Handbook
Parent/Student
2023 – 2024
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32
92%
Attendance Rate
(2022-23 LCAP Metrics)
Student
Performance
90%
Graduation Rate
(Class of 2023)
57%
34%
ELA
MATH
Students Conditionally
Ready or Ready for
College Level Coursework
18%
Students with Disabilities
Foster Youth
Homeless
13%
<1%
3%
Student Demographics
& English Learners
College
Readiness &
Preparedness
(2022-23 LCAP Metrics)
A-G
59%
Completion
AP/IB
30%
Graduates Passing
An AP/IB Exam
20%
CTE
Sequence Completion
DataQuest
(2022-23)
LCAP Metrics
(2022-23)
58%
Socioeconomically Disadvantaged
English Language Learners
Elk Grove Unified
Overview 2023-24
www.egusd.net
Total EGUSD Contracted Employees –
6,679
364 Administrators / Managers
3,596 Certificated2,719 Classified
32,460
Grades TK-6 30,497 Grades 7-12
Total Enrolled Students –
62,957
DataQuest
(2022-23)
African American
American Indian
Asian
Filipino
Hispanic
White
Multiple or No Response
10%
29%
6%
28%
2%
16%
9%
<1%
Pacific Islander
11% 5% 11%
2% 1% <1%
17% 11% 7%
4% 2% 1%
23% 11% 13%
2% <1% 1%
37% 63% 60%
4% 6% 5%
African American
American Indian
Asian
Filipino
Hispanic
Pacific Islander
White
Multiple or No Response
Adopted General
Fund Budget
in Expenditures
$915.2 M
(2023-24)
7
18
43
Alternative/Other Schools
Middle/High Schools
Elementary Schools
Total
Schools
68
32
92%
Attendance Rate
(2022-23 LCAP Metrics)
Student
Performance
90%
Graduation Rate
(Class of 2023)
57%
34%
ELA
MATH
Students Conditionally
Ready or Ready for
College Level Coursework
18%
Students with Disabilities
Foster Youth
Homeless
13%
<1%
3%
Student Demographics
& English Learners
College
Readiness &
Preparedness
(2022-23 LCAP Metrics)
A-G
59%
Completion
AP/IB
30%
Graduates Passing
An AP/IB Exam
20%
CTE
Sequence Completion
DataQuest
(2022-23)
LCAP Metrics
(2022-23)
58%
Socioeconomically Disadvantaged
English Language Learners
Elk Grove Unified
Overview 2023-24
www.egusd.net
Total EGUSD Contracted Employees –
6,679
364 Administrators / Managers
3,596 Certificated2,719 Classified
32,460
Grades TK-6 30,497 Grades 7-12
Total Enrolled Students –
62,957
DataQuest
(2022-23)
African American
American Indian
Asian
Filipino
Hispanic
White
Multiple or No Response
10%
29%
6%
28%
2%
16%
9%
<1%
Pacific Islander
11% 5% 11%
2% 1% <1%
17% 11% 7%
4% 2% 1%
23% 11% 13%
2% <1% 1%
37% 63% 60%
4% 6% 5%
African American
American Indian
Asian
Filipino
Hispanic
Pacific Islander
White
Multiple or No Response
Adopted General
Fund Budget
in Expenditures
$915.2 M
(2023-24)
7
18
43
Alternative/Other Schools
Middle/High Schools
Elementary Schools
Total
Schools
68
MESSAGE FROM THE SUPERINTENDENT
Welcome to the Elk Grove Unied School District. In Elk Grove Unied
we are committed to the social emotional and educational needs of
our students and value the wellbeing of every child. Our focus on high
quality instruction inspires curiosity, creativity and engagement and we
strive to work together as a team to support students to become critical
thinkers and make healthy choices. Our commitment to continuous
improvement reinforces our promise to measure our impact and make
necessary adjustments to programs and services.
For us, valuing diversity means recognizing similarities and dierences among people,
acknowledging that individual dierences are a community and organizational asset and that
striving for diverse representation is a critical step toward equity. We seek to achieve equity
whereby all outcomes are no longer predicted by identity categories such as race, ethnicity,
gender, and socioeconomic status. We invite you and your family to engage with us and ask that
you help us create inclusive and welcoming climates where we embrace dierences and oer
respect in words and actions for all people.
This Parent and Student Handbook contains important annual legal notices related to public
schools, an outline of how we can serve educational needs of our students and what the learning
environment expectations are of our students, families and sta.
Complementing this handbook is our District’s website, which in many cases will be able to
provide more in-depth and detailed information about the many programs and services we
oer to students and their families. In our eorts to be more environmentally friendly, parents
can acknowledge receipt of a printed, downloaded,or digital copy of this book online through
ParentVUE.
Throughout the year, to help keep you informed and engaged, please
expect regular communications from me, my sta, your school
and many programs via newsletters, yers, mass
notications by phone, email and/or text, as well
as through social media. I look forward
to another successful year in
Elk Grove Unied.
Sincerely,
Christopher R. Homan
Superintendent
54
STRATEGIC GOALS
ABOUT THE ELK GROVE UNIFIED SCHOOL DISTRICT
The Elk Grove Unied School District (EGUSD) is the fth-largest school district in California located in southern
Sacramento County. EGUSD covers 320 square miles and includes 68 schools: 43 elementary schools, nine middle
schools, nine high schools, ve alternative education schools, an adult school, one charter school and a virtual
academy. Oering a multitude of educational programs, including over 60 career-themed academies and pathways
within 13 industry sectors, we prepare our students for college and career by supporting them with the means to be
creative problem solvers; self-aware, self-reliant, and self-disciplined; technically literate; eective communicators and
collaborators; and engaged in the community as individuals with integrity. We integrate rigorous academics with
career-based learning and real world workplace experiences and ensure that Every Student is Learning, in Every
Classroom, in Every Subject, Every Day to Prepare College, Career and Life Ready Graduates.
Our Mission and Core Values
— Elk Grove Unied School District will provide
a learning community that challenges ALL
students to realize their greatest potential.
Outcomes for Students
— Achievement of core academic skills
— Condent, eective thinkers and
problem solvers
— Ethical participants in society
Commitments about how we operate
as an organization
— Supporting continuous improvement
of instruction
— Building strong relationships
— Finding solutions
High expectations for learning for ALL
students and sta
— Instructional excellence
— Safe, peaceful, and healthy environment
— Enriched learning environment
— Collaboration with diverse communities
and families
High Quality Classroom Instruction and Curriculum—All students will receive high quality classroom
instruction and curriculum to promote college and career readiness and close the achievement gap.
Assessment, Data Analysis, and Action—All students will benet from instruction guided by assessment
results (formative, interim and summative) and continuous programmatic evaluation.
Wellness—All students will have an equitable opportunity to learn in a culturally responsive, physically, and
emotionally healthy and safe environment.
Family and Community Engagement—All students will benet from programs and services designed to
inform and engage family and community partners.
Targeted Supports—Students with Disabilities, Students experiencing homelessness, African American,
American Indian and Foster students will benet from targeted programs and services that leverage their assets,
arm their identities, and address their needs to close achievement, opportunity, and relationship gaps.
54
EGUSD PARENT AND
STUDENT HANDBOOK
District Strategic Goals . . . . . . . . . . . . . . . . 2
Message from the Superintendent. . . . . . . . . . . . . 3
About Elk Grove Unied . . . . . . . . . . . . . . . . . . 4
PART I — EDUCATIONAL VISION AND MISSION
Guidance Counseling . . . . . . . . . . . . . . . . . . . . 8
High-Quality Instruction and Curriculum . . . . . . . . . 9
Notice of Alternative Schools . . . . . . . . . . . . . . 18
Online and Extended Learning Opportunities . . . . . 17
Student Programs and Services . . . . . . . . . . . . . 21
Student Assessment. . . . . . . . . . . . . . . . . . . . 29
Promotion, Retention, Graduation, and
Higher Education . . . . . . . . . . . . . . . . . . . . . 31
PART II — STUDENT HEALTH AND WELLNESS
Student Health and Wellness . . . . . . . . . . . 40
Immunizations, Medication, Health Screenings
and Insurance . . . . . . . . . . . . . . . . . . . . 40
Awareness and Prevention Programs . . . . . . . 45
How to Support a Student in Crisis . . . . . . . . 46
Student Behavior Management and Support . . 48
Progressive Discipline and Disciplinary Practices . 49
Partnerships with Law Enforcement . . . . . . . . 52
PART III — ENGAGING EDUCATIONAL PARTNERS
Family Engagement with School
and the District . . . . . . . . . . . . . . . . . . . 54
EGUSD SAFE (Student and Family
Empowerment) Centers . . . . . . . . . . . . . . 54
General Parent Communication
and Emergency Mass Notications . . . . . . . . 55
Translation and Interpretation Services . . . . . . 56
Social Media—Ocial District Social Media
Comment Policy . . . . . . . . . . . . . . . . . . . 57
Attendance is Key to Academic Success . . . . . 58
Meetings with Teachers or Other School Sta . . 60
Student Enrollment . . . . . . . . . . . . . . . . . 62
Student Records. . . . . . . . . . . . . . . . . . . 68
Opt Out Forms . . . . . . . . . . . . . . . . . . . .71
Multimedia Access . . . . . . . . . . . . . . . . . .71
Release of Directory Information. . . . . . . . . . 72
Bus Transportation Services . . . . . . . . . . . . 73
Food and Nutrition Services . . . . . . . . . . . . 73
Child Care & Child Development . . . . . . . . . 75
Engaging Educational Partners
. . . . . . . . . . . 76
Student Fees, Deposits and Charges . . . . . . . . . . 77
76
PART IV — KEEPING LEARNING ENVIRONMENTS SAFE
Conrmation of a Safe and Positive
Learning Environment for All . . . . . . . . . . . 80
EGUSD Board Policies . . . . . . . . . . . . . . . 82
Bullying Policy . . . . . . . . . . . . . . . . . . . 83
School and District Liability . . . . . . . . . . . . 83
Elk Grove Unied Code of Conduct . . . . . . . . 83
Non-Discrimination, Harassment,
Intimidation and Bullying . . . . . . . . . . . . . . 83
American with Disabilities Act . . . . . . . . . . . 84
Sexual Harassment Policy . . . . . . . . . . . . . 84
Sexual Harassment Under Title IX Complaint
Procedures . . . . . . . . . . . . . . . . . . . . . . 85
School, Sta and District Responsibilities . . . . . 85
Crime Reporting . . . . . . . . . . . . . . . . . . 87
Online Incident Reporting System . . . . . . . . . 87
School Safety Plan . . . . . . . . . . . . . . . . . 87
School Safety Information . . . . . . . . . . . . . 87
Security Camera Info . . . . . . . . . . . . . . . . 89
Responsibilities, Expectations, and Student Rights . 89
Parent/Legal Guardian Responsibilities . . . . . . 90
Student Responsibilities. . . . . . . . . . . . . . . 91
Student Rights. . . . . . . . . . . . . . . . . . . . 92
Annual Notice of the Uniform Complaint
Procedures (UCP). . . . . . . . . . . . . . . . . . 97
Facilities Public Notices . . . . . . . . . . . . . . . 112
DIRECTORY INFORMATION . . . . . . . 114
APPENDIX I. . . . . . . . . . . . . . . . . 116
Table of Education Codes Related to Discipline .116
APPENDIX II . . . . . . . . . . . . . . . . 143
Elk Grove Unied School District Resolution
No. 90, 2022-23 Student Bill of Rights . . . . . .143
APPENDIX III . . . . . . . . . . . . . . . . 145
Student Opt-Out Form. . . . . . . . . . . . . . .145
APPENDIX IV. . . . . . . . . . . . . . . . 147
Housing Questionnaire . . . . . . . . . . . . . . . 147
76
Educational
Vision
and
Mission
PART
ONE
98
SCHOOL
COUNSELING
Academic, college career, and social emotional learning
opportunities through school counseling are available to all
students. Students can meet with school counselors on their school
campus to discuss academics, social emotional learning, career
preparation, college admission requirements, and/or to enroll in
career technical education courses. [E.C. 51229 and 48980(1)]
Appointments with a school counselor are available throughout
the school day. Please contact your school counseling oce to
schedule an appointment. At many schools, parents may also
email their student’s school counselor by logging onto Synergy.
Once an appointment is set, students will be given a permission
slip to release them from class. Parents may participate in
school counseling sessions, when appropriate.
School Counselors, as well as teachers, instructors, administrators
or instructional aides, may not, on the basis of a student’s sex,
oer vocational or school program guidance to the student that
is dierent from that oered to a student of the opposite sex in
counseling, nor may a counselor dierentiate career, vocational
or higher education opportunities on the basis of the sex of the
student counseled. Any District personnel
acting in a career counseling or course
selection capacity for a student
shall armatively explore with
the student the possibility of
careers or courses leading
to careers that are
nontraditional for
that student’s sex.
[E.C. 221.5(d)]
98
HIGH-QUALITY INSTRUCTION
AND CURRICULUM
A
ll students will have access to a standards-aligned curriculum and receive high-quality instruction
to promote college, career, and life readiness and eliminate the achievement gap.
Our students benet from high-quality instruction where they understand learning targets and success criteria,
engage in student dialogue, and actively participate with opportunities for regular assessment and feedback.
Our teaching and learning model helps every student progress and better understand where they need to grow
and develop socially and emotionally, behaviorally, and academically.
Teaching and Learning
Teachers must meet applicable State certication and
licensure requirements, including any requirements for
certication obtained through alternative routes to
certication, or, regarding special education teachers,
the qualications described in section 612(a)(14)(C) of
the Individuals with Disabilities Education Act.
[20U.S.C. 1412(a)(14)(C)]
The Every Student Succeeds Act (ESSA) is a federal
law passed in 2015 and reauthorized in 2021 that
governs public education policy in grades K-12 in all 50
states. ESSA went into eect starting with the 2017-18
school year. It includes provisions that will help ensure
success for all students:
• Encouraging accountability for improvement
in our lowest-performing schools.
• Instituting high academic standards that will
prepare students for college and careers.
• Performing annual statewide assessments that
measure student progress.
• Promoting equity for disadvantaged students.
Under ESSA, teachers are legally assigned following
the issuance of a California license or certicate,
including the use of California Education Code options
and permits that allow teachers to teach outside of
their certication area.
ESSA Section 1112(e) states that LEAs shall
notify the parents of each student attending any
school receiving Title I funds and that after parent
request, the agency will in a timely manner provide
information regarding the professional qualications
of the student’s classroom teachers, including at a
minimum, the following:
1. Whether the student’s teacher
a. has met State qualication and licensing
criteria for the grade levels and subject
areas in which the teacher provides
instruction;
b. is teaching under emergency or another
provisional status through which State
qualication or licensing criteria have been
waived; and (c) is teaching in the eld of
discipline of the certication of the teacher,
and
2. Whether the child is provided services
by paraprofessionals and, if so, their
qualications.
1110
Homework
Homework benets students by teaching them good study skills, discipline, and responsibility. It also allows parents to
be involved in their child’s education. Homework should relate to classroom instruction as well as reinforce and extend
learning and promote immediate recall of basic skills.
Parents may request a meeting to review instructional materials and discuss the course curriculum. [E.C. 49063(k)
and 49091.14 and 20 U.S.C. 1232h(c) and (d)]
Communication on Student Achievement
The Board of Education believes good communication
regarding academic progress between parents and
teachers is part of the education process. All appropriate
forms of communication should be used. The progress
report should reect student progress in classwork and
prociency levels. It should also indicate educational
growth concerning the student’s ability, citizenship, and
eort. At elementary schools, report cards are given to
parents during parent-teacher conferences or are sent
home with the student.
Report cards of middle and high school students
are mailed home. Any parent wanting special
arrangements for receiving report cards may call
the school. Parents will be notied when a student is
in danger of not passing a course. [E.C. 49063 and
49067]
Email Communication with Teachers
Email communication is an eective way for parents
and teachers to communicate. Please know that
teachers are not always able to respond immediately to
emails they receive. However, they will respond within a
reasonable amount of time.
Home and Hospital Instruction
A student with a temporary disability who is in a
hospital or other residential health facility (excluding
a state hospital) which is located outside of the school
district in which the student’s parent or guardian resides
shall be deemed to have complied with the residency
requirements for school attendance in the school district
in which the hospital is located. Once the parent has
notied the District in which the hospital is located of
the student’s presence in the qualifying hospital, the
District has ve working days to notify the parent if
individualized instruction shall be made available. If the
determination is positive, individualized instruction shall
commence within ve working days.
Individual instruction in a student’s home must
begin no later than ve working days after a
school district determines that the student shall
receive this instruction.
When a student receiving individual instruction is well
enough to return to school, s/he must be allowed to
return to the school that she/he attended immediately
before receiving individual instruction, if the student
returns during the school year in which the individual
instruction was initiated.
If they are well enough to do so, students enrolled in
individual instruction in a hospital or other residential
health facility for a partial week are entitled to attend
school in their school district of residence or to receive
individual instruction provided by the school district of
residence in the student’s home on days in which he or
she is not receiving individual instruction in a hospital or
other residential health facility.
Absences from the student’s regular school program
due to the student’s temporary disability are excused
until the student is able to return to the regular school
program. [E.C. 48206.3, 48207, 48207.3, 48207.5,
48208, 48240 (c) and 48980(b)]
School Calendar, Minimum Days & Student
Free Teacher Development Days
Our school calendar is available online and can
be downloaded. We have schools on three types of
calendars: Year-Round with Tracks, Modied-Traditional
and Traditional. Minimum days, sta development
days, and district holidays are noted on the calendar.
If your child will be aected by minimum days or sta
development days, we will give you at least one month’s
notice. At various times during the year, schools will be
on a minimum day schedule. Schools have minimum
days due to testing, track change days, and teacher
development. [E.C. 48980]
1110
Curriculum: State Standards
The CA Common Core State Standards address
English Language Arts (ELA) and mathematics
content areas. The ELA section includes literacy
standards for history/ social studies, science, and
technical subjects. Kindergarten through 12th grade
standards provide a progression of knowledge and skills
that prepare students to graduate from high school
to attend college or to become career- and life-ready.
The standards are research-based and internationally
benchmarked.
Information about all of our adopted standards and
frameworks can be found on our Curriculum webpage.
Our Course Catalogs
Our goal is to guide students toward academic success
and to prepare them for college, career, and life. The
education that students receive here prepares them
for many future roles: worker, parent, student in higher
education, and citizen. Therefore, sound planning and
thoughtful course selection are critical for students to
make the most of their middle and high school years.
Individual school course catalogs may be found on each
middle and high school website. These catalogs provide
course oerings specic to each school. Our course
catalog, featuring all current middle and high school
courses adopted by the Board of Education, may be
found on the district’s website.
1
To access the school’s library collection,
follow the steps below for the Destiny
Catalog;
2
Go to follett.egusd.net
Click on your child’s school site to
access the Destiny browser
3
You may browse the Destiny Catalog
by school/district collection, keywords,
author, subject, and title
LIBRARY MATERIALS
Instructional Materials Review Process
In accordance with BP 6161.1, EGUSD teachers,
administrators, and community members carefully
review instructional materials. The recommended
instructional materials are aligned with California
content standards. Prior to selection and purchase,
major adoptions of instructional materials (e.g.,
mathematics, English/language arts, social science,
science) are evaluated and made available to the public
for review before being recommended to the Board of
Education for adoption. The review process ensures that
teachers and students have the best possible materials
for teaching and learning. The content area steering
committee, under the guidance of the Curriculum and
Professional Learning Department, evaluates and
recommends instructional materials to the Curriculum
Council. The Curriculum Council is a vetting committee
made up of perspectives from multiple departments and
educator roles who then makes recommendations to the
Board of Education for adoption.
Your child’s teacher should share information with you
about classroom instructional materials. Parents may
also request a course outline from their child’s teacher.
If you have questions or concerns about instructional
materials, please call your child’s teacher to seek
information. If the meeting does not end with resolution,
parents may follow the process outlined in BP 1312.2.
Special Education
Special Education provides the continuum of special
education support as outlined in the Individuals with
Disabilities Education Act (IDEA ‘04). Students receive
support from Special Education as delineated on their
Individual Education Plan (IEP). Programs include services
and support for Autism (Aut), Deaf/Blind (DB), Deaf,
Hard of Hearing (DHOH), Emotional Disturbance (ED),
Intellectual Delay (ID), Orthopedic Impairment (OI),
Other Health Impairment (OHI), Multiple Disabilities
(MD), Speech and Language Impairment (SLI), Specic
Learning Disability (SLD), Traumatic Brain Injury (TBI)
and Visually Impairment (VI). The District annually
noties parents of the rights related to special education
identication, referral, assessment, instructional planning,
implementation and review and procedures for initiating
a referral for assessment.
1312
Parents receive this special education information at their
child’s annual IEP meeting. For more information about
special education services, please call (916) 686-7780.
9th Grade Math Placement
We strive to ensure that students are provided with
rigorous and meaningful educational choices. Our
commitment extends to providing high school students
with the opportunities to take mathematics courses
that are recommended for college admission. Pursuant
to the CA Mathematics Placement Act of 2015, grade
9 students are scheduled into math courses using the
following, but not limited to, placement criteria:
• Grade 8 math course and grades.
• Successful completion of HS math prerequisite
requirements.
• CAASPP math score.
• Challenge test (optional).
Per Board Policy 6152.1, if you and your child do not
agree with the math course in which your child has been
placed, you have the right to appeal the decision within
5 school days of the initial placement. If you choose to
appeal, the following steps must be taken:
Within ve school days of initial placement, contact your
child’s school administration, in writing, with your decision
to appeal. The school administration has ve school days
to respond to the appeal and make a nal decision.
If you do not agree with the site administration’s
decision, a further appeal, in writing, can be made to
the Secondary Education Department. The Secondary
Education Department has ve school days to respond
to the appeal and make a nal decision. If you have
questions about this information, please contact your
child’s school administration.
Social Emotional Learning
Social and emotional learning (SEL) is the process
through which all young people and adults acquire
and apply the knowledge, skills, and attitudes to
develop healthy identities, manage emotions and
achieve personal and collective goals, feel and show
empathy for others, establish and maintain supportive
relationships, and make responsible and caring
decisions. SEL advances educational equity and
excellence through authentic school-family-community
partnerships to establish learning environments and
experiences that feature trusting and collaborative
relationships, rigorous and meaningful curriculum and
instruction, and ongoing evaluation. SEL can help
address various forms of inequity and empower young
people and adults to co-create thriving schools and
contribute to safe, healthy, and just communities.
SEL programming is based on the understanding
that the best learning emerges in the context of
supportive relationships that make learning challenging,
engaging, and meaningful. Social and emotional
skills are critical to being a good student, citizen, and
worker. Many risky behaviors (e.g., drug use, violence,
bullying, and dropping out) can be prevented or
reduced when multiyear, integrated eorts are used
to develop students’ social and emotional skills. This is
best done through eective classroom instruction and
practice opportunities, student engagement in positive
activities in and out of the classroom, and broad parent
and community involvement in program planning,
implementation, and evaluation.
Eective SEL programming begins in preschool and
continues through high school.
Elk Grove Unied has adopted the 5 core SEL competencies from the Collaborative for
Academic and Social Emotional Learning (CASEL):
• Self-awareness: the ability to understand one’s
own emotions, thoughts, and values and how they
inuence behavior across contexts. This includes the
capacity to recognize one’s strengths and limitations
with a well-grounded sense of condence and purpose.
• Self-management: the ability to manage
one’s emotions, thoughts, and behaviors eectively
in dierent situations and to achieve goals and
aspirations. This includes the capacity to delay
gratication, manage stress, and feel motivation and
agency to accomplish personal and collective goals.
1312
• Social awareness: the ability to understand
the perspectives of and empathize with others,
including those from diverse backgrounds, cultures,
and contexts. This includes the capacity to feel
compassion for others, understand broader
historical and social norms for behavior in dierent
settings, and recognize family, school, and
community resources and supports.
• Relationship skills: the ability to establish and
maintain healthy and supportive relationships
and to eectively navigate settings with diverse
individuals and groups. This includes the capacity to
communicate clearly, listen actively, cooperate, work
collaboratively, navigate settings with diering social
and cultural demands and opportunities, provide
leadership, and seek or oer help when needed.
• Responsible decision-making: the ability
to make caring and constructive choices about
personal behavior and social interactions across
diverse situations. This includes the capacity to
consider ethical standards and safety concerns,
and to evaluate the benets and consequences of
various actions for personal, social, and collective
well-being.
Elk Grove Unied has adopted two curricula for the
instruction of Social Emotional Learning: Character
Strong (also called PurposeFULL people in Elementary
schools) and Second Step. Each school site was given a
set of criteria to guide their decision in which curriculum
to use at their site.
Comprehensive Sexual Health Education
Every year our schools oer a unit of Comprehensive
Sexual Health and HIV Prevention education to students
in grades 5, 7, and 9. Our Comprehensive Sexual Health
curriculum addresses the goals of the California Healthy
Youth Act pursuant to Education Code 51930-51939,
including providing students with the knowledge and
skills necessary to protect them from risks presented by
sexually transmitted infections, unintended pregnancy,
sexual harassment, sexual assault, sexual abuse, and
human tracking and to have healthy, positive, and
safe relationships and behaviors. Our educational
program also promotes students’ understanding of
sexuality as a normal part of human development and
their development of healthy attitudes and behaviors
concerning adolescent growth and development, body
image, gender, gender identity, gender expression,
sexual orientation, relationships, marriage, and family.
Instruction is medically accurate, unbiased, age-
appropriate, and inclusive of all students. The curriculum
is monitored by the District’s Comprehensive Sexual
Health Education Advisory Committee.
Comprehensive Sexual Health instruction encourages
abstinence and acknowledges the family as an important
contributor to the student’s education. We encourage
students to communicate with parents, guardians, or other
trusted adults about human sexuality.
Comprehensive Sexual Health is taught by school
district personnel in both elementary and secondary
grades. Students complete a series of lessons in 5th
grade, Science 7/Life Science in Middle School, and
Health in High School.
Parents/guardians have the right to preview all
materials presented in the classroom under state
law and to request a copy of the California Healthy
Youth Act. Adopted instructional materials can
be accessed online at https://sites.google.com/
egusd.net/comprehensive-sexual-health/curriculum.
Additional inquiries may be addressed by emailing
Parents will be notied at least two weeks before
Comprehensive Sexual Health instruction in their child’s
class begins. Under state law, a parent or guardian of a
pupil has the right to excuse their child from all or part of
comprehensive sexual health education, HIV prevention
education, and assessments related to that education
through a passive consent (“opt-out”) process. A request
for your child to be excused must be submitted to the
school in writing prior to instruction. The request only
covers the current school year. [E.C. 51938]
Dissection of Animals
The dissection of animals is sometimes a component
of District science classes. When a student or parent
objects to participation in a dissection project, an
alternative education assignment can be substituted
if the teacher believes the alternative is adequate.
Alternative options require a comparable amount of
time and eort but must not be more arduous than the
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original project. The school requires a signed note from
a parent or guardian indicating your child’s objection.
[E.C. 32255 et seq.]
Notication of Films, Videos, Digital Media
Content, and Television Shown at School
Board policy emphasizes a parent’s right to decide what lms,
videos, digital media content, and television a student may
view. Under Board Policy 6162.1:
• We limit the types of lms shown and emphasize
communication with parents.
• A District-wide review committee composed of parents,
teachers and administrators must approve any movie rated
PG-13 that a teacher wishes to show to students in grades
6-8. Any movie rated R that a teacher wishes to use with
students in grades 9-12 also must receive approval from
the committee. The teacher must show a valid connection
between the movie and the curriculum.
Movies that fall under the policy that teaches plan to show
appear in the course syllabus. The syllabus includes a form
to withhold parent permission. Copies of the syllabus will
be available during Back-to-School nights and sent home
with students.
Teachers send home a notice before showing a movie
approved by the committee. A form to withhold parent
permission will be included. Parents shall be informed
in writing if controversial or sensitive media is used for
student viewing, regardless of Motion Picture Association
of America (MPAA) lm rating.
Parents who wish to withhold permission for students in
grades 6-8 to see PG-13 movies or for students in grades
9-12 to see R-rated movies for the entire school year should
complete the “opt-out” form that comes home with students
during the rst weeks of school.
Students may decline to view a lm approved by our
committee, even without a signed form from a parent.
A parent may schedule an appointment to preview an
“R” or “PG-13” District-approved video to be shown in
their child’s classroom by contacting the teacher. Any
students who do not view a movie will be entitled to an
appropriate and comparable alternative assignment.
• No movies rated X or NC-17 by the motion picture
industry are shown at any grade level.
• No movies rated R may be shown to students in
grades K-8.
• No movies rated PG-13 may be shown to students in
grades K-5.
• Movies covered by Board Policy 6162.1 are those rated
PG-13 for grades 6-8 and rated R for grades 9-12.
• R-rated videos are not assigned as homework or extra
credit in grades 9-11.
• Any R-rated video approved for grade 12 homework
or extra credit may only be used for that purpose.
Student Use of Technology
The Elk Grove Unied School District (EGUSD) recognizes
that technology owned or otherwise provided by the district
as necessary for instructional purposes, including network
and Internet services oers a wide variety of opportunities
to further educational goals and objectives and therefore
provides technology services and network access to its sta
and students. Access to these vast resources and information
is an educational opportunity requiring responsible use
by each individual. As such, every EGUSD user should
act in an ethical and legal manner consistent with district
goals and objectives and should conform to educationally
appropriate use. Please reference Board Policy 6163.4 for
complete information.
Users of EGUSD technology and network services should
remember that the level of condentiality on district-owned
computers may not be the same as that expected when using
personally owned equipment or Internet services. Electronic
communications, les and Internet records may be examined
for educational and administrative purposes and to verify
that acceptable use guidelines are being followed.
EGUSD has taken reasonable steps to ensure that
technology services and network use is primarily for
activities that support district goals and objectives.
While EGUSD has deployed Internet content ltering
technology in the interest of keeping harmful and
inappropriate content from being accessed, Internet
content ltering is not perfect and it may be possible for
users of the Internet to access information that is intended
for adults. Likewise, computer security cannot be made
perfect and it is possible that a determined user can make
use of computer resources for inappropriate purposes.
EGUSD believes that the benets of Internet access in
the form of information resources and opportunities for
collaboration far exceed any disadvantages. Ultimately,
parent(s) and guardian(s) of minors are responsible for
setting and conveying the standards that their child or
ward should follow.
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The use of the EGUSD technology, network services,
and the Internet is a privilege permitted at the district’s
discretion and is subject to the conditions and restrictions
set forth in applicable Board policies, administrative
regulations, and the Acceptable Use Agreement. EGUSD
reserves the right to suspend access at any time, without
notice, for any reason, or revoke access at any time for
inappropriate conduct. The use of the Internet, network,
and technology services are strictly limited to educational
purposes. EGUSD expects all students to use technology
responsibly in order to avoid potential problems and
liability. EGUSD may place reasonable restrictions on the
sites, material, and/or information that students may access
through EGUSD technology services and network. Each
student authorized to use EGUSD technology services
and network and their parent/guardian shall sign this
Acceptable Use Agreement as an indication that they have
read and understand the agreement online via Synergy.
INAPPROPRIATE TECHNOLOGY/NETWORK/ON-LINE CONDUCT INCLUDES, BUT IT NOT LIMITED TO:
• Using EGUSD technology or network services for
illegal activities, including unauthorized installation,
use, storage, or distribution of copyrighted software or
materials in violation of copyright laws.
• Unauthorized installation or use of any software or
hardware not belonging to, or properly licensed by
EGUSD (e.g., games, applications, operating systems,
“shareware”, computer components, and peripherals).
• Accessing, posting, submitting, publishing or displaying
harmful or inappropriate matter that is threatening,
libelous, defamatory, obscene, disruptive, sexually
explicit, or that could be construed as harassment or
disparagement of others (“cyber bullying”) based on
their race/ethnicity, national origin, gender, sexual
orientation, age, disability, religion or political beliefs.
(Penal Code Section 313(a).)
• Bullying, harassing, intimidating, threatening other
students, sta, or other individuals.
• Using EGUSD technology or network services for
private business, commercial enterprise, or for political
activities.
• Use of another individual’s name, user account, or
password.
• Allowing another user access to my account, sharing
electronic account passwords, leaving passwords
available in obvious locations, or leaving “signed on”
or “logged on” computers unattended.
• Disclosure, use, or dissemination of personal
identication or “contact information” (of another
student, sta member, or other person) when using
electronic communication. (Students are cautioned
not to disclose personal information by any means to
individuals located through the Internet without the
permission of sta members and are urged to discuss
on-line privacy issues with their parents or guardian.
Personal information includes the student’s name,
address, telephone number, Social Security number,
or other individually identiable information.)
• Reading or accessing other users’ electronic mail,
chat messages or les. (Collaborative eorts will have
appropriate and identied locations and/or resources
for sharing les and information.)
• Attempting to interfere with other users’ ability to
use technology resources, send or receive electronic
mail, deleting, copying, modifying, or forging other
users’ mail or les.
• Sending or exchanging messages that are
inconsistent with school or district policies, or this
Acceptable Use Agreement.
• Using encryption, encoding, or passwords
to deliberately conceal or hide email or les.
• Distributing electronic media les in a manner that
is likely to cause network congestion or signicantly
hamper the ability of other people to access and use
the system (e.g., downloading extremely large les;
sending/distributing mass electronic messages or
chain letters; downloading of video and audio les
not directly related to district goals; excessive chat or
instant message use for non-educational purposes).
• Intentionally uploading, downloading, or creating
malware.
• Attempting to vandalize, harm, intentionally disrupt,
tamper with, intercept, or destroy EGUSD technology,
district operations, equipment, data, or materials
including use and/or possession of “hacking” tools.
• Attempting to bypass, circumvent, or disable: network
security, virus protection, or Internet content ltering;
including, but not limited to
the use of Internet anonymizers to disguise
user/computer origin or content.
• Manipulating the data of another user,
school, or EGUSD resource.
• Unauthorized access to servers, computer systems,
or network equipment.
• Use or connection of any person (non-district)
equipment to the EGUSD network.
• Engage in or promote any practice that is unethical
or violates any law, Board policy or administrative
regulation, or this Acceptable Use Agreement.
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EGUSD Chromebook Agreement
EGUSD provides Chromebooks for all students in
grades 1-12. Chromebooks have become critical for
instruction and are to be treated like instructional
materials. Students are to bring Chromebooks to
and from school every day, just like books. It is the
responsibility of the student to ensure the Chromebook
is fully charged each day. As with any borrowed
school property (textbook or sports equipment),
the Chromebook checked out to the student is the
responsibility of the legal parents/guardians and
the student to ensure the safety and security of the
device at home. In instances of non-normal wear and
tear, the family may be charged for repairs and/or
replacement. The legal parents/guardians and the
student are responsible to work with the school site to
recover the cost of repair or replacement (BP 6163.4
and AR 5125.2). When directed by the school site or
prior to unenrolling a student from the District, the
Chromebook must be returned in similar condition to
which it was received.
Web & Social Media Page Creation
Access to the Internet through our network and creation
of a web page using our network or server and as part
of the educational program is a limited forum, similar
to the school newspaper, and the District will exercise
its rights within the law to regulate speech within that
forum. District administration, building principals, and
classroom teachers may restrict speech that is obscene,
libelous, slanderous, or likely to incite students. Any
language that creates a clear and present danger to
the operation of the schools, or otherwise interferes
with the educational mission of our District, also may
be restricted. [Education Code Section 48907] The
District will not restrict a student’s speech on the basis
of a disagreement with the opinions a student expresses.
Web pages are dened as actual HTML pages, blog
pages, portal entries or other representation/depiction
on the World Wide Web.
The following guidelines must be followed when sta
design web pages for display, use web pages on the
Internet in connection with their work, or post or allow
the posting of student web pages or student work:
• Web pages must support course objectives and be
educationally informative.
• First and last names of students, without photos,
may be posted to a district web page or ocial
social networking web page, unless the student has
an opt-out form on le requesting that their photo
or name not appear on web pages.
• Images (photos, videos, etc.) of students without
names may be posted to a district web page or
ocial social networking web page, unless the
student has an opt-out form on le requesting that
their photo or name not appear on web pages.
• To post images of students with their rst and last
name on the district website or ocial social media
pages, parent/guardian written permission must be
obtained rst.. The page also must be approved by
an administrator.
• Administrator approval must be obtained before
a video is posted containing students and before a
video conferencing session involving students begins.
Videos are required to follow the same guidelines in
using names and student images.
• Student work may be published on a web page if
both the student and their parent/guardian provide
written permission.
• Electronic student newspapers are required to
follow the same requirements.
• Students’ mailing addresses, email addresses, and/
or phone numbers shall not be posted in any public
web space or private web space unless parent/
guardian written permission is obtained before the
information is posted. One exception to this is in the
case of Technology Services and Superintendent’s
Cabinet approved Application Service Providers
(ASP’s). Student data may be loaded or transferred
to an ASP system in order to meet district or school
needs if the application/system, the ASP vendor,
and associated security measures have been
approved by the Superintendent’s Cabinet and
Technology Services.
• Any use of copyrighted material or the intellectual
property of others on ocial websites/pages must
be authorized in advance by the owner of the
material or permitted by applicable law (e.g., fair
use of educators). Social media web pages and
blogs which allow commenting are required to be
moderated.
SOCIAL MEDIA
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• Material placed on a District web page is expected to meet academic standards of proper spelling, grammar, and
accuracy of information. The following shall be adhered to regarding Student Web Pages:
—
Students will receive instruction on the design
of web pages.
—
A teacher or administrator may authorize the
posting of student web pages (and/or student
work) that support course objectives or are
educationally informative on an Elk Grove Unied
School District web page if student and parent/
guardian written permission is obtained before posting.
Additionally, any student work that contains photos or
videos of other students must comply with requirements
of this regulation prior to posting.
Digital Citizenship
We are committed to ensuring that all students learn what it means to be good digital citizens. With that in mind, we
have adopted curriculum and programs to support students in making good choices in their use of social media, and
to empower them to act responsibly, safely, and ethically online.
The following information includes details about some of the actions we have taken to keep our children safe in their
online communities:
• Incorporating cyberbullying resources into the
District’s Anti-bullying Initiative.
• Facilitating Digital Citizenship workshops
for families through the EGUSD Family and
Community Engagement Department.
• Maintaining an internet ltering solution
designed to comply with Children’s Internet
Protection Act (CIPA) guidelines.
• Managing a Digital Citizenship website with
extensive resources to help parents and children use
the internet safely, eectively and ethically. blogs.
egusd.net/digitalcitizenship
• Oering professional development for sta on
the skills necessary to make safe, lawful and
appropriate use of the internet in an educational
environment.
• Providing District-approved digital citizenship/
internet safety curriculum for grades K-12.
Mobile Communication Devices
“Mobile Communication Device” means any portable
electronic device capable of transmitting or receiving
data in the form of a voice, text message, or capable
of accessing the Internet (“Mobile Communication
Device”). The Governing Board recognizes that the use
of Mobile Communication Devices, including cell phones,
smartphones, smart watches, earbuds, or other like
devices, and District issued devices on campus may be
benecial to student learning and well-being, but can
also be disruptive of the instructional program in some
circumstances. The Board permits limited use of Mobile
Communication Devices on campus in accordance with
law and the following policy.
When a student uses a Mobile Communication Device
in an unauthorized manner, the student may be subject
to behavior interventions, including up to formal
discipline, and a district employee may conscate the
device. Unauthorized use includes but is not limited
to the use of a camera, video, or voice recording to
function in a way or under circumstances which infringe
upon the privacy rights of others. [E.C. 51512]
A school administrator may search a Mobile Communication
Device in accordance with BP/AR 5145.12—Search And
Seizure, if they have a reasonable suspicion that a search of a
student’s Mobile Communication Device will turn up evidence
of the student’s violation of the law or school rules.
A student may also be subject to discipline, in
accordance with law, Board policy, and administrative
regulation for on-campus or o-campus use of a Mobile
Communication Device which poses a threat or danger
to the safety of students, sta, or district property,
1918
constitutes threats, bullying, or harassment of students
or sta in way that impacts the school environment,
or substantially disrupts school activities or the school
environment. (BP/AR 5131 – Conduct, BP/AR 5144.1 —
Suspension And Expulsion/Due Process)
The Superintendent or designee shall inform students that
the district will not be responsible for a student’s Mobile
Communication Device which is brought on campus or to
a school activity and is lost, stolen, or damaged.
The Superintendent or designee shall prepare regulations
for the administration of this Board Policy.
Alternative Schools
California state law authorizes all school districts to provide for alternative schools. Section 58500 of the Education
Code denes alternative school as a school or separate class group within a school which is operated in a manner
designed to:
• Maintain a learning situation maximizing student
self-motivation and encouraging the student in his own
time to follow his own interests. These interests may be
conceived by him totally and independently or may
result in whole or in part from a presentation by his
teachers of choices of learning projects.
• Maximize the opportunity for students to develop
the positive values of selfreliance, initiative, kindness,
spontaneity, resourcefulness, courage, creativity,
responsibility, and joy.
• Maximize the opportunity for teachers, parents and
students to cooperatively develop the learning process
and its subject matter. This opportunity shall be a
continuous, permanent process.
• Maximize the opportunity for the students, teachers,
and parents to continuously react to the changing
world, including but not limited to the community in
which the school is located.
• Recognize that the best learning takes place when the
student learns because of his desire to learn.
In the event any parent, pupil, or teacher is interested in further information concerning alternative schools, the county
superintendent of schools, the administrative oce of this district, and the principal’s oce in each attendance unit
have copies of the law available. This law particularly authorizes interested persons to request the governing board of
the district to establish alternative school programs in each district.
Our Alternative School Programs
• Jessie Baker School (K-Adult Transition Program/ATP)
• Calvine High School (9-12)
• Elk Grove Unied Charter School (7-12)
• Rio Cazadero High School (9-12)
• William Daylor High School (9-12)
Individualized Instruction
If your child has a temporary disability preventing him/her from attending regular class, the District will provide
alternative instruction when possible. [E.C. 48206.3, 48208, 48980 (b)]
EGUSD Independent Study Program (ISP)
Our Independent Study Program (ISP) is an
educational program that provides instruction
based on the state-adopted content standards by
certicated teachers. Parents or guardians may select
an instructional program that best suits their child’s
needs and should contact their home school’s principal
to inquire about an ISP program available at Las
Flores: Las Flores High School (9-12) and the EGUSD
Virtual Academy (K-8).
ALTERNATIVE SCHOOLS
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Expanded Learning
The California Department of Education denes expanded learning to mean before school, after school, during the
summer, or intersession learning programs that focus on developing the academic, social, emotional, and physical
needs and interests of pupils through hands-on, engaging learning experiences. It is the intent of the Legislature that
all Expanded Learning programs are pupil-centered, results-driven, include community partners, and complement —
but do not replicate —learning activities in the regular school day and school year.
Current Expanded Learning Afterschool Programs in EGUSD
The After School Education and Safety (ASES), 21st
Century Community Learning Centers (21st CCLC), and
After School Safety and Enrichment for Teens (ASSETs)
Programs are state and federally funded expanded
learning programs. Grants are administered by the
California Department of Education and are intended to
provide safe and educationally enriching alternatives for
children and youth during non-school hours.
The Expanded Learning Opportunities Program
(ELO-P) provides additional funding to support before
and after school programs, extended summer oerings,
and intersessional programs for students in grades TK-
6. The funding, authorized by AB 130, has enabled the
District to expand before and after school programs
for grades 1-6 to all elementary sites and will enable
additional opportunities for transitional kindergarten
(TK) and kindergarten over the next few years. Parents
are encouraged to speak with their school about
expanded learning opportunities.
The ASES, 21st CCLC, ASSETs and ELO-P programs
are Expanded Learning Programs designed to assist
Elk Grove students and families after school and/or
during the summer. This involves a partnership between
home and school for the academic success of students
and for the benet of the entire family.
• Educational and Literacy Component that
includes tutoring/ homework assistance in the
core subjects (language arts, math, history/
social science, and science).
• Educational Enrichment Component that
oers students engaging activities in a
variety of areas which may include visual
and performing arts; physical activity;
career technical education; prevention and
intervention strategies; science, technology,
engineering, and math; and more.
• Nutritious snacks or meals oered daily that
meet requirements in CA Education Code
Section 49430.
• Programs are designed to assist TK through
12th grade students and their families by
providing students with a place to study and
learn after the school day while supporting
family involvement with their student’s
education. After school programs have
been in operation since 2002 in our District
and have become part of our educational
structure. ASES/21st CCLC/ASSETs
Expanded Learning Programs are located at
17 elementary, 3 middle schools, and 3 high
schools that serve low income neighborhoods
and ELO-P programs operate on all
elementary campuses.
THERE ARE SEVERAL COMPONENTS IN THESE GRANT
AND STATE-FUNDED EXPANDED LEARNING PROGRAMS:
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ELK GROVE ADULT AND
COMMUNITY EDUCATION
(EGACE)
Elk Grove Adult and Community Education (EGACE)
Elk Grove Adult and Community Education (EGACE) has a long history of oering quality education and workforce
development programs for adults eighteen years or older.
EGACE oers classes in English as a Second Language (ESL), High School Diploma, High School Equivalency,
Career Technical Education (CTE), Adult Basic Education (ABE), Workforce Training and Always Learning
community education. With our program you can:
• Earn your high school diploma or GED®
• Brush up on your reading, writing, speaking, math, or
computer skills to prepare for college, career training,
or a job by taking our Academic, College and Career
Preparation classes.
• Take English as a Second Language classes from
beginning to advanced levels at the EGACE main
campus.
• Prepare for your naturalization interview with
EGACE citizenship preparation classes.
EGACE is home to Sacramento Works Job Center, South County. Job Center services range
from basic to individualized job coaching that meet each individual’s unique employment
needs. Job Center Services include:
• Individualized and basic employment services
• Refugee support service
• Youth Employment services (18-24 years old)
• Job search and application assistance
• Free walk-in typing and alphanumeric/data
entry tests
• Employer hiring events
• Computer lab with ability to upload,
scan, fax and copy documents
• Short term nancial assistance
(to those who qualify)
• On site access to CA Department of Human
Assistance (DHA), CA Department of
Rehabilitation (DOR) and Veteran Services
• For more information,
visit https://egace.egusd.net/
or in person at: 8401-B Gerber Road,
Sacramento, CA 95828
Phone: (916) 686–7717
E-mail: [email protected]
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STUDENT PROGRAMS
AND SERVICES
Services to Students With Disabilities
If you have reason to believe your child (ages 0
to 21) has a disability requiring special services or
accommodations, you should inform school ocials.
Your child will be evaluated to determine whether he/
she is eligible for free special instruction or services. The
District wants to locate, identify and assess all children
with disabilities whether homeless, wards of the state or
enrolled in public or private schools. [E.C.56020 et. seq.,
56040, 56301; 20 U.S.C. 1412; 35 C.F.R.300.111]
Early Childhood and Pre-Kindergarten
Education Programs
We are committed to providing opportunities for
pre-kindergarten early childhood education by
oering several programs that help 3 and 4-year
old children get ready for transitional kindergarten
and kindergarten. The programs are funded from
dierent sources including Head Start and California
Department of Education (state preschool) with
requirements varying based on the funding source.
Head Start, Title I, and State Preschool programs are
free to income eligible families with the submission of
income documentation and all necessary documents.
Through our partnership with First 5 Sacramento, the
district provides parent education and playgroups for
children 0-3 years old. Champions and CDI are fee
based Preschool programs. Parent-Child Playgroups
is a parent participation program for family members
and children from ages 0–3 years old that is free and
funded through the First 5 Sacramento partnership.
Title I Program
Title I is a federal program that provides additional
funding and support to lower income schools to assist
students in attaining prociency on state academic
standards and assessments. We support many important
strategies for student success with Title I funds, including
preschool, after school instruction, academic intervention,
professional development, parent involvement and
education, and the homeless student program. For more
information on Title I, you may contact your child’s school
or School Improvement Support at (916) 686-7712.
English Learner Program (EL)
Our goal is to prepare all students for a successful
college and career experience after high school
graduation. To support the unique needs of English
learners (EL) toward this goal, legally mandated
designated and integrated English Language
Development (ELD) instruction is provided to all TK-12
EL students in our district. The focus of the instruction
is on language acquisition through the use of the
CA English Language Development Standards and
evidence-based instructional strategies proven successful
and dierentiated for each student’s level of English
language prociency in speaking, listening, reading, and
writing. While developing uent English language skills,
all EL students receive instructional support in learning
the core content of their particular grade level. Parents
or students who would like more information regarding
their school’s ELD program may contact their school
administrative oce.
Structured English Immersion (SEI)
Students who score at less than reasonable uency
receive an SEI program of instruction and are taught
overwhelmingly in English. Some assistance may be
provided in the primary language. Students are taught
ELD and other core subjects by authorized teachers
using district adopted textbooks and supplementary
materials. Instruction is based on ELD and grade-level
content standards.
