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Restorative Practices and School Discipline - School Environment (CA Dept of Education)

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Restorative practices can contribute to the development of a positive school climate and discipline policies that are humanistic and inclusive, while increasing student voice and engagement.

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PLEASE BE ADVISED: The COVID-19 pandemic resulted in statewide physical school closures in February/March 2020 followed by the widespread implementation of distance learning during the 2020-21 academic year. The California Department of Education (CDE) recommends caution when comparing discipline data across academic years. For more information about the impact of COVID-19 on data reporting, please visit the CDE COVID-19 and Data Reporting web page.

Reports

Suspension Rate Report
The latest statewide DataQuest report for annual K-12 public school suspension rate data disaggregated by race/ethnicity, gender, student group, and grade span for multiple academic years. The report includes a report description, a report glossary, and several report options and filters. Reports are also available at the county, district, and school levels from within the expandable (+) "Report Options and Filters" section.

Expulsion Rate Report
The latest statewide DataQuest report for annual K-12 public school expulsion rate data disaggregated by race/ethnicity, gender, student group, and grade span for multiple academic years. The report includes a report description, a report glossary, and several report options and filters. Reports are also available at the county, district, and school levels from within the expandable (+) "Report Options and Filters" section.

Downloadable Data Files

Discipline Downloadable Files
Downloadable data about student discipline and the use of behavioral restraints and seclusion disaggregated by ethnicity, gender, student group, and grade span.

Resources

Suspension Rate Indicator
The suspension rate indicator, reported on the California School Dashboard, applies to districts and schools with students in grades K-12.

Questions: Analysis Measurement & Accountability Reporting Division | dro@cde.ca.gov

Last Reviewed: Thursday, November 21, 2024

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Discipline Data - Accessing Educational Data (CA Dept of Education)

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Reports and data about student discipline data, including suspension and expulsion counts and rates disaggregated by race/ethnicity, student group, grade span, and academic year.

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This guidance addresses the legal requirements and recommended best practices governing discipline practices. The guidance itself is non-binding and does not have the effect of law.

State Guidance for New Laws on Discipline

As we now know, suspension can do more harm than good. Sending a student home from school does not address the root cause of a student's behavior; it removes students from the learning environment; and it has a disproportionate impact on African American students and students with disabilities, among other marginalized groups that are underperforming academically and overrepresented in our criminal justice system. Legislation in recent years, reflecting extensive research, has sought to minimize the use and impact of suspension. The state's new accountability system reports suspensions and incentivizes minimizing the use of punitive discipline. With this guidance, we update the field about recent legislative changes and suggest alternatives to suspension and other punitive practices. Great work is happening in this area by educational leaders committed to dismantling the school-to-prison pipeline through the implementation of Multi-Tiered System of Supports (MTSS), positive behavior intervention systems, implicit bias training, restorative practices, and engaging academics. Research has established that systemwide implementation of these practices will lead to improved academic outcomes and long-term postsecondary success for all students, particularly our highest-need students.

State Law and Suspension and Expulsion
Positive Practices that Replace Suspension with Support
Equity
Data-Driven Continuous Improvement to Strengthen Supports
Reducing Disproportionate Discipline in Schools
Addressing Disproportionate Discipline in Schools Webinar

State Law and Suspension and Expulsion

Recent legislation was enacted to prevent students from losing learning opportunities for disciplinary reasons.

Ending Suspensions for Willful Defiance in Grades Kindergarten Through Twelve

Research indicates that students of color; students with disabilities; and lesbian, gay, bisexual, transgender, queer, intersex, and asexual students are more likely to be suspended for low-level subjective offenses such as willful defiance and disruption. In response to these equity issues and the general concern that suspension can do more harm than good, in 2013, the Legislature approved Assembly Bill 420, which amended California Education Code ( EC) Section 48900(k) to prohibit students from being suspended or recommended for expulsion on willful defiance or disruption grounds for students in grades kindergarten through three. According to data collected by the California Department of Education (CDE), suspensions for willful defiance significantly decreased upon passage of this measure. In 2019, the Legislature extended this prohibition on suspension to students in grades four through eight and for expulsion for kindergarten through grade twelve through Senate Bill 419. In 2023, SB 274 expanded the prohibition to cover all of kindergarten through grade twelve for both suspension and expulsion.

