School Safety Plan

"Safe schools are orderly and purposeful places where students and staff are free to learn and teach without the threat of physical violence and psychological harm. They are characterized by sensitivity and respect for all individuals (including those of other cultural and ethnic backgrounds), an environment of nonviolence, clear behavioral expectations, disciplinary policies that are consistently and fairly administered, students; affiliation and bonding to the school support and recognition for positive behavior, and a sense of community on the school campus. Safe schools also are characterized by proactive security procedures, established emergency response plans, timely maintenance, cleanliness, and a nice appearance of the campus and classrooms."
Taken from "Safe Schools: A Planing Guide for Action"
California State Department of Education

School Beliefs:
• Promoting positive student self-concept, self-control, respect for others, and personal responsibility is a high priority at our school.
• Student intellect, abilities, and social skills must be developed to their fullest.
• The our school social and academic environment will be safe and orderly.
• Students, parents, and staff have the right to expect the best of each other.
• Recognition of student achievement and progress is an integral part of our school program.
• Staff members recognize the importance of providing guidance and exploratory experiences appropriate to our students' developmental level.
• Staff members recognize and value the importance of involving parents in school programs.
• Effective communication between parents and school staff must be developed and maintained.
• The education of our school students is best accomplished when parents, school staff, community, business and public agencies work together in a constructive and positive partnership.
• Staff members recognize the value of working as an interdisciplinary team, to promote cross-curricular learning.

What makes our school an outstanding school?
• We are a proactive school dealing with the issues and concerns today's students face.
• We provide a caring environment for students.
• Teachers have high expectations and believe that all of their students can and will succeed.
• Instructional practices focus on basic skills and academic achievement.
• We have developed a highly successful study skills support program for all students. (i.e. Homework Improvement Class and Math Lab)
• Students with special needs are integrated into regular classes promoting an understanding and acceptance of persons with physical handicaps.
• There is frequent public recognition of student achievement.
• There is strong instructional leadership.
• Parent education is provided and parent involvement in the school program is consistently encouraged.

• School goals are developed by staff and communicated to students and parents.
• The school program is evaluated regularly.
• There is opportunity for staff development.
• Student progress is reviewed frequently.
• Cultural diversity is recognized and celebrated.
• Considerable effort is directed toward implementing recommended middle school program reforms.
• Staff teaming provides deeper and broader learning by students. Students are engaged in learning by a wide variety of hands-on experiences across the curriculum.

Table of Contents

Page

I. An assessment of the current status of school crime 7

II. Strategies and programs:

A. Child Abuse reporting procedures 7

B. Disaster procedures, routines and emergency 8-20

C. Policies regarding actions which would lead to suspension and/or expulsion 21

D. Procedures to notify teachers of dangerous pupils 22

E. Sexual harassment policy 22-23

F. School-wide dress code 24

G. Procedures for safe ingress and egress of pupils 25-26

H. Rules and procedures on school discipline 27-37

I. Other safe school strategies and programs 38-46
a. Instructional Leadership
b. Video Policy
c. Anti Bullying Policy and Report Form
d. Handling Challenged Materials
e. Classroom Visitors Procedures

III. Action plan (optional) 47

Student management is conducted in a manner consisted with federal law, the Education Code of California, governing board policies, and district administrative rules. With regard to student discipline, school staff also adhere to the procedures set forth in the District Student Conduct and Discipline Handbook.

I. An Assessment of the Current Status
of School Crime

• Our suspension rate has declined in the last three years as we have created alternative consequences for misbehavior and as we have successfully established effective programs to help students solve conflicts and learn to avoid problems. We are using alternate methods of discipline, when appropriate; including a "time-out" room, "in-house" suspension, Saturday School, and community service.

• Students at our school feel comfortable coming to an adult to help them settle problems. We use the Life Skills program to teach a common vocabulary and problem solving skills. We emphasize a different Life Skill each day in our morning bulletin. We read from the Words of Wisdom program each week over our intercom system. Administrators visit individual classes and discuss school expectations, rules and school values.

• Any student fighting or having difficulty getting along with others are referred to Jim Hernandez for anger management. Students exhibiting on-going problems are seen by the New Connections counselors, BWA counselors, our school psychologist or our school psychologist intern.

II. Strategies and Programs:

A. Child Abuse Reporting Procedures:
All school staff actively monitor the safety and welfare of all students. Staff understand their responsibility as child care custodians and immediately report all cases of known and suspected child abuse.

To assure that school staff have adequate training, newly hired teachers sign a statement indicating their completion of child abuse training as part of their certification requirement; school administrators, teachers, classroom assistants, and other classified school employees participate in periodic training in child abuse identification and reporting procedures. Written descriptions of reporting requirements and disclosure of employee confidentiality rights ar also provided as part of training.

When a case of child abuse becomes apparent or is suspected, discussion is conducted with the employee having the knowledge of the abuse and a school administrator. Plans are developed at this time to verbally report the abuse to the police department or to Child Protective Services in a timely manner and to complete a written "Suspected Child Abuse Report" within the required three days. Plans are also completed to assure ongoing monitoring of the student. School staff work closely with police and Child Protective Services with follow up actions as needed.

Considerable effort is made to maintain the confidentiality of the student and employee in all cases of child abuse reporting. Copies of all written reports are maintained in the school office and in the district Student Services Department.

References: District Student Conduct and Discipline Handbook, "Child Abuse and Neglect."
District Policy 5144.4

B. Disaster Procedures, Routine and Emergency.

Emergency Procedures
Master Plan

I. Statement of General Responsibility
All staff members are directly responsible for the protection of students and school assets. Administrators and teachers must ensure that appropriate steps are taken during emergencies.

Emergency guidelines are described in:

1. The District Emergency Preparedness Manual
2. The our school Disaster Plan

In an emergency, staff members are expected to:

1. Ensure that students are properly notified when an emergency occurs.

2. Take appropriate action with students as directed or as conditions require.

3. Initiate first aid, rescue, equipment shutdown, or damage control as needed.

4. Account for all students. Notify the principal of missing persons, or of any employees or students who require medical assistance.

5. Maintain a readily available list of students.

Public employee responsibilities as disaster workers: Government code 3100: Declaration: Public employees as disaster service workers.
"All public workers are hereby declared to be disaster service workers subject to such disaster services activities as may be assigned to them by their supervisors or by law."

Priority Release:
Staff with special home conditions, such as infant children or invalid relatives, are invited to submit a written petition for "first opportunity" release after the crisis stages of an emergency. The administrator in charge will exercise this release at the earliest opportunity.

Code Blue

Should a situation occur where it is unsafe for any person to be outside the classroom these steps will be taken:
There will be an intercom alert stating "CODE BLUE IN EFFECT."
Staff and students will go directly inside classrooms.
Shut windows.
Close curtains.
Close doors.
Quietly wait inside until situation is resolved and intercom announcement states "CODE BLUE OVER."

II. Basic Emergency Actions
1. Standby
Tell students in your area to stand by for further information.
2. Evacuate Building/Grounds
If evacuation of the buildings is necessary, everyone must immediately move in an orderly manner from inside the buildings to outside staging areas. Teachers and other staff members without class assignments are to report to the Principal. If evacuation of the school grounds is required, staff members and students will proceed in class groups to a nearby staging area (park, school, etc.) as determined by the principal. Follow disaster procedures if necessary.
3. To Shelter
All persons outside are directed to move inside. Staff members instruct students to assemble in the interior of buildings and away from windows. Follow disaster procedures if necessary.
4. Take Cover
Drop to the floor, take protective position under desks or furniture with backs to windows and hands covering head and face. If outside, move away from buildings and trees and take protective position. Follow disaster procedures if necessary.
5. Convert Building
Prepare building for conversion into a mass-care center.
6. Re-Entry
When all-clear signal is given, students and staff should re-enter buildings in an orderly manner.