English Language Mainstream (ELM)
Students who score at reasonable uency in English
receive an ELM program of instruction. They are taught
ELD and other core subjects by authorized teachers using
district adopted textbooks and supplementary materials.
Instruction is based on ELD and grade-level content
standards. Students receive any additional instruction
needed for classication as uent English procient.
English Fluency Level Parent Communication Parents
are notied annually of their child’s English uency
level and program placement. For more information,
please contact your school site principal, EL
Coordinator or the Department of English Learner
Services at (916) 793-2953.
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Parents may request the language acquisition program
that best suits their child. (EC § 310(a).)
If a preferred program is not oered by the school,
parents may make a request to establish a new
language acquisition program using the form below.
If the school receives a sucient number of requests,
the school will review the feasibility of the request and
provide a response to the school community. Parent/
guardians or school district employees on behalf of
parents of our students, in compliance of California
Proposition 58: Education for a Global Economy,
can enter their request at https://goo.gl/forms/
TfpMQlgKdeXE9AD42.
Interpreting services for school-related issues are
provided for parents of English Learners. For more
information, please check with your school site principal
or EL Coordinator.
Native American Education Program
The Native American Education Program provides
supplementary education services for eligible Native
American and Alaska Native students. These services
include academic assistance; presentation of Native
American cultural classes during the regular day, after
school, and during summer; college/career sessions and
information; outreach to students who have not met
grade level requirements and are at risk of retention;
and family engagement. For more information,
please call the Educational Equity Department at
(916) 831-2041, email [email protected]t, or visit
the Native American Education Program webpage.
FOSTER YOUTH SERVICES
O
ur Foster Youth Services (FYS) Program strives to address the unique educational needs of youth in foster
care by working collaboratively with youth, caregivers, schools, placement agencies, and other service
providers. Youth in foster care are likely to suer interruptions and gaps in education primarily because of abuse
or neglect that resulted from complex family, social, and environmental conditions out of their control. Foster
youth often experience multiple changes in home placements and interruptions in school.
To address the needs of students in foster care, our FYS program provides:
• Assistance with immediate enrollment and timely transfer of school records;
• Academic support and tutorial services, as funding permits;
• Educational case management services and access to school and community resources;
• Independent living skills workshops, resources, eld trips, and transitional support;
• A single point of contact for families, agencies, and schools working with students in foster care.
For more information about our Foster Youth Services Program, please contact the FYS Program Specialist at
(916) 686-7568 or [email protected].
Since 2004, California legislation has enacted educational provisions that promote school stability and success
for children and youth in foster care. As a guiding principle, all educational and school placement decisions for
foster youth shall be made to ensure that each student:
• Has the opportunity to meet the samçe academic achievement standards to which all pupils
are held; Is placed in the least restrictive educational programs;
• Has access to the academic resources, services, extracurricular and enrichment activities
as all other pupils [E.C. 48850]
2322
FOSTER YOUTH
The following is a summary of California Education Code related to students in foster care:
• Right to remain in “school of origin”
[E.C. 48853.5]
—
Students have the right to stay in the same
school after they move to a new foster care
home.
—
The “school of origin” can be:
The school attended when you rst
entered foster care;
The school most recently attended; or
Any school attended in the last 15 months
that the student feels connected to.
If transitioning from elementary school to middle school
or from middle school to high school, students have the
right to transition to the same school as their classmates.
If there is any disagreement about which school the
student will attend, they have the right to stay in their
school of origin until the disagreement is resolved.
• Right to immediate enrollment in school
[E.C. 48853.5] Students have the right to
immediately enroll in school and begin
attending classes, even if they do not have the
paperwork normally required for enrollment
(such as birth certicate, transcript, or IEP) or
did not check-out from their previous school.
Education records must be sent within two
business days to the new school after receiving
a school records transfer request.
• Right to partial credits for high school students.
[E.C. 51225.2]
• If the student changes schools during the school
year, they have a right to partial credits in all
classes that they are passing. The new school must
accept the partial credits issued by the previous
school. After changing schools, students have
the right to enroll in the same or similar classes
at their last school. Schools cannot require a
student to retake a class or part of a class that
they have already completed with a passing
grade, if it would make them o-track for high
school graduation. Students have the right to
take or retake any class that they need to go
to a California State University or University of
California. Grades cannot be lowered because of
absences related to a court hearing, placement
change, or a court-related activity.
Foster Youth Graduation Rights [E.C. 51225.1]
• Students have the right to stay in high school
for a fth year to complete district graduation
requirements, even if they are over 18.
• If a student is behind on credits, and they
transferred schools after 10th grade, they may
be eligible to graduate under AB 167/216 by
completing only the state graduation requirements
instead of the school district’s requirements.
• If the student is determined eligible, the decision
of whether to graduate under AB 167/216 is
made by the student’s education rights holder.
Foster Youth School Discipline Rights [E.C. 48853.5]
• The student’s attorney and social worker must be
notied of all suspensions, extension of suspension
meetings, manifestation determination meetings,
involuntary transfers, expulsion hearings, and
removals from charter schools.
• The student’s attorney and social worker must
be invited to a meeting before a suspension
can be extended beyond 5 days.
• If the student is in special education, the
student’s attorney and social worker must
be invited to a manifestation determination
meeting to decide whether the behavior was
related to the student’s disability.
• If the student is facing a possible expulsion, the
student’s attorney and social worker must be
notied.
• At a formal hearing, the student has the right
to be represented by an attorney before being
expelled.
2524
Foster Youth Right to School Records [E.C. 49076]
• The student’s social worker/probation ocer and
education rights holder can access school records.
• The student’s Foster Family Agency, Short-Term
Residential Treatment Program, or caregiver who
has direct responsibility for the care of the student
can access school records.
Homeless Education Program
Children and youth who are experiencing homelessness
are entitled to equal access to the same free and
appropriate public education provided to all children
and youth. The District serves students identied as
homeless under the federal McKinney-Vento Homeless
Assistance Act through the EGUSD Student and
Family Empowerment Oce (SAFE). Students may be
eligible for special assistance and services if they lack
a xed, regular, and adequate nighttime residence,
such as staying in a hotel/motel or shelter; sharing a
house or apartment with others due to loss of housing,
economic hardship, or a similar reason; or living in a
car, campground or recreational vehicle. This includes
students who are unaccompanied youth not in the care
or custody of a parent or guardian and runaways.
In order to remove barriers and reduce the hardships
students who are experiencing homelessness face,
Student and Family Empowerment Oce (SAFE) sta
may provide or assist with the following:
• Enrollment assistance—determine school of
residence and school of origin; assist with gathering
and transferring records; make appropriate
placements and mediate disputes regarding
enrollment of homeless students.
• Direct services—provide backpacks, school supplies,
hygiene items, and clothing.
• Case management—serves as liaison with schools
and other service providers; provides information
on educational options and community resources,
including shelters, housing programs, food closets,
public assistance, health and mental health care,
and other programs and services based on the
unique needs of students and families.
• Academic support—notify school counselors of
students eligible for a Graduation Exemption
determination and/ or FAFSA/CADAA homeless
verication letter, expedite assessments, and refer to
available tutoring and school counseling services.
• Transportation—homeless students whose
nighttime residence is outside the attendance
area of their school of origin may be provided
with transportation to and from school. Such
transportation may include bus passes or mileage
reimbursement.
If, during the school year, a student becomes homeless,
the student may continue in the school of origin for the
remainder of the school year and through the duration
of their homelessness.
Additional State Laws Regarding Homeless Students
California State Law AB 1806 contains mandates with regards to partial credit, expulsions, and modied graduation
requirements under certain circumstances for youth experiencing homelessness. This bill requires a school district to
exempt a homeless student from coursework and other requirements that are in addition to statewide requirements
when a student changes schools due to homelessness after their second year of high school and cannot reasonably
complete the District requirements by the end of their fourth year as determined by the district. A student who is
eligible for the graduation exemption and their educational rights holder must:
• Attend a Graduation Exemption Determination Meeting with the school counselor and obtain the signatures
of the student, educational rights holder, school counselor, principal, and the District’s homeless liaison on the
Graduation Exemption Determination form, indicating all who have signed agree to the alternative graduation
plan and documenting the student and educational rights holder have been informed of how the alternative plan
will aect admission to postsecondary schools.
• Be informed of the option to remain in school for a 5th year, and how staying the 5th year will aect
postsecondary school admission.
2524
California State Law SB 177 requires the immediate
enrollment of homeless children and youth, deems
homeless students to meet residency requirements for
interscholastic sports immediately upon enrollment
and requires public notice of the educational rights of
homeless children and youth are distributed in schools.
California State Law AB 1068 gives unaccompanied
youth age 14 and over the right to access and consent
to disclose their school records and extends these
rights to caregivers who enroll students in school
using California’s caregiver authorization adavit.
In addition, AB 1068 prevents schools from releasing
directory information of students experiencing
homelessness, unless a parent/guardian expressly
consents.
California State Law SB 445 permits students whose
homeless status changes during the school year so that
they are no longer homeless to remain at their school
of origin for a specied time: high school students may
continue in their school of origin through graduation
and students in grades kindergarten and 1-8 may
continue in their school of origin through the duration
of the academic year.
California State Law AB 309 pertains to the CalFresh
Supplemental Nutrition Assistance Program (SNAP)
and claries that there is no minimum age requirement
for unaccompanied homeless youth to apply.
California State Law AB 652 claries that a child/youth
who is homeless or an unaccompanied minor, is not, in
and of itself, a sucient basis for reporting child abuse
or neglect, as dened by the McKinney-Vento Act.
These laws and the District’s programs serving homeless
children and youth focus on student support, safety,
school stability, academic progress and graduation.
Homeless Student Questionnaire and
Website Posting Requirements
AB 27 and SB 400 require school districts to annually
administer a housing questionnaire, developed by
the California Department of Education (CDE), to
parents and to unaccompanied youths. The EGUSD
housing questionnaire is translated into the District’s
primary languages for parents, guardians, and/or an
unaccompanied youth, and hard copies of the housing
questionnaire will be made available. A sample copy
of the EGUSD Housing Questionnaire is included
in this handbook’s Appendix and on the District’s
website. Elk Grove Unied must collect the completed
housing questionnaires and annually report to the
CDEthe number of enrolled homeless students and
unaccompanied youths.
Homeless Enrollment Dispute Resolution
Process
Complaint forms are available at the school, but the
form need not be used to make a complaint. Homeless
students are to be maintained in their school of origin
whenever feasible, unless the parent prefers the student
attend their school of residence. If a dispute arises over
school selection or enrollment in a particular school, the
student shall be immediately admitted to the school in
which enrollment is sought pending resolution of the
dispute. [42 U.S.C. 11432]
If, after enrollment, it is determined that a student is
not homeless as dened in the law, the student may be
dis-enrolled and the District will follow policies in place
to address fraud.
A written explanation of the school’s decision regarding
school selection or enrollment shall be provided by the
school if a parent, guardian or unaccompanied youth
disputes a school selection or enrollment decision,
including the right to appeal. He/she shall also be
referred to the District liaison. [42 U.S.C. 11432]
The District liaison shall carry out the dispute resolution
process as expeditiously as possible after receiving
notice of the dispute. [42 U.S.C. 11432] The liaison shall
provide the parent/guardian a copy of the District’s
decision, dispute form and a copy of the outcome of
the dispute.
2726
If a parent/guardian or unaccompanied youth
disagrees with the liaison’s enrollment decision, he/
she may appeal the decision to the Superintendent or
designee. The Superintendent or designee shall make
a determination within ve working days. If the dispute
remains unresolved at the District level or is appealed,
then the District homeless liaison shall forward all
written documentation and related paperwork to the
homeless liaison at the Sacramento County Oce of
Education (SCOE).
SCOE’s homeless liaison will review these materials and
determine the school selection or enrollment decision
within ve working days of receipt of the materials and
will notify the District and parent of the decision.
If the dispute remains unresolved or is appealed,
the SCOE homeless liaison shall forward all written
documentation and related paperwork to the State
Homeless Coordinator. Upon the review of the
District, SCOE and parent information, the California
Department of Education will notify the parent of the
nal school selection or enrollment decision within ten
working days of receipt of materials.
For more information, please contact the District’s
Homeless Liaison or the nearest SAFE Center. See
contact information below:
1
Tami Silvera, Program Specialist
(916) 686-7568
SAFE (Student and Family
Empowerment) Oce
2
Eastside SAFE Center
(all schools east of Hwy 99)
—
David Reese SAFE Center
(916) 392-9081
3
Westside SAFE Center
(schools west of Hwy 99)
—
Valley SAFE Center
(916) 681-7577
EGUSD HOMELESS LIAISON
LGBTQ+ Programs and Services
The Youth Development Oce provides district-wide
support to EGUSD’s LGBTQ+ students, sta and
families. The Youth Development Oce sta facilitate
awareness building training on LGBTQ+ issues,
provide district-level coordination and support for
campus Gender Sexuality Alliance Clubs (GSA) and
other site-based LGBTQ+ programs, and consult with
EGUSD school sta on creating LGBTQ+ inclusive and
arming campuses and classrooms.
Student Success and Opportunity Act
(AB1266) and Gender Support Plans
Under the Student Success and Opportunity Act
(AB1266) students have the right to participate in sex-
segregated school programs, activities, and use facilities
consistent with their gender identity, without respect
to the gender listed in a pupil’s records. Additionally,
it is the policy of the State of California to aord all
persons in public schools, regardless of their disability,
gender, gender identity, gender expression, nationality,
race or ethnicity, religion, sexual orientation, or any
other characteristic that is contained in the denition
of hate crimes set forth in Section 422.55 of the Penal
Code, equal rights and opportunities in the educational
institutions of the state. (Education Code Section 200.)
Any student or family, regardless of age and
grade, can request a Gender Support Plan. Gender
Support Plans create shared understandings about
the ways in which the student’s authentic gender
will be accounted for and supported at school.
School sta, caregivers and the student work together
to complete the plan. Any student or family who would
like to discuss a Gender Support Plan should reach out
to their school Principal or a Counselor to request a
meeting.
If you have questions about Gender Support Plans or
any other LGBTQIA+ programs please contact the
Youth Development Oce at (916) 686-7568.
2726
STUDENT ACADEMIC
PROGRAMS
Advancement Via Individual Determination
(AVID)
AVID’s mission is to close the opportunity gap by
preparing all students for college readiness and success
in a global society. AVID is now oered at all 61 of our
comprehensive elementary, middle, and high schools,
starting the 2022-2023 school year. In addition, we
added AVID Excel to James Rutter Middle School - a
branch of the AVID system that specically focuses on
our English Learners.
AVID is an in-school academic support program for
students. In the Elementary level, AVID Elementary
students take structured notes and answer and ask
high-level questions that go beyond routine answers.
In the Secondary level, for one period a day, students
receive the additional academic, social, and emotional
support that will help them succeed in their school’s most
rigorous courses. Secondary students apply to participate
in the AVID program; if your student is interested in
participating in AVID, please check the school’s website for
the coordinators contact information.
Honors, Advanced Placement (AP) and
International Baccalaureate (IB)
Honors and AP courses are oered at the secondary level
and all students are strongly encouraged to challenge
themselves through enrollment in Honors, Advanced
Placement, or International Baccalaureate (Middle Years
or Diploma program at Harriet Eddy MS or International
Baccalaureate courses at Laguna Creek HS).
Successful completion of Honors/AB/IB may result in extra
grade point calculations on the student’s GPA and in
earning college-credit upon successful performance on AP/
IB exams. For information about the Honors, Advanced
Placement, or International Baccalaureate classes, please
contact your school principal or school counselor.
2023-2024 AP/Advanced Placement Courses
Taking AP courses in high school could give you an
advantage by letting you:
• Earn College Credit—Your AP score could earn
you college credits before you even set foot on
campus.
• Earn Advanced Placement—Your AP score can let
you skip introductory courses in college.
• Save Money and Time—Earning credit or
placement can open up time on your college
schedule or even let you graduate early.
• Stand Out to Colleges—“AP” on your high school
transcript shows colleges you’ve tackled college-
level work.
More information about 2023-24 AP/Advanced
Placement can be found at https://apstudents.
collegeboard.org/what-is-ap
Career Technical Education (CTE)
Academies, Pathways, and Programs:
EGUSD’s Career Technical Education provides
opportunities for EGUSD students to prepare for
college, career and life. CTE oers a Linked Learning
approach that integrates rigorous academics, technical
skills, relevant real-world experiences, work-based
learning opportunities, and wrap-around student
support to help students develop the 21st-century
skills and habits of mind they need to succeed after
graduation. Within a Linked Learning approach,
secondary education oers clear connections to
post-secondary education/training and purposeful
involvement of local business and industry. CTE
engages students through a blend of four Linked
Learning components:
• Rigorous Academic Study: A-G-approved
academic classes that are integrated with career
themes and work-based learning opportunities.
2928
• Relevant Career Technical Education
(CTE): A three year sequence of CTE courses related
to a career focus area featuring project and inquiry-
based curricula and such real-world experiences as
community service, interaction with business and
industry, and eld trips to colleges.
• Wrap-around Student Support: Development
of strong relationships and systems of support in the
“school-within-a-school” atmosphere of an academy,
along with critical 21st-century skills aligned with
EGUSD’s Graduate Prole.
• Work-Based Learning Opportunities:
Partnerships with local business and industry
leaders who contribute their expertise by speaking
to classes, mentoring, hosting industry tours, job
shadows and internships; and participating in
advisory meetings.
We oer Career Connected Learning in three settings: academies, pathways and satellite
programs:
• California Partnership Academy (CPA):
CPAs provide an intensive level of implementation
of Linked Learning within a small learning
environment – like a school within a school.
Academies feature cohort scheduling in order
to build a learning community among teachers
and students and support curriculum integration:
Students will be scheduled into several common
core academic and CTE courses, while teachers
may teach two or three courses within the academy.
All CPAs include at least one CTE pathway and
teachers develop cross-curricular projects around
particular career themes.
• CTE Pathways: California identies 15 CTE
industry sectors from Agriculture to Transportation.
Thirteen industry sectors are represented in
EGUSD. Each industry sector is further broken
down into more focused pathways. For example,
the Public Services Sector includes three pathways:
Emergency Response, Legal Practices, and Public
Safety. In EGUSD, a CTE pathway is a coherent,
three-course sequence of rigorous career technical
courses, commencing in tenth grade and ultimately
leading to postsecondary pathways, associate
degree, baccalaureate degree, industry-recognized
certicate, and/or professional licensure. All EGUSD
CTE pathways are aligned with a state industry
sector and pathway.
• Satellite Programs: A CTE satellite program
is a single intensive training program comprising
at least 300 hours of study. In EGUSD, CTE
satellite programs are open to 12th grade students
throughout the District. EGUSD’s Satellite
programs are typically oered at the end of the
school day or after school in order to allow students
to travel to and from their home site. Most Satellite
programs provide students with the opportunity
to earn an industry-recognized credential or early
college credits.
To explore Career-Connected Learning and EGUSD’s academies,
pathways and programs visit
https://exploreccc.egusd.net
2928
STUDENT
ASSESSMENT
All students benet from instruction guided by assessment
results (diagnostic, formative, interim, and summative) and
continuous programmatic evaluation.
Standardized Assessment and Testing
California students take several mandated statewide
tests. These tests provide parents, teachers, and
educators with information about how well students
are learning core academic skills and becoming
college ready. Teachers use this information, along with
formative, progress monitoring assessments, to help
prepare instruction based on the needs of each student.
Results are also used for local, state, and federal
accountability purposes.
ELPAC (English Language Prociency
Assessments for California)
The ELPAC is aligned with the 2012 California English
Language Development Standards. It consists of
two separate English Language Prociency (ELP)
assessments: one for the initial identication of
students as English learners (ELs), and a second for
the annual summative assessment to identify students’
English Language Prociency level and to measure
their progress in learning English. Within 30 days of
enrollment in a California school, a student who speaks
a primary language other than English, has not taken
the ELPAC before, and has not been classied before
as an English learner will be given the Initial ELPAC
Assessment, based on answers provided on the Home
Language Survey. The Initial Assessment identies
students as either an English learner who needs support
to learn English or as initially procient in English. The
ELPAC consists of four domains: Listening, Speaking,
Reading, and Writing. Parents and guardians cannot
opt their child out of the ELPAC. State and federal
laws require that all students whose primary language
is other than English be assessed for ELP.
Students with the most signicant cognitive disabilities
may be assessed using the Alternate ELPAC if it has
been specied in the student’s IEP. The Alternate
ELPAC assessments provide greater exibility and
increased access in assessing ELP.
CAASPP (CALIFORNIA
ASSESSMENT OF STUDENT
PERFORMANCE AND PROGRESS)
CAASPP is California’s statewide testing
program which consists of the following
assessments:
SBAC (SMARTER BALANCED
ASSESSMENT CONSORTIUM)
The Smarter Balanced Assessments in English
language arts/ literacy (ELA) and math are
administered in grades 3-8 and 11 to measure
what students know and can do. These
computer-adaptive assessments include a variety
of item types like multiple-choice, constructed
response, technology-enabled/enhanced items,
and performance tasks. In grade 11, results can
be used as an indicator of college readiness.
CAST (CALIFORNIA SCIENCE
TESTS)
The computer-based California Science Test
(CAST) measures students’ understanding of the
California Next Generation Science Standards
(NGSS). The test is administered in grades 5
and 8 and once during high school–typically
grade 11.
CAA (CALIFORNIA ALTERNATE
ASSESSMENTS)
The computer-based California Alternate
Assessments (CAA) in ELA and math are
administered to students with severe cognitive
disabilities in grades 3-8 and 11. Test items are
aligned with state standards and are based
on the Core Content Connectors. The CAA for
Science is administered in grades 5 and 8 and
once during high school–typically grade 11.
Pursuant to California Education Code 60615,
parents may annually submit to the school a
written request to excuse their child from any or
all of the CAASPP assessments.
3130
PFT (Physical Fitness Test)
This test is used to assess the physical tness of students in grades 5, 7, and 9. It consists of assessments in ve tness
areas: Aerobic Capacity, Abdominal Strength & Endurance, Trunk Extensor Strength & Flexibility, Upper Body Strength
& Endurance, and Overall Flexibility. Student participation is recorded and required for each component–students with
disabilities participate in the tness areas as specied by their IEP. Student performance is reported to students and
parents/guardians as a raw score for each respective component.
College Entrance and Placement Exams
We also support preparation for college entrance and placement exams. The PSAT 8/9, PAST 10, and PSAT/
NMSQT are oered several times during the year at various locations. Information and opportunities for AP exams,
as well as the SAT and ACT, are oered several times during the year. Please call your school counseling oce for
information about requirements, deadlines to register, and testing dates and locations. More information on the
PSAT, SAT, and AP can be found at www.collegeboard.org.
• ACT (American College Testing)
• AP (Advanced Placement)
• PSAT (Preliminary Scholastic Aptitude Test)
• NMSQT (National Merit Scholarship
Qualifying Test)
• SAT (Scholastic Aptitude Test)
Tests/Surveys on Personal Beliefs
Unless required by law, your child will not be given any test, questionnaire, survey, examination, or marketing material
containing questions about their or their parents’ or guardians views on the following:
• political aliations or beliefs of the student or the
student’s parent;
• mental or psychological problems of the student or
the student’s family;
• sex behavior or attitudes;
• illegal, anti-social, self-incriminating, or demeaning
behavior;
• critical appraisals of other individuals with whom
respondents have close family relationships;
• legally recognized privileged or analogous
relationships, such as those of lawyers, physicians,
and ministers;
• religious practices, aliations, or beliefs of the
student or student’s parent; or
• income (other than that required by law to
determine eligibility for participation in a program
or for receiving nancial assistance under such
program).
Prior notication and written permission of the parent or guardian applies to any exception to this rule. Parents have
the right to review any survey or educational materials related to the survey on any of the above items. We have
developed policies relating to surveys and personal information. [E.C. 51513, 60614; PPRA, 34 C.F.R. 98; NCLB, 20
U.S.C. 1232h(b)]
Student Surveys, Tests and Questionnaires Regarding Sexual Attitudes and Practices
The law also authorizes us to use anonymous, voluntary,
and condential research and evaluation tools to
measure 7th through 12th grade students’ health
behaviors and risks. These tools may include tests,
questionnaires, and surveys containing age-appropriate
questions about the student’s attitudes concerning
or practices relating to sex. We must notify parents/
guardians in writing before any such test, questionnaire,
or survey is administered, and provide you with an
opportunity to review the materials and request in
writing that your child not participate. If a school
receives a written request from the parent or guardian
excusing a student from this activity, the student
may not be subject to disciplinary action, academic
penalty, or other sanction. Additionally, an alternative
educational activity must be made available to the
student. [E.C. 51938(c) and 51939]
3130
PROMOTION, RETENTION,
GRADUATION AND HIGHER
EDUCATION
O
ur curriculum is based on rigorous state standards
and benchmarks in math, reading, and writing.
The standards indicate the skills students need at each
grade level. They also help teachers prepare lesson plans
and parents monitor their child’s learning of the skills
required for that grade level.
Students are promoted to the next grade level or, in the
case of high school, pass the course with 95% or higher,
demonstrating mastery of the standards addressed. If a
student is identied as being at risk of retention, several
factors are reviewed, including teacher evaluations of
the student performance on standards, grades, test
scores, attendance, and other academic indicators.
In rst, second and third grades, reading prociency is
the prime factor in identifying students for retention.
In grades four through eight, retention identication
is based primarily on reading prociency, English
language arts, and mathematics.
We strive to notify parents as early as possible if their
student is at risk of retention. At risk students are given
opportunities for remedial instruction, with priority given
to those who have been retained. For questions about
promotion or retention, contact your school’s principal.
EGUSD Graduation Requirements
We oer every student a high-quality education. Our graduation requirements exceed those at most school districts
in California. The high school graduation requirements represent the minimum students must take to earn a diploma.
Students are highly encouraged to enroll in A-G courses that prepare them for college or university entrance.
Comprehensive High School Course Completion Requirements
In order to graduate from the district, students in comprehensive high schools must earn a minimum of two hundred-
twenty (220) credits, in grades nine (9) through twelve (12), complete all required courses and a Validating
Experience (as dened in this regulation), demonstrating College and Career Readiness.
To obtain a high school diploma, students shall complete the coursework identied below in grades 9–12. Courses
taken in EGUSD Middle Schools that have the same course codes and requirements as high school courses shall
be granted high school credits toward graduation. Grades for such classes will not be counted toward high school
grade point average.
Continuation high school and comprehensive high school students will have dierent sets of credit and course
requirements for graduation.
3332
Credit and Course Requirements for
Comprehensive High School Students
• Forty (40) credits of English.
• Thirty-ve (35) credits of social science including
World Geography; United States History; World
History; American Government, and Economics.
• Twenty (20) credits of Physical Education, unless
the student has been exempted pursuant to
the Education Code or eective July 1, 2007, is
mandated to enroll in additional Physical Education
classes due to failure to meet state tness
standards.
• Thirty (30) credits of Mathematics* including Math
I, and thirty (30) credits of Science, including Life
and Physical Sciences; or Forty (40) credits of
Mathematics*, including Math I, and twenty (20)
credits of Science, including Life and Physical
Sciences.
• Ten (10) credits of World Language* and ten (10)
credits of Visual and Performing Arts; or twenty
(20) credits of the same World Language*.
• Five (5) credits of Health.
• Five (5) credits of Technology*.
• Thirty-Five (35) elective credits[SB1] .
* Students may demonstrate prociency in identied
subject areas through specic district proctored
assessments.
Validating Experience
We believe it is important for students to validate their
educational experience and demonstrate College and
Career Readiness.
In order for students to demonstrate College and
Career Readiness, and graduate from EGUSD, students
must pass ten (10) credits in one (1) of the following in
their Senior Year:
• AP/IB Course;
• JROTC Senior Course;
• AVID Senior Seminar;
• Math Course; or
• Career Technical Education (CTE)
Capstone Course;
• Alternatively, seniors may also demonstrate
College and Career Readiness and graduate
by the following:
• Meeting UC/CSU A—G requirements; or
• Earning a Seal of Biliteracy.
Credits for Work Experience
Seniors may enroll in a maximum of twenty (20) credits
of work experience (ten [10] per semester) in their junior
or senior year. Students may earn up to a maximum of
forty (40) credits of work experience during their junior
and senior year combined.
1
Schools shall limit the number of teachers’ aides (TA) per teacher/department
2
Unless approved by the principal, students may not earn more than ten (10) TA credits
during high school.
3
Unless approved by the site principal, only juniors and seniors may work as TA’s.
4
Teachers’ aides and work experience may not be taken concurrently.
CREDITS FOR TEACHERS’ AIDES
3332
Continuation High School Graduation
Requirements
Our credit guidelines for continuation high school
operate on the philosophy that students will earn
credits through satisfactory completion of course
objectives as demonstrated in coursework and
assessments assigned by classroom teachers. The
special nature of continuation education also
provides the opportunity for students to earn
credits through completion of project contracts.
The issuance of credits and the corresponding
credit options are provided as a direction to site
administrators and teachers. Granting of any credit
in variance with the credit guidelines must be
authorized in advance by written approval of the
Assistant Superintendent of Secondary Education
and site principal.
Specic credit and course requirements for
continuation students in the class of 2022 and
thereafter are:
• English: 40 Credits
• Mathematics*: 30 Credits (includes Math 1)
Life Science: 10 Credits
• Physical Science: 10 Credits US History:
10 Credits World History: 10 Credits
• American Government: 5 Credits
Economics: 5 Credits
• World Geography: 5 Credits Physical Education:
20 Credits World Language*: 10 Credits,
• and/or 10 Credits Visual/Performing Arts,
and/or 10 Credits Career Technical Education
Health: 5 Credits
• Technology*: 5 Credits
• Electives: 55 credits
Total credits: 220
* Students may demonstrate prociency in identied
subject areas through specic district proctored
assessments.
Because the prescribed course of study may not
accommodate the needs of some students, the Board
shall provide alternative means for the completion of
prescribed courses in accordance with law.
Exemptions from District-Adopted
Graduation Requirements
District students are required to complete graduation
course requirements as specied earlier, including the
requirements imposed by Education Code 51225.3 and
those adopted by the Board. However, a foster youth,
homeless student, former juvenile court school student,
child of a military family, or migrant student who
transfers into the district or between district schools any
time after completing the second year of high school,
or a newly arrived immigrant student who is in the
third or fourth year of high school and is participating
in a newcomer program, shall be exempted from any
graduation requirements adopted by the Board that
are in addition to statewide course requirements. This
exemption shall not apply if the Superintendent or
designee makes a nding that the student is reasonably
able to complete the requirements in time to graduate
by the end of the fourth year of high school. Within
30 days of the transfer or of the commencement of
participation in a newcomer program, as applicable,
the Superintendent or designee shall notify any eligible
student of the availability of the exemption and whether
the student qualies for it. (Education Code 51225.1)
Retroactive Diplomas
Any student who completed grade 12 in the 2003-04
through 2014-15 school year and met all applicable
graduation requirements other than the passage of
the high school exit examination shall be granted a
high school diploma. (Education Code 51413)
In addition, the district may retroactively grant high
school diplomas to former students who:
(Education Code 48204.4, 51430, 51440)
1. Departed California against their will while in
grade 12 and did not receive a diploma because
the departure interrupted their education,
provided that they were in good academic
standing at the time of the departure Persons
may be considered to have departed California
against their will if they were in custody of a
government agency and were transferred to
another state, were subject to a lawful order
from a court or government agency that
authorized their removal from California, were
subject to a lawful order and were permitted
to depart California before being removed
DIPLOMAS
3534
from California pursuant to the lawful order, were
removed or were permitted to depart voluntarily
pursuant to the federal Immigration and Nationality
Act, or departed due to other circumstances
determined by the district that are consistent
with the purposes of Education Code 48204.4. In
determining whether to award a diploma under
these circumstances, the Superintendent or designee
shall consider any coursework that may have been
completed outside of the United States or through
online or virtual courses.
2. Were interned by order of the federal government
during World War II or are honorably discharged
veterans of World War II, the Korean War, or the
Vietnam War, provided that they were enrolled
in a district school immediately preceding the
internment or military service and did not receive
a diploma because their education was interrupted
due to the internment or military service in those
wars. Deceased former students who satisfy these
conditions may be granted a retroactive diploma to
be received by their next of kin.
3. Are veterans who entered the military service of
the United States while in grade 12 and who had
satisfactorily completed the rst half of the work
required for grade 12 in a district school.
4. Were in their senior year of high school during the 2019-
20 school year, were in good academic standing and
on track to graduate at the end of the 2019-20 school
year as of March 1, 2020, and were unable to complete
the statewide graduation requirements as a result of the
COVID-19 crisis.
Honorary Diplomas
An honorary high school diploma may be granted to:
1. An international exchange student who has not
completed the course of study ordinarily required
for graduation and who is returning to the student’s
home country following the completion of one
academic school year in the district. (cf. 6145.6 -
International Exchange)
2. A student who is terminally ill.
The honorary diploma shall be clearly distinguishable from
the regular diploma of graduation awarded by the district.
(Education Code 51225.5)
Requirements For Students Living in Active Duty
Military Households; Former Juvenile Court School
Students; Homeless Students and Foster Youth; and
Migratory and Newly Arrived Immigrant Students
State law gives students living in a household of a parent
who is an active duty member of the military, former
juvenile court school students, homeless students and
foster youth, and migratory and newly arrived immigrant
students participating in a “Newcomer Program” modied
graduation requirements under certain circumstances.
State law also requires a school district to exempt such
students from coursework and other requirements that
are in addition to statement requirements when a student
changes schools after their second year of high school
and cannot reasonably complete the District requirements
by the end of their fourth year, as determined by the
district. Students who are eligible for the graduation
exemption and their parent/guardian must:
• Attend a Graduation Exemption Determination
Meeting with the school counselor and obtain the
signatures of the student, parent, school counselor,
and principal on the Graduation Exemption
Determination form. Doing so is indication that
all who have signed agree to the alternative
graduation plan and documenting the student and
parent/guardian have been informed of how the
alternative plan aects admission to postsecondary
schools.
• Be informed of the option to remain in school for
a 5th year, and how staying the 5th year aects
postsecondary school admission.
3534
State Seal of Civic Engagement
Beginning with the class of 2023, seniors are eligible
to earn the State Seal of Civic Engagement that can
be axed to their transcript, diploma, or Certicate
of Completion. Seniors earn the designation
by demonstrating excellence in civic learning,
participation in civics-related projects, contributions to
their community, and an understanding of the United
States Constitution, the California Constitution, and
the American democratic system.
Golden State Seal of Merit
The Golden State Seal Merit Diploma was established
in 1997 to provide recognition to public school
graduates who have demonstrated a superior level of
performance in English, mathematics, science, and U.S.
History on Smarter Balanced Summative Assessments,
course grades, and/or results from assessments
produced by private providers.
California State Seal of Biliteracy
The State Seal of Biliteracy award was established
in 2011 to provide recognition to students who have
demonstrated uency in two or more languages
by high school graduation. Fluency in English is
demonstrated by completing all English-language
arts (ELA) requirements for graduation with an
overall GPA of 2.0 or above and by passing the
Smarter Balanced Summative Assessment in ELA
at the “standard met” level in grade 11. Students
whose Primary Language is not English must also
demonstrate prociency on the English Language
Prociency Assessments for California (ELPAC).
Prociency in a language other than English is
demonstrated by: (1) successfully completing a
four-year high school course of study in a foreign
language with an overall GPA of 3.0 or above;
(2) passing an SAT, Advanced Placement or
International Baccalaureate exam; or (3) passing
a locally approved assessment that meets the
rigor of an AP exam and tests all modalities of
communication in the language. Additional recipients
will be awarded the seal as ocial scores are
received from test vendors.
DIPLOMA STATE SEALS
California High School Prociency
Examination (CHSPE)
The California High School Prociency Examination
(CHSPE) provides an opportunity for eligible persons to
demonstrate their prociency in the basic requirements
and earn the legal equivalent of a California high
school diploma. The fee-based CHSPE is given two
times each year at approximately 75 sites throughout
the state. Current enrollment in high school is not a
requirement; however, at the time the test is taken, the
registrant must be either: (1) sixteen years of age; (2)
have completed one year of enrollment in grade ten; or
(3) will have completed one year of enrollment in grade
ten at the end of the semester during which the next
exam is administered. Those who pass the CHSPE are
awarded a Certicate of Prociency, which is equivalent
by law to a California high school diploma. However, the
Certicate of Prociency is not equivalent to completing
all course work required for graduation from high school.
For general or registration information, call (866) 342-4773
or visit www.chspe.net.
CSU & UC Admissions Requirements
The University of California (UC) has two additional
paths to eligibility for graduating California high school
seniors who plan to attend have met the minimum
requirements (at least 15 A - G courses completed with
a grade of C or better and a GPA of at least 3.0 in
these courses) and aren’t admitted to any UC campus
to which they apply. These students will be oered
a spot at another UC campus if space is available,
provided:
1. Because the UC no longer considers SAT or ACT
scores as a factor in admissions decisions, Admission
by Examination has been suspended.
2. Eligibility in the Local Context (ELC)—The
students must rank in the top nine percent of their
graduating class at a participating California high
school.
3. Eligibility in the Statewide Context (SWC)—The
students rank in the top 9 percent of California
students according to our updated Statewide Index.
3736
The following website links provide information regarding University of California admission
requirements:
• https://admission.universityofcalifornia.edu/index.html
• https://admission.universityofcalifornia.edu/admission-requirements/freshman-requirements/
The California State University (CSU) system has “a-g” standards. Most applicants who are admitted meet the
standards in each of the following areas:
• Specic high school courses (referred to as the “a-g” courses)
• Grades in “a-g” courses and test scores
• Graduation from high school
• The California State University (CSU) no longer uses ACT or SAT examinations in determining admission
eligibility for all CSU campuses. If accepted to a CSU campus, ACT or SAT test scores can be used as one
of the measures to place students in the proper mathematics and written communication courses.
The following website link provides more information regarding the California State University admission
requirements: www.calstate.edu/apply.
University Partnerships
We have partnerships with California State University,
Sacramento (CSUS) and the University of California,
Davis (UCD) to increase the number of our graduates
earning degrees. Part of the agreement states that
UCD and CSUS counselors are available to our
students. We also work closely with Cosumnes River
College, which oers classes to help high school
students prepare for college. Post-secondary education
nancial assistance information is available at each
high school. Translators and translated nancial aid
materials are available to those families whose primary
language is not English.
Early College Credit
Opportunities may be available for students to enroll in enrichment courses oered by local community colleges or
California State University, Sacramento, that may be taught on the high school campus or at individual colleges. For
more information about these dual enrollment opportunities, students should contact their school counselors. Students
are required to gain prior approval from their high school counselor/principal for dual enrollment opportunities.
Students may also have the opportunity to earn early college credits within their CTE Pathway/Academy courses
through high school articulation agreements with regional community colleges.
California Colleges — College and Career Planning Platform
California Colleges’ Tool for Students and Families DREAM to REALITY with www.CaliforniaColleges.edu (CCGI), an
all-inclusive, one-stop location to guide you and your child through the process of college and career decision-making
and planning for life after high school. We have adopted this college-and career-planning website for students in
grades 7-12.
The website provides tools for exploring how student interests can guide academic preparation for college, career decision-
making, and early nancial planning. Additionally, this platform allows for collaborative relationships with college and
career support programs and/or post-secondary institutions. All students in 7th-12th grade have an account. To access their
accounts, students should visit EGUSD ClassLink Portal and click on the California Colleges icon.
3736
All educational rights holders can also create an account and gain access to their student’s individualized
college and career plan. For specics concerning how to register as a student or educational rights holder,
please see your student’s school counselor.
Cal Grant GPA Submission
The Cal Grant is a need and merits-based
form of nancial aid distributed by the State of
California. It’s available to college-going students
(includes 1-year and 2- year vocational and career
technical training programs). Education Code
69432.9 deems all high school seniors (except
students who opt-out) to be Cal Grant applicants.
It requires school districts to electronically submit
GPAs on their behalf to the California Student
Aid Commission (CSAC) for award consideration.
Along with the GPA, the electronic submission
includes other identifying information to help match
students with their Free Application for Federal
Student Aid (FAFSA) or the California Dream Act
Application (CADAA). Students, or the parents/
guardians of minor students who wish to opt out of
the electronic submission, must notify their school
counselor by September 15th of their senior year. We
submit GPAs to CSAC on or before the October 1st
deadline of each year.
3938
SCHOOL PERFORMANCE
DATA
California Dashboard
The California School Dashboard is a state run website
that features easy-to-read reports on multiple measures of
school and district success, including test scores, graduation
rates, English learner progress, college/career readiness,
suspension rates, and chronic absenteeism rates. The
Dashboard is part of California’s school accountability
system based on 2013’s Local Control Funding Formula.
It is designed to provide parents and educators with
meaningful information, so they can participate in
decisions to improve student learning.
School Support and Improvement Activities
Each year, the California Department of Education (CDE)
noties Districts with schools identied for comprehensive
support and improvement or targeted support and
improvement as required in Section 1111(d) of the Every
Student Succeeds Act (ESSA). Districts and their identied
schools are encouraged to use the California School
Dashboard to identify district and school strengths and
areas for improvement in preparation for implementation
of comprehensive support and improvement requirements
during the school year.
CSI, TSI and ATSI
ESSA requires states to identify their lowest performing
schools for dierent levels of support. In California, lowest
performing schools are identied in the following ways:
• Comprehensive Support and Improvement (CSI)
• Targeted Support and Improvement (TSI)
• Additional Targeted Support and
Improvement (ATSI)
Each of these categories has dierent criteria,
requirements, and activities for supporting the schools. All
categories of support include developing a site plan with
input from school leaders, teachers, and parents. The plan
must include evidence-based interventions dependent on a
needs assessment. In the Elk Grove Unied School District,
these requirements are fullled by developing a Site Local
Control Accountability Plan (LCAP) on an annual basis.
Schools may exit CSI, TSI, and ATSI annually if they no
longer meet the criteria.
School Accountability Report Cards (SARC)
California public and nonpublic, nonsectarian schools
annually provide information to the community to allow
public comparison of schools for student achievement,
environment, resources, and demographics. Both a
long detailed format and a short executive summary
are posted for parents to learn more about the schools
in our community. The current School Accountability
Report Card (SARC) is available online at the
Elk Grove Unied School District website.
Each school’s SARC summarizes the school’s mission,
goals, and accomplishments. It also highlights the
school’s unique programs. In addition, state law
requires that the SARC contain all of the following:
demographic data, school safety and climate for
learning information, academic data, school completion
rates, class sizes, teacher and sta information, curriculum
and instruction descriptions, postsecondary preparation
information, and scal and expenditure data.
Federal law, the Every Student Succeeds Act, requires
that SARCs contain reports concerning the “adequate
yearly progress” of students in achieving state academic
achievement standards; graduation rates at the
secondary level; and the extent to which teachers hold
full credentials.
A hard copy of these reports can be requested by
visiting your child’s school oce. Additionally, these
reports have been translated in Spanish, Hmong and
Vietnamese at schools with large populations of families
who speak these languages. Any questions regarding
the SARCs can be answered by your child’s principal
or by contacting School Improvement Support at
(916) 686-7712.
3938
PART
TWO
Student
Health
and
Wellness
4140
STUDENT HEALTH
AND WELLNESS
EGUSD
takes a comprehensive
approach to overall
health, recognizing that healthy bodies and
minds contribute to increased academic
performance, improved attendance and
positive behavior for healthy learning. In
recognizing the link between student health
and learning, the district promotes healthy
eating and physical activity, as well as
opportunities for students to further develop
their social, emotional and psychological
well-being. The following eight components
contribute to the health
and well-being of students.
• Health Education
• Physical Education
• Health Services
• Nutrition Services (See Part III)
• Mental Health and Social Services
• Healthy and Safe School Environment
• Health Promotion for Sta
• Family and Community Involvement
(See Part III)
More information about these
components can be found on
our website at
Healthy Body, Healthy
Mind, Healthy Learning.
Social and Emotional Learning and
Mental Health
Elk Grove Unied recognizes Social Emotional Learning
as a part of High Quality Instruction. Social Emotional
Learning helps students understand dierent ideas,
share perspectives, build relationships and increase skills
for maintaining positive mental health.
For students who would benet from more targeted
support with their social-emotional well-being, student
mental health services are available through Student
Support & Health Services at (916) 686-7568.
[E.C. 49428] For access to community-based mental
health supports, families may contact Care Solace at
www.caresolace.com/site/egusdfamilies.
Immunizations
EGUSD cooperates with the local health ocer to
control and prevent communicable diseases in school-
age children. Per the immunization law known as SB 277,
eective January 1, 2016, exemptions based on personal
beliefs will no longer be an option for the vaccines that
are currently required for entry into school in California.
Personal beliefs exemptions on le for a child already
attending school will remain valid until the child reaches
the next immunization checkpoint at kindergarten
(including transitional kindergarten), or 7th grade.
A student may not be admitted to school unless they
have been fully immunized against Diphtheria, Pertussis
(whooping cough), Tetanus, Poliomyelitis, Measles, Mumps,
Rubella, Hepatitis B and Varicella.
The required immunizations are available from the
Sacramento County Department of Public Health
or a physician.
Students who do not present evidence of inoculation
(for any of the diseases listed in Health & Safety Code
120335) shall be excluded, and the parent or guardian
will be notied that they have two weeks to supply
evidence either that the student has been properly
immunized, or that the student is exempted from the
immunization requirement. [Pursuant to Section 120365
or 120370 of the Health and Safety Code]
Parents will be notied and asked to take their child
to the student’s usual source of medical care to obtain
the immunization. If no usual source exists, the parent
or guardian will be referred to the county health
department, or if eligible, the immunization may be
administered at one of our immunization clinics.
4140
Your student must be immunized against certain
diseases before being admitted to school, unless
formally exempted for medical reasons. Students who
had a signed waiver based on religious or personal
beliefs on le before January 1, 2016 are exempt from
the immunization requirement until they complete the
“grade span” they were in as of January 1, 2016.
1
birth through preschool.
2
transitional kindergarten through
6th grade.
3
7th through 12th grade.
GRADE SPANS ARE:
Students entering our schools for the rst time
after January 1, 2016 are no longer exempt from
immunizations based on their religious or personal
beliefs. Students who had a medical exemption issued
before January 1, 2021 will be allowed continued
enrollment until they enroll in the next grade span.
[H.S.C. 120372(a)]
As of January 1, 2021, the District will only be allowed
to accept medical exemptions submitted on the
standardized, statewide certication form developed
by the California Department of Public Health.The
student’s licensed physician or surgeon must complete
and submit medical exemptions directly to the
California Immunization Registry. [H.S.C. 120372(a)]
Documented proof of immunization is required upon
admission. Consistent with applicable laws, unless
a student provides or has on le with the school a
recognized medical exemption, we shall exclude a
student who is not properly immunized. We will notify
the parent/guardian to supply evidence that the student
is properly immunized or is exempt from immunization
for medical reasons. For more detailed information
regarding student immunizations, please
refer to the website of the California Department of
Public Health, Immunization Branch. For questions
regarding school-age immunization requirements for
your student, please contact your school nurse.
Dental Screening and Oral Health Information
California law requires proof of a dental screening by
May 31 of a student’s rst year of public school, whether
it is kindergarten or rst grade. California Education
Code Section 49452.8, went into eect in 2007. The goal
of the law is to establish dental care for every child.
The screenings will identify children who need further
examination and dental treatment. SB 379 allows
schools to provide on-site oral health screenings to fulll
the Kindergarten Oral Health Assessment (KOHA)
with passive consent.
Parents/guardians must notify the school in
writing that they do not want their student
screened.
Primary teeth, also known as milk or baby teeth, play a
vital role in eating, speaking, and smiling for children.
They also hold space in the jaws for permanent teeth
growing under the gums. Problems with primary teeth
often cause pain and swelling which can distress the
child and interfere with the ability to chew or speak
properly.
Oral health is a valuable asset to a child’s overall
health and learning. Oral health includes:
• Teeth
• Gums
• Hard and soft palate
• Mucosal lining of the mouth and throat
• Tongue
• Lips
• Salivary glands
• Chewing muscles
• Jaw
4342
Early and thorough oral examination can detect the early signs of nutritional deciencies, as well as a number of
systemic diseases.
The screening must be done by a licensed dentist or other licensed or registered dental health professional within
12 months of enrollment. If a dental check-up cannot be obtained, parents may be excused from this requirement
by lling out a form stating that the oral health assessment could not be completed because of one or more of the
following reasons:
• Completion of an assessment poses an undue nancial
burden on the parent or legal guardian.
• Lack of access by the parent or legal guardian to
a licensed dentist or other licensed or registered
dental health professional.
• The parent or legal guardian does not consent to
an assessment.
We adhere to the same privacy requirements per the California Department of Education.