In all of these instances, the only exception has applied to suspension by a teacher from the classroom per EC Section 48910 . However, SB 274 also added that a certificated or classified employee may refer a pupil to school administrators for appropriate and timely in-school interventions or supports from the list of other means of correction specified in subdivision (b) of EC Section 48900.5 for willful defiance or disruption. SB 274 further required that, for such a referral, a school administrator shall, within five business days, document the actions taken and place that documentation in the pupil's record to be available for access, to the extent permissible under state and federal law, pursuant to EC Section 49069.7. The school administrator shall, by the end of the fifth business day, also inform the referring certificated or classified employee, verbally or in writing, what actions were taken and, if none, the rationale used for not providing any appropriate or timely in-school interventions or supports.

Homework for Students Suspended for Two or More Days

AB 982 , also enacted in 2019, requires local educational agencies (LEAs), including charters, to provide homework assignments to students upon the request of the parent, guardian, or student during a suspension of two or more school days.

In recent years there have been other statutory provisions designed to limit the use of suspensions and promote alternatives to suspension. These provisions aim to address the root causes of the student's behavior and to improve academic outcomes.

Minimize Suspension for Attendance Issues

EC Section 48900(w)(1) states that a suspension or expulsion shall not be imposed against a pupil based solely on the fact that they are truant, tardy, or otherwise absent from school activities.

Instead of Suspension, Support

EC Section 48900(v) provides that a superintendent of the school district or principal is encouraged to provide alternatives to suspension or expulsion, using a research-based framework with strategies that improve behavioral and academic outcomes, that are age-appropriate and designed to address and correct the pupil's specific misbehavior as specified in EC Section 48900.5.

EC Section 48900(w)(2) adds that it is the intent of the Legislature that MTSS, which includes restorative justice practices, trauma-informed practices, social and emotional learning, and schoolwide positive behavior interventions and support, be used to help students gain critical social and emotional skills, receive support to help transform trauma-related responses, understand the impact of their actions, and develop meaningful methods for repairing harm to the school community.

Suspension as a Last Resort

EC Section 48900.5 provides that, except for specified exceptions, suspension, including supervised suspension, shall be imposed only when other means of correction fail to bring about proper conduct, and then continues to provide an extensive list of suggested positive, non-exclusionary alternative practices. Other means of correction may include additional academic supports, to ensure, for example, that instruction is academically appropriate, culturally relevant, and engaging for students at different academic levels and with diverse backgrounds.

EC Section 48900.5 also specifically provides that, for a pupil who has been suspended, or for whom other means of correction have been implemented, for an incident of racist bullying, harassment, or intimidation, local educational agencies are encouraged to have both the victim and perpetrator engage in a restorative justice practice that is found to suit the needs of both the victim and the perpetrator. Local educational agencies are encouraged to regularly check on the victim of racist bullying, harassment, or intimidation to ensure that the victim is not in danger of suffering from long-lasting mental health issues. Local educational agencies are encouraged to require perpetrators to engage in culturally sensitive programs that promote racial justice and equity and combat racism and ignorance.
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Positive Practices that Replace Suspension with Support

The sections above reference specific changes in law. The following sections provide links to information about how to implement supportive practices instead of excluding students.

We can keep students in school and hold them accountable. Research on student engagement, academic success, dropout and graduation rates has shown the need to replace punitive discipline practices. Instead of correcting students' behavior and making communities and schools safer, the quick removal methods, such as out-of-school suspension and expulsion, deprive students of the chance to receive the education and help that they need, making it more likely that they will drop out of school, enter the criminal justice system, and place their future options in jeopardy. There is a much better way to hold students accountable and keep schools safe. We also need to recognize that sometimes students' valid goals, values, challenges and pains that deserve respect are expressed in a manner that may be problematic for the student and others. We need to respond respectfully to these underlying causes. Collectively, we must do more to reverse the reality that our most vulnerable students are disproportionately removed from their classes. Research on student engagement, academic success, dropout, and graduation rates has shown the need to replace punitive discipline practices with targeted student supports such as those referenced in state law above. The CDE and the CDE's partner, the California Collaborative for Educational Excellence (CCEE), as well as many other experts throughout the state in California's broad systems of supports, are your partners in establishing and strengthening LEA and school-level networks of support. Key resources include the following:

Behavioral Intervention Strategies and Supports

The CDE Behavioral Intervention Strategies and Supports web page outlines where LEAs and schools can learn about Fix School Discipline, suspension data on DataQuest and the California School Dashboard, and Restorative Justice programs. These practices and policies that many schools and districts are putting in place to address discipline issues proactively support students whose behaviors may signify a call for help.

