This document provides an overview of California education codes related to student discipline, due process, and school safety. It discusses requirements for identifying students who may be a danger to others, preventing unsafe behaviors, and intervening in issues like bullying. Key points include mandatory reporting of crimes to law enforcement, grounds for suspension and expulsion, and new 2011 laws addressing bullying prevention and intervention.
The document discusses cyberbullying, defining it as bullying using electronic technology and providing examples. It also summarizes Philippine law on anti-bullying policies in schools and the effects of cyberbullying on victims, mentioning increased feelings of anxiety, depression, and lower self-esteem. Notable cases of cyberbullying resulting in suicide are also referenced.
The Ofcom Broadcasting Code outlines regulations for broadcast content in the UK. It addresses issues like protecting children, harm and offense, crime, religion, impartiality, elections, fairness, privacy, sponsorship, and commercial references. Section 1 aims to protect those under 18 from inappropriate sexual, drug, violence and offensive material. It also covers watershed timing and involving minors in programs. Section 2 ensures standards are applied to prevent harm and offense. Section 3 prevents encouraging or inciting crime. Sections 4-8 address religion, impartiality, elections, fairness, and privacy respectively. Sections 9-10 cover sponsorship transparency and separating advertising from content.
This document outlines the code of conduct for middle and high schools in the Sumter School District. It defines 4 categories of offenses and corresponding disciplinary actions. Category I offenses are the most serious and may result in suspension and a hearing. Category II offenses involve aggression and may result in expulsion for a second offense. Category III and IV offenses involve less serious misbehavior and have consequences like detention or suspension. The code also provides guidelines for electronic device and bus transportation violations. The goal is for all students to receive fair and consistent discipline when rules are broken.
The document discusses Illinois' new concealed carry law, including how it will be implemented, qualifications for a concealed carry license, training requirements, prohibited areas, and preemption of local regulations on firearms. Key points include:
- Illinois residents will be able to apply for a concealed carry license through the Illinois State Police, requiring 16 hours of training, background check, and fees.
- Licenses will allow concealed carrying except in locations such as schools, government buildings, public transportation, and establishments serving alcohol.
- The new law aims to create a statewide standard for gun carrying and preempt local restrictions on possession and transportation of firearms.
This document is an act being proposed in the Congress of the Philippines to require all elementary and secondary schools to adopt anti-bullying policies. It defines bullying and directs schools to establish policies that prohibit bullying, outline disciplinary actions, and establish procedures for reporting, investigating, and responding to bullying incidents. It also provides guidelines for policy implementation, oversight, sanctions for noncompliance, and requires schools and the Department of Education to monitor and report on bullying incidents.
The document is a 20 question FAQ from the Illinois Senate Democratic Caucus about concealed carry laws in Illinois. Some key points covered include: having a FOID card does not allow concealed carry without a license; applications for concealed carry licenses will be available starting January 3, 2014; non-resident permits from states with similar laws may apply for an Illinois non-resident license; the locations where concealed carry is prohibited include schools, government buildings, public transportation, establishments where over 50% of sales are alcohol, and places with signs posted prohibiting firearms.
This document outlines the public complaints policy of MMPR Security Services Ltd. It details the process for handling public complaints against licensed employees, including acknowledging complaints, notifying employees, investigating within 90 days, and notifying all relevant parties of the outcome. It specifies that criminal allegations will be reported to police. It provides criteria for when an investigation is not required and the notification process for that. It also addresses anonymous complaints, informal complaint resolutions, and requests for review of the complaint outcome.
The document outlines the Central Civil Service Conduct Rules that impose restrictions on government employees in India. It provides a list of dos and don'ts for employees, which include maintaining integrity, devotion to duty, political neutrality, and prohibitions against accepting gifts or hospitality. It also describes aspects of vigilance for enforcing standards of conduct, including the structure for investigating cases, what constitutes a vigilance angle, penalties for misconduct, and preventative vigilance through transparency and accountability measures.
The document discusses cyberbullying, defining it as bullying using electronic technology and providing examples. It also summarizes Philippine law on anti-bullying policies in schools and the effects of cyberbullying on victims, mentioning increased feelings of anxiety, depression, and lower self-esteem. Notable cases of cyberbullying resulting in suicide are also referenced.
The Ofcom Broadcasting Code outlines regulations for broadcast content in the UK. It addresses issues like protecting children, harm and offense, crime, religion, impartiality, elections, fairness, privacy, sponsorship, and commercial references. Section 1 aims to protect those under 18 from inappropriate sexual, drug, violence and offensive material. It also covers watershed timing and involving minors in programs. Section 2 ensures standards are applied to prevent harm and offense. Section 3 prevents encouraging or inciting crime. Sections 4-8 address religion, impartiality, elections, fairness, and privacy respectively. Sections 9-10 cover sponsorship transparency and separating advertising from content.
This document outlines the code of conduct for middle and high schools in the Sumter School District. It defines 4 categories of offenses and corresponding disciplinary actions. Category I offenses are the most serious and may result in suspension and a hearing. Category II offenses involve aggression and may result in expulsion for a second offense. Category III and IV offenses involve less serious misbehavior and have consequences like detention or suspension. The code also provides guidelines for electronic device and bus transportation violations. The goal is for all students to receive fair and consistent discipline when rules are broken.
The document discusses Illinois' new concealed carry law, including how it will be implemented, qualifications for a concealed carry license, training requirements, prohibited areas, and preemption of local regulations on firearms. Key points include:
- Illinois residents will be able to apply for a concealed carry license through the Illinois State Police, requiring 16 hours of training, background check, and fees.
- Licenses will allow concealed carrying except in locations such as schools, government buildings, public transportation, and establishments serving alcohol.
- The new law aims to create a statewide standard for gun carrying and preempt local restrictions on possession and transportation of firearms.