Parents who have questions about the dental screenings can call our Student Support & Health
Services Department at (916) 686-7568. For additional support in accessing a dentist, call the toll-free
telephone number to obtain eligibility requirements and request an application:
• Early Smiles Sacramento:
(916) 572-4860
• Medi-Cal: (800) 322-6384
• Child Health and Disability Prevention
Program: (916) 875-7151
• Sacramento County Public Health
Department: (916) 875-5947
Physical Exam—First Grade
State law requires that for each child enrolling in the
rst grade, the parent or guardian must present a
certicate, signed by a physician, verifying that the child
has received a physical examination within the last 18
months. If your child does not receive this exam, you must
le a waiver with the school district stating the reasons
you are unable to obtain such services. Your child may
be sent home if you fail to provide the certicate or
waiver, or if your child is suspected to be suering from
a contagious disease. You may nd it convenient to have
your child immunized at the same time that the physical
examination is conducted. [E.C. 49450; Health and
Safety Code 124085, 124100, 124105]
These services may be available to you at no cost
through the Child Health and Disability Prevention
Program (CHDP). For more information, contact
Sacramento County CHDP at (916) 875-7151.
Medication
Students with a medical disability that requires a
physician-prescribed medication taken during the school
day must follow California Education Code Section
49423, Section 504 of the Rehabilitation Act of 1973, and
Title II of the Americans with Disabilities Act of 1990.
Whether the prescribed medication is of limited or
permanent duration, students are entitled to seek
assistance from the district in meeting their medication
needs when they are under our care, custody, or control.
The provision includes regular school hours, plus eld
trips, sporting events, and other o-campus, school-
sponsored activities.
Before medication assistance can be provided, even for
students with Individualized Education Plans (“IEPs”)
or “504 Plans,” a Medication Assistance Authorization
form (“authorization”) must be executed by at least one
parent/legal guardian and the student’s duly authorized
physician or surgeon. A new authorization is required at
the beginning of each school year or any time there is
a change in medication directives, such as a change in
medication, dosage, timing, or frequency. The parent/
legal guardian must immediately notify us of any
change in medication directives.
HEALTH
4342
Until the school receive an updated authorization
signed by the parent/legal guardian and
physician or surgeon, we will continue the
directives in the existing authorization unless:
(a) there is evidence the student’s health may
be endangered by the continued use of the
existing medication directive.
(b) the parent/legal guardian provides a written
statement that medication assistance is
to cease or be suspended until the new
authorization can be provided.
All medication must be provided to the
district by a parent/ legal guardian.
We store the medication and dispense it in
compliance with the medication directive.
All medication supplied to us must be in
its original labeled form (i.e., in the original
prescription bottle, sealed package, etc.) as
received from the physician, pharmacist, or
store. State law provides that students may
carry and self-administer prescription auto-
injectable epinephrine and inhaled asthma
medication upon the school’s receipt of specied
written conrmation and authorization from
the student’s physician, surgeon, and parent/
guardian. [E.C.49423 and 49423.1] Except for
personal asthma inhalers and personal epi-
pens, a student may not independently possess
medication during the school day or while
on district property. There are no exceptions
to this requirement due to health and safety
concerns, including the potential theft of the
medication or the potential for sharing/use of
the medication by other students who may then
suer unexpected allergic or other negative
reactions. Any student possessing medication, or
providing medication to another student, may
face disciplinary action.
Medical Disability means any mental or physical
condition limiting a student’s ability to engage in
major life activities, such as eating, breathing,
hearing, speaking, learning, or performing
self-care, or who otherwise is subject to a medical
disability or condition for which medication has
been prescribed by a physician.
Medication means any current (unexpired)
prescribed medication, as well as over-the-
counter remedies (such as aspirin, decongestant,
eye drops), and nutritional/herbal supplements.
Assistance means the providing of the child with
medication in accordance with a physician’s
written instructions or directives, when the child
presents themselves at the agreed time, or in
response to urgent or emergency circumstances.
Except as otherwise legally required, assistance
may be provided by a district employee other
than a nurse or licensed or trained medical care
provider. Any emergency assistance provided
to a student will be promptly brought to the
attention of the parent/guardian. All additional
reports of emergency assistance will keep
with governing laws and district policies and
procedures. At the end of the current school year,
all medications must be picked up by the parent
within ve working days. Medication that is not
retrieved by a parent/guardian will be destroyed
per safety regulations.
Notice to School of Non-Episodic
Condition
The parent or legal guardian of any public school
pupil on a continuing medication regimen for a
non-episodic condition shall inform the school nurse
or other designated certicated school employee of:
• the medication being taken.
• the current dosage.
• the name of the supervising physician.
With the consent of the parent or legal guardian,
the school nurse may communicate with the
physician and may counsel with the school
personnel regarding the possible eects of the
drug on the child’s physical, intellectual, and
social behavior, as well as possible behavioral
signs and symptoms of adverse side eects,
omission, or overdose. The Superintendent
of each school district shall be responsible
for informing parents of all pupils of the
requirements of this section.
[E.C. 49480-49480. Article 6]
WELLNESS
4544
Private Duty Nurses
Parents who provide a private duty nurse for their
child at school must notify both our Student Support
and Health Services Department at (916) 686-
7568, and their child’s assigned school site, in order
to comply with our procedural guidelines. Specic
guidance will be given upon notication..
Physical Examination Exemptions
If you want your child to be exempt from physical
examinations at school, you must le a written
statement with the school refusing such an exam.
However, when there is a good reason to believe that
your child is suering from a recognized contagious
or infectious disease, they will be sent home and
shall not be permitted to return to school until school
authorities are satised that any contagious or
infectious disease does not exist. [E.C.48980, 49451]
Sun Protection
Students, when outdoors, can wear sun protective
clothing such as hats. Students may also apply
sunscreen during the day without a doctor’s note or
prescription. [E.C. 35183.5]
Vision and Hearing Appraisal
Vision and hearing will be checked by a
credentialed school nurse in grades transitional
kindergarten, kindergarten, second, fth, and
eighth. A credentialed school nurse or audiologist
will screen students unless you present to the
school a certicate from a physician or optometrist
verifying prior testing, or a letter stating it violates
your faith in a recognized religious belief.
[E.C. 49455, 49452]
Covered California Insurance
By law, most people are now required to have
health insurance or pay a penalty when they
le their taxes. Through Covered California, a
program from the state of California, qualied
legal residents of California and their families can
compare health insurance plans and enroll in the
one that works best for their needs and budget.
Financial assistance is available to qualifying
individuals and families to help pay health
insurance premiums.
The federal government may pay a portion of the
health insurance premium. Individuals and families
may also qualify for Medi-Cal benets. The open-
enrollment period for Covered California health
insurance plans happens once a year. Once the
open-enrollment period closes, you may enroll in
a Covered California health plan only if you have
a qualifying life event that makes you eligible to
apply. Some examples of qualifying life events are:
• losing your health coverage.
• getting married.
• moving outside your plan’s coverage area.
• having a baby and turning 26.
Undocumented and non-citizen or permanent-
resident parents who apply for their eligible
children or dependents do not need to fear
that doing so will result in deportation or other
immigration-related actions.
For more clarication, read the Immigrations and
Customs Enforcement memo on health enrollment
and immigration in English and in Spanish.
To see if you qualify, visit www.coveredca.com/
special-enrollment.
To enroll during this time, you must apply within
60 days of your qualifying life event.
Visit CoveredCA.com to learn more, compare
health insurance plans, choose the one that
best ts your needs and enroll online. For free,
condential, in-person help, in your area, visit
www.CoveredCA.com/nd-help or call
(800) 300-1506 or Sacramento Covered at
(916) 414-8333.
INSURANCE
4544
AWARENESS AND
PREVENTION PROGRAMS
Comprehensive Sexual Health and HIV/AIDS
Prevention
Written and audiovisual educational material will
be used in the California Comprehensive ealth and
HIV/AIDS Prevention curriculum. Upon request, these
materials are available for inspection before instruction
begins.
You have a right to request, in writing, that your
child not participate in the curriculum. You may also
withdraw this request at any time. School districts must
ensure that all pupils receive comprehensive sexual
health instruction from adequately trained personnel
in appropriate courses. In our district, highly qualied
teachers provide such instruction.
If a guest speaker gives a presentation or presents at
an assembly, parents are given the dates and names
of the guest speaker/organization at least 14 days
before the dates of the presentation. This instruction
will emphasize sexual abstinence and abstinence from
intravenous drug use as the most eective means
for HIV/AIDS prevention and avoiding the spread
of sexually transmitted diseases. The instruction will
also assist students in overcoming peer pressure and
using eective decision-making skills to avoid high-risk
activities.
Parents will be notied in writing and given the
opportunity to review the material. Parents can request
in writing that their child not participate in any or all
of the above activities. Copies of Board Policy 6142.1
and Education Code Sections 51938, 51933 and 51934
can be requested from the district by contacting the
Curriculum/Professional Learning Department at
(916) 686-7757. The Education Codes can also be
found online at leginfo.legislature.ca.gov.
[E.C. 51933, 51934, 51938]
Suicide Prevention
Suicide prevention is the collective eort of school and
community resources to support our students. Saving
lives often begins with asking a question. EGUSD
has school counselors, school social workers, school
psychologists, and mental health therapists available at
our schools. They have been trained to assess suicidal
ideation and respond appropriately to the level of
threat identied. It is our top priority to ensure the
safety of the students in our schools. Please use our
counselors, psychologists, and mental health therapists
as resources, in addition to the information provided on
our website.
Bullying Prevention
Because student safety is one of our top priorities,
we do not allow any behaviors that infringe on the
security or emotional or physical well-being of any
student. EGUSD have developed strategies for bullying
prevention and intervention to help keep students safe
and ensure a healthy learning environment. Elk Grove
Unied has an extensive board policy on bullying that
covers a variety of areas, including cyberbullying,
bullying prevention, intervention, complaints and
investigation, discipline, and enforcement mechanisms.
4746
Student in Crisis: What to Do
Ask the dicult question. “Have you had thoughts about killing yourself?” Paraphrase what you are hearing
the student say. This will support your ability to monitor how accurately you are understanding what the
student is saying.
For example, “I understand when you say that you aren’t sure if
you want to live or die, but have you always wanted to die?
Well, maybe there’s a chance you won’t feel that way forever. I can help.”
When interacting with a student in crisis, the following may be helpful strategies:
• Base the foundation of your relationship
on honesty and trust.
• The student could be in a state of distress
and confusion, so modeling and maintaining
a sense of calm is essential.
• Providing information about a current or
upcoming life transition can help lessen
anxiety.
• Remember, your job is not to act in the role
of the mental health professional.
• Maintain visual contact with student at all
times.
• Always provide a student with a 24-hour
crisis number (see below). Have them put the
contact information into their phone if possible.
• Connect the student with a counselor,
administrator or mental health professional
immediately. School and Community
Resources: EGUSD Counselors, School
Psychologists, School Social Workers and
Mental Health Therapists.
—
EGUSD Prevention Information
& Resources:
Bullying and Cyberbullying Prevention
Suicide Prevention
Catapult EMS—(Anonymous
Bully & Threat Reporting)
How to Report Link
—
Local Suicide Prevention Crisis Line
(916) 368-3111 National Suicide
Prevention Lifeline 988
—
Sources of Strength
—
Know the Signs
—
American Foundation for Suicide
Prevention
—
NAMI Sacramento
• Be aware of the identied individuals on your
site who are working with you to provide more
long-term professional support.
• The wider your network of support, the more
eective you will be in managing the crisis for
the student, family, and others.
UNDERSTANDING
CRISES
4746
Sta will connect and communicate with administration and Crisis Team on-site to determine
level of risk.
Crisis Team and Administration will contact the district director for consultation and support,
law enforcement or protective services, inform the parent or guardian, and identify sta
members to monitor student.
Student in Crisis: What to Avoid When Helping
• In an eort to provide support, be careful that
you are not providing your opinions. Do your
best to avoid being impatient, judgmental, or
shocked.
• Be careful not to minimize the student’s
experience but do not overreact, as it may
cause the student to shut down.
• Do not promise secrecy in an eort to glean
information regarding the crisis.
• Do not oer unrealistic reassurances.
Student Crisis: Warning Signs
Warning signs are observable behaviors that may signal the presence of suicidal thinking. They
might be considered “cries for help” or “invitations to intervene.” EGUSD encourages sta to follow
their instincts. It is not overreacting. Please communicate with your counselor or mental health
professional on site if you observe behaviors that concern you. Some examples include:
• Feelings of sadness, hopelessness, helplessness
• Changes in sleep patterns or eating habits.
• Signicant changes in behavior, appearance,
thoughts, and/or feelings.
• Change in school attendance/ tardies.
• Social withdrawal and isolation.
• Suicide threats (direct and indirect).
• Suicide notes and plans.
• History of suicidal ideation/
behavior.
• Self-injurious behavior.
• Preoccupation with death.
• Making nal arrangements
(e.g.., giving away prized possessions,
posting plans on social media, sending
text messages to friends).
STUDENT IN CRISIS: COMMUNICATION
4948
STUDENT BEHAVIOR
MANAGEMENT & SUPPORT
Positive Behavior Interventions and
Supports (PBIS)
Positive Behavior Interventions and Supports is an
integral part of our commitment to student learning
and behavioral health. PBIS is a proactive approach to
establishing the behavioral supports and social culture
needed for all students on a school site to achieve
social, emotional, and academic success. PBIS is a
framework implemented by explicitly teaching expected
behaviors,engaging students in the school community,
acknowledging appropriate behaviors, and re-teaching
and applying restorative practices as needed.
PBIS is a data-driven, team-based system that
enhances the capacity of schools, families, and
communities to respond to the unique needs of
each student.
This Multi-Tiered System of Supports (MTSS) focuses
on creating and sustaining universal/school-wide
(all students), targeted (small group), and intensive
(individual) systems of support that improve the
academic and social/emotional outcomes for all
children and youth by making targeted behaviors less
eective, ecient, and relevant, and desired behavior
more functional.
Every school in our District has a PBIS team.
Community and family members are critical members
of this team. If you have a passion for helping create
high-quality learning environments and positive school
cultures, please consider this option. If you would like
to know more about PBIS at your area school or have
questions, please contact the site administration.
Bullying Prevention in PBIS
School-wide PBIS begins with the premise that all
students should have access to support to prevent the
development and occurrence of problem behavior,
including bullying. To avoid stigmatizing any student,
school-wide PBIS emphasizes what a student does and
where it occurs. Instead of negatively labeling a student as
a bully, victim, perpetrator, or aggressor, the emphasis is
on labeling what the student does. Examples of behavior
labeling include name-calling, teasing, intimidation, verbal
aggression, and cyber-harassment. Bullying behavior
is always described in the context or setting in which it
occurs. For example: cyberspace, hallway, dance, eld trip,
bus, or other “setting”.
Drug, Alcohol, Steroid and Tobacco
Prohibition and Prevention
Elk Grove Unied works to educate students on the
dangers of drug and weapon possession through
classroom and individual presentations by school
sta, Safety and Security Division sta, and local law
enforcement partners. EGUSD denes “tobacco and
nicotine products” as a lighted or unlighted cigarette,
cigar, pipe, or other smoking product or material,
smokeless tobacco in any form and electronic cigarettes.
“Electronic cigarettes” are dened as battery-operated
or other electronic products designed to deliver nicotine,
avor and other chemicals by turning the substance into
a vapor that is inhaled by the user, including, but not
limited to electronic vaping devices, personal vaporizers,
digital vapor devices, electronic nicotine delivery systems
and hookah pens.
All students will abide by this prohibition as a condition
of attendance. Any violations of district or school
standards of conduct, rules and regulations, or state
or federal laws regarding illicit drugs, alcohol, tobacco,
and nicotine will be investigated. Violators will be
subject to prosecution in accordance with local, state,
and federal law. Additionally, students face district
disciplinary action up to and including expulsion, and/
or required to satisfactorily complete a drug abuse
assistance program, tobacco cessation program, or
rehabilitation program selected by the district in
compliance with the law.
4948
Students determined to have used or to be in
possession of tobacco or nicotine products at school
or school-related activities may be subject to discipline
under district policy, Education Code 48900(h), and/or
other applicable laws.
Students determined to have used or to be in possession
of products at school or school-related activities that
can be used to consume and/or use tobacco or nicotine
products, including but not limited to “electronic cigarettes”
as dened above, but which do not contain tobacco,
nicotine, or any other controlled substance, may be
subject to discipline under district policy, Education Code
48900(k), and/or other applicable laws. [E.C. 48901]
Secondary student-athletes and their parents/guardians
must sign an acknowledgement form that they will
adhere to all of the policies of the Student-Athlete/
Parent Handbook. One of these policies states that
student-athletes will not use tobacco, drugs, alcohol,
steroids or any performance-enhancing drug. Students
and parents must sign the form before the student-
athlete will be allowed to participate in any contests.
The form and policy are available online at
www.egusd.net. This notice is provided in compliance
with the requirements of state and federal law as a
part of our drug, alcohol, and tobacco prevention
programs. The unlawful manufacture, distribution,
dispensing, possession, or use of illicit drugs, alcohol
or any form of tobacco or nicotine product on district
premises or as a part of any of its activities is harmful
and strictly prohibited.
EGUSD drug, alcohol, and tobacco education and
prevention programs are designed to address the
legal, social, and health consequences of drug,
alcohol, and tobacco use and to provide students
with eective techniques for resisting peer pressure
to use illicit drugs, alcohol or tobacco.
Information about any drug, alcohol, and tobacco
counseling, rehabilitation, and re-entry programs
available to students may be obtained by contacting
their school. This information may include programs
sponsored or maintained by various community groups
or agencies. We neither support nor endorse any
specic program, agency, or rm. The information is
provided only to assist parents and students who may
desire information about available resources.
Progressive Discipline and Disciplinary
Practices
A student may be disciplined, suspended, or expelled
for acts enumerated in Progressive Discipline and
Disciplinary Practices that are related to school activity
or school attendance occurring at any district school or
within any other school district, including, but not limited
to, any of the following:
• While on school grounds.
• While going to or coming from school.
• During the lunch period, whether on or o campus.
• During, while going to, or coming from a school
sponsored activity.
• For conduct which occurs after school hours and o
district property, but which is reasonably likely to
cause or causes a substantial disruption of a school
activity or attendance. [EGUSD AR 5144.1]
Alternatives, Interventions and Progressive
Discipline
Elk Grove Unied has a dened and progressive set
of interventions, remediations, and consequences that
schools follow when a student misbehaves. They are
outlined on the EGUSD Disciplinary Matrix, which
can be found in the Appendix of this handbook.The
superintendent or principal may use their discretion
to provide alternatives to suspension or expulsion to
address student misconduct. [E.C. 48900(v), 48900.5]
[EGUSD AR 5144]
• Parent Contact—verbal or written communication
with the parent or guardian.
• Counseling—individual or group meetings of the
student, which consist of teachers, counselors,
administrators, parents, and the student to address
the behavior issue and develop a plan of action to
correct the student’s behavior.
• Personal Responsibility—students participate
in directed activities such as written apologies,
restitution, school/ community service, conict
resolution skills.
• Detention—Students participate in behavior
modication for a period of 30 minutes to 1 hour
during non-instructional time.
5150
• Community Service—Students may be assigned
work performed in the community or on school
grounds in the areas of outdoor beautication,
community or campus betterment, and teacher,
peer, or youth assistance programs.
• Parent Conference—a formal meeting between
the parents or guardians and school personnel to
discuss the student’s needs.
• In-School Suspension—assignment of student to
separate supervised activity during the school day with
the intent of correcting inappropriate activity.
Prohibition on Possession and Use of
Tobacco and Nicotine Products
District policy and the Education Code prohibit the
possession, use, manufacture, distribution, or dispensing
of tobacco and nicotine products at school or during
school related activities. We dene “tobacco and nicotine
products” as a lighted or unlighted cigarette, cigar, pipe or
other smoking product or material, smokeless tobacco in
any form, and electronic cigarettes.
“Electronic cigarettes” are dened as battery-operated
or other electronic products designed to deliver nicotine,
avor, and other chemicals by turning the substance into a
vapor that is inhaled by the user. E-cigarettes include but
are not limited to:
• electronic vaping devices.
• personal vaporizers.
• digital vapor devices.
• electronic nicotine delivery systems.
• hookah pens.
Students determined to have used or to be in
possession of tobacco or nicotine products at school
or school related activities may be subject to discipline
under district policy, Education Code 48900(h), and/or
other applicable laws.
Students determined to have used or to be in
possession of products at school or school related
activities that can be used to consume and/or use
tobacco or nicotine products, including but not limited
to “electronic cigarettes” as dened above, but which do
not contain tobacco, nicotine, or any other controlled
substance, may be subject to discipline under district
policy, Education Code 48900(k)(1), and/or other
applicable laws. [E.C.48901]
GROUNDS FOR SUSPENSION
OR EXPULSION
A student shall not be disciplined, suspended,
or recommended for expulsion unless the
Superintendent, a designee, or the principal
of the school in which the student is enrolled
determines the student has violated one or
more parts of an act as dened by any of
the following subdivisions identied in
Ed Code 48900:
• Acts of Violence [E.C. 48900(a)]
• Weapons and Dangerous Objects
[E.C. 48900(b)]
• Drugs and Alcohol [E.C. 48900(c)]
• Sale of “Look-Alike” Controlled Substance
or Alcohol [E.C. 48900(d)]
• Robbery or Extortion [E.C. 48900(e)]
• Damage to Property [E.C. 48900(f)]
• Theft or Stealing [E.C. 48900(g)]
• Tobacco [E.C. 48900(h)]
• Profanity, Obscene Acts, Vulgarity
[E.C. 48900(i)]
• Drug Paraphernalia [E.C. 48900(j)]
• Willful Deance or Disruption of School
Activities [E.C. 48900(k)(1)]
• Possession of Stolen Property
[E.C. 48900(l)]
• Imitation Firearm [E.C. 48900(m)]
• Sexual Assault or Sexual Battery
[E.C. 48900(n)]
• Harassment of a Student Witness
[E.C. 48900(o)]
• Prescription Drug Soma [E.C. 48900(p)]
• Hazing [E.C. 48900(q)]
• Bullying and Bullying by Electronic Act
[E.C. 48900(r)]
* Please see the Table of Education Codes
Related to Discipline noted in the Appendix for
more detail.
5150
S
tudents who commit these oenses may be
suspended from school. Alternatively, they
may be referred to the Superintendent’s designee
with the recommendation for reassignment to an
alternative program or expulsion and transfer to
an alternative program.
Major acts of misconduct must be reported to
the school administrator immediately after the
incident and may result in the immediate removal
of a student from the school following suspension
due process procedures. Suspension is the removal
of a student from the classroom for disciplinary
reasons for a dened period of time by a teacher
or school administrator.
There are two kinds of suspension:
1. On-campus suspension (by school/district
teacher, administrator and/or designee)
2. Home suspension (by school/district
administrators and/or designee)
Under due process procedures, the
following may occur:
• A principal or designee may suspend a student
for up to ve days.
• A teacher may remove a student for the
remainder of the class in which the misbehavior
occurred and for the next day’s class.
• A suspension may be extended under certain
conditions.
Students placed on home suspension are not
permitted on or near the school campus, nor are they
allowed to participate in any school activities during
suspension. They may, however, be required to complete
assignments and tests which will be made available to
them through an intermediary.
Expulsion, as ordered by the Board of Education, is the
removal of a student from all schools in the Elk Grove
Unied School District for violating the California
Education Code. The expulsion is for a dened period
of time. An application for re-admission must be
considered within a specied time period. State law
provides for due process and rights to appeal any order
of expulsion.
If a student’s behavior is a threat to the safety, health, or
emotional well-being of others, and previous methods of
prevention and intervention have not been successful, that
student may be suspended in accordance with state law
and our policy.
Suspension may be imposed upon a rst oense if the
Superintendent, principal, or designee determines the
student violated Education Code 48900(a)-(e), or
if the student’s presence causes a danger to persons.
[E.C. 48900.5]
For all other acts and conduct for which a student is
subject to discipline under Education Code 48900
through 48900.7, and which are not specically listed
or addressed under Education Code 48915(a) or
48915(c), a student may be recommended for expulsion
where other means of correction are not feasible
or have repeatedly failed to bring about proper
conduct, or where due to the nature of the student’s
conduct violation, the presence of the student causes a
continuing danger to the physical safety of the student
or others. [E.C. 48915(b) and (e)]
Behavioral Requirements for Participation
in Graduation Ceremonies
Students must demonstrate good citizenship to
participate in the graduation ceremony. Any student who
has received an o-campus suspension from school in
the spring semester prior to graduation will be notied
in writing that if a second o-campus suspendable event
occurs, they will not be eligible to participate in the
graduation ceremony.
Any senior student who receives an o-campus suspension
within the last 20 school attendance days before the
date of graduation may be denied the privilege of
participating in the graduation ceremony, even if that
o-campus suspension is the student’s rst o-campus
suspension during their senior year. If a student receives
an o-campus suspension that falls on the day of
graduation practice or of the graduation ceremony, that
student will not be allowed to participate in graduation.
A senior student with a second o-campus suspension will
be denied the privilege of participating in the graduation
ceremony. In addition, a senior student may not attend
the graduation ceremony while under o-campus
suspension, even if the o-campus suspension is the rst
for the student during the senior year. Each high school
student and their parent/guardian will receive annual
notication of this policy. [B.P. 5127(a)]
5352
Partnerships with Law Enforcement
The Division of Safety and Security works
in cooperation with the Sacramento County
Sheri’s Department. This department also
works closely with the Elk Grove Police,
Sacramento Police, Rancho Cordova Police,
and the Sacramento County Probation
Department. Each comprehensive high school
region has an assigned Sheri’s deputy or an
Elk Grove PD ocer as a School Resource
Ocer (SRO).
The SRO works with each region’s high
school, middle school, and elementary schools
on- site sta to enforce laws and mentor
our youth. Additional ocers are dedicated
to alternative education sites and assist at
elementary and middle schools.
Interview of a Student by Law
Enforcement
Students can be interviewed by law
enforcement ocers while at school. In
instances where law enforcement is involved,
the principal or designee shall attempt to
minimize disruption at the school and provide
privacy to the student. School ocials are
required to make every eort to contact a
parent or guardian at the time a peace ocer
requests to interview a student, unless directed
not to by the peace ocer.
For example, no notication will be made
in the case of child abuse or neglect. The
principal or designee may be present for the
interview if allowed by the ocer and with
the student’s approval. [B.P. 5145.11]
Release of a Student to Peace
Ocer
If a peace ocer removes a student from
school, the principal or designee shall take
immediate steps to notify a parent or
guardian, except when a student has been
taken into custody as a victim of suspected
child abuse or neglect. In such cases, the
peace ocer will notify the parent or
guardian. [E.C. 48906; Penal Code 11165.6]
Search and Seizure Policy
The Search and Seizure Policy governs our
authority to search individual students and
their property and the student’s responsibility to
submit to searches. Under Board Policy 5145.12,
school ocials may conduct a search when
there is a reasonable suspicion the search will
uncover evidence that the student is violating
the law or the rules of the school or district.
General inspections of school properties, such
as lockers and desks, may be conducted on
a regular, announced basis. Any items in a
locker shall be considered the property of the
student to whom the locker was assigned.
The school principal or designee may search
the person of a student, the student’s locker,
backpack, purse or other belongings if
there is a reasonable suspicion to believe
the student may have a concealed weapon,
narcotics, stolen property or contraband. [U.S.
Supreme Court Case: New Jersey v. T.L.O.
(1985) 469 U.S. 325; B.P. 5145.12]
To ensure the safety of students and sta,
schools may conduct random searches for
weapons using metal detectors.
We may use specially trained, non-aggressive
dogs to detect the presence of substances
prohibited by law or district policy. Dogs may
be used in the inspection of lockers, vehicles,
or personal property, but may not be used to
search a person.
EGUSD
PARTNERS
5352
PART
THREE
Engaging
Educational
Partners
5554
Family Engagement with School and the District
Elk Grove Unied recognizes that parents and guardians
are their child’s most inuential teachers. Continuous family
engagement in a child’s education contributes greatly
to achievement and a positive school environment. To
maximize the potential of family engagement on campus,
each school:
• Develops programs and activities that enable
parents/ guardians to actively participate in their
child’s education.
• Helps parents/guardians develop skills and home
environments that support their child’s growth as
responsible members of society.
• Provides parents/guardians with techniques and
strategies to improve their child’s academic and social
emotional learning at both home and school.
• Initiates consistent and eective two-way
communication between the home and school.
Provides training to teachers, administrators and
other school sta that fosters eective and culturally
sensitive communication with the home. [B.P. 6020 (a),
E.C. 11500-11506, L.C. 230.8]
Parents and guardians have a key role in maintaining
welcoming, safe campus environments that are
conducive to learning and school rules are designed to
teach children to be responsible, respectful, and safe.
Parents and guardians are urged to review district and
school standards of conduct and rules with their children
at the start of each school year, with special emphasis
during critical transitional years when children move from
elementary to middle school, and from middle to high
school. Reinforcing positive behavior and acknowledging
children for demonstrating appropriate conduct is
important. If parents or guardians spot a behavior
problem, they should contact school sta, who will partner
with them to nd solutions.
EGUSD is committed to strong partnerships between home
and school to establish and enforce appropriate standards of
conduct for students. In the event of student misconduct,
teachers, school or district personnel will contact parents rst,
unless the infraction is so serious that police notication is
mandated. Assistance is available for parents or guardians
who are dealing with dicult or out-of-control children.
Parents are given tools to empower them as they work
toward modifying the behavior of their dicult children.
To nd out more, visit the webpage of Student Support
and Health Services.
EGUSD SAFE (Student and Family
Empowerment) Centers
Using the school site as a hub for service coordination,
the our SAFE Centers assist students and families to
improve educational, health, and social outcomes. Using a
case management approach, the centers link students and
families with resources that address their needs and goals.
SAFE Center sta assist parents, students, and educators
throughout the District to identify and navigate the
resources available in the community and on school
campuses. Center sta refer families who need assistance
to an array of services, including local clothing and food
closets, medical and counseling providers, and dental and
vision care.
SAFE Centers collaborate with community partners
to bring programs and services to District families,
including: Elk Grove Optimist/Kohl’s Child Spree; Smiles
for Kids Dental Clinic (sponsored by the Sacramento
District Dental Society); Early Smiles and Carrington
College dental hygiene programs (dental hygiene
education and screenings); Vision to Learn vision care
program (vision exams and glasses); holiday ‘Celebrate
the Season’ programs; Sacramento Covered Health
Navigators (connection to health insurance); and
Sacramento County Department of Human Assistance
(consultation with Human Services Specialists).
SAFE Centers coordinate the District’s Homeless
Education Program and Project A.C.T. The programs
serve students and families experiencing homelessness.
Students have eligibility rights based on federal and
state laws governing the education of homeless children
and youth. For more information, see the Homeless
Education Program section in this handbook.
1
Eastside SAFE Center
(schools east of Hwy 99)
—
David Reese SAFE Center (916) 392-9081
2
Westside SAFE Center
(schools west of Hwy 99)
—
Valley SAFE Center (916) 681-7577
SAFE CENTERS
5554
PARENT COMMUNICATION
Websites
Our district website is www.egusd.net and to nd each school’s website, visit Our Schools found on our homepage..
Synergy ParentVUE Portal
EGUSD utilizes Synergy, by Edupoint for its Student
Information System. Synergy has a fully integrated
parent portal called ParentVUE. ParentVUE helps
parents/guardians stay informed and connected
by providing day-to-day insight into their child’s
academic experience. Parents will need to register for
a ParentVUE account using an activation code and
instructions available at each school or by calling the
Department of Family and Community Engagement.
Instructions on how to register and update information in
the system are included on the activation code handout.
If you lose your activation code or need another one,
please contact your child’s school. This portal is available
on the web or mobile phone app.
ParentVUE Features:
• Single sign-on—one login for each parent, which allows
access to all children associated with that parent or
guardian, across the District in any grade or school
• Big picture information—ability to view attendance,
immunization compliance, transcripts, graduation
status, and more
• Ability to modify data—emergency contacts,
physician and demographic information
• Real-time grades and assessment scores—view if
your children are on track academically or may
need extra help
• Class website access—know what is happening in
your children’s classroom(s)
• Assignments—view when new assignments are
posted Customizable alerts – receive email
notication for school events, attendance, discipline
incidents
• Ability to stay connected with teachers—by
communicating within Synergy or through email
• Web Portal and mobile app—available for use
anywhere, anytime
Parents must register for a ParentVUE account one time only using a specialized code. Handouts with instructions are
available at your school’s front oce. The handout will include a specialized code and instructions on how to register
and update information in Synergy. If you lose your code or need another one, please contact your children’s school.
Please refer to our website for more information about Synergy, registration and ParentVUE Guides.
District and School Mass Notications for Updates and Emergencies (SchoolMessenger)
In an eort to enhance our communication eorts, please download the School Messenger app, which was designed
to help us stay connected to you and allows you to set your preferences on messages you receive. School Messenger is
a notication service that provides a recipient inbox where parents can access recent voice calls, text messages, email
messages, and push notications from any device and at any time. The app helps parents access critical information
on their schedule and on whatever device they choose. During emergency situations. School Messenger is the preferred
method to send parent notications due to its multi-method messaging ability, which is not available with ParentVUE.
Parent Information
The Department of Communications issues a bi-monthly Community Update to provide all parents and sta
information regarding important district news, announcements or information. They also issue a monthly newsletter
called Community Connection. When parents subscribe to SchoolMessenger, they will receive these messages via
email and occasionally, the text and phone call features will be used.
5756
Parent Emergency Notication
In the event that an emergency takes place on a school
campus, student safety is our top concern. Depending
on the level of the emergency, parents will be notied
by telephone call, email or a letter home. EGUSD has
an automated telephone dialing system through School
Messenger for emergency situations. In the case of an
emergency, the auto dialer system will call all telephone
numbers listed under a student’s emergency contact
information as well as the student’s home phone. Please
make certain that your child’s school has your most
current emergency contact information. Questions
about the emergency auto dialer system can be
directed to the Communications Department at (916)
686-7732 or [email protected].
School Messenger gives busy, on-the-go parents powerful
new ways to stay connected to the school or district and
for parents with children at dierent school sites, this
app will help identify which message corresponds to the
appropriate child. To see how the preference function
works, you can try InfoCenter for yourself now. Visit
go.schoolmessenger.com or download the InfoCenter app
from iTunes or Google Play.
Opt-In to Receive Text Messages
Parents can also choose to receive text messages. To do
this, please contact your school’s front oce to request
adding or making sure your preferred mobile number
is noted in your child’s student record. Once you have
your mobile number noted in your child’s student record,
in order to receive a text message generated through
School Messenger, you must subscribe to texting.
Below is information on SchoolMessenger’s SMS texting
service. Once your mobile number is connected with your
child’s student record and you have subscribed or opted-
in, you will receive Info Alerts through this program when
the school chooses SMS in a Broadcast Message.
How to Subscribe and Opt-In to Receive Text Messages
For users in the United States, you can participate in
School Messenger’s service via short code 67587. If you
would like to receive messages from your school or district
you must reply armatively with one of the opt-in key
words: Send a text message to 67587 with either the words
“opt in” or “subscribe”.
Standard message and data rates may apply.
For help information, text HELP to 67587. To opt out at any time, text STOP to 67587. Participating carriers: AT&T,
T-Mobile®, Sprint, Verizon Wireless, Alltel, Boost, U.S. Cellular™, MetroPCS and other carriers. (The mobile carriers are not
liable for delayed or undelivered messages.) schoolmessenger.com/txt.
Talking Points App
Talking Points is a free application that allows two-way communication between the home and school. All schools
have access to use Talking Points to communicate with their families. Talking Points allows families to send short
messages to their teachers or principal by communicating in their home language.
Translation and Interpretation Services
If you need translation assistance, please send an email to [email protected] in order to schedule a ZOOM
meeting or phone call with an interpreter. Please include your name and phone number.
• Español: Si usted necesita apoyo en traducción, por favor envíe un correo electrónico a [email protected]
para programar una junta vía ZOOM o una llamada telefónica con un intérprete. Por favor incluya su nombre y
número de teléfono.
• Hmoob: Yog koj xav tau kev pab txhais lus, thov sau email mus rau [email protected] thiaj yuav teem
tau sijhawm sablaj hauv ZOOM nrog rau tus neeg txhais lus lossis nws thiaj yuav hu tau xovtooj rau koj. Thov
qhia koj lub npe thiab xovtooj.
• Ngôn Ng. Ti.ng Vi.t: Nê´u ba.n câ`n hô~ tro. di.ch thuâ.t, vui lo`ng gu.i mô.t email to´i [email protected] dê.
lên li.ch cuô.c ho.p vê` ZOOM hay go.i diê.n thoa.i cho thông di.ch viên. Vui lo`ng gô`m có tên va` sô´ diê.n thoa.i
cu.a ba.n.
5756
Social Media
Follow us @ElkGroveUnied on Facebook, Twitter, Instagram, LinkedIn, YouTube and Eventbrite.
Our Social Media Comment Policy
We welcome the community’s contributions to our ocial social media pages (e.g. post comments). Each of our sites
intends to inform and engage with our students and their families, sta, residents, and other interested persons to
provide current and useful information regarding district programs, activities and operations. Such information shall
be appropriate for both internal and external audiences. The intent of this comment policy regarding participation
on an ocial social media page is to maintain a positive and informative ow of communication while protecting the
privacy and rights of our community. With these aims in mind, posting on an ocial Elk Grove Unied School District
(EGUSD) page constitutes acceptance of the following terms of use and protocols:
• Participants are encouraged to submit comments,
questions and concerns; however, our ocial social
media pages are moderated online discussion sites
that constitute a limited forum, the contents of which
are at the discretion and control of EGUSD.
• We will exercise its rights within the law to regulate
speech within this limited forum on the ocial
Facebook page;
• All posting of comments on social media pages are
at the discretion of the ocial EGUSD social media
page administrators;
• Our Ocial social media page administrators
will review all postings to make sure they are
appropriate, constructive and abide by EGUSD’s
Board Policy and Administrative Regulation 1113
regarding Internet access and practices;
• Our ocial social media page administrators will not
restrict speech on the basis of a disagreement with the
opinion expressed;
• Once posted, our ocial social media page
administrators reserve the right to delete
submissions that contain vulgar language, personal
attacks of any kind, or oensive comments that
target or disparage any ethnic, racial, gender or
religious group; and
• We do not allow postings of photographs or videos
by anyone other than by ocial social media pages
administrators or other specically authorized
District personnel.
• Further, our ocial social media page
administrators also reserve the right to delete
comments on the ocial social media page that:
—
contain spam, advertising, solicitations or
include links to other sites; are clearly o topic,
and/or disruptive;
—
cause or are reasonably likely to cause
substantial disruption to the school and
EGUSD’s educational environment or
operations;
—
are obscene, vulgar or sexually explicit,
including masked words (***), acronyms and
abbreviations;
—
violate a person’s privacy;
—
abuse, harass, stalk, threaten violate the legal
rights of others;
—
are libelous or slanderous;
—
are likely to incite students and create a clear
and present danger to the operation of the
schools;
—
interfere with the educational mission of a
district school or EGUSD;
—
are endorsements of any product, cause,
political party, or political candidate, which are
all forbidden;
—
are chain letters, pyramid schemes or fraudulent
or deceptive messages;
—
promote particular services, products, or
political organizations or campaigns;
—
infringe on copyrights or trademarks;
—
contain links to inappropriate websites;
—
advocate illegal activity; and/or
—
violate any EGUSD policies.
Please note that the comments expressed on an EGUSD school or district ocial social media page do not reect
the opinions and position of the EGUSD school, EGUSD or its employees. We thank you in advance for your
contributions to our ocial social media page(s), and for the help in creating a safe and vibrant online community.
For more information, contact Communications at (916) 686-7732 or send an e-mail to the Communications
Department: [email protected].
5958
STUDENT SCHOOL
ATTENDANCE
Attendance is Key to Academic Success
In elementary, middle and high school, your child’s
academic success can be put in jeopardy if too many
days are missed. If your child must miss school due to
an illness or other critical reasons, rst contact the front
oce and then work with their teacher to make-up for
the lost time in class. Ask for homework assignments
and do extra review.
In addition to the academic component, student absences
directly aect the District’s nances. The majority of state
funding is based on each day a student attends school.
The state only pays the District for those days the student
is physically in class. It does not pay for excused (or
unexcused) absences, even if the parents provide a note
from a doctor.
Teachers build your child’s education one day at a
time, so every day is essential. In elementary, middle
and high school, your child’s academic success can be
put in jeopardy if too many days are missed. If your
child must miss school due to an illness or other critical
reasons, work with oce sta to ensure that absences
are recorded correctly and also their teacher to make-
up the lost time in class. Ask for homework assignments
and do extra review.
Facts About Attendance
Facts from the California Department of Education’s 2000 “School Attendance Improvement Handbook” and Elk
Grove Unied School District data:
• Absenteeism in the rst month of school can predict
poor attendance throughout the school year. Half the
students who miss 2-4 days in September go on to
miss nearly a month of school.
• Absenteeism and its ill eects start early. One
in 10 kindergarten and rst grade students are
chronically absent. Poor attendance can inuence
whether children read prociently by the end of
third grade or be held back.
• By 6th grade, chronic absence becomes a leading
indicator that a student will drop out of high school.
• Research shows that missing 10 percent of
the school, or about 18 days in most school
districts, negatively aects a student’s academic
performance. That’s just two days a month and
that’s known as chronic absence.
• The academic impact of missing that much school
is the same whether the absences are excused or
unexcused. When students improve their attendance
rates, they improve their academic prospects and
chances for graduating.
Condential Medical Services Related to
Attendance
According to the Education Code, school authorities
may excuse any student in grade 7 through 12 for the
purpose of obtaining condential medical services
without the consent of the pupil’s parent or guardian.
School districts are permitted to grant such excuses.
[E.C. 46010.1]
Failure to Ensure Student Attendance
Any parent or guardian who fails to ensure their
student’s attendance may be guilty of an infraction
and can be punishable as follows: $100 for rst
conviction; $250 for second conviction; and $500 for
third conviction. A parent or guardian may be placed
in a parent education program or counseling program
in lieu of a ne. A willful violation of a court order
directing that a student must be enrolled in a school or
program can mean a $1,000 ne. [E.C. 48293]
5958
GENERAL ABSENCES
According to Education Code 48205(a) a pupil shall be excused from school
when the absence is:
• Due to illness or medical appointment during
school hours of a child of whom the student
is the custodial parent, including absences
to care for a sick child for which the school
shall not require a note from a doctor. Due to
quarantine under the direction of a county or
city health ocer.
• For the purposes of having medical, dental,
optometric or chiropractic services rendered.
• For the benet of the pupil’s mental or
behavioral health.
• For the purposes of attending the funeral
services of a member of the student’s
immediate family, so long as the absence
is not more than one day if the service is
conducted in California and not more than
three days if the service is conducted outside
California.
• For the purpose of jury duty in the manner
provided for by law.
• For justiable personal reasons, including,
but not limited to: an appearance in court,
attendance at a funeral service, observance
of a holiday or ceremony of his or her
religion, attendance at religious retreats, for
attendance at an employment conference
or educational conference on the legislative
or judicial process oered by a nonprot
organization when the pupil’s absence has
been requested in writing by the parent or
guardian and approved by the principal or a
designed representative pursuant to uniform
standards established by the governing
board.
• For the purpose of spending time with a
member of the pupil’s immediate family, who
is an active duty member of the uniformed
services, as dened in Section 49701, and
has been called to duty for, is on leave
from, or has immediately returned from
deployment to a combat zone or combat
support position. Absences granted on this
basis shall be granted for a period of time
to be determined at the discretion of the
Superintendent or designee.
• For the purposes of serving as a member of
a precinct board for an election pursuant to
Sec. 12302 of the Elections Code.
• For the purpose of attending the pupil’s
naturalization ceremony to become a United
States citizen (AB 1593). A student in foster
care will be excused due to placement
changes, court appearances, or related court
ordered activities.
• 11th and 12th grade students are eligible for
two excused absences per year for college/
military visits providing that meet certain
criteria and submit the Excused Absence
Request for a College/Military Visit form
with-in prescribed timeline.
• For the purpose of participating in a cultural
ceremony or event related to the habits,
practices, beliefs, and traditions of a certain
group of people.
6160
A
pupil absent from school under this section shall be allowed to complete all assignments and tests missed during the
absence that can be reasonably provided and upon satisfactory completion within a reasonable period of time shall be
given full credit. The teacher of any class from which a pupil is absent shall determine the tests and assignments, which shall be
reasonably equivalent to, but not necessarily identical to, the test and assignments that the pupil missed during the absence.
Absences pursuant to this section are deemed to be absences in computing average daily attendance and shall not
generate state apportionment payments. “Immediate” family as used in this section, has the same meaning as that set
forth in Section 45194, except that references therein to “employee: shall be deemed to be references to pupil.”
[E.C. 46014, 48205]
A pupil shall be excused for participation in religious instruction or exercises upon written notice. Such absences may
not exceed four days per month. Any excused student must nevertheless attend school at the minimum school day
required for his or her grade.
Leaving School at Lunch Time
The Elk Grove Unied Board of Education has established a closed campus policy at all sites. Students may not
leave campus at any time during the school day. This is to protect your student’s health, safety and welfare and
maintain the security of the campus. We ask that you not request permission for your student to leave campus during
the school day for lunch. [E.C. 44808.5]
School Attendance Review Board (SARB)
SARB reviews student attendance and disruptive behavior. Students may be referred to SARB for habitual truancy or
irregular attendance. SARB may involve the District Attorney, County Probation Department and County Health and
Human Services in a student’s case.
Meetings with Teachers or Other School Sta
Generally, the principal, teachers, counselor and other school sta are available before and after school to provide
special assistance, answer questions and help resolve concerns. It is recommended that you make appointments with
school sta, when possible, especially for issues that cannot be resolved quickly. If you have questions or diculties
communicating with school sta, contact the school site’s principal or administrative team.
Resolving Concerns
Sometimes miscommunication or incomplete information can cause concern. Clarifying the situation with the people
immediately involved creates opportunities to develop successful solutions. A team approach to resolution helps
everyone. (BP 1312.1)
To resolve questions, concerns or problems successfully, Elk Grove Unied asks families and students to:
• Meet informally with the person(s) involved. Calmly
state the facts you are aware of and what you think
the problem is.
• If the concern is not resolved, discuss the issue with
the school principal.
• If the concern is not resolved at this level, request
assistance from the appropriate or district department
related to the issue, and we will work with you and the
school administration to resolve concerns.
• If you are still unsatised with attempts to resolve
your concerns the division-level administrator
may request that you and the supervisor put your
concerns in writing in accordance with appropriate
District procedures.
6160
Tips for Helping Your Child Succeed
EGUSD encourages families to ask about their child’s progress throughout the school year. Parents and guardians
can ask for progress reports on how well their child is doing in school rather than waiting for one each quarter. Please
contact your child’s teacher or principal to get information about your student’s academic performance.
There are several actions families can take to help children succeed in school:
• Spend time at school. Interact with teachers and
administrators.
• Make sure your child arrives at school on time.
• Volunteer in the classroom or at school events.
• Attend student performances and school meetings
and participate in site and advisory councils.
• Read to your student or encourage them to
read independently.
• Insist that your students treat teachers,
administrators, sta and other adults with respect.
• Talk to your student about obeying school rules.
• Ask your child about their school day.
• Ask them to tell you one thing they learned in
school that day.
• Limit screen time for your child.
• Contact your child’s teacher when you have a
question, concern or complaint.
• Check your child’s backpack on a regular basis.
• Carefully review your child’s homework, report cards,
school newsletters and other information from the
school.
• Discuss upcoming tests with your child.
• Encourage them to do their best in school.
• Reinforce the importance of homework to practice
the skills learned from the day.
• Talk to them about turning assignments in on-time.
Good communication is essential to a student’s success. Families and students are encouraged to ask questions and
discuss concerns promptly. Elk Grove Unied welcomes engagement at all levels of our schools and District.
6362
ENROLLING IN EGUSD
SCHOOLS
Student Enrollment
Enrollment decisions should be made in the best
educational interest of your child. In addition to your
neighborhood school, EGUSD oers a variety of programs
that appeal to students’ interests and talents. If you are
moving to the Elk Grove Unied School District and either
have a child who will soon enter kindergarten or have
children already in school, below is important information
about enrolling your child for school. You may enroll your
child for the current school year at any time as soon as
you establish residency within the district boundaries.
In Elk Grove Unied, schools are aligned by grade level
uniformly. Children aged 6 years or older must attend
school. Education Code [EC] Section 48200.
1
Identify your home school. Use our online
school boundary locator available on the
District’s website.
2
Pick up an enrollment packet, also known as
a New Student Welcome Packet, from your
home school, download a copy from the home
school web page or District webpage, or
enroll online through ParentVUE.