Positive Alternatives to Problematic Behaviors: Building Bridges Through Preventive and Restorative Practices

Students sometimes express their respectable and valid goals, values, challenges and pain through problematic behaviors. This PowerPoint for presentation and facilitated discussion will identify activities and social-emotional learning that support prevention and provide positive, viable alternatives to problematic behaviors. We can highlight and provide these opportunities for students to experience ̶ often led by students. This approach is a key alternative to punitive, exclusionary practices!

Multi-Tiered System of Supports

The CDE MTSS web page provides a research-proven framework aligned to address students' academic, behavior, and social success. It brings together the Response to Instruction and Intervention and Positive Behavioral Interventions and Supports to support the whole child through a data-driven tiered approach to academic and social emotional supports. An MTSS approach can ensure instruction and interventions meet student needs, to address the reality that African American students and students with disabilities-two of the groups most often suspended-have lower literacy and math scores than other ethnic groups and students without disabilities.

Mental Health

The CDE Mental Health web page includes strategies, resources, and training in psychological and mental health issues, including coping with tragedy, crisis intervention and prevention, school psychology, and suicide prevention.

Attendance Improvement

The CDE Attendance Improvement web page provides resources to address attendance improvement through prevention, early identification, and intervention instead of using punitive discipline.

Asset-Based Pedagogies

The CDE Asset-Based Pedagogies web page has resources on culturally relevant and sustaining pedagogies, which focus on the strengths that diverse students bring to the classroom and school community. These approaches engage all learners through curriculum that connects to students' cultural and linguistic identities. Asset-Based Pedagogy is also a key feature in California's State Literacy Plan, and aligned literacy resources are available on the California Educators Together Comprehensive Literacy State Development Grant Resource Repository web page .

Addressing Bias

Addressing bias of educators is an important piece of the puzzle. In 2019-20, African American students made up 5.4 percent of public school students in California but comprised 15 percent of students who were suspended. Evidence shows that this is not because of worse behavior, but because of harsher treatment for minor offenses such as talking in class and other nonviolent behavior. LEAs are encouraged to invest in implicit bias training for their educator workforce: News Release: State Superintendent Tony Thurmond Launches New "Education to End Hate" Initiative to Combat Bias, Bigotry, and Racism (Dated 21-Sep-2020) .
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Equity

The CDE Equity web page provides resources, tools and promising practices regarding how ensuring equity in education is a necessary component in narrowing the achievement gap through fair outcomes, treatment, and opportunities for all students. Teachers and school leaders ensure equity by recognizing, respecting, and attending to the diverse strengths and challenges of the students they serve. High-quality schools are able to differentiate instruction, services, and resource distribution to respond effectively to the diverse needs of their students, with the aim of ensuring that all students are able to learn and thrive.
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Data-Driven Continuous Improvement to Strengthen Supports

Our state's focus on equity means addressing students' holistic needs, whether they are struggling with trauma, disability, or the effects of socio-economic disadvantage. Since the passage of the Local Control Funding Formula, the state has engaged in the data-driven continuous improvement process, with actions to address student needs informed by robust stakeholder input and thorough root-cause analysis. Tackling suspensions is part of this framework, with suspension data reported in the California School Dashboard and school climate as one of the eight state priorities. Every year, school and district communities should consult their suspension data and analyze the underlying causes and adjust programming as needed to better support students, especially students of color disproportionately impacted by unneeded suspensions.

Our partners at CCEE are also resources in the System of Support.

The CDE Local Control Accountability Plan web page includes references to the eight state priorities, the continuous improvement process, stakeholder engagement, and the whole child resource map.

When behavior related intervention and support plans are being implemented, sometimes in a different, specialized educational placement, it is important to be able to measure and document progress. We suggest consideration of the following framing questions:

How does the school evaluate the effectiveness of its educational program, both on an ongoing basis and as measured over time? What procedures are used to determine what is working and what needs to be improved (e.g., formal and informal data including student, staff, family and other educational partners' input, and other examples)? This includes information about students and also systemic practices.

How does the school measure and record ongoing value-added academic, social and emotional progress, on an individual basis compared to from before the student entered this school, and throughout their participation in the school? How are these individual student level findings also compiled as measures of the value added within the school?

How do staff use these objective and formative data to support instructional and school culture improvement, and how this information is shared with the student, family members, school staff, district, educational partners, and community members?