This document is an act being proposed in the Congress of the Philippines to require all elementary and secondary schools to adopt anti-bullying policies. It defines bullying and directs schools to establish policies that prohibit bullying, outline disciplinary actions, and establish procedures for reporting, investigating, and responding to bullying incidents. It also provides guidelines for policy implementation, oversight, sanctions for noncompliance, and requires schools and the Department of Education to monitor and report on bullying incidents.
The document is a 20 question FAQ from the Illinois Senate Democratic Caucus about concealed carry laws in Illinois. Some key points covered include: having a FOID card does not allow concealed carry without a license; applications for concealed carry licenses will be available starting January 3, 2014; non-resident permits from states with similar laws may apply for an Illinois non-resident license; the locations where concealed carry is prohibited include schools, government buildings, public transportation, establishments where over 50% of sales are alcohol, and places with signs posted prohibiting firearms.
This document outlines the public complaints policy of MMPR Security Services Ltd. It details the process for handling public complaints against licensed employees, including acknowledging complaints, notifying employees, investigating within 90 days, and notifying all relevant parties of the outcome. It specifies that criminal allegations will be reported to police. It provides criteria for when an investigation is not required and the notification process for that. It also addresses anonymous complaints, informal complaint resolutions, and requests for review of the complaint outcome.
The document outlines the Central Civil Service Conduct Rules that impose restrictions on government employees in India. It provides a list of dos and don'ts for employees, which include maintaining integrity, devotion to duty, political neutrality, and prohibitions against accepting gifts or hospitality. It also describes aspects of vigilance for enforcing standards of conduct, including the structure for investigating cases, what constitutes a vigilance angle, penalties for misconduct, and preventative vigilance through transparency and accountability measures.
PROCEDURE IN HANDLING CHILD ABUSE in school.pptxBernardLacambra1
Child Protection intervenes with families where there is a significant risk of harm to a child or young person.
A report to Child Protection is appropriate when the risk of harm to children is significant.
Child First or The Orange Door may be able to help families having difficulties, and a referral to these services may be appropriate if you have a significant concern for the wellbeing of a child, but do not believe they need protection from significant harm.
Some professional groups are legally mandated to make a report to Child Protection if there is a reasonable belief that the child has been or is being physically or sexually abused.
Anyone who forms a reasonable belief that a child needs protection can make a report to Child Protection.
If a child is in immediate danger, contact police on 000.
This document is an explanatory note for proposed legislation called the Anti-Bullying Act of 2010. It summarizes that bullying is a serious problem in schools that can have dangerous consequences for students' health and well-being. It discusses how students who are bullied or harass are more likely to engage in risky behaviors like carrying weapons or drugs. The proposed law would require all school districts to adopt policies prohibiting harassment, intimidation, and bullying of students. It would also require schools to inform students and families about these policies.
This document is an act requiring all elementary and secondary schools to adopt policies to prevent and address bullying. It defines bullying and directs schools to adopt anti-bullying policies within 6 months. The policies must address bullying that occurs on school grounds, at school events, through technology, and retaliation. Schools must educate students on dynamics of bullying and reporting, investigate reports, protect victims, and discipline perpetrators. Schools must submit annual reports on bullying incidents. Non-compliant schools will face sanctions from the Department of Education.
This document is a law passed by the Congress of the Philippines that requires all elementary and secondary schools to adopt anti-bullying policies. It defines bullying and directs schools to prohibit bullying on campus and at school events. It also mandates that anti-bullying policies outline procedures for reporting, investigating, and responding to bullying incidents, as well as educating students and parents on anti-bullying. Schools must submit reports about bullying incidents to education officials, and the Department of Education must provide anti-bullying training for school staff.
The Buncombe County School Board policy bans registered sex offenders from school property and events with few exceptions. Prohibited individuals include those required to register as sex offenders who have committed certain sexually violent offenses or offenses against minor victims. Exceptions allow prohibited individuals to be on school grounds only to vote or, with restrictions like supervision, to attend conferences regarding their child. School staff must report any suspected violations and contracted employees cannot have direct student interaction if listed on a sex offender registry. [END SUMMARY]
The document outlines procedures for handling cases of child abuse, exploitation, violence and discrimination in schools. It defines prohibited acts and mandates that investigations be conducted expeditiously. Upon receiving a complaint, the school head must forward it within 48 hours to the disciplining authority to issue an investigation order within 72 hours. If a prima facie case is found, a formal charge will be issued which could lead to preventive suspension of the offending party. Regional directors must monitor cases and report to the Undersecretary for Legal and Legislative Affairs.
anti-bullying16-160605133809 DOS IN ORDER TO AVOID BBULLYING IN SCHOOL (1).pdfAnnaLizaTadeo1
This document outlines policies and procedures for schools to address bullying. It defines bullying as repeated harmful acts by students that cause physical or emotional harm. Schools must adopt anti-bullying policies, educate students and parents, and form Child Protection Committees to handle bullying incidents. When bullying occurs, schools must intervene immediately, investigate, determine appropriate interventions, and potentially discipline bullies or refer extreme cases outside the school. The goal is to promote a safe learning environment free from bullying.
Anti bullying Act 2013 & DO no. 40 s. 2012iteach 2learn
This document outlines policies and procedures for schools to address bullying. It defines bullying as repeated harmful acts by students that cause physical or emotional harm. Schools must adopt anti-bullying policies, educate students and parents, and form Child Protection Committees to handle bullying incidents. When bullying occurs, schools must intervene immediately, investigate, determine appropriate interventions, and potentially discipline bullies or refer extreme cases outside the school. The goal is to promote a safe learning environment free from bullying.
The document presents a proposed anti-bullying law that draws from laws in Washington, West Virginia, and Florida. It defines bullying and harassment, requires school districts to adopt anti-bullying policies with minimum requirements, and mandates anti-bullying programs and training. It also protects those who report bullying in good faith and requires annual reports to lawmakers on disciplinary actions related to bullying.