III. Emergency Procedures
The District Emergency preparedness Manual lists specific steps for these events:

Fire
Chemical Accident/Explosion/Fallen Aircraft
Riot/Civil Disorder/Threatening Individuals
Bomb Threat
Earthquake
Tornado/Severe Windstorm
Vicious/Suspected Rabid Animals

All staff should review and be familiar with the procedures in this document. Site specific plans related to a major disaster are outlined in the next part of this plan.

C. Crisis Response Team
Members: Principal
Vice Principal
Student Services Administrator
School Psychologist
School Nurse
Office Manager
The Crisis Response Team has been trained to respond to a crisis at school where students might be in need of counseling due to a death or other devastating event. Each member of the team has materials to deal with a crisis.

In the event of a crisis the Action Plan will be used.

School _____our school Middle____________________

ACTION PLAN

CRISIS
WHO will do
WHAT
WHEN
HOW

Assault:

? staff

? student
Office Manager
Notify CRT

Determine need and space
As necessary

By phone and intercom

Suicide:

? staff

? student
Office Manager
Notify CRT

Determine need and space
As necessary
By phone and intercom

Death:

? staff

? student
Office Manager
Notify CRT

Determine need and space
As necessary
By phone and intercom

Devastating Accident:

? staff

? student
Office Manager
Notify CRT

Determine need and space
As necessary
By phone and intercom

Earthquake/ Natural Disaster:

? staff

? student
Principal
Determine evacuation or lock down
ASAP
Communicate over intercom if possible.

our school Disaster Plan

This plan focuses on earthquakes due to likelihood of a major disaster in this area being caused by an earthquake. Procedures following some other disastrous event will be very similar to procedures outlined here.

Because earthquakes strike without warning, life-protecting actions must be taken immediately at the first indication of ground shaking. There will be no time to think through what must be done. Therefore, of all earthquake preparedness measures, earthquake drills are the most important. Building evacuations will be conducted monthly and duck and cover drills will be conducted each semester. Their purpose is to help students and staff learn how to react immediately and appropriately.

The essential components of earthquake drills are classroom discussions, demonstrations, and exercises designed to help students learn and practice where to seek shelter and how to protect their heads and bodies from falling objects (debris from ceilings, light fixtures, shattered glass, etc.)

Effective earthquake drills simulate:

1. Actions to be taken during an actual earthquake.
2. Actions to be taken immediately after the ground shaking stops.

Building evacuation following an earthquake is imperative due to the potential danger of fires and explosions, or gas leaks.

Inservice
School staff members will receive annual inservice in preparing for implementing this disaster plan. Students will be involved in classroom activities as described above and will participate in a disaster preparedness assembly as sixth-graders. Parents will be invited to attend evening meetings dealing with earthquake preparedness and the school's response to such a disaster. The school administration will conduct the inservice with staff and student and the school Site Council shall provide the parent training.

Earthquake Action Plan

Inside or outside, when a major earthquake occurs:

TAKE ACTION AT THE FIRST INDICATION OF GROUND SHAKING!

If inside, stay inside during ground shaking.

In classrooms or offices, move away from windows, shelves, and heavy objects and furniture that may fall. Take cover under a table, desk, or counter.

If a "shelter" is not available, move to an inside wall or corner, turn away from windows, kneel alongside wall, bend head close to knees or head with elbows, and clasp hands firmly behind neck.

If notebooks or jackets are handy, hold these overhead for added protection from flying glass and ceiling debris. Remain in sheltered position for at least 60 seconds.

The duration of ground shaking depends on a number of factors, including the severity of the earthquake. Advise students to anticipate shorter or longer episodes of ground shaking during actual earthquakes and aftershocks.

If outside, follow the directions of the nearest adult. Avoid power lines, buildings and trees.

In halls, stairways, or other areas where no cover is available, follow the above advice.

In library, immediately move away from windows and bookshelves and take appropriate cover.

In the science lab or shops, all burners should be extinguished (if possible) before taking cover. Stay clear of hazardous chemicals that may spill.

Earthquake Hazards Commonly Found in School Buildings

Glass that shatters or flies around.
Objects stored above head level on shelves, walls, and ceilings (i.e. unused projectors, books, science equipment, boxes).
Objects that block movement to safe places (books on floors, tipped desks).
Cabinets without latches.
Objects stored on wheels.
Open shelving without a lip or restraining wire.
Free-standing cabinets.
Blocked exits.
Objects in hallways that block movement (glass, tables, locker contents).

Earthquake Action Plan

Settling down after the first shock

1. After the first shock, teachers will evacuate classrooms, being alert to the possibility of aftershocks.

2. When leaving the classroom, teachers should make every effort to take with them the roll book and emergency supplies in the backpack. Announce that no student is to return to a room unless directed.

3. When possible, avoid walking under the roof overhangs.

4. Students in wheel chairs should be assigned a "buddy" in each classroom. The buddy is to provide assistance as needed.

5. Leave the classroom door unlocked and place a chair outside the door to indicate that the classroom is empty.

6. Classes are to walk with their teacher out to the blacktop and then are to line up with their first period teacher. Students are to be instructed to always meet their first period class on the blacktop, regardless of the time of the day. Teachers without a first period class will be assigned to assist another class or another task.

7. Once the students are lined up with their first period class they are to sit down, weather permitting. Teachers are to take roll. They are to write the names of any missing student on a yellow post-it. A runner will collect the post-its and take them to the command center.

8. Teachers are to remain with their class until reentry to the buildings has been approved, or they have been picked up by parents or other authorized persons.

9. Schools will remain open indefinitely until every child has been released to parents or to an authorized person.

Personnel Responsibilities
During an Extended Period After an Earthquake

A. The Principal shall:

1. Appoint guards to see that no unauthorized person goes back into the buildings until they have been declared safe.

2. Post traffic control at gates to keep parking lot free for emergency vehicles.

3. Assess total school situation and check with superintendent.

4. Announce location of disaster and first-aid centers; call on principal's designee(s) to operate the first-aid center.

5. Direct the recovery of all disaster related and medical supplies, equipment, and information listings from the first-aid supply stations.

6. Oversee conservation and distribution of water.

7. See that parents and guardians are notified as soon as possible of any serious injury to students; if necessary, send injured children to emergency centers designated by the city.

8. Release students according to the superintendent's directive. Coordinate with Westwood Elementary so that siblings may be dismissed together.

9. Release teachers at the Principal's discretion.

B. The teachers shall:

1. Remain with their class group, or report to their assigned task if they do not have a class group.

2. Teachers are in charge of all first aid for the students in their class group until an emergency first-aid station has been established. Students with major injuries are to remain in the classroom supervised by one teacher from a buddy group; students with minor injuries are to be cared for after evacuation. Teachers or a designated student are to place a chair outside of their classroom to indicate that everyone has evacuated safely. No chair signals injured people remain in the room.

3. When evacuating the classroom, take emergency backpack and, if possible, the roll book.

4. Check with buddy classes when evacuating. If there are seriously injured persons who cannot be moved, assign one teacher to remain. Other teachers evacuate the rest of the students.

5. Take roll. Send notice to disaster center immediately of any student who is not with the class group, noting possible whereabouts, i.e., library, absent from school, etc. Take roll periodically throughout the emergency period.

6. Note on class roster in emergency kit the name of anyone who for any reason leaves the class group: to go to first-aid center, disaster center, home, home of authorized person.

