have been reunited.) 12. Maintain updated list of students who have been released to parents or authorized persons. 13. Routinely, and as requested, provide lists of "released" students to the Student/Staff Status 

position at the Command Post. 

RECORDER/INCIDENT LOG 

Duties: Maintain time log of all actions/reports. 

Assignment: Office staff and/or other personnel as designated 

Location: Command Post 

Training: Experience with working under great pressure 

Procedures: After evacuation from classroom or work area, report to Emergency Assembly Area (EAA). Classroom teachers take roll of students (and other school personnel assigned to their classrooms) and report to Command Post, using Accountability Report. Other school personnel report to the EAA and check in with their department. 

Unless assigned to Student Supervision, proceed, when released, to the disaster storage area to form disaster team and get supplies. Section Chiefs will brief teams and direct them to work locations. 

  1. Log in all reports coming into the Command Post - Record verbal communications for basic 

content. - Record content of all radio communication with District EOC - Log in all written reports 

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  1. Give the information (actual written report or verbally) to the person assigned to the Campus 

Map position at the Command Post. 3. File all reports for reference (file box or binder) when the reports are returned from Campus 

Map. 4. Take frequent breaks as this is a very high pressured assignment. 

Important: A permanent log may be typed or rewritten at a later time for clarity and better understanding. Keep all original notes and records. They are legal documents! 

RUNNERS (April Soria, ASB,) 

Duties: Carry messages/information from and to Command Post. 

Assignment: ASB Advisor and ASB students 

Location: Immediately adjacent to Command Post Training: Familiarity with site specifics procedures of the disaster incident plans 

Procedures: After evacuation from classroom or work area, report to Emergency Assembly Area (EAA). Classroom teachers take roll of students (and other school personnel assigned to their classrooms) and report to Command Post, using Accountability Report. Other school personnel report to the EAA and check in with their department. 

Unless assigned to Student Supervision, proceed, when released, to the disaster storage area to form disaster team and get supplies. Section Chiefs will brief teams and direct them to work locations. 

  1. As directed by the Planning/Intelligence Chief carry messages/reports between the Command 

Post and the following teams: a. Search & Rescue, b. Safety/Damage Assessment c. Student Request/Release Gates d. Medical/First Aid e. Support Teams f. Student Supervision (classes located in Emergency Assembly Area) 2. Monitor campus two-way radio 3. Accurately write out messages from the teams and verbally relate the messages to whomever 

they are directed and then to the Recorder/Incident Log position. 

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  1. S. HART UHSD SCHOOL SITE LOCKDOWN DRILLS PROTOCOL 

A lockdown situation exists when the school needs students and staff in a secured area as quickly as possible. A violent intruder on campus, news of a potential threat to the school, hazardous material on campus, or a fugitive on the run are all examples of events that may necessitate the need for a campus lockdown. 

Each campus follows the protocols published by the Federal Bureau of Investigation when conducting a lockdown drill. Based on the specific situation, students will determine the appropriate action which may be to run, hide, or fight. Students and staff receive annual training prior to a lockdown drill and drills are conducted bi-annually. Families will be notified in advance of a lockdown drill. 

The specific details of the lockdown plan are located at the school office and are not published online for security reasons. Administration in conjunction with law enforcement will be in complete command of the drills. 

Suspension and Expulsion Policies The William S. Hart District Board Policy in suspensions and Expulsions is as follows: BP 5144 Students 

***Note: The following policy is optional. Pursuant to Education Code 52060, as added by AB 97 (Ch. 47, Statutes of 2013), the Governing Board is required to adopt, for the district and each school under its jurisdiction, a local control and accountability plan (LCAP) that includes a description of the specific actions that the district intends to take in order to achieve its annual goals in specific priority areas, including student engagement and school climate. See BP/AR 0460 - Local Control and Accountability Plan. *** 

****Note: Since a district's ability to meet its goals around these priorities is impacted by its student discipline policies and practices, the Board must be careful to enact rules that are effective in maintaining safety and order on campus and in correcting student misbehavior without unnecessarily excluding students from school or participation in instruction. Education Code 48900 specifies behaviors for which a student may be suspended and/or recommended for expulsion (see BP/AR 5144.1 - Suspension and Expulsion/Due Process) and authorizes the use of age-appropriate alternatives designed to address a student's specific misbehavior, including those listed in Education Code 48900.5 and 48900.6. *** 

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****Note: In addition, the U.S. Department of Justice's Civil Rights Division and the U.S. Department of Education's Office for Civil Rights (OCR), in their joint January 2014 Dear Colleague Letter on the Nondiscriminatory Administration of School Discipline, state that studies have suggested a correlation between exclusionary discipline policies and practices (such as suspension and expulsion) and an array of serious educational, economic, and social problems, including school avoidance, diminished educational engagement, decreased academic achievement, increased behavior problems, and increased likelihood of dropping out, substance abuse, and involvement with the juvenile justice system. Consequently, they recommend that districts adopt alternative disciplinary measures that provide students with appropriate interventions and supports as a means for preventing and addressing student misbehavior. *** 

The Governing Board is committed to providing a safe, supportive, and positive school environment which is conducive to student learning and to preparing students for responsible citizenship by fostering self-discipline and personal responsibility. The Board believes that high expectations for student behavior, use of effective school and classroom management strategies, provision of appropriate intervention and support, and parent involvement can minimize the need for disciplinary measures that exclude students from instruction as a means for correcting student misbehavior. 

(cf. 5131 - Conduct) (cf. 5131.1 - Bus Conduct) (cf. 5131.2 - Bullying) (cf. 5137 - Positive School Climate) (cf. 5138 - Conflict Resolution/Peer Mediation) (cf. 5145.9 - Hate-Motivated Behavior) (cf. 6020 - Parent Involvement) 

The Superintendent or designee shall design a complement of effective, age-appropriate strategies for maintaining a positive school climate and correcting student misbehavior at district schools. The strategies shall focus on providing students with needed supports; communicating clear, appropriate, and consistent expectations and consequences for student conduct; and ensuring equity and continuous improvement in the implementation of district discipline policies and practices. 

In addition, the Superintendent or designee's strategies shall reflect the Board's preference for the use of positive interventions and alternative disciplinary measures over exclusionary discipline measures as a means for correcting student misbehavior. 

Disciplinary measures that may result in loss of instructional time or cause students to be disengaged from school, such as detention, suspension, and expulsion, shall be imposed only when required by law or when other means of correction have been documented to have failed. (Education Code 48900.5) 

(cf. 5020 - Parent Rights and Responsibilities) (cf. 5144.1 - Suspension and Expulsion/Due Process) (cf. 5144.2 - Suspension and Expulsion/Due Process (Students with Disabilities)) (cf. 6159.4 - Behavioral Interventions for Special Education Students) (cf. 6164.5 - Student Success Teams) 

***Note: The following optional paragraph may be revised to reflect district practice. According to Public Counsel's model policy issued as part of the Fix School Discipline Project, a discipline matrix 

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that lists violations and consequences could be a useful guide to school site administrators with regard to when suspension or expulsion referrals should be utilized. *** 

The Superintendent or designee shall create a model discipline matrix that lists violations and the consequences for each as allowed by law. 

***Note: Education Code 35291.5 authorizes, but does not require, school sites to adopt rules and procedures for student discipline. Pursuant to Education Code 32282, any adopted site-level discipline rules must be included in the comprehensive safety plan; see BP/AR 0450 - Comprehensive Safety Plan. The following paragraph is optional. *** 

The administrative staff at each school may develop disciplinary rules to meet the school's particular needs consistent with law, Board policy, and district regulations. The Board, at an open meeting, shall review the approved school discipline rules for consistency with Board policy and state law. Site-level disciplinary rules shall be included in the district's comprehensive safety plan. (Education Code 35291.5, 32282) 

(cf. 0450 - Comprehensive Safety Plan) (cf. 9320 - Meetings and Notices) 

At all times, the safety of students and staff and the maintenance of an orderly school environment shall be priorities in determining appropriate discipline. When misconduct occurs, staff shall attempt to identify the causes of the student's behavior and implement appropriate discipline. When choosing between different disciplinary strategies, staff shall consider the effect of each option on the student's health, well-being, and opportunity to learn. 

Staff shall enforce disciplinary rules fairly, consistently, and in accordance with the district's nondiscrimination policies. 

(cf. 0410 - Nondiscrimination in District Programs and Activities) (cf. 5145.3 - Nondiscrimination/Harassment) (cf. 5145.7 - Sexual Harassment) 

The Superintendent or designee shall provide professional development as necessary to assist staff in developing the skills needed to effectively implement the disciplinary strategies adopted for district schools, including, but not limited to, consistent school and classroom management skills, effective accountability and positive intervention techniques, and development of strong, cooperative relationships with parents/guardians. 

(cf. 4131 - Staff Development) (cf. 4231 - Staff Development) (cf. 4331 - Staff Development) 

***Note: Pursuant to Education Code 52060, as added by AB 97 (Ch. 47, Statutes of 2013), the district must annually adopt an LCAP that includes a description of district goals for improving school climate, as provided in the following paragraph. *** 

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District goals for improving school climate, based on suspension and expulsion rates, surveys of students, staff, and parents/guardians regarding their sense of school safety, and other local measures, shall be included in the district's local control and accountability plan, as required by law. 

(cf. 0460 - Local Control and Accountability Plan) (cf. 3100 - Budget) 

At the beginning of each school year, the Superintendent or designee shall report to the Board regarding disciplinary strategies used in district schools in the immediately preceding school year and their effect on student learning. 

Legal Reference: EDUCATION CODE 32280-32288 School safety plans 35146 Closed sessions 35291 Rules 35291.5-35291.7 School-adopted discipline rules 37223 Weekend classes 44807.5 Restriction from recess 48900-48926 Suspension and expulsion 48980-48985 Notification of parent/guardian 49330-49335 Injurious objects 52060-52077 Local control and accountability plan CIVIL CODE 1714.1 Parental liability for child's misconduct CODE OF REGULATIONS, TITLE 5 307 Participation in school activities until departure of bus 353 Detention after school 

Management Resources: CSBA PUBLICATIONS Providing a Safe, Nondiscriminatory School Environment for Transgender and Gender- Nonconforming Students, Policy Brief, February 2014 Safe Schools: Strategies for Governing Boards to Ensure Student Success, 2011 Maximizing Opportunities for Physical Activity during the School Day, Fact Sheet, 2009 CALIFORNIA DEPARTMENT OF EDUCATION PROGRAM ADVISORIES Classroom Management: A California Resource Guide for Teachers and Administrators of Elementary and Secondary Schools, 2000 STATE BOARD OF EDUCATION POLICIES 01-02 School Safety, Discipline, and Attendance, March 2001 U.S. DEPARTMENT OF EDUCATION, OFFICE FOR CIVIL RIGHTS PUBLICATIONS Dear Colleague Letter on the Nondiscriminatory Administration of School Discipline, January 2014 WEB SITES CSBA: http://www.csba.org California Department of Education: http://www.cde.ca.gov Public Counsel: http://www.fixschooldiscipline.org U.S. Department of Education, Office for Civil Rights: http://www.ed.gov/about/offices/list/ocr

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BOWMAN HIGH SCHOOL Students BP 5144.1(a) SUSPENSION AND INVOLUNTARY TRANSFER BACK TO THE DISTRICT OF RESIDENCE /DUE PROCESS 

Suspensions In order to maintain an educational environment that promotes learning and protects the health, safety and welfare of all students and staff, BOWMAN HIGH SCHOOL requires students of BOWMAN HIGH SCHOOL programs and activities to face discipline for misconduct. 

Grounds for Suspension Grounds for suspension shall conform to the acts enumerated in Education Code Sections 48900, 48900.2, 48900.3, 48900.4., and 48900.7. 

Descriptions of the acts shall be provided in the BOWMAN HIGH SCHOOL Annual Notification. 

Suspension from a Classroom/Out of Class Referrals 1. A teacher may suspend a student from class for any of the misconduct listed in BOWMAN HIGH SCHOOL Policy, for the day of the misconduct and the day after. 

  1. The teacher will immediately report the classroom suspension to the site administrator and ensure that the student is under appropriate supervision. 
  2. As soon as possible, the teacher will request a parent/guardian conference to discuss the suspension. If practicable, a school counselor or school psychologist will also attend. The site administrator shall attend if the teacher or the parent/guardian so requests. When a teacher makes this request, the principal shall send the parent/guardian a written notice that the parent/guardian’s attendance is requested pursuant to law. 
  3. The student, who is suspended from a classroom, will not be placed in another class during the period of suspension. However, if the student is assigned to more than one class per day taught by a teacher other than the suspending teacher, the student is entitled to attend the remainder of the day’s classes. 

Suspension from School 1. A site administrator or designee may suspend a student from school for up to five (5) consecutive school days for misconduct listed in BOWMAN HIGH SCHOOL Policy. A special needs student is subject to the same grounds for suspension that apply to students without disabilities except as provided below. 