The document presents a draft of a more perfect anti-bullying law that has been updated from existing laws in other states. It defines bullying and harassment, requires school districts to adopt policies prohibiting such behaviors that meet minimum requirements, and mandates anti-bullying programs and training. It also provides protections for reporting incidents and immunity for those who report in good faith, and requires accountability reports to lawmakers.
The document discusses bullying prevention policies and programs in Delaware schools. It outlines Delaware's legal definition of bullying, requirements for school districts to establish bullying prevention policies, and duties of the Department of Education regarding bullying prevention. It emphasizes the importance of establishing rules against bullying, teaching students to treat others with kindness and respect, supervising non-classroom areas, and addressing bullying to protect victims and help reduce the number of students missing school due to fear of bullying.
The document discusses bullying prevention policies and procedures that Delaware schools must implement. It defines bullying and requires schools to establish policies prohibiting bullying. The policies must include components like training employees, establishing committees, investigating incidents, notifying parents, and reporting data to the Department of Education. The Department will provide model policies and resources for schools and contingent funding on approval of policies. The goal is to promote safe school environments and address bullying to help all students feel comfortable and able to learn.
SEQ CHAPTER h r 1MODULE # 3 SUPPLEMENTAL READING ASSIGNMENTMikeEly930
SEQ CHAPTER \h \r 1MODULE # 3 SUPPLEMENTAL READING ASSIGNMENT
FLORIDA STATUTE CHAPTER 39 – PROCEEDINGS RELATED TO CHILDREN
PART II
REPORTING CHILD ABUSE
39.201 Mandatory reports of child abuse, abandonment, or neglect; mandatory reports of death; central abuse hotline.
39.202 Confidentiality of reports and records in cases of child abuse or neglect.
39.2021 Release of confidential information.
39.203 Immunity from liability in cases of child abuse, abandonment, or neglect.
39.204 Abrogation of privileged communications in cases involving child abuse, abandonment, or neglect.
39.205 Penalties relating to reporting of child abuse, abandonment, or neglect.
39.206 Administrative fines for false report of abuse, abandonment, or neglect of a child; civil damages.
_____________________________________________________________________
39.201 Mandatory reports of child abuse, abandonment, or neglect; mandatory reports of death; central abuse hotline.--
(1)(a) Any person who knows, or has reasonable cause to suspect, that a child is abused, abandoned, or neglected by a parent, legal custodian, caregiver, or other person responsible for the child's welfare, as defined in this chapter, shall report such knowledge or suspicion to the department in the manner prescribed in subsection (2).
(b) Reporters in the following occupation categories are required to provide their names to the hotline staff:
1. Physician, osteopathic physician, medical examiner, chiropractic physician, nurse, or hospital personnel engaged in the admission, examination, care, or treatment of persons;
2. Health or mental health professional other than one listed in subparagraph 1.;
3. Practitioner who relies solely on spiritual means for healing;
4. School teacher or other school official or personnel;
5. Social worker, day care center worker, or other professional child care, foster care, residential, or institutional worker;
6. Law enforcement officer; or
7. Judge.
The names of reporters shall be entered into the record of the report, but shall be held confidential and exempt as provided in s. 39.202.
(c) A professional who is hired by or enters into a contract with the department for the purpose of treating or counseling any person, as a result of a report of child abuse, abandonment, or neglect, is not required to again report to the central abuse hotline the abuse, abandonment, or neglect that was the subject of the referral for treatment.
(d) An officer or employee of the judicial branch is not required to again provide notice of reasonable cause to suspect child abuse, abandonment, or neglect when that child is currently being investigated by the department, there is an existing dependency case, or the matter has previously been reported to the department, provided there is reasonable cause to believe the information is already known to the department. This paragraph applies only when the information has been provided to the officer or ...
This document outlines the Implementing Rules and Regulations (IRR) of the Anti-Bullying Act of 2013 in the Philippines. It defines key terms related to bullying such as bullying, cyberbullying, gender-based bullying. It prohibits bullying in schools and school-related activities. It outlines the duties of schools to adopt anti-bullying policies, educate students and parents, and handle bullying incidents. The procedures for handling bullying incidents include immediate response, reporting, fact-finding, intervention, referral, disciplinary measures, and due process. Schools must submit their anti-bullying policies to the Division Office.
The document provides information for teachers at a middle school, including bell schedules, duty schedules, meeting schedules, activity schedules, and policies regarding reporting abuse or inappropriate conduct. It outlines procedures for teachers to report any instances of child abuse, sexual abuse or misconduct to administrators and proper authorities as required by law. It also discusses expectations and boundaries for professional educators regarding student relationships and interactions.
This document discusses bullying and anti-bullying policies in schools. It defines bullying as aggressive behavior directed repeatedly at a victim who is outnumbered, younger, differently abled, less psychologically confident, or otherwise vulnerable. The document outlines Republic Act No. 10627, which requires schools to adopt anti-bullying policies. It describes different forms of bullying, preventive measures schools should take, procedures for handling bullying incidents, disciplinary actions, and reporting requirements for schools. The goal is to create a child-friendly education environment and prevent bullying in schools.
The document outlines the bullying and harassment policy of the School District of Indian River County. It defines bullying and harassment and prohibits these actions. It describes the procedures for reporting, investigating, and responding to incidents of bullying and harassment. It also requires instruction for students, staff, and parents on identifying, preventing, and responding to bullying.
Copy of KM-Legal-Unit_RM-217-s-2021-Child-Abuse-and-Bullying.pdfJeffersonGonzales17
This document outlines a training workshop on DepEd's Child Protection Policy. It discusses the objectives of ensuring compliance with child protection policies and preventing violations. It covers relevant DepEd orders and memorandums related to child protection. It also defines important terms like child abuse, bullying, and the roles of the School Head and Disciplining Authority in responding to incidents and imposing sanctions.