A. Teachers are asked to be specific in noting the names and addresses of those to whom students are released if other than parents.
B. Note on records time student was released.
C. Record any unusual behavior or any first aid given. (Include all aid, even minor problems.)
7. If the student is released to anyone other than a parent or authorized person, i.e., to first-aid center, write the student's name on the student in permanent ink. (The student may go into shock or become unconscious later and not be able to give name. If student is sent to a medical center away from school, identification is even more important.)

8. Be aware that there are many members of the community who are expected to assist those at schools: search and rescue volunteers, persons with special skills or equipment, those who have stored supplies, and volunteers to help teachers.

9. Encourage students to talk about their experiences and feelings. Talking is the best way for a fearful child to give expression to concerns. Maintaining verbal contact with student will not only provide reassurance, but will allow the anxious child the means to vent apprehensions. Talking it out is absolutely essential in psychological adjustment to the disaster.

10. As the time period extends, remind students that they are in perhaps the safest place possible under disaster conditions. Fill in time with games, songs, stories, exercise, and rest periods.

C. The secretarial staff shall:

1. Under the direction of the principal, provide for the preservation of essential school records.

2. Monitor radio emergency broadcasts.

3. Direct volunteers to locations where needed.

D. The custodial staff shall:

1. Check water, gas, and electricity; if so directed by the principal, turn off utilities and intake valve on water heaters.

2. Assist in any fire-fighting or recovery activities.

3. Help set up emergency sanitation facilities if needed.

Throughout this plan, all key persons have been designated by role. It is assumed that each of these persons will have one or two people trained to carry out their responsibilities in their stead if necessary.

Organization During a Major Emergency

COMMAND CENTER

A Command Center will begin to operate immediately after a disaster. This is where record-keeping, communications, and major decision-making will take place. The person in charge will be there.

Primary location
School office

Alternate locations
1. Room G-1 4. Mini Gym
2. Room A-5 5. Room M-1
3. Room D-6 6. Pod

Communications: Communications are a major responsibility of the command center. If electricity is available, communications will be handled by runner and by using the school public address system. If electricity is not available, communications will be conducted by runner, use of walkie-talkies, and bullhorns. In the absence of electricity, communication with district officials will be conducted via a runner/cyclist. Such communications will be done in coordination with Westwood and Concord High School.

CHAIN OF COMMAND

1. Principal
2. Vice Principal
3. Student Services Administrator

FIRST-AID CENTER

A temporary first-aid center shall be established in the Mini-Gym.

MORGUE

Should the need arise for a morgue, the wood shop room, S-1, shall be so designated.

RELEASE OF STUDENTS

In the event of a major disaster requiring the housing of students for an extended period, students shall be held at school and only released to a parent, or a person authorized in writing by the parent. Exception to this may be made by the principal or a designee.

Disaster emergency cards shall be made available to parents at the beginning of the school year and kept in a backpack in the student's first period class.

EMERGENCY SUPPLIES

Containers of emergency supplies are located in the following rooms:

Teacher's Lounge
Library
G-2
C-10
F-3
Pod
Music Room

Supplies are in large plastic trash cans labeled "Earthquake Supplies." Water is stored in a cabinet near the emergency can. The PFC has agreed to provide fresh water yearly by calling Alhambra every December.

Special Assignments During a
Major Emergency

COMMAND CENTER

Included in the decision-making and coordination duties of the command center is the assignment of personnel, coordination of special services, assessment of injuries, damage to buildings, condition of supplies, identification and correction of hazardous conditions, the establishment of a search and rescue team, establishment of housing and food services, maintaining communications with local agencies and school district officials, and the provision for sanitation needs. The principal shall be responsible for establishing and directing the operations of the command center.

VICE PRINCIPAL

Establish the communications center. Assist in coordination of command center.

STUDENT SERVICES ADMINISTRATOR

Establish and coordinate activities at the first-aid center.

BUILDING COORDINATORS

One teacher in each wing shall be designated as building coordinator. He/she shall be responsible to collect and communicate teacher reports on first aid, attendance, structural conditions.

CUSTODIAN

Shut off utilities and survey facilities for damage. Assist the principal in establishing building security.

EARTHQUAKE EMERGENCY SUPPLY CHECK LIST

FIRST-AID KIT Staff Lounge
Library
G-2
C-10

F-3
Pod Music Room

1. First-aid manual
2. Hemostats
3. Scissors
4. Burn sheets
5. Triangular bandages
6. Stretch gauze bandages
7. Band aids
8. Sanitary napkins
9. Instant ice packs
10. Latex gloves
11. First-aid tape
12. Tweezers
13. 8 X 10 multi dressings
14. 5 X 9 multi dressings
15. 4 X 4 multi dressings
16. 3 X 3 multi dressings
17. antibacterial hand wash

TOOL KIT Staff Lounge
Library
G-2
C-10

F-3
Pod Music Room

1. work gloves
2. flashlights
3. duct tape
4. rope
5. spray paint
6. pliers
7. needle nose pliers
8. hammer
9. nails
10. crowbar
11. tarps
12. radio
13. batteries (AA & D)

MICELLANEOUS Staff Lounge
Library
G-2
C-10

F-3
Pod Music Room

1. paper towels
2. toilet paper
3. cups
4. bed sheets
5. space blankets
6. sterile top sheet
7. sterile pillow cover
8. clipboard/paper & pen
9. water packets
Notes:

Front

our school Disaster Emergency Card

Student’s Name _________________________________________________________________________________________

Address _______________________________________________________________________________________________
Street City

Home phone# ___________________________________ Birth date ____________________ Grade ______ M ____ F ____

Siblings ________________________ School ___________________ Siblings ________________________ School ___________________

Siblings ________________________ School ___________________ Siblings ________________________ School ___________________

PERSONS TO WHOM MY CHILD IS AUTHORIZED TO BE RELEASED*

1. ___________________________________________________________________ Phone # __________________________

2. ___________________________________________________________________ Phone # __________________________

3. ___________________________________________________________________ Phone # __________________________

Out-of-state contact ___________________________________________________ Phone # __________________________

*Other responsible persons may be designated by school personnel.

Signed ______________________________________________________________ Date _____________________________
Parent/Guardian

Picked up by _________________________________________ Date _____________________ Time __________ a.m./p.m.

WORDFILE\SAFETY\PLAN 2001 Complete other side

Back
our school Disaster Emergency Card

DESCRIBE ANY PHYSICAL, MEDICAL, OR EMOTIONAL CONDITIONS, INCLUDING ALLERGIES TO FOOD OR MEDICATION, THAT SHOULD BE CONSIDERED FOR YOUR CHILD IN AN EMERGENCY:

Personal Physician

Address

Phone number

Hospital Insurance Policy #

WORDFILE\SAFETY\PLAN 2001

Fire Drill and Building Evacuation Plan

C. Policies Regarding Actions Which Would
Lead to Suspension and/or Expulsion.
In adherence to district policy 5141.1(a), "It is the policy of the governing board to allow suspension or recommend expulsion only when other means of correction fail to bring about proper conduct. However, a pupil may be suspended for any of the reasons enumerated in Policy 5131.1.2(a) and (b) upon a first offense, if the principal of the school at which the pupil attends determines that the pupil violated Subdivision 1, points A, B, C, D, or Policy 5131.1.3(a) or (b) or that the pupil's presence causes a danger to persons or property or threatens to disrupt the instructional process."

Prior to suspending a student, a school conference is held with the student and an administrator to discuss the student's offense except in cases when the student is not available. Parents are notified of the offense and the suspension in a timely manner after the decision is made to suspend the student. If necessary, a principal's conference may be scheduled before the end of the suspension period to discuss terms of returning to school with a behavior contract or to consider further disciplinary action, including an administrative transfer to another school or recommending expulsion. If an administrative transfer is determined appropriate, the student and parent will be notified in a timely manner verbally and in writing by the school principal. Following such a decision, a district Student Services Administrator will contact the parent to discuss the student's placement while waiting for the case to be acted on at the district level.