3
Review the enrollment process checklist and
complete the enrollment section.
4
Submit completed enrollment sections and
documents to your home school.
5
To meet your child’s needs and ensure
their appropriate placement, complete the
Supplemental Student Information Form in
the New Student Welcome Packet available
at your home school or download a copy
from the home school web page or District’s
website.
TO ENROLL
EGUSD School Boundaries
If you are moving into or to another part of the District
and want to know which school your child will attend,
you may use the online School Locator Tool on the
District’s website. Please know the District cannot
guarantee any child’s attendance at a particular school,
regardless of where the child lives. However, every child
is guaranteed a place somewhere in the District. There
may be instances when a school is lled to capacity.
This could result in new students being ooaded to
another school in the District.
Elk Grove Unied must periodically change our
school boundaries. For example, school boundaries
are changed when new schools open or as necessary
to balance enrollment. In practical terms, this means
some students may have to change schools. If you have
any questions about your school boundary, boundary
updates, or if you need further assistance, please call
the District’s Boundary Hotline at (916) 686-7755.
Early Childhood and Pre-Kindergarten
Education
Elk Grove Unied Board of Education is committed
to providing opportunities for pre-kindergarten
education. Several programs help children from 0 – 5
years old prepare for Transitional Kindergarten and/
or Kindergarten. The programs are funded through
dierent sources and their requirements vary.
(See Early Childhood and Pre-Kindergarten Education
Programs) PreK-K programs are based on a child’s age:
• Early Childhood and Pre-Kindergarten Education:
0-5 years
• Transitional Kindergarten: 5 years old between
September 2 and April 2
• Kindergarten: 5 years old on or before September 1
6362
Grades TK-K
Each year, enrollment for Transitional Kindergarten and Kindergarten starts in early January. To enroll, pick
up a New Student Welcome Packet from your home school, download a copy from the home school web page
or district web page or enroll online through ParentVUE. Return your completed kindergarten enrollment
materials by the second Wednesday in February in order to participate in our Randomization process.
Although most families who turn in their enrollment materials by the designated date in February are likely
to get into their home school, we are not able to guarantee placement for every child at their home school.
Due to crowded conditions in the Elk Grove Unied School District, there is a possibility that your child may
be reassigned to another Elk Grove Unied elementary school.
Grades 1-12
In Elk Grove Unied, schools are aligned by grade level uniformly.
• Elementary School: Grades PreK – 6th
(children age 6 years or older must attend school)
• Middle School: Grades 7th – 8th
• High School: 9th – 12th
Enrollment Required Document Checklist
Several items are required to enroll your child in California public schools. Proof of citizenship is not required for
enrollment purposes. If you do not have an item or have any questions, please contact your school. For support
with enrollment, visit our district website or contact one of the following oces:
• Elementary (TK-6 Grade):
(916) 686-7704 | [email protected]
• Secondary (7-12 Grade):
(916) 686-7706 | [email protected]
Completed enrollment forms will be accepted at your resident/boundary school during regular school hours.
When returning the completed enrollment form, you must bring the following items with you as required by
California Education Code, Sections 48000-48070.6:
The following is required for enrollment in an Elk Grove Unied School District (EGUSD) school.
• Age and legal name verication – ONE of the
following: — Certied copy of a birth certicate
or a statement by the local registrar or county
recorder certifying the date of birth
—
Baptismal certicate or ocial hospital
record of birth;
—
Passport; and/or
—
When none of the above is obtainable, an
Adavit for Proof of Age of Minor signed
by the student’s parent/legal guardian may
be accepted
• Immunization records
• Parent or Guardian Photo ID to verify the
identity of the enrolling adult (Government-
issued or non-government-issued ID are
accepted; e.g., workplace ID badge, driver’s
license, college ID, revolving credit card with
photo, Costco membership card)
• Withdrawal grades/unocial transcript
(if applicable)
• Current proof of residence within the district
(Note: must be a street address; P.O. Box is
not acceptable) consisting of any ONE of the
following with the present address and the
name of the parent or legal guardian listed:
—
Property tax payment receipts
—
Mortgage statement, rental property
contract, or lease agreement
ENROLLMENT
STUDENT
6564
—
Current utility service (e.g., PG&E,
SMUD, water, garbage, sewer) contract,
statement, or payment receipt
—
Rental property payment receipt
—
Parent or guardian’s recent pay stub
—
Voter registration
—
Correspondence from a government agency
(e.g., documentation from the Department of
Human Assistance, court documents, motor
vehicle registration, driver’s license, etc.)
—
Declaration of residency executed by the
student’s parent/guardian
—
If the student is residing in the home of a
caregiving adult within district boundaries, an
adavit executed by the care-giving adult
Exceptions to Proof of Residence:
Any homeless or foster youth must be enrolled
regardless of proof of residency. Support for families
and schools is available through the District Liaison at
(916) 686-7568.
There are unique residency requirements for children
whose parents are on active military duty and whose
parents were residents of the state and departed the
state against their will. Support for families and schools
in this situation is available through the Student Support
and Health Services Department at (916) 686-7568.
Residency Waivers for Enrollment of
Homeless/Unaccompanied Youth
If a family is homeless or the student is an
unaccompanied homeless youth, proof of residency is not
required for immediate enrollment. Homeless students shall
be immediately enrolled and, to the extent feasible, placed
in their school of origin unless otherwise requested by their
parent/guardian. In the case of an unaccompanied youth,
the district liaison to the homeless shall assist in placement
or enrollment decisions. If, after enrollment, it is determined
that a student is not homeless as dened in the law, the
district will follow policies in place to address fraud.
Please contact the appropriate Student Support Center
for assistance:
1
Eastside SAFE Center
(ALL schools east of Hwy 99)
—
David Reese SAFE Center
(916) 392-9081
2
Westside SAFE Center (schools west of Hwy 99)
—
Valley SAFE Center (916) 681-7577
SAFE (STUDENT AND FAMILY
EMPOWERMENT) CENTERS
Enrollment in District in Which
Parent or Guardian is Employed
Students (K-12) who live outside of the District’s
boundaries may have the option of attending schools
in the District if their parent/guardian is employed
within the boundaries of the District for a minimum of
10 hours per week. A Verication of Employment Form
must be submitted with the Interdistrict Transfer Permit.
This form is available on the district’s website. For more
information call PreK-6 Education at (916) 686-7704
or Secondary Education at (916) 686-7706.
[E.C. 48204(b)(f), 48980(i)]
Enrollment Based on Parent and Student
Living at Parent’s Place of Employment
for a Minimum of 3 Days During the
School Week
Parents may apply for enrollment of their child in a
school district in which the parent is employed, and
where the parent and child live at the parent’s place of
employment for a minimum of 3 days during the school
week. [E.C. 48204(a)(7)]
Enrollment Options for Persistently
Dangerous School Choice
Within 10 school days after learning that a school
has been designated as “persistently dangerous,”
the Superintendent or designee shall notify parents/
guardians of the school’s designation. Within 20 school
days after learning of the school’s designation, parents/
guardians may exercise their option to transfer.
6564
Enrollment of Pupils in Hospitals
Outside of School District
If, due to a temporary disability, your child is
in a hospital or other residential health facility,
excluding a state hospital, which is located
outside of the school district in which the pupil’s
parent or guardian resides shall be deemed to
have complied with the residency requirements
for school attendance in the school district in
which the hospital is located. [E.C. 48207]
If this situation should arise, you should notify
both the District where you reside and the
District where the hospital is located so that
individualized instruction, if possible, can be
provided. The District has ve working days to
notify the parent if individualized instruction
shall be made available. If the determination
is positive, individualized instruction shall
commence within ve working days.
[E.C. 48208, 48206.3, 48980]
When a student receiving individual
instruction is well enough to return to school,
s/he must be allowed to return to the school
that s/he attended immediately before
receiving individual instruction, if the student
returns during the school year in which the
individual instruction was initiated.
Students enrolled in individual instruction in a
hospital or other residential health facility for a
partial week, are entitled to attend school in their
school district of residence, or to receive individual
instruction provided by the school district of
residence in the student’s home, on days in
which he or she is not receiving individual
instruction in a hospital or other residential health
facility, if s/he is well enough to do so.
Absences from the student’s regular school
program due to the student’s temporary
disability are excused until the student is
able to return to the regular school program.
[E.C. 48206.3, 48207, 48207.3, 48207.5, 48208,
48240 (c) and 48980(b)]
Students in Active Duty Military
Families/ Residency Retention and
Matriculation
A student living in the household of an active
duty military service member must be allowed to
continue attending the student’s school of origin
for the remainder of the school year if the family
moves. A student from an active duty military
family who is transitioning between school grade
levels must be allowed to continue in the school
district of origin and in the same attendance
area of their school of origin. If the student is
transitioning to middle school or high school,
and the school designated for matriculation is
in another school district, the local educational
agency must allow the student to continue
to the school designated for matriculation
in that school district. The new school must
immediately enroll the student, even if the child
has outstanding fees, nes, textbooks, or other
items or money due to the school last attended,
or if the student is unable to produce clothing or
records normally required for enrollment.
If the parent/guardian’s military service ends
during the school year, then the student is
allowed to stay in their school of origin for the
remainder of the school year if s/he is in grades
1-8, or through graduation if the student is in
high school.
RETENTION
STUDENT
6766
TRANSFER REQUESTS
InterDistrict Transfer Request Criteria and Procedures
The Board recognizes that the District may
be capable of serving additional students.
Therefore, the Superintendent or designee may
approve interdistrict attendance agreements
with other districts; however, the Board may
approve requests for school attendance in the
district for students living outside the District
only for reasons specically listed in Board
Policy, Administrative Regulation, and on the
permit itself.
The governing Board reserves the right to
revoke any interdistrict attendance permit
at any time, consistent with Board Policy,
Administrative Regulation and those terms
contained in the permit itself. Transportation
shall not be provided for students attending
on an interdistrict attendance agreement.
Interdistrict transfer requests are granted on a
space available basis; they will not be approved
for enrollment-impacted schools.
Criteria for InterDistrict Transfer Permit
• When a student is enrolled or accepted into
a program not available in the district of
residence;
• To meet the student’s special emotional,
physical, educational, health or safety
needs as certied by a physician, school
psychologist or other appropriate school,
medical or law enforcement personnel;
• When school personnel have determined
that the pupil has been the victim of
bullying, as set forth in Education Code
46600 and 48900(r);
• When recommended by the School
Attendance Review Board, county child
welfare, probation or a social service agency
in documented cases of serious home or
community issues that make it inadvisable
for the student to attend in the district of
residence;
• When a student has siblings concurrently
attending the same requested school;
• When parents/guardians provide sucient
written evidence that the family will be
moving to a new district within 60 days and
would like the student to start the year in
the new district;
• To allow a student to remain in their current
school within two years of graduation or
promotion from that school;
• To meet the pupil’s desire to remain in their
school of current attendance for the balance
of the semester or school year despite their
parent’s or guardian’s change of address;
• To address the childcare needs of the
student in grades K-8, with a completed
Child Care Verication Form;
• To accommodate parent/guardian
employment inside of the requested district
[E.C. 48204] with a completed Employment
Verication Form.
Parents choosing to apply for an Interdistrict Transfer must complete an Application for Interdistrict
Transfer (Grades K-12) available from Elementary or Secondary Education or online EGUSD Forms.
The Interdistrict Transfer form must be returned to Elementary or Secondary Education oces for
processing, located in the Robert L. Trigg Education Center at 9510 Elk Grove Florin Road, Elk
Grove, CA. If an interdistrict transfer request is denied, a parent/guardian may appeal that decision
to the County Board of Education.
TRANSFERS
6766
IntraDistrict Transfer Request Criteria and Procedures
Elk Grove Unied students who wish to attend a school other than their school of residence must
complete the District’s Intradistrict Transfer Request Form available at their child’s home school.
Parents/guardians requesting an Intradistrict Transfer must initiate the request at their home school.
Administrators from the home school and the requested school will confer and decide whether the
transfer meets required criteria. If it does, the request will be granted. Approval for or termination of
a permit will be at the discretion of the principal or their designee(s). Intradistrict Transfer Requests
are granted on a space available basis. Transfers will not be approved for enrollment-impacted schools.
Transportation is not provided for students attending on an intradistrict transfer. Students on an Intradistrict
Transfer are expected to meet and maintain academic, attendance and behavioral standards. The transfer
permit may be revoked if minimum standards are not met or maintained. To appeal a denial, contact the
administration at your child’s school of residence.
Criteria for an Intradistrict Transfer Permit
• Childcare within the attendance area of
requested school (grades K-8 only) and
a Verication of Childcare Form must be
provided by the childcare provider. This form is
available on the district’s website. Specialized
academic programs (grades 9-12 only).
Secondary students may request to transfer to
another school within the District to participate
in an academic program that is otherwise not
available at their school of residence (as long
as enrollment space is available at the desired
school and within the requested program). The
student also must meet the entrance criteria
for the academic program (grades 9–10).
• A student’s physical or mental health. In
these cases, documentation from a medical
provider that clearly identies the student’s
health issue and explains how it can be
resolved by granting a transfer to another
school is required for application and
consideration of the transfer.
• For safety reasons. In certain cases, transfers may
be granted based on safety/health concerns.
• Documentation that clearly identies the
student’s safety/health concern and explains
how it can be resolved by granting a transfer
to another school is required for application
and consideration of the transfer.
Transfer of Student with Misdemeanor
Senate Bill B1343 allows school district governing boards to adopt a policy to transfer students who
have been convicted of violent felonies and designated misdemeanors to another school within the
District, if the oending student and the victim of the crime are enrolled at the same school and if
certain requirements are satised. [E.C. 48929, 48980, subd. (n)]
Academic Program/Childcare Transfers
Secondary students may request to transfer to another school within the District to participate in an
academic program (grades 9–10) that is otherwise not available, both at their school of residence (as
long as enrollment space is available), at that school and within the requested program. The student
also must meet the entrance criteria for the academic program (grades 9–10).
TRANSFERS
STUDENT
6968
Children in grades K-8, living within our boundaries, may choose to attend another school in the District through an
intradistrict transfer permit process only if they have childcare in that school’s attendance area. Many Elk Grove Unied
schools are overcrowded and some intradistrict permits may not be granted due to unavailable space. A Verication of
Childcare Form must be provided by the childcare provider. This form is available on the district’s website.
Medical/Health Transfers
Intra-district and Inter-district transfers may be granted for
health reasons, provided that the parent/guardian presents
written documentation from a healthcare professional. This
documentation shall clearly identify the student’s health issue
and explain how it can be resolved by granting a transfer to
another school.
Victims of Bullying—Transfer Rights
Expanded Transfer Rights for Victims of Bullying
(Assembly Bill (AB) 1127 and Education Code section
46600 now states that school districts must approve the
request of a bullying victim, as dened, to transfer to
another school within the district. If the requested school
is at capacity, the school district must accept a request
for an alternate site. If the school district of residence
has only one school available, the school district of
residence must honor the student’s interdistrict transfer
request if the school district of proposed enrollment
approves the transfer. [E.C. 46600]
Migratory Children—Residency Retention
Migratory children whose parent or immediate family
member is a temporary or seasonal employee in an
agricultural or shing activity, as dened. [E.C. 48204.7
and 54441]
Currently migratory children, who are enrolled in a school
district due to a parent’s or immediate family member’s
temporary or seasonal employment in an agricultural or
shing activity, as dened by Education Code 54441, must
be allowed to continue in their schools of origin, regardless
of any change of residence during that school year, for
the duration of their status as migratory children. When a
student’s status as a migratory child changes during the
school year, the school district must allow 9-12th graders
to continue in their schools of origin through graduation.
Additionally, migratory children and their parents/
guardians must be informed of the impact that remaining
in their schools of origin will have on their eligibility to
receive migrant education services. [E.C. 48204.7]
Residency Retention for the Students
of Detained or Deported Parents
A student meets residency requirements when both of
the following requirements are met:
• The student’s parent has departed California against
his or her will, and the student can provide ocial
documentation evidencing the departure.
• The student moved outside of California as a result
of their parent leaving the state against their will, and
the student lived in California immediately before
moving outside the state. The student must provide
evidence of enrollment at a public school in California
immediately before moving outside the state.
Deported parents and/or parents or guardians of a
pupil subject to subdivision (a) may designate another
adult to attend school meetings and to serve as an
emergency contact. No charges or fees of any kind,
as allowed under Education Code section 48050,
may be required for admission or attendance in these
circumstances. [E.C. 48204.4.]
Open Enrollment
Open Enrollment is oered only at schools designated
annually by the Board of Education. The District reserves
the right to limit the number of students transferring
into or out of any school identied for Open Enrollment.
[B.P./A.R. 5116.1; E.C. 48980]
Student Records
Student records are condential and privacy will be
maintained. Parents and guardians of students, adult
students 18 or older, students 16 or over or who have
completed the 10th grade and unaccompanied homeless
youth age 14 or over have the right to review and inspect
their school records during school hours within ve days of
a written request submitted to the principal. You may have
copies made at a reasonable cost per page.
In order to release condential student information,
parents or guardians, or students in these specic
groups must give written permission to authorize the
release except in some instances such as when a student
transfers to another school, we receive a lawfully issued
subpoena or a court order, or under the conditions
6968
specied in Education Code 49076. Those
granted access are prohibited from releasing
information to another person or agency
without written permission.
Files may be reviewed to identify students
eligible for public school choice or supplemental
educational services.
Education Code and Board Policy/
Administrative Regulation 5125 set forth
the criteria under which school ocials and
employees may access, change or delete
information in a le. [E.C. 49075, 49076]. You
may have copies made and you have the right
to le a written request with the superintendent
or designee challenging the records. [E.C. 49076]
Student records include but are not limited
to, report cards, transcripts, discipline history,
commendations, attendance, assessment
information, program participation (including
Special Education and Section 504) and health
information. The records are maintained at the
school site where the student attends. The District
maintains student records according to Title 5
of California Code of Regulations, section 432.
“Mandatory permanent” records are archived,
“mandatory interim” and “permitted” records,
including special education student records
and student discipline records will be destroyed
according to District policy and law.
An access log of who has viewed the records is
kept at the same location as the records. [E.C.
49064] The log does not have to be signed by:
Parents/guardians; Adult students, students 16 or
older or who have completed the tenth grade,
unaccompanied homeless youth 14 or older; Parties
obtaining district-approved directory information;
Parties who provide written parental/ guardian
consent or the consent of an adult student 18 or
over or an unaccompanied homeless youth age 14
or older. In this case, the consent notice shall be led
with the record; School ocials or employees who
have a legitimate educational interest.
Access to student records will be granted to
school ocials (employees or contractors)
within Elk Grove Unied who have a
legitimate educational interest in order to
fulll his or her professional responsibility.
A school ocial has a legitimate educational
interest if the ocial needs to review an
educational record in order to fulll his or her
professional responsibilities. A school ocial
may include but is not limited to a person
employed by the District as an administrator,
supervisor, teacher, instructor, support sta
member (including health or medical sta
and law enforcement unit personnel), a person
serving on the governing board, or a person or
company with whom the District has contracted
to perform an institutional school district
task (such as attorney, auditor, consultant, or
therapist). A school ocial may also include
a company or other parties which performs
an institutional service or function for which
absent outsourcing, the District or school would
otherwise use its own employees or technologies.
No information or documents regarding the
citizenship or immigration status of students or
their family members shall be collected, except
as required by state or federal law or as required
to administer a state or federally supported
educational program. Student records shall not
be disclosed to a person, agency, or organization
for immigration enforcement purposes without
parental consent, a court order, or judicial
subpoena. No list, registry or database based
on a student’s national origin, ethnicity, religious
belief, practice, or aliation, shall be compiled
nor shall student information be disclosed to
federal government authorities for the purpose
of compiling such a list, registry, or database
for purposes of immigration enforcement. [E.C.
234.7; cf. 5145.13; Government Code 8310.3]
RECORDS
STUDENT
7170
EGUSD may gather and maintain information from
the social media of any student, if it pertains directly to
school safety or student safety. Students are aorded
access to any information obtained from their social
media activity and given the opportunity to correct or
delete such information. Information gathered from
social media and maintained in student records will be
destroyed within one year after a student turns 18 or
within one year after the student is no longer enrolled in
the district, whichever comes rst. [E.C. 49073.6]
Elk Grove Unied may contract with a third party for the
digital storage, management, and retrieval of student
records, to gather information on a student from social
media, and/or to authorize a third party provider of digital
software to access, store, and use student records, provided
that the contract meets the requirements of Education
Code 49073.1 and other applicable state and federal laws.
Challenging Student Records
You may challenge the content of the student record
if you think there is an inaccuracy, unsubstantiated
conclusion or inference, a conclusion outside the
observer’s area of competence, a comment not based
on personal observation of a named person with the
time and date noted, or if the student record includes
misleading information or violates a student’s privacy
rights. The superintendent or designee will respond to
the parent/guardian complaint within 30 days.
The superintendent or designee will determine whether
to sustain or deny the allegations. If your challenge is
sustained, the changes will be made. If not, you may
appeal to the school board, which has nal authority.
If you still have a dierent opinion, it can be included
in the student’s record. Our policies and procedures
relating to types of records, logs, kinds of information
retained, persons responsible for maintaining records,
directory information, persons and organizations
permitted access to student information and procedures
to challenge records, and policies regarding reviewing
and expunging student records, are available through
the principal or from our district’s Custodian of Records
at (916) 686-7753. Parents/guardians have a right to
le a complaint with the United States Department of
Health, Education, and Welfare, concerning any alleged
failure by the District to comply with section 438 of the
General Education Provisions Act. If you are not satised
with how your case was handled by the District, you may
le a challenge with the United States Department of
Education. [E.C. 49063,49060, 49070; Family Educational
Rights and Privacy Act (FERPA); 34 C.F.R. Part 99]
When a student transfers into the school district, a
copy of their school records will be requested from
their previous District or private school. Parents will be
notied of this request, and have the right to review,
challenge and receive a copy of the student’s record
if desired. [E.C. 49068; 5 C.C.R. 438] The District will
forward student records, including academic records,
suspension and/or expulsion disciplinary records, health
records and special education records (if applicable)
to other schools that have requested the records in
which the student seeks or intends to enroll.
[E.C. 49068; FERPA; 5 C.C.R. 438]
Resolution of Challenge/Appeals
After considering all relevant information, the
Superintendent or designee shall sustain or deny
the parent/ guardian’s allegations. [E.C. 49070]
If the Superintendent or designee denies the
allegations, the parent/guardian may, within 30 days,
appeal the decision in writing to the Governing Board.
[E.C. 49070]
Withholding Grades, Diploma or Transcripts
Any school district whose real or personal property has
been willfully cut, defaced or otherwise injured, or whose
property is loaned to a pupil and willfully not returned
upon the request of an employee authorized to do so,
may, after aording the pupil his or her due process rights,
withhold ocial grades, diploma and transcripts of the
pupil responsible for the damage, from the pupil and/or
their parent or guardian, until the pupil or the parent or
guardian has paid for the damages. [E.C. 48904]
If a previous school district has withheld the grades,
diploma or transcripts of a pupil pursuant to Section
48904, the school district to which the pupil has
transferred shall also withhold the grades, diploma or
transcripts of the pupil as authorized by that section, until
it receives notice from the district that initiated the decision
to withhold, that the hold has been lifted. [E.C. 48904.3]
7170
Opt-Out Forms
Our Student Opt-Out Form is sent home by school sites at the beginning of each school year and these Opt-Out preferences
may be updated in the ParentVUE app. The form allows parents to opt-out of media visits, release of directory information and/
or viewing PG-13 or R rated movies. It only needs to be lled out if the parent/guardian wishes to opt-out of one of these areas.
You can also opt-out of receiving this Parent and Student Handbook via email.
Please note the Release of Directory Information/Yearbook section where you may choose:
• Option A, which opts out your student from release of
any and all directory information, including yearbooks.
• Option B provides opt-out of directory information
to outside organizations and allows your student’s
information in yearbook and awards lists.
Multimedia Access
Elk Grove Unied wants you to know there may be
occasions when news media will be on school campuses
to interview, photograph and lm students for print
and broadcast stories. In many cases, media presence
is positive in spreading good news about our students,
teachers and sta. However, there may be instances
when the media seeks access to our schools on more
controversial issues. At all times our goal is to maintain
student security and privacy.
As with all guests visiting a school campus, Board
Policy 1112 requires media representatives to register
before coming on campus. At the time of registration our
sta will inform the media of our guidelines and parental
preferences indicated by the Student Opt-Out Form’s
Multimedia Withhold Form sent home at the beginning
of the school year. School ocials may refuse access to all
visitors/volunteers if there is a reasonable belief their presence
would disrupt the school, students or employees. In order
to minimize possible disruption, media representatives are
strongly encouraged to make prior arrangements with the
District’s Communications Department.
Elk Grove Unied uses the Multimedia Withhold Form to
identify students who do not want their names or images in
public news stories. EGUSD cannot guarantee the media will
comply with parental preferences for news reports.
Photos of students without their name may be
posted to a District web page, unless the student
has an opt-out form on le requesting that their
photo or name not appear on web pages.
EGUSD has included a check box for parents and
guardians who wish to withhold authorization from
news media to broadcast and/or publish photographs,
lm or obtain information identifying their child on the
Multimedia Withhold section of the Opt-Out Form. This
form goes home with students at the beginning of the
school year.
There are times when the media will interview or
photograph students outside the campus. Signing the
form will not apply to o-campus media interactions. We
encourage parents to talk to their children about possible
media interactions if they do not want them interviewed,
photographed, or videotaped.
In the case of special education students, Board Policy
1112 states, “The student shall not be identied as a
special education student without prior written consent.”
There are occasions when public EGUSD events and
activities are broadcast on live streaming video. By
their very nature, such broadcasts regularly include
reference to student names and include student images.
Examples include EGUSD graduation ceremonies
and certain athletic events held in gymnasiums
and stadiums. Please know there are times certain
organizations and/or individuals may live stream or
record EGUSD events and activities without obtaining
permission from EGUSD or an EGUSD school. By
participating in EGUSD events and activities that are
open to the public, student names and likenesses may
be captured in audio, photographic, or video recordings.
7372
Release of Directory Information
The Family Educational Rights and Privacy
Act (“FERPA”), a federal law, and the California
Education Code, require that the District, with certain
exceptions, obtain your written consent prior to the
disclosure of personally identiable information from
your child’s education records. However, the District
may disclose appropriately designated “directory
information” without written consent, unless you
have advised us to the contrary in accordance with
District procedures, including this notice. In the case of
students who have been identied as a homeless child
or youth, no directory information can be released
without parent or guardian consent.
Directory information is information about a student
that would not generally be considered harmful or an
invasion of privacy if disclosed. Directory information
is dened in Administrative Regulation 5125.1 and
may include: a student’s name, student’s telephone
number, student’s email address, photograph, date
and place of birth, grade level, dates of attendance,
participation in District activities and sports, weight
and height of members of athletic teams, and honors
and awards received.
The primary purpose of directory information is to
allow the District to include this type of information
in certain school or District publications, which may
include, but are not limited to: the annual yearbook,
honor roll or other recognition lists, graduation
programs, sports activity lists, or a playbill showing
a student’s role in a drama production. Directory
information may also be disclosed to outside
organizations without a parent’s or guardian’s prior
written consent. In addition, federal law requires that
districts receiving assistance under the Every Student
Succeeds Act of 2015, provide military recruiters,
media, locally elected ocials and institutions of
higher learning, upon request, with student’s names,
addresses, and telephone listings unless parents or
guardians have advised the district in writing that they
do not want their child’s information disclosed without
their prior written consent.
The Superintendent or designee may release
student directory information to representatives of
public or private schools or colleges, branches of
the military, oces of public ocials for purposes
of certicates or awards of recognition and/or
news media in accordance with Board policy and
administrative regulation. [Education Code 49073]
This release is optional. If you do not want us to
release directory information from your child’s
education records without your prior written consent
or to use directory information on District digital
communications tools, such as our website, you must
notify us by returning a completed Opt-Out Form
at the beginning of the school year. Each form
should include:
• Name
• Address
• Telephone number
• Email address
• Date of birth
• Major eld of study
• Participation record in ocially recognized
activities and sports
• Weight and height of athletic team members
• Dates of attendance
• Degrees and awards received
• Most recent previous school attended
We may disclose your child’s student identication
number, user identication, or other unique personal
identier used to communicate in electronic systems,
provided it cannot be used to access education
records without a personal identication number
(PIN), password, or other factor that only the
authorized user knows. Your child’s social security
number will not be used for this purpose.
Directory information does not include your child’s
citizenship status, immigration status, place of
birth, or any other information indicating national
origin. The District will not disclose such information
without your consent or a court order.
TRANSPORTATION
SERVIC ES
7372
Bus Transportation Services
While school districts are not required to provide general transportation service, we have elected to provide limited
service over the years to students in eligible service areas for a fee. All students must register to ride before boarding the
bus. No fees will be charged to qualifying students due to low income or foster status, special education students whose
individualized education program provides for transportation services, or students ooaded at district direction between
school sites in eligible areas. However, students must still register to ride and obtain a bus pass before boarding.
Contact Transportation Services about students who may qualify for transportation and how to register for services. Below
is required information all parents and students should know regarding Transportation Safety as school buses are an
integral part of learning for eld trips and planned o-campus activities. [E.C. 39381.5]
Transportation Safety
Every bus driver is trained to provide instruction to all students in Prekindergarten, Kindergarten, and Grades 1 to
12, who are transported on a school bus or school student activity bus/van on school bus emergency procedures and
passenger safety. Provided instruction includes:
• Upon registration, parents or guardians of all
students not previously transported in a school bus
or school student activity bus/van and who are in
Pre-Kindergarten, Kindergarten, and Grades 1 to 6,
inclusive, shall be provided with written information
on school bus safety. The information shall include,
but not be limited to, all of the following:
—
How to access information regarding school
bus stops near each student’s home.
—
General rules of conduct at school bus
loading zones.
—
Red light crossing instructions.
—
School bus danger zone.
—
Walking to and from school bus stops.
At least once in each school year, all students in Pre-
Kindergarten, Kindergarten, and Grades 1 to 8, inclusive,
who receive home-to-school transportation shall receive
safety instruction that includes, but is not limited to, proper
loading and unloading procedures, including escorting by
the driver, how to safely cross the street, highway, or private
road, instruction on the use of passenger restraint systems,
as described in paragraph, proper passenger conduct, bus
evacuation, and location of emergency equipment.
Instruction also may include responsibilities of
passengers seated next to an emergency exit. As part
of the instruction, pupils shall evacuate the school bus
through emergency exit doors.
Instruction on the use of passenger restraint systems,
when a passenger restraint system is installed, shall
include, but not be limited to, all of the following:
• Proper fastening and release of the
passenger restraint system.
• Acceptable placement of passenger
restraint systems on students.
• Times at which the passenger restraint
systems should be fastened and released.
• Acceptable placement of the passenger
restraint systems when not in use.
Prior to departure on a school activity trip, all students
riding on a school bus or school student activity bus/
van shall receive safety instruction that includes, but is
not limited to, location of emergency exits, and location
and use of emergency equipment. Instruction also may
include responsibilities of passengers seated next to an
emergency exit.
Food and Nutrition Services
We participate in the National School Lunch and
Breakfast Programs through Food and Nutrition
Services. This department is committed to improving
the nutritional health and academic success of students
and has been awarded Healthier US School Challenge
award recognition by the United States Department
of Agriculture.
Food & Nutrition Services will oer meals at no cost to
any student enrolled in the Elk Grove Unied School
District, when they are in attendance. No cost meals
are provided through CA Assembly Bill 130 which
established Universal Meals to all children enrolled
in school throughout California.
SERVIC ES
7574
Lunch and breakfast are oered daily at all
school sites. Meals are analyzed to ensure
that they meet the nutritional needs of students
and the Dietary Guidelines for Americans
www.choosemyplate.gov.
Food substitution accommodations will be considered for
students with disabilities or medically documented food
allergies. Families should obtain a Medical Statement—
Food Substitution and/or Accommodations form from the
school cafeteria or oce. The form must be signed by a
recognized medical authority. Return completed forms to
the school cafeteria for review by the District dietitian.
For additional information about meal applications,
eligibility, breakfast/lunch menus and nutrition
education, please contact Food and Nutrition Services
at (916) 686-7735 or refer to the website at:
https://egusdschoolmeals.com/.
USDA Nondiscrimination Statement
In accordance with federal civil rights law and U.S.
Department of Agriculture (USDA) civil rights regulations
and policies, this institution is prohibited from discriminating
on the basis of race, color, national origin, sex (including
gender identity and sexual orientation), disability, age, or
reprisal or retaliation for prior civil rights activity.
Program information may be made available in
languages other than English. Persons with disabilities
who require alternative means of communication to
obtain program information (e.g., Braille, large print,
audiotape, American Sign Language), should contact
the responsible state or local agency that administers
the program or USDA’s TARGET Center at (202) 720-2600
(voice and TTY) or contact USDA through the Federal
Relay Service at (800) 877-8339.
To le a program discrimination complaint, a
Complainant should complete a Form AD-3027,
USDA Program Discrimination Complaint Form
which can be obtained online at: https://www.usda.
gov/sites/default/les/documents/ad-3027.pdf, from
any USDA oce, by calling (866) 632-9992, or by
writing a letter addressed to USDA. The letter must
contain the complainant’s name, address, telephone
number, and a written description of the alleged
discriminatory action in sucient detail to inform
the Assistant Secretary for Civil Rights (ASCR)
about the nature and date of an alleged civil rights
violation. The completed AD-3027 form or letter
must be submitted to USDA by:
1
mail: U.S. Department of Agriculture Oce
of the Assistant Secretary for Civil Rights
1400 Independence Avenue, SW
Washington, D.C. 20250-9410; or
2
fax: (833) 256-1665 or (202) 690-7442; or
3
This institution is an equal opportunity provider.
Earned Income Tax Credit Information
Act Communication
Notice: The California Revenue and Taxation Code
(RTC) Section 19853(b) requires local educational
agencies (LEA) that operate the national School Lunch
Program (NSLP) to annually notify households about
the Earned Income Tax Credit (EITC) Information Act.
Based on your annual earnings, you may be eligible to
receive the Earned Income Tax Credit from the Federal
Government (Federal EITC). The Federal EITC is a
refundable federal income tax credit for low-income
working individuals and families. The Federal EITC has no
eect on certain welfare benets. In most cases, Federal
EITC payments will not be used to determine eligibility for
Medicaid, Supplemental Security Income, food stamps,
low-income housing, or most Temporary Assistance For
Needy Families payments. Even if you do not owe federal
taxes, you must le a federal tax return to receive the
Federal EITC. Be sure to ll out the Federal EITC form in
the Federal Income Tax Return Booklet. For information
regarding your eligibility to receive the Federal EITC,
including information on how to obtain the Internal
7574
Revenue Service (IRS) Notice 797 or any other necessary
forms and instructions, contact the IRS by calling
(800) 829-3676 or through its website at www.irs.gov.
You may also be eligible to receive the California Earned
Income Tax Credit (California EITC) starting with the
calendar year 2015 tax year. The California EITC is a
refundable state income tax credit for low-income working
individuals and families. The California EITC is treated in
the same manner as the Federal EITC and generally will
not be used to determine eligibility for welfare benets
under California law. To claim the California EITC, even if
you do not owe California taxes, you must le a California
income tax return and complete and attach the California
EITC Form (FTB 3514). For information on the availability
of the credit eligibility requirements and how to obtain
the necessary California forms and get help ling, contact
the Franchise Tax Board at (800) 852-5711 or through its
website at www.ftb.ca.gov.
For additional information, refer to the IRS EITC
web page at: http://www.irs.gov/credits-deductions/
individuals/earned-income-tax-credit If you have
questions regarding this subject, please contact the IRS
by phone at (800) 829-3676 or through its website
at www.irs.gov. You can also contact the Franchise
tax Board by phone at (800) 852-5711 or through its
website at www.ftb.ca.gov.
Child Care & Child Development
Many elementary schools in the District contract with
outside agencies to oer extended-day student care for
a fee. Most agencies operate before- and after-school
programs. If you are interested in learning more about
how to enroll your child in these programs, please call
the individual providers at the numbers listed below or
the District Liaison at (916) 686-7704.
Licensed Child Care and Development —
Before- and After-School
• Catalyst Kids (formally Child Development, Inc.):
(916) 830-3300 www.catalystkids.org
• School sites: Maeola R. Beitzel, Arthur C.
Butler, Raymond Case, Elitha Donner, John
Ehrhardt, Elk Grove Elementary, Elliott Ranch,
Ellen Feickert, Robert J. Fite, Foulks Ranch,
Franklin Elementary, Isabelle Jackson, Anna
Kirchgater, Robert J. McGarvey, Miwok Village,
Barbara Comstock Morse, Pleasant Grove
Elementary, Prairie, Joseph Sims, Stone Lake,
Mary Tsukamoto, Zehnder Ranch
• Champions Extended Learning:
(916) 714-2452 or (916) 687-3493
www.discoverchampions.com
• School sites: Arnold Adreani, Edna Batey,
Carroll, Helen Carr Castello, Arlene Hein,
Roy Herburger, James A. McKee, Marion Mix,
Sunrise, Irene B.
• West YMCA: (916) 688-8660
jmoore@ymcasuperiorcal.org
• School site: Cosumnes River
Subsidized Child Care
Families should inquire about subsidized childcare at the
on-site childcare center at their home elementary school.
Subsidized slots based on income and need are available
at some centers. All centers can provide information about
subsidized slots available through the Sacramento County
Centralized Eligibility List managed by Child Action, Inc.
Other Extended-Day Services
All elementary school sites oer before and/or after school
services made possible through the ELO-P funding. These
programs are oered to families free of charge with
priority enrollment given to students who are experiencing
homelessness, youth in foster care, English language learners,
or students who qualify for free or reduced priced meals.
Additional after school programs are available at some
secondary school sites based on grant funding. For
additional information, please contact the Expanded
Learning Department at (916) 831-2277.
DEVELOPMENT
CHILD
7776
Some elementary school sites host fee-based before and/or after-school services provided by a local parks
and recreation district instead of or in addition to licensed child care services. For more information, call a
representative at the numbers listed below.
• Before-and After-School Recreation Services Cosumnes Community Services District (CSD): (916) 405-5300
School sites: Florence Markofer, Stone Lake
• Southgate Recreation & Parks District: (916) 391-7622
School sites: Maeola R. Beitzel, Mary Tsukamoto
• After-School Only Recreation Services Cosumnes Community Services District (CSD): (916) 405-5300
School sites: Arthur C. Butler, John Ehrhardt, Elk Grove, Ellen Feickert, Joseph Sims
ENGAGING
EDUCATIONAL PARTNERS
How to Volunteer
Applicants interested in volunteering should contact the school directly to obtain information regarding volunteer
opportunities available. All volunteers must be cleared by the District prior to participating in school activities.
Volunteer Background Check
We require that all volunteer candidates who work
with students be ngerprinted as part of a criminal
background check. Even volunteers that work under
the direct supervision of a District employee need to be
ngerprinted.
The ngerprint check is done by the California
Department of Justice (DOJ) and the Federal Bureau
of Investigation (FBI). Both agencies provide us with
a record of prior convictions or pending arrests or
citations. We review this report with specic interest
in the history of oenses, pattern of oenses, time of
oenses and for drug crimes, sexual crimes or serious
or violent felonies. After receiving and reviewing the
ngerprint reports, volunteer candidates may be
authorized as volunteers, based upon the discretion
of the District, and must be cleared or authorized as
volunteers, prior to contact with students. This is the
same background check that district employees must
pass prior to being hired. Volunteers are not charged
for ngerprinting. The service is available in Room
103-A in the Robert L. Trigg Education Center, 9510
Elk Grove Florin Road, Elk Grove, CA 95624. For more
information please call (916) 686-7795, ext. 67172 or
visit the district’s website.
Volunteer Tuberculosis Clearance
California law requires that volunteers who have
frequent or prolonged contact with students must have
a certicate that they are clear from tuberculosis. Prior
to initial volunteer assignment, a volunteer who will have
contact with students shall have on le with the school a
certicate from a physician licensed under the Business
and Professions Code or from a registered nurse, nurse
practitioner or physician’s assistant indicating that a
tuberculosis examination within the past sixty (60) days
shows that he/she is free from active tuberculosis. The
tuberculosis examination shall consist of an approved
intradermal tuberculin test. An X-ray of the lungs shall be
required only if the intradermal test is positive.
Continuing volunteers who test negative on tuberculin
skin tests shall undergo a tuberculosis examination
at least once every four (4) years. If you have any
questions regarding this requirement, please contact
your school’s principal or vice principal.
EDUCATION
7776
Volunteer Child Protection Responsibility
Volunteers are not considered “mandated
reporters” under California Law, but volunteers
should be aware of child abuse reporting
requirements for school employees.
School Personnel must report:
• Cases of suspected iniction of physical or
mental suering on minor,
• Cases of suspected physical injuries to
minors by other than accidental means
• Cases of suspected sexual molestation
School personnel are dened as teacher,
administrative ocer, supervisor of child
welfare and attendance or certicated pupil
personnel employee of any public school. All
school personnel are mandated reporters for
suspected child abuse. If you become aware
of suspected child maltreatment, report your
observations to your supervising teacher or site
administrator.
Local Control Funding Formula (LCFF) and Local Control Accountability
Plan (LCAP)
California’s 2013-14 Budget Act included
landmark legislation that greatly simplies
the state’s school nance system. The changes
introduce the Local Control Funding Formula
(LCFF) which represents a major shift in how
California funds public schools. Under LCFF,
California funds school districts per student
with adjustments based on grade levels and
demographic characteristics.
State mandates and new accountability
measures include the development of a Local
Control Accountability Plan (LCAP) which
requires parent and community input prior to
adoption. The LCAP describes the actions,
services and expenditures that support student
growth. The LCAP claries how programs/
services will be measurably improved in
quantity or quality, proportionate to the
increase in funding. The LCAP is a three-year
plan that must be adopted by July 1 and
updated each year. For more information on
LCFF and LCAP visit the district’s website.
Student Fees, Deposits and Charges
The Governing Board recognizes its
responsibility to ensure that books, materials,
equipment and supplies necessary for students’
participation in the educational program
are made available to them. No student
shall be required to pay any fees, deposits
or other charges for their participation in
an educational activity which constitutes an
integral fundamental part of the District’s
educational program, including District
curricular and extracurricular educational
activities.
As necessary, the District and its schools
may approve and impose fees, deposits
and other charges which are specically
allowed by law. For such legally-authorized
fees, deposits and charges, we may consider
students’ and parents’/guardians’ ability to
pay when establishing fee schedules and for
granting waivers or exceptions. The District, its
schools and programs may also lawfully solicit
voluntary donations of funds or property, or
request voluntary participation in fundraising
activities, by students and parents/guardians.
EDUCATION
PARTNERS
7978
You Can Help Us with Trac
By following the school’s directions, parents
and guardians can help provide a smooth
ow of trac at our schools during the
morning drop-o and afternoon pickup times.
Please use appropriate pickup and drop-o
areas, follow the directions of school sta
and follow trac laws around school.
Vehicles that are double-parked, stopped in
crosswalks or parked in restricted zones—such
as those for loading and unloading school
buses—create unsafe conditions for students,
parents and motorists. These conditions make
it dicult for children and other motorists to
see each other, which can lead to accidents
and injuries. It is better to wait a few seconds
for a more secure drop o or pickup location
than to stop where children need to dart across
busy streets, or hold up trac while picking
up or dropping o students in the street.
The trac situations you experience at your
child’s school are also part of the day-to-day
problem our school bus drivers deal with every
day while charged with the safe travel of
their riders. Please do not block the path of a
school bus with your vehicle or drive alongside
the bus trying to get the driver’s attention.
Safety Tips To & From School
There are several precautionary safety measures parents and students can take as they go to and
from school. Talk to your children about the following safety measures:
• Do not talk to strangers, even if they know
your name.
• Always walk directly to and from school using
the same path everyday.
• Always walk or ride your bike with a group
of friends.
• Run directly to school or home if you are
approached by a stranger.
• Immediately notify a school ocial or parent.
GUN STORAGE SAFETY REMINDER
E
vidence strongly suggests that secure rearm storage is an essential component to
any eective strategy to keep schools and students safe. It has been determined
that an estimated 4.6 million American children live in households with at least one
loaded, unlocked rearm and that every year nearly 350 children under the age of 18
unintentionally shoot themselves or someone else. Tragically, approximately 693 children
die by gun suicide each year, most often using guns belonging to a family member. In
incidents of gun violence on school grounds, 90 percent of active shooters are current
students or recent graduates, and 74 percent of shooters under the age of 18 obtained
their guns from their own home, a relative’s home, or from friends. Research shows that
secure rearm storage practices are associated with up to an 85 percent reduction in
the risk of self-inicted and unintentional rearm injuries among children and teens.
In response to the alarming facts surrounding rearms and their access by children and our
students, the State Superintendent of Public Instruction has made an urgent request
of school districts to inform their school communities about the laws regarding the
safe storage of rearms and has made resources available regarding gun safety on
the California Department of Education’s Violence Prevention web page. The Board
of Education also adopted Resolution No. 72, 2021-2022 declaring the importance of
secure rearm storage and associated preventative measures to increase student and
school safety.
SAFETY
7978
PART FOUR
Keeping
Our Learning
Environment
Safe
8180
KEY DISTRICT POLICIES
1. CONFIRMATION OF A SAFE AND POSITIVE LEARNING ENVIRONMENT FOR ALL
WHEREAS: The U.S. Supreme Court has held, in
Plyler v. Doe, 457 U.S. 202 (1982), that local school
districts have a constitutional mandate to educate all
students residing within their jurisdictional boundaries,
regardless of their immigration status;
WHEREAS: All students have a right to attend school
free of bullying, intimidation, and/or discrimination;
WHEREAS: The Elk Grove Unied School District
(EGUSD) is the fth-largest school district in the
state of California and celebrates the rich diversity
of our students and communities irrespective of their
immigration status or citizenship and ensures that every
school site is a welcoming place for all students and
their families;
WHEREAS: The Governing Board rearms that
EGUSD schools are welcoming, safe places for learning
and teaching for all students, regardless of immigration
status, rearms federal regulations and state law that
prohibit educational agencies from disclosing personally
identiable student information to anyone, including law
enforcement, without consent of a parent or guardian,
or a court order or lawful subpoena or in the case of a
health emergency;
WHEREAS: The Governing Board concurs with
the California Department of Education (CDE)’s
recommendation that local educational agencies do
not collect or maintain documents that may be related
to immigration status including, but not limited to,
passports, visas and social security numbers, as they
are not needed by school districts, and place student
privacy at an unnecessary risk;
WHEREAS: The U.S. Immigration and Customs
Enforcement (ICE) 2011 policy states that immigration
enforcement activity will not be conducted at any
“sensitive” location, which includes schools, without
special permission by specic federal law enforcement
ocials, unless exigent circumstances exist that are
related to national security, terrorism, public safety
or where there is imminent risk of the destruction of
evidence material to an ongoing criminal case; and
WHEREAS: ICE activities in and around schools
and school facilities would be a severe disruption
to the learning environment and educational setting
for students;
NOW, THEREFORE, BE IT RESOLVED: The
Governing Board rearms that pursuant to federal and
state law, every student has the right to attend school
regardless of the child’s immigration status;
BE IT FURTHER RESOLVED: The Governing Board
conrms that all EGUSD students who are eligible to
receive school services, including free or reduced-price
lunch and breakfast, transportation and educational
services, regardless of their immigration status, are
entitled to receive those school services, and that sta
shall not take any steps that would deny students access
to education or the services provided based on their
immigration status;
BE IT FURTHER RESOLVED: To provide a public
education, regardless of a child’s or family’s immigration
status, absent any applicable federal, state, local law or
regulation, local ordinance or court decision that may
lawfully provide otherwise, EGUSD shall act consistent
with the following practices:
• EGUSD employees shall not treat students dierently
for residency determination purposes based on their
actual or perceived immigration status and shall
treat all students equitably in the receipt of all school
services for which they are eligible.
• EGUSD employees shall not inquire about
a student’s immigration status or require
documentation of a student’s legal status.
• EGUSD employees shall review the list of documents
that are currently used to establish residency and
shall ensure that any required documents would
not unlawfully bar or discourage a student who is
undocumented or whose parents are undocumented
from enrolling in or attending school.
KEY DISTRICT
8180
• EGUSD employees shall neither require
students to apply for Social Security numbers
nor require students to provide a Social
Security number, passport, or visa.
• EGUSD employees shall not allow any
immigration enforcement ocer or agent
to enter a school site without rst signing in
with the school administration and making
a request to enter campus and shall forward
any request by immigration enforcement
agents to enter a school site (including
for the services of lawful subpoenas,
petitions, complaints, warrants, etc.) to
the Superintendent’s oce for review, in
consultation with EGUSD’s legal counsel.