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Reducing Disproportionate Discipline in Schools

In a news release issued on February 15, 2023, Superintendent Thurmond outlined efforts to stem the rise of disproportionate discipline while providing support to students when they need it most. Reports indicate that discipline rates have increased in recent times, especially for African American and Native American students and students with disabilities. Superintendent Thurmond's efforts will include guidance to LEAs, webinars to highlight best practices in reducing disproportionate suspensions, and a tip line anyone can use to report incidents of districts engaging in disciplinary practices that violate EC or mask the actual rate of discipline. "We have to educate our kids-not incarcerate them-and provide them with opportunities for learning and to succeed," Thurmond said. "Taking students out of learning time through suspensions and expulsions is proven to push them toward the criminal justice system. School districts trying to hide actual discipline rates through practices such as masking expulsions as transfers will not be tolerated. "Amid reports that some districts have pushed families toward voluntary or involuntary transfer to avoid reporting expulsions, Superintendent Thurmond and the CDE established a tip line. This can be used by school staff, parents, students, or community members to report any district involved in practices to mask the use and reporting of discipline or to report disciplinary practices that violate EC, and the CDE will look into these matters. Anyone who wants to report school discipline practices that violate EC can call 916-445-4624 or email SchoolDiscipline@cde.ca.gov.
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Addressing Disproportionate Discipline in Schools Webinar

The CDE presented a webinar on March 2, 2023, about keeping children in class, the impact of disproportionate discipline practices on Black, Latino, and Native American children, alternatives to suspension and expulsion, and the importance of following EC when using suspension and expulsion. Panelists included:

Dr. Linda Darling-Hammond, President, State Board of Education

Dr. Paul Gothold, Superintendent, San Diego County Office of Education

Chris Chatmon, CEO, Kingmakers of Oakland

Dr. Ingrid Roberson, Assistant Director of Research Learning, CCEE

Dr. Darin Brawley, Superintendent, Compton Unified School District

To request a copy of the PowerPoint from the Addressing Disproportionate Discipline in Schools Webinar, please send an email request to SchoolDiscipline@cde.ca.gov.
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Last Reviewed: Thursday, June 27, 2024

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School Discipline Information and Resources - School Environment (CA Dept of Education)

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Sending a student home from school does not address the root cause of a student’s behavior. It removes students from the learning environment and has a disproportionate negative impact on African American students and other marginalized groups.

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Restraint & Seclusion: Student with Disabilities

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Restraint & Seclusion: Student with Disabilities

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Misdirections in Bullying Prevention & Interventions

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Misdirections in Bullying Prevention & Interventions

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Fix School Discipline: Educators Toolkit

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Fix School Discipline: Educators Toolkit

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School Discipline Consensus Report (2014)

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School Discipline Consensus Report (2014)

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Charter Schools, Civil Rights, & Discipline Review (2016)

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Charter Schools, Civil Rights, & Discipline Review (2016)

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Comprehensive School Safety Plans - Violence Prevention (CA Dept of Education)

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Best practice considerations and resources for reviewing and approving plans.

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Welcome to the California Legislative Information website!
We are pleased to announce new website enhancements to improve the readability of Bill and Code text. Multi-level indentation formatting has been implemented throughout the sections of each bill's "Text" tab. In addition, the new formatting has been added to all of the sections of text under the California Law.
Measures prior to 1999 can still be found at http://leginfo.ca.gov which will remain as an archive for legislative information.

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Welcome to the California Legislative Information website! We are pleased to announce new website enhancements to improve the readability of Bill and Code text. Multi-level indentation formatting has been implemented throughout the sections of each bill's "Text" tab.

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The Code of Federal Regulations (CFR) is the official legal print publication containing the codification of the general and permanent rules published in the Federal Register by the departments and agencies of the Federal Government. The Electronic Code of Federal Regulations (eCFR) is a continuously updated online version of the CFR. It is not an official legal edition of the CFR.

Learn more about the eCFR, its status, and the editorial process.

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The Code of Federal Regulations (CFR) is the official legal print publication containing the codification of the general and permanent rules published in the Federal Register by the departments and agencies of the Federal Government. The Electronic Code of Federal Regulations (eCFR) is a continuously updated online version of the CFR.

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School Security Guard Training Syllabus
Printer-Friendly Version
State law requires security guards in K-12 school districts or California community college districts to complete a course of training developed by BSIS in consultation with the Commission on Peace Officer Standards and Training (Business and Professions Code section 7583.45 and Education Code sections 38001.5 and 72330.5).