This document is an introduction to proposed anti-bullying legislation in the Philippines called the Anti-Bullying Act of 2008. It discusses the negative impacts of bullying on students' health and well-being according to studies. The proposed bill would require all school districts to adopt policies prohibiting harassment, intimidation, and bullying of students. It would also require schools to inform students, parents, and staff about these policies. The bill aims to encourage schools to take proactive measures to protect children from the effects of bullying.
1. The document outlines the Anti-Bullying Act of 2013 and its implementing rules and regulations in the Philippines. It defines bullying and the different types.
2. Schools are required to adopt anti-bullying policies and form Child Protection Committees to prevent and address bullying. The policies must prohibit bullying and set out the school's procedures.
3. The procedures describe the school's response when bullying occurs, including immediate response, reporting, investigation, interventions for those involved, potential referrals, and disciplinary measures. The goal is to protect victims, prevent retaliation, and rehabilitate bullies.
The document outlines steps taken by Santa Barbara County SELPA to improve outcomes for students in therapeutic education programs, including:
1) Conducting a needs assessment that found students were remaining in programs too long without consistent behavior plans or curriculum.
2) Researching evidence-based practices and consulting experts, which led to implementing a multi-tiered AIMS levels system, social-emotional curriculum, and behavior plans.
3) The AIMS system uses a points-based structure to gradually transition students from restrictive to less restrictive environments based on acquiring, implementing, and maintaining skills over time. Progress is monitored through regular behavior ratings.
AB 167 and AB 216 are California laws that allow foster youth to graduate high school by completing only state requirements if they transfer schools in 11th or 12th grade. AB 216 clarifies AB 167 to ensure more consistent implementation. Key changes under AB 216 include: defining who qualifies as a foster youth, giving authority over graduation decisions to educational rights holders, allowing students to remain in school for a 5th year to complete local requirements, and prohibiting transfers solely to qualify for graduation exemptions.
PROCEDURE IN HANDLING CHILD ABUSE in school.pptxBernardLacambra1
Child Protection intervenes with families where there is a significant risk of harm to a child or young person.
A report to Child Protection is appropriate when the risk of harm to children is significant.
Child First or The Orange Door may be able to help families having difficulties, and a referral to these services may be appropriate if you have a significant concern for the wellbeing of a child, but do not believe they need protection from significant harm.
Some professional groups are legally mandated to make a report to Child Protection if there is a reasonable belief that the child has been or is being physically or sexually abused.
Anyone who forms a reasonable belief that a child needs protection can make a report to Child Protection.
If a child is in immediate danger, contact police on 000.
This document is an explanatory note for proposed legislation called the Anti-Bullying Act of 2010. It summarizes that bullying is a serious problem in schools that can have dangerous consequences for students' health and well-being. It discusses how students who are bullied or harass are more likely to engage in risky behaviors like carrying weapons or drugs. The proposed law would require all school districts to adopt policies prohibiting harassment, intimidation, and bullying of students. It would also require schools to inform students and families about these policies.
This document is an act requiring all elementary and secondary schools to adopt policies to prevent and address bullying. It defines bullying and directs schools to adopt anti-bullying policies within 6 months. The policies must address bullying that occurs on school grounds, at school events, through technology, and retaliation. Schools must educate students on dynamics of bullying and reporting, investigate reports, protect victims, and discipline perpetrators. Schools must submit annual reports on bullying incidents. Non-compliant schools will face sanctions from the Department of Education.
This document is a law passed by the Congress of the Philippines that requires all elementary and secondary schools to adopt anti-bullying policies. It defines bullying and directs schools to prohibit bullying on campus and at school events. It also mandates that anti-bullying policies outline procedures for reporting, investigating, and responding to bullying incidents, as well as educating students and parents on anti-bullying. Schools must submit reports about bullying incidents to education officials, and the Department of Education must provide anti-bullying training for school staff.
The Buncombe County School Board policy bans registered sex offenders from school property and events with few exceptions. Prohibited individuals include those required to register as sex offenders who have committed certain sexually violent offenses or offenses against minor victims. Exceptions allow prohibited individuals to be on school grounds only to vote or, with restrictions like supervision, to attend conferences regarding their child. School staff must report any suspected violations and contracted employees cannot have direct student interaction if listed on a sex offender registry. [END SUMMARY]
The document outlines procedures for handling cases of child abuse, exploitation, violence and discrimination in schools. It defines prohibited acts and mandates that investigations be conducted expeditiously. Upon receiving a complaint, the school head must forward it within 48 hours to the disciplining authority to issue an investigation order within 72 hours. If a prima facie case is found, a formal charge will be issued which could lead to preventive suspension of the offending party. Regional directors must monitor cases and report to the Undersecretary for Legal and Legislative Affairs.
anti-bullying16-160605133809 DOS IN ORDER TO AVOID BBULLYING IN SCHOOL (1).pdfAnnaLizaTadeo1
This document outlines policies and procedures for schools to address bullying. It defines bullying as repeated harmful acts by students that cause physical or emotional harm. Schools must adopt anti-bullying policies, educate students and parents, and form Child Protection Committees to handle bullying incidents. When bullying occurs, schools must intervene immediately, investigate, determine appropriate interventions, and potentially discipline bullies or refer extreme cases outside the school. The goal is to promote a safe learning environment free from bullying.
Anti bullying Act 2013 & DO no. 40 s. 2012iteach 2learn
This document outlines policies and procedures for schools to address bullying. It defines bullying as repeated harmful acts by students that cause physical or emotional harm. Schools must adopt anti-bullying policies, educate students and parents, and form Child Protection Committees to handle bullying incidents. When bullying occurs, schools must intervene immediately, investigate, determine appropriate interventions, and potentially discipline bullies or refer extreme cases outside the school. The goal is to promote a safe learning environment free from bullying.