Offenses that result in mandatory suspension and referral for expulsion with the principal having the ability to make an exception if appropriate include:
1. Caused serious physical injury to another person, except in self-defense.
2. Possessed any knife, explosive, or other dangerous object of no reasonable use to the student.
3. Unlawful possession of any controlled substance listed in Chapter 2 (Section 11053) of Division 10 of the Health and Safety Code except for the first offense for the sale of not more than one avoirdupois ounce of marijuana. other than concentrated cannabis.
4. Robbery or extortion.
5. Assault or battery, as defined by Sections 240 and 242 of the Penal Code on any school employee.

Offenses that result in mandatory suspension and referral for expulsion with the principal having no ability to make an exception include:
1. Possession/selling/furnishing a firearm at school or at a school activity.
2. Brandishing a knife at another person.
3. Unlawfully selling a controlled substance listed in Chapter 2 (Section 11053) of Division 10 of the Health and Safety Code.
4. Committing/attempting to commit a sexual assault/battery as defined in E.C. 48900(n).

The governing board authorizes school officials to inspect school property and search students, student lockers, desks, and/or personal property. School administrators must have reasonable suspicion, based on objective facts, that a student is violating or has violated a school rule, regulation, or statute. The scope of the search must be reasonably related to the objective of the search and not excessively intrusive in light of the age and sex of the student and the nature of the infraction. Procedures used in conducting searches will follow those set forth in district policy 5145.1.2. Frequently, police officers assist school officials in conducting searches.

References District Student Conduct and Discipline Handbook:
"Suspension"
"Expulsion"
"Other Means of Correction"
"Search and Seizure"
District Policy 5131.1.2 and 5131.1.3, 5145.1.2

D. Procedures to Notify Teachers of Dangerous Pupils.
Each September and February, all teachers are provided with a list of enrolled students who have one or more suspensions of a serious or violent nature. This list includes student suspensions for the current year plus the previous three years. The following procedure is used in notifying teachers of the suspension history:

1. Suspension lists are provided to each teacher using a routing sheet. All teachers sign the routing slip indicating their review of the data.
2. Teachers are advised about the confidential nature of the data.
3. All routing sheets and suspension reports are to be returned and filed in the school office.

To notify teachers of suspensions as they occur during the school year, the following process is used: Teachers are provided with a copy of the student suspension form. Teachers are advised about the confidential nature of the data.

When students are administratively transferred from one school to another for disciplinary reasons, teachers (to whom the student is assigned) at the new school are notified by the school administration and provided with written information about reasons for the student's transfer and a copy of the student's behavior contract. Copies of the written notice are maintained in the school office.

When the district receives information from the juvenile court system that a student has been convicted of the serious or violent crime requiring teacher notification, the principal and the teachers are provided with written notice from the district Student Services Department. Copies of this notice are maintained in the school office and the district Student Services' Office.

References District Student Conduct and Discipline Handbook:
"Assault and/or Battery on an Employee-Employee Protection"
"Notification to Certificated Staff"
"Administrative Intra district Transfer"
District Policy 4148,4248,4348

E. Sexual Harassment Policy:
Sexual harassment of any student or employee by another person is prohibited. District Policy 4118.1.5. and 5145.7 prohibits sexual harassment of employees and students. School rules prohibit sexual harassment.

Students are directed to immediately report incidents of sexual harassment to an administrator or teacher. All reports are thoroughly investigated in a timely manner. A school administrator will determine an appropriate course of action for each complaint. Actions may include the following:
A. Student counseling and education, when appropriate
B. Parent notification, when appropriate
C. A report to the police or Child Protective Services as appropriate or required by law.
D. Student disciplinary actions may include suspension, placing on a behavior contract, other appropriate means of corrections, or a recommendation for expulsion.

District policy related to sexual harassment of students requires the following:
A. Posting of the district's sexual harassment policy in a prominent location near each principal's office.
B. Notifying the staff, students, and parents of the sexual harassment policy at the beginning of each school year or at the time of enrollment.
C. Including notification of the sexual harassment policy as part of any orientation materials or programs for new students at the beginning of the year or with new students when they enroll.
D. Including the sexual harassment policy in school and district publications.
E. Taking appropriate administrative actions to reinforce the district by providing staff inservice and student instruction and/or counseling.
F. Directing that teacher-led discussion be conducted on this policy with students in "age appropriate ways" and assuring students in that discussion that they need not endure any form of sexual harassment.

Students and/or their parents, can use the District's Uniform Complaint Procedure (District Policy 1312.1) to file a formal complaint of sexual harassment. Our sexual harassment policy is publicly posted and informs students and parents of their right to use this process. The notice states: "Any student who believes he or she has been subjected to sexual harassment prohibited by Board Policy 5145.7 should immediately report incidents of sexual harassment to the principal or other school administrator. Any student who feels that he or she is being harassed may file a written complaint in accordance with the procedures set forth in the Uniform Complaint Procedures described in Board of Education Policy 1312.1. Each complaint of sexual harassment shall be promptly investigated in a way that respects the privacy of all parties concerned."

References: District Student Conduct and Discipline Handbook, "Nondiscrimination/Harassment."
District Policy 4118.1.5 and 5145.7

F. School-Wide Dress Code.
Students, staff, volunteers and visitors are the Our School Safety community. This Dress Code is for and by the Community. It must be evaluated each year through cooperative planning so that community standards are kept current. This code, with current community standards, must be clearly posted (revised 4/2001).

As a member of the EDMS community, each person will show respect for themselves and others safety by not wearing clothing that have offensive, distracting, disrespectful, or unsafe symbols or written messages.

As a member of the EDMS community, each person will take responsibility for applying the Dress Code consistently.

As a member of the EDMS community, each person has the right and responsibility to make a polite request that the Dress Code be honored. If it is not honored, a student may be cited with a violation and may call home to get appropriate clothing, wear a P. E. uniform, or wear clothing provided by the office.
School is your place of business.
Dress for Success
COMMUNITY STANDARDS

1. Students may not wear clothing or have personal belongs with messages and/or symbols that are disrespectful (rude, slur, put down), offensive (unpleasant, attacking, disgusting, hostile) and/or distracting (attracting attention that interferes with learning and teaching), such as:
A. Offensive ethnic remarks
B. Violence/death
C. Drugs, including alcohol and tobacco
D. Sexual slurs
E. Harassment
F. Suicide
G. Put downs

2. Clothing that shows parts of the body inappropriately is not allowed. Examples of appropriate clothing:
A. Tank tops must have modest necklines and armholes.
B. Shorts, skirts, shorts, and dresses must be mid thigh in length and/or modest when sitting, standing, or bending over.
C. See-through shirts may be worn over appropriate tops.
D. Shirts must cover the waistband. No crop tops.
Examples of inappropriate clothing:
A. Underwear showing, including bra straps or boxer shorts.
B. Very tight clothing.
C. Shirts with low cut arm holes.
3. Perfumes/colognes may only be worn with consideration of others.

4. Students may not wear clothing or accessories that are unsafe:
A. Any colors used by a group as a uniform that can be identified with an unsafe message or activity.
B. Articles of clothing or jewelry identifying the individual with an unsafe activity or group.
C. Jewelry that could be used for violence.
D. Chains must be on wallets only, 12-14 inches in length, including the wallet. Chains must be kept in pockets.
E. Head coverings, such as hats, scarves, bandanas, etc., are not allowed. Students may wear sweatshirts or jackets with hoods on cold or rainy days. Hoods must be removed when entering a classroom or any school building.
F. Regulation P.E. head coverings, any plain white hat, may be worn during outside activity time, as protection from the sun.
G. Sagging pants are not appropriate.