  1. The site administrator or designee will first hold an informal conference with the student and, if possible, the teacher or BOWMAN HIGH SCHOOL staff member who referred the student for suspension. At the conference, the student shall be informed of the reason for the disciplinary action and the evidence against him or her and shall be given an opportunity to present his or her version and evidence in his or her defense. 

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  1. This conference may be postponed if the principal determines that an emergency situation exists that constitutes a clear and present danger to the life, safety, or health of students or BOWMAN HIGH SCHOOL staff. 

(1) If a student is suspended without a conference, the parent/ guardian and student will be notified of the right to a conference and the student’s right to return to campus for the conference. 

(2) The conference should be held within two (2) school days of the suspension, unless the student is physically unable to attend (for example, hospitalized or incarcerated). If the student is physically unable to attend, the conference should be held as soon as the student is able to attend. 

  1. A BOWMAN HIGH SCHOOL staff member will immediately notify the parent/guardian of the student of the suspension in person or by telephone. This notice will be followed by notification in writing. 
  2. The parent/guardian of any pupil shall respond without delay to any request from BOWMAN HIGH SCHOOL staff to attend a conference regarding his or her child’s behavior. Failure of the parent/guardian to attend shall not be held against the student in the form of penalties or withholding reinstatement. 
  3. After a student is suspended, the site administrator/designee and, where possible, the teacher, may meet with the parent/guardian of the student to discuss the misconduct, length of suspension, school policy, and any other related matters. 
  4. A student may be suspended up to twenty (20) school days per school year, or thirty (30) school days if the student enrolls in or transfers to another school. The school may count suspensions from the former school district toward the maximum number of days for the year. 
  5. BOWMAN HIGH SCHOOL staff must monitor the number of days, including portions of days, in which a special needs student has been suspended during the school year. After ten (10) days of suspension in a school year, a special needs student is entitled to services. For additional removals that do not constitute a change in placement as defined by 34 CFR 300.536, the school administrator along with the student’s teacher shall determine the services provided. For additional removals that do constitute a change in placement, services are to be determined by the IEP team. Within ten (10) business days after removing a student for more than ten (10) school days in a school year or commencing a removal that constitutes a change in placement, staff shall implement a behavioral intervention plan in accordance with 34 CFR 300.524. Removals that constitute a change in placement require a manifestation determination review before the removal can be made. 
  6. If the student does not pose an imminent danger or threat to the campus, students, or BOWMAN HIGH SCHOOL staff, the student may attend a supervised classroom throughout the suspension. 
  7. BOWMAN HIGH SCHOOL staff member must notify the student’s parent/guardian of this placement by phone or in person. If the placement is longer than one class period a written notification shall also be provided. 

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  1. The classroom shall be appropriately staffed. Student should have access to counseling services, and the classroom should promote the completion of schoolwork and tests missed by the student. 
  2. The teacher of any class from which the student is suspended shall provide all assignments and tests that the pupil will miss while suspended. (BOWMAN HIGH SCHOOL: Adopted 11/24/1998; Policy 7420 Revised and Renumbered 01/19/2010) 

Involuntary Transfers Involuntary transfer back to the district of residence of students enrolled in BOWMAN HIGH SCHOOL schools may be used to promote the positive social adjustment of a particular student and to promote school safety for all students. 

When possible, staff should work with the student and the family to seek a voluntary transfer that is in the best interest of the student and the school. Involuntary transfers should generally be made only when other interventions fail to bring about student improvement, except for expellable offenses. 

For those students under IDEA or Section 504, the manifestation determination process will be utilized to determine if the BOWMAN HIGH SCHOOL program is the Least Restrictive Environment or if additional Behavioral Assessments and Behavior Intervention Plan is required. 

Grounds for Involuntary Transfer back to the District of Residence 1. The student commits an act of misconduct enumerated in Education Code Sections 48900, 48900.2, 48900.3, 48900.4, and 48900.7. 

  1. Students who commit a mandatory expellable offense enumerated in Education Code Section 48915(c). 
  2. The student is habitually truant or absent and the interventions specified in Policy have failed to bring about student improvement. 
  3. For students attending BOWMAN HIGH SCHOOL, additional grounds for involuntary transfer include failure to pass behavior probation or academic probation. 

Process 1. A decision to involuntarily transfer a student shall be made within ten (10) days after it is determined that grounds for transfer exist. 

  1. Prior to an involuntary transfer, the student and parent/guardian shall be given written notice that they may attend a meeting with the principal or designee. 

At the meeting, the student and parent/guardian shall be informed of the specific facts and reasons for the proposed transfer. The student and parent/guardian shall have the opportunity to inspect all documents relied upon, question any evidence presented, and present evidence on the student’s behalf. The student may designate one or more representatives and witnesses to be present with him/her at the meeting. 

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  1. The decision to involuntary transfer shall be made by the principal. 
  2. Written notice of the decision, stating the facts and reasons for the transfer, shall be sent to the student and parent/guardian. The notice shall include to where the student will be released, either the district of residence or, if the student qualifies, another BOWMAN HIGH SCHOOL program. The student’s district of residence shall be sent a copy of the decision. 
  3. For students identified as needing special education and related services under the Individuals with Disabilities Education Act (IDEA), and Section 504, or for students for whom the school had prior knowledge that the student may qualify for special education and related services, the following concerns must be addressed before an involuntary transfer can be rendered: 
  4. Convene an IEP team to conduct a manifestation determination review in accordance with SELPA guidelines. 
  5. If it is determined that the behavior is a manifestation of the student’s disability, the student shall be returned to the placement from which he/she was removed, unless the IEP team agrees to a change of placement. The IEP team shall also conduct a functional behavioral assessment, unless one has already been conducted and shall behavior intervention plan has already been developed, the IEP team shall review the plan and modify it as necessary to address the behavior. 
  6. If it is determined that the behavior is not a manifestation of the student’s disability, the student may be transferred in accordance with the procedures for students without disabilities. For transfers within BOWMAN HIGH SCHOOL, the IEP team shall ensure a free appropriate education is provided in the subsequent placement. 

Appeal 1. Appeal to BOWMAN HIGH SCHOOL’s Assistant Superintendent, Educational Programs or designee. a. The student or parent/guardian may appeal an involuntary transfer decision within ten (10) 

school days to the Assistant Superintendent, Educational Programs or designee. 

  1. The director will convene an impartial panel to review the decision of the principal. 

The panel shall be comprised of three members, all of whom are not employed at the site from which the student was removed. 

The panel shall meet with the parent and staff from the school to review the specific facts and reasons for the proposed transfer, the student’s record, and all documents considered during the involuntary transfer meeting. 

  1. The panel shall determine whether appropriate procedures were followed and whether the evidence supports the findings made by the principal in rendering the decision. The panel may consider new evidence if such evidence could not have been produced at the involuntary transfer meeting with reasonable diligence. 

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  1. Each appeal panel member has a single vote. A vote of at least two out of three panel members constitutes adoption of the recommendation to either: 1) uphold the principal’s decision in whole; 2) revise and require specific conditions for the student that is allowed to remain at the school; or 3) reverse the decision. 

The decision letter must be prepared with the signatures of all three (3) appeal panel members regardless of each individual member’s decision. The signed decision letter will be given to the parent and the principal. 

  1. Appeal to the County Board The Los Angeles County Board of Education (County Board) has appellate authority to determine whether a student should be involuntarily transferred from a BOWMAN HIGH SCHOOL program to the student’s district of residence. 
  2. Parent/guardian of a student involuntarily transferred from any BOWMAN HIGH SCHOOL program to the student’s district of residence may appeal the decision of the Assistant Superintendent, Educational Programs or designee to the County Board. 

This process will be confidential to the extent possible. 

  1. Appeal Policy 

(1) Statement of Intent 

It is the desire of the County Board that all appeal proceedings be completed as quickly as possible, consistent with giving the parties a fair opportunity to prepare and present their cases. 

The County Board believes that through a degree of informality in and appeal proceeding, burdens on all concerned and the amount of time required can be significantly reduced without prejudice to the rights of the parties. The parties should recognize that this is not possible without their fullest cooperation, and the County Board expects all parties to conduct themselves with this in mind. 

(2) County Board Hearing 

The hearings before the County Board will be held in closed session unless the parent/guardian requests an open session hearing at lease five (5) calendar days before the hearing. Even with an open session appeal hearing, the County Board may deliberate its decision in closed session. During a closed session, for the purpose of deliberation, the County Board may exclude any or all persons except that if one party is present, the other party has the right to be present at the same time. 

The parent/guardian may bring advocates or counsel to the appeal hearing. 

In ruling on matters of procedure and questions of law, the County Board may consult with the County Office’s legal adviser. 

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The County Board’s decision on the appeal shall be final and binding upon the student, and upon the school. The parent/guardian and the school will be notified of the County Board’s decision in writing by personal delivery or certified mail. The order shall become final when rendered. 

  1. Appeal Procedures 

(1) Initiating an Appeal An appeal of an involuntary transfer shall be filed with the BOWMAN HIGH SCHOOL Educational Programs, in writing and utilizing a Notice of Appeal form. The Notice of Appeal form shall state why the parent/guardian feels the decision of the school should be reversed. The parent/guardian may amend the Notice of Appeal up to five (5) school days prior to the hearing before the County Board. 

(2) Deadline to File In order to be timely, an appeal form must be received by BOWMAN HIGH SCHOOL Educational Programs within fifteen (15) calendar days of the decision of the school to involuntarily transfer the student to the district of residence. Delivery of the appeal form shall be made in person or by U.S. mail. The office address is Los Angeles County Office of Education, BOWMAN HIGH SCHOOL Educational Programs, 9300 Imperial Highway, Downey, California 90242-2890. Forms mailed and postmarked but not actually received within fifteen (15) calendar days will not be accepted. 

(3) Written Briefs/Arguments The parent/guardian may submit a written argument or appeal brief, limited to ten (10) pages or less, which must be received at least five (5) school days prior to the date set for the hearing before the County Board. 

Upon receipt, staff shall serve a copy of the written argument or brief upon the school. 

The school may submit a written argument or brief, limited to ten (10) pages or less, which must be received at least five (5) school days prior to the date set for the hearing before the County Board. The school shall also simultaneously serve a copy of its written argument or brief upon the parent/guardian. 

(4) Hearing Procedures Upon hearing the appeal of the involuntary transfer, the County Board shall render a decision within ten (10) school days. All parties will be notified in writing of the date, time, and place of the hearing and its procedures. 

The administrative hearing proceeds as follows: 

(a) The County Board President opens the hearing, identifies all participants, and addresses procedural matters. 

(b) Parties may make an opening statement of up to five (5) minutes to the County Board as follows: 

(i) Parent/guardian’s opening argument 

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(ii) School’s rebuttal argument (iii) Parent/guardian’s rebuttal/closing argument 

(c) County Board members will direct questions to the parties. 

(d) Upon completion of a hearing, the County Board President declares the hearing closed. 

(e) The County Board will render a decision within ten (10) school days. 

(f) All documents submitted to the BOWMAN HIGH SCHOOL Educational Programs shall be sent to the parent/guardian and the school. 

  1. Postponement of Hearing 

The parent/guardian may request a postponement of the County Board hearing. Such request shall be filed in writing no less than five (5) calendar days prior to the date of the hearing with the Los Angeles County Office of Education, BOWMAN HIGH SCHOOL Educational Programs, 9300 Imperial Highway, Downey, California 90242- 2890. The request may be granted by mutual agreement of the parties. 

  1. Termination of Appeal 

(1) Abandonment by Parent/guardian Unless otherwise excused by the County Board, failure to pursue the appeal with diligence within the established time frames may be deemed an abandonment of the appeal, and the County Board may dismiss the appeal. 

(2) Acquiescence by the School Failure of the school to appear at the scheduled hearing may be deemed acquiescence of the appeal, and the County Board may reverse the decision of the school in favor of the student. 

  1. Decision 

The County Board believes that appeals of an involuntary transfer are among the most important business that the Board undertakes. The County Board therefore believes that every County Board member present for such an appeal should, absent some disqualifying conflict of interest, participate in the decision on such appeals. Accordingly, the County Board strongly discourages abstentions on appeal decisions. Four affirmative votes of the County Board are required for the appeal to be granted. The County Board will either affirm or reverse the school’s decision to involuntarily transfer the student to the district of residence. 

  1. Attendance during Appeal 

During the appeal process, the student must continue to attend school. The student’s placement during that time will be determined by the BOWMAN HIGH SCHOOL Educational Services. The parent/guardian may choose to enroll the student in any other appropriate educational setting, such as a private or charter school, during the appeal process. 

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  1. Attendance after an Unsuccessful Appeal 

The County Board is not authorized to order the specific school placement for the student in the district of residence. School placement in the district of residence is determined by the district of residence. 

Procedures for Notifying Teachers about Dangerous Pupils 

In order to fulfill the requirements made by Education Code 49079 and Welfare and Institutions Code 827 that state teachers must be notified of the reason(s) a student has been suspended. The information provided is for the student’s current teachers only. All information regarding suspension and expulsion is CONFIDENTIAL, is not to be shared with any student(s) or parent(s). Teachers are asked to secure the list so students and others may not view it. 