The following syllabus outlines the new course of training.
TOPICAL OUTLINE
1.0 Role and Responsibility of School Security Officer (4 hours)
2.0 Laws and Liability (8 hours)
3.0 Security Awareness in the Educational Environment (3 hours)
4.0 Mediation/Conflict Resolution (4 hours)
5.0 Disasters and Emergencies (1 hour)
6.0 Dynamics of Student Behavior (3 hours)
7.0 Examination (1 hours)

Total Hours - 24

Note: Safe School Plan is referenced throughout this outline as it relates to the material being covered in the specific topic.
LEARNING GOALS AND EXPANDED COURSE OUTLINE 1.0 Role and Responsibility of School Security Officers (4 hours)
Learning Goal:

The student will have an understanding of the history and development of campus security.

The student will have an understanding of the school security officer's authority both on and off duty.

The student will have a knowledge of the school security officer's responsibilities in the educational environment.

The student will have a knowledge of the school security officer's professional image, and school structure and organization as they relate to campus personnel, ancillary groups and constituent groups.

1. History and Development of School Security (SB 1626)

2. Right to Safe Schools - California Constitution Article I, Section 28(c)

3. Legal Authority

4. Responsibility in Learning Environment

1. Student as #1 client

1. Service Concept

2. Support Learning Environment

2. Mandatory Plans

1. Safe School Plans
(1) E.C. 35294.10 - 35294.15
(2) 20 USC 1092 - Disclosure of Campus Security Policy & Crime Statistics

2. Crime Reporting
(1) P.C. 628
(2) E.C. 67380 - Student Safety

3. Kristin Smart Campus Safety Act (13 & 14)
(1) E.C. 67381 - Security
( 2) E.C. 32281 - School Safety Plan

5. Structure and Organization of Schools

1. Funding

2. Table of Organization

3. Administrative Roles

1. Board of Trustees

2. Superintendent

3. Principals - Functional Supervision

4. Vice Principals - Deans

5. Faculty

6. Classified Staff

4. Ancillary Groups

1. PTSA/PTA/PTO/Etc.

2. Student Groups

3. Site Councils

4. Booster Clubs

5. Shared Governance Groups

6. Labor Unions

7. Foundations

8. Advisory Groups

6. Intra/Inter Relations With Constituent Groups

1. Positive Contacts/Role Model

1. Mentoring (to students)

2. Ethical Behavior/Officer Conduct
(1) On duty
(2) Off duty

3. Sensitivity to Campus Issues
(1) Responsibility of Site Administrator to Manage Facility
(2) Relationship to Faculty
(3) Relationship to other support personnel
(4) Confidential issues different for SB 1626
(a) Students
(b) Staff

2.0 Laws and Liability (8 hours)
Learning Goal:

The student will have an understanding of the circumstances under which searches and seizures can be made by school security officers in the educational environment.

The student will have an understanding of the concept of In Loco Parentis and Parens Patria.

The student will have an understanding of the student discipline process.

The student will have an understanding of the role of the different stakeholders in the legal process in the school environment.

The student will have an understanding of crimes as they relate to on-campus violations.

The student will have the ability to recognize when a violation has occurred, identify the crime by its common name, and classify them as misdemeanors or felonies.

The student will have a knowledge of the types of incidences that will come to their attention that will require a report to be filed.

The students will have an understanding of the liability issues, both on and off campus, that are inherent in the school environment.

The student will have an understanding of privacy issues as they relate to student records.

1. Search and Seizure

1. Consensual Encounters, Detentions and Arrests

1. Reasonable Suspicion and Probable Cause
(1) TLO v. New Jersey
(2) In Re: Joseph G
(3) In Re: Latosha W

2. School officials (non-sworn) not held to the same standard as peace officers
(1) Certificated
(2) Classified
(3) Security Guards

3. P.C. 243.5 - Assault/Battery

4. E.C. 44807 - 49001 + Use of Force by School Administrators

5. E.C. 48264 - Arrest of Truants

2. Searches

1. P.C. 626.11 - Community College Searches

2. E.C. 49331 - Removing Injurious Objects - (Defined in E.C. 49330)

3. Reasonable Suspicion v. Probable Cause Standard

4. E.C. 49050 - Prohibited Searches

2. Conduct on Campus

1. In Loco Parentis - Parens Patria

2. Trespass - Safe School Zone

3. Disturbances

1. E.C. 32211 - Interference with Classes (K-12)

2. P.C. 647b - Loitering about adult schools

3. P.C. 626.7 (K-12)

4. P.C. 602.10 - Disruptive Presence

5. P.C. 626.8 - Disruptive Presence

6. P.C. 415/415.5 - Fighting - Citations/Arrest

7. P.C. 308b - Smoking

4. Student Discipline

1. Expulsion/Suspension
(1) E.C. 48900 A-O
(2) E.C. 76033
(3) E.C. 48900.2 and E.C. 212 - Sexual harassment
(4) E.C. 48900.3 - Hate Crimes
(5) P.C. 422.55 - Hate Crimes Definition
(6) E.C. 48900.4 - Harassment, Threats or Intimidation
(7) E.C. 48900.5 - Special Education