We respectfully request that adults visiting and volunteering on campus or at school events model our dress code guidelines.

G. Procedures for Safe Ingress and Egress of Pupils.

DROP OFF OR PICK UP BY PRIVATE CAR: Private vehicles are to use the Westwood Loop or the Mendocino Gate. Do not use the bus loop directly in front of the school. (It is for the handicapped busses only.) Both locations can be crowded. Give yourself plenty of time. Remember school begins at 8:09 a.m. everyday. School ends at 2:45 p.m. (Monday, Tuesday, Thursday, Friday), 2:00 p.m. on Wednesday.
1. Do not drive into the Staff Parking Lot, unless you plan to park in the visitors stalls.
2. Visitor parking is limited to the spaces along the fence facing West St. All other spaces are assigned to staff members.
3. Be careful not to park and/or drop off students along West Street in the red zones.

STUDENTS WALKING OR BIKING:
1. Use the West Street sidewalk to go to and from the school. Walk through the “OUR PROUD” front gate. Do NOT go through the Staff Parking Lot or down the alley between Westwood Elementary and our school.
2. Walk on the sidewalk and use the marked crosswalks in front of the school and along Mendocino. “Jay Walking” is illegal. You can get a ticket!
3. Stop riding bicycles when you get to the campus.
4. Bikes must be stored in the bike cage. They must be locked. They must be registered with our school and a sticker will be issued.
5. Skateboards, roller blades, and scooters are not allowed at our school.
6. The school is not responsible for lost, stolen or broken items. If it is very valuable or very important to you, please do not bring it to school.
7. The bike cage is locked when school begins and unlocked at the end of the day.

Staff are assigned to supervise 15 minutes before and after school at the designated exits and entrances and the hallways, blacktop, and field areas.

STAFF DUTY STATIONS AND STUDENT BEHAVIORAL EXPECTATIONS

Morning Duty: 7:54-8:09 a.m.
Afternoon Duty (Mon., Tues., Thurs., Fri.): 2:45-3:00 p.m. (Wednesday): 2:00-2:15 p.m.

Main Parking Lot
? Walkers must use side or bike lanes and not cut through the parking lot.
? Bikes must be walked in the yellow bike lane to/from the sidewalk.
? Bikes may not be ridden in the main parking lot or in the parking lot between
our school and Westwood.
? Watch for non-our school students and alert administration/office.
? Confiscate bikes and/or report names of students misusing them.

Flagpole Area in Front of School
? Smoking (even by high school students) is not permitted on our grounds (including sidewalk). High school students are not allowed on campus.
? "Horseplay" is not allowed.
? Once they arrive in the morning, students are not allowed to leave campus.
? Move students onto campus. Do not allow them to "hang out" in front of the school.
? Once they leave in the afternoon, students should be discouraged from returning.
? Confiscate bikes and/or report names of students misusing them.
? Watch for non-our school students and alert administration/office.

Main and Back Corridors
? No riding of bikes in halls.
? No running.
? Balls must be carried, not bounced, through the halls.
? P.M. duty teachers should begin "clearing" the halls of students about 2:50.
? Watch for non our school students and alert administration/office.
? Confiscate bikes and/or report names of students misusing them.

Bike Area
? No loitering inside bike cage.
? Only bike owners should be in cage; friends must wait outside.
? Walk bikes on the blacktop.
? Park and lock bike perpendicular (facing in) to the bike racks (due to limited space).
? Confiscate bikes and/or report names of students misusing them.

Blacktop near Pod
? Monitor area surrounding pod and (p.m.) clear the area of students by 2:50 (1:55 Wednesday.)
? Be alert for non our school students (middle/high school) and alert admin./office.
? No running or riding of bikes. No horseplay.
? Students must stay away from parked cars.

Blacktop near Gym
? Monitor field area near path to Mendocino and the area behind the gym.
? Report any potential problems to administration/office.
? Bikes must be walked on the blacktop.

*Bring confiscated bikes to the office and attach name of student to the item. They will be stored in the bookroom for parent pickup.

H. Rules and Procedures on School Discipline.

Philosophy of Discipline

• Behavior expectations and the consequences for not meeting expectations must be clearly communicated to all students and their parents (in writing as well as verbally).

• The severity of consequences for violating behavior expectations increases with each incident of inappropriate behavior.

• The consequences for violating behavior expectations should be severe enough to discourage students from making poor behavior decisions.

• Expectations and consequences should permit students an opportunity to eliminate inappropriate behavior.

Additionally, the school staff recognizes that the middle school years are a transition time from adolescence to young adulthood. As a part of this transition, the student is given greater opportunities to be responsible and demonstrate independence and good judgment. The structure of our behavior expectations (in the classroom as well as school wide) is meant to encourage students to be responsible. The first step in many instances of inappropriate behavior (those considered to be "minor") is a simple warning ("Your behavior is unacceptable. Please stop such behavior"). It is only when a student ignores such warnings and continues to choose to act irresponsibly (like a child rather than an emerging adult) that we involve parents and implement consequences.

Elements of a Good Discipline Program
1. The program is focused upon making the entire campus, especially the classroom, a safe, supportive and orderly environment for learning for students and staff.
2. Classroom authority is retained by the classroom teacher. (Administration's role is to support, not to replace.)
3. Rules and procedures are clearly understood by staff and students.
4. All staff members will acknowledge and take appropriate action on any minor or major infraction of the school rules.
5. Rules and procedures comply with State Law and District policies.
6. The program recognizes the responsibilities and the rights of students and staff.
7. Program is structured to keep students in class and engaged in the educational process.
8. Rules are enforced:
A. by all staff members at all times.
B. strictly, but not rigidly (beware of "automatics").
C. in substantial part by adult modeling.
D. using techniques that promote the growth of positive self-esteem.
E. as close to the source as is possible.
F. by keeping parents informed.
9. The discipline program is understood, endorsed, and supported by staff, parents, and students.

PRINCIPAL'S STATEMENT TO EDMS STAFF

Expectations in Developing & Maintaining
Discipline

As Principal of our school, I will expect
Each teacher to have a defined system of classroom management. A written description of this system, including representative examples of the progressive interventions you intend to employ, will be approved and filed by me. Whenever possible and appropriate, teachers are encouraged to use standards and systems that are consistent with other village/department members.

You can expect
Each administrator to assist and support you in every reasonable way in developing, implementing, and refining that system as needed.

I will expect
That when you refer a student for discipline:
1. The student has been made fully aware of classroom and school rules and knows what rules he/she has violated.
2. Teachers within a village will discuss any continuing behavior problems and schedule a team conference with the student and parents when appropriate.
3. That information will be provided on the referral regarding previous actions you have taken regarding this specific issue.
4. You have exhausted the interventions at your disposal (i.e., you have done everything you can do) and you have followed the guidelines established by the administration and staff on what constitutes an appropriate behavior referral.
5. The behavior was so serious or so blatant as to make immediate removal from the classroom necessary.
6. The written referral will be explicit in stating the offense(s).
7. You will send the student out of class with a referral only if his/her continued presence in the class would disrupt or prevent teaching and/or learning.
8. If necessary, the referral will be delivered to the office at a time convenient to the staff member so that the issue may be handled most efficiently, causing a minimum of lost class time.

You can expect
1. Each administrator to support your position in every reasonable way.
2. A response time on your referral of one, or at most, two days.
3. The availability of an administrator to discuss unresolved referrals after school on any given day.
4. That the administrator will exercise independent judgment regarding disposition of referrals.