• EGUSD employees shall immediately send
all requests by immigration enforcement
agents for information or documents to
the Superintendent, who in consultation
with EGUSD’s legal counsel, shall consider
all legally permissible actions that may be
taken to respond to such requests to protect
the privacy rights of students and their
families. Outside of exigent circumstances,
or the service of a warrant or subpoena,
immigration agents or ocers shall not be
allowed onto a school campus prior to the
approval of the Superintendent.
• EGUSD employees shall not enter into
any agreement with ICE to enforce federal
immigration law and shall not participate in
any ICE or Border Patrol enforcement actions.
• EGUSD employees, as designated by the
Superintendent, along with EGUSD’s legal
counsel, shall review the impact of any
changes in federal immigration laws, state
laws and policies or programs that may
impact students, and develop solutions aimed
at preventing and/or mitigating the impact on
both students and employees that may arise
from the collection of, storage of or access
to any personally identiable information for
immigration enforcement purposes.
• EGUSD employees shall take all reasonable
measures so that after-school program
providers and other service providers that
have access to student or family information
will also follow the actions described herein.
• The Superintendent shall ensure EGUSD
employees and parents are informed about
the content of this Resolution and copies
of the Resolution will be distributed to all
EGUSD schools.
KEY DISTRICT
POLICIES
8382
2. ACCESS TO EGUSD BOARD POLICIES AND ADMINISTRATIVE REGULATIONS
EGUSD’s Board Policies and Administrative Regulations can be accessed through the California School
Boards Association (CSBA) system SIMBLI™. They can also be accessed via the EGUSD’s website at
https://www.egusd.net/District/About-EGUSD/Board-of-Education/Board-Policies/index.html.
Below is a list of recently added or updated policies that parents and students may want to know about:
BP 0410: Nondiscrimination in District Programs and Activities — Revised: April 18, 2023
BP 1312.1: Complaints Concerning District Employees — Revised: April 18, 2023
Administrative Regulation 1312.1: Complaints Concerning District Employees — Revised: March 27, 2023
Board Policy 1312.3: Uniform Complaint Procedures — Revised: April 18, 2023
Administrative 1312.3: Uniform Complaint Procedures — Revised: March 27, 2023
Board Policy 4030: Nondiscrimination in Employment — Revised: April 18, 2023
Administrative Regulation 4030: Nondiscrimination in Employment — Revised: March 27, 2023
Board Policy 4119.11: Sexual Harassment — Revised: April 18, 2023
Board Policy 5145.18: Nondiscrimination/Harassment/Intimidation/Bullying — Revised: April 18, 2023
Administrative Regulation 5145.18: Nondiscrimination/Harassment/Intimidation/Bullying —
Revised: March 27, 2023
Board Policy 5145.7: Sexual Harassment — Revised: April 18, 2023
BP 0460 Local Control and Accountability Plan — Revised: April 4, 2023
Regulation 0460 Local Control and Accountability Plan — Revised: March 20, 2023
BP 5141.3 Health Examinations — Revised: April 4, 2023
Regulation 5141.3: Health Examinations — Revised: March 20, 2023
BP 6163.4 Student Use of Technology — Revised: April 4, 2023
BP 3562 Routes and Walking Distances — Revised: March 7, 2023
BP 6146.2 Certicate of Prociency/High School Equivalency — Revised: March 7, 2023
Regulation Certicate of Prociency/High School Equivalency — Revised: January 30, 2023
8382
3. EGUSD CODE OF CONDUCT
a. Human Dignity Policy
EGUSD believes everyone (student, parents/
guardians, employees, community members)
deserve to be treated with care and respect.
EGUSD serves many multilingual, multiracial,
and multicultural students and their families.
EGUSD strives to ensure that everyone feels
welcome. EGUSD will not tolerate behavior
by students, employees, or visitors that insults,
degrades, or stereotypes any race, gender,
disability, physical characteristic, ethnic group,
sexual preference, age, national origin, or
religion. Human dignity is reected in attitudes
and behaviors toward others and self. Human
dignity is characterized through respect,
sensitivity, and care exhibited in the interaction
of sta and students. [See the District’s
Board Policy 201 entitled “Human Dignity”].
Appropriate consequences for violating the
EGUSD’s Human Dignity Policy are specied
in this Handbook.
b. Withdrawal of Consent
Where there is reasonable cause to believe
that a community member, including parent/
guardian, has willfully disrupted the orderly
operation of a school site or other EGUSD
operations, EGUSD may withdrawal consent
for the community member, including parent/
guardian, to be on EGUSD property. A
violation of a withdrawal of consent order
may subject the community member to arrest.
[Cal. Pen. Code sections 626.4 and 626.8]
4. NON-DISCRIMINATION, HARASSMENT, INTIMIDATION, AND BULLYING
a. Applicable Board Policies and Administrative Regulations
The following EGUSD policies and regulations protect students from discrimination, harassment,
intimidation, and bullying:
• Board Policy 201: Human Dignity
• Board Policy 410: Nondiscrimination
in District Programs and Activities
• Board Policy 1312.3: Uniform Complaint
Procedures
• Administrative Regulation 1312.3: Uniform
Complaint Procedures
• Board Policy 5131.2: Bullying
• Administrative Regulation 5131.2: Bullying
• Board Policy 5145.18: Nondiscrimination/
Harassment/Intimidation/Bullying
• Administrative Regulation 5145.18:
• Nondiscrimination/Harassment/
Intimidation/Bullying
• Board Policy 5145.7: Sexual Harassment
• Administrative Regulation 5145.71:
Title IX Sexual Harassment Complaint
Procedures
• Board Policy 5145.9: Hate-Motivated
Behavior
• Administrative Regulation 5145.9:
Hate-Motivated Behavior
• Board Policy 5146: Married/Pregnant/
Parenting Students
b. Nondiscrimination in EGUSD Programs and Activities
The Governing Board is committed to
providing equal opportunity for all individuals
in EGUSD programs and activities. EGUSD
programs, activities, and practices shall be
free from unlawful discrimination, including
discrimination against an individual or group
based on race, color, ancestry, nationality,
national origin, immigration status, ethnic
group identication, ethnicity, age, religion,
marital status, pregnancy, parental status,
physical or mental disability, sex, sexual
orientation, gender, gender identity, gender
expression, or genetic information; a 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.
CODE OF CONDUCT
8584
A
ll individuals shall be treated equitably in the receipt of EGUSD services. Personally identiable information
collected in the implementation of any EGUSD program, including, but not limited to, student and family
information for the free and reduced-price lunch program, transportation, or any other educational program, shall be
used only for the purposes of the program, except when the Superintendent or designee authorizes its use for another
purpose in accordance with law. Resources and data collected by EGUSD shall not be used, directly or by others,
to compile a list, registry, or database of individuals based on race, gender, sexual orientation, religion, ethnicity,
national origin, or immigration status or any other category identied above.
EGUSD programs and activities shall be free of any racially derogatory or discriminatory school or athletic team
names, mascots, or nicknames.
Americans with Disabilities Act
EGUSD is committed to achieving full compliance with the Americans with Disabilities Act (ADA) and does not:
• Deny the benets of its programs, services
and/or activities to qualied individuals with
a disability, because of their actual and/or
perceived disability.
• Discriminate based on an actual and/or
perceived disability in access to or provision
of its programs, services, activities and/or
application for employment or employment
to qualied individuals with an actual and/or
perceived disabilities.
• Provide separate, unequal, or dierent
programs, services, or activities, unless the
separate or dierent programs are necessary
to ensure that the benets and services are
equally eective.
EGUSD operates its programs so that, when viewed in
their entirety, the programs are readily accessible to, or
usable by, individuals with disabilities. EGUSD welcomes
individuals with disabilities to participate fully in the
programs, services, and activities oered to students,
parents, guardians, and members of the public.
When structural changes to existing EGUSD facilities
are needed to provide individuals with disabilities
access to programs, services, activities, or facilities, the
Superintendent or designee shall develop a transition
plan that sets forth the steps for completing the changes.
The Superintendent or designee shall ensure that
EGUSD provides appropriate auxiliary aids and services
when necessary to aord individuals with disabilities
equal opportunity to participate in or enjoy the benets
of a service, program, or activity. These aids and
services may include, but are not limited to, qualied
interpreters or readers, assistive listening devices,
assistive technologies, or other modications to increase
accessibility to EGUSD web sites, note takers, written
materials, taped text, and Braille or large-print materials.
If you need a disability-related modication or
accommodation, including auxiliary aids or services to
participate in any program, service, or activity oered
to you, contact the Risk Management Department at
(916) 686-7775 at least 48 hours before the scheduled
event so that the District has the opportunity to
reasonably accommodate you.
If you have an observation of a possible barrier to
access or a complaint about access, please contact the
District’s ADA Coordinator at [email protected].
[Government Code section 54953.2; Americans with Disabilities Act of 1990, 42 U.S.C. § 12101 et seq.]
c. Sexual Harassment – EGUSD prohibits sexual harassment.
8584
SexualHarassmentunderDistrictPolicy
For purposes of Board Policy 5145.7 (Sexual Harassment), Board Policy 1312.3 (Uniform Complaint Procedures), and
Administrative Regulation 1312.3 (Uniform Complaint Procedures), “Sexual Harassment” means any unwelcome
sexual advance, unwelcome requests for sexual favors, or other unwelcome verbal, visual, or physical conduct of a
sexual nature, whether it occurs between individuals of the same sex or individuals of opposite sex, under any of the
following conditions:
1. Submission to the conduct is explicitly or implicitly
made a term or a condition of a student’s academic
status or progress;
2. Submission to, or rejection of, the conduct by
the student is used as the basis of an academic
decisions aecting the student;
3. The conduct has the purpose or eect of having
a negative impact upon the student’s academic
performance or progress or has the purpose
or eect of creating an intimidating, hostile, or
oensive educational environment. The conduct
is suciently severe, persistent, pervasive, or
objectively oensive, to create a hostile or abusive
educational environment or to limit the student’s
ability to participate in or benet from an
educational program or activity; and/or
4. Submission to, or rejection of, the conduct is used
as the basis for any decision aecting the student
regarding benets and services, honors, programs,
or activities available at or through EGUSD.
[Ed. Code 212.5 and 5 C.C.R. 4916]
Examples of conduct that might constitute sexual harassment include, but are not limited to:
1. Unwelcome verbal conduct such as sexual irtations
or propositions; graphic comments about a student’s
body; overly familiar conversations; pressure for
sexual activity; sexual jokes or stories; unwelcome
sexual slurs; epithets, threats, or innuendoes;
derogatory comments; sexually degrading
descriptions; and/or the spreading of sexual rumors;
2. Unwelcome visual conduct such as drawings,
pictures, grati, or gestures; sexually explicit emails;
displaying sexually suggestive objects; and/or
3. Unwelcome physical conduct such as massaging,
grabbing, fondling, stroking, or brushing the body;
touching an individual’s body or clothes in an overly
familiar or sexual way; cornering, blocking, leaning
over, or impeding normal movements.
“Educational environment” includes, but is not limited to, the following: (1) campus or school grounds of EGUSD;
(2) properties controlled or owned by EGUSD; and (3) o-campus, if such activity is sponsored by EGUSD, or is
conducted by organizations sponsored by or under the jurisdiction of the EGUSD.
All allegations of “Sexual Harassment” meeting the above denition shall be processed in accordance with EGUSD’s
Administrative Regulation 1312.3 (Uniform Complaint Procedures).
SexualHarassmentunderTitleIX
For purposes of Administrative Regulation 5145.71 (Title IX Sexual Harassment Complaint Procedures), “Sexual
Harassment” means conduct, based on sex, that satises one or more of the following:
1. A EGUSD employee conditioning the provision
of an aid, benet, or service of EGUSD on the
student’s participation in unwelcome sexual conduct;
2. Unwelcome conduct determined by a reasonable
individual to be so severe, pervasive, and
objectively oensive that it eectively denies
the student equal access to EGUSD’s education
program or activity; and/or
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3. “Sexual assault” as dened in United States Code,
title 20, section 1092 (f)(6)(A)(v), “dating violence”
as dened in United States Code, title 34, section
12291(a)(10), “domestic violence” as dened in
United States Code, title 34, section 12291(a)(8), or
“stalking” as dened in United States Code, title 34,
section 12291(a)(30).
“Sexual assault” means actual or intentional physical
sexual acts against an individual without consent that
may include: rape, rape and seduction, sodomy, lewd
and lascivious acts, oral copulation, sexual penetration,
sexual battery, and sexual assault, as dened under
Education Code section 48900(n) and Penal Code
sections 261, 266c, 286, 288, 288a, 289 and 243.4.
“Dating violence”means violence committed by an
individual who is or has been in a social relationship
of a romantic or intimate nature with the victim.
[34 U.S.C. 12291(a)(10)]
“Domestic violence”means felony or misdemeanor
crimes of violence committed by a current or former
spouse or intimate partner of the victim, by an
individual with whom the victim shares a child in
common, by an individual who is cohabitating with or
has cohabitated with the victim as a spouse or intimate
partner, by an individual similarly situated to a spouse
of the victim under the domestic or family violence laws
of the jurisdiction receiving grant monies, or by any
other individual against an adult or youth victim who is
protected from that individual’s acts under the domestic
or family violence laws. [Education Code 48900(n)]
“Stalking”means engaging in a course of conduct
directed at a specic individual that would cause a
reasonable individual to: (A) fear for their safety or
the safety of others; or (B) suer substantial emotional
distress. [34 U.S.C. 12291(a)(30)]
Without consent” or “against that individual’s will”
may include force, duress, violence, fear of immediate
harm, or anindividual’sinabilitytoconsent.
[34 C.F.R. 106.30]
All allegations of “Sexual Harassment” meeting the
above denition shall be processed in accordance with
EGUSD’s Administrative Regulation 5145.71 (Title IX
Sexual Harassment Complaint Procedures).
Title IXCoordinators
EGUSD designates the positions/individuals identied
below as responsible for coordinating its eorts to
comply with Title IX of the Education Amendments of
1972, as well as to oversee, investigate, and/or resolve
complaints alleging sexual harassment in accordance
with Administrative Regulation 1312.3 (Uniform
Complaint Procedures) and Administrative Regulation
5145.71 (Title IX Sexual Harassment Complaint
Procedures).
Forstudentagainststudentcomplaints:
Dr.BindyGrewal — AssistantSuperintendent,
PreK-6Education/TitleIXCoordinator
9510ElkGrove-FlorinRoad
ElkGrove,CA95624
T:(916)686-7795x67149
E:T[email protected]
ChadSweitzer — AssistantSuperintendent,
SecondaryEducation/TitleIXCoordinator
9510ElkGrove-FlorinRoad
ElkGrove,CA95624
T: (916)686-7795x67149
E:T[email protected]
Forcomplaintsagainstemployees:
ElenaDuenas — HRComplianceCoordinator/
TitleIXCoordinator
9510ElkGrove FlorinRoad
ElkGrove,CA95624
T: (916)686-7795x67149
E: [email protected]or
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e. LGBTQIA+
The Youth Development Oce provides district-wide
support to EGUSD’s LGBTQIA+ students, sta, and
families. The Youth Development Oce sta facilitate
awareness building training on LGBTQIA+ issues, provide
district-level coordination and support for campus Gender
Sexuality Alliance Clubs (GSA) and other site-based
LGBTQ programs, and consult with EGUSD school sta
on creating LGBTQIA+ inclusive and arming campuses
and classrooms. These services are funded in part through
Kaiser Permanente’s Community Benets Program
Project STARS (Strategies to Advance the Reduction of
Stigma) grant, and through the California Department of
Education’s Tobacco Use Prevention Education grant.
f. Bullying
EGUSD students have a right to a safe and healthy
school environment. Behavior in the form of bullying
that infringes on the safety, or emotional or physical
well-being of any student, will not be tolerated. As is
set forth more fully in Board Policy and Administrative
Regulation 5131.2 (Bullying), EGUSD considers bullying
to include abusive actions or conduct, which can
be physical, verbal, written, psychological or sexual
in nature, including cyberbullying. Students who
are victims of bullying, or who witness bullying, are
encouraged to immediately report such behavior to
the school site principal or other school administrator.
Sta who receive a report of bullying must inform site
administration within one (1) day.
SCHOOL SAFETY
INFORMATION
Safety is a top priority for EGUSD. EGUSD emphasizes keeping students safe at school through strict behavior
standards, closed campuses, school resource ocers, campus supervisors, and activities that encourage student
engagement. To learn more about school safety, please visit our website at Safety Information.
1. School Safety Plan
Each year schools are required by law to update a school
safety plan by March 1. The plan includes earthquake
emergency procedures and a disaster policy for buildings
with a capacity of 50 or more people. Schools must report
on the status of the safety plan to numerous community
leaders. In addition, a description of the safety plan’s key
elements must be detailed in the school accountability
report card. [Education Code sections 32286 and 32288]
To assist law enforcement ocers and public safety
personnel, each school site is equipped with a “Crisis
Response Box” that includes site emergency plans.
2. Crime Reporting
EGUD encourages the reporting of crimes and
suspicious activities. Through the We-Tip program,
community members may make anonymous reports
through a 24-hour hotline. If you or your child wants
to report a crime or suspicious circumstance, call the
toll-free number, (800) 78-CRIME.
You can also make reports by calling EGUSD’s Division of
Safety and Security at (916) 686-7786 or the Sacramento
County Sheri’s Department at (916) 874-5115.
3. Online Incident Reporting System
EGUSD is committed to providing a safe, secure, and
healthy learning environment for all students. EGUSD
believes that students and sta have the right to be free
of bullying, threats, intimidation, and harassment while
on our campuses or participating in or being associated
with any school/district related activity. That is why
EGUSD is committed to partnering with our families,
students, sta, and community to provide an eective
way to act through its Incident Reporting System.
CRIME REPORTING
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What is the EGUSD Incident Reporting
System and when would I use it?
EGUSD’s Incident Reporting System is a reporting
tool available online for students, parents/guardians,
or community members to report incidents. For
emergencies and/or urgent situations requiring
immediate help, please call 911 or contact our Safety
and Security oce at (916) 686-7786.
How do I access the Incident Reporting
System?
EGUSD’s Incident Reporting System can be accessed
from anywhere online through a unique link located on
every school’s website.
Do I need to give my name or other personal
information to submit an incident report?
No. You do not need to give your name or
identify yourself when you make a report using
the online Incident Reporting System. There is an
option to identify yourself and leave contact
information if you wish to communicate with the
Incident Response Team.
What types of issues can I report through
the online Incident Reporting System?
• Bullying: Bullying includes verbal, non-verbal,
physical, or emotional acts against another student
either in person, via electronic device
or online.
• Damage or Harm to School or Property:
Damage or harm to school property includes
intentional destruction to the school or school
property in a harmful or malicious manner.
• Discrimination or Harassment: Discrimination
or harassment includes acts against another person
based on gender, sexual orientation, race, ethnicity,
religion, age, or personal beliefs, either in person,
via electronic device or online.
• Harm to Self or Others: Harm includes intent
or desire to injure yourself or others.
What happens once I submit an incident report?
Incident reports are received by school site administrators when they are led and are reviewed as soon as possible. All
reports are taken seriously and are acted upon in a timely manner. As each incident is dierent, each will warrant a
dierent reaction and timeline for action. Keep in mind, this process can only be as thorough as the information provided.
If I have photos or videos of an incident, can I upload them when submitting a report?
Yes. You may upload photos and include links to video when submitting a report. EGUSD’s motto is “If you see
something, or know something, to say something.” If you have witnessed something, please report the issue to the
school or use EGUSD’s Incident Reporting System.
IF YOU SEE SOMETHING
OR KNOW SOMETHING,
SAY SOMETHING.
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SECURITY CAMERA INFO
The intent of the security camera system deployed by Elk Grove Unied School District is to protect the safety and
security of students, employees, and visitors and to safeguard schools and equipment from theft and vandalism.
1. LOCATIONS
Security cameras are located to monitor exterior campus
areas, including but not limited to parking lots, entrance
and exit doors, hallways, gymnasiums, athletic elds,
cafeterias, stadiums and large open spaces. Security
cameras shall not be installed in classrooms. Cameras are
also installed in the administration oces of schools (the
main oce, not individual administrator oces).
2. VIDEO RECORDINGS
Recordings of the security camera system are
categorized as District Law Enforcement Unit Records
under the Federal Family Educational Rights and
Privacy Act (FERPA). When applicable, the nature of
such videos, footage, and recording may be transmitted
into student records for example student disciplinary
matters. To the extent the videos, footage, and
recording, become student records, they will only be
accessed, retained, and disclosed, in accordance with
BP 3515.25 and applicable law.
3. AUDIO RECORDING
Audio capability on school security cameras will
be disabled with the exception of those placed in
administration oces.
RESPONSIBILITIES,
EXPECTATIONS, AND
STUDENTS’ RIGHTS
1. EMPLOYEES
a. Responsibilities
Each school site is expected to:
• Adopt a comprehensive school safety plan and
disaster preparedness procedures.
• Establish an environment in which students can meet
their academic standards.
• Communicate regularly with students and their
families about the student’s academic progress and
behavior.
• Involve students in an ongoing process of self-
evaluation.
• Communicate standards of student behavior.
• Fairly and Consistently enforce EGUSD policies,
regulations, and school rules.
• Communicate student absences to parents.
b. Professional Standards
EGUSD employees are expected to maintain the highest
ethical standards, to follow EGUSD policies, and to
abide by state and national laws. Employee conduct
should enhance the integrity of EGUSD and the goals of
EGUSD’s educational program.
Each employee should make a commitment to acquire
the knowledge and skills necessary to fulll their
responsibilities and should focus on their contribution to
the learning and achievement of District students.
The Governing Board encourages EGUSD employees to
accept as guiding principles the professional standards
and codes of ethics adopted by professional associations to
which they may belong.
[Board Policy 4119.21 – Professional Standards.]
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c. Maintaining Appropriate Adult-Student Interactions
The Governing Board desires to provide a positive school
environment that protects the safety and well-being of
EGUSD students. The Governing Board expects all
adults with whom students may interact at school or at
school-related activities, including employees, independent
contractors, and volunteers, to maintain the highest
professional and ethical standards in their interactions with
students, both within and outside the educational setting.
Such adults shall not engage in unlawful or inappropriate
interactions with students.
While the Governing Board recognizes that building
relationships with students is foundational to the learning
process, adults must remain vigilant of their position of
authority and not abuse their position when interacting
with students. Adults shall not intrude on a student’s
physical or emotional boundaries unless necessary in an
emergency or to serve a legitimate purpose related to
the instruction, counseling, or concern for the health and
safety of a student.
The following is a non-exhaustive list of prohibited conduct:
1. Engaging in grooming behaviors, including but not
limited to the following, with the intent of gaining
a student’s trust and ultimately engaging in sexual
activity with the student:
a. Initiating or creating opportunities to be alone
with the student, unrelated to instruction,
counseling, or concern for the student’s health
and safety; and
b. Singling out a particular student for personal
attention and friendship, to the exclusion of
others or to a disproportionate degree, including
but not limited to granting special privileges
to the student such as addressing the student
with terms of endearment, engaging in overly
personal conversation, giving gifts, providing rides
to and from activities, and home visits unrelated
to a legitimate purpose and without the parent/
guardian’s knowledge and/or consent.
2. Engaging in or attempting to engage in a romantic
and/or sexual relationship with any student, including
but not limited to sexual advances, irtations,
requests for sexual favors, unwelcomed comments
about a student’s body or appearance, or any
other verbal, visual, or physical conduct identied
and prohibited by Board Policy/ Administrative
Regulation 5145.7 “Sexual Harassment.”
3. Using electronic communication (i.e., email, google
classroom, social media platforms, etc.), whether
EGUSD owned/issued or personal, to initiate or
maintain personal contact with a student, unrelated
to instruction, counseling, or concern for the
student’s health and safety.
[Board Policy 4119.24 – Maintaining Appropriate Adult-Student Interactions.]
2. PARENT/LEGAL GUARDIAN
a. Responsibilities
Every member of the school community shares the
responsibility for maintaining a safe and productive
environment at your child’s school. As a parent/
guardian of a child enrolled in EGUSD, you share in
this responsibility when you:
• Accept the rights and authority of the school and
the Governing Board to maintain standards of
behavior for all students.
• Review EGUSD’s Parent and Student Handbook with
your family and understand the rules.
• Understand that punctuality and good attendance
are family responsibilities and make every eort to
get your student(s) to school on time every day.
• Know that children rely on their parents/guardians
to make certain they arrive at school on time and
ready to learn.
• Know that parents/guardians have a great inuence
on the study habits of their children and encourage
and provide a suitable time, place, and routine for
study at home.
• Understand that children learn more when
somebody monitors their progress and keeps track
of their academic achievement.
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As a parent/guardian, you have a right to:
• Have information about your children’s
achievement, behavior in school, and
attendance.
• A safe environment that is non-threatening
and allows your children to achieve.
• Information about all school rules,
regulations, and expectations.
b. Child Custody Issues
EGUSD schools follow child custody decisions made by the courts. Principals cannot modify a judge’s
ruling regarding custody of a child. If a child custody arrangement has changed, a parent or guardian
must provide the school with complete and current legal documents.
c. Liability
Parents/guardians are liable for all damages
caused by the willful misconduct of their minor
children, which result in death or injury to other
students, employees, or damage to school property.
EGUSD is not responsible for damage caused by
any student to any item of personal property which
another student brings to school.
Parents are liable for any school property loaned
to the student that is willfully not returned.
Parents/guardians’ liability may be as much as
$20,900 in damages and another maximum of
$20,300 for payment of a reward, if any. These
amounts are expected to be indexed and rise
annually.
EGUSD may withhold the grades, diploma, or
transcript of the student responsible until such
damages are paid, the property returned or until
completion of a voluntary work program in lieu
of payment of money.
If your child commits an obscene act or engages
in habitual profanity or vulgarity, disrupts
school activities, or otherwise willfully dees the
authority of school personnel and is suspended
for such misconduct, you may be required to
attend a portion of a school day in your child’s
classroom. [Education Code sections 48900.1,
48904, 48914; Civil Code section 1714.1]
d. Medical Insurance for Students
EGUSD does not provide medical insurance for individual students. [Education Code sections 49472 and
49471.] However, if you are interested in purchasing Student Accident Insurance, you can contact your family
insurance provider for policies available to you, or you can visit the following website for information and a link to
a company that issues such coverage: https://www.egusd.net/Departments/Risk-Management/index.html
The plan you purchase should provide coverage for your child while on school grounds, in school
buildings, and during a regular school day; while being transported by EGUSD to and from school or
other place of instruction; or while at any other place as an incident to school sponsored activities and
while being transported to, from and between such places.
3. STUDENT
a. Responsibilities
To encourage a consistent, rm, and fair culture of discipline that arms positive behavior, EGUSD
has adopted a districtwide standard of conduct that includes the rights and responsibilities of students,
student expectations, interventions for specic disruptive behaviors and appropriate consequences.
Schools may personalize campus rules, but such rules must be consistent with districtwide standards.
PARENTAL
RIGHTS
9392
b. Expectations
Students are expected to:
• Be good citizens.
• Follow rules and laws.
• Avoid mutual combat situations and any activity that
has the potential to cause a verbal or physical conict.
• Respect authority, property, and the rights of others.
• Display acts of tolerance in promoting human dignity
that are characterized through respect, sensitivity
and care exhibited in the interaction of sta and
students regardless of race, gender, disability, physical
characteristics, ethnic group, language, sexual
orientation, age, national origin, or religion.
• Maintain standards of integrity and responsibility.
• Maintaining a safe and productive environment at
school.
• As a student, you make an important contribution
to your school when you:
• Respect the authority of teachers, school site
administrators, and other school sta members.
• Comply with the standards of conduct of your
school and EGUSD.
• Follow the rules of the classroom and your school.
• Promptly inform an adult of any situation that
would pose a danger to yourself or others.
• Attend school every day.
• Arrive at class on time and prepared to work. Bring
necessary books and materials.
• Pay attention in class.
• Complete class work and homework on time.
• Keep track of your own progress.
c. Rights
Students have a right to a safe learning environment.
Both the U.S. Constitution and California state law
protect this right. All students and sta of public
elementary, middle, and high schools have the
inalienable right to attend campuses which are safe,
secure and peaceful. If you feel your school is not
providing a safe environment, please discuss this with
your teacher or principal. You may also contact the
Educational Equity Department for student advocacy
resources at [email protected] or by visiting the
Department’s webpage for additional contacts. A
collection of student rights and resources is available
online at: https://www.egusd.net/StudentsFamilies/
ResourcesSupports/Students-Rights/index.html.
Section 504 of the Rehabilitation Act
The following is a description of the rights granted by
federal law to students with disabilities who have a
physical or mental impairment that substantially impairs
one or more major life activities and therefore is entitled
to a Section 504 Plan. The intent of the law is to keep
you fully informed concerning decisions about your
child and to inform you of your rights if you disagree
with any of these decisions. Contact the District 504
Coordinator with any questions or complaints:
Don Ross – Director of Student Support and Health Services
9510 Elk Grove Florin Road
Elk Grove, CA 95624
T: (916) 686-7568
Under Section 504, you have the following rights:
• Receive benets from public education programs
without discrimination because of actual and/or
perceived disability.
• Be advised of your rights under federal and state law.
• Receive notice with respect to Section 504
identication, evaluation, and/or placements.
• Receive a free appropriate public education. Federal
Regulations dene free appropriate public education
as the provision of regular or special education and
related aids and services that are designed to meet
the needs of individuals with disabilities as adequately
as the needs of individuals without disabilities are met.
[34 CFR § 104.33(b)(1)]
• Use facilities and receive services comparable to
those provided to non-disabled students.
• Have an evaluation, educational recommendation,
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and placement decision developed by a team of
persons who are knowledgeable of the student, the
assessment data, and any placement options.
• Have transportation provided to and from an
alternative placement setting determined by the
Section 504 Team, at no greater cost to you than
would be incurred if the student were placed in a
program operated by EGUSD.
• Have an equal opportunity to participate in non-
academic and extracurricular activities oered by
EGUSD.
• Examine all relevant records relating to decisions
regarding your Section 504 identication, evaluation,
educational program, and placement.
• Obtain copies of educational records at a
reasonable cost unless the fee would eectively
deny you access to the records.
• Obtain a response from EGUSD to reasonable
requests for explanations and interpretations of your
child’s records.
• Request amendment of your educational records if there
is reasonable cause to believe that they are inaccurate,
misleading, or otherwise in violation of your privacy rights.
If EGUSD refuses this request for amendment, it shall
notify you within a reasonable time and advise you of
your right to an impartial hearing.
• Request mediation or le a grievance in accordance
with EGUSD’s Section 504 mediation, grievance,
and hearing procedures.
• Request an impartial hearing regarding the Section 504
identication, evaluation, or placement. You shall be
aorded the opportunity to present oral and written
evidence, question and cross examine witnesses,
receive written ndings by the hearing oce,
request that the hearing be closed to the general
public and have representation by an advocate or
attorney, at personal expense. EGUSD shall have
no nancial obligation with respect to attorneys’
fees incurred during a Section 504 hearing.
• File a complaint with the Oce for Civil Rights at:
Oce for Civil Rights, San Francisco Oce
U.S. Department of Education
50 United Nations Plaza • Mail Box 1200, Room 1545
San Francisco, CA 94102
T: (415) 486-5555 • Fax: (415) 486-5570
TDD: (800) 877-8339
E: ocr[email protected]
ii. Immigration Enforcement
All students have the right to a free public education, regardless of immigration status or religious beliefs. For more
information, please see the resources at https://www.egusd.net/StudentsFamilies/ResourcesSupports/Immigration-
Protection/index.html.
Your Child has the Right to a Free Public
Education
• All children in the United States have a
Constitutional right to equal access to free public
education, regardless of immigration status and
regardless of the immigration status of the students’
parents/guardians.
• In California:
—
All children have the right to a free public
education.
—
All children ages 6 to 18 years must be enrolled
in school.
—
All students and sta have the right to attend
safe, secure, and peaceful schools.
—
All students have a right to be in a public-
school learning environment free from
discrimination, harassment, bullying, violence,
and intimidation.
—
All students have equal opportunity to
participate in any program or activity oered
by the school, and cannot be discriminated
against based on their race, nationality, gender,
religion, or immigration status, among other
characteristics.
Information Required for School Enrollment
• When enrolling a child, schools must accept a
variety of documents from the student’s parent/
guardian to demonstrate proof of the child’s age
or residency.
• You never have to provide information about
citizenship/immigration status to have your child
enrolled in school. Also, you never have to provide a
Social Security number to have your child enrolled
in school.
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Condentiality of Personal Information
• Federal and state laws protect student education
records and personal information. These laws
generally require that schools get written consent
from parents or guardians before releasing student
information, unless the release of information is
for educational purposes, is already public, or is in
response to a court order or subpoena.
• Some schools collect and provide publicly basic
student “directory information.” If they do, then
each year, your child’s school district must provide
parents/guardians with written notice of the school’s
directory information policy, and let you know
of your option to refuse release of your child’s
information in the directory.
Family Safety Plans if You Are Detained or
Deported
• You have the option to provide your child’s school
with emergency contact information, including the
information of secondary contacts, to identify a
trusted adult guardian who can care for your child
in the event you are detained or deported.
• You have the option to complete a Caregiver’s
Authorization Adavit or a Petition for Appointment
of Temporary Guardian of the Person, which may
enable a trusted adult the authority to make
educational and medical decisions for your child.
Right to File a Complaint
Your child has the right to report a hate crime or le a
complaint if they are discriminated against, harassed,
intimidated, or bullied based on their actual or
perceived nationality, ethnicity, or immigration status.
iii. Title IX
Under Title IX of the Education Amendments of 1972,
you have the following rights:
• To fair and equitable treatment and to be free
from discrimination based on your sex.
• To an equitable opportunity to participate in
all academic extracurricular activities, including
athletics.
• To ask the athletic director of your school about
the athletic opportunities oered by the school.
• To apply for athletic scholarships.
• To equitable treatment and benets in:
—
Equipment and supplies
—
Scheduling of games and practices
—
Transportation and daily allowances
—
Access to tutoring
—
Coaching
—
Locker rooms
—
Practice and competitive facilities
—
Medical and training facilities and services
—
Publicity
• To a gender equity coordinator to answer questions
about gender equity laws.
• To contact the California Department of Education
(CDE) and the California Interscholastic Federation
(CIF) for information on gender equity laws.
• To le a condential discrimination complaint with the
United States Oce for Civil Rights (OCR) or CDE
if you believe you have been discriminated against or
received unequal treatment based on your sex.
• To pursue civil remedies if you have been
discriminated against.
• To be protected from retaliation if you le
a discrimination complaint.
iv. LGBTQIA+
LGBTQIA+ students have the following rights:
• To be out about your identity and to be yourself at
school.
• To be private about your identity and to be yourself
at school.
• To not be “outed” without your permission, except in
very limited circumstances.
• To express yourself and speak out about LGBTQIA+ issues.
• To participate in LGBTQIA+ related extracurricular
activities.
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• To be treated equally and to be free from bullying,
harassment, and discrimination, regardless of sexual
orientation, gender identity or gender expression.
• To unbiased and LGBTQIA+ inclusive instruction.
• To, regardless of your gender presentation, assert
your gender identity at school.
• To be addressed by the name and pronouns that
correspond with your gender identity.
• To dress in a way that aligns with your
gender identity.
• To participate in sports and PE classes that align
with your gender identity.
• To use the facilities that match your gender
identity.
The following are resources for LGBTQIA+ students,
which can be located on EGUSD’s website at
https://www.egusd.net/Departments/Youth-
Development/index.html:
• LGBTQIA+ Community Resource List
• Sacramento County Crisis & Mental Health
Resources
• LGBTQ Student Rights
• 8 Laws to Know: Protecting LGBTQ Youth in
California
• Trevor Project Flyer
• Trevor Project—Coming Out—A Handbook
for LGBTQ Young People
• Trevor Project Lifeline—(866) 488-7386—Crisis
intervention and suicide prevention line to lesbian,
gay, bisexual, trans, queer, and questioning youth
and young adults.
• TrevorLifeline, TrevorChat, and TrevorText available
• Sacramento LGBT Community Center—
(916) 442-0185—Local organization supporting
the health and wellness of the most marginalized,
advocating for equality and justice, and working to
build a culturally rich LGBTQ community.
• PFLAG Sacramento—(916) 978-0410—National
organization with a local chapter that promotes the
well-being of LGBTQ youth and their friends and
family, through support, education and advocacy.
• National Suicide Prevention Lifeline—
(800) 273-8255—The Lifeline provides 24/7, free
and condential support for people in distress,
prevention and crisis resources for you or your loved
ones, and best practices for professionals.
• Advocating for LGBTQ Students with Disabilities—
A guide for educators and parents/guardians
on supporting LGBTQ students with an IEP or
504 plan.
v. Married/Pregnant/Parenting Students
EGUSD applies no rule concerning a student’s actual or
potential parental, family, or marital status that treats
students dierently based on sex. [5 C.C.R. § 4950; 34
C.F.R. § 106.40(a)] EGUSD does not exclude or deny
any student from any educational program or activity
solely based on pregnancy, childbirth, false pregnancy,
termination of pregnancy, or recovery therefrom.
[5 C.C.R. § 4950(a); 34 C.F.R. § 106.40(b)(1)] Pregnant
students and parenting male or female students are
not excluded from participation in their regular school
programs or required to participate in pregnant-student
programs or alternative educational programs.
[5 C.C.R. § 4950(c); 34 C.F.R. § 106.40(b)(1)] Pregnant/
parenting students who voluntarily participate in
alternative programs are given educational programs,
activities, and courses equal to the regular program.
[5 C.C.R. § 4950(c); 34 C.F.R. § 106.40(b)(3)]
EGUSD treats pregnancy, childbirth, false pregnancy,
termination of pregnancy, and recovery therefrom
in the same manner and under the same policies as
any other temporary disability. [5 C.C.R. § 4950(d);
34 CFR § 106.40(b)(4)] EGUSD may require any
student to obtain the certication of a physician or
nurse practitioner that the student is physically and
emotionally able to continue participation in the
regular education program or activity. [Education
Code section 221.51.]
Pregnant or parenting students are entitled to eight
weeks of parental leave, which the student may take
before the birth of the student’s infant if there is a
medical necessity and after childbirth during the school
year in which the birth takes place, inclusive of any
mandatory summer instruction, in order to protect the
health of the student who gives or expects to give birth
9796
and the infant, and to allow the pregnant or parenting
student to care for and bond with the infant. The student,
if the student is 18 years of age or older, or, if the student
is under 18 years of age, the person holding the right to
make educational decisions for the student, shall notify
the school of the student’s intent to exercise this right.
Failure to notify the school shall not reduce these rights.
[Education Code section 46015.]
A pregnant or parenting student who does
not wish to take all or part of the parental leave to
which they are entitled shall not be required to do so.
A pregnant or parenting student is entitled to receive more
than eight weeks of parental leave if deemed medically
necessary by the student’s physician. When a student
takes parental leave, the supervisor of attendance shall
ensure that absences from the student’s regular school
program are excused until the student is able to return to
the regular school program or an alternative education
program. [Education Code section 46015.]
During parental leave, EGUSD shall not require a
pregnant or parenting student to complete academic
work or other school requirements. A pregnant or
parenting student may return to the school and the
course of study in which he or she was enrolled before
taking parental leave. Upon return to school after
taking parental leave, a pregnant or parenting student
is entitled to opportunities to make up work missed
during their leave, including, but not limited to, makeup
work plans and re-enrollment in courses.
[Education Code section 46015.]
Notwithstanding any other law, a pregnant or
parenting student may remain enrolled for a fth year
of instruction in the school in which the student was
previously enrolled when it is necessary in order for the
student to be able to complete state and any local
graduation requirements, unless the local educational
agency makes a nding that the student is reasonably
able to complete the local educational agency’s
graduation requirements in time to graduate from high
school by the end of the student’s fourth year of high
school. [Education Code section 46015.]
A student who chooses not to return to the school in
which he or she was enrolled before taking parental
leave is entitled to alternative education options
oered by the local educational agency. [Education
Code 46015.] A pregnant or parenting student who
participates in an alternative education program
shall be given educational programs, activities, and
courses equal to those he or she would have been in
if participating in the regular education program. A
student shall not incur an academic penalty because of
their use of these accommodations. [Education Code
section 46015.] A complaint of noncompliance with
these requirements may be led with EGUSD under its
Uniform Complaint Procedures (BP/AR 1312.3).
vi. Lactation Accommodation
All EGUSD schools shall provide reasonable
accommodations to a lactating student on a school
campus to express breast milk, breast-feed an infant
child, or address other needs related to breastfeeding.
Reasonable accommodations under this section include,
but are not limited to, the following:
• Access to a private and secure room, other than a
restroom, to express breast milk or breast-feed an
infant child.
• Permission to bring onto a school campus a breast
pump and any other equipment used to express
breast milk.
• Access to a power source for a breast pump or any
other equipment used to express breast milk.
• Access to a place to store expressed breast milk safely.
• A lactating pupil on a school campus shall
be provided a reasonable amount of time to
accommodate her need to express breast milk or
breast-feed an infant child.
Students shall not incur an academic penalty because
of their use, during the school day, of the reasonable
accommodations specied in this section, and shall be
provided the opportunity to make up any work missed
due to such use.
9796
ANNUAL NOTIFICATION
OF UNIFORM COMPLAINT
PROCEDURES
EGUSD annually noties its students, employees, parents or guardians of students, advisory committees, appropriate
private school ocials, and other interested parties of its Uniform Complaint Procedures (“UCP”).
This UCP Annual Notice, as well as Board Policy Administrative Regulation 1312.3 outlining its UCP, is available on
EGUSD’s website.
Complaints Subject to the UCP
EGUSD’s UCP shall be used to investigate and resolve complaints regarding the following:
1. Adult education programs established pursuant to
Education Code sections 8500 to 8538, inclusive,
and sections 52500 to 52617, inclusive.
2. Consolidated categorical aid programs as listed in
Education Code 64000(a).
3. Migrant child education established pursuant to
Education Code sections 54440 to 54445, inclusive.
4. Career technical and technical education and
career technical and technical training programs
established pursuant to Education Code sections
52300 to 52462, inclusive.
5. Childcare and development programs established
pursuant to Education Code sections 8200 to 8498,
inclusive.
6. Unlawful discrimination, harassment, intimidation,
or bullying against any protected group as identied
under Education Code sections 200 and 220 and
Government Code section 11135, including any actual
or perceived characteristic as set forth in Penal Code
section 422.55, or on the basis of an individual’s
association with a person or group with one or more
of these actual or perceived characteristics, in any
program or activity conducted by the District, that is
funded directly by, or that receives or benets from,
any state nancial assistance.
7. Lactation accommodations pursuant to Education
Code section 222.
8. Educational rights of foster youth pursuant to
Education Code sections 48853, 48853.5, and
49069.5, and graduation requirements for foster
youth, homeless youth, and other youth pursuant to
Education Code section 51225.1.
9. Pupil fees pursuant to Education Code sections
49010 to 49013, inclusive.
10. Courses of study pursuant to Education Code
section 51228.3.
11. Instructional minutes for physical education
pursuant to Education Code section 51223.
12. Local control and accountability plans pursuant to
Education Code section 52075.
13. Juvenile court schools pursuant to Education Code
section 48645.7.
14. School safety plans pursuant to Education Code
section 32289.
15. Deciencies related to preschool health and safety
issues for a California state preschool program
pursuant to Education Code section 8235.5.
16. Any other state or federal educational program the
Superintendent deems appropriate.
Nothing shall prevent EGUSD from using its UCP
to address complaints that do not involve any of the
subject matters identied above.
9998
Complaints Not Subject to the UCP
Complaints regarding the following are not subject to
EGUSD’s UCP:
1. Special education programs established pursuant to
Education Code sections 56000 to 56865, inclusive,
and 59000 to 59300, inclusive. The federal
regulations governing complaints about special
education programs are found at Code of Federal
Regulations, title 34, sections 300.151 to 300.153,
inclusive. The state regulations governing complaints
about special education programs are found at
California Code of Regulations, title 5, sections
3200 to 3205, inclusive.
2. Child nutrition programs established pursuant to
Education Code sections 49490 to 49590, inclusive.
The federal regulations governing complaints
about child nutrition programs are found at Code
of Federal Regulations, title 7, sections 210.19(a)
(4), 215.1(a), 220.13(c), 225.11(b), 226.6(n) and
250.15(d). The state regulations governing
complaints about child nutrition programs are found
at California Code of Regulation, title 5, sections
15580 to 15584.
3. Instructional materials, emergency or urgent facilities
conditions that pose a threat to the health or safety
of students or sta, or teacher vacancies and mis-
assignments. Complaints regarding these subjects
shall be investigated and resolved in accordance with
Administrative Regulation 1312.4 – Williams Uniform
Complaint Procedures.
4. Employment related discrimination, harassment,
or related retaliation. Complaints regarding
these subjects shall be investigated and resolved
in accordance with either Board Policy 4030 –
Nondiscrimination in Employment or Administrative
Regulation 4119.12 – Title IX Sexual Harassment
Complaint Procedures, as appropriate.
Complaints Handled by Other Agencies
The following complaints shall be referred to other
agencies for appropriate resolution and are not subject
to EGUSD’s UCP, unless otherwise agreed to by
separate interagency agreements:
1. Allegations of child abuse or neglect shall be
referred to County Department of Social Services
(DSS), Protective Services Division, or appropriate
law enforcement agency.
2. Health and safety complaints regarding licensed
facilities operating a Child Development Program
shall be referred to the Department
of Social Services (DSS).
3. Where appropriate, employment discrimination
complaints shall be referred to the California
Department of Fair Employment and Housing
(DFEH). The complainant shall be notied in writing,
in a timely manner of any DFEH transferal.
Statute of Limitations for Filing Uniform
Complaints
Complaints alleging that a pupil is subject to
harassment, discrimination, intimidation, or bullying
based on the complainant’s actual and/or perceived
protected status must be led within six months of the
date the complainant knew or should have known of the
alleged conduct. EGUSD can extend this deadline for
90 calendar days if there is good cause to do so.
Complaints alleging all other types of allegations
subject to the UCP must be led within one year of the
date the complainant knew or should have known of the
alleged conduct.
For complaints relating to Local Control and
Accountability Plans (LCAP), the date of the alleged
violation is the date when the reviewing authority
approves the LCAP or annual update that was
adopted by EGUSD.
Filing a Complaint
All complaints subject to the UCP may be submitted to
(1) any school site principal, (2) the District’s Compliance
Coordinator (contact information is listed below), (3) the
District Superintendent, and/or any of their respective
designees.
A complaint alleging violations of pupil fees or
LCAP may be led anonymously, that is, without an
identifying signature, if the complainant provides
evidence or information leading to evidence to support
an allegation of noncompliance.
9998
In general, EGUSD encourages complainants to
provide their contact information so that EGUSD can
communicate with complainants for the purpose of
streamlining its investigation. EGUSD does its best to
maintain condentiality in all complaint investigations
but cannot guarantee the anonymity of complainants.
Investigation Protocols
All complaints subject to the will be processed in
accordance with the protocols set forth in Administrative
Regulation 1312.3 (Uniform Complaint Procedures), a
copy of which can be found on EGUSD’s website.
Investigation Timelines
EGUSD takes all complaints seriously. EGUSD strives to
complete complaint investigations and issue investigation
ndings within sixty (60) days from the receipt of the
complaint. However, the deadline may be extended for
good cause if the complainant consents to an extension of
time in writing.
Appeal Rights
Complainants may appeal investigation ndings to the
California Department of Education (CDE).
In addition, EGUSD will advise complainants of civil law
remedies, including injunctions, restraining orders, or other
remedies or orders that may be available under state or
federal discrimination, harassment, intimidation or bullying
laws, if applicable.
Additional Notices
1. Educational Rights.
EGUSD shall post a standardized notice, in addition
to this notice, with educational and graduation
requirements for pupils in foster care, pupils who are
homeless, pupils from military families and pupils
formerly in Juvenile Court now enrolled in EGUSD.
EGUSD shall post a standardized notice of the
educational rights of foster and homeless youth, former
juvenile court pupils now enrolled in a school district,
and pupils in military families as specied in Education
Code Sections 48645.7, 48853, 48853.5, 49069.5,
51225.1 and 51225.2. This notice shall include complaint
process information, as applicable.
2. State Preschool Health and Safety Issues.
To identify appropriate subjects of state preschool
health and safety issues pursuant to Section 1596.7925
of the California Health and Safety Code (HSC) a
notice shall be posted in each California state preschool
program classroom in each school in our agency.
The notice is in addition to this UCP annual notice and
addresses parents, guardians, pupils, and teachers of (1)
the health and safety requirements under Title 5 of the
California Code of Regulations (5 CCR) that apply to
California state preschool programs pursuant to HSC
Section 1596.7925, and (2) the location at which to
obtain a form to le a complaint.