Pursuant to Welfare & Institution Code 827(b) and Education Code 48267, the Court notifies the Superintendent of the William S. Hart School District regarding students who have engaged in certain criminal conduct. This information is forwarded to the site Principal. The site Principal is responsible for prompt notification of the student’s teachers. Per Education Code 49079, this information must be kept confidential. This information is also forwarded to all administrators and the student’s counselor. 

Bowman High School To: ALL CERTIFICATED STAFF From: Nina Zamora Re: Student Suspension Information 

Education Code 49079 and Welfare and Institutions Code 827 require that teachers be notified of the reason(s) a student has been suspended. If a student is suspended, a teacher will be able to see the suspended code, and may access the information as to why there was a suspension through administration. The information provided is for the student’s current teachers only. All information regarding suspension and expulsion is CONFIDENTIAL, is not to be shared with any student(s) or parent(s). Teachers are asked to secure the list so students and others may not view it. The following are examples of Ed. Code 48900 and 48915 violations that may be seen as suspensions. . E.C. 48900 (a)(1) Mutual fight (a)(2) Assault/Battery 

(b) Possessed, sold or furnished dangerous object (c) Controlled substance/alcohol (d) Imitation controlled substance (e) Robbery/extortion (f) Vandalism (g) Theft (h) Tobacco/nicotine products (i) Obscene act, habitual profanity/vulgarity (j) Drug paraphernalia 

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(k) Disruptive/willfully defiant behavior (grades 4-12) (l) Received stolen property (m) Imitation firearm (n) Sexual assault or battery (o) Harassed/threatened witness (p) Sale of soma (q) Hazing (r) Bullying/cyberbullying (t) Aiding and abetting E.C. 48900.2 Sexual harassment (gr 4-12) E.C. 48900.3 Hate violence (gr 4-12) E.C. 48900.4 Severe or pervasive harassment, threats and intimidation (grades 4-12) E.C. 48900.7 Terrorist threats against school officials or property E.C. 48915 (a)(1)(A) Serious physical injury 

(a)(1)(B) Possession: knife or dangerous object (a)(1)(C) Controlled substance (a)(1)(D) Robbery or extortion (a)(1)(E) Assault/battery of school employee E.C. 48915 (c)(1) Possessing, selling, furnishing firearm 

(c)(2) Brandishing a knife at another person (c)(3) Selling a controlled substance (c)(4) Committing or attempting to commit sexual assault or battery (c)(5) Possession of an explosive 

If you have any questions or want more information, please see me. 

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Confidential Memorandum 

To: _______________, Teacher 

From: _______________, Principal 

Date: 

Re: Students having committed specified crime 

The student named below has been convicted of a penal code violation. 

Welfare and Institutions Code 827 requires teachers to be informed when a student has engaged in certain criminal conduct. 

NOTE: SUCH INFORMATION IS CONFIDENTIAL AND CANNOT BE FURTHER DISSEMINATED BY THE TEACHER OR OTHERS. UNLAWFUL DISSEMINATION OF THIS INFORMATION IS PUNISHABLE BY A SIGNIFICANT FINE. (EC 49079) 

PLEASE DESTROY THIS NOTE IMMEDIATELY AFTER READING. 

________________ was found to have committed the following criminal activity: 

If you have any questions, please see me. Principal 

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Sexual Harassment Policy Sexual Harassment – EC 231.5 and 48980(g) The School District is committed to maintaining a learning and working environment that is free from sexual harassment. Any student who engages in sexual harassment of anyone in or from the district may be subject to disciplinary action up to and including expulsion. Any employee who permits, engages in, or fails to report sexual harassment shall be subject to disciplinary action up to and including dismissal. For a copy of the district’s sexual harassment policy or to report incidences of sexual harassment, please contact Mr. Greg Lee at 661-259-0033 ext. 316 or glee@hartdistrict.org.

BOWMAN HIGH SCHOOL BP5145.7 BP 5145.7 Students 

***Note: Education Code 231.5 mandates the district to have written policies on sexual harassment. The following policy addresses harassment by and/or of students; for policy addressing the sexual harassment by and/or of employees, see BP/AR 4119.11/4219.11/4319.11 - Sexual Harassment. *** 

***Note: Title IX of the Education Amendments of 1972 (20 USC 1681-1688) prohibits discrimination based on sex by recipients of federal financial assistance. School districts are responsible under Title IX and the regulations for the issuance of a policy against sex discrimination (34 CFR 106.8). Sexual harassment is a form of sex discrimination under Title IX and can deny or limit a student's ability to participate in or receive education benefits, services, or opportunities on the basis of that student's sex. *** 

***Note: A district can be held liable for civil damages for the sexual harassment of students pursuant to Title IX and/or Education Code 220, if the district is found to have been "deliberately indifferent" in its response to known sexual harassment. In Davis v. Monroe County Board of Education, the U.S. Supreme Court held that a district would be deliberately indifferent if (1) the harasser and the context in which the sexual harassment occurred were within the district's control; (2) the harassment was so severe, pervasive, and objectively offensive that it deprived a student of access to educational opportunities or benefits provided by the district; (3) the district had actual knowledge of the harassment; and (4) the district's conduct was unreasonable considering the surrounding circumstances. This standard was applied by an appellate court in Donovan v. Poway Unified School District based on Education Code 220. *** 

***Note: In addition to filing a private civil lawsuit, an alleged victim of sexual harassment may file a complaint with the California Department of Education (CDE) and/or the U.S. Department of Education's Office for Civil Rights (OCR), the federal agency responsible for administrative enforcement of federal laws and regulations that prohibit discrimination in programs and activities that receive federal financial assistance from the U.S. Department of Education. OCR applies a different standard than the "deliberate indifference" standard when addressing complaints against a district. 

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Under OCR's enforcement standards, a district may be held to be in violation when a student is subjected to harassing conduct by another student, an employee, or a third party, and (1) the district knows or should know about the harassment, (2) the harassment is sufficiently serious as to create a hostile educational environment for the student, and (3) the district failed to take appropriate responsive actions. In other words, while a district is not responsible for the conduct of the other student or the third party, it may be liable for failing to respond adequately once it has notice. However, if a student is sexually harassed by an employee who was acting in the context of his/her job responsibilities, the district may be in violation of Title IX whether or not it has notice. See BP/AR 4119.11/4219.11/4319.11 - Sexual Harassment. *** 

***Note: In April 2011, OCR issued its Dear Colleague Letter: Sexual Violence to supplement its January 2001 Revised Sexual Harassment Guidance on federal Title IX requirements as they pertain to sexual harassment. In the letter, OCR clarifies that sexual violence, including rape, sexual assault, sexual battery, and sexual coercion, is a form of sexual harassment that must be addressed by districts using the same procedures used to address other forms of sexual harassment, such as unwelcome sexual advances. *** 

***Note: CSBA staff met with representatives from CDE and OCR to discuss this policy and the accompanying regulation as they relate to the uniform complaint procedure (UCP) requirements. As a result, the sample policy and regulation have been drafted to go beyond the minimal requirements under California's UCP laws and regulations in an attempt to address issues and concerns raised by CDE and OCR. While CDE and OCR have not approved or signed off on them, CSBA believes that the additional details provided herein may help school districts and county offices of education during any compliance check by CDE or in the event that a CDE or OCR investigation occurs. *** 

The Governing Board is committed to maintaining a safe school environment that is free from harassment and discrimination. The Board prohibits sexual harassment of students at school or at school-sponsored or school-related activities. The Board also prohibits retaliatory behavior or action against any person who reports, files a complaint or testifies about, or otherwise supports a complainant in alleging sexual harassment. 

***Note: OCR's January 2001 Revised Sexual Harassment Guidance and 2011 Dear Colleague Letter: Sexual Violence note that, regardless of whether a harassed student, his/her parent/guardian, or a third party files a complaint under the district procedures or otherwise requests action on the student's behalf, a school that knows, or reasonably should know, about possible harassment must promptly take action to determine what occurred and then take appropriate steps to resolve the situation. Even where a parent/guardian or student does not wish to disclose the student's identity, there are steps a school can take to limit the effects of alleged harassment and prevent its recurrence without initiating formal action. Such steps may include limited investigative activities and actions to protect the complainant and the school community and prevent recurrence while keeping the identity of the complainant confidential. These actions may include providing services to the complainant, such as counseling services; providing increased monitoring, supervision, or security at locations or activities where the misconduct occurred; providing training and education materials for students and employees; or changing and publicizing the school's policies on sexual violence. OCR has indicated that the principles in its Revised Sexual Harassment Guidance also apply to harassment based on race, color, national origin, disability, or age. *** 

***Note: It is also important to note that a referral to law enforcement does not relieve a school district of its responsibility to investigate the complaint as a matter of sex discrimination. *** 

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The district strongly encourages any student who feels that he/she is being or has been sexually harassed on school grounds or at a school-sponsored or school-related activity by another student or an adult to immediately contact his/her teacher, the principal, or any other available school employee. Any employee who receives a report or observes an incident of sexual harassment shall notify the principal or a district compliance officer. 

(cf. 0410 - Nondiscrimination in District Programs and Activities) (cf. 1312.1 - Complaints Concerning District Employees) (cf. 5131 - Conduct) (cf. 5131.2 - Bullying) (cf. 5137 - Positive School Climate) (cf. 5141.4 - Child Abuse Prevention and Reporting) (cf. 5145.3 - Nondiscrimination/Harassment) (cf. 6142.1 - Sexual Health and HIV/AIDS Prevention Instruction) 

***Note: Pursuant to Education Code 231.5, the district's policy must contain information on where to obtain a specific procedure for reporting incidents of sexual harassment and pursuing available remedies. In addition, 34 CFR 106.8 requires a district to adopt and publish a complaint procedure providing for a prompt and equitable resolution of student complaints alleging sexual harassment. To avoid confusion that may arise from having a multiplicity of complaint processes for resolving a variety of student complaints, it is recommended that districts use the UCP to investigate and resolve sexual harassment complaints involving students. See AR 1312.3 - Uniform Complaint Procedures for details of these procedures. *** 

Complaints regarding sexual harassment shall be investigated and resolved in accordance with law and district procedures specified in AR 1312.3 - Uniform Complaint Procedures. Principals are responsible for notifying students and parents/guardians that complaints of sexual harassment can be filed under AR 1312.3 and where to obtain a copy of the procedures. 

(cf. 1312.3 - Uniform Complaint Procedures) 

***Note: Government Code 12950.1 requires any district with 50 or more employees to provide two hours of sexual harassment training and education to supervisory employees once every two years. See AR 4119.11/4219.11/4319.11 - Sexual Harassment. In addition, in its April 2011 Dear Colleague Letter: Sexual Violence, OCR underlies the importance of training in preventing and responding to sexual harassment and encourages districts to provide training to all segments of the school community. *** 

The Superintendent or designee shall take appropriate actions to reinforce the district's sexual harassment policy. 

Instruction/Information 

The Superintendent or designee shall ensure that all district students receive age-appropriate information on sexual harassment. Such instruction and information shall include: 

  1. What acts and behavior constitute sexual harassment, including the fact that sexual harassment could occur between people of the same sex and could involve sexual violence 

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  1. A clear message that students do not have to endure sexual harassment under any circumstance 

***Note: In its April 2011 Dear Colleague Letter: Sexual Violence, OCR acknowledges that, where sexual harassment or violence occurs in the context of other possible rule violations, students may be reluctant to report sexual harassment or violence. For example, a student who is sexually harassed while he/she is away from school without permission may be reluctant to file a complaint if he/she believes that he/she may be disciplined for the violation. As such, item #4 below clarifies that any other rule violation will be addressed separately from the sexual harassment complaint in order to encourage students to report the harassment. *** 

  1. Encouragement to report observed incidents of sexual harassment even where the alleged victim of the harassment has not complained 
  2. A clear message that student safety is the district's primary concern, and that any separate rule violation involving an alleged victim or any other person reporting a sexual harassment incident will be addressed separately and will not affect the manner in which the sexual harassment complaint will be received, investigated, or resolved 
  3. Information about the district's procedure for investigating complaints and the person(s) to whom a report of sexual harassment should be made 

***Note: In its April 2011 Dear Colleague Letter: Sexual Violence, OCR restates the requirement that a district's procedure for investigating sexual harassment complaints must be widely disseminated and be written in language appropriate to the age of the school's students. Examples include having copies of the procedure available throughout the school, publishing the procedure in the student handbook, and identifying individuals who can explain the procedure. *** 

  1. Information about the rights of students and parents/guardians to file a civil or criminal complaint, as applicable 

Disciplinary Actions 

***Note: Pursuant to Education Code 48900.2, a student in grades 4-12 may be suspended and/or expelled from school for sexual harassment. Education Code 48900.2 also requires the sexual harassment, when considered from the perspective of a reasonable person of the same gender as the alleged victim, to be sufficiently severe or pervasive as to have a negative impact upon the alleged victim's academic performance or to create an intimidating, hostile, or offensive educational environment for the alleged victim. Under OCR's 2001 Revised Sexual Harassment Guidance interpreting Title IX, a hostile environment is created when the conduct is sufficiently serious that it denies or limits a student's ability to participate in or benefit from the school's program based on sex. OCR considers the conduct from both the subjective perspective of the individual who was harassed and from the perspective of a reasonable person with the same characteristics as the alleged victim. Districts should also note that Education Code 48915(c) requires the Superintendent or designee to recommend expulsion for any student, irrespective of grade, who commits sexual assault or battery as defined in the Penal Code. See AR 5144.1 - Suspension and Expulsion/Due Process. *** 

Any student who engages in sexual harassment or sexual violence at school or at a school-sponsored or school-related activity is in violation of this policy and shall be subject to disciplinary action. For 

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students in grades 4-12, disciplinary action may include suspension and/or expulsion, provided that, in imposing such discipline, the entire circumstances of the incident(s) shall be taken into account. 