I will expect
1. That each teacher will go to the doorway of his/her classroom after each class period as often as possible and assume control of student behavior in the corridor.
2. That each staff member will hold students accountable for their behavior on the school grounds at all times.

You can expect
1. Administrator support, investigation, and follow-through as indicated.
2. A response to referrals from incidents outside the classroom to be the same as to those within.

Barbara Weil
Principal

WHAT TO DO WHEN PROBLEMS APPEAR
Both behavioral and academic problems are present in some of our students. Teachers often ask for guidelines for dealing with these problems. Here they are:
1. Talk to the administrator assigned to your grade level.
2. Call parents at first sign of concern. Inform the parents of your observations, ask for their ideas, assistance, and support in serving the student. Keep a log of your calls.
3. If possible, talk privately to the student about your concerns.
4. Behavior concerns—look through students’ CUM file. Any official suspensions will be in file, also look for teacher comments on report cards. Look for patterns of behavior. We use In-House Suspension whenever possible, as it is preferable to having students at home unattended—and it saves the district money. Serious infractions (fighting, threats, etc.) do result in official suspension. Unresponsive students can be moved to other schools or expelled.
5. Referrals—please remember if you write a student referral, you are required to call the parents. You are writing the referral and can answer the parents’ questions firsthand. Administrators will also call parents, but we can only give secondhand information on the incident.
6. Academic Concerns—Again, look through student CUM. This will contain test scores, report cards, and a student history. You may want to ask the grade level administrator to schedule a Student Study Team (SST). This will involve a meeting with the student, parents, administrators, students’ teachers, and perhaps the psychologist.


VISION STATEMENT
Our School Safety creates an environment that supports the academic and social needs of the young adolescent. We accept the responsibility to prepare students to be successful in a global society with healthy curiosity and creativity. our school fosters a positive community that is conducive to lifelong learning, provides a safe environment, and encourages all members of this community to achieve their educational objectives.

THE Our School Safety
CODE OF CONDUCT

MISSION
our school’s Program is founded on the premise that each and every student is capable of being successful. We are committed to setting high expectations and assuring the development of a strong foundation in basic skills. EDMS’s program emphasizes communication and problem solving skills and encourages students to think independently, creatively, and critically in applying academics and social skills.

CODE
1. I will use my Life Skills every day. I will use common sense and learn to problem solve in a positive, responsible, and productive manner.

2. I will be polite and respectful of all students and adults. This means I will not call names, use profanity, intimidate, create a hostile environment, or hurt others.

3. I will come to school on time, with school supplies, gym clothes, a positive attitude, ready to learn, cooperate, and make every day a good day!

4. I will work hard to develop good work habits by using my Binder Reminder every day, complete my homework every day, and ask for help from teachers.

5. I will follow the our school Dress Code because it will keep me save and free of distractions, so I will learn and be successful.

6. I will only bring items to school that are necessary. This means I will not bring illegal items on campus (e.g. weapons, explosive devices, controlled substances, tobacco, matches, lighters); electronic items, laser pointers, or gum.

LIFE S.K.I.L.L.S.
(Student Knowledge in Learning Life Skills)

INTEGRITY:
To be honest, sincere and to conduct oneself according to a sense of what’s right and wrong.

INITIATIVE:
To do something because it needs to be done.

FLEXIBILITY:
The ability to change plans or course of action when necessary.

PERSERVERANCE:
To keep working until the job is done in spite of difficulties.

ORGANIZATION:
To plan, arrange and implement in an orderly way.

SENSE OF HUMOR:
To laugh and be playful without hurting others.

EFFORT:
To try your hardest.

COMMON SENSE:
To use good judgment.

PROBLEM SOLVING:
To seek solutions everyday as well as in difficult situations.

RESPONSIBILITY:
To be accountable for your actions.

PATIENCE:
To wait calmly for someone or something.

FRIENDSHIP:
To make and keep a friend through mutual trust and caring.

CURIOSITY:
To desire to learn or know about a full range of things.

COOPERATION:
To work together toward a common goal.

CARING:
To feel concern for others.

RESPECT:
To have consideration for others.

RESPONSIBILITIES OF THE
our school STAFF
Staff members will provide fair and reasonable treatment to students using due process as specified in the Education Code and District Board Policy.

RESPONSIBILITIES OF THE STUDENT
“All pupils shall comply with the regulations (obey school and classroom rules), pursue the required course of study (Do the assigned schoolwork and homework) and submit to the authority of the teachers of the school.” State of California Education Code Section 48908.

ZERO TOLERANCE POLICY
our school has a zero tolerance policy for weapons, drugs, and violence. Possession of weapons or drugs, or use of violence will result in arrest and expulsion proceedings. We have the right to search a student and belongings if there is a reasonable suspicion of illegal items on campus. If necessary, the police may be called to assist.

WHAT CAN I EARN IF I DO A GOOD JOB?
• Praise •Honor Roll
• Positive Phone Calls • Awards Night
• Good News Grams • Honor Assembly
• Gold Cards & Awards • Student of the Month
• Field Trips • Dances
• Straight A Awards • Pizza Parties
• Student Council Activities • 4.0 Club

Eighth graders can look forward to end of the year activities including:
• Swim & Picnic Day • Party & Dance
• Last Day Assembly • Awards Night
• Outstanding Student Awards

WHAT IF I FORGET TO FOLLOW
THE EDMS CODE?
our school staff uses progressive discipline. In a referral, the student case is reviewed in relation to its individual circumstances and the student’s history. A yellow copy of the referral will be sent home with the student for the parent’s signature. It is our intent that disciplinary actions be appropriate and reasonable. Disciplinary actions may include any of the following:
1. Counseling.
2. Contacting the parent by written note or telephone.
3. Assigning of a detention period. A work assignment may be offered and chosen by the student as an alternative.
4. In-house suspension – to be served at school.
5. Referring a student to the Student Success Team.
6. Loss of privilege.
7. Conducting a Principal’s Conference.
8. Time out room.
9. Formal Suspension – to be served at home.
10. Developing a behavior contract with the student and parents.
11. Initiating a school transfer.
12. Contacting outside agencies (e.g. police, child protective services).
13. Referring the student to the District Administrative Hearing Panel and/or School Attendance Review Board.

ANTI-BULLYING POLICY
It is the policy of the Mt. Diablo Unified School District to provide a safe and healthy environment for the entire school community and promote mutual respect, tolerance, and acceptance. We will not tolerate behavior that infringes on the safety of any student. A student shall not intimidate or harass another student through words or actions. Such behavior includes direct physical contact including hitting or shoving, verbal assaults, teasing or name-calling and social isolation or manipulation. This policy applies on school grounds, going to and from school and at school-sponsored activities. It extends to all members of the community, male, female, adults, and students.

WHAT TO DO IF I AM BULLIED?
1. It is best to tell someone. Tell a teacher or your parent or another student. You don’t have to face this on your own.
2. It also helps to ignore a bully. Don’t give them any attention and they may stop.
3. Remember, it is against the law to bully others.

You have a right NOT to be bullied. We will not tolerate bullies at Our School Safety. Tell your parent or an administrator if you are being bullied. You can complete a Bullying Report form and it will be investigated.

HUMAN RELATIONS STATEMENT
It is the policy at Our School Safety that each person will be regarded as having human dignity and worth. There is an appreciation for the diversity of all people. Everyone is responsible to show respect to adults, peers, and students at all times. We know that we succeed best in an environment of mutual trust, caring, and cooperation and will work toward creating that setting. We set high expectations for ourselves and others, accept responsibility for ourselves and others, accept responsibility for our actions and seek the best in everyone. It is our goal that all students, staff, and parents participate in school activities without experiencing prejudice, fear, harassment, intimidation, or bigotry. Parents and members of the community are welcomed at our school.