Pupil Fees
A student enrolled in EGUSD shall not be
required to pay a pupil fee for participation in an
educational activity. (See Education Code section
49011 and Section 5 of Article IX of the California
Constitution.)
A “pupil fee” includes, but is not limited to, the
following:
1. A fee charged to a pupil as a condition
for registering for school or classes, or as a
condition for participation in a class or an
extracurricular activity, regardless of whether
the class or activity is elective or compulsory or
is for credit.
2. A security deposit, or other payment, that
a pupil is required to make to obtain a
lock, locker, book, class apparatus, musical
instrument, uniform, or other materials or
equipment.
3. A purchase that a pupil is required to make
to obtain materials, supplies, equipment, or
uniforms associated with an educational activity.
All supplies, materials, and equipment needed
to participate in educational activities shall be
provided to pupils free of charge.
A fee waiver policy shall not make a pupil fee
permissible.
101100
EGUSD, as a whole or any of its individual school sites,
shall not establish a two-tier educational system by
requiring a minimal educational standard and oering a
second, higher educational standard that pupils may only
obtain through payment of a fee or purchase of additional
supplies that the school district or school does not provide.
EGUSD, as a whole or any of its individual school sites,
shall not oer course credit or privileges related to
educational activities in exchange for money or donations
of goods or services from a pupil or a pupil’s parents or
guardians, and a school district or school shall not remove
course credit or privileges related to educational activities,
or otherwise discriminate against a pupil, because the
pupil or the pupil’s parents or guardians did not or will not
provide money or donations of goods or services to the
school district or school.
Solicitation of voluntary donations of funds or property,
voluntary participation in fundraising activities, or school
districts, schools, and other entities from providing pupils
prizes or other recognition for voluntarily participating
in fundraising activities is permissible.
If you would like additional information
regarding EGUSD’s UCP, you may contact:
Position Title: Compliance Coordinator
Name: Elena Duenas
Unit or oce: Human Resources
Address: 9510 Elk Grove Florin Road
Elk Grove, CA 95624
Phone: (916) 686-7795
E-mail address: [email protected]
CONTACT INFORMATION
The above position, responsible for compliance and
investigations, is knowledgeable about the laws and
programs assigned to investigate. The position above
is responsible for assigning investigators responsible
for investigating and resolving complaints. The
position above is responsible for communicating
with complainants and respondents if there is a
change in investigator.
A copy of BP/AR Uniform Complaint Procedures is
available, free of charge, on EGUSD’s website at the
following link: https://www.egusd.net/District/About-
EGUSD/PoliciesProceduresNotices/index.html.
101100
REPORTING INCIDENTS/
COMPLAINT PROCEDURES
1. REPORTING PROTOCOLS
Reports of all incidents and/or complaints shall be
directed to:
Elena Duenas
HR Compliance Coordinator
Human Resources Department
9510 Elk Grove Florin Road, Elk Grove, CA 95624
T: (916) 686-7795
2. INFORMAL RESOLUTION PROCESS
EGUSD reserves the right to resolve complaints at
the earliest possible stage. Whenever possible, parties
involved in a dispute or complaint should endeavor
to address issues of concern with one another and/or,
as EGUSD deems appropriate. Meetings related to a
complaint shall be held at times least likely to interfere
with school schedules and operations.
3. COMPLAINTS CONCERN DISTRICT
EMPLOYEES (BP/AR 1312.1)
EGUSD accepts responsibility for providing a means
by which its employees may be held accountable for
their actions. EGUSD recognizes the need to protect the
rights of its employees and the need to aord employees
an opportunity to respond to the allegations against
them. EGUSD desires that complaints be resolved
expeditiously without disruption the educational process.
Complaints against a EGUSD employee containing
allegations unrelated to unlawful discrimination or sexual
harassment shall be processed in accordance with the
procedures set forth in Administrative Regulation 1312.1
(Complaints Concerning District Employees).
a. Written Complaint Requirements
If the complaint is not resolved informally or, in the
opinion of the complainant, is unlikely to be resolved
in an informal manner, the complainant may submit a
written complaint. A general complaint form is available
on EGUSD’s website, at individual school sites, and in
the Compliance Department.
If a complainant is unable to prepare the complaint
in writing and wishes to do so, the complainant will be
aorded reasonable accommodations, including but
not limited to having the Compliance Department or
worksite administrative sta shall help memorialize the
complainant’s concerns.
Complainants are encouraged to include the following
information in their written complaint(s):
1. The name of each employee and any other persons
involved,
2. A brief but specic summary of the allegations and
the facts supporting the same, including:
—
A description of the act or omission forming the
basis of the allegation;
—
Circumstances, including time, place, and
persons present;
—
Name of and contact information for person
submitting the complaint;
—
A specic description of any prior attempts
to informally resolve the matter, the outcome
of the attempt, and the reason for the failed
outcome;
—
The remedy requested or desired, and
—
The signature of the complainant attesting that
all information is true and correct to the best of
the complainant’s personal knowledge; and
—
The date the complaint is led.
Complainants are encouraged to submit their complaints to the District’s Compliance Department via email
at[email protected]. Complainants may also submit complaints to a school site administrator, a director, an
Associate Superintendent, Assistant Superintendent, or the Superintendent.
103102
Pursuant to the California Code of Regulations, Title 5, section 4630, subsection b, EGUSD reserves the right to
reject a complaint submitted more than six (6) months following the date the complainant knew or should have
known of the act or omission giving rise to the complaint. If a good cause exists, EGUSD may, in its discretion,
process complaints submitted outside this timeline.
Nothing will prohibit the District from investigating complaints not submitted in writing.
b. Processing Complaints
Upon receipt of a complaint, the assigned investigator
or designee shall:
1. Acknowledge receipt of the complaint.
2. Schedule conference(s) with the complainant
as soon as reasonably practicable to discuss the
allegations in the complaint, unless the supervisor
or designee determines that such a conference
would be inappropriate or non-benecial under the
circumstances.
3. During the initial conference(s) with the
complainant, the supervisor or designee should
assess whether the complaint may be resolved
informally. In such instances, the supervisor or
designee may meet with the parties to the extent
necessary to informally resolve the complaint
without an investigation or to determine that
the matter is unlikely to be resolved without an
investigation or does not require an investigation.
4. If the complaint cannot be resolved informally, the
supervisor or designee must:
a. Provide the parties with written notice of
the complaint in accordance with applicable
collective bargaining agreements; and
b. Initiate a neutral, fact-nding investigation.
The person against whom the written complaint was
led (“Respondent”) may request a copy of the written
complaint. In appropriate situations, as determined by
the District, the Respondent may be provided a copy
of the written complaint, with names and identifying
information redacted.
c. Investigation and Response to Complaint
During the investigation of the complaint, the assigned
investigator shall, as appropriate, interview witnesses;
obtain witness statements; obtain and review documents;
and obtain other evidence relevant to the complaint.
The parties to the complaint shall cooperate during
the investigation. In the event the complainant refuses
to appear at a scheduled conference or interview
appointment, the complaint may be dismissed.
The investigator shall make factual ndings, and upon
the conclusion of the investigation, shall provide parties
with a written decision (“Written Decision”). The Written
Decision shall include a summary of the complaint, the
investigation procedure, the factual ndings, and any
recommended corrective action(s) which do not contain
condential or privileged information.
d. Appeal Rights
Within 10 working days of receiving the Written
Decision, the complainant may appeal the investigation
ndings.
Written Decision to the Associate Superintendent of
Human Resources or designee, if the complainant
believes the Written Decision fails to adequately
address the complaint. The appeal to the Associate
Superintendent or designee must be in writing and
indicate the reason(s) for the appeal, including
any specic error(s) allegedly associated with the
Written Decision. The Associate Superintendent of
Human Resources or designee shall review the appeal
and investigation ndings for thoroughness and
completeness and notify the complainant in writing of
his/her decision to uphold or deny the appeal (“Appeal
Decision”). The complainant should consider and accept
the Associate Superintendent of Human Resources’ or
designee’s decision as nal.
However, if the complainant is still not satised, the
complainant may submit a written appeal to the
Governing Board within 10 working days from the date
of the Associate Superintendent or designee’s Appeal
Decision. The appeal to the Governing Board must be
in writing and indicate the reason(s) for the appeal
including any specic error(s) allegedly associated with
the Appeal Decision. Once the written request has been
made to the Governing Board, the Governing Board
will decide whether to address the complaint further.
103102
If the Governing Board decides not to address the
complaint, or if there has been no request to appeal
the decision to the Governing Board, the decision of the
last appropriate administrator shall be the nal decision
of the district. The Governing Board may also expressly
uphold the Associate Superintendent or designee’s
decision without addressing the complaint further.
Prior to any Governing Board meeting in which the
Governing Board chooses to address the complaint
further, the Superintendent or designee shall provide
the Governing Board with appropriate documentation
regarding the complaint. The Governing Board
may examine evidence obtained during the district’s
investigation and ask questions of such persons as the
Governing Board deems appropriate including, but not
limited to, the complainant, the Respondent, and any
witnesses. The complainant shall be informed of the
Governing Board’s disposition of the matter in writing.
Any decision of the Governing Board shall be the nal
decision of EGUSD.
Before the Governing Board holds a closed session
to hear complaints or charges brought against an
employee, the Respondent shall receive written notice of
his/her right to have the complaints or charges heard in
open session rather than closed session in accordance
with the law. Complaints concerning Governing Board
members shall be addressed in open session unless a
closed session is legally permissible.
e. No Retaliation
The Governing Board prohibits retaliation against
complainants and individuals who participate in
the investigation process. Investigators may, at their
discretion, keep a complainant’s identity condential,
except to the extent necessary to investigate the
complaint.
f. Anonymous Complaints
EGUSD will not investigate anonymous complaints
unless the Associate Superintendent of Human
Resources or designee deems such an investigation to
be necessary and appropriate.
4. COMPLAINTS CONCERNING
INSTRUCTIONAL MATERIALS (BP/AR 1312.2)
The Governing Board takes great care in the adoption
or use of instructional materials, but it is aware that
all instructional materials may not be acceptable to
all students, their parents/guardians, or other EGUSD
residents. The Governing Board uses a comprehensive
process to adopt instructional materials that are based
on selection criteria established by law and Board
policy, and includes opportunities for the involvement
of district sta, parents/guardians, and community
members. Parents/guardians are encouraged to discuss
any concerns regarding instructional materials (including
textbooks, supplementary instructional materials, library
materials, or other instructional materials and equipment)
with their child’s teacher. If dissatised, the complainant
is encouraged to discuss the concern with the school
principal. If the situation remains unresolved, a complaint
may be led using the process specied in Administrative
Regulation 1312.2.
5. UNIFORM COMPLAINTS (BP/AR 1312.3)
EGUSD’s Uniform Complaint Procedures are specied
above in EGUSD’s Annual Notication of Uniform
Complaint Procedures.
6. TITLE IX COMPLAINTS (AR 5145.71)
The complaint procedures set forth in Administrative
Regulation 5145.17 (Title IX Sexual Harassment
Complaint Procedures) shall be used to address any
complaint containing an allegation that a student was
subject to conduct falling within the scope of conduct
prohibited by Title IX of the Education Amendments
of 1972. Specically, conduct based on sex that satises
one or more of the following (34 C.F.R. §106.30):
1. A EGUSD employee conditioning the provision of
aid, benet, or service on the student’s participation
in unwelcome sexual conduct;
2. Unwelcome conduct determined by a reasonable person
to be so severe, pervasive, and objectively oensive
that it eectively denies a student equal access to an
education program or activity provided by EGUSD; or
3. “Sexual assault” as dened in United States Code,
title 20, section 1092 (f)(6)(A)(v), “dating violence” as
dened in United States Code, title 34, section 12291(a)
(10), “domestic violence” as dened in United States
Code, title 34, section 12291(a)(8), or “stalking” as dened
in United States Code, title 34, section 12291(a)(30).
105104
Further, EGUSD must have jurisdiction over the
complaint, meaning that [34 C.F.R. § 106.45]:
1. The alleged conduct occurred in the United States;
2. The alleged conduct occurred in an education
program or activity over which EGUSD exercised
substantial control over both (a) the respondent
and (b) the context in which the sexual harassment
allegedly occurred; and
3. The complainant was participating/attempting to
participate in an educational program or activity at
the time the complaint was led.
All other complaints containing an allegation that a
student was subject to sexual harassment not meeting
the denition above, shall be investigated and resolved
in accordance with Administrative Regulation 1312.3 –
Uniform Complaint Procedures.
The determination of whether the alleged conduct
meets the above denition of sexual harassment shall
be made by a District Title IX Coordinator.
Denitions [34 C.F.R. § 106.31]
“Title IX Regulations”: means Title IX of the Education
Amendments of 1972 set forth at United States Code,
title 34, sections 106.1 et seq.
“Complainant”: means an individual who is alleged to
be the victim of conduct that could constitute sexual
harassment, or that victim’s parent(s)/guardian(s).
“Respondent”: means an individual who has been
reported to be the perpetrator of conduct that could
constitute sexual harassment.
“Formal Complaint”: means a document led by a
complainant or signed by a Title IX Coordinator, or
designee, alleging Title IX sexual harassment against a
respondent and requesting that the District investigate
and remedy the allegation. At the time of ling a formal
complaint, the complainant must be an individual
participating in or attempting to participate in a District
educational program or activity.
“Supportive Measures”: means non-disciplinary, non-
punitive individualized services oered as appropriate,
as reasonably available, and without fee or charge to
the complainant or respondent before or after the ling
of a formal complaint or where no formal complaint has
been led. Supportive measures are designed to restore
or preserve equal access to a District program or activity,
without unreasonably burdening the other party, including
measures designed to protect the safety of all parties
and/or to deter additional incidents of sexual harassment.
Supportive measures may include counseling, extensions
of deadlines or other related adjustments, modications
of schedules, campus escort services, mutual restrictions on
contact between the parties, changes in locations, leaves
of absence, increased security and monitoring of certain
areas of the campus, and other similar measures.
“Education Program or Activity”: means locations,
events or circumstances over which the District exercises
substantial control over both the respondent and the
context in which the sexual harassment occurs.
“Sexual assault”: means actual or intentional physical
sexual acts against an individual without consent that
may include: rape, rape and seduction, sodomy, lewd
and lascivious acts, oral copulation, sexual penetration,
sexual battery, and sexual assault, as dened under
Education Code section 48900(n) and Penal Code
sections 261, 266c, 286, 288, 288a, 289 and 243.4.
“Dating violence”: means violence committed by an
individual who is or has been in a social relationship
of a romantic or intimate nature with the victim.
[34 U.S.C. § 12291(a)(10)]
“Domestic violence”: means felony or misdemeanor
crimes of violence committed by a current or former
spouse or intimate partner of the victim, by an
individual with whom the victim shares a child in
common, by an individual who is cohabitating with or
has cohabitated with the victim as a spouse or intimate
partner, by an individual similarly situated to a spouse
of the victim under the domestic or family violence laws
of the jurisdiction receiving grant monies, or by any
other individual against an adult or youth victim who is
protected from that individual’s acts under the domestic
or family violence laws (Ed. Code § 48900 (n)).
“Stalking”: means engaging in a course of conduct
directed at a specic individual that would cause a
reasonable individual to : (A) fear for his or her safety or
the safety of others; or (B) suer substantial emotional
distress. [34 U.S.C. § 12291(a)(30)]
“Without consent” or “against that individual’s will”:
may include force, duress, violence, fear of immediate
harm, or an individual’s inability to consent.
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Conict of Interest/Bias
The Superintendent or designee shall ensure that the
individuals (Title IX Coordinator, investigator, decision-
maker, or a facilitator of an informal resolution process)
tasked with implementing the procedures set forth in this
regulation does not have a conict of interest or bias
for or against complainants or respondents generally, or
an individual complainant or respondent, and that such
individuals receive training in accordance with Code of
Federal Regulations, title 34, section 106.45.
Reporting Incidents/Filing Complaints
All incidents of sexual harassment meeting the denition
above and/or formal complaints alleging the same, shall
be reported/submitted directly to or forwarded to the
District’s Title IX Coordinator using the contact information
listed in Board Policy 5145.7 (Sexual Harassment).
A formal complaint, with the complainant’s physical
or digital signature, should be led with the Title IX
Coordinator or designee in person, by mail, by email, or
by any other method authorized by the District.
Upon receiving notice of an incident, the Title IX
Coordinator or designee shall promptly meet with the
complainant.The Title IX Coordinator or designee
shall listen to the complainant’s concerns and inform
the complainant of the process for ling a formal
complaint, and their right to le or not le a formal
complaint.The Title IX Coordinator or designee shall
also discuss supportive measures with the complainant
and explain that supportive measures will be available
to the complainant, regardless of whether a formal
complaint is led.
Even if the complainant chooses not to le a formal
complaint, the Title IX Coordinator or designee shall
le a formal complaint in situations in which a safety
threat exists. In addition, the Title IX Coordinator or
designee may le a formal complaint in other situations
as permitted under the Title IX regulations, including
as part of EGUSD’s obligation to not be deliberately
indierent to known allegations of sexual harassment.
In such cases, the Title IX Coordinator or designee is
not a party to the case, and the victim will be treated as
a party and receive notices as required by the Title IX
regulations at specic points in the complaint process.
Where a formal complaint is led, the Title IX
Coordinator or designee shall also contact the
respondent to notify the respondent of the formal
complaint, explain the applicable complaint procedure,
and discuss the availability of supportive measures.
Supportive Measures
Upon receipt of an incident, even if a formal complaint
is not led, the Title IX Coordinator or designee shall
promptly contact the complainant to discuss the
availability of supportive measures which are non-
disciplinary, non-punitive, and do not unreasonably
burden the other party. Supportive measures shall be
designed to restore or preserve equal access to a District
program or activity without unreasonably burdening
the other party, including measures designed to protect
the safety of all parties and/or to deter additional
incidents of sexual harassment. Such measures may
include, but are not limited to, counseling, workload-
related adjustments, modications of schedules,
mutual restrictions on contact, increased security, and
monitoring of certain areas of campus. The Title IX
Coordinator or designee shall consider the complainant’s
wishes with respect to supportive measures. Supportive
measures, including those detailed herein, shall also
be oered to the respondent upon receipt of a formal
complaint. [34 C.F.R. §§106.30, 106.44]
Emergency Removal from School and
Administrative Leave
EGUSD is prohibited from disciplining a student for
alleged sexual harassment under Title IX until a full Title
IX investigation has been completed [34 C.F.R. §106.44].
However, on an emergency basis, EGUSD may remove
a student from its education program or activity,
provided that EGUSD conducts an individualized safety
and risk analysis, determines that removal is justied
due to an immediate threat to the physical health
or safety of any student or other individual arising
from the allegations, and provides the student with
notice and an opportunity to challenge the decision
immediately following the removal. This authority to
remove a student does not modify a student’s rights
under the Individuals with Disabilities Education Act or
Section 504 of the Rehabilitation Act of 1973.
[34 C.F.R. §106.44]
If a District employee is the respondent, the employee may
be placed on administrative leave during the pendency of
the formal complaint process. [34 C.F.R. §106.44]
107106
Mandatory and Discretionary Dismissals
The Title IX Coordinator or designee shall dismiss
a formal complaint if the alleged conduct would
not constitute sexual harassment as dened above,
even if proven.The Title IX Coordinator or designee
shall also dismiss any complaint wherein the alleged
conduct did not occur in EGUSD’s education program
or activity, did not occur against a person in the
United States, or wherein the complainant was not
participating or attempting to participate in the
educational program at the time the complaint was
led. The Title IX Coordinator or designee may dismiss
a formal complaint if the complainant noties EGUSD
in writing that the complainant would like to withdraw
the complaint or any allegations in the complaint,
the respondent is no longer enrolled or employed
by EGUSD, or sucient circumstances prevent the
District from gathering evidence sucient to reach a
determination with regard to the complaint.
[34 C.F.R. § 106.45]
Upon dismissal, the Title IX Coordinator or designee shall
promptly, and simultaneously to the parties, send written
notice of the dismissal and the reasons for the dismissal
[34 C.F.R. § 106.45]. Both parties have the right to appeal
a dismissal in accordance with the appeal procedures set
forth below.
If a complaint is dismissed on the grounds that the
alleged conduct does not constitute sexual harassment
as above, or on another appropriate basis, the
allegations may still be addressed pursuant to
Administrative Regulation 1312.3 (Uniform Complaint
Procedures), or other EGUSD policies and procedures,
as is deemed appropriate under the circumstances.
Informal Resolution Process
When a formal complaint is led, the District may oer
an informal resolution process, such as mediation, at
any time prior to reaching a determination regarding
responsibility. EGUSD shall not require a party to
participate in the informal resolution process or to
waive the right to an investigation and adjudication of
a formal complaint. [34 C.F.R. §106.45]
EGUSD may facilitate an informal resolution process
provided that EGUSD [34 C.F.R. §106.45]:
1. Provides the parties with written notice disclosing
the allegations, the requirements of the informal
resolution process, the right to withdraw from the
informal process and resume the formal complaint
process, and any consequences resulting from
participating in the informal resolution process,
including that records will be maintained or could
be shared.
2. Obtains the parties’ voluntary, written consent to
the informal resolution process.
3. Does not oer or facilitate an informal resolution
process to resolve allegations that an employee
sexually harassed a student.
As part of an Informal Resolution, the Parties may
agree upon discipline, including suspension or expulsion,
without the need for an investigation (Unocial
Regulations, pg. 1390).
Notice of Formal Complaint
If a formal complaint is led, the Title IX Coordinator or
designee shall provide the known parties (complainant
and respondent) with written notice of the following [34
C.F.R. §106.45]:
1. The District’s complaint process, including any
informal resolution process;
2. The allegations potentially constituting sexual
harassment with sucient details known at the
time, including the identity of parties involved in the
incident if known, the conduct allegedly constituting
sexual harassment, and the date and location of the
alleged incident if known;
Such notice shall be provided with sucient time for
the parties to prepare a response before any initial
interview.
If, during the course of the investigation, EGUSD
investigates allegations about the complainant or
respondent that were not included in the initial
notice, the Title IX Coordinator or designee shall
provide notice of the additional allegations to the
parties.
3. A statement that the respondent is presumed not
responsible for the alleged conduct and that a
determination regarding responsibility is made at
the conclusion of the complaint process;
4. The opportunity for the parties to have an advisor
of their choice who may be, but is not required
to be, an attorney, and the ability to inspect and
review evidence;
107106
5. The prohibition against knowingly making
false statements or knowingly submitting false
information during the complaint process; and
6. A statement that if at any time, the complainant
or respondent has concerns regarding conict of
interest or bias regarding any of these individuals,
the party shall immediately notify the Title IX
Coordinator or designee.
Investigation Procedures
During the investigation process, the designated
investigator shall [34 C.F.R. § 106.45]:
1. Provide an equal opportunity for the parties
to present witnesses, including fact and expert
witnesses, and other inculpatory and exculpatory
evidence;
2. Not restrict the ability of either party to discuss the
allegations under investigation or to gather and
present relevant evidence;
3. Provide the parties with the same opportunities
to be accompanied to any related meeting or
proceeding by the advisor of their choice, who may
be, but is not required to be, an attorney;
4. Not limit the choice or presence of an advisor for
either the complainant or respondent in any meeting
or proceeding, although EGUSD may establish
restrictions regarding the extent to which the advisor
may participate in the proceedings as long as the
restrictions apply equally to both parties;
5. Provide, to a party whose participation is invited or
expected, written notice of the date, time, location,
participants, and purpose of all investigative
interviews or other meetings, with sucient time for
the party to prepare to participate;
6. Send in an electronic format or hard copy to both
parties and their advisors, if any, the evidence
obtained as part of the investigation that is directly
related to the allegations raised in the complaint, and
provide the parties at least 10 calendar days to submit
a written response for the investigator to consider
prior to the completion of the investigative report;
7. Objectively evaluate all relevant evidence, including
both inculpatory and exculpatory evidence, and
determine credibility in a manner that is not
based on an individual’s status as a complainant,
respondent, or witness; and
8. Create an investigative report that fairly
summarizes relevant evidence and, at least 10
days prior to the determination of responsibility,
send to the parties and their advisors, if any, the
investigative report in an electronic format or a
hard copy, for their review and written response.
Questions and evidence about the complainant’s sexual
predisposition or prior sexual behavior are not relevant,
unless such questions and evidence are oered to prove
that someone other than the respondent committed
the conduct alleged by the complainant or if the
questions and evidence concern specic incidents of the
complainant’s prior sexual behavior with respect to the
respondent and are oered to prove consent.
[34 C.F.R. § 106.45]
Privacy rights of all parties to the complaint shall be
maintained in accordance with applicable state and
federal laws.
If the respondent is an EGUSD employee, rights
conferred under an applicable collective bargaining
agreement shall be applied to the extent they do not
conict with the Title IX regulations.
Written Decision
The Superintendent shall designate an individual as the
decision-maker to decide responsibility for the alleged
conduct. The decision-maker shall not be the Title IX
Coordinator or any individual involved in the investigation
of the matter. [34 C.F.R. § 106.45]
After the investigative report has been sent to the
parties but before reaching a determination regarding
responsibility, the decision-maker shall aord each party
the opportunity to submit written, relevant questions
that the party wants asked of any party or witness,
provide each party with the answers, and allow for
additional, limited follow-up questions from each party.
The decision-maker shall issue, and simultaneously
provide to both parties, a written decision as to whether
the respondent is responsible for the alleged conduct.
[34 C.F.R. § 106.45]
The written decision shall be issued within sixty (60)
calendar days of the receipt of the complaint.
109108
The timeline may be temporarily extended for good
cause with written notice to the complainant and
respondent of the extension and the reasons for the
extension. [34 C.F.R. § 106.45]
In making this decision, EGUSD shall use the
“preponderance of the evidence” standard for all formal
complaints of sexual harassment.
The written decision shall include the following
[34 C.F.R. § 106.45]:
1. Identication of the allegations potentially constituting
sexual harassment as dened above;
2. A description of the procedural steps taken from
the receipt of the formal complaint through the
written decision, including any notications to the
parties, interviews with parties and witnesses, site
visits, and any other methods used to gather other
evidence;
3. Findings of fact supporting the decision;
4. Conclusions regarding the application of EGUSD’s
policies and/or regulations to the facts;
5. A statement of, and rationale for, the result as to
each allegation, including a decision regarding
responsibility, any disciplinary sanctions EGUSD
imposes on the respondent, and whether remedies
designed to restore or preserve equal access to
the District’s workplace, educational program,
or activity, will be provided by EGUSD to the
complainant; and
6. EGUSD’s procedures and permissible basis for the
complainant and respondent to appeal.
The written decision shall comply with the requirements
outlined in Administrative Regulation 1312.3 (Uniform
Complaint Procedures), as is necessary and required
under the law.
Appeals
Either party may appeal the decision or dismissal of
a formal complaint or any allegation in the complaint,
if the party believes that a procedural irregularity
aected the outcome, new evidence is available that
could aect the outcome, or a conict of interest or bias
by the Title IX Coordinator, investigator(s), or decision-
maker(s) aected the outcome. If an appeal is led,
EGUSD shall [34 C.F.R. §106.45]:
1. Notify the other party in writing when an appeal is
led and implement appeal procedures equally for
both parties;
2. Ensure that the decision-maker(s) for the appeal is
trained in accordance with 34 C.F.R. § 106.45 and
is not the same decision-maker(s) who reached the
determination regarding responsibility or dismissal,
the investigator(s), or the Title IX Coordinator or
designee;
3. Give both parties a reasonable, equal opportunity
to submit a written statement in support of, or
challenging, the outcome;
4. Issue a written decision describing the result of the
appeal and the rationale for the result; and
5. Provide the written decision simultaneously to both
parties.
An appeal must be led in writing within 10 calendar
days of receiving the notice of dismissal of a Title
IX complaint or a written determination, stating the
grounds for the appeal and including any relevant
documentation in support of the appeal. Appeals
submitted after this deadline are not timely and shall
not be considered. A written decision on the appeal
shall be provided to the parties within 20 calendar days
from the receipt of the appeal.
If a student-respondent does not le an appeal,
EGUSD may suspend the student-respondent for sexual
harassment, or sexual assault or battery, and move
forward with expulsion proceedings, as are deemed
appropriate and/or mandatory under the circumstances.
If a student-respondent les a timely and valid appeal,
EGUSD may only suspend the student-respondent
for sexual harassment, or sexual assault or battery,
and move forward with expulsion proceedings, as are
deemed appropriate and/or mandatory, after a written
appeal determination has been issued to the parties.
In accordance with Administrative Regulation 1312.3
(Uniform Complaint Procedures), a complainant may
also le an appeal of the Investigation Findings Letter
(referred to by the California Department of Education
(“CDE”) as the “Investigation Report”) to CDE within
30 calendar days from the date of the Investigation
Findings Letter.
109108
The appeal must be signed by the complainant and
specify and explain the basis for the appeal that includes
at least one of the following: (1) EGUSD failed to follow
its complaint procedures; (2) the written decision (or
Investigation Report) lack of material ndings of fact
necessary to reach a conclusion of law; (3) the material
ndings of fact are not supported by substantial
evidence; (4) EGUSD’s legal conclusions are inconsistent
with the law; and/or (5) the corrective actions, listed
herein, fail to provide a proper remedy. The appeal
shall be accompanied by a copy of the locally led
complaint and a copy of this correspondence.
The appeal should be sent to:
California Department of Education
ATTN: Oce of Equal Opportunity
1430 N Street
Sacramento, CA 95814-5901
Either party has the right to le a complaint with the
U.S. Department of Education’s Oce for Civil Rights
within 180 calendar days from the date of most recently
alleged misconduct.
Remedies
When a determination of responsibility for sexual
harassment has been made against the respondent,
EGUSD shall provide remedies to the complainant.
Such remedies may include supportive measures but
need not be non-disciplinary or non-punitive and need
not avoid burdening the respondent. [34 C.F.R. §106.45]
Corrective/Disciplinary Actions
EGUSD shall not impose any disciplinary sanctions
or other actions against a respondent, other than
supportive measures, until the complaint procedure has
been completed and a determination of responsibility
has been made. [34 C.F.R. §106.44]
For students in grades 4-12, discipline for sexual
harassment may include suspension and/or expulsion.
After the completion of the complaint procedure, if it
is determined that a student at any grade level has
committed sexual assault or sexual battery at school or
at a school activity o school grounds, the principal or
Superintendent shall immediately suspend the student
and shall recommend expulsion.
[Education Code 48900(n), 48915 (c)]
Other actions that may be taken with a student who
is determined to be responsible for sexual harassment
include, but are not limited to:
1. Transfer from a class or school as permitted by law
2. Parent/guardian conference
3. Education of the student regarding the impact of
the conduct on others
4. Positive behavior support
5. Referral of the student to a student success team
6. Denial of participation in extracurricular or co-curricular
activities or other privileges as permitted by law
When an employee is found to have committed
sexual harassment or retaliation, EGUSD shall take
appropriate disciplinary action, up to and including
dismissal, in accordance with applicable law and
collective bargaining agreement.
Record-Keeping
The Superintendent or designee shall maintain, for a
period of seven years, a record of (34 C.F.R. § 106.45):
1. Each sexual harassment investigation, including but
not limited to, any decision regarding responsibility;
any audio or audiovisual recording and transcript if
applicable; any disciplinary sanctions imposed; and/
or any remedies provided to the complainant;
2. Any appeal and the result therefrom;
3. Any informal resolution and the result therefrom;
4. All materials used to train Title IX coordinators,
investigators, decision-makers, and any individual
who facilitated an informal resolution process. These
training materials must be made publicly available
on its website; and
5. Any steps taken to respond to an allegation of
sexual harassment, including but not limited to,
supportive measures oered to the parties and a
statement as to why EGUSD’s response was not
deliberately indierent.
7. WILLIAMS COMPLAINTS (AR 1312.4)
EGUSD shall use the procedures described in this
administrative regulation only to investigate and resolve
the following:
1. Complaints regarding the insuciency of textbooks
and instructional materials, including any complaint
alleging that: [Education Code section 35186;
5 C.C.R. §4681.]
111110
a. A student, including an English learner,
does not have standards-aligned textbooks
or instructional materials or state- or
district-adopted textbooks or other required
instructional materials to use in class.
b. A student does not have access to textbooks or
instructional materials to use at home or after
school. This does not require two sets of textbooks
or instructional materials for each student.
c. Textbooks or instructional materials are in poor
or unusable condition, have missing pages, or are
unreadable due to damage.
d. A student was provided photocopied
sheets from only a portion of a textbook or
instructional materials to address a shortage
of textbooks or instructional materials.
2. Complaints regarding teacher vacancy or
misassignment, including any complaint alleging
that: [Education Codesection35186;
5 C.C.R.§4682.]
a. A semester begins and a teacher vacancy exists.
b. A teacher who lacks credentials or training
to teach English learners is assigned to teach
a class with more than 20 percent English
learners in the class.
c. A teacher is assigned to teach a class for which
the teacher lacks subject matter competency.
“Teacher vacancy” means a position to which a single
designated certicated employee has not been assigned
at the beginning of the year for an entire year or, if the
position is for a one-semester course, a position to which
a single designated certicated employee has not been
assigned at the beginning of the semester for an entire
semester [Ed. Code§35186; 5 C.C.R.§4600.]
“Beginning of the year or semester” means the rst
day classes necessary to serve all the students enrolled
are established with a single designated certicated
employee assigned for the duration of the class, but not
later than 20 working days after the rst day students
attend classes for that semester [5 C.C.R.§4600.]
“Misassignment” means the placement of a certicated
employee in a teaching or services position for which
the employee does not hold a legally recognized
certicate or credential or the placement of a
certicated employee in a teaching or services position
that the employee is not otherwise authorized by statute to
hold [Education Codesection35186; 5 C.C.R. §4600.]
3. Complaints regarding the condition of school
facilities, including any complaint alleging that:
[Education Codesection35186; 5 C.C.R. §4683.]
a. A condition poses an emergency or urgent threat
to the health or safety of students or sta.
“Emergency or urgent threat” means structures or
systems that are in a condition that poses a threat
to the health and safety of students or sta while
at school, including, but not limited to, gas leaks;
nonfunctioning heating, ventilation, re sprinklers, or
air-conditioning systems; electrical power failure; major
sewer line stoppage; major pest or vermin infestation;
broken windows or exterior doors or gates that will
not lock and that pose a security risk; abatement of
hazardous materials previously undiscovered that pose
an immediate threat to students or sta; structural
damage creating a hazardous or uninhabitable
condition; or any other condition deemed appropriate
[Ed. Code§17592.72; 5 C.C.R. §4600.]
b. A school restroom has not been cleaned,
maintained, or kept open in accordance with
Education Code35292.5.
“Clean or maintained school restroom” means a
school restroom has been cleaned or maintained
regularly, is fully operational, or has been stocked
at all times with toilet paper, soap, and paper
towels or functional hand dryers [Education
Codesection35292.5.]
“Open restroom” means the school has kept all
restrooms open during school hours when students are
not in classes and has kept enough restrooms open
during school hours when students are in classes. This
does not apply when the temporary closing of the
restroom is necessary for student safety or to make
repairs [Education Codesection35292.5.]
In any District school serving any of grades 6-12 in
which 40 percent or more of the students in the school
or school attendance area are from low-income families,
as dened in United States Code, title 20, section6314,
a complaint may be led alleging noncompliance with
the requirement of Education Code section35292.6to
stock, at all times, at least half of the restrooms in
the school with feminine hygiene products and to not
charge students for the use of such products.
111110
8. COMPLAINTS CONCERNING BULLYING
Any student, parent/guardian, or other individual who
believes a student has been subjected to bullying or
who has witnessed bullying may report the incident to a
teacher, the principal, a compliance ocer, or any other
available school employee.
When a report of bullying is submitted, the principal
or a district compliance ocer shall inform the student
or parent/guardian of the right to le a formal written
complaint in accordance with applicable complaint
procedures. The student who is the alleged victim of
the bullying shall be given an opportunity to describe
the incident, identify witnesses who may have relevant
information, and provide other evidence of bullying.
Any school employee who receives a report of bullying
shall notify the principal of the report. In addition, any
school employee who observes an incident of bullying
involving a student shall report such observation to the
principal.
Within two business days of receiving a report of
bullying, the principal shall notify EGUSD’s compliance
ocer.
When the circumstances involve cyberbullying,
individuals with information about the activity shall be
encouraged to save and print any electronic or digital
messages that they feel constitute cyberbullying and
to notify a teacher, the principal, or other employee so
that the matter may be investigated. When a student
uses a social networking site or service to bully or harass
another student, the Superintendent or designee may
le a request with the networking site or service to
suspend the privileges of the student and to have the
material removed.
Corrective actions for a student who commits an act of
bullying of any type may include counseling, behavioral
intervention, and education, and, if the behavior is severe
or pervasive as dened in Education Code 48900, may
include suspension or expulsion in accordance with district
policies and regulations.
When appropriate based on the severity or
pervasiveness of the bullying, the Superintendent or
designee shall notify the parents/guardians of victims
and perpetrators and may contact law enforcement.
9. COMPLAINTS CONCERNING SPECIAL
EDUCATION PROGRAMS
Complaints regarding special education programs are
no longer covered by EGUSD’s Uniform Complaint
Procedures. Please refer to the Notice of Procedural
Safeguards, Special Education Rights of Parents and
Children under the IDEA and the California Education
Code, which is available from your child’s school or
may be accessed here: https://www.cde.ca.gov/sp/se/
qa/pseng.asp, for more information about ling a
complaint. Complaints alleging that a student was
discriminated against due to his or her disability still fall
under the Uniform Complaint Procedures. [5 C.C.R. §§
3200 – 3205.]
10. COMPLAINTS CONCERNING
CHILD NUTRITION PROGRAMS
Complaints related to Child Nutrition Programs
established pursuant to the National School Lunch
Program, Summer Food Service Program, Child and
Adult Care Food Program, Special Milk Program,
School Breakfast Program, and Food Distribution
Program are no longer processed through EGUSD’s
Uniform Complaint Procedures. Instead, complaints
must be processed through the existing procedures
outlined in the federal regulations and the new, related
state regulations, California Code of Regulations, title 5,
sections 15580 – 15584 A complaint must be submitted
within one year of the date of the alleged violation,
and may be led by phone, e-mail, or letter. Please see
California Code of Regulations, title 5, sections 15580 –
15584 for more information. [5 C.C.R. §§ 15580 – 15584]
11. COMPLAINTS CONCERNING STATE
PRESCHOOL HEALTH AND SAFETY
ISSUES
Complaints regarding state preschool health and
safety issues in LEAs exempt from licensing are now
processed exclusively via the procedures set forth in the
California Code of Regulations, title 5, sections 4690
through 4694, and are no longer processed through the
EGUSD’s Uniform Complaint Procedures. Complaints
must be led with the preschool program administrator,
or his/her designee, and may be led anonymously.
[Education Code section 8235.5, 5 C.C.R. §§ 4690 –4694.]
113112
FACILITIES PUBLIC NOTICES
1. MANAGEMENT PLAN FOR ASBESTOS-CONTAINING MATERIAL
The District has, available upon request, a complete and updated management plan for asbestos-containing
material. [40 C.F.R. 763.93]
2. PESTICIDE USE
In accordance with Education Code sections 17612 and
48980.3, EGUSD provides for parents the names of
all pesticide products expected to be applied at school
facilities this school year. [Education Code section
17612, 48980.3] That identication includes the name
and active ingredients. Only fully certied pesticides
can be used on school grounds. EGUSD maintains an
integrated pest management plan which is utilized for
applying certied pesticides and to ensure compliance
with applicable laws and requirements. Sta, parents,
and guardians may view a copy of our integrated pest
management plan either by request (by calling the
number below) or in the school oce or by visiting
our website at: https://www.egusd.net/Departments/
Maintenance-and-Operations/index.html
Signs are posted at the school, describing the pesticides
or herbicides to be used, along with the active ingredients
contained in the pesticide/herbicide, at least 24 hours
prior to the application and such signs will remain posted
at least 72 hours after the application. If you would
also prefer to be notied by mail at least 72 hours prior
to application at your child’s school in the 2023-2024
school year, please call our Maintenance and Operations
Department at (916) 686-7745 to be placed on a
notication list. In the event of an emergency condition,
advance notication and prior sign-posting may not be
feasible, but a warning sign will be posted immediately
upon application.
Further information is available from the California
Department of Pesticide Regulation, P.O. Box 4015,
Sacramento, CA 95812-4015, www.cdpr.ca.gov.
During the 2023-2024 school year, EGUSD is planning to
use the following pesticides and herbicides:
113112
PESTICIDES
565 XLO (Pyrethrins, Piperonyl Butoxide, MGK 264) Precor IGR Concentrate (Methoprene)
Advion Ant Bait Arena (Indoxacarb)
Premise 75 WP (N-Octyl bicycloheptane
and petroleum distillate)
Advion Ant Gel Bait (Indoxacarb) Rozol Pocket Gopher Bait (cholorphacinone)
Advion Cockroach Gel Bait (Indoxacarb) Suspend Polyzone (Deltamethrin)
Advion Cockroach Roach Bait Arena (Indoxacarb) Suspend SC (Deltamethrin)
Alpine Flea Insecticide with IGR (Dinotefuran,
Pyriproxyfen)
Talprid Mole Bait (Bromethalin)
Alpine WSG (Dinotefuran) Talstar Professional (Bifenthrin)
Archer IGR (Pyridine) Tempirid SC (Imidaclopri, Cyuthrin)
BP-100 (Pyrethrin) Tempo Ultra WSP (Cyuthrin)
Ditrac (Diphacinone) Termidor SC (Fipronil)
Merit 75 WSP (Imidacloprid), Vikane (Sulfuryl Fluoride)
Gentrol IGR Concentrate (Hydroprene) Wisdom Lawn Granular (Bifenthrin)
Insecticidal Soap (potassium salts of fatty acids, ethanol) Zenprox EC (Etonfenprox, Piperonyl Butoxide),
Maxforce FC Select (Fipronil) ZP Rodent Oat Bait (Zinc Phosphate)
MaxForce Quantum Ant Bait (Imidacloprid) Advion Insect Granule (indoxacarb)
Merit 75 WSB (Imidacloprid)
Venendetta Plus Cockroach Gel Bait
(Abamectin + Pyripoxyfen)
Phantom (Chlorfenapyr)
HERBICIDES
Barricade 4FL (Prodiamine) Turf Supreme 16-6-8 w/Trimec (2, 4-D acid, MCPP
acid, Dicamba acid)
Pendulum Aqua Cap Herbicide (Pendimethalin) Dimension 270G (Dithiopyr)
Lontrel (Clopyralid) Dimension 2EW (Dithiopyr)
Primo-Maxx (Trinexapac-ethyl) Mecomec 2.5 Turf Herbicide (MCPP, Potassium Salt)
Suran AS (Oryzalin) Dimension Ultra 40WP (Dithiopyr)
Snapshot 2.5 TG (Triuralin/Isoxaben) Target Pro Spreader (Alkyl pheonolethoxylate,
Isopropanol, Fatty Acids)
Turon Ester (Triclopyr) Merit 75WSP (Imidacloprid)
Fusilade II (Fluazifop-P-butyl) SuperSpread 7000 (Alkyl polyoxyethylene,
Ethooxylated Alcohols, Aliphatic Acid)
Speed Zone Southern Broadleaf Herbicide
(Carfentrazone-ethyl, 2,4-D, 2-ehtylhexyl ester,
Mecoprop-p acid, Dicamba acid)
Cheetah Pro 1 (Glufosinate)
Reward Herbicide (Diquat dibromide)
3. STORM WATER MANAGEMENT
EGUSD has a Storm Water management program that complies with the California Regional Water Quality Control
Board. The Storm Water Management Program seeks to reduce the dumping of water from school sites into streams,
lakes and rivers within the District. For more information about our Storm Water Policy, please visit our website.
115114
DIRECTORY INFORMATION
District Oces Contact Information
General Information .....................(916) 686-5085
Education Contacts
Adult & Community Education ............(916) 686-7717
Alternative Education.................... (916) 686-7706
Elementary Education (PreK-6)............(916) 686-7704
Preschool Program ......................(916) 686-7595
Secondary Education (7-12) .............. (916) 686-7706
Special Education........................(916) 686-7780
Summer School ......................... (916) 686-7738
Support Services
Attendance Improvement Oce ...........(916) 793-2260
Boundary Hotline ........................(916) 686-7755
Business Services .........................(916) 686-7722
Communications .........................(916) 686-7732
Curriculum/Professional Learning ..........(916) 686-7757
English Learner Services ..................(916) 793-2953
Educational Equity .......................(916) 831-2041
Education Services .......................(916) 686-7784
Facilities & Planning ......................(916) 686-7711
Family & Community Engagement .........(916) 831-5530
Fingerprinting............................(916) 686-7795
Food & Nutrition Services.................(916) 686-7735
Human Resources ........................(916) 686-7795
School Improvement Support..............(916) 686-7712
Research & Evaluation....................(916) 686-7764
Safety and Security non-dispatch ..........(916) 686-7765
Student Support/Health Services ..........(916) 686-7568
Transportation ...........................(916) 686-7733
School Phone Directory
Elementary Schools
Arnold Adreani .........................(916) 525-0630
Edna Batey .............................(916) 714-5520
Maeola R. Beitzel ....................... (916) 688-8484
Arthur C. Butler ..........................(916) 681-7595
Carroll .................................(916) 714-0106
Raymond Case ..........................(916) 681-8820
Helen Carr Castello ..................... (916) 686-1725
Cosumnes River .........................(916) 682-2653
C.W. Dillard ............................(916) 687-6121
Elitha Donner ..........................(916) 683-3073
John Ehrhardt ..........................(916) 684-7259
Elk Grove ..............................(916) 686-3766
Elliott Ranch ...........................(916) 683-3877
Ellen Feickert ..........................(916) 686-7716
Robert J. Fite ...........................(916) 689-2854
Florin .................................(916) 383-0530
Foulks Ranch ...........................(916) 684-8177
Franklin ...............................(916) 684-6518
Arlene Hein ............................(916) 714-0654
Roy Herburger .........................(916) 681-1390
Isabelle Jackson ........................(916) 689-2115
Samuel Kennedy ....................... (916) 383-3311
Anna Kirchgater ........................ (916) 689-9150
Herman Leimbach ...................... (916) 689-2120
Charles E. Mack ........................ (916) 422-5524
Florence Markofer ...................... (916) 686-7714
Robert J. McGarvey .....................(916) 793-3400
James McKee...........................(916) 686-3715
Marion Mix.............................(916) 509-8877
Miwok Village ..........................(916) 831-2098
Barbara Comstock Morse ................ (916) 688-8586
Pleasant Grove .........................(916) 685-9630
David Reese ...........................(916) 422-2450
John Reith ..............................(916) 399-0110
Sierra Enterprise ........................(916) 381-2767
Joseph Sims ............................(916) 683-7445
Stone Lake .............................(916) 683-4096
Sunrise.................................(916) 985-4350
Mary Tsukamoto ........................(916) 689-7580
Union House............................(916) 424-9021
Irene B. West ...........................(916) 683-4362
Zehnder Ranch .........................(916) 793-3300
115114
DIRECTORY INFORMATION (CONT)
Middle Schools
Katherine L. Albiani ....................(916) 686-5210
Harriet Eddy ...........................(916) 683-1302
Edward Harris, Jr. ......................(916) 688-0080
Samuel Jackman .......................(916) 393-2352
Toby Johnson ............................(916) 714-8181
Joseph Kerr .............................(916) 686-7728
Elizabeth Pinkerton ..................... (916) 683-7680
James Rutter ...........................(916) 422-3232
T.R. Smedberg ..........................(916) 681-7525
High Schools
Cosumnes Oaks ........................(916) 683-7670
Elk Grove .............................. (916) 686-7741
Florin .................................(916) 689-8600
Franklin ................................(916) 714-8150
Laguna Creek ..........................(916) 683-1339
Monterey Trail .........................(916) 688-0050
Pleasant Grove .........................(916) 686-0230
Sheldon ...............................(916) 681-7500
Valley .................................(916) 689-6500
Alternative Schools
Calvine High School.....................(916) 689-7502
William Daylor High School ..............(916) 427-5428
Las Flores High School ..................(916) 422-5604
Rio Cazadero High School ...............(916) 422-3058
Adult & Community Ed. .................(916) 686-7717
Jessie Baker School ......................(916) 686-7703
Elk Grove Charter School ................(916) 714-1653
EGUSD Virtual Academy ................(916) 399-9890
Additional Phone Numbers
Boundary Hotline ........................(916) 686-7755
SAFE (Student and Family Engagement)
Centers
David Reese Elementary ..................(916) 392-9081
Valley High School .......................(916) 681-7577
EGUSD Safety & Security ................(916) 686-7765
We-Tip Hotline........................1 (800) 78-CRIME
117116
APPENDIX I
EGUSD Table of Education Codes Related to Discipline 2023-2024
•
Acts of Violence [E.C. 48900(a)]
—
(1) Causing Physical Injury
—
(2) Acts of Violence
• Imitation Firearm
[E.C. 48900(m)]
• Weapons and Dangerous Objects
[E.C. 48900(b)]
• Sexual Assault or Sexual Battery
[E.C. 48900(n)]
• Drugs and Alcohol
[E.C. 48900(c)]
• Harassment of a Student Witness
[E.C. 48900(o)]
• Sale of “Look-Alike” Controlled
Substance or Alcohol [E.C. 48900(d)]
• Prescription Drug Soma
[E.C. 48900(p)]
• Robbery or Extortion
[E.C. 48900(e)]
• Hazing
[E.C. 48900(q)]
• Damage to Property
[E.C. 48900(f)]
• Bullying and Bullying by Electronic
Act [E.C. 48900(r)]
• Theft or Stealing
[E.C. 48900(g)]
• Aided or Abetted to Inict Physical
Injury [E.C. 48900(t)]
• Tobacco
[E.C. 48900(h)]
• 48900.2 (Sexual Harassment)
• Profanity, Obscene Acts, Vulgarity
[E.C. 48900(i)]
• 48900.3 (Hate Violence)
• Drug Paraphernalia
[E.C. 48900(j)]
• 48900.4 (Harassment, Threats or
Intimidation)
• Willful Deance or Disruption
of School Activities [E.C. 48900(k)(1)]
• 48900.7 (Terroristic Threats)
• Possession of Stolen Property
[E.C. 48900(l)]
• 48915 (Expulsion)
117116
ED CODE 48900(a)(1)
CAUSING PHYSICAL INJURY
Caused, attempted to cause, or threatened to cause physical injury to another person.