(cf. 5144 - Discipline) (cf. 5144.1 - Suspension and Expulsion/Due Process) (cf. 5144.2 - Suspension and Expulsion/Due Process (Students with Disabilities)) 

Any staff member found to have engaged in sexual harassment or sexual violence toward any student shall be subject to discipline up to and including dismissal in accordance with applicable policies, laws, and/or collective bargaining agreements. 

(cf. 4117.4 - Dismissal) (cf. 4117.7 - Employment Status Report) (cf. 4118 - Suspension/Disciplinary Action) (cf. 4218 - Dismissal/Suspension/Disciplinary Action) (cf. 4119.11/4219.11/4319.11 - Sexual Harassment) 

Record-Keeping 

The Superintendent or designee shall maintain a record of all reported cases of sexual harassment to enable the district to monitor, address, and prevent repetitive harassing behavior in district schools. 

(cf. 3580 - District Records) 

WEB SITES CSBA: http://www.csba.org California Department of Education: http://www.cde.ca.gov U.S. Department of Education, Office for Civil Rights: http://www.ed.gov/about/offices/list/ocr

(3/09 3/12) 10/14 

Sexual Harassment BOWMAN HIGH SCHOOL will not tolerate sexual harassment by anyone participating in any BOWMAN HIGH SCHOOL program or activity. This includes student-to-student or peer sexual harassment as well as harassment between a student and any BOWMAN HIGH SCHOOL participant. BOWMAN HIGH SCHOOL shall take all complaints of sexual harassment seriously, investigate and address identified sexual harassment, and if the investigation results in the determination that sexual harassment has occurred, take reasonable, immediate corrective action to stop the harassment, eliminate a hostile environment, and prevent future sexual harassment. To the extent possible, complaints shall be kept confidential. For situations of harassment or suspected harassment involving BOWMAN HIGH SCHOOL staff, Superintendent Policy on Personnel is applicable. 

Notice of BOWMAN HIGH SCHOOL Policy 1. Each BOWMAN HIGH SCHOOL site will inform BOWMAN HIGH SCHOOL Participants of this Sexual Harassment Policy along with the name, title, address and phone number of the Principal or designee 

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  1. This Notice will include a statement of policy, definitions, how to file a complaint, confidentiality of any investigations into complaints, BOWMAN HIGH SCHOOL’s policy against retaliation for complaints, and the disciplinary consequences of substantiated claims of harassment and false claims 
  2. Notices of the Sexual Harassment Policy will be included in the Annual Notice to all students and parents, which students and parents shall receive at the beginning of the year or upon enrollment. 

Complaint Procedure for Victims of Sexual Harassment 1. BOWMAN HIGH SCHOOL encourages any student who believes s/he is the target of sexual harassment or who believes s/he has witnessed sexual harassment while participating in any BOWMAN HIGH SCHOOL program or activity to report the incident as soon as possible to a Principal or designee. 

  1. The staff member will then contact the Principal or designee regarding the reported incident immediately or as soon as practicably possible, no later than 48 hours after the student’s report and make a written note that the report was forwarded to the Principal or designee. 
  2. Confidentiality 
  3. All complaints and investigations regarding sexual harassment will be held confidential to the extent possible. b. Retaliation for complaints of harassment by complainants or witnesses is prohibited. 

Investigations of Complaints of Sexual Harassment 1. BOWMAN HIGH SCHOOL will treat complaints of sexual harassment seriously. Upon receiving a complaint of sexual harassment, the BOWMAN HIGH SCHOOL staff person shall provide the student with a copy of this policy and the regulations implementing this policy. The school Principal or other administrator shall conduct an investigation of the allegations. 

  1. The investigator will notify the parents of the complainants and the Alleged Harasser, if they are students, of the reported incident, the school’s intent to investigate and the potential consequences if the complaint is substantiated. 
  2. The investigator will conduct a private, confidential interview with the Alleged Harasser to get the Alleged Harasser’s response to the allegations. 
  3. The investigator will notify the complainant and his/her parent or legal guardian of the investigation's progress. 
  4. No more than 30 school days after receiving the complaint, the Principal or other administrator shall conclude the investigation and prepare a written a report of his/her findings. This timeline may be extended for good cause. If an extension is needed, the Principal shall notify the student who complained and explain the reasons for the extension. The Principal or designee will write a report for each complaint, to be completed within three days of the completion of the investigation. This report will include: 
  5. A description of the incident 
  6. The claims 
  7. The Alleged Harasser’s response 

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  1. The results of the investigation’s fact-finding 
  2. Conclusions based on the factual findings 
  3. Recommendations for disciplinary action or other reasonable, age-appropriate, specific corrective actions to end the harassment, eliminate the hostile environment, or future harassment (see Part V below) 
  4. BOWMAN HIGH SCHOOL will maintain records of all sexual harassment investigations. These records shall be kept confidential and may be used for tracking purposes or to substantiate claims of repeated harassment or retaliation. 

Consequences If a complaint of sexual harassment is substantiated, the site administrator or designee shall determine reasonable, age-appropriate, specific corrective actions to end the harassment, eliminate the hostile environment, or eliminate future harassment. If a student, the Harasser may be suspended up to five days or expelled involuntary release to student’s district of residence. Retaliation for reporting harassment is also grounds for suspension or involuntary release to student’s district of residence. 

  1. Appeal of determination of harassment. The student charged with harassment may appeal the decision of a suspension or involuntary release to student’s district of residence in accordance with Board policy 7430, Suspensions & Expulsions. For lesser corrective actions, the student may request a conference between the student, his/her parent or guardian, and the site Principal. 
  2. Unsubstantiated complaints 
  3. If an investigation does not support the complaint, the complainant and the Alleged Harasser will be notified. No disciplinary action may be taken but counseling may be offered to both parties. 
  4. If an investigation determines that the sexual harassment claim was false and the complainant made the claim knowing it was false, the complainant is subject to discipline, including suspension or involuntary release to student’s district of residence 
  5. If the complainant is dissatisfied with the determination of unsubstantiation, he or she complainant may invoke an appeal of this determination by following the County Board Policy, at whichever step the complainant feels appropriate. 

The County Board is committed to maintaining an educational environment that is free from harassment and discrimination. The County Board prohibits sexual harassment of students by other students, employees, or other persons, at school or at school-sponsored or school related activities. The County Board also prohibits retaliatory behavior or action against persons who complain, testify, assist, or otherwise participate in BOWMAN HIGH SCHOOL complaint processes. 

Instruction/Information The County Superintendent or designee will ensure that all BOWMAN HIGH SCHOOL students receive age appropriate instruction and information on sexual harassment. Such instruction and information shall include: 

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  1. What acts and behavior constitute sexual harassment, including the fact that sexual harassment could occur between people of the same sex 
  2. A clear message that students do not have to endure sexual harassment 
  3. Encouragement to report observed instances of sexual harassment, even where the victim of the harassment has not complained 
  4. Information about BOWMAN HIGH SCHOOL’s procedure for investigating complaints and the person(s) to whom a report of sexual harassment should be made 

Any Student who feels that he/she is being or has been sexually harassed by a school employee, another student, or a non-employee on school grounds or at a school-related activity (e.g., a visiting athlete or coach) shall immediately contact his/her teacher or any other employee. An employee who receives such a complaint shall report it to the school Principal or designee. 

The County Superintendent or designee will ensure that any complaints regarding sexual harassment are immediately investigated in accordance with administrative regulation. When the County Superintendent or designee has determined that harassment has occurred, he/she shall take prompt, appropriate action to end the harassment and to address its effects on the victim. 

Disciplinary Actions Any student who engages in sexual harassment of anyone at school or at a school-sponsored or school- related activity is in violation of this policy and shall be subject to disciplinary action. For BOWMAN HIGH SCHOOL, disciplinary action may include suspension and/or involuntary release to student’s district of residence. 

All complaints and allegations of sexual harassment shall be kept confidential except as necessary to carry out the investigation or take other subsequent necessary action. (5 CCR 4964) 

The County Superintendent or designee will maintain a record of all reported cases of sexual harassment to enable BOWMAN HIGH SCHOOL to monitor, address, and prevent repetitive harassing behavior in the schools. 

AR5145.7 Definitions 1. Complainant: the person(s) subject to sexual harassment. 

  1. Alleged Harasser: person(s) identified as sexually harassing the Target. 
  2. BOWMAN HIGH SCHOOL Participant: includes students, employees of BOWMAN HIGH SCHOOL, guests and other individuals involved in BOWMAN HIGH SCHOOL programs and activities. 
  3. Unwelcome: unwanted and inappropriate. 
  4. Program: any program sponsored by BOWMAN HIGH SCHOOL. 

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  1. Activity: any activity sponsored by BOWMAN HIGH SCHOOL. 
  2. Sexual harassment: unwelcome attention of a sexual nature that interferes with the educational performance, learning environment and/or full participation in a BOWMAN HIGH SCHOOL program or activity by any individual. Sexual harassment may, for example, come in physical (including but not limited to pinching, touching, patting, or blocking movements), visual (including but not limited to posters, cartoons, sketches, gestures or other visual displays of a clearly sexual nature), or verbal (including but not limited to spoken or written comments of a clearly sexual nature) forms and may be used to intimidate or to coerce. 

Prohibited sexual harassment includes, but is not limited to, unwelcome sexual advances, unwanted requests for sexual favors, or other unwanted verbal, visual, or physical conduct of a sexual nature made against another person of the same or opposite sex in the educational setting, when made on the basis of sex and under any of the following conditions: (Education Code 212.5; 5 CCR 4916) 

  1. Submission to the conduct is explicitly or implicitly made a term or condition of a student's academic status or progress 
  2. Submission to or rejection of the conduct by a student is used as the basis for academic decisions affecting the student 
  3. The conduct has the purpose or effect of having a negative impact on the student's academic performance or of creating an intimidating, hostile, or offensive educational environment 
  4. Submission to or rejection of the conduct by the student is used as the basis for any decision affecting the student regarding benefits and services, honors, programs, or activities available at or through any BOWMAN HIGH SCHOOL program or activity 

Examples of types of conduct that are prohibited at the BOWMAN HIGH SCHOOL and that may constitute sexual harassment include, but are not limited to: 

  1. Unwelcome leering, sexual flirtations, or propositions 
  2. Unwelcome sexual slurs, epithets, threats, verbal abuse, derogatory comments, or sexually degrading descriptions 
  3. Graphic verbal comments about an individual’s body or overly personal conversation 
  4. Sexual jokes, derogatory posters, notes, stories, cartoons, drawings, pictures, obscene gestures, or computer-generated images of a sexual nature 
  5. Spreading sexual rumors 
  6. Teasing or sexual remarks about students enrolled in a predominantly single-sex class 
  7. Massaging, grabbing, fondling, stroking, or brushing the body 
  8. Touching an individual’s body or clothes in a sexual way 

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  1. Impeding or blocking movements or any physical interference with school activities when directed at an individual on the basis of sex 
  2. Displaying sexually suggestive objects 
  3. Sexual Assault, sexual battery, or sexual coercion 

School-Level Complaint Process/Grievance Procedure 1. Notice and Receipt of Complaint: Any student who believes he/she has been subjected to sexual harassment or who has witnessed sexual harassment may file a complaint with any school employee. Within 24 hours of receiving a complaint, the school employee shall report it to the Principal or designee. In addition, any school employee who observes any incident of sexual harassment involving a student shall, within 24 hours, report this observation to the Principal or designee, whether or not the victim files a complaint. 

In any case of sexual harassment involving the Principal to whom the complaint would ordinarily be made, the employee who receives the student’s report or who observes the incident shall instead report to Labor Relations. 

  1. Initiation of Investigation: The Principal or other administrator shall initiate an impartial investigation of an allegation of sexual harassment within five school days of receiving notice of the harassing behavior, regardless of whether a formal complaint has been filed. BOWMAN HIGH SCHOOL shall be considered to have “notice” of the need for an investigation upon receipt of information from a student who believes he/she has been subjected to harassment, the student’s parent/guardian, an employee who received a complaint from a student, or any employee or student who witnessed the behavior. 
  2. Initial Interview with Student: When a student or parent/guardian has complained or provided information about sexual harassment, the Principal shall describe BOWMAN HIGH SCHOOL’s grievance procedure and discuss what actions are being sought by the student in response to the complaint. The student who is complaining shall have an opportunity to describe the incident, identify witnesses who may have relevant information, provide other 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 BOWMAN HIGH SCHOOL’s ability to investigate. 
  3. Investigation Process: The Principal or other administrator shall keep the complaint and allegation confidential, except as necessary to carry out the investigation or take other subsequent necessary action. (5 CCR 4964) 

The Principal or other administrator shall interview individuals who are relevant to the investigation, including, but not limited to, the student who is complaining, the person accused of harassment, anyone who witnessed the reported harassment, and anyone mentioned as having relevant information. The Principal may take other steps such as reviewing any records, notes, or statements related to the harassment or visiting the location where the harassment is alleged to have taken place. 