IN-HOUSE SUSPENSION PROGRAM

our school has a strong and effective “In-House” suspension program. This program keeps the students in school and learning rather than on the streets or at home watching T.V. or playing games.

Teachers volunteer to take students into their classes for the length of their suspension. Students are provided with lots of work from the office. Teachers are notified where the student is working. They may send assignments to the student.

References: District Student Conduct and Discipline Handbook, pages 101-4.
District Policy 4148, 4248, 4348.

Discipline at a Glance
The purpose of this guide is to help parents and students understand the types of behavior which may result in disciplinary actions. Disciplinary actions usually include one of the following actions depending on the severity of the disciplinary problem and/or the number of times the problem, or other problems, has occurred. A student might receive a warning, counseling, lunch detention administrative detention, Saturday School, suspension, or recommendation for expulsion.

CATEGORY ONE
(To be handled by classroom teacher and not normally subject to administrative referral.) CATEGORY TWO
(May be referred after teacher interventions have been exhausted. An attempt at teacher/parent phone contact is suggested.) CATEGORY THREE
(Recommend immediate written referral on first offense. Suspension may result. CATEGORY FOUR
(Requires immediate written referral and will result in recommendation for expulsion. Starred items may take principal’s exception.)

1. Horseplay in class/not keeping hands and feet to self
2. Excessive talking/talking without permission
3. Not doing class assignments.
4. Chewing gum
5. Wearing a hat
6. Not coming to class prepared
7. Tardy to class (3 tardies per quarter)
8. Out of seat without permission
9. Note passing
10. Failure to participate
11. Improper PE attire or failure to dress for PE
12. Littering
13. Put downs or disrespect for other students
14. Other
1. Use of profanity
2. Leaving class without permission
3. Throwing objects
4. Rude to adult on campus
5. Cheating
6. Generally disruptive conduct
7. Inappropriate dress
8. Lab safety violation
9. Attendance issues
10. Forgery
11. Possession of electronic devices
12. Riding bike, skateboards, or roller blades on school grounds
13. Public display of affection
14. Other

1. Profanity toward adult
2. Intimidation
3. Harassment
4. Stealing
5. Fighting
6. Open defiance/not following directions
7. Possession/use of fireworks/stink bombs
8. Gambling
9. Committing an obscene act
10. Racial/gender related incidents
11. Graffiti
12. Vandalism, attempted vandalism
13. Arson
14. Unacceptable use of electronic/Internet/on-line resource
15. Possession of lighter or matches
16. Damage to school property
17. Other
1. Sale of drugs or alcohol on campus
2. Possession/sale/furnishing a firearm
3. Brandishing a knife at a person
4. Committing or attempting sexual assault or battery
5. Possession/Use of tobacco/drug/alcohol
6. Robbery
7. Extortion
8. Possession of a weapon
9. Assault/battery upon a school employee
10. Caused serious injury
11. Other

PARENTS are expected to take an active role in supporting the academic, attendance, and discipline policies of the school and the individual teachers. Parents are encouraged to call the school periodically to inquire about their child’s progress. Parents are also asked to read the school newsletters and any other memos or bulletins sent home from the school. Valuable information regarding events, progress reports, and report cards are announced in these communications.

Procedure for Responding to Student Tardies

Definition:

A student is tardy if he/she is not inside the classroom before the bell begins to ring.

Procedure:

• Primary responsibility for the enforcement of punctuality of students rests with each teacher.
• Rules/procedures regarding tardies must be part of each teacher's classroom management plan.
• These rules/procedures are based on the standard definition of "tardiness" which is stated above.
• Teachers find greatest success with a clearly delineated progression of consequences for dealing with tardies. Such a progression is as follows:

Level 1 (1st tardy) Document tardy. Question student and give warning.

Level 2 (2nd tardy) Document tardy. Assign 15 minute detention and make parent contact.

Level 3 (3rd tardy) Document tardy. Write referral. Office will assign one hour after school detention or a Saturday School.

(Note: The above progression refers to the number of tardies within a quarter.)

Each teacher will be expected to have a system that responds effectively to tardies and informs parents in a timely manner. Teachers may use a more restrictive, alternative system, constrained only by reasonableness and legality. For example, currently, 7th grade teachers also assign Thursday School to tardy students. All alternative systems shall provide for documentation and parent contacts at a level no less frequent than described above. In all cases, the 3rd and all subsequent tardies during a quarter must result in referral.

Teachers are not to send students to the office on referral for tardiness.

The administrators will monitor punctuality and provide support and assistance as needed. They may also assign habitually tardy students to Saturday School.

Saturday School is held monthly from 8:00 a.m. until 12:20 p.m. It is assigned by an administrator to students who are tardy too often or truant.

Hall Passes
Students are not allowed in the halls during regular class times without permission. Students with permission to go from one location to another use their Binder Reminder HALL PASS page. Students temporarily removed from classrooms will be given "time out" passes from their teacher. Students may only go to the destination identified on the pass.

There is trust given to a student when a hall pass is issued. Student safety and vandalism are two concerns that arise when students misuse the privilege of getting a hall pass. When misuse occurs, a student may be denied hall passes. The following guidelines will be used in issuing and refusing hall passes to students.

1. Teachers are asked to review requests for passes and give only those that are deemed to be necessary. Students may need to be encouraged to make better use of their time between classes to take care of personal needs and to plan more effectively.
2. The office will maintain a "no pass" list. Students on this list will not be issued hall passes. Names will be listed in the Staff Section of the Daily Bulletin.

Reasons for being placed on the "no pass" list include:

1. Being out of class without permission from a staff member.
2. Being in a location on campus not reasonably in the path of travel to the destination identified on the pass.
3. Being out of class too often for personal reasons.
4. Involvement in inappropriate behavior while out of class on a pass.
5. Excessive tardiness.

Any staff member may recommend a student for placement on the list and shall discuss reasons with the vice principal. If a decision to place a student on the list is made, an administrator will meet with the student and discuss the reason(s) and identify what the student needs to do to get of the list. A timeline will also be identified with the student. Teachers of students placed on the no pass list will be notified of names and duration of restriction.

Lockers
Hall lockers are not available. Students should bring a sturdy bag to carry books and other items. Physical education lockers are available to students in the P. E. change rooms for storing personal items during the class period. Valuables are not to be stored in the lockers. Personal locks may be used on these lockers during a student’s P. E. period.

Parent Patrol
The Parent Patrol is our school’s very successful safety support system. Parent Patrol volunteers work with administration to ensure the campus is safe at all times. Parents patrol the halls, lunchroom, playground, and in front and back of the school. Parent Patrol assists in classrooms, the library, and the office. All parents are expected to volunteer one day per year.

Bicycles
Students bringing bikes to our school are required to:

1. Wear a helmet while riding the bike to and from school.
2. Walk the bicycle while on the our school campus and in front of Westwood Elementary. Bikes may not be ridden on the sidewalk surrounding either school.
3. Register the bicycle at our school and label it with an our school sticker and number.
4. Lock the bicycle in the bike rack.
5. Our School Safety is not responsible for any damage, theft, or loss to private property brought on campus.

Roller blades, scooters, and skateboards are not allowed at our school.

Dance Rules

The following rules are clearly communicated, frequently reviewed and strictly enforced. Parents are encouraged to discuss the rules with their youngsters.

1. Tickets must be pre-purchased according to the directions in the daily bulletin and are signed on the back in ink at the time of purchase. No tickets are sold at the door before or during the dance.