The document presents a proposed anti-bullying law that draws from laws in Washington, West Virginia, and Florida. It defines bullying and harassment, requires school districts to adopt anti-bullying policies with minimum requirements, and mandates anti-bullying programs and training. It also protects those who report bullying in good faith and requires annual reports to lawmakers on disciplinary actions related to bullying.
The document presents a draft of a more perfect anti-bullying law that has been updated from existing laws in other states. It defines bullying and harassment, requires school districts to adopt policies prohibiting such behaviors that meet minimum requirements, and mandates anti-bullying programs and training. It also provides protections for reporting incidents and immunity for those who report in good faith, and requires accountability reports to lawmakers.
The document discusses bullying prevention policies and programs in Delaware schools. It outlines Delaware's legal definition of bullying, requirements for school districts to establish bullying prevention policies, and duties of the Department of Education regarding bullying prevention. It emphasizes the importance of establishing rules against bullying, teaching students to treat others with kindness and respect, supervising non-classroom areas, and addressing bullying to protect victims and help reduce the number of students missing school due to fear of bullying.
The document discusses bullying prevention policies and procedures that Delaware schools must implement. It defines bullying and requires schools to establish policies prohibiting bullying. The policies must include components like training employees, establishing committees, investigating incidents, notifying parents, and reporting data to the Department of Education. The Department will provide model policies and resources for schools and contingent funding on approval of policies. The goal is to promote safe school environments and address bullying to help all students feel comfortable and able to learn.
SEQ CHAPTER h r 1MODULE # 3 SUPPLEMENTAL READING ASSIGNMENTMikeEly930
SEQ CHAPTER \h \r 1MODULE # 3 SUPPLEMENTAL READING ASSIGNMENT
FLORIDA STATUTE CHAPTER 39 – PROCEEDINGS RELATED TO CHILDREN
PART II
REPORTING CHILD ABUSE
39.201 Mandatory reports of child abuse, abandonment, or neglect; mandatory reports of death; central abuse hotline.
39.202 Confidentiality of reports and records in cases of child abuse or neglect.
39.2021 Release of confidential information.
39.203 Immunity from liability in cases of child abuse, abandonment, or neglect.
39.204 Abrogation of privileged communications in cases involving child abuse, abandonment, or neglect.
39.205 Penalties relating to reporting of child abuse, abandonment, or neglect.
39.206 Administrative fines for false report of abuse, abandonment, or neglect of a child; civil damages.
_____________________________________________________________________
39.201 Mandatory reports of child abuse, abandonment, or neglect; mandatory reports of death; central abuse hotline.--
(1)(a) Any person who knows, or has reasonable cause to suspect, that a child is abused, abandoned, or neglected by a parent, legal custodian, caregiver, or other person responsible for the child's welfare, as defined in this chapter, shall report such knowledge or suspicion to the department in the manner prescribed in subsection (2).
(b) Reporters in the following occupation categories are required to provide their names to the hotline staff:
1. Physician, osteopathic physician, medical examiner, chiropractic physician, nurse, or hospital personnel engaged in the admission, examination, care, or treatment of persons;
2. Health or mental health professional other than one listed in subparagraph 1.;
3. Practitioner who relies solely on spiritual means for healing;
4. School teacher or other school official or personnel;
5. Social worker, day care center worker, or other professional child care, foster care, residential, or institutional worker;
6. Law enforcement officer; or
7. Judge.
The names of reporters shall be entered into the record of the report, but shall be held confidential and exempt as provided in s. 39.202.
(c) A professional who is hired by or enters into a contract with the department for the purpose of treating or counseling any person, as a result of a report of child abuse, abandonment, or neglect, is not required to again report to the central abuse hotline the abuse, abandonment, or neglect that was the subject of the referral for treatment.
(d) An officer or employee of the judicial branch is not required to again provide notice of reasonable cause to suspect child abuse, abandonment, or neglect when that child is currently being investigated by the department, there is an existing dependency case, or the matter has previously been reported to the department, provided there is reasonable cause to believe the information is already known to the department. This paragraph applies only when the information has been provided to the officer or ...
This document outlines the Implementing Rules and Regulations (IRR) of the Anti-Bullying Act of 2013 in the Philippines. It defines key terms related to bullying such as bullying, cyberbullying, gender-based bullying. It prohibits bullying in schools and school-related activities. It outlines the duties of schools to adopt anti-bullying policies, educate students and parents, and handle bullying incidents. The procedures for handling bullying incidents include immediate response, reporting, fact-finding, intervention, referral, disciplinary measures, and due process. Schools must submit their anti-bullying policies to the Division Office.
The document provides information for teachers at a middle school, including bell schedules, duty schedules, meeting schedules, activity schedules, and policies regarding reporting abuse or inappropriate conduct. It outlines procedures for teachers to report any instances of child abuse, sexual abuse or misconduct to administrators and proper authorities as required by law. It also discusses expectations and boundaries for professional educators regarding student relationships and interactions.
This document discusses bullying and anti-bullying policies in schools. It defines bullying as aggressive behavior directed repeatedly at a victim who is outnumbered, younger, differently abled, less psychologically confident, or otherwise vulnerable. The document outlines Republic Act No. 10627, which requires schools to adopt anti-bullying policies. It describes different forms of bullying, preventive measures schools should take, procedures for handling bullying incidents, disciplinary actions, and reporting requirements for schools. The goal is to create a child-friendly education environment and prevent bullying in schools.
The document outlines the bullying and harassment policy of the School District of Indian River County. It defines bullying and harassment and prohibits these actions. It describes the procedures for reporting, investigating, and responding to incidents of bullying and harassment. It also requires instruction for students, staff, and parents on identifying, preventing, and responding to bullying.