FIRST INTERVENTION/
CONSEQUENCE
SECOND INTERVENTION/
CONSEQUENCE
THIRD, SUBSEQUENT INTERVENTION/
CONSEQUENCE
MANDATORY ACTIONS:
•
Ensure due process
• Conference with student
• Collect statements from other witnesses
• Provide corrective feedback: de-escalate
student, attempt to identify root or
ancillary causes for behavior, re-teach/
practice identied behavior skills, facilitate
student re-entry
• Contact family/guardian
• Review student’s past similar behaviors and
document current incident in Synergy
• Hold re-entry conference if suspended
OTHER POTENTIAL ACTIONS:
•
Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers
for outside services/supports
• Notify law enforcement
(refer to AR 5144.3 and 5145.11)
• 1–3 day suspension
• Depending on the severity of the
incident, as well as pertinent extenuating
circumstances regarding the student(s)
involved, days of suspension may extend
up to 5 days.
MANDATORY ACTIONS:
•
Ensure due process
• Conference with student
• Collect statements from other witnesses
• Provide corrective feedback: de-escalate
student, attempt to identify root or
ancillary causes for behavior, re-teach/
practice identied behavior skills, facilitate
student re-entry
• Contact Family/guardian
• Review student’s past similar behaviors and
document current incident in Synergy
• Hold re-entry conference if suspended
OTHER POTENTIAL ACTIONS:
•
Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers
for outside services/supports
• Notify law enforcement
(refer to AR 5144.3 and 5145.11)
• 2–4 day suspension
• Extreme Fights – contact Director or SSHS
• Depending on the severity of the incident, as
well as pertinent extenuating circumstances
regarding the student(s) involved, days of
suspension may extend up to 5 days.
MANDATORY ACTIONS:
• Ensure due process
•
Conference with student
• Collect statements from other witnesses
• Provide corrective feedback: de-escalate
student, attempt to identify root or
ancillary causes for behavior, re-teach/
practice identied behavior skills, facilitate
student re-entry
• Contact family/guardian
• Review student’s past similar behaviors and
document current incident in Synergy
• Hold re-entry conference if suspended
OTHER POTENTIAL ACTIONS:
•
Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers
for outside services/supports
• Notify law enforcement
(refer to AR 5144.3 and 5145.11)
• 3–5 day suspension
• Possible consideration for a
Recommendation of Expulsion
119118
ED CODE 48900(a)(2)
ACTS OF VIOLENCE
Willfully used force or violence upon the person of another, except in self-defense.
FIRST INTERVENTION/
CONSEQUENCE
SECOND INTERVENTION/
CONSEQUENCE
THIRD, SUBSEQUENT
INTERVENTION/ CONSEQUENCE
MANDATORY ACTIONS:
•
Ensure due process
• Conference with student
• Collect statements from other witnesses
• Provide corrective feedback: de-escalate
student, attempt to identify root or
ancillary causes for behavior, re-teach/
practice identied behavior skills, facilitate
student re-entry
• Contact family/guardian
• Review student’s past similar behaviors and
document current incident in Synergy
• Hold re-entry conference if suspended
OTHER POTENTIAL ACTIONS:
• Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers
for outside services/supports
• Notify law enforcement
(refer to AR 5144.3 and 5145.11)
• 1–3 day suspension
•
Depending on the severity of the
incident, as well as pertinent extenuating
circumstances regarding the student(s)
involved, days of suspension may extend up
to 5 days.
MANDATORY ACTIONS:
• Ensure due process
• Conference with student
• Collect statements from other witnesses
• Provide corrective feedback: de-escalate
student, attempt to identify root or
ancillary causes for behavior, re-teach/
practice identied behavior skills,
facilitate student re-entry
• Contact family/guardian
• Review student’s past similar behaviors
and document current incident in
Synergy
• Hold re-entry conference if suspended
OTHER POTENTIAL ACTIONS:
• Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers
for outside services/supports
• Notify law enforcement
(refer to AR 5144.3 and 5145.11)
• 2–4 day suspension
•
Depending on the severity of the
incident, as well as pertinent extenuating
circumstances regarding the student(s)
involved, days of suspension may extend up
to 5 days.
MANDATORY ACTIONS:
• Ensure due process
• Conference with student
• Collect statements from other witnesses
• Provide corrective feedback: de-escalate
student, attempt to identify root or
ancillary causes for behavior, re-teach/
practice identied behavior skills,
facilitate student re-entry
• Contact family/guardian
• Review student’s past similar behaviors
and document current incident in
Synergy
• Hold re-entry conference if suspended
OTHER POTENTIAL ACTIONS:
• Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers
for outside services/supports
• Notify law enforcement
(refer to AR 5144.3 and 5145.11)
• 3–5 day suspension
• Possible consideration for a
Recommendation of Expulsion
119118
ED CODE 48900(b)
WEAPONS AND DANGEROUS OBJECTS
Possessed, sold, or otherwise furnished any rearm, knife, explosive, or other dangerous object, unless, in the case of possession
of any object of this type, the pupil had obtained written permission to possess the item from a certicated school employee, which is
concurred in by the principal or the designee of the principal.
Ed. Code 48915(g) – As used in this section, “knife” means any dirk, dagger, or other weapon with a xed, sharpened blade tted
primarily for stabbing, a weapon with a blade tted primarily for stabbing, a weapon with a blade longer than 3 ½ inches, a folding
knife with a blade that locks into place, or a razor with an unguarded blade.
Ed. Code 48915(h) – As used in this section, the term “explosive” means “destructive device” as described in Section 921 of Title 18 of the
United
States Code. *If student possessed, sold, or otherwise furnished a rearm, please refer to CA Ed. Code 48915(c)(1)
*If student brandished a knife at another person, please refer to CA Ed. Code 48915(c)(2)
*If Student possessed an explosive please refer to CA Ed. Code 48915(c)(5) and (h).
FIRST INTERVENTION/ CONSEQUENCE
SECOND INTERVENTION/
CONSEQUENCE
THIRD, SUBSEQUENT INTERVENTION/
CONSEQUENCE
MANDATORY ACTIONS:
• Ensure due process
• Conference with student
• Collect statements from other witnesses
• Conscate object
• Notify law enforcement (refer to AR
5144.3 and 5145.11)
• Give object to appropriate law
enforcement
• Provide corrective feedback: de-escalate
student, attempt to identify root or
ancillary causes for behavior, re-teach/
practice identied behavior skills,
facilitate student re-entry
• Contact family/guardian
• Review student’s past similar behaviors
and document current incident in
Synergy
• Hold re-entry conference if suspended
OTHER POTENTIAL ACTIONS:
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers
for outside services/supports
• 1–5 day suspension
• Possible consideration for a
Recommendation of Expulsion
MANDATORY ACTIONS:
• Ensure due process
• Conference with student
• Collect statements from other witnesses
• Conscate object
• Notify law enforcement (refer to AR
5144.3 and 5145.11)
• Give object to appropriate law
enforcement
• Provide corrective feedback: de-escalate
student, attempt to identify root or
ancillary causes for behavior, re-teach/
practice identied behavior skills,
facilitate student re-entry
• Contact family/guardian
• Review student’s past similar behaviors
and document current incident in
Synergy
• Hold re-entry conference if suspended
OTHER POTENTIAL ACTIONS:
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers
for outside services/supports
• 3–5 day suspension
• Possible consideration for a
Recommendation of Expulsion
MANDATORY ACTIONS:
• Ensure due process
• Conference with student
• Collect statements from other witnesses
• Conscate object
• Notify law enforcement (refer to AR
5144.3 and 5145.11)
• Give object to appropriate law
enforcement
• Provide corrective feedback: de-escalate
student, attempt to identify root or
ancillary causes for behavior, re-teach/
practice identied behavior skills,
facilitate student re-entry
• Contact family/guardian
• Review student’s past similar behaviors
and document current incident in
Synergy
• Hold re-entry conference if suspended
OTHER POTENTIAL ACTIONS:
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers
for outside services/supports
• 3–5 day suspension
• Possible consideration for a
Recommendation of Expulsion
121120
ED CODE 48900(c)
UNLAWFUL POSSESSION OF CONTROLLED SUBSTANCE
Unlawfully possessed, used, sold, or otherwise furnished, or been under the inuence of, any controlled substance listed in Chapter
2 (commencing with Section 11053) of Division 10 of the Health and Safety Code, an alcoholic beverage, or an intoxicant of any kind.
*If Student was unlawfully selling a controlled substance please refer to CA Ed. Code 48915(c)(3).
Ed. Code 48915(c)(3) – The principal or superintendent of schools shall immediately suspend, pursuant to Section 48911, and shall
recommend expulsion of a pupil that he or she determines has committed any of the following acts at school or at a school activity
o school grounds… unlawfully selling a controlled substance listed in Chapter 2 (commencing with Section 11053) of Division 10 of the
Health and Safety Code.
FIRST INTERVENTION/
CONSEQUENCE
SECOND INTERVENTION/
CONSEQUENCE
THIRD, SUBSEQUENT
INTERVENTION/ CONSEQUENCE
MANDATORY ACTIONS:
• Ensure due process
• Conference with student
• Collect statements from other witnesses
• Notify law enforcement within 1 school
day (EC 48902)
• Give substance to appropriate law
enforcement authority
• Provide corrective feedback: de-escalate
student, attempt to identify root or
ancillary causes for behavior, re-teach/
practice identied behavior skills,
facilitate student re-entry
• Contact family/guardian
• Review student’s past similar behaviors
and document current incident in
Synergy
• Hold re-entry conference if suspended
• 1–3 day suspension (Marijuana and
alcohol)
• Others Substances – contact Director or SSHS
SELLING DRUGS::
• 5 Day Suspension if Student is selling or
sold a controlled substance
• Recommendation for expulsion if Student
is selling or sold a controlled substance
OTHER POTENTIAL ACTIONS::
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers for
outside services/supports
• Depending on the severity of the
incident, as well as pertinent extenuating
circumstances regarding the student(s)
involved, days of suspension may extend
up to 5 days.
MANDATORY ACTIONS:
• Ensure due process
• Conference with student
• Collect statements from other witnesses
• Notify law enforcement within 1 school
day (EC 48902)
• Give substance to appropriate law
enforcement authority
• Provide corrective feedback: de-escalate
student, attempt to identify root or
ancillary causes for behavior, re-teach/
practice identied behavior skills,
facilitate student re-entry
• Contact family/guardian
• Review student’s past similar behaviors
and document current incident in
Synergy
• Hold re-entry conference if suspended
•
2–4 day suspension (Marijuana and
alcohol)
• Others Substances – contact Director or SSHS
SELLING DRUGS::
• 5 Day Suspension if Student is selling or
sold a controlled substance
• Recommendation for expulsion if Student
is selling or sold a controlled substance
OTHER POTENTIAL ACTIONS::
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers for
outside services/supports
• Depending on the severity of the
incident, as well as pertinent extenuating
circumstances regarding the student(s)
involved, days of suspension may extend
up to 5 days.
MANDATORY ACTIONS:
• Ensure due process
• Conference with student
• Collect statements from other witnesses
• Notify law enforcement within 1 school
day (EC 48902)
• Give substance to appropriate law
enforcement authority
• Provide corrective feedback: de-escalate
student, attempt to identify root or
ancillary causes for behavior, re-teach/
practice identied behavior skills,
facilitate student re-entry
• Contact family/guardian
• Review student’s past similar behaviors
and document current incident in
Synergy
• Hold re-entry conference if suspended
• 3–5 day suspension (Marijuana and
alcohol)
• Others Substances – contact Director or
SSHS
SELLING DRUGS::
• 5 Day Suspension if Student is selling or
sold a controlled substance
• Recommendation for expulsion if Student
is selling or sold a controlled substance
OTHER POTENTIAL ACTIONS::
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers for
outside services/supports
121120
ED CODE 48900(d)
SALE OF “LOOK-ALIKE” CONTROLLED SUBSTANCE OR ALCOHOL
Unlawfully oered, arranged, or negotiated to sell any controlled substance listed in Chapter 2 (commencing with Section 11053)
of Division 10 of the Health and Safety Code, an alcoholic beverage, or an intoxicant of any kind, and either sold, delivered, or otherwise
furnished to any person another liquid, substance, or material and represented the liquid, substance, or material as a controlled
substance, alcoholic beverage, or intoxicant.
*Reminder: If Student is unlawfully selling a controlled substance, it may also be a violation of 48915(c). If so, please refer to CA Ed.
Code 48915(c)(3).
FIRST INTERVENTION/
CONSEQUENCE
SECOND INTERVENTION/
CONSEQUENCE
THIRD, SUBSEQUENT
INTERVENTION/ CONSEQUENCE
MANDATORY ACTIONS:
• Ensure due process
• Conference with student
• Collect statements from other witnesses
• Notify law enforcement within 1 school
day (EC 48902)
• Give substance to appropriate law
enforcement authority
• Provide corrective feedback: de-escalate
student, attempt to identify root or
ancillary causes for behavior, re-teach/
practice identied behavior skills,
facilitate student re-entry
• Contact family/guardian
• Review student’s past similar behaviors
and document current incident in
Synergy
• Hold re-entry conference if suspended
OTHER POTENTIAL ACTIONS:
• Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers
for outside services/supports
• 1–3 day suspension
• Depending on the severity of the
incident, as well as pertinent extenuating
circumstances regarding the student(s)
involved, days of suspension may extend
up to 5 days.
MANDATORY ACTIONS:
• Ensure due process
• Conference with student
• Collect statements from other witnesses
• Notify law enforcement within 1 school
day (EC 48902)
• Give substance to appropriate law
enforcement authority
• Provide corrective feedback: de-escalate
student, attempt to identify root or
ancillary causes for behavior, re-teach/
practice identied behavior skills,
facilitate student re-entry
• Contact family/guardian
• Review student’s past similar behaviors
and document current incident in
Synergy
• Hold re-entry conference if suspended
OTHER POTENTIAL ACTIONS:
• Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers
for outside services/supports
• 2–4 day suspension
• Depending on the severity of the
incident, as well as pertinent extenuating
circumstances regarding the student(s)
involved, days of suspension may extend
up to 5 days.
MANDATORY ACTIONS:
•
Ensure due process
• Conference with student
• Collect statements from other witnesses
• Notify law enforcement within 1 school day
(EC 48902)
• Give substance to appropriate law
enforcement authority
• Provide corrective feedback: de-escalate
student, attempt to identify root or
ancillary causes for behavior, re-teach/
practice identied behavior skills, facilitate
student re-entry
• Contact family/guardian
• Review student’s past similar behaviors and
document current incident in Synergy
• Hold re-entry conference if suspended
OTHER POTENTIAL ACTIONS:
• Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers
for outside services/supports
• 3–5 day suspension
• Possible consideration for a
Recommendation of Expulsion
123122
ED CODE 48900(e)
ROBBERY OR EXTORTION
Committed or attempted to commit robbery or extortion.
FIRST INTERVENTION/
CONSEQUENCE
SECOND INTERVENTION/
CONSEQUENCE
THIRD, SUBSEQUENT
INTERVENTION/ CONSEQUENCE
MANDATORY ACTIONS:
• Ensure due process
• Conference with student
• Collect statements from other witnesses
• Notify law enforcement (refer to AR
5144.3 and 5145.11)
• Provide corrective feedback: de-escalate
student, attempt to identify root or
ancillary causes for behavior, re-teach/
practice identied behavior skills,
facilitate student re-entry
• Contact family/guardian
• Review student’s past similar behaviors
and document current incident in
Synergy
• Hold re-entry conference if suspended
OTHER POTENTIAL ACTIONS:
• Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers
for outside services/supports
• Notify law enforcement
(refer to AR 5144.3 and 5145.11)
• 1–3 day suspension
• Depending on the severity of the
incident, as well as pertinent extenuating
circumstances regarding the student(s)
involved, days of suspension may extend
up to 5 days.
MANDATORY ACTIONS:
• Ensure due process
• Conference with student
• Collect statements from other witnesses
• Notify law enforcement (refer to AR
5144.3 and 5145.11)
• Provide corrective feedback: de-escalate
student, attempt to identify root or
ancillary causes for behavior, re-teach/
practice identied behavior skills,
facilitate student re-entry
• Contact Family/guardian
• Review student’s past similar behaviors
and document current incident in
Synergy
• Hold re-entry conference if suspended
OTHER POTENTIAL ACTIONS:
• Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers
for outside services/supports
• Notify law enforcement
(refer to AR 5144.3 and 5145.11)
• 2–4 day suspension
• Depending on the severity of the
incident, as well as pertinent extenuating
circumstances regarding the student(s)
involved, days of suspension may extend
up to 5 days.
MANDATORY ACTIONS:
• Ensure due process
• Conference with student
• Collect statements from other witnesses
• Notify law enforcement (refer to AR
5144.3 and 5145.11)
• Provide corrective feedback: de-escalate
student, attempt to identify root or
ancillary causes for behavior, re-teach/
practice identied behavior skills,
facilitate student re-entry
• Contact family/guardian
• Review student’s past similar behaviors
and document current incident in
Synergy
• Hold re-entry conference if suspended
OTHER POTENTIAL ACTIONS:
• Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers
for outside services/supports
• Notify law enforcement
(refer to AR 5144.3 and 5145.11)
• 3–5 day suspension
• Possible consideration for a
Recommendation of Expulsion
123122
ED CODE 48900(f)
DAMAGE TO PROPERTY
Caused or attempted to cause damage to school or private property.
FIRST INTERVENTION/
CONSEQUENCE
SECOND INTERVENTION/
CONSEQUENCE
THIRD, SUBSEQUENT
INTERVENTION/ CONSEQUENCE
MANDATORY ACTIONS:
• Ensure due process
• Conference with student
• Collect statements from other witnesses
• Provide corrective feedback: de-escalate
student, attempt to identify root or
ancillary causes for behavior, re-teach/
practice identied behavior skills,
facilitate student re-entry
• Review past alternative means of
correction (Ed. Code 48900.5)
• Contact family/guardian
• Review student’s past similar behaviors
and document current incident in
Synergy
• Hold re-entry conference if suspended
OTHER POTENTIAL ACTIONS:
• Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers
for outside services/supports
• Notify law enforcement
(refer to AR 5144.3 and 5145.11)
• Suspension only permitted on “rst
oense” if student’s presence causes a
danger to persons. In such instances,
1–3 day suspension.
• “First oense” refers to the rst
documented oense of a student in the
current school year that qualies as a
violation of Education Code 48900 and/
or 48915, although formal exclusionary
disciplinary action may not have been
taken against the student.
• Depending on the severity of the
incident, as well as pertinent extenuating
circumstances regarding the student(s)
involved, days of suspension may extend
up to 5 days.
MANDATORY ACTIONS:
• Ensure due process
• Conference with student
• Collect statements from other witnesses
• Provide corrective feedback: de-escalate
student, attempt to identify root or
ancillary causes for behavior, re-teach/
practice identied behavior skills,
facilitate student re-entry
• Review past alternative means of
correction (Ed. Code 48900.5)
• Contact family/guardian
• Review student’s past similar behaviors
and document current incident in
Synergy
• Hold re-entry conference if suspended
OTHER POTENTIAL ACTIONS:
• Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers
for outside services/supports
• Notify law enforcement
(refer to AR 5144.3 and 5145.11)
• 2–4 day suspension
• Depending on the severity of the
incident, as well as pertinent extenuating
circumstances regarding the student(s)
involved, days of suspension may extend
up to 5 days.
MANDATORY ACTIONS:
• Ensure due process
• Conference with student
• Collect statements from other witnesses
• Provide corrective feedback: de-escalate
student, attempt to identify root or
ancillary causes for behavior, re-teach/
practice identied behavior skills,
facilitate student re-entry
• Review past alternative means of
correction (Ed. Code 48900.5)
• Contact family/guardian
• Review student’s past similar behaviors
and document current incident in
Synergy
• Hold re-entry conference if suspended
OTHER POTENTIAL ACTIONS:
• Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers
for outside services/supports
• Notify law enforcement
(refer to AR 5144.3 and 5145.11)
• 3–5 day suspension
• Possible consideration for a
Recommendation of Expulsion
125124
ED CODE 48900(g)
THEFT OR STEALING
Stole or attempted to steal school property or private property.
FIRST INTERVENTION/
CONSEQUENCE
SECOND INTERVENTION/
CONSEQUENCE
THIRD, SUBSEQUENT
INTERVENTION/ CONSEQUENCE
MANDATORY ACTIONS:
• Ensure due process
• Conference with student
• Collect statements from other witnesses
• Provide corrective feedback: de-escalate
student, attempt to identify root or
ancillary causes for behavior, re-teach/
practice identied behavior skills,
facilitate student re-entry
• Review past alternative means of
correction (Ed. Code 48900.5)
• Contact family/guardian
• Review student’s past similar behaviors
and document current incident in
Synergy
• Hold re-entry conference if suspended
OTHER POTENTIAL ACTIONS:
• Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers
for outside services/supports
• Notify law enforcement
(refer to AR 5144.3 and 5145.11)
• Suspension only permitted on “rst
oense” if student’s presence causes a
danger to persons. In such instances,
1–3 day suspension.
• “First oense” refers to the rst
documented oense of a student in the
current school year that qualies as a
violation of Education Code 48900 and/
or 48915, although formal exclusionary
disciplinary action may not have been
taken against the student.
• Depending on the severity of the
incident, as well as pertinent extenuating
circumstances regarding the student(s)
involved, days of suspension may extend
up to 5 days.
MANDATORY ACTIONS:
• Ensure due process
• Conference with student
• Collect statements from other witnesses
• Provide corrective feedback: de-escalate
student, attempt to identify root or
ancillary causes for behavior, re-teach/
practice identied behavior skills,
facilitate student re-entry
• Review past alternative means of
correction (Ed. Code 48900.5)
• Contact family/guardian
• Review student’s past similar behaviors
and document current incident in
Synergy
• Hold re-entry conference if suspended
OTHER POTENTIAL ACTIONS:
• Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers
for outside services/supports
• Notify law enforcement
(refer to AR 5144.3 and 5145.11)
• 2–4 day suspension
• Depending on the severity of the
incident, as well as pertinent extenuating
circumstances regarding the student(s)
involved, days of suspension may extend
up to 5 days.
MANDATORY ACTIONS:
• Ensure due process
• Conference with student
• Collect statements from other witnesses
• Provide corrective feedback: de-escalate
student, attempt to identify root or
ancillary causes for behavior, re-teach/
practice identied behavior skills,
facilitate student re-entry
• Review past alternative means of
correction (Ed. Code 48900.5)
• Contact family/guardian
• Review student’s past similar behaviors
and document current incident in
Synergy
• Hold re-entry conference if suspended
OTHER POTENTIAL ACTIONS:
• Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers
for outside services/supports
• Notify law enforcement
(refer to AR 5144.3 and 5145.11)
• 3–5 day suspension
• Possible consideration for a
Recommendation of Expulsion
125124
ED CODE 48900(h)
TOBACCO OR NICOTINE PRODUCTS
Possessed or used tobacco, or any products containing tobacco or nicotine products, including, but not limited to, cigarettes, cigars,
miniature cigars, clove cigarettes, smokeless tobacco, snu, chew packets, and betel. However, this section does not prohibit use or posses-
sion by a pupil of his or her own prescription products.
FIRST INTERVENTION/
CONSEQUENCE
SECOND INTERVENTION/
CONSEQUENCE
THIRD, SUBSEQUENT
INTERVENTION/ CONSEQUENCE
MANDATORY ACTIONS:
• Ensure due process
• Conference with student
• Collect statements from other witnesses
• Provide corrective feedback: de-escalate
student, attempt to identify root or
ancillary causes for behavior, re-teach/
practice identied behavior skills,
facilitate student re-entry
• Review past alternative means of
correction (Ed. Code 48900.5)
• Contact family/guardian
• Review student’s past similar behaviors
and document current incident in
Synergy
• Hold re-entry conference if suspended
OTHER POTENTIAL ACTIONS:
• Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers
for outside services/supports
• Suspension only permitted on “rst
oense” if student’s presence causes a
danger to persons. In such instances,
1–3 day suspension.
• “First oense” refers to the rst
documented oense of a student in the
current school year that qualies as a
violation of Education Code 48900 and/
or 48915, although formal exclusionary
disciplinary action may not have been
taken against the student.
• Depending on the severity of the
incident, as well as pertinent extenuating
circumstances regarding the student(s)
involved, days of suspension may extend
up to 5 days.
MANDATORY ACTIONS:
• Ensure due process
• Conference with student
• Collect statements from other witnesses
• Provide corrective feedback: de-escalate
student, attempt to identify root or
ancillary causes for behavior, re-teach/
practice identied behavior skills,
facilitate student re-entry
• Review past alternative means of
correction (Ed. Code 48900.5)
• Contact family/guardian
• Review student’s past similar behaviors
and document current incident in
Synergy
• Hold re-entry conference if suspended
OTHER POTENTIAL ACTIONS:
• Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers
for outside services/supports
• 2–4 day suspension
• Depending on the severity of the
incident, as well as pertinent extenuating
circumstances regarding the student(s)
involved, days of suspension may extend
up to 5 days.
MANDATORY ACTIONS:
• Ensure due process
• Conference with student
• Collect statements from other witnesses
• Provide corrective feedback: de-escalate
student, attempt to identify root or
ancillary causes for behavior, re-teach/
practice identied behavior skills,
facilitate student re-entry
• Review past alternative means of
correction (Ed. Code 48900.5)
• Contact family/guardian
• Review student’s past similar behaviors
and document current incident in
Synergy
• Hold re-entry conference if suspended
OTHER POTENTIAL ACTIONS:
• Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers
for outside services/supports
• 3–5 day suspension
• Possible consideration for a
Recommendation of Expulsion
127126
ED CODE 48900(i)
OBSCENE ACTS
Committed an obscene act or engaged in habitual profanity or vulgarity.
FIRST INTERVENTION/
CONSEQUENCE
SECOND INTERVENTION/
CONSEQUENCE
THIRD, SUBSEQUENT
INTERVENTION/ CONSEQUENCE
MANDATORY ACTIONS:
• Ensure due process
• Conference with student
• Collect statements from other witnesses
• Provide corrective feedback: de-escalate
student, attempt to identify root or
ancillary causes for behavior, re-teach/
practice identied behavior skills,
facilitate student re-entry
• Review past alternative means of
correction (Ed. Code 48900.5)
• Contact family/guardian
• Review student’s past similar behaviors
and document current incident in
Synergy
• Hold re-entry conference if suspended
OTHER POTENTIAL ACTIONS:
• Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers
for outside services/supports
• Notify law enforcement
(refer to AR 5144.3 and 5145.11)
• Suspension only permitted on “rst
oense” if student’s presence causes a
danger to persons. In such instances,
1–3 day suspension.
• “First oense” refers to the rst
documented oense of a student in the
current school year that qualies as a
violation of Education Code 48900 and/
or 48915, although formal exclusionary
disciplinary action may not have been
taken against the student.
• Depending on the severity of the
incident, as well as pertinent extenuating
circumstances regarding the student(s)
involved, days of suspension may extend
up to 5 days.
MANDATORY ACTIONS:
• Ensure due process
• Conference with student
• Collect statements from other witnesses
• Provide corrective feedback: de-escalate
student, attempt to identify root or
ancillary causes for behavior, re-teach/
practice identied behavior skills,
facilitate student re-entry
• Review past alternative means of
correction (Ed. Code 48900.5)
• Contact family/guardian
• Review student’s past similar behaviors
and document current incident in
Synergy
• Hold re-entry conference if suspended
OTHER POTENTIAL ACTIONS:
• Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers
for outside services/supports
• Notify law enforcement
(refer to AR 5144.3 and 5145.11)
• 2–4 day suspension
• Depending on the severity of the
incident, as well as pertinent extenuating
circumstances regarding the student(s)
involved, days of suspension may extend
up to 5 days.
MANDATORY ACTIONS:
• Ensure due process
• Conference with student
• Collect statements from other witnesses
• Provide corrective feedback: de-escalate
student, attempt to identify root or
ancillary causes for behavior, re-teach/
practice identied behavior skills,
facilitate student re-entry
• Review past alternative means of
correction (Ed. Code 48900.5)
• Contact family/guardian
• Review student’s past similar behaviors
and document current incident in
Synergy
• Hold re-entry conference if suspended
OTHER POTENTIAL ACTIONS:
• Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers
for outside services/supports
• Notify law enforcement
(refer to AR 5144.3 and 5145.11)
• 3–5 day suspension
• Possible consideration for a
Recommendation of Expulsion
127126
ED CODE 48900(j)
DRUG PARAPHERNALIA
Unlawfully possessed or unlawfully oered, arranged, or negotiated to sell any drug paraphernalia.
FIRST INTERVENTION/
CONSEQUENCE
SECOND INTERVENTION/
CONSEQUENCE
THIRD, SUBSEQUENT
INTERVENTION/ CONSEQUENCE
MANDATORY ACTIONS:
• Ensure due process
• Conference with student
• Collect statements from other witnesses
• Provide corrective feedback: de-escalate
student, attempt to identify root or
ancillary causes for behavior, re-teach/
practice identied behavior skills,
facilitate student re-entry
• Review past alternative means of
correction (Ed Code 48900.5)
• Contact family/guardian
• Review student’s past similar behaviors
and document current incident in
Synergy
• Hold re-entry conference if suspended
OTHER POTENTIAL ACTIONS:
• Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers
for outside services/supports
• Suspension only permitted on “rst
oense” if student’s presence causes a
danger to persons. In such instances,
1–3 day suspension.
• “First oense” refers to the rst
documented oense of a student in the
current school year that qualies as a
violation of Education Code 48900 and/
or 48915, although formal exclusionary
disciplinary action may not have been
taken against the student.
• Depending on the severity of the
incident, as well as pertinent extenuating
circumstances regarding the student(s)
involved, days of suspension may extend
up to 5 days.
MANDATORY ACTIONS:
• Ensure due process
• Conference with student
• Collect statements from other witnesses
• Provide corrective feedback: de-escalate
student, attempt to identify root or
ancillary causes for behavior, re-teach/
practice identied behavior skills,
facilitate student re-entry
• Review past alternative means of
correction (Ed Code 48900.5)
• Contact family/guardian
• Review student’s past similar behaviors
and document current incident in
Synergy
• Hold re-entry conference if suspended
OTHER POTENTIAL ACTIONS:
• Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers
for outside services/supports
• 2–4 day suspension
• Depending on the severity of the
incident, as well as pertinent extenuating
circumstances regarding the student(s)
involved, days of suspension may extend
up to 5 days.
MANDATORY ACTIONS:
• Ensure due process
• Conference with student
• Collect statements from other witnesses
• Provide corrective feedback: de-escalate
student, attempt to identify root or
ancillary causes for behavior, re-teach/
practice identied behavior skills,
facilitate student re-entry
• Review past alternative means of
correction (Ed Code 48900.5)
• Contact family/guardian
• Review student’s past similar behaviors
and document current incident in
Synergy
• Hold re-entry conference if suspended
OTHER POTENTIAL ACTIONS:
• Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers
for outside services/supports
• 3–5 day suspension
• Possible consideration for a
Recommendation of Expulsion
129128
ED CODE 48900(k)
DISRUPTION OF SCHOOL ACTIVITIES
Disrupted school activities or otherwise willfully deed the valid authority of supervisors, teachers, administrators, school ocials, or
other school personnel engaged in the performance of their duties.
NOTE:
• School districts cannot suspend students in kindergarten through grade 3 for disruption or willful deance;
• School districts cannot recommend any student for expulsion for disruption or willful deance, regardless of grade level;
• For students in grades 4 to 12, school districts cannot suspend them for disruption or willful deance if it is their rst oense; and
• Teachers are permitted to suspend any student, regardless of grade, from their classroom for disruption or willful deance, whether
it’s a student’s rst oense or not.
FIRST INTERVENTION/
CONSEQUENCE
SECOND INTERVENTION/
CONSEQUENCE
THIRD, SUBSEQUENT
INTERVENTION/ CONSEQUENCE
MANDATORY ACTIONS:
• Ensure due process
• Conference with student
• Collect statements from other witnesses
• Provide corrective feedback: de-escalate
student, attempt to identify root or
ancillary causes for behavior, re-teach/
practice identied behavior skills,
facilitate student re-entry
• Review past alternative means of
correction (Ed. Code 48900.5)
• Contact family/guardian
• Review student’s past similar behaviors
and document current incident in
Synergy
• Hold re-entry conference if suspended
POTENTIAL ACTIONS:
• Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers
for outside services/supports
• Notify law enforcement (refer to AR
5144.3 and 5145.11)
• Depending on the severity of the
incident, as well as, pertinent extenuating
circumstances regarding the student(s)
involved, days of suspension may extend
up to 5 days.
MANDATORY ACTIONS:
• Ensure due process
• Conference with student
• Collect statements from other witnesses
• Provide corrective feedback: de-escalate
student, attempt to identify root or
ancillary causes for behavior, re-teach/
practice identied behavior skills,
facilitate student re-entry
• Review past alternative means of
correction (Ed. Code 48900.5)
• Contact family/guardian
• Review student’s past similar behaviors
and document current incident in
Synergy
• Hold re-entry conference if suspended
POTENTIAL ACTIONS:
• Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers
for outside services/supports
• Notify law enforcement (refer to AR
5144.3 and 5145.11)
• 1–3 day suspension (9th thru 12th grades)
• Depending on the severity of the
incident, as well as pertinent extenuating
circumstances regarding the student(s)
involved, days of suspension may extend
up to 5 days.
MANDATORY ACTIONS:
• Ensure due process
• Conference with student
• Collect statements from other witnesses
• Provide corrective feedback: de-escalate
student, attempt to identify root or
ancillary causes for behavior, re-teach/
practice identied behavior skills,
facilitate student re-entry
• Review past alternative means of
correction (Ed. Code 48900.5)
• Contact family/guardian
• Review student’s past similar behaviors
and document current incident in
Synergy
• Hold re-entry conference if suspended
POTENTIAL ACTIONS:
•
Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers
for outside services/supports
•
Notify law enforcement (refer to AR 5144.3
and 5145.11)
• 2–5 day suspension (9th thru 12th grades)
129128
ED CODE 48900(l)
POSSESSION OF STOLEN PROPERTY
Knowingly received stolen school property or private property.
FIRST INTERVENTION/
CONSEQUENCE
SECOND INTERVENTION/
CONSEQUENCE
THIRD, SUBSEQUENT
INTERVENTION/ CONSEQUENCE
MANDATORY ACTIONS:
• Ensure due process
• Conference with student
• Collect statements from other witnesses
• Provide corrective feedback: de-escalate
student, attempt to identify root or
ancillary causes for behavior, re-teach/
practice identied behavior skills,
facilitate student re-entry
• Review past alternative means of
correction (Ed. Code 48900.5)
• Contact family/guardian
• Review student’s past similar behaviors
and document current incident in
Synergy
• Hold re-entry conference if suspended
OTHER POTENTIAL ACTIONS:
• Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers
for outside services/supports
• Notify law enforcement
(refer to AR 5144.3 and 5145.11)
• Suspension only permitted on “rst
oense”
• If student’s presence causes a danger
to persons. In such instances, 1–3 day
suspension.
• “First oense” refers to the rst
documented oense of a student in the
current school year that qualies as a
violation of Education Code 48900 and/
or 48915, although formal exclusionary
disciplinary action may not have been
taken against the student.
•
Depending on the severity of the
incident, as well as pertinent extenuating
circumstances regarding the student(s)
involved, days of suspension may extend up
to 5 days.
MANDATORY ACTIONS:
• Ensure due process
• Conference with student
• Collect statements from other witnesses
• Provide corrective feedback: de-escalate
student, attempt to identify root or
ancillary causes for behavior, re-teach/
practice identied behavior skills,
facilitate student re-entry
• Review past alternative means of
correction (Ed. Code 48900.5)
• Contact family/guardian
• Review student’s past similar behaviors
and document current incident in
Synergy
• Hold re-entry conference if suspended
OTHER POTENTIAL ACTIONS:
• Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers
for outside services/supports
• Notication to law enforcement
(refer to AR 5144.3 and 5145.11)
• 1–4 day suspension
•
Depending on the severity of the
incident, as well as pertinent extenuating
circumstances regarding the student(s)
involved, days of suspension may extend up
to 5 days.
MANDATORY ACTIONS:
• Ensure due process
• Conference with student
• Collect statements from other witnesses
• Provide corrective feedback: de-escalate
student, attempt to identify root or
ancillary causes for behavior, re-teach/
practice identied behavior skills,
facilitate student re-entry
• Review past alternative means of
correction (Ed. Code 48900.5)
• Contact family/guardian
• Review student’s past similar behaviors
and document current incident in
Synergy
• Hold re-entry conference if suspended
OTHER POTENTIAL ACTIONS:
• Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers
for outside services/supports
• Notify law enforcement
(refer to AR 5144.3 and 5145.11)
• 3–5 day suspension
• Possible consideration for a
Recommendation of Expulsion
131130
ED CODE 48900(m)
IMITATION FIREARM
Possessed an imitation rearm. As used in this section, “imitation rearm” means a replica of a rearm that is so substantially similar in
physical properties to an existing rearm as to lead a reasonable person to conclude that the replica is a rearm.
FIRST INTERVENTION/
CONSEQUENCE
SECOND INTERVENTION/
CONSEQUENCE
THIRD, SUBSEQUENT
INTERVENTION/ CONSEQUENCE
MANDATORY ACTIONS:
• Ensure due process
• Conference with student
• Collect statements from other witnesses
• Provide corrective feedback: de-escalate
student, attempt to identify root or
ancillary causes for behavior, re-teach/
practice identied behavior skills,
facilitate student re-entry
• Review past alternative means of
correction (Ed. Code 48900.5)
• Contact family/guardian
• Review student’s past similar behaviors
and document current incident in
Synergy
• Hold re-entry conference if suspended
OTHER POTENTIAL ACTIONS:
• Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers
for outside services/supports
• Notify law enforcement
(refer to AR 5144.3 and 5145.11)
• Suspension only permitted on “rst
oense” if student’s presence causes a
danger to persons. In such instances,
1–3 day suspension.
• “First oense” refers to the rst
documented oense of a student in the
current school year that qualies as a
violation of Education Code 48900 and/
or 48915, although formal exclusionary
disciplinary action may not have been
taken against the student.
• Depending on the severity of the
incident, as well as pertinent extenuating
circumstances regarding the student(s)
involved, days of suspension may extend
up to 5 days.
MANDATORY ACTIONS:
• Ensure due process
• Conference with student
• Collect statements from other witnesses
• Provide corrective feedback: de-escalate
student, attempt to identify root or
ancillary causes for behavior, re-teach/
practice identied behavior skills,
facilitate student re-entry
• Review past alternative means of
correction (Ed. Code 48900.5)
• Contact family/guardian
• Review student’s past similar behaviors
and document current incident in
Synergy
• Hold re-entry conference if suspended
OTHER POTENTIAL ACTIONS:
• Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers
for outside services/supports
• Notication to law enforcement
(refer to AR 5144.3 and 5145.11)
• 2–4 day suspension
• Depending on the severity of the
incident, as well as pertinent extenuating
circumstances regarding the student(s)
involved, days of suspension may extend
up to 5 days.
MANDATORY ACTIONS:
• Ensure due process
• Conference with student
• Collect statements from other witnesses
• Provide corrective feedback: de-escalate
student, attempt to identify root or
ancillary causes for behavior, re-teach/
practice identied behavior skills,
facilitate student re-entry
• Review past alternative means of
correction (Ed. Code 48900.5)
• Contact family/guardian
• Review student’s past similar behaviors
and document current incident in
Synergy
• Hold re-entry conference if suspended
OTHER POTENTIAL ACTIONS:
• Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers
for outside services/supports
• Notify law enforcement
(refer to AR 5144.3 and 5145.11)
• 3–5 day suspension
• Possible consideration for a
Recommendation of Expulsion
131130
ED CODE 48900(n)
SEXUAL ASSAULT OR SEXUAL BATTERY
Committed or attempted to commit a sexual assault as dened in Section 261, 266c, 286, 288, 288a, or 289 of the Penal Code or
committed a sexual battery as dened in Section 243.4 of the Penal Code.
If student committed or attempted to commit a sexual assault please refer to CA Ed. Code 48915(c)(4).
Ed. Code 48915(c)(4) – The principal or superintendent of schools shall immediately suspend, pursuant to Section 48911, and shall
recommend expulsion of a pupil that he or she determines has committed any of the following acts at school or at a school activity o
school grounds… committing or attempting to commit a sexual assault as dened in subdivision (n) of Section 48900 or committing a
sexual battery as dened in subdivision (n) of Section 48900.
FIRST INTERVENTION/
CONSEQUENCE
SECOND INTERVENTION/
CONSEQUENCE
THIRD, SUBSEQUENT
INTERVENTION/ CONSEQUENCE
MANDATORY ACTIONS:
• Notify law enforcement
(refer to AR 5144.3 and 5145.11)
• In consultation with site principal and
Director – File CPS Report
• Contact Director or SSHS
• 5 day suspension and recommendation
for expulsion
• Refer to California Education Code
48915 (c)(4).
MANDATORY ACTIONS:
• Notify law enforcement
(refer to AR 5144.3 and 5145.11)
• In consultation with site principal and
Director – File CPS Report
• Contact Director or SSHS
• 5 day suspension and recommendation
for expulsion
• Refer to California Education Code
48915 (c)(4).
MANDATORY ACTIONS:
• Notify law enforcement
(refer to AR 5144.3 and 5145.11)
• In consultation with site principal and
Director – File CPS Report
• Contact Director or SSHS
• 5 day suspension and recommendation
for expulsion
• Refer to California Education Code
48915 (c)(4).
133132
ED CODE 48900(o)
HARASSMENT OF A STUDENT WITNESS
Harassed, threatened, or intimidated a pupil who is a complaining witness or a witness in a school disciplinary proceeding for the
purpose of either preventing that pupil from being a witness or retaliating against that pupil for being a witness, or both.
FIRST INTERVENTION/
CONSEQUENCE
SECOND INTERVENTION/
CONSEQUENCE
THIRD, SUBSEQUENT
INTERVENTION/ CONSEQUENCE
MANDATORY ACTIONS:
• Ensure due process
• Conference with student
• Collect statements from other witnesses
• Provide corrective feedback: de-escalate
student, attempt to identify root or
ancillary causes for behavior, re-teach/
practice identied behavior skills,
facilitate student re-entry.
• Review past alternative means of
correction
• (Ed. Code 48900.5)
• Contact family/guardian
• Review student’s past similar behaviors
and document current incident in
Synergy
• Hold re-entry conference if suspended
OTHER POTENTIAL ACTIONS:
• Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers
for outside services/supports
• Notication to law enforcement
(refer to AR 5144.3 and 5145.11)
• Suspension only permitted on “rst
oense”
• If student’s presence causes a danger
• to persons. In such instances, 1–3 day
suspension.
• “First oense” refers to the rst
documented oense of a student in the
current school year that qualies as a
violation of Education Code 48900 and/
or 48915, although formal exclusionary
disciplinary action may not have been
taken against the student.
• Depending on the severity of the
incident, as well as pertinent extenuating
circumstances regarding the student(s)
involved, days of suspension may extend
up to 5 days.
MANDATORY ACTIONS:
• Ensure due process
• Conference with student
• Collect statements from other witnesses
• Provide corrective feedback:
• de-escalate student, attempt to identify
root or ancillary causes for behavior,
reteach/practice identied behavior
skills, facilitate student re-entry
• Review past alternative means of
correction (Ed. Code 48900.5)
• Contact family/guardian
• Review student’s past similar behaviors
and document current incident in
Synergy
• Hold re-entry conference if suspended
OTHER POTENTIAL ACTIONS:
• Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers
for outside services/supports
• Notication to law enforcement
(refer to AR 5144.3 and 5145.11)
• 2–4 day suspension
• Depending on the severity of the
incident, as well as, pertinent extenuating
circumstances regarding the student(s)
involved, days of suspension may extend
up to 5 days.
MANDATORY ACTIONS:
• Ensure due process
• Conference with student
• Collect statements from other witnesses
• Provide corrective feedback: de-escalate
student, attempt to identify root or
ancillary causes for behavior, re-teach/
practice identied behavior skills,
facilitate student re-entry
• Review past alternative means of
correction (Ed. Code 48900.5)
• Contact family/guardian
• Review student’s past similar behaviors
and document current incident in
Synergy
• Hold re-entry conference if suspended
OTHER POTENTIAL ACTIONS:
• Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers
for outside services/supports
• Notication to law enforcement
(refer to AR 5144.3 and 5145.11)
• 3–5 day suspension
• Possible consideration for a
Recommendation of Expulsion
133132
ED CODE 48900(p)
PRESCRIPTION DRUG SOMA
Unlawfully oered, arranged to sell, negotiated to sell, or sold the prescription drug Soma.
FIRST INTERVENTION/
CONSEQUENCE
SECOND INTERVENTION/
CONSEQUENCE
THIRD, SUBSEQUENT
INTERVENTION/ CONSEQUENCE
MANDATORY ACTIONS:
•
Ensure due process
• Conference with student
• Conscate substance
• Notify law enforcement within 1 school day
(EC 48902)
• Collect statements from other witnesses
• Provide corrective feedback: de-escalate
student, attempt to identify root or
ancillary causes for behavior, re-teach/
practice identied behavior skills, facilitate
student re-entry
• Review past alternative means of correction
(Ed. Code 48900.5)
• Follow CA Education Code Requirements
for controlled substances
• Contact family/guardian
• Review student’s past similar behaviors and
document current incident in Synergy
• Hold re-entry conference if suspended
• Contact Director or SSHS
OTHER POTENTIAL ACTIONS:
• Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers
for outside services/supports
• Notication to law enforcement
(refer to AR 5144.3 and 5145.11)
• Suspension only permitted on “rst
offense” if student’s presence causes a
danger to persons. In such instances,
1 – 3 day suspension.
• “First offense” refers to the rst
documented offense of a student in the
current school year that qualies as a
violation of Education Code 48900 and/
or 48915, although formal exclusionary
disciplinary action may not have been
taken against the student.
• Depending on the severity of the
incident, as well as pertinent extenuating
circumstances regarding the student(s)
involved, days of suspension may extend
up to 5 days.
MANDATORY ACTIONS:
• Ensure due process
• Conference with student
• Conscate substance
• Notify law enforcement within 1 school
day (EC 48902)
• Collect statements from other witnesses
• Provide corrective feedback: de-escalate
student, attempt to identify root or
ancillary causes for behavior, re-teach/
practice identied behavior skills,
facilitate student re-entry
• Review past alternative means of
correction (Ed. Code 48900.5)
• Follow CA Education Code Requirements
for controlled substances
• Contact family/guardian
• Review student’s past similar behaviors
and document current incident in
Synergy
• Hold re-entry conference if suspended
• Contact Director or SSHS
OTHER POTENTIAL ACTIONS:
• Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers
for outside services/supports
• Notify law enforcement
(refer to AR 5144.3 and 5145.11)
• 2 – 4 day suspension
• Depending on the severity of the
incident, as well as pertinent extenuating
circumstances regarding the student(s)
involved, days of suspension may extend
up to 5 days.