2. Tickets may not be sold or given away.

3. Only our school students may attend the school dances.

4. Students must be present at school for the entire day in order to be able to attend the dance that evening.

5. Students must maintain a minimum 2.0 GPA to be eligible to attend school dances.

6. The our school dress code and all school rules apply at dances (including no gum).

7. Doors open at 3:00 p.m. Doors close at 4:00 p.m. No one is admitted after that time unless accompanied by a parent.

8. Dances end at 5:00 p.m. Students should leave promptly.

9. The Valentine and 8th grade party dances tend to be somewhat dressy. Strapless dresses and tuxedos never are allowed. Neither is transportation by limousine.

10. No "freaking"/mosh pits or other inappropriate dancing is allowed.

11. Refreshments are sold by the Parent Faculty Club. No bills larger that $10.00 will be accepted. Liquid refreshment may not be brought to dances by students.

12. Parent volunteers and staff members serve as chaperons at all school dances.

13. Violation of these rules may be cause for parent contact, immediate removal from the dance, loss of the privilege of attending future dances and/or other consequences deemed appropriate by the administration of the school.

Truancy
The following forms of absences are classified as truancies:
1. Absences from school without the knowledge and consent of the parent or guardian.
2. Leaving the building during the school day without permission.
3. Staying out of class without permission.
4. Excessive tardiness will count as truancy.

Truancy results in an assignment to Saturday School. Students may be required to make up, in detention, each hour truant. Excessive truancy can result in placement in the Learning Opportunity Program and referral to the School Attendance Review Board.

Closed Campus
Once on campus, students are required to stay at school until dismissal time. Students may leave early only with a written request from a parent. Otherwise no one is permitted to leave campus. Each student must get an office permit to leave campus prior to the end of the school day.

Visitors on Campus
Parents are always welcome on campus as visitors and must check in at the office when coming to school. School-age visitors are generally refused permission to visit. All visitors are required to obtain a Visitor's Pass in the office.

Telephone Use
A public telephone is located near the office and may be used by students after school. Misuse of the public telephone can result in closure of the telephone to student use. All office phones are for school business and are not available for student use except in school related business or emergencies. Parents and guardians may leave messages for students by way of our student message boards. Students are reminded to check the message boards daily.

Textbook use by Students
Students are provided with textbooks needed for their work in school. At an average cost of $56 per textbook, it is very important that students take good care of them. We would like to urge students and parents to consider not only the cost to the family for lost books, but the inconvenience and lost time to students who have to wait to get replacements.

Books must be covered immediately and cared for during the year. Students/parents will be billed for lost and/or damaged books as needed during the school year or at the end of the year. With good planning, however, loss or damage can be avoided. Students are directed to neither lend nor borrow books.

Campus Maintenance and Supervision
our school is cleaned by the custodial staff on a scheduled basis. Because of the outstanding work done by the custodians and students, EDMS has consistently been rated as one of the cleanest district campuses. Regular safety inspections of facilities and grounds are conducted by school staff members.

As a matter of security, our school requires all visitors to check in at the school office. School staff are directed to question any visitor they don't recognize. Campus supervision is provided through staff assignments, employment of campus supervisors, and parent volunteers of the School Safety Committee. Supervision is regularly scheduled before and after school hours and during breaks and lunch periods.

I. Other strategies and program related to maintaining a safe and orderly environment conducive to learning at the school.

Instructional Leadership and Student Support Services

EDMS' staff has been recognized for its success in providing a caring and supportive environment for students. Overall staff competency and commitment are high. Members of our staff are actively involved in curriculum and program improvement at district and school site levels. our school has organized interdisciplinary teams of teachers and has an administrative team that provides a coordinated and comprehensive instructional program. Staff members also respond to non-academic needs of students. Several of EDMS' programs have been recognized as "Programs of Excellence." our school was recently awarded Distinguished School Status.

Our School Site Council works closely with school staff in coordinating the School improvement Program. There is also an ongoing effort to involve parents and students in school evaluation.

Students are successful at our school. Test scores place EDMS' program in the top 25% of California schools. Academic teams that compete with other schools do very well. Our staff provides students with a variety of opportunities to develop skills and special interests.

The following special programs and support services are offered to students:

• Academic Supplements in math and reading.
• Accelerated Math
• After-school recreational and other activities (RAP)
• After-school dances
• AVID (Advancement Via Individual Determination)
• California Junior Scholastic Federation
• Cafeteria Assistants
• Career Day
• Chorus and Instrumental Music
• 4.0 Club
• Community partnerships - Concord Alliance
• Computer Education
• Conflict Resolution
• DHP (Discipline Hearing Panel) monthly meetings.
• Drug and Alcohol Abuse Prevention through Your Educators and New Connections
• Drug & Alcohol Prevention Education
• Effective graffiti abatement
• Elective class opportunities
• Emphasis on community service
• English Language Learners classes
• Fair, firm, and consistent enforcement of school standards
• Saturday School and Detention after school and at lunchtime
• GIN (Gang Intervention Network)
• Gang Prevention Education
• Gifted and Talented Education
• High expectations for student behavior and achievement - see Discipline Procedures
• Homework Help in Student Center
• Individual help from school staff members
• Interdisciplinary Instructional Teams
• Interns from Chapman College
• Life Skills Instruction
• Math Lab
• Mentor Programs and other access to positive adult role models
• New Teacher's Support Group
• Ongoing assessment of school safety issues - Discipline and Safety Committee
• Parent Education/Parent Support Program
• Parent Patrol to assist campus supervision
• Probation Officer Program
• Promotion of Campus Safety Hot Line
• Psychological Assessment Services
• SART (School Attendance Review Team) monthly meetings
• School Newspaper, Literary Magazine, and Yearbook
• School Resource Officer Program
• Sixth, seventh, and eighth grade core classes
• Smoking Cessation Classes
• Social Skills Grant
• Special Educational Resource Specialists
• Special Educational Special Day Classes for Learning, Hearing,
and Orthopedically Handicapped students
• Staff development in violence reduction/prevention - BWA Training
• Staff, student, and parent involvement in school decision-making - Monthly Leadership Forum, Weekly Administrative Council
• Student Center
• Student Recognition Program(s)
• Study Skills and use of Binder Reminder Agenda for all students
• Student Study Teams
• Student Support Program(s)
• Support forum on-site Mentor teachers
• Sustained Silent Reading in core classes
• Teaching Assistants
• Truancy Prevention Program
• Varied field trip experiences
• Violence Prevention Education - Anger Management Classes
Youth Educators
• Zero Tolerance for Weapons and Drugs Program

Backpack Policy
Medical experts agree that a backpack should ideally weigh no more than 10% of the students’ body weight. Staff at our school are cognizant of this and encourage students to carry only what is necessary.

• Gym shirt and pants or shorts
• A lightweight binder, with paper, pens, pencils
• Calculator
• Recreational reading book
• Binder Reminder and additional notebooks, as required
• Lunch and/or snack

our school students do not need to carry textbooks. We have classroom sets. Students are issued a copy to take home. The books stay at home all year and do not need to be brought back and forth to school. Teachers are asked to be aware of the weight issue when they require students to bring class binders and notebooks.

We ask parents to consider the weight of any backpack and binder they purchase. Sturdy, lightweight ones are best. To further cut down on weight, parents may consider having their student buy drinks and/or lunch and snacks from our Cafeteria. Families may set up an account with the Cafeteria manager.

Students need to be reminded to wear their backpacks high on the back and on both shoulders. They may also be worn in the front. Many students are also using rolling backpacks. Students who are still having problems with the weight of their packs are asked to seek help from an administrator.

III. Action plan

1. Yearly ongoing review of safety plan.
2. Ongoing Discipline and Safety Committee meetings.
3. Community Articulation meetings with civic leaders and commercial businesses near school.
4. Crisis Response Team

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