2. E.C. 48915 - Mandatory Expulsion

3. E.C. 48901.5 - Electronic Equipment - Pagers

4. Attendance
(1) Truancy - E.C. 48264
(2) Student Attendance Review Board (SARB) - E.C. 48291

5. The Discipline Process

6. Legal Process

1. Role of Administrator

2. Role of Police

3. Role of Board of Trustees

4. Role of Hearing Panel

7. Student Rights

3. Crimes Against Persons

1. Threats

2. Assaults - Battery

1. P.C. 646.9 - Stalking

2. E.C. 87708 - Abuse of Instructor - Community College

3. P.C. 241.2,3,4, and 6 - Assault on School Officials.
P.C. 243.2,3,5, and 6 - Battery on School Officials

4. P.C. 243.4 - Sexual Battery

5. P.C. 245, etc. - Assault with a Deadly Weapon on School Officials

3. TRO's, Stay-away Orders, Abduction Issues

1. P.C. 277 - Child Abduction

2. P.C. 272 - Contributing

3. P.C. 647.6 - Hate Crimes

4. Domestic Violence

5. Missing Persons

4. Crime Against Property

1. E.C. 48905 - Destruction of Employee Property

2. P.C. 594, 594.2, 594.3 - Vandalism

3. P.C. 469 Keys - Duplication

4. E.C. 19911 - Destruction of Library Property

5. P.C. 502 - Computer Crimes

5. Weapons

1. P.C. 626.9 - Gun Free School Zone

2. P.C. 626.95 - Firearms on Playgrounds

3. P.C. 626.10 - Other Weapons

4. Injurious Objects

5. Attorney General Opinion 96-906 - Definition of Possession

6. Mandatory Reporting

1. Child Abuse

1. Reporting

2. Recognition

3. Campus Procedures

4. Removal of Child by Peace Officer - E.C. 48906, 87044

5. K-12 police not authorized for Law Enforcement Notification

2. Reporting Assaults

1. E.C. 87014 - Community Colleges

2. E.C. 44014 - Against Employees

3. E.C. 48902 - Suspended Students

4. E.C. 76035 - Community Colleges

3. District Reporting Procedures

7. Liability

1. Off campus

2. On campus
a. San Francisco v. Peterson

3. E.C. 48900: K-12 - Student conduct off campus (portal to portal)

4. E.C. 44808 - Liability of students off campus

3.0 Security Awareness in (the) Educational Environment (3 hours)
Learning Goal:

The student will have an understanding of the unique circumstances that exist in a school environment that require an added awareness of the potential of dangerous situations.

The student will have an understanding of the unique circumstances that exist in a school environment that require an added awareness of trespassers and the importance of visitor control.

The student will have an understanding of the unique circumstances that exist in a school environment that require an added awareness of the time frame for more potential for problems (break, lunch, after school, etc.).

The student will have an understanding of the tools available for handling potentially dangerous situations on and around the campus.

The student will learn the skills and abilities needed to contact and assist in response to medical emergencies.

The student will be provided with an understanding of the tools available for handling potentially dangerous situations on and around the campus.

The student will be provided with the skills and ability to contact and assist in response to medical emergencies.

1. Weapons on Campus - responses

1. Officer and Administrative Responsibilities

2. Tactical considerations and options unique to campus environment

2. Trespasser(s)

3. Potential danger situations in the:

4. Crowd and Event Management

1. Planning

2. Dismissal, breaks and lunches

3. Special events

5. Crime Scenes

1. Special campus considerations

2. Crowd control

3. Jurisdictional considerations

4. Kristin Smart Campus Safety Act

5. Local agency MOU's

4.0 Mediation/Conflict Resolution (4 hours) -
Learning Goal:

The student will understand the importance and techniques for utilizing Mediation/Conflict Resolution skills.

Communication Skills

1. Approachability

2. Professional Contact/Vocabulary
a. Demeanor

3. Mediation Model(s)

4. Learning Activities

5. Critiquing Activities

5.0 Disasters and Emergencies (1 hour)
Learning Goal:

The student will have an understanding of the School District's responsibilities for managing disasters and emergencies.