MANDATORY ACTIONS:
• Ensure due process
• Conference with student
• Conscate substance
• Notify law enforcement within 1 school
day (EC 48902)
• Collect statements from other witnesses
• Provide corrective feedback: de-escalate
student, attempt to identify root or
ancillary causes for behavior, re-teach/
practice identied behavior skills,
facilitate student re-entry
• Review past alternative means of
correction (Ed. Code 48900.5)
• Follow CA Education Code Requirements
for controlled substances
• Contact family/guardian
• Review student’s past similar behaviors
and document current incident in
Synergy
• Hold re-entry conference if suspended
• Contact Director or SSHS
OTHER POTENTIAL ACTIONS:
• Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers
for outside services/supports
• Notify law enforcement
(refer to AR 5144.3 and 5145.11)
• 3 – 5 day suspension
• Possible consideration for a
• Recommendation of Expulsion
135134
ED CODE 48900(q)
HAZING
Engaged in, or attempted to engage in, hazing. For purposes of this subdivision, “hazing” means a method of initiation or preinitiation
into a pupil organization or body, whether or not the organization or body is ocially recognized by an educational institution, that
is likely to cause serious bodily injury or personal degradation or disgrace resulting in physical or mental harm to a former, current, or
prospective pupil. For purposes of this subdivision, “hazing” does not include athletic events or school sanctioned events..
FIRST INTERVENTION/
CONSEQUENCE
SECOND INTERVENTION/
CONSEQUENCE
THIRD, SUBSEQUENT
INTERVENTION/ CONSEQUENCE
MANDATORY ACTIONS:
•
Ensure due process
• Conference with student
• Collect statements from other witnesses
• Provide corrective feedback: de-escalate
student, attempt to identify root or
ancillary causes for behavior, re-teach/
practice identied behavior skills, facilitate
student re-entry
• Review past alternative means of correction
(Ed. Code 48900.5)
• Contact family/guardian
• Review student’s past similar behaviors and
document current incident in Synergy
• Hold re-entry conference if suspended
OTHER POTENTIAL ACTIONS:
• Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers
for outside services/supports
• Notication to law enforcement
(refer to AR 5144.3 and 5145.11)
• Suspension only permitted on “rst
offense” if student’s presence causes a
danger to persons. In such instances,
1–3 day suspension.
• “First offense” refers to the rst
documented offense of a student in the
current school year that qualies as a
violation of Education Code 48900 and/
or 48915, although formal exclusionary
disciplinary action may not have been
taken against the student.
• Depending on the severity of the
incident, as well as pertinent extenuating
circumstances regarding the student(s)
involved, days of suspension may extend
up to 5 days.
MANDATORY ACTIONS:
• Ensure due process
• Conference with student
• Collect statements from other witnesses
• Provide corrective feedback: de-escalate
student, attempt to identify root or
ancillary causes for behavior, re-teach/
practice identied behavior skills,
facilitate student re-entry
• Review past alternative means of
correction (Ed. Code 48900.5)
• Contact family/guardian
• Review student’s past similar behaviors
and document current incident in
Synergy
• Hold re-entry conference if suspended
OTHER POTENTIAL ACTIONS:
• Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers
for outside services/supports
• Notify law enforcement
(refer to AR 5144.3 and 5145.11)
• 2–4 day suspension
• Depending on the severity of the
incident, as well as pertinent extenuating
circumstances regarding the student(s)
involved, days of suspension may extend
up to 5 days.
MANDATORY ACTIONS:
• Ensure due process
• Conference with student
• Collect statements from other witnesses
• Provide corrective feedback: de-escalate
student, attempt to identify root or
ancillary causes for behavior, re-teach/
practice identied behavior skills,
facilitate student re-entry
• Review past alternative means of
correction (Ed. Code 48900.5)
• Contact family/guardian
• Review student’s past similar behaviors
and document current incident in
Synergy
• Hold re-entry conference if suspended
OTHER POTENTIAL ACTIONS:
• Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers
for outside services/supports
• Notify law enforcement
(refer to AR 5144.3 and 5145.11)
• 3–5 day suspension
• Possible consideration for a
Recommendation of Expulsion
135134
ED CODE 48900(r)
BULLYING
Engaged in the act of bullying.
“Electronic act” means the creation and transmission originated on or o the school site, by means of an electronic device, including,
but not limited to, a telephone, wireless telephone, or other wireless communication device, computer, or pager, of a communication, as
specied.
FIRST INTERVENTION/
CONSEQUENCE
SECOND INTERVENTION/
CONSEQUENCE
THIRD, SUBSEQUENT
INTERVENTION/ CONSEQUENCE
MANDATORY ACTIONS:
•
Ensure due process
• Conference with student
• Collect statements from other witnesses
• Provide corrective feedback: de-escalate
student, attempt to identify root or
ancillary causes for behavior, re-teach/
practice identied behavior skills, facilitate
student re-entry
• Review past alternative means of correction
(Ed. Code 48900.5)
• Contact family/guardian
• Review student’s past similar behaviors and
document current incident in Synergy
• Hold re-entry conference if suspended
OTHER POTENTIAL ACTIONS:
• Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor, school
psychologist, social work, child welfare
attendance personnel, or other school
support personnel for case management
and counseling.
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers
for outside services/supports
• Notify law enforcement
(refer to AR 5144.3 and 5145.11)
• Suspension only permitted on “rst
offense” if student’s presence causes
a danger to persons. In such instances,
1–3 day suspension.
• “First offense” refers to the rst
documented offense of a student in the
current school year that qualies as a
violation of Education Code 48900 and/
or 48915, although formal exclusionary
disciplinary action may not have been
taken against the student.
• Depending on the severity of the
incident, as well as pertinent extenuating
circumstances regarding the student(s)
involved, days of suspension may extend
up to 5 days.
MANDATORY ACTIONS:
• Ensure due process
• Conference with student
• Collect statements from other witnesses
• Provide corrective feedback: de-escalate
student, attempt to identify root or
ancillary causes for behavior, re-teach/
practice identied behavior skills,
facilitate student re-entry
• Review past alternative means of
correction (Ed. Code 48900.5)
• Contact family/guardian
• Review student’s past similar behaviors
and document current incident in
Synergy
• Hold re-entry conference if suspended
OTHER POTENTIAL ACTIONS:
• Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers
for outside services/supports
• Notify law enforcement
(refer to AR 5144.3 and 5145.11)
• 2–4 day suspension
• Depending on the severity of the
incident, as well as pertinent extenuating
circumstances regarding the student(s)
involved, days of suspension may extend
up to 5 days.
MANDATORY ACTIONS:
• Ensure due process
• Conference with student
• Collect statements from other witnesses
• Provide corrective feedback: de-escalate
student, attempt to identify root or
ancillary causes for behavior, re-teach/
practice identied behavior skills,
facilitate student re-entry
• Review past alternative means of
correction (Ed. Code 48900.5)
• Contact family/guardian
• Review student’s past similar behaviors
and document current incident in
Synergy
• Hold re-entry conference if suspended
OTHER POTENTIAL ACTIONS:
• Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers
for outside services/supports
• Notify law enforcement
(refer to AR 5144.3 and 5145.11)
• 3–5 day suspension
• Possible consideration for a
Recommendation of Expulsion
137136
ED CODE 48900(r)
Engaged in an act of bullying. For purposes of this subdivision, the following terms have the following meanings:
(1) “Bullying” means any severe or pervasive physical or verbal act or conduct, including communications made in writing or by
means of an electronic act, and including one or more acts committed by a pupil or group of pupils as dened in Section 48900.2,
48900.3, or 48900.4, directed toward one or more pupils that has or can be reasonably predicted to have the eect of one or
more of the following:
(A) Placing a reasonable pupil or pupils in fear of harm to that pupil’s or those pupils’ person or property.
(B) Causing a reasonable pupil to experience a substantially detrimental eect on his or her physical or mental health.
(C) Causing a reasonable pupil to experience substantial interference with his or her academic performance.
(D) Causing a reasonable pupil to experience substantial interference with his or her ability to participate in or benet from the
services, activities, or privileges provided by a school.
(2) (A) “Electronic act” means the creation or transmission originated on or o school site, by means of an electronic device,
including, but not limited to, a telephone, wireless telephone, or other wireless communication device, computer, or pager, of a
communication, including, but not limited to, any of the following:
(i) A message, text, sound, video or image.
(ii) A post on a social network Internet Web site including, but not limited to:
(I) Posting to or creating a burn page. “Burn page” means an Internet Web site created for the purpose of having one
or more of the eects listed in paragraph (1).
(II) Creating a credible impersonation of another actual pupil for the purpose of having one or more of the eects
listed in paragraph (1). “Credible impersonation” means to knowingly and without consent impersonate a pupil for
the purpose of bullying the pupil and such that another pupil would reasonably believe, or has reasonably believed
that the pupil was or is the pupil who was impersonated.
(III) Creating a false prole for the purpose of having one or more of the eects listed in paragraph (1). “False prole”
means a prole of a ctitious pupil or a prole using the likeness or attributes of an actual pupil other than the
pupil who created the false prole.
(IV) (iii) An act of cyber sexual bullying.
(V) (I) For purposes of this clause, “cyber sexual bullying” means the dissemination of, or the solicitation or incitement
to disseminate, a photograph or other visual recording by a pupil to another pupil or to school personnel
by means of an electronic act that has or can be reasonably predicted to have one or more of the eects
described in subparagraphs (A) to (D), inclusive, of paragraph (1). A photograph or other visual recording, as
described above, shall include the depiction of a nude, semi-nude, or sexually explicit photograph or other visual
recording of a minor where the minor is identiable from the photograph, visual recording, or other electronic
act.
(VI) (II) For purposes of this clause “cyber sexual bullying” does not include a depiction, portrayal, or image that has
any serious literary, artistic, educational, political, or scientic value or that involves athletic events or school-
sanctioned activities.
(B) Notwithstanding paragraph (1) and subparagraph (A), an electronic act shall not constitute pervasive conduct
solely on the basis that it has been transmitted on the Internet or is currently posted on the Internet.
(3) “Reasonable pupil” means a pupil, including, but not limited to, an exceptional needs pupil, who exercises average care, skill, and
judgment in conduct for a person of his or her age, or for a person of his or her age with his or her exceptional needs.
137136
ED CODE 48900(t)
AIDED OR ABETTED TO INFLICT PHYSICAL INJURY
A pupil who aids or abets, as dened in Section 31 of the Penal Code, the iniction or attempted iniction of physical injury to
another person may be subject to suspension, but not expulsion, pursuant to this section, except that a pupil who has been adjudged by
a juvenile court to have committed, as an aider and abettor, a crime of physical violence in which the victim suered great bodily injury
or serious bodily injury shall be subject to discipline pursuant to subdivision (a).
FIRST INTERVENTION/
CONSEQUENCE
SECOND INTERVENTION/
CONSEQUENCE
THIRD, SUBSEQUENT
INTERVENTION/ CONSEQUENCE
MANDATORY ACTIONS:
•
Ensure due process
• Conference with student
• Collect statements from other witnesses
• Provide corrective feedback: de-escalate
student, attempt to identify root or
ancillary causes for behavior, re-teach/
practice identied behavior skills, facilitate
student re-entry
• Review past alternative means of correction
(Ed. Code 48900.5)
• Contact family/guardian
• Review student’s past similar behaviors and
document current incident in Synergy
• Hold re-entry conference if suspended
OTHER POTENTIAL ACTIONS:
• Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers
for outside services/supports
• Notify law enforcement
(refer to AR 5144.3 and 5145.11)
• Suspension only permitted on “rst
offense” if student’s presence causes a
danger to persons. In such instances, 1–3
day suspension.
• “First offense” refers to the rst
documented offense of a student in the
current school year that qualies as a
violation of Education Code 48900 and/
or 48915, although formal exclusionary
disciplinary action may not have been
taken against the student.
• Depending on the severity of the
incident, as well as pertinent extenuating
circumstances regarding the student(s)
involved, days of suspension may extend
up to 5 days.
MANDATORY ACTIONS:
• Ensure due process
• Conference with student
• Collect statements from other witnesses
• Provide corrective feedback: de-escalate
student, attempt to identify root or
ancillary causes for behavior, re-teach/
practice identied behavior skills,
facilitate student re-entry
• Review past alternative means of
correction (Ed. Code 48900.5)
• Contact family/guardian
• Review student’s past similar behaviors
and document current incident in
Synergy
• Hold re-entry conference if suspended
OTHER POTENTIAL ACTIONS:
• Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers
for outside services/supports
• Notify law enforcement
(refer to AR 5144.3 and 5145.11)
• 2–4 day suspension
• Depending on the severity of the
incident, as well as pertinent extenuating
circumstances regarding the student(s)
involved, days of suspension may extend
up to 5 days.
MANDATORY ACTIONS:
• Ensure due process
• Conference with student
• Collect statements from other witnesses
• Provide corrective feedback: de-escalate
student, attempt to identify root or
ancillary causes for behavior, re-teach/
practice identied behavior skills,
facilitate student re-entry
• Review past alternative means of
correction (Ed. Code 48900.5)
• Contact family/guardian
• Review student’s past similar behaviors
and document current incident in
Synergy
• Hold re-entry conference if suspended
OTHER POTENTIAL ACTIONS:
• Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers
for outside services/supports
• Notify law enforcement
(refer to AR 5144.3 and 5145.11)
• 3–5 day suspension
• Student only subject to expulsion if the
student has been adjudged by a juvenile
court to have committed, as an aider
and abettor, a crime of physical violence
in which the victim suered great bodily
injury or serious bodily injury.
139138
ED CODE 48900.2
SEXUAL HARASSMENT
Additional grounds for suspension or expulsion: sexual harassment.
This section does not apply to students in kindergarten through grade 3.
FIRST INTERVENTION/
CONSEQUENCE
SECOND INTERVENTION/
CONSEQUENCE
THIRD, SUBSEQUENT
INTERVENTION/ CONSEQUENCE
MANDATORY ACTIONS:
•
Mandatory Actions:
• Ensure due process
• Conference with student
• Collect statements from other witnesses
• Provide corrective feedback: de-escalate
student, attempt to identify root or
ancillary causes for behavior, re-teach/
practice identied behavior skills, facilitate
student re-entry
• Review past alternative means of correction
(Ed. Code 48900.5)
• File CPS Report
• Contact family/guardian
• Review student’s past similar behaviors and
document current incident in Synergy
• Hold re-entry conference if suspended
OTHER POTENTIAL ACTIONS:
• Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers for
outside services/supports
• Notify law enforcement
(refer to AR 5144.3 and 5145.11)
• Suspension only permitted on “rst
offense” if student’s presence causes a
danger to persons. In such instances,
1–3 day suspension.
• “First offense” refers to the rst
documented offense of a student in the
current school year that qualies as a
violation of Education Code 48900 and/
or 48915, although formal exclusionary
disciplinary action may not have been
taken against the student.
• Depending on the severity of the
incident, as well as pertinent extenuating
circumstances regarding the student(s)
involved, days of suspension may extend
up to 5 days.
MANDATORY ACTIONS:
• Ensure due process
• Conference with student
• Collect statements from other witnesses
• Provide corrective feedback: de-escalate
student, attempt to identify root or
ancillary causes for behavior, re-teach/
practice identied behavior skills,
facilitate student re-entry
• Review past alternative means of
correction (Ed. Code 48900.5)
• File CPS Report
• Contact family/guardian
• Review student’s past similar behaviors
and document current incident in
Synergy
• Hold re-entry conference if suspended
OTHER POTENTIAL ACTIONS:
• Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers for
outside services/supports
• Notify law enforcement
(refer to AR 5144.3 and 5145.11)
• 2–4 day suspension (4th thru 12th grades)
• Depending on the severity of the
incident, as well as pertinent extenuating
circumstances regarding the student(s)
involved, days of suspension may extend
up to 5 days.
MANDATORY ACTIONS:
• Ensure due process
• Conference with student
• Collect statements from other witnesses
• Provide corrective feedback: de-escalate
student, attempt to identify root or
ancillary causes for behavior, re-teach/
practice identied behavior skills,
facilitate student re-entry
• Review past alternative means of
correction (Ed. Code 48900.5)
• File CPS Report
• Contact family/guardian
• Review student’s past similar behaviors
and document current incident in
Synergy
• Hold re-entry conference if suspended
OTHER POTENTIAL ACTIONS:
• Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers for
outside services/supports
• Notify law enforcement
(refer to AR 5144.3 and 5145.11)
• 3–5 day suspension (4th thru 12th grades)
• Possible consideration for a
Recommendation of Expulsion
139138
ED CODE 48900.2
SEXUAL HARASSMENT
Additional grounds for suspension or expulsion: sexual harassment.
This section does not apply to students in kindergarten through grade 3.
FIRST INTERVENTION/
CONSEQUENCE
SECOND INTERVENTION/
CONSEQUENCE
THIRD, SUBSEQUENT
INTERVENTION/ CONSEQUENCE
MANDATORY ACTIONS:
•
Mandatory Actions:
• Ensure due process
• Conference with student
• Collect statements from other witnesses
• Provide corrective feedback: de-escalate
student, attempt to identify root or
ancillary causes for behavior, re-teach/
practice identied behavior skills, facilitate
student re-entry
• Review past alternative means of correction
(Ed. Code 48900.5)
• File CPS Report
• Contact family/guardian
• Review student’s past similar behaviors and
document current incident in Synergy
• Hold re-entry conference if suspended
OTHER POTENTIAL ACTIONS:
• Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers for
outside services/supports
• Notify law enforcement
(refer to AR 5144.3 and 5145.11)
• Suspension only permitted on “rst
offense” if student’s presence causes a
danger to persons. In such instances,
1–3 day suspension.
• “First offense” refers to the rst
documented offense of a student in the
current school year that qualies as a
violation of Education Code 48900 and/
or 48915, although formal exclusionary
disciplinary action may not have been
taken against the student.
• Depending on the severity of the
incident, as well as pertinent extenuating
circumstances regarding the student(s)
involved, days of suspension may extend
up to 5 days.
MANDATORY ACTIONS:
• Ensure due process
• Conference with student
• Collect statements from other witnesses
• Provide corrective feedback: de-escalate
student, attempt to identify root or
ancillary causes for behavior, re-teach/
practice identied behavior skills,
facilitate student re-entry
• Review past alternative means of
correction (Ed. Code 48900.5)
• File CPS Report
• Contact family/guardian
• Review student’s past similar behaviors
and document current incident in
Synergy
• Hold re-entry conference if suspended
OTHER POTENTIAL ACTIONS:
• Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers for
outside services/supports
• Notify law enforcement
(refer to AR 5144.3 and 5145.11)
• 2–4 day suspension (4th thru 12th grades)
• Depending on the severity of the
incident, as well as pertinent extenuating
circumstances regarding the student(s)
involved, days of suspension may extend
up to 5 days.
MANDATORY ACTIONS:
• Ensure due process
• Conference with student
• Collect statements from other witnesses
• Provide corrective feedback: de-escalate
student, attempt to identify root or
ancillary causes for behavior, re-teach/
practice identied behavior skills,
facilitate student re-entry
• Review past alternative means of
correction (Ed. Code 48900.5)
• File CPS Report
• Contact family/guardian
• Review student’s past similar behaviors
and document current incident in
Synergy
• Hold re-entry conference if suspended
OTHER POTENTIAL ACTIONS:
• Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers for
outside services/supports
• Notify law enforcement
(refer to AR 5144.3 and 5145.11)
• 3–5 day suspension (4th thru 12th grades)
• Possible consideration for a
Recommendation of Expulsion
ED CODE 48900.3
HATE VIOLENCE
In addion to the reasons set forth in Secons 48900 and 48900.2, a pupil in any of grades 4 to 12, inclusive, may be suspended from school or recom-
mended for expulsion if the superintendent or the principal of the school in which the pupil is enrolled determines that the pupil has caused, aempted
to cause, threatened to cause, or parcipated in an act of, hate violence, as dened in subdivision (e) of Secon 233.
This secon does not apply to students in kindergarten through grade 3.
FIRST INTERVENTION/
CONSEQUENCE
SECOND INTERVENTION/
CONSEQUENCE
THIRD, SUBSEQUENT
INTERVENTION/ CONSEQUENCE
MANDATORY ACTIONS:
• Ensure due process
•
Conference with student
• Collect statements from other witnesses
• Provide corrective feedback: de-escalate
student, attempt to identify root or ancillary
causes for behavior, re-teach/ practice
identied behavior skills, facilitate student
re-entry
• Review past alternative means of correction
(Ed. Code 48900.5)
• Contact family/guardian
• Review student’s past similar behaviors and
document current incident in Synergy
• Hold re-entry conference if suspended
OTHER POTENTIAL ACTIONS:
•
Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers
for outside services/supports
• Notify law enforcement
(refer to AR 5144.3 and 5145.11)
• Suspension only permitted on “rst oense”
if student’s presence causes a danger
to persons. In such instances, 1–3 day
suspension.
• “First offense” refers to the rst documented
offense of a student in the current school
year that qualies as a violation of
Education Code 48900 and/or 48915,
although formal exclusionary disciplinary
action may not have been taken against the
student.
• Depending on the severity of the incident, as
well as pertinent extenuating circumstances
regarding the student(s) involved, days of
suspension may extend up to 5 days.
MANDATORY ACTIONS:
•
Ensure due process
• Conference with student
• Collect statements from other witnesses
• Provide corrective feedback: de-escalate
student, attempt to identify root or ancillary
causes for behavior, re-teach/ practice
identied behavior skills, facilitate student
re-entry
• Review past alternative means of correction
(Ed. Code 48900.5)
• Contact family/guardian
• Review student’s past similar behaviors and
document current incident in Synergy
• Hold re-entry conference if suspended
OTHER POTENTIAL ACTIONS:
•
Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers
for outside services/supports
• Notify law enforcement
(refer to AR 5144.3 and 5145.11)
• 2–4 day suspension
• Depending on the severity of the incident, as
well as pertinent extenuating circumstances
regarding the student(s) involved, days of
suspension may extend up to 5 days.
MANDATORY ACTIONS:
•
Ensure due process
• Conference with student
• Collect statements from other witnesses
• Provide corrective feedback: de-escalate
student, attempt to identify root or ancillary
causes for behavior, re-teach/ practice
identied behavior skills, facilitate student
re-entry
• Review past alternative means of correction
(Ed. Code 48900.5)
• Contact family/guardian
• Review student’s past similar behaviors and
document current incident in Synergy
• Hold re-entry conference if suspended
OTHER POTENTIAL ACTIONS:
•
Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers
for outside services/supports
• Notify law enforcement
(refer to AR 5144.3 and 5145.11)
• 3–5 day suspension
• Possible consideration for a
Recommendation of Expulsion
141140
ED CODE 48900.4
HARASSMENT, THREATS OR INTIMIDATION
Addional grounds for suspension or expulsion: harassment, threats or inmidaon
In addion to the grounds specied in Secons 48900 and 48900.2, a pupil enrolled in any of grades 4 to 12, inclusive, may be suspended from
school or recommended for expulsion if the superintendent or the principal of the school in which the pupil is enrolled determines that the pupil
has intenonally engaged in harassment, threats, or inmidaon, directed against school district personnel or pupils, that is suciently severe or
pervasive to have the actual and reasonably expected eect of materially disrupng classwork, creang substanal disorder, and invading the rights of
either school personnel or pupils by creang an inmidang or hosle educaonal environment.
This secon does not apply to students in kindergarten through grade 3.
FIRST INTERVENTION/
CONSEQUENCE
SECOND INTERVENTION/
CONSEQUENCE
THIRD, SUBSEQUENT
INTERVENTION/ CONSEQUENCE
MANDATORY ACTIONS:
•
Ensure due process
• Conference with student
• Collect statements from other witnesses
• Provide corrective feedback: de-escalate
student, attempt to identify root or ancillary
causes for behavior, re-teach/ practice
identied behavior skills, facilitate student
re-entry
• Review past alternative means of correction
(Ed. Code 48900.5)
• Contact family/guardian
• Review student’s past similar behaviors and
document current incident in Synergy
• Hold re-entry conference if suspended
OTHER POTENTIAL ACTIONS:
•
Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers
for outside services/supports
• Notify law enforcement
(refer to AR 5144.3 and 5145.11)
• Suspension only permitted on “rst oense”
if student’s presence causes a danger
to persons. In such instances, 1–3 day
suspension.
• “First offense” refers to the rst documented
offense of a student in the current school
year that qualies as a violation of
Education Code 48900 and/or 48915,
although formal exclusionary disciplinary
action may not have been taken against the
student.
• Depending on the severity of the incident, as
well as pertinent extenuating circumstances
regarding the student(s) involved, days of
suspension may extend up to 5 days.
MANDATORY ACTIONS:
•
Ensure due process
• Conference with student
• Collect statements from other witnesses
• Provide corrective feedback: de-escalate
student, attempt to identify root or ancillary
causes for behavior, re-teach/ practice
identied behavior skills, facilitate student
re-entry
• Review past alternative means of correction
(Ed. Code 48900.5)
• Contact family/guardian
• Review student’s past similar behaviors and
document current incident in Synergy
• Hold re-entry conference if suspended
OTHER POTENTIAL ACTIONS:
•
Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers
for outside services/supports
• Notify law enforcement
(refer to AR 5144.3 and 5145.11)
• 2–4 day suspension
• Depending on the severity of the incident, as
well as pertinent extenuating circumstances
regarding the student(s) involved, days of
suspension may extend up to 5 days.
MANDATORY ACTIONS:
•
Ensure due process
• Conference with student
• Collect statements from other witnesses
• Provide corrective feedback: de-escalate
student, attempt to identify root or ancillary
causes for behavior, re-teach/ practice
identied behavior skills, facilitate student
re-entry
• Review past alternative means of correction
(Ed. Code 48900.5)
• Contact family/guardian
• Review student’s past similar behaviors and
document current incident in Synergy
• Hold re-entry conference if suspended
OTHER POTENTIAL ACTIONS:
•
Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers
for outside services/supports
• Notify law enforcement
(refer to AR 5144.3 and 5145.11)
• 3–5 day suspension
• Possible consideration for a
Recommendation of Expulsion
141140
ED CODE 48900.7
TERRORISTIC THREATS
a) In addion to the reasons specied in Secons 48900, 48900.2, 48900.3, and 48900.4, a pupil may be suspended from school or recommended for
expulsion if the superintendent or the principal of the school in which the pupil is enrolled determines that the pupil has made terrorisc threats against
school ocials or school property, or both.
(b) For the purposes of this secon, “terrorisc threat” shall include any statement, whether wrien or oral, by a person who willfully threatens to commit a
crime which will result in death, great bodily injury to another person, or property damage in excess of one thousand dollars ($1,000), with the specic intent
that the statement is to be taken as a threat, even if there is no intent of actually carrying it out, which, on its face and under the circumstances in which it is
made, is so unequivocal, uncondional, immediate, and specic as to convey to the person threatened, a gravity of purpose and an immediate prospect of
execuon of the threat, and thereby causes that person reasonably to be in sustained fear for his or her own safety or for his or her immediate family’s safety, or
for the protecon of school district property, or the personal property of the person threatened or his or her immediate family.
FIRST INTERVENTION/
CONSEQUENCE
SECOND INTERVENTION/
CONSEQUENCE
THIRD, SUBSEQUENT
INTERVENTION/ CONSEQUENCE
MANDATORY ACTIONS:
•
Ensure due process
• Conference with student
• Collect statements from other witnesses
• Notify law enforcement (refer to AR 5144.3
and 5145.11)
• Provide corrective feedback: de-escalate
student, attempt to identify root or ancillary
causes for behavior, re-teach/ practice
identied behavior skills, facilitate student
re-entry
• Review past alternative means of correction
(Ed. Code 48900.5)
• Contact family/guardian
• Review student’s past similar behaviors and
document current incident in Synergy
• Hold re-entry conference if suspended
OTHER POTENTIAL ACTIONS:
•
Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers
for outside services/supports
• Suspension only permitted on “rst oense”
if student’s presence causes a danger
to persons. In such instances, 1–3 day
suspension.
• “First offense” refers to the rst documented
offense of a student in the current school
year that qualies as a violation of
Education Code 48900 and/or 48915,
although formal exclusionary disciplinary
action may not have been taken against the
student.
• Depending on the severity of the incident, as
well as pertinent extenuating circumstances
regarding the student(s) involved, days of
suspension may extend up to 5 days.
MANDATORY ACTIONS:
•
Ensure due process
• Conference with student
• Collect statements from other witnesses
• Notify law enforcement (refer to AR 5144.3
and 5145.11)
• Provide corrective feedback: de-escalate
student, attempt to identify root or ancillary
causes for behavior, re-teach/ practice
identied behavior skills, facilitate student
re-entry
• Review past alternative means of correction
(Ed. Code 48900.5)
• Contact family/guardian
• Review student’s past similar behaviors and
document current incident in Synergy
• Hold re-entry conference if suspended
OTHER POTENTIAL ACTIONS:
•
Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers
for outside services/supports
• 2–4 day suspension
• Depending on the severity of the incident, as
well as pertinent extenuating circumstances
regarding the student(s) involved, days of
suspension may extend up to 5 days.
MANDATORY ACTIONS:
• Ensure due process
•
Conference with student
• Collect statements from other witnesses
• Notify law enforcement (refer to AR 5144.3
and 5145.11)
• Provide corrective feedback: de-escalate
student, attempt to identify root or ancillary
causes for behavior, re-teach/ practice
identied behavior skills, facilitate student
re-entry
• Review past alternative means of correction
(Ed. Code 48900.5)
• Contact family/guardian
• Review student’s past similar behaviors and
document current incident in Synergy
• Hold re-entry conference if suspended
OTHER POTENTIAL ACTIONS:
•
Consider alternatives to suspension
• Restorative Practices/Interventions
• Student Study Team (SST)
• Referral to school counselor
• Contact Foster Youth Services
• Site MTSS process
• Referral to Student Support Centers
for outside services/supports
• 3–5 day suspension
• Possible consideration for a
Recommendaon of Expulsion
143142 143142
ED CODE 48915
48915. (a) (1) Except as provided in subdivisions (c) and (e), the principal or the superintendent of schools shall recommend the expulsion of a pupil for
any of the following acts commied at school or at a school acvity o school grounds, unless the principal or superintendent determines that expulsion
should not be recommended under the circumstances or that an alternave means of correcon would address the conduct:
(A) Causing serious physical injury to another person, except in self-defense.
(B) Possession of any knife or other dangerous object of no reasonable use to the pupil.
(C) Unlawful possession of any controlled substance listed in Chapter 2 (commencing with Secon 11053) of Division 10 of the Health and Safety
Code, except for either of the following:
(i) The rst oense for the possession of not more than one avoirdupois ounce of marijuana, other than concentrated cannabis.
(ii) The possession of over-the-counter medicaon for use by the pupil for medical purposes or medicaon prescribed for the pupil by a physician.
(D) Robbery or extoron.
(E) Assault or baery, as dened in Secons 240 and 242 of the Penal Code, upon any school employee.
(2) If the principal or the superintendent of schools makes a determinaon as described in paragraph (1), he or she is encouraged to do so as quickly as
possible to ensure that the pupil does not lose instruconal me.
(b) Upon recommendaon by the principal or the superintendent of schools, or by a hearing ocer or administrave panel appointed pursuant to
subdivision (d) of Secon 48918, the governing board of a school district may order a pupil expelled upon nding that the pupil commied an
act listed in paragraph (1) of subdivision (a) or in subdivision (a), (b), (c), (d), or (e) of Secon 48900. A decision to expel a pupil for any of those
acts shall be based on a nding of one or both of the following:
(1) Other means of correcon are not feasible or have repeatedly failed to bring about proper conduct.
(2) Due to the nature of the act, the presence of the pupil causes a connuing danger to the physical safety of the pupil or others.
(c) The principal or superintendent of schools shall immediately suspend, pursuant to Secon 48911, shall recommend expulsion of a pupil that he
or she determines has commied any of the following acts at school or at a school acvity o school grounds.
(1) Possessing, selling, or otherwise furnishing a rearm. This subdivision does not apply to an act of possessing a rearm if the pupil had ob-
tained prior wrien permission to possess the rearm from a cercated school employee, which is concurred in by the principal or the designee of
the principal. This subdivision applies to an act of possessing a rearm only if the possession is veried by an employee of a school district. The act
of possessing an imitaon rearm, as dened in subdivision (m) of secon 48900, is not an oense for which suspension or expulsion is mandatory
pursuant to this subdivision and subdivision (d), but it is an oense for which suspension, or expulsion pursuant to subdivision (c), may be imposed.
(2) Brandishing a knife at another person.
(3) Unlawfully selling a controlled substance listed in Chapter 2 (commencing with Secon 11053) of Division 10 of the Health and Safety Code.
(4) Comming or aempng to commit a sexual assault as dened in subdivision (n) of Secon 48900 or comming a sexual baery as dened in
subdivision (m) of Secon 48900 (5) Possession of an explosive.
(d) The governing board of a school district shall order a pupil expelled upon nding that the pupil commied an act listed in subdivision (c), and
shall refer that pupil to a program of study that meets all of the following condions:
(1) Is appropriately prepared to accommodate pupils who exhibit discipline problems.
(2) Is not provided at a comprehensive middle, junior, or senior high school, or at any elementary school.
(3) Is not housed at the school site aended by the pupil at the me of suspension.
(e) Upon recommendaon by the principal or the superintendent of schools, or by a hearing ocer or administrave panel appointed pursuant
to subdivision (d) of Secon 48918, the governing board of a school district may order a pupil expelled upon nding that the pupil, at school
or at a school acvity o of School grounds violated subdivision (f), (g), (h), (i), (k), (l), or (m) of Secon 48900, or Secon 48900.2, 48900.3, or
48900.4, and either of the following:
(1) That other means of correcon are not feasible or have repeatedly failed to bring about proper conduct.
(2) That due to the nature of the violaon, the presence of the pupil causes a connuing danger to the physical safety of the pupil or others.
(f) The governing board of a school district shall refer a pupil who has been expelled pursuant to subdivision (b) or (e) to a program of study that
meets all of the condions specied in subdivision (d). Notwithstanding this subdivision, with respect to a pupil expelled pursuant to subdivi-
sion (e) if the county superintendent of schools ceres that an alternave program of study is not available at a site away from a comprehen-
sive middle, junior, or senior high school, or another elementary school. The pupil may be referred to a program of study that is provided at a
comprehensive middle, junior, or senior high school, or at an elementary school.
(g) As used in this secon “knife” means any dirk, dagger, or other weapons with a xed, sharpened blade ed primarily for stabbing, a weapon
with a blade ed primarily for stabbing, a weapon with a blade longer than 3 ½ inches, a folding knife with a blade that locks into place, or a
razor with an unguarded blade.
As used in this secon, the term “explosive” means destrucve device” as described in Secon 921 of Title 18 of the United States Code. (Amended by
Stats. 2012, Ch. 431, Sec 3. (AB 2537) Eecve January 1, 2013.)
143142 143142
ELK GROVE UNIFIED SCHOOL DISTRICT RESOLUTION
NO. 90, 2022-23 STUDENT BILL OF RIGHTS
WHEREAS pursuant to Elk Grove Unied School
District (“EGUSD”) Board Policies, the mission of
creating an equitable education system is prevalent in
all EGUSD decisions; and
WHEREAS students are vital and important
stakeholders to any education system, and strong
student engagement and participation are crucial to
the success of EGUSD; and
WHEREAS it is integral for school districts to protect
the interests of all students, and to take steps to ensure
that students are equipped and prepared to continue
their education even in challenging and adaptive
circumstances; and
WHEREAS EGUSD is dedicated to addressing any
inequities impacting EGUSD students; and
WHEREAS in an eort to cultivate student agency
and recognition of the interests, rights, and potential
of students, California school boards should strongly
consider adoption of a localized student “bill of rights”
that recognizes the role and partnership of students
with the districts they are enrolled in, as partners in the
education they receive; and
WHEREAS student voice in local education policy
is important for the successful development and
implementation of such policy, and encouraging
students to speak out against injustices in their
community best ensures accurate representation of all
students, including in educational process and policies
necessary to address such injustices; and
WHEREAS student-led organizations support
adopting a student “bill of rights”; and
WHEREAS EGUSD believes that a student bill of
rights promotes greater equity and responsibility on all
school campuses, and further supports protection of the
rights and liberties of all students regardless of their
respective backgrounds; and
WHEREAS the purpose of a student bill of rights is to
provide information that makes it easier for students to
know and understand about the rights aorded to them
under state and federal law and EGUSD policy; and
WHEREAS EGUSD students can utilize a student
bill of rights to advocate for themselves and others, and
to engage school sta and students in conversations
about how to improve their school experiences; and
NOW, THEREFORE, BE IT RESOLVED that
the adoption of an EGUSD student “bill of rights” is
important for the overarching success of EGUSD and
its students; and
THEREFORE BE IT FURTHER RESOLVED
that
EGUSD resolves, as derived from, framed, and
informed by applicable state and federal law, and
EGUSD policy, and intended to be
consistent with applicable laws and
EGUSD policy,
while not serving as a legally binding document beyond
that which EGUSD policy already provides for, to
adopt the following in the best interest and to support
of EGUSD students, and the successful achievement of
EGUSD’s above-noted mission:
1. This EGUSD Student Bill of Rights adopted
pursuant to this Resolution shall be included in the
EGUSD Parent and Student Handbook.
2. A council of students, in partnership with the
Student Equity Councils at EGUSD school sites
and the Educational Equity Department, shall be
convened annually by the student Board member
to review the Student Bill of Rights to consider
potential revisions. Any revisions to the Student Bill
of Rights herein must be approved by the District’s
Governing Board.
3. The EGUSD Student Bill of Rights is adopted as
follows:
a. All students have the right to access a fair
and equitable education that is free from
discrimination.
APPENDIX II
145144
b. All students have the right to freedom of
speech and expression.
c. All students have the right to fair and equitable
access to the resources and supplies necessary
to succeed in their education.
d. All students have the right to be consistently
notied and reminded of the existing rules in
their school and be granted an opportunity to
address perceived unfair treatment.
e. All students have the right to be taught
curriculum from an equitable, diverse, and
culturally responsive perspective.
f. All students have the right to be taught
by qualied, committed, and professional
educators with a goal of preparing them for
all tertiary education opportunities.
g. All students have the right to privacy on their
school campus and condentiality in sensitive
matters.
h. All students have the right to full protection
and safety, where the ability to report incidents
of concern is made readily available and
responded to in a timely manner.
i. All students have the right to request
restorative practices as a means of redressing
perceived student harm.
j. All students have the right to access resources
and information that aid their health, nutrition,
and personal wellbeing.
k. All students have the right to have access to
school counselors or other wellness providers
who are fully capable of handling a student’s
education experience holistically to fulll both
their personal and academic needs.
If any student feels as though their rights are not being upheld, they should: (1) discuss with the individual or individuals
involved regarding how the student feels their rights are not being upheld, the impact it is having on them, and how those
involved can work together to reach resolution; (2) absent resolution through step 1, the student may reach out to their
school’s Student Equity Council, Vice Principal, or another sta member, or utilize their school’s Incident Reporting System
via their school’s website, to seek resolution with nal decisions being conrmed by the principal; and (3) absent resolution
at step 2, the student may contact the EGUSD Student Board Member through the district’s website at egusd.net or the
Educational Equity Department at [email protected], to seek resolution.
School site administration, sta and District ocials should aim to work closely with all students to ensure that the
rights outlined in this resolution are upheld.
PASSED AND ADOPTED by the Elk Grove Unied School District Governing Board on this 13th day of June 2023.
145144
EGUSD Student Opt-Out Form 2023-2024
This form provides parents the opportunity to opt their student out of public media coverage, posting of student
images and names through EGUSD digital communication tools, release of student directory information, and viewing
of PG-13 or R-rated films. Please read each section of the form carefully.
If you would like to opt your child out of any of the following sections, please fill out your child’s information (one
form per child), check the associated box, and sign the form.
Please note: This is an OPTIONAL form. The form should be returned to the school only if you wish to opt your
child out of one of these areas.
If you have questions about completing this form, please contact your school.
Student Name:
Student ID#:
Address:
Phone:
School:
Grade:
Multimedia Withhold Form
There are occasions when news media are on school campuses to interview, photograph and videotape students
for print and broadcast stories. Many of these stories are positive and highlight the good things happening in EGUSD
schools. However, there are times when the media seeks access to our schools on more controversial issues. At all
times, our goal is to maintain student security and privacy.
If you want your child to be excluded from media stories, please check the box below and sign the form. Please
know that there are times when the media will interview or photograph students off campus or without checking in
with the front office. This form only acts as a guide to media coverage. It does not guarantee that your child will not
be interviewed or photographed.
� I DO NOT want media representatives to publish/broadcast interviews with or photographs/video identifying
my child.
Posting of Student Images and Names on EGUSD Digital Communication Tools
EGUSD offers a number of opportunities to publicize positive school and student events and accomplishments
through district and school digital communication tools. Parents have the choice to withhold their student’s images
(photos and video) and name from being posted by checking the area below. The publication of student image(s),
along with both first and last name, requires prior written consent of the student’s parent/guardian.
The only exception to this rule is the posting of student photos with first and last name into an EGUSD administrative
system such as the student information system (Synergy) or the library system. These are closed systems that only
EGUSD teachers, administrators and limited support staff have access to through password-protected logons. There
is no opt-out of these closed systems.
By checking the box below you are choosing NOT to allow the posting of your student’s name or image through
digital communication tools. Please know that this will result in your student’s name not being published
electronically for recognitions, student honor roll, awards, events, contests, school newspaper articles and clubs.
� I DO NOT want my student’s image and name posted through any Elk Grove Unified digital communication
tools.
APPENDIX III
147146
EGUSD Student Opt-Out Form 2023-2024
Release of Directory Information/Yearbook Information
Pursuant to the Family Educational Rights and Privacy Act (FERPA) and the California Education Code, the District
may release directory information to certain persons or organizations, as specified in this handbook, when it is
requested. Directory information may include a student’s name, photograph, address, telephone information, email
address, major field of study, participation in officially recognized activities and sports, weight and height of
members of the athletic teams, dates of attendance, degrees and awards received and the most recent previous
public or private school attended. In the case of students who have been identified as having special needs or
homeless, no material can be released without parent or guardian consent. Parents and guardians can opt-out of
having their child’s directory information released by checking the box below and signing the form. Directory
information does not include citizenship status, immigration status, place of birth, or any other information
indicating national origin (the District will not disclose such information without parent/guardian consent or a court
order.)
If you do not want your child’s directory information released, choose one of the following two options:
� Option A: NO student directory information released at all, including NO yearbook and award listings.
� Option B: NO student directory information released generally; YES include in yearbook and awards listings.
Electronic Parent and Student Handbook
Parents have the option to receive an electronic Parent and Student Handbook, the annual notification provided
to families each year. If you would like to receive an electronic copy of this handbook by email only, please check
the box below.
� YES, I wish to receive an electronic copy of the Parent and Student Handbook via email instead of regular mail.
Movies and Videos – Grades 6-12
The District has a policy limiting the types of movies shown in classrooms. PG-13 rated movies that are District
approved may be shown only to grades 6-12. If you do not want your child to view PG-13 rated movies during the
2023-2024 school year, please check the box below:
I DO NOT want my child to view approved PG-13 rated movies. I prefer that my child be given alternative
assignments.
R rated movies that are district-approved may only be shown to grades 9-12. If you do not want your child to view
R rated movies during the 2023-2024 school year, please check the box below:
I DO NOT want my secondary student to view approved R rated movies. I prefer that my child be given
alternative assignments.
Parent/Guardian Signature:
X_________________________________________
Date:
147146
APPENDIX IV
OfficeofStudentandFamilyEmpowerment2021 Page1of2
Elk Grove Unified School District
HousingQuestionnaire
Theanswerstothefollowingquestionswillhelpdeterminetheservicesyouand/oryourchild(ren)maybeeligibleto
receiveunderthefederalMcKinney‐VentoAssistanceAct42U.S.C.11435andTitleI,PartA.Theinformationprovided
onthisformwillbekeptconfidentialandonlysharedwithappropriateschooldistrictandsitestaff.
StudentName(FirstandLast): DateofBirth:
School: Grade:
☐ Checkhereifyouownyourhomeorhavearentalagreement.
☐
CheckhereifyouareinasharedlivingsituationthatisNOTduetoeconomichardship.(Youmaybeaskedtoprovide
anAffidavitofNon‐PermanentResidenceFormwithyourenrollment.)
Ifyoucheckedoneoftheseboxes,youmaystophere,youdonotneedtocompletetherestofthisform.
Atthistime,areyouand/oryourfamilylivinginanyofthefollowingsituationsduetoeconomichardship,lossof
housing,inadequateaccommodations,naturaldisasters,orsimilarreasons?Pleasenotethattheinformationprovided
belowwillhelpEGUSDdeterminewhatservicesyouand/oryourchildmaybeeligibletoreceive.Checkallthatapply.
Sharingahouseorapartmentduetoeconomichardship(forexamplejobloss,lossofhousing/eviction)
Movingfromplacetoplace/couchsurfin
g
☐ Livinginacar,park,campground,abandonedbuilding,orotherinadequateaccommodations.
☐ HotelorMotel
☐ Shelter(familyshelter,domesticviolenceshelter,youthshelter)orFEMAtrailer
☐ Inaresidencewithinadequatefacilities(nowater,heat,electricity,etc.)
☐ Iamastudentthatisage18oryoungerandlivingapartfromparent(s)orguardian(s)
Wheredidyoustaylastnight?CurrentAddress(ornearestcrossstreets):
Date:
* Unaccompaniedyouth(youthwhoarenotinthecareorcustodyofalegalparent/guardian)mayalsoprovidetheir
name,signanddate.
Pleaselistallchildren(0‐18yrs)livingwithyoueveniftheydonotattendschoolatthistime.
Name Birthdate Grade School
Yourchild(ren)’srightsarelistedonthebackofthisdocument.Ifyouhavequestionsabouttheserights,pleasecontact
☐
☐
Phone/Cell: Email:
Theundersignedparent/guardianconfirmsthattheinformationprovidedaboveiscorrectandaccurate.
Parent/GuardianName*:
Signature
149148
OfficeofStudentandFamilyEmpowerment2021 Page2of2
Elk Grove Unified School District
McKinney‐VentoAssistanceActInformation
McKinney‐VentoAssistanceAct42U.S.C.11435SEC.725.
TheMcKinney‐VentoAssistanceActprovidesservicesandsupportsforchildrenandyouthexperiencinghomelessness.
Yourchildorchildrenmayhavetherightto:
Immediateenrollmentintheschooltheylastattended(schooloforigin)orthelocalschoolwhereyouare
currentlystaying,evenifyoudonothaveallthedocumentsnormallyrequiredatthetimeofenrollment.
Continuetoattendtheirschooloforigin,ifrequestedbyyouanditisinthebestinterest.
Receivetransportationtoandfromtheirschooloforigin,thesamespecialprogramsandservices,ifneeded,as
providedtoallotherchildren,includingfreemealsandTitleI.
Receivethefullprotectionsandservicesprovidedunderallfederalandstatelaws,asitrelatestohomeless
children,youth,andtheirfamilies.
McKinney‐VentoAssistanceAct42U.S.C.11435SEC.725.
TheMcKinney‐VentoAssistanceActprovidesservicesandsupportsforchildrenandyouthexperiencinghomelessness.
DEFINITIONS.Forpurposesofthissubtitle:
(1) Theterms“enroll”and“enrollment”includeattendingclassesandparticipatingfullyinschoolactivities.
(2) Thetermhomelesschildrenandyouths
(A) meansindividualswholackafixed,regular,andadequatenighttimeresidence(withinthemeaningof
section103(a)(1));and
(B) includes—
(i) children
andyouthswhoaresharingthehousingofotherpersonsduetolossofhousing,economic
hardship,orasimilarreason;arelivinginmotels,hotels,trailerparks,orcampinggroundsduetothe
lackofalternativeadequateaccommodations;arelivinginemergencyortransitionalshelters;are
abandonedinhospitals;orareawaitingfostercareplacement;
(ii) childrenandyouthswhohaveaprimarynighttimeresidencethatisapublicorprivateplacenot
designed
fororordinarilyusedasaregularsleepingaccommodationforhumanbeings(withinth
e
meaningofsection103(a)(2)(C));
(iii) childrenandyouthswhoarelivingincars,parks,publicspaces,abandonedbuildings,substandard
housing,busortrainstations,orsimilarsettings;and
(iv) migratorychildren(assuchtermisdefinedinsection1309oftheElementaryandSecondary
EducationActof1965)whoqualifyashomelessforthepurposesofthissubtitlebecausethechildren
arelivingincircumstancesdescribedinclauses(i)through(i
ii).
(6) Theterm
“unaccompaniedyouth”includesayouthnotinthephysicalcustodyofaparentorguardian.
AdditionalResourcesParentinformationandresourcescanbefoundatthefollowing:
http://center.serve.org/nche/ibt/parentres.php
149148
To request a printed hard copy of this handbook, email us at
[email protected] and provide your rst and last name plus mailing address.
Every student, learning in every classroom,
in every subject, every day to prepare
college-, career- and life-ready graduates.