Copy of KM-Legal-Unit_RM-217-s-2021-Child-Abuse-and-Bullying.pdfJeffersonGonzales17
This document outlines a training workshop on DepEd's Child Protection Policy. It discusses the objectives of ensuring compliance with child protection policies and preventing violations. It covers relevant DepEd orders and memorandums related to child protection. It also defines important terms like child abuse, bullying, and the roles of the School Head and Disciplining Authority in responding to incidents and imposing sanctions.
This document is an introduction to proposed anti-bullying legislation in the Philippines called the Anti-Bullying Act of 2008. It discusses the negative impacts of bullying on students' health and well-being according to studies. The proposed bill would require all school districts to adopt policies prohibiting harassment, intimidation, and bullying of students. It would also require schools to inform students, parents, and staff about these policies. The bill aims to encourage schools to take proactive measures to protect children from the effects of bullying.
1. The document outlines the Anti-Bullying Act of 2013 and its implementing rules and regulations in the Philippines. It defines bullying and the different types.
2. Schools are required to adopt anti-bullying policies and form Child Protection Committees to prevent and address bullying. The policies must prohibit bullying and set out the school's procedures.
3. The procedures describe the school's response when bullying occurs, including immediate response, reporting, investigation, interventions for those involved, potential referrals, and disciplinary measures. The goal is to protect victims, prevent retaliation, and rehabilitate bullies.
The document outlines steps taken by Santa Barbara County SELPA to improve outcomes for students in therapeutic education programs, including:
1) Conducting a needs assessment that found students were remaining in programs too long without consistent behavior plans or curriculum.
2) Researching evidence-based practices and consulting experts, which led to implementing a multi-tiered AIMS levels system, social-emotional curriculum, and behavior plans.
3) The AIMS system uses a points-based structure to gradually transition students from restrictive to less restrictive environments based on acquiring, implementing, and maintaining skills over time. Progress is monitored through regular behavior ratings.
AB 167 and AB 216 are California laws that allow foster youth to graduate high school by completing only state requirements if they transfer schools in 11th or 12th grade. AB 216 clarifies AB 167 to ensure more consistent implementation. Key changes under AB 216 include: defining who qualifies as a foster youth, giving authority over graduation decisions to educational rights holders, allowing students to remain in school for a 5th year to complete local requirements, and prohibiting transfers solely to qualify for graduation exemptions.
The document summarizes key data from the Marijuana Prevention Initiative regarding youth marijuana use in San Diego County. It finds that marijuana use among 9th and 11th graders has increased over time, with 26% of 9th graders and 39% of 11th graders reporting lifetime use in 2011. Additionally, 20% of high school juniors reported using marijuana in the past 30 days. Perceptions of harm have also declined among youth. The data aims to inform prevention efforts in San Diego County.
This document provides information about substance use and abuse for educators. It begins with definitions of key terms like drugs, psychoactive effects, addiction, and tolerance. It then describes the effects of different drug classes on the central nervous system, including stimulants like cocaine and methamphetamine, depressants like opioids and marijuana, hallucinogens, inhalants, and emerging drugs. Potential health hazards of each drug class are outlined. The document also discusses signs of drug use, risk factors, and tips for educators in addressing potential substance use issues with students. It concludes with resources for help and prevention.
This document provides an overview of drugs and substance abuse including definitions, health effects, and prevention strategies. It defines different types of drugs like stimulants, depressants, hallucinogens and inhalants. It discusses signs of drug use and recommends educating families, improving communication, monitoring activities, and seeking help from resources. The goal is to help recognize issues early and prevent substance abuse among youth.
This document discusses providing intensive intervention and instructional support programs for students with disabilities across multiple school sites. It outlines:
1) The objectives of gaining knowledge on creatively structuring tier 3 programs and developing programs to serve multiple grade levels and sites.
2) Background on the district serving over 80 schools across a large geographic area with around 9% of students having disabilities.
3) Examples of intensive support services provided including professional development, consultation, and direct student support to build school capacity and avoid more restrictive placements.
4) Data on outcomes from support programs showing no students moved to more restrictive environments and capacity built within schools.
This document provides an overview and summary of laws and issues related to bullying complaints in California schools. It discusses recent state legislation requiring school districts to adopt policies prohibiting discrimination and bullying. It also outlines options for addressing bullying incidents, including the required complaint process and the district's disciplinary framework, as well as creating comprehensive anti-bullying policies. The document analyzes key court cases and legal issues regarding schools' jurisdiction over off-campus bullying and students' right to free speech.
The document provides an overview of Beaumont Unified School District's Positive Behavioral Interventions and Supports (PBIS) program. It introduces PBIS team members and describes why the district embraced PBIS, including high suspension rates. It outlines the multi-tiered PBIS framework including Tier I daily classroom supports, Tier II targeted social skills groups, and Tier III intensive services. It also summarizes the process for referring students between tiers and integrating PBIS with IEPs for students with special needs.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness and well-being.
This document summarizes a presentation given by Ricardo Silva and Beth Nishida at an ACSA conference on understanding the art and science of mediating special education disputes. The presentation provided an overview of IDEA requirements for dispute resolution, strategies for determining whether an IEP offer provides FAPE, tips for building relationships with parents, and considerations for reaching settlements, such as ensuring services have end dates. The goal is to resolve disputes through early resolution and mediation to avoid due process hearings.
This document summarizes key provisions from several bills presented relating to education, students, and schools in California. It begins with an introduction of the presenter and their contact information. Key highlights and summaries of several bills are then provided relating to topics such as the Local Control Accountability Plan (LCAP) template, student assessments, continuation schools, juvenile court schools, professional development for classified staff, reporting of credential holder misconduct, homeless and foster youth services, mental health services, and open meeting requirements. The document concludes with encouragement to include clear guidelines relating to various professional roles in school safety plans and strategies.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document provides an agenda and overview for a presentation on autism and the law. The presentation discusses trends in autism rates and cases in California, assessment and eligibility requirements, educational methodologies, case law related to these topics, and assistive technology and private providers. It summarizes key points from case law, such as judges considering whether programs are reasonably calculated to provide educational benefit rather than a specific methodology. The document also notes requirements for peer-reviewed research in IEPs and that changing private providers does not necessarily deny FAPE.