1. Campus Disasters

2. Mutual Aid

3. District Involvement

6.0 Dynamics of Student Behavior (3 hours)
Learning Goal:

The student will have the ability to recognize the major personality disorders that are responsible for potentially violent outbreaks.

The student will have an understanding of the specific education process as it relates to the discipline of special education students

1. Mental Health & Development (Adolescent)

1. Peer Group Influence, Etc., inclusive

2. Substance Abuse - Student and Family

3. Defiance

4. Dysfunctional Families

5. Cultural Differences

6. Special Education

2. Dynamics of the Gang

3. Referral Agencies

7.0 Examination (1 hour)
This examination will be a product of the training institution. The purpose being to assure that the student has a basic understanding and awareness of security involving youth in a school environment.

Rev. January 2020

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alarm and locksmith companies and their employees

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private patrol operators and security guards

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repossessor agencies and their employees

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Bureau of Security and Investigative Services

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Printer-Friendly Version State law requires security guards in K-12 school districts or California community college districts to complete a course of training developed by BSIS in consultation with the Commission on Peace Officer Standards and Training (Business and Professions Code section 7583.45 and Education Code sections 38001.5 and 72330.5).

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Charter School Complaint Notice

Charter schools are not allowed to discourage a pupil from enrolling or seeking to enroll in the charter school because the pupil exhibits any characteristics such as students with disabilities, academically low-achieving, English learners, neglected or delinquent, homeless, socially economically disadvantaged, foster youth, or based on nationality, race, ethnicity, or sexual orientation. Charter schools are not allowed to request a pupil's records before enrollment or encourage a child who is enrolled in a charter school to disenroll or transfer to another school. A parent, guardian, or pupil (18 years or older) may file a Charter School Complaint Form to the authorizing entity if they suspect the charter school is in violation of Education Code Section 47605(d)(4).

Charter School Complaint Notice and Form (PDF)
The California Department of Education has provided a template form for use by charter schools. This template form must be modified before distributing to parents and posting on the charter school's website.

Parents

Parents must contact the charter school their pupil attends to obtain the correct form. Contact information for charter schools can be located by searching for the charter school in the California School Directory. Completed forms must be submitted to the charter school authorizer.

If additional assistance is needed, parents may contact the charter school authorizer. The charter school authorizer may be determined by searching for the charter school in the California School Directory. The charter school authorizer is the entity listed under the "District" field. Click on the entity listed in the District field to locate the contact information for the charter school authorizer.

Last Reviewed: Monday, September 19, 2022

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Charter School Complaint Notice and Form

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Charter schools are not allowed to discourage a pupil from enrolling or seeking to enroll in the charter school because the pupil exhibits any characteristics such as students with disabilities, academically low-achieving, English learners, neglected or delinquent, homeless, socially economically disadvantaged, foster youth, or based on nationality, race, ethnicity, or sexual orientation.

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Advocating for Our Students

Legislative History on Alternative Discipline in California

In 2013, the Legislature passed AB 420, which prohibited willful defiance suspensions statewide for grades K-3 until July 2018.

The ban on K-3 suspensions was made permanent in a 2018-19 budget trailer bill.

SB 419 now extends the existing ban on willful defiance suspensions to grades 4 and 5 statewide, with the prohibition on such suspensions for grades 6 through 8, sunsetting in five years. Source

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Advocating for Our Students In 2013, the Legislature passed AB 420, which prohibited willful defiance suspensions statewide for grades K-3 until July 2018. The ban on K-3 suspensions was made permanent in a 2018-19 budget trailer bill.

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Lost Opportunities: How Disparate School Discipline Continues to Drive Differences in the Opportunity to Learn — The Civil Rights Project at UCLA

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This national study provides a comprehensive analysis of the instructions days lost due to out-of-school suspensions in 2015-16 for middle and high school students, for every state and district. The study also demonstrates how the frequent use of suspension contributes to stark inequities in the opp…

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Thanks to the tremendous courage of three families who filed a class action suit in 2019, students at a public school in Contra Costa County will attend a safer campus this year after a landmark settlement to end the use of illegal and abusive restraint and seclusion practices. Floyd I. Marchus School ("Marchus") serves students with behavioral and emotional needs, and for years it had used restraints, seclusion, and inappropriate segregation and isolation, in violation of these students' rights.