When necessary to carry out his/her investigation or to protect student safety, the Principal or other administrator also may discuss the complaint with the Superintendent or designee, the parent/guardian of the student who complained, the parent/guardian of the alleged harasser if the alleged harasser is a 

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student, a teacher or staff member whose knowledge of the students involved may help in determining who is telling the truth, law enforcement and/or child protective services, and BOWMAN HIGH SCHOOL legal counsel or BOWMAN HIGH SCHOOL’s Risk Management Office. 

  1. Interim Measures: The Principal or other administrator shall determine whether interim measures are necessary during and pending the results of the investigation, such as placing students in separate classes or transferring a student to a class taught by a different teacher. 
  2. Optional Mediation: In cases of student-to-student harassment, when the student who complained and the alleged harasser agree, the Principal or other administrator may arrange for them to resolve the complaint informally with the help of a counselor, teacher, administrator, or trained mediator. The student who complained shall never be asked to work out the problem directly with the accused person unless such help is provided and both parties agree, and he/she shall be advised of the right to end the informal process at any time. 
  3. Factors in Reaching a Determination: In reaching a decision about the complaint, the Principal may take into account: 
  4. Statements made by the persons identified above 
  5. The details and consistency of each person's account 
  6. Evidence of any past instances of harassment by the alleged harasser 
  7. Evidence of any past harassment complaints that were found to be untrue 

To judge the severity of the harassment, the Principal may take into consideration: 

  1. How the misconduct affected one or more students' education 
  2. The type, frequency, and duration of the misconduct 
  3. The identity, age, and sex of the harasser and the student who complained, and the relationship between them 
  4. The number of persons engaged in the harassing conduct and at whom the harassment was directed 
  5. Other incidents at the school involving different students 
  6. Written Report on Findings and Follow-Up: No more than 30 school days after receiving the complaint, the Principal or other administrator shall conclude the investigation and prepare a written a report of his/her findings. This timeline may be extended for good cause. If an extension is needed, the Principal shall 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 summarize the steps taken during the investigation. If sexual harassment occurred, the report shall also include any corrective actions that have or will be taken to address the harassment and prevent any retaliation or further harassment. A summary report shall be presented to the student who complained, the person accused, the parents/guardians of the student who complained and the student who was accused, and the County Superintendent or designee. 

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In addition, the Principal or designee shall ensure that the harassed student and his/her parent/guardian are informed of the procedures for reporting any subsequent problems. The Principal shall also make follow-up inquiries to see if there have been any new incidents or retaliation and shall keep a record of this information. 

Enforcement of BOWMAN HIGH SCHOOL Policy The County Superintendent or designee will take appropriate actions to reinforce BOWMAN HIGH SCHOOL’s sexual harassment policy. As needed, these actions may include any of the following: 

  1. Removing vulgar or offending graffiti 
  2. Providing training to students, staff, and parents/guardians about how to recognize harassment and how to respond 
  3. Disseminating and/or summarizing BOWMAN HIGH SCHOOL’s policy and regulation regarding sexual harassment 
  4. Consistent with the laws regarding the confidentiality of student and personnel records, communicating the school's response to parents/guardians and the community 
  5. Taking appropriate disciplinary action. 

In addition, disciplinary measures may be taken against any person who is found to have made a complaint of sexual harassment which he/she knew was not true. 

Notifications A copy of BOWMAN HIGH SCHOOL’s sexual harassment policy and regulation shall: 1. Be included in the notifications that are sent to parents/guardians at the beginning of each school year (Education Code 48980; 5 CCR 4917) 

  1. Be displayed in a prominent location in the main administrative building or other area where notices of district rules, regulations, procedures, and standards of conduct are posted (Education Code 231.5) 
  2. Be provided as part of any orientation program conducted for new students at the beginning of each quarter, semester, or summer session (Education Code 231.5) 
  3. Appear in any school or district publication that sets forth the school’s or district’s comprehensive rules, regulations, procedures, and standards of conduct (Education Code 231.5) 

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School–wide Dress Code prohibiting gang-related apparel Bowman High School Student Dress and Grooming 

Hart District Dress Code Policy (as found in the Notice of Student & Parent Rights, Regulations & Responsibilities) Student attire and grooming must permit the student to participate in learning without posing a risk to the health or safety of any student or school district personnel. 

  1. Students must wear clothing that completely covers the chest, torso, undergarments, private 

areas, and bottom 2. Shirts, tops, and dresses must have straps. 3. Clothes must be suitable for any scheduled course that may have unique hazards or require 

specialized safety gear. 4. Safe footwear must be worn. 5. Students will not wear clothing or accessories that depict or advocate for violence, criminal 

activity, alcohol or drug use, pornography, hate speech, or gang-related activity (including professional sports wear and colors identified by the Santa Clarita Sheriff as gang affiliated). 6. Clothing and accessories will not violate the Wm. S. Hart UHSD anti-discrimination policy. 7. Students may not wear clothing or accessories that obscure the face with the exception of 

approved religious items. 

SPECIFIC GUIDELINES - BOWMAN HIGH SCHOOL 

In order to clarify the somewhat general guidelines stated in the District’s “Student Dress and Grooming Regulations” cited above, parents and students are advised of the following specific guidelines which are designed to help all students be successful in school. The following items are prohibited as they may be considered distractions to the educational process and may compromise student safety on campus. 1. T-shirts or other items of clothing which contain profanity, vulgarity, etc. or which 

promote/advertise alcohol, or controlled substances. 2. Initialized hats, old English writing, bandannas, belt buckles with initials, and other accessories 

determined by administration. 3. Bathing-suit type tops, shirts which expose the midriff, see-through or strapless tops. 

  1. Articles of clothing that are personalized (name, nickname, gang/group names, etc.) 5. Long shorts worn with high white socks. 6. Tattoos designated as inappropriate must be covered up as directed by administration. 

As judged by the principal and his/her designees, student attire and personal grooming must be: 

  1. Clean in appearance and fragrance. 2. Safe in the total school environment in which worn. Conducive to district educational pursuits. 

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  1. Not represent any group, gang organization, or philosophy which advocates violence or 

disruption, or that have any history of violence or disrupting the objectives of school instructional programs. 4. No gang style apparel is permitted. 

Nothing in this policy restricts the administration from establishing specific dress standards to meet individual school needs or specific circumstances. 

Revised 5/19 

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BOWMAN HIGH SCHOOL BP5132 Dress and Grooming In cooperation with teachers, students, parents/guardians, host districts, the principal or designee shall establish school rules governing student dress and grooming that are consistent with the host district’s dress and grooming policies, law, County Board policy and administrative regulations. These school dress codes shall be regularly reviewed. 

Gang-Related Apparel The principal, staff and parents/guardians at a school may establish a reasonable dress code that prohibits students from wearing gang-related apparel when there is evidence of a gang presence that disrupts or threatens to disrupt the school's activities. Such a dress code may be included as part of the school safety plan and must be presented to the County Superintendent or designee for approval. The County Superintendent or designee will approve the plan upon determining that it is necessary to protect the health and safety of the school’s students. 

Each school shall allow students to wear sun-protective clothing, including but not limited to hats, for outdoor use during the school day. (Education Code 35183.5) 

In addition, the following guidelines shall apply to all regular school activities: 1. Shoes must be worn at all times. Sandals must have heel straps. Flip-flops or backless shoes or sandals are not acceptable. 

  1. Clothing, jewelry and personal items (backpacks, fanny packs, gym bags, water bottles etc.) shall be free of writing, pictures or any other insignia that are crude, vulgar, profane or sexually suggestive, that bear drug, alcohol or tobacco company advertising, promotions and likenesses, or that advocate racial, ethnic or religious prejudice. 
  2. Hats, caps and other head coverings shall not be worn indoors. 
  3. Clothes shall be sufficient to conceal undergarments at all times. See-through or fishnet fabrics, halter tops, off-the-shoulder or low-cut tops, bare midriffs and skirts or shorts shorter than mid-thigh are prohibited. 
  4. Hair shall be clean and neatly groomed. Hair may not be sprayed by any coloring that would drip when wet. 

Gang-Related Apparel At individual schools that have a dress code prohibiting gang-related apparel at school or school activities, the principal, staff and parents/guardians participating in the development of the school safety plan shall define "gang-related apparel" and shall limit this definition to apparel that reasonably could be determined to threaten the health and safety of the school environment if it were worn or displayed on a school campus. (Education Code 32282) 

Because gang-related symbols are constantly changing, definitions of gang-related apparel shall be reviewed at least once each semester and updated whenever related information is received. 

Student Dress 

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The County Board authorizes each school site to adopt schoolwide student dress codes in an effort to ensure the safety of students, facilitate and maintain an effective learning environment, and enhance respectful behavior and school ownership. All BOWMAN HIGH SCHOOL programs adopting dress codes will incorporate the following: 

  1. Involve parents, principals, school staff, law enforcement, community members, and students, where age-appropriate, in determining what articles of clothing will be included in the dress code. 
  2. Provide notice to parents and students, included in the Annual Notice, of the following: 
  3. Dress code requirements. 
  4. Economic assistance for families in need, including the names, titles, addresses and phone numbers of designated dress code contact people at the school site and the superintendent's office and any closets or donation systems available. 
  5. Any disciplinary action for failing to follow the dress code. 
  6. The complaint procedure available for any complaints. 
  7. Protect students’ other rights of expression. Using the “substantial interference with education” standard, students should be allowed to wear, for example, buttons, pins, badges or religious clothing provided that these articles do not cover or replace dress code articles. 
  8. Establish a progressive discipline structure for violations of the dress code. For example, consequences for not following the dress code may include: first time, one-hour detention; second time, parent contact and two-hour detention; third time, parent conference; fourth time, parent contact, all-day in school detention; fifth time, parent conference, suspension. 
  9. Establish and maintain a complaint procedure that is fair, consistent, and well-known throughout the school community. 
  10. Students will comply with the dress code of their host school site. 

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Procedures for Safe Ingress and Egress from School 

Supervision of Bowman students occurs both before and after school. At the start of our school day our campus supervisors are positioned in the front and the back of the school. Not only do our supervisors monitor the behavior of our students very closely, they also interact with them. Many times they are our first line of defense, with regards to potential problems that might arise on campus. 

As students are dropped off in the morning, our campus supervisors make contact with the students. Parents often drop their students off in our horseshoe driveway and sometimes on the street. From the time our students’ feet hit the pavement, our campus supervisors are admonishing them to get to class. As students leave our campus they are followed down the street and they remain in strategic places until our students are well on their way home. 

As students come to school, our campus supervisors are mindful of the safety precautions they exercise. Because we are located on a busy street, it is imperative that the safety of our students is the thrust of our focus. Students are cautioned about crossing the street on foot and the campus supervisors report to administration, when a student is driving in a manner, which might endanger others. 

Procedures to Ensure a Safe and Orderly Environment 

The Social Climate at Bowman is positive, nurturing, and supportive. Students feel safe at Bowman, and are accepted regardless of their personal identity, reason for being here, or beliefs they may have. Students are accepted by a caring staff who encourage students to be successful. Bowman prides itself on building trusting relationships, and students feel comfortable sharing personal concerns, thoughts, and ideas to staff throughout the day. 

FACTORS 

  1. The Social Climate-People and Programs (Component 1): 

How do you make Students and Staff believe that Bowman High School is a caring community? 

  1. Involve parents- ATP, Site Council b. Recognize and build on the cultural richness of the Bowman community c. Provide safety training so staff can meet the unique needs of the student body d. Set high academic and behavior goals (provide additional training) e. Improve curriculum and teaching practices through Professional Development f. Include health and resiliency curriculum g. Address multiple learning styles h. Promote caring, supportive relationships with students throughout the staff to 

students i. Provide opportunities for student to have meaningful participation in school and 

community service (working with Habitat for Heroes next door) j. Emphasize critical thinking and respect k. Communicate clear discipline standards l. Communicate procedures to report and deal with threats 

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  1. Empower students to take responsibility for safety (TEXT-A-TIP) n. Train staff on bullying prevention and tolerance o. Provide training for student and staff on dangers of drugs and alcohol p. Counseling services are provided for any student needing to see a mental health 

specialist. Bowman is fortunate to have an at-risk counselor on site to work with students who need either immediate or ongoing support. We have developed an internal referral system for students in need of counseling services. (EC 32281.1) Mental health services are also included for students who have witnessed a violent act at any time, related to a school activity. (EC 32281.1) effective January 1, 2015 q. We collaborate with our School Resource Officer on cases of sexual abuse and 

sex trafficking prevention education when appropriate (EC 49380) r. Note to Administrator-online anonymous information provided by students, 

staff, parents, or community to share concerns s. Awards Ceremony is held once a semester to recognize students’ achievements. 