This document provides an overview and agenda for a presentation on autism and the law. It discusses trends in autism rates and cases in California, appropriate assessment practices and what case law says about assessments, eligibility definitions and case law perspectives, educational interventions and methodology considerations, and assistive technology and recent legislation. Key points covered include appropriate assessment requirements under the IDEA, differences between federal and state definitions of autism, the importance of behaviors affecting educational performance for eligibility, and the debate around different methodological approaches for autism education.
This document discusses solution-focused consulting strategies for working with students. It emphasizes that consulting aims to create change through exploration of solutions, rather than discipline which focuses on consequences. The solution-focused approach assumes that students have capabilities and that change is always happening. It focuses conversations on student strengths, exceptions to problems, and desired futures rather than analyzing problems. Effective consulting questions from this approach are curious, respectful, and future-oriented rather than blaming. Examples show how reframing typical questions can shift focus to solutions.
Effective bullying prevention requires a comprehensive, school-wide approach implemented consistently over time. Key elements include identifying the scope of the problem, establishing clear policies, training all staff, and focusing education on inclusion and bystander intervention especially in elementary grades. Successful programs obtain staff buy-in, have objective metrics to measure impact, and provide year-long implementation with involvement from administrators, teachers, staff, students, and parents. Resources are available to help schools assess needs, select evidence-based programs, and create emotionally safe environments for all.
This document provides an overview of Response to Instruction and Intervention (RtI2) and how assistive technology can be incorporated at different tiers. It discusses the differences between assistive technology and educational technology. Examples are given for how assistive technology can support students in areas like reading, math, writing, communication, and social/emotional/behavioral skills at different intervention levels. An assistive technology assessment process and resources are also outlined. The overall purpose is to understand how to implement RtI2 using assistive technology to meet the diverse needs of students.
This document discusses how assistive technology can be incorporated into a Response to Intervention and Instruction (RtI2) framework. It outlines how assistive technology fits into the three tiers of RtI2 for academics, behavior, communication, and social-emotional learning. Specific examples are provided for how assistive technologies can support students in reading, math, written language, communication, and social-emotional-behavioral skills at each tier. An assistive technology assessment process and resources are also described to help schools implement RtI2 using assistive technologies.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
5. Required Notification to Teachers
Education Code 49079
(a) A school district shall inform the teacher of each pupil who has
engaged in, or is reasonably suspected to have engaged in,
any of the acts described in any of the subdivisions, except
subdivision (h), of Section 48900. The district shall provide the
information to the teacher based upon any records that the
district maintains in its ordinary course of business, or
receives from a law enforcement agency, regarding a pupil
described in this section.
6. Required Notification to Teachers
Education Code 49079
(c) An officer or employee of a school district who knowingly fails
to provide information about a pupil who has engaged in, or
who is reasonably suspected to have engaged in, the acts
referred to in subdivision (a), is guilty of a misdemeanor,
which is punishable by confinement in the county jail for a
period not to exceed six months, or by a fine not to exceed
one thousand dollars ($1000), or both.
(d) The information provided shall be from the previous three
school years.
7. Court Notification
Welfare & Institutions Code 827 (5) B-2
Notwithstanding subdivision (a), written notice that a minor
enrolled in a public school, kindergarten to grade 12, inclusive,
has been found by a court of competent jurisdiction to have
committed any felony or any misdemeanor involving curfew,
gambling, alcohol, drugs, tobacco products, carrying of weapons,
a sex offense listed in Section 290 of the Penal Code, assault or
battery, larceny, vandalism, or graffiti shall be provided by the
court, within seven days, to the superintendent of the school
district of attendance. Written notice shall include only the offense
found to have been committed by the minor and the disposition of
the minor’s case. This notice shall be expeditiously transmitted by
the district superintendent to the principal at the school of
attendance.
8. Court Notification
Welfare & Institutions Code 827 (5) B-2
(Cont.)
The principal shall expeditiously disseminate the information to
those counselors directly supervising or reporting on the behavior
or progress of the minor. In addition, the principal shall
disseminate the information to any teacher or administrator
directly supervising or reporting on the behavior or progress of the
minor whom the principal believes needs the information to work
with the pupil in an appropriate fashion, to avoid being needlessly
vulnerable or to protect other persons from needless vulnerability.
9. Court Notification
Welfare & Institutions Code 827 (5) B-2
(Cont.)
Any information received by a teacher, counselor, or administrator
under this subdivision shall be received in confidence for the
limited purpose of rehabilitating the minor and protecting students
and staff, and shall not be further disseminated by the teacher,
counselor, or administrator, except insofar as communication with
the juvenile, his or her parents or guardians, law enforcement
personnel, and the juvenile’s probation officer is necessary to
effectuate the juvenile’s rehabilitation or to protect students and
staff.
10. Reporting Crime to Law Enforcement
Education Code 48902
(a) The principal of a school or the principal’s designee shall, prior
to suspension or expulsion of any pupil, notify the appropriate
law enforcement authorities of the county or city in which the
school is situated, of any acts of the pupil which may violate
Section 245 of the Penal Code.
(b) The principal of a school or the principal’s designee shall,
within one school day after suspension or expulsion of any
pupil, notify, by telephone or any other appropriate method
chosen by the school, the appropriate law enforcement
authority of the county or the school district in which the
school is situated of any acts of the pupils which may violate
subdivision (c) or (d) of Section 48900 of the Ed. Code.