The class action, the first of its kind in California state court, was brought by current and former Marchus students. While attending Marchus, the elementary-age Plaintiffs were repeatedly subjected to abusive, dangerous, and trauma-inducing restraints and seclusion in non-emergency situations. The families are represented by Public Counsel and Sullivan & Cromwell LLP.

"My daughter was eight when she told me about the tactics used to isolate and restrain her as a student at school," said Elyse K., a plaintiff in the lawsuit. "I felt betrayed by the staff, and my daughter's sense of adults as a trusted source of support was fractured...This settlement will help prevent further trauma for children at Marchus, and it will demonstrate to my child that she was heard and believed, and that the friends she left behind will be protected."

Under the agreement, the California Department of Education will maintain a higher degree of oversight over the school, including providing technical assistance and training for staff, auditing school records, and conducting two years of follow-up reviews to ensure best practices are being followed.

"As a result of the families that came forward in this lawsuit, students at Marchus will return to safer classrooms this year," said Tara Ford, Senior Counsel at Public Counsel. "The use of dangerous restraint and seclusion practices carries a heavy emotional toll on the students and families that live through it. Classrooms must be safe so that students can learn."

According to data from the U.S. Department of Education, over 100,000 students are restrained or secluded each year. Several state legislatures, including Colorado and Florida, have recently taken up bills prohibiting the use of some or all restraint and seclusion techniques and strengthening reporting requirements for greater oversight and transparency.

Michael Steinberg, a partner at Sullivan & Cromwell, said, "Marchus was among the worst offenders in failing to treat special education students with the respect and dignity they deserve. We were pleased to partner with Public Counsel to pursue this case so that we could create a safe learning environment for students at Marchus by stopping these unfair and harmful disciplinary practices. To achieve this, oversight from the state is critical. In reaching this settlement, we hope to raise greater awareness of these dangerous practices and to prevent them from being used, especially against the most vulnerable young learners."

Read the press release here.

Read the settlement here.

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Landmark Settlement Stops Abusive Restraint and Seclusion Practices at a California School That Serves Students With Disabilities - Public Counsel

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Thanks to the tremendous courage of three families who filed a class action suit in 2019, students at a public school in Contra Costa County will attend a safer campus this year after a landmark settlement to end the use of illegal and abusive restraint and seclusion practices. Floyd I.

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Grantee Records and Assistance Database System

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Violence Prevention - Safe Schools (CA Dept of Education)

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Information about funds, training, resources, and technical assistance concerning preventing violence, helping students to make safe choices, and collecting data about violence in schools.

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Individuals with Disabilities Education Act

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By the Office of Special Education and Rehabilitative Services

WASHINGTON, D.C. (July 19, 2022) - The U.S. Department of Education announced the release of new guidance from its Office for Civil Rights (OCR) and Office of Special Education and Rehabilitative Services (OSERS) to help public elementary and secondary schools fulfill their responsibilities to meet the needs of students with disabilities and avoid the discriminatory use of student discipline. These newly released resources are the most comprehensive guidance on the civil rights of students with disabilities concerning student discipline and build on the Department's continued efforts to support students and schools through pandemic recovery.

The new resources include:

OSEP Dear Colleague Letter on Implementation of IDEA Discipline Provisions.

Questions and Answers Addressing the Needs of Children with Disabilities and IDEA's Discipline Provisions.

Positive, Proactive Approaches to Supporting the Needs of Children with Disabilities: A Guide for Stakeholders.

The guidance makes clear that schools do not need to choose between complying with Section 504 and IDEA and keeping their school community-including students and staff-safe.

All these documents can be found on the Department's School Climate and Student Discipline Resources website.

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New Guidance Helps Schools Support Students with Disabilities and Avoid Disparities In the Use of Discipline - Individuals with Disabilities Education Act

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By the Office of Special Education and Rehabilitative Services WASHINGTON, D.C. (July 19, 2022) - The U.S. Department of Education announced the release of new guidance from its Office for Civil Rights (OCR) and Office of Special Education and Rehabilitative Services (OSERS) to help public elementary and secondary schools fulfill their responsibilities to meet the needs of students with disabilities and avoid the discriminatory use of student discipline.

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T4PA - Guiding Principles and Best Practices

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You are accessing a U.S. Federal Government computer system intended to be solely accessed by individual users expressly authorized to access the system by the U.S. Department of Education. Usage may be monitored, recorded, and/or subject to audit. For security purposes and in order to ensure that the system remains available to all expressly authorized users, the U.S.

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These reports summarize OCR’s policy and enforcement activities for the applicable fiscal years.