We also have students of the month recognition, as well as staff member of the month. t. Connect-Ed messages go out any time the Bowman community needs to be 

informed of an event or a situation that affects the student body 

  1. The Physical Environment-place: 

Bowman has created a physical environment that communicates respect for learning and for individuals and safety by the following: 

  1. We maintain classrooms and grounds as pleasant places to meet and learn b. We make sure the school is an important part of the community as we hold 

college classes on site and provide meeting places for community groups to meet on c. Through site council we share information about our school and district and 

develop expenditures for Title I funding d. Bowman has four campus supervisors throughout the day to help keep our 

campus safe e. We do not allow loitering on campus f. Monitor and supervise all areas by administration and campus supervisors g. Provide a pleasant eating area and healthy food coded to state standards h. Maintain clean and safe restrooms i. Provide adequate lighting in all areas j. Provide student with current textbooks and materials k. Communicate procedures for security including lock down plan l. Deal with vandalism before students return to school when needed m. We Inventory, Identify and Store valuable property n. Provide training for security personnel and staff whenever possible o. Engage students and the community in campus beautification projects p. Promote policy that weapons and drugs are not on campus q. Bowman has a shared School Resource Officer that is always available when 

needed r. Bowman has partnered with Habitat for Hero’s (A community being built next 

door for veterans and their families) 

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Rules and Procedures on School Discipline BOWMAN HIGH SCHOOL DISCIPLINE PLAN 

The Bowman High School Discipline Plan has been developed by teachers, students, parents, school counselors, and administration. It has been built on the foundation that: 

ALL STUDENTS HAVE THE RIGHT TO LEARN ALL TEACHERS HAVE THE RIGHT TO TEACH Behavior 

  1. Disruptive, non-violent actions within one class 

period (examples: constant talking, bothering others, giggling, sleeping, etc.) 

  1. Repeated disruption, leaving class without 

permission, throwing non-injurious objects, continual argumentation. 

  1. Defiance of teacher directives, continued 

conversations involving inappropriate topics or a continued class disruption. 

  1. Any violent behavior such as fighting, threats, 

profanity (directed at teacher/staff member), destruction of property. 

  1. E. Smoking on school campus 
  2. Cheating, copying work. 
  3. Possession/influence of drugs, alcohol, 

controlled substances 

  1. Tardiness. 
  2. Use of electronic device in the classroom 

Consequences 

Teacher warning, student sent to office for a “TIME- OUT.” Behavior discussed with counselor or administrator. 

Final warning, detention assigned by administrator or teacher class suspension. 

Teacher sends student to office for class suspension and to be counseled, then teacher makes parent contact, multiple offenses may result in out of school suspension. 

Direct referral to administration. Results in detention, 1-3 day suspension, referral to School Deputy, transfer to another program or adult school. 

Detention or a one day suspension. Additional offenses - progressive discipline through OMC. 

Teacher contacts parent, referral to counselor, 0 for assignment. Repeat offense - 0 for assignment, referral to administrator for class drop, possible detention and provide alternative assignment. 

Possible suspension, TIDE program, placed on behavior contract, possible arrest, change of program, possible recommendation for expulsion depending on frequency. 

#4 = Warning #5 = 1 detention (student signs referral & letter/phone call home) #10 = 2 detentions (same as above) 

Warning, possible confiscation of item or detention. 1st offense, confiscation. 2nd, parent pick up, 3rd parent conference 

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Hate Crime Policies and Procedures The William S. Hart Board Policy on Hate Crimes is as follows: 

BP 5145.9 Students ***Note: The following optional policy is for use by districts in the implementation of a prevention strategy for hate-motivated incidents and should be modified to reflect district practice. Elements of this policy will also likely be integrated into existing school plans, such as school safety and staff development plans, as well as any policies developed by the district regarding school climate (see BP 5137 - Positive School Climate) and nondiscrimination (see BP 0410 - Nondiscrimination in District Programs and Activities and BP 5145.3 - Nondiscrimination/Harassment).*** 

***Note: In its publication entitled Hate-Motivated Behavior in Schools, the California Department of Education defines "hate-motivated behavior" as an act, or attempted act, motivated by hostility towards a victim's real or perceived ethnicity, national origin, immigrant status, sex, gender, sexual orientation, religious belief, age, disability, or any other physical or cultural characteristic. Some "hate-motivated behavior," including an assault, bomb threat, destruction of property, graffiti, and certain types of vandalism, may also be crimes under state or federal law.*** 

In order to create a safe learning environment for all students, the Governing Board desires to protect the right of every student to be free from hate-motivated behavior and will promote harmonious relationships among students so as to enable them to gain a true understanding of the civil rights and social responsibilities of people in society. The district prohibits discriminatory behavior or statements that degrade an individual on the basis of his/her actual or perceived race, ethnicity, culture, heritage, gender, sex, sexual orientation, physical/mental attributes, or religious beliefs or practices. 

(cf. 0410 - Nondiscrimination in District Programs and Activities) (cf. 0450 - Comprehensive Safety Plan) (cf. 3515.4 - Recovery for Property Loss or Damage) (cf. 5131.5 - Vandalism and Graffiti) (cf. 5136 - Gangs) (cf. 5137 - Positive School Climate) (cf. 5141.52 - Suicide Prevention) (cf. 5145.3 - Nondiscrimination/Harassment) (cf. 5147 - Dropout Prevention) (cf. 5149 - At-Risk Students) 

***Note: Local law enforcement agencies and human rights commissions have established countywide hate crimes networks aimed at responding to and preventing hate crimes. The California Association of Human Relations Organizations conducts activities designed to protect human and civil rights through networks of collaborations that reduce community tension and build intergroup relationships.*** 

The following optional paragraph should be revised to reflect district practice. 

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The Superintendent or designee shall collaborate with regional programs and community organizations to promote safe environments for youth. These efforts shall be focused on providing an efficient use of district and community resources. 

(cf. 1020 - Youth Services) (cf. 1400 - Relations Between Other Governmental Agencies and the Schools) (cf. 1700 - Relations Between Private Industry and the Schools) (cf. 5148.2 - Before/After School Programs) (cf. 5148.3 - Preschool/Early Childhood Education) (cf. 6020 - Parent Involvement) 

The district shall provide age-appropriate instruction to help promote an understanding of and respect for human rights, diversity, and tolerance in a multicultural society and to provide strategies to manage conflicts constructively. 

(cf. 5138 - Conflict Resolution/Peer Mediation) (cf. 6142.3 - Civic Education) (cf. 6142.4 - Service Learning/Community Service Classes) (cf. 6141.94 - History-Social Science Instruction) 

The Superintendent or designee shall ensure that staff receive training on recognizing hate-motivated behavior and on strategies to help respond appropriately to such behavior. 

(cf. 4131 - Staff Development) (cf. 4231 - Staff Development) (cf. 4331 - Staff Development) 

Grievance Procedures 

***Note: School-level grievance procedures for investigation of sexual harassment complaints are detailed in AR 5145.7 - Sexual Harassment. The following paragraph provides for the application of those procedures to the investigation of complaints regarding hate-motivated behavior. Districts that wish to use other procedures should modify the following paragraph accordingly.*** 

Any student who believes he/she is a victim of hate-motivated behavior shall immediately contact the Coordinator for Nondiscrimination/Principal. Upon receiving such a complaint, the Coordinator/Principal shall immediately investigate the complaint in accordance with school-level complaint process/grievance procedures as described in AR 5145.7 - Sexual Harassment. A student who has been found to have demonstrated hate-motivated behavior shall be subject to discipline in accordance with law, Board policy, and administrative regulation. 

(cf. 1312.1 - Complaints Concerning District Employees) (cf. 1312.3 - Uniform Complaint Procedures) (cf. 5131- Conduct) (cf. 5144 - Discipline) (cf. 5144.1 - Suspension and Expulsion/Due Process) (cf. 5144.2 - Suspension and Expulsion/Due Process (Students with Disabilities)) (cf. 5145.7 - Sexual Harassment) 

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Staff who receive notice of hate-motivated behavior or personally observe such behavior shall notify the Coordinator/Principal, Superintendent or designee, and/or law enforcement, as appropriate. 

(cf. 3515.3 - District Police/Security Department) (cf. 4158/4258/4358 - Employee Security) 

As necessary, the district shall provide counseling, guidance, and support to students who are victims of hate-motivated behavior and to students who exhibit such behavior. 

(cf. 6164.2 - Guidance/Counseling Services) 

Legal Reference: EDUCATION CODE 200-262.4 Prohibition of discrimination 32282 School safety plans 48900.3 Suspension for hate violence 48900.4 Suspension or expulsion for threats or harassment PENAL CODE 422.55 Definition of hate crime 422.6 Crimes, harassment CODE OF REGULATIONS, TITLE 5 4600-4687 Uniform Complaint Procedures 4900-4965 Nondiscrimination in elementary and secondary education programs 

Management Resources: CALIFORNIA DEPARTMENT OF EDUCATION LEGAL ADVISORIES California Student Safety and Violence Prevention - Laws and Regulations, April 2004 U.S. DEPARTMENT OF EDUCATION, OFFICE FOR CIVIL RIGHTS & NATIONAL ASSOCIATION OF ATTORNEYS GENERAL PUBLICATIONS Protecting Students from Harassment and Hate Crime: A Guide for Schools, 1999 U.S. DEPARTMENT OF JUSTICE PUBLICATIONS Preventing Youth Hate Crimes: A Guide for Schools and Communities, 1997 WEB SITES CSBA: http://www.csba.org California Association of Human Relations Organizations: http://www.cahro.org California Department of Education: http://www.cde.ca.gov National Youth Violence Prevention Resource Center: http://www.safeyouth.org U.S. Department of Education, Office for Civil Rights: http://www.ed.gov/about/offices/list/ocr U.S. Department of Justice, Community Relations Service: http://www.usdoj.gov/crs

BOWMAN HIGH SCHOOL BP 5145.3(a) NONDISCRIMINATION/HARASSMENT ***Note: The following mandated policy reflects various provisions of state and federal law which prohibit discrimination against students in educational programs and activities based on certain actual or perceived characteristics of an individual, including Education Code 220, which prohibits 

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discrimination based on race, nationality, ethnicity, gender, gender identity, gender expression, sex, sexual orientation, religion, or any other characteristic contained in the definition of hate crimes in Penal Code 422.55; Title VI (42 USC 2000d-2000e-17), which prohibits discrimination based on race, color, or national origin; Title IX (20 USC 1681-1688), which prohibits discrimination based on sex, gender, and gender identity; the Age Discrimination Act of 1975 (42 USC 6101-6107), which prohibits discrimination based on age; and Title II (20 USC 12101-12213) and Section 504 (29 USC 794), which prohibit discrimination based on disability. Education Code 260 gives the Governing Board primary responsibility for ensuring that district programs and activities are free from discrimination based on age or any of these characteristics. See also BP 0410 - Nondiscrimination in District Programs and Activities. *** 

***Note: Moreover, the right of a transgender student to participate in sex-segregated educational programs and use facilities consistent with his/her gender identity is specified in Education Code 221.5, as amended by AB 1266 (Ch. 85, Statutes of 2013). The guidelines included in this Board policy and the accompanying administrative regulation to accommodate the needs of transgender and gender-nonconforming students reflect best practices based on existing state and federal law. Districts with questions about the rights of transgender and gender-nonconforming students should consult legal counsel as appropriate. For more information on the rights of transgender students, see CSBA's policy brief Providing a Safe, Nondiscriminatory School Environment for Transgender and Gender- Nonconforming Students and its Final Guidance Regarding Transgender Students, Privacy, and Facilities. *** 

***Note: Education Code 234.1 mandates that districts adopt policy prohibiting, at school or in any school activity related to school attendance or under the authority of the district, discrimination, including discriminatory harassment, intimidation, and bullying, based on the foregoing characteristics. The California Department of Education (CDE), through its Federal Program Monitoring process, reviews districts' uniform complaint procedures (UCP) and other policies and practices to ensure compliance with these requirements. In addition, the U.S. Department of Education's Office for Civil Rights (OCR) is responsible for the administrative enforcement of federal laws and regulations prohibiting discrimination on the basis of race, color, national origin, sex, disability, and age in programs and activities that receive federal financial assistance from the department, and requires the adoption of nondiscrimination policies and complaint procedures. *** 

***Note: CSBA staff met with representatives from CDE and OCR to discuss this policy and the accompanying regulation as they relate to the UCP requirements. As a result, the sample policy and regulation have been drafted to go beyond the minimal requirements under California's UCP laws and regulations in an attempt to address issues and concerns raised by CDE and OCR. While CDE and OCR have not approved or signed off on them, CSBA believes that the additional details provided herein may help school districts and county offices of education during any compliance check by CDE or in the event that a CDE or OCR investigation occurs. *** 

The Governing Board desires to provide a safe school environment that allows all students equal access and opportunities in the district's academic and other educational support programs, services, and activities. The Board prohibits, at any district school or school activity, unlawful discrimination, including discriminatory harassment, intimidation, and bullying of any student based on the student's actual or perceived race, color, ancestry, national origin, nationality, ethnicity, ethnic group identification, age, religion, marital or parental status, physical or mental disability, sex, sexual orientation, gender, gender identity, or gender expression or association with a person or group with one or more of these actual or perceived characteristics. 

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This policy shall apply to all acts related to school activity or to school attendance occurring within a district school. (Education Code 234.1) 

(cf. 0410 - Nondiscrimination in District Programs and Activities) (cf. 5131 - Conduct) (cf. 5131.2 - Bullying) (cf. 5137 - Positive School Climate) (cf. 5145.9 - Hate-Motivated Behavior) (cf. 5146 - Married/Pregnant/Parenting Students) (cf. 6164.6 - Identification and Education Under Section 504) 

Unlawful discrimination, including discriminatory harassment, intimidation, or bullying, includes physical, verbal, nonverbal, or written conduct based on any of the categories listed above. Unlawful discrimination also shall include the creation of a hostile environment when the prohibited conduct is so severe, persistent, or pervasive that it affects a student's ability to participate in or benefit from an educational program or activity; creates an intimidating, threatening, hostile, or offensive educational environment; has the effect of substantially or unreasonably interfering with a student's academic performance; or otherwise adversely affects a student's educational opportunities. 

***Note: In addition to the types of prohibited student conduct described below, prohibited conduct also includes different treatment of students with respect to the provision of opportunities to participate in school programs or activities or the provision or receipt of educational benefits or services. See BP 0410 - Nondiscrimination In District Programs And Activities. *** 

Unlawful discrimination also includes disparate treatment of students based on one of the categories above with respect to the provision of opportunities to participate in school programs or activities or the provision or receipt of educational benefits or services. 

The Board also prohibits any form of retaliation against any individual who files or otherwise participates in the filing or investigation of a complaint or report regarding an incident of discrimination. Retaliation complaints shall be investigated and resolved in the same manner as a discrimination complaint. 

***Note: Pursuant to Education Code 234.1 and 34 CFR 106.8, a district is required to adopt and publicize its nondiscrimination policies to the school community. The following paragraph may be modified to reflect district practice. *** 

***Note: In addition, in its October 2010 Dear Colleague Letter: Harassment and Bullying, OCR identifies training of the school community as one of the key measures for minimizing discriminatory and harassing behavior in school. See the accompanying administrative regulation for specific measures to prevent discrimination and facilitate students' access to the educational program. *** 

The Superintendent or designee shall facilitate students' access to the educational program by publicizing the district's nondiscrimination policy and related complaint procedures to students, parents/guardians, and employees. He/she shall provide training and information on the scope and use of the policy and complaint procedures and take other measures designed to increase the school community's understanding of the requirements of law related to discrimination. The Superintendent or designee shall regularly review the implementation of the district's nondiscrimination policies and 

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practices and, as necessary, shall take action to remove any identified barrier to student access to or participation in the educational program. He/she shall report his/her findings and recommendations to the Board after each review. 

(cf. 1312.3 - Uniform Complaint Procedures) (cf. 1330 - Use of Facilities) (cf. 4131 - Staff Development) (cf. 4231 - Staff Development) (cf. 4331 - Staff Development) (cf. 6145 - Extracurricular and Cocurricular Activities) (cf. 6145.2 - Athletic Competition) (cf. 6164.2 - Guidance/Counseling Services) 

***Note: Policies related to discrimination must be consistent with the First Amendment right to free speech. Education Code 48950 prohibits a district from subjecting a high school student to disciplinary sanctions solely on the basis of speech or other communication that would be constitutionally protected if engaged in outside of campus. However, Education Code 48950 also specifies that the law does not prohibit discipline for harassment, threats, or intimidation unless constitutionally protected. Whether such speech might be entitled to constitutional protection would be determined on a case-by-case basis, with consideration for the specific words used and the circumstances involved. The district should consult legal counsel as necessary. *** 

Students who engage in unlawful discrimination, including discriminatory harassment, intimidation, retaliation, or bullying, in violation of law, Board policy, or administrative regulation shall be subject to appropriate consequence or discipline, which may include suspension or expulsion for behavior that is severe or pervasive as defined in Education Code 48900.4. Any employee who permits or engages in prohibited discrimination, including discriminatory harassment, intimidation, retaliation, or bullying, shall be subject to disciplinary action, up to and including dismissal. 

(cf. 4118 - Suspension/Disciplinary Action) (cf. 4119.21/4219.21/4319.21 - Professional Standards) (cf. 4218 - Dismissal/Suspension/Disciplinary Action) (cf. 5144 - Discipline) (cf. 5144.1 - Suspension and Expulsion/Due Process) (cf. 5144.2 - Suspension and Expulsion/Due Process (Students with Disabilities)) (cf. 5145.2 - Freedom of Speech/Expression) 

Legal Reference: EDUCATION CODE 200-262.4 Prohibition of discrimination 48900.3 Suspension or expulsion for act of hate violence 48900.4 Suspension or expulsion for threats or harassment 48904 Liability of parent/guardian for willful student misconduct 48907 Student exercise of free expression 48950 Freedom of speech 48985 Translation of notices 49020-49023 Athletic programs 51500 Prohibited instruction or activity 

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51501 Prohibited means of instruction 60044 Prohibited instructional materials CIVIL CODE 1714.1 Liability of parents/guardians for willful misconduct of minor PENAL CODE 422.55 Definition of hate crime 422.6 Crimes, harassment CODE OF REGULATIONS, TITLE 5 432 Student record 4600-4687 Uniform complaint procedures 4900-4965 Nondiscrimination in elementary and secondary education programs UNITED STATES CODE, TITLE 20 1681-1688 Title IX of the Education Amendments of 1972 12101-12213 Title II equal opportunity for individuals with disabilities UNITED STATES CODE, TITLE 29 794 Section 504 of Rehabilitation Act of 1973 UNITED STATES CODE, TITLE 42 2000d-2000e-17 Title VI and Title VII Civil Rights Act of 1964, as amended 2000h-2-2000h-6 Title IX of the Civil Rights Act of 1964 6101-6107 Age Discrimination Act of 1975 CODE OF FEDERAL REGULATIONS, TITLE 28 35.107 Nondiscrimination on basis of disability; complaints CODE OF FEDERAL REGULATIONS, TITLE 34 100.3 Prohibition of discrimination on basis of race, color or national origin 104.7 Designation of responsible employee for Section 504 106.8 Designation of responsible employee for Title IX 106.9 Notification of nondiscrimination on basis of sex COURT DECISIONS Donovan v. Poway Unified School District, (2008) 167 Cal.App.4th 567 Flores v. Morgan Hill Unified School District, (2003) 324 F.3d 1130 

Management Resources: CSBA PUBLICATIONS Providing a Safe, Nondiscriminatory School Environment for Transgender and Gender- Nonconforming Students, Policy Brief, February 2014 Final Guidance Regarding Transgender Students, Privacy, and Facilities, March 2014 Safe Schools: Strategies for Governing Boards to Ensure Student Success, 2011 

FIRST AMENDMENT CENTER PUBLICATIONS Public Schools and Sexual Orientation: A First Amendment Framework for Finding Common Ground, 2006 NATIONAL SCHOOL BOARDS ASSOCIATION PUBLICATIONS Dealing with Legal Matters Surrounding Students' Sexual Orientation and Gender Identity, 2004 U.S. DEPARTMENT OF EDUCATION, OFFICE FOR CIVIL RIGHTS PUBLICATIONS Dear Colleague Letter: Harassment and Bullying, October 2010 Notice of Non-Discrimination, January 1999 WEB SITES CSBA: http://www.csba.org California Department of Education: http://www.cde.ca.gov

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California Safe Schools Coalition: http://www.casafeschools.org First Amendment Center: http://www.firstamendmentcenter.org National School Boards Association: http://www.nsba.org U.S. Department of Education, Office for Civil Rights: http://www.ed.gov/about/offices/list/ocr

The County Board desires to ensure equal opportunities for all students in admission and access to BOWMAN HIGH SCHOOL’s educational programs, guidance and counseling programs, athletic programs, testing procedures, and other activities. BOWMAN HIGH SCHOOL programs and activities shall be free from discrimination, including harassment, with respect to a student's race, color, ancestry, national origin, ethnic group identification, citizenship and immigration status, age, religion, marital or parental status, physical or mental disability, sex, sexual orientation, gender, gender identity or expression, or genetic information; the perception of one or more of such characteristics; or association with a person or group with one or more of these actual or perceived characteristics. These terms are defined by state or federal statute. 

The County Board prohibits discrimination, intimidation, or harassment of any student by any employee, student, or other person in BOWMAN HIGH SCHOOL. Prohibited harassment includes physical, verbal, nonverbal, or written conduct based on one of the categories listed above that is so severe and pervasive that it affects a student's ability to participate in or benefit from an educational program or activity; creates an intimidating, threatening, hostile, or offensive educational environment; has the purpose or effect of substantially or unreasonably interfering with a student's academic performance; or otherwise adversely affects the student's educational opportunities. 

School staff and volunteers shall carefully guard against segregation, bias, and stereotyping in the delivery of services, including, but not limited to, instruction, guidance, and supervision. In Juvenile Court Schools, the County Office shall work with County Probation Department on practices and procedures for incarcerated students. 

The Principal or designee shall develop a plan to provide students with appropriate accommodations when necessary for their protection from threatened or potentially harassing or discriminatory behavior. 

Students who engage in discrimination or harassment in violation of law, County Board policy, or administrative regulation shall be subject to appropriate discipline, up to and including counseling, suspension, and/or involuntary release to student's district of residence

Grievance Procedures Any student who feels that he/she has been subjected to discrimination or harassment should immediately contact the Principal, administrators or designee. Any student or school employee who observes an incident of discrimination or harassment should report the incident to the Principal, administrator or designee whether or not the victim files a complaint. 

Upon receiving a complaint of discrimination or harassment, the Principal or other administrator or designee shall immediately investigate the complaint in accordance with site-level grievance procedures specified in AR 5145.7 - Sexual Harassment. 

The County Superintendent or designee will ensure that the student handbook clearly describes BOWMAN HIGH SCHOOL’s nondiscrimination policy, procedures for filing a complaint regarding discrimination or harassment, and the resources that are available to students who feel that they have 

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been the victim of discrimination or harassment. BOWMAN HIGH SCHOOL’s policy may also be posted on the BOWMAN HIGH SCHOOL or school website or any other location that is easily accessible to students. 

AR5145.3 General Provisions 1. Definitions 

  1. BOWMAN HIGH SCHOOL participant: any individual involved in BOWMAN HIGH SCHOOL programs or activities. This includes employees, students, contractors, vendors, guests and volunteers. 
  2. BOWMAN HIGH SCHOOL staff member: any BOWMAN HIGH SCHOOL employee. 
  3. Principal or designee: supervisor or site administrator, or the person designated to investigate or coordinate the investigation of concerns or complaints in an objective, consistent and thorough manner. 
  4. Complaint: a statement regarding how a BOWMAN HIGH SCHOOL program or activity is run or how a BOWMAN HIGH SCHOOL participant was treated while involved in a BOWMAN HIGH SCHOOL program or activity. A complaint alleges a violation of state or federal laws or regulations. Complaints point to specific misconduct, or behavior or practices that violate law. 

(1) Examples of complaints based on discriminatory behavior: 

(a) Sexual harassment, assault, battery 

(b) Harassment: includes unwelcome verbal, visual or physical contact that, when directed at any person, would be considered inherently likely to provoke an extremely negative or intimidating reaction. Such contact includes, but is not limited to; those terms or actions widely recognized as negative or derogatory references to race, ethnicity, religion, gender, sexual orientation, disability and other characteristics uniquely a part of the individual or group. “Harassment” occurs when these words or conduct create a hostile or intimidating environment that prevents the target of harassment from being able to pursue educational goals or to participate fully in BOWMAN HIGH SCHOOL programs or activities. 

(c) Denial of educational opportunities 

(d) Abuse or neglect 

(e) Inaccurate student records 

(2) In accordance with the Uniform Complaint Procedure, BOWMAN HIGH SCHOOL will assist in referring certain complaints to specified agencies. 

  1. Concern: a statement regarding how a BOWMAN HIGH SCHOOL program or activity is run or how a BOWMAN HIGH SCHOOL participant was treated while involved in a 

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BOWMAN HIGH SCHOOL program or activity. A concern is a constructive suggestion for a problem that is not necessarily a violation of state or federal laws or regulations. If a participant is unclear whether s/he has a concern or a complaint, the participant should make a statement. Concerns may be resolved informally. 

  1. Target: BOWMAN HIGH SCHOOL participant who is the target of discriminatory behavior. 
  2. PCQ: Person whose conduct is in question; person whose behavior is allegedly discriminatory. 

Notice of BOWMAN HIGH SCHOOL Policy 

  1. Each BOWMAN HIGH SCHOOL site shall provide notice of this Nondiscrimination Policy along with the name, title, address and phone number of the person in charge of handling complaints and investigations. 
  2. This notice shall also include a statement of policy, definitions and the potential disciplinary consequences of substantiated complaints. See below. 
  3. Notice of the Nondiscrimination Policy, will also be included in the Annual Notification provided upon enrollment to all students and parents. 
  4. Notice may also be provided by: 
  5. Publication in local newspapers, newsletters or magazines operated by BOWMAN HIGH SCHOOL or the site. 
  6. Distribution with other written communications to BOWMAN HIGH SCHOOL participants and their parents. 
  7. Incorporation in mandatory Health Education classes. 
  8. Workshops conducted by sites to inform participants, including parents where feasible, of the Nondiscrimination Policy grounds and procedures. 

Procedure for Filing a Concern or Complaint 

  1. BOWMAN HIGH SCHOOL encourages any student who has a concern or complaint about alleged discrimination in how a BOWMAN HIGH SCHOOL program or activity is run to report the concern/complaint to a BOWMAN HIGH SCHOOL Principal or administrator. 
  2. The BOWMAN HIGH SCHOOL staff member will then contact the Principal or administrator regarding the reported incident immediately or as soon as practically possible, but no later than forty- eight (48) hours after the student's report. The BOWMAN HIGH SCHOOL staff member will make a written note that the report was forwarded to the Principal or administrator. 

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  1. A student who wishes to resolve a concern or complaint with BOWMAN HIGH SCHOOL should make this report to a BOWMAN HIGH SCHOOL staff member as soon as possible but no later than one hundred eighty (180) calendar days of the incident causing the concern or complaint. 
  2. Complainants are encouraged to keep a written log of incidents. This log should include, where possible, the items listed below, in subsection 5 of this Part. b. Any witness of misconduct is encouraged to report the misconduct and to support the complainant in reporting the misconduct. 

(1) A witness who personally observed the incident should tell the complainant that the witness will report the misconduct. 

(2) If a complainant confides in another BOWMAN HIGH SCHOOL participant that s/he believes s/he has complaint or concern, the BOWMAN HIGH SCHOOL participant is encouraged to support the complainant in reporting the misconduct to the school. 

  1. The complainant or witness may, if s/he chooses, request that a friend, adult advisor from the school or parent be present when the complainant or witness reports the complaint. 
  2. The complainant or witness should write down and provide the principal or administrator with the following information regarding the incident: 

(1) When the misconduct occurred 

(2) Who was involved (as a complainant, as a PCQ, as a witness) 

(3) Where the incident occurred 

(4) What happened 

(5) How the complainants responded to the incident 

(6) Any related incidents (for example, similar conduct or similar people involved) 

(7) Any other information regarding the incident that may help the investigation. 

  1. If the complainant feels safe, s/he is encouraged to communicate to the PCQ, in person or by letter, that the conduct is both unwelcome and must stop immediately. This often helps PCQs recognize that their conduct is unacceptable and causes them to stop. 

(1) The complainant is not required to take this step. 

(2) If the complainant prefers, a friend or counselor may assist the complainant in addressing the PCQ. The complainant should keep a written record of his/her conversation(s) with the PCQ. 

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(3) If the complainant chooses to write a letter, s/he should keep a copy of the letter, signed, and make a copy for the principal. 

  1. Confidentiality 
  2. Confidentiality regarding the complaint and investigation will be maintained to the extent possible. (1) If child abuse or abuse of a dependent adult is reported, teachers and school 

administrators are mandatory reporters and must report the incident to child protective services or law enforcement. 

(2) If the misconduct is physical, the conduct may be assault, battery, or sexual assault or battery. Assault and battery, including sexual assault and battery, are crimes and must be immediately reported to law enforcement. 

(3) The parent/guardian of the complainant should also be notified. 

  1. If a student specifically requests confidentiality of his/her name from the PCQ, the school should grant this request to the extent possible. 

(1) If the PCQ faces potential criminal charges or cannot otherwise identify the incident in question, the school will disclose the complainant’s name to the PCQ to protect the PCQ’s due process rights and to enable the investigation to move forward. 

(2) If the school will disclose the complainant’s name to the PCQ, the school shall notify the complainant of the disclosure. 

  1. Retaliation for complaints of misconduct by complainants or witnesses is prohibited. 

(1) If any retaliation for reporting the incident occurs, such as increased misconduct or additional denials of educational benefits, the complainant or witness should report these incidents to the principal 

(2) If retaliation is substantiated or proven, the retaliator is subject to involuntary release to student’s district of residence 

(2) If retaliation is substantiated, or proven, and if the retaliator is BOWMAN HIGH SCHOOL staff, the retaliator is subject to disciplinary measures under Personnel Policies. 

Investigations of Complaints 

  1. BOWMAN HIGH SCHOOL treats student complaints seriously. 
  2. The principal or other administrator will initiate an investigation into the incident within forty-eight (48) hours of a complaint. 
  3. The principal or other administrator will conduct a thorough investigation into the facts of the incident to be completed within thirty (30) calendar days of a complaint. 

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  1. The principal will notify the parents of the complainant and the PCQ, if the PCQ is a student, of the reported incident, the school's intent to investigate, and the potential consequences if the complaint is substantiated. 
  2. Fact-finding for the investigation will be objective and will focus on the following factors: 

(1) The age of the complainant(s). 

(2) The age of the person(s) whose misconduct is in the complaint (Note: children from kindergarten through grade 3 are not subject to discipline for sexual harassment, hate violence or harassment/threats/ intimidation but other age-appropriate measures may be taken). 

(3) The nature of the misconduct (for example, questionable restriction from programs, unwelcome physical contact, property damage, threats, repeated comments, pictures or writings that are racially explicit and/or degrading). 

(4) The number of related incidents. 

(5) The location of the incidents. 

(6) The identity, number and relationships of the individuals involved (for example, misconduct by a teacher who is “off duty” may have greater impact on a complainant than similar behavior by another student; a group of students’ misconduct toward one complainant might be more severe than one student’s misconduct toward one complainant). 

(7) Statements of any witnesses to the incident, in writing, signed and dated by the witness(es) 

(8) Any prior substantiated complaints 

(9) Any other facts the investigator finds relevant (for example, a history of negative behaviors, such as teasing by the PCQ or repeated inappropriate comments by a teacher, leading up to the misconduct) 

  1. The investigator will also conduct a private, confidential interview with the PCQ to get the PCQ’s response to the allegations. 
  2. The principal or other administrator will notify the complainant and his/her parent/guardian of the investigation’s progress. 

(1) Unless a crime or potential criminal act is involved, the complainant may request the investigation to stop at any time. Where BOWMAN HIGH SCHOOL is required by law to continue, or where sufficient information has been gathered to show a problem, BOWMAN HIGH SCHOOL shall move forward with appropriate corrective action without the complainant’s participation. 

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(2) If the complainant is a minor, the complainant’s parent/guardian must be consulted if the complainant requests the investigation to stop. A conference between the complainant, parent/guardian, and school administrator, point person and/or investigator should be held to discuss the decision. 

  1. The investigator has up to thirty (30) calendar days to investigate a complaint. The investigator will write a report for each complaint, to be completed and given to the site principal within three (3) school days of the completion of the investigation. This report will include: (1) A description of the incident 

(2) The complainant’s claims 

(3) The PCQ’s response 

(4) The results of the investigation’s fact-finding: 

(a) The results should include all investigated facts and evidence from the factors listed above. 

(b) The investigator should include all documents relevant to the complaint and investigation. 

(c) These facts and evidence will be summarized objectively. 

(5) Conclusions based on the factual findings 

(a) The facts will be reviewed impartially. 

(b) The investigator will prepare a conclusion for each of the complainant's claims. 

(c) Conclusions will be directly tied to the underlying facts supporting them. 

(d) Conclusions will clearly state whether or not misconduct occurred. 

(6) Recommendations for disciplinary action, see Part V below, or other reasonable, age-appropriate, specific corrective actions to end the discrimination or harassment, eliminate the hostile environment, or eliminate future discrimination or harassment. 

  1. BOWMAN HIGH SCHOOL will maintain records of all investigations into misconduct claims. 
  2. These records will be confidential. 
  3. These records may be used for tracking of complaints in order to improve procedures. If used as part of a study or database, all names of parties will be removed to protect the privacy of the parties. 

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  1. These records may be used to substantiate claims of repeated misconduct or retaliation for reporting misconduct. 

Consequences 

  1. The site administrator will notify the complainant, the PCQ, and their parents or legal guardians of the determination of the complaint, including consequences, within two school days of the investigator’s report to the site administrator. 
  2. Counseling services should be offered to both the complainant and the PCQ. 
  3. In less severe cases, with notice to the complainant and his/her parent or guardian, the principal or County Superintendent may determine that other consequences are more appropriate. These include: 
  4. A written warning 
  5. A formal written apology from the PCQ to the complainant 
  6. Transfer of the PCQ to another school class or program from a class s/he shares with the complainant, which may require an IEP review if the PCQ is a Special Education student 
  7. Detention 
  8. Community service 
  9. Appeal of determination of misconduct 
  10. If the complaint of misconduct is substantiated and the principal or County Superintendent determines that an involuntary release to student’s district of residence is appropriate, the student charged with misconduct has the opportunity to appeal this decision. 
  11. For lesser disciplinary actions, the student charged with misconduct may request a conference between the student, his/her parent or guardian and the site principal. 

(1) The charged student has five (5) school days from the day s/he learns of disciplinary action to request this conference. 

(2) The school will hold this conference within five (5) calendar days of the request. The complainant and his/her parent or guardian will be notified of this conference. They may also attend or provide a written statement of their concerns. 

  1. Unsubstantiated complaints 
  2. If an investigation does not support the complaint, the complainant and the PCQ will be notified. No disciplinary action may be taken but counseling may be offered to both parties. 
  3. If an investigation determines that the misconduct claim was false and the complainant made the claim knowing it was false, the complainant is subject to discipline including suspension or involuntary release to student’s district of residence. 

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  1. In the event that the complainant is dissatisfied with the determination of an unsubstantiated complaint, the Target may invoke the appeal process from the complaint policy, County Board policy 7380, at whichever step the complainant feels appropriate. 
  2. In addition, for complaints of discrimination, the complainant may file a complaint at any time with the Office for Civil Rights. BOWMAN HIGH SCHOOL staff shall assist the Target by providing contact information. 
  3. If the PCQ is a BOWMAN HIGH SCHOOL staff member, refer to Personnel policies regarding employee discipline. 
  4. If the PCQ is a contractor or vendor, refer to Business policies regarding any available corrective measures. 

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Bullying Prevention Policies and Procedures William S. Hart UHSD Bullying Prevention Policy 

Wm. S. Hart Union High School District believes that all students and staff have a right to a safe and healthy school environment. Wm. S. Hart UHSD considers bullying or any behavior that infringes on the safety of any other person as a serious matter that will be investigated and be subject to subsequent disciplinary action. 

A student shall not intimidate or harass another person through words or actions for any reason including race, religion, or sexual orientation such that the actions substantially interfere with a student’s educational experience, create an intimidating or threatening educational environment, or disrupt the orderly operation of the school and/or the overall educational environment. 

Young people are continuously developing their social skills and often experience conflicts with one another. Every conflict between students is not an incident of bullying. Bullying is defined as aggressive behavior that involves the following factors: 

  1. The behavior must be intended to cause harm. 2. There must be a real or perceived imbalance of physical or psychological power between those 

involved. 3. The behavior must be repeated over time and include the use of hurtful words and/or acts. 

Bullying behaviors may include, but are not necessarily limited to, the following: 

  • Verbal - Hurtful name-calling, teasing, gossiping, making threats, making rude noises or spreading hurtful rumors. 
  • Nonverbal - Posturing, making gang signs, leering, staring, stalking, destroying property, using graffiti or graphic images, or exhibiting inappropriate and/or threatening gestures or actions. 
  • Physical - Hitting, punching, pushing, shoving, poking, kicking, tripping, strangling, hair pulling, fighting, beating, biting, spitting or destroying property. 
  • Emotional/Psychological - Rejecting, terrorizing, extorting, defaming, intimidating, humiliating, blackmailing, manipulating friendships, isolating, ostracizing, using peer pressure or rating or ranking personal characteristics. 
  • Cyber Bullying - Any bullying, harassment or intimidation when such is accomplished utilizing electronic communication media or electronic signaling devices. Such media includes, but shall not be limited to, e-mail messages, text messages, instant messages, social networking sites, and internet based video sites and postings of blogs. 

If any such activity as described above is engaged in on campus; during school sponsored activities including any sports, extra-curricular, or school related activities; or utilizing school provided technology, the individual(s) shall be subject to discipline pursuant to the school’s disciplinary policy. 

Wm. S. Hart UHSD reserves the right to regulate, review, investigate and discipline students for bullying harassment, intimidation and/or cyber-bullying or any other disciplinary violations when such activities threaten violence against another student, are related to school activities, or otherwise disrupt the learning environment or orderly conduct of the school, school business or school activities. 

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