11. Reporting Crime to Law Enforcement
Education Code 48902
(c) Notwithstanding subdivision (b), the principal of a school or the
principal’s designee shall notify the appropriate law
enforcement authorities of the county or city in which the
school is located of any acts of a pupil that may involve the
possession or sale of narcotics or of a controlled substance or
a violation of Section 626.9 or 626.10 of the Penal Code.
(d) A principal, the principal’s designee, or any other person
reporting a known or suspected act described in subdivision
(a) or (b) is not civilly or criminally liable as a result of making
any report authorized by this article unless it can be proven
that a false report was made and that the person knew the
report was false or the report was made with reckless
disregard for the truth or falsity of the report.
12. Reporting Crime to Law Enforcement
Education Code 48902
(e) The willful failure to make any report required by this section is
an infraction punishable by a fine to be paid by the principal or
the principal’s designee who is responsible for the failure of
not more than five hundred dollars ($500).
13. Grounds for Suspension & Expulsion
Education Code 48900
(c) Unlawfully possessed, used, sold, or otherwise furnished, or
been under the influence of any controlled substance listed in
Chapter 2 (commencing with Section 11053) of Division 10 of
the Health and Safety Code, an alcoholic beverage, or an
intoxicant of any kind, and then either sold, delivered, or
otherwise furnished to any person another liquid, substance,
or material and represented the liquid, substance, or material
as a controlled substance, alcoholic beverage, or intoxicant of
any kind.
14. Grounds for Suspension & Expulsion
Education Code 48900
(d) Unlawful offered, arranged, or negotiated to sell any controlled
substance listed in Chapter 2 (commencing with Section
11053) of Division 10 of the Health and Safety Code, an
alcoholic beverage, or an intoxicant of any kind, and then
either sold, delivered, or otherwise furnished to any person
another liquid, substance, or material and represented the
liquid, substance, or material as a controlled substance,
alcoholic beverage, or intoxicant.
15. Reporting Crime to Law Enforcement
Education Code 48915
(c-1) Gun
(c-2) Knife
(c-3) Unlawfully Selling a Controlled Substance
(c-4) Sexual Assault
(c-5) Possession of An Explosive
16. Reporting Crime to Law Enforcement
Education Code 48915
Latest drug trend…
17. Reporting Crime to Law Enforcement
Education Code 48915
The possession & consumption of
synthetic marijuana.
18. Reporting Crime to Law Enforcement
Education Code 48915
Common street names for Synthetic Marijuana:
Spice
Black Mamba
K-2
Puff
Sugar Sticks
19. Reporting Crime to Law Enforcement
Education Code 48915
Note:
Synthetic marijuana has been
designated as a controlled substance
by the federal government.
22. Electronic Signaling Device
Education Code 48901.5
(a) The governing board of each school district, or its designee,
may regulate the possession or use of any electronic signaling
device that operates through the transmission or repair of
radio waves, including, but not limited to, paging and signaling
equipment, by pupils of the school district while the pupils are
on campus, while attending school sponsored activities, or
while under the supervision and control of school district
employees.
23. Electronic Signaling Device
Education Code 48901.5
Educational Code 51512:
The Legislature finds that the use by any person, including a pupil, of any
electronic listening or recording device in any classroom of the elementary
and secondary schools without the prior consent of the teacher and the
principal of the school given to promote an educational purpose disrupts
and impairs the teaching process and discipline in the elementary and
secondary schools, and such use is prohibited. Any person, other than a
pupil, who willfully violates this section, shall be guilty of a misdemeanor.
Any pupil violating this section shall be subject to appropriate disciplinary
action. This section shall not be construed as affecting the powers, rights,
and liabilities arising from the use of electronic listening or recording
devices as provided for by any other provision of law.
24. “Cyberbaiting”
A phenomenon where students taunt their teachers to the point of
outburst, then capture the teachers’ reaction via cell phone videos
and post those videos online for all to see.
This activity is a violation of California Ed. Code 51512 and
Ed. Code 48900 (a-1) (k) (r).
26. Duty Concerning Conduct of Pupils
Education Code 44807
Every teacher in the public school shall hold pupils to a strict
account for their conduct on the way to and from school, on the
playgrounds, or during recess. A teacher, vice principal, principal,
or any other certificated employee of a school district, shall not be
subject to criminal prosecution or criminal penalties for the
exercise, during the performance of his duties, of the same
degree of physical control over a pupil that a parent would be
legally privileged to exercise but which in no event shall exceed
the amount of physical control reasonably necessary to maintain
order, protect property, or protect the health and safety of pupils,
or to maintain proper and appropriate conditions conducive to
learning. The provision of this section are in addition to and do not
supersede the provision of section 49000.
27. Emergency Suspension
Education Code 48911
(c) A principal, the principal’s designee, or the superintendent of
schools may suspend a pupil without affording the pupil an
opportunity for a conference only if the principal, the principal’s
designee, or the superintendent of schools determines that an
emergency situation exists. “Emergency situation,” as used in
this article, means a situation determined by the principal, the
principal’s designee, or the superintendent of schools to
constitute a clear and present danger to the life, safety, or
health of pupils or school personnel. If a pupil is suspended
without a conference prior to suspension, both the parent and
the pupil shall be notified of the pupil's right to a conference
and the pupil's right to return to school for the purpose of a
conference. The conference shall be held within two
schooldays, unless the pupil waives this right or is physically
unable to attend for any reason, including, but not limited to,
incarceration or hospitalization. The conference shall then be
held as soon as the pupil is physically able to return to school
for the conference.
28. Quick Reference:
Teacher’s Suspension
Education Code 48910
A.
Pupil commits act(s) enumerated in Ed. Code 48900.
B.
Teacher may suspend for day of suspension and day
following from only that teacher’s class room, after
exhausting all correctable remedies.
C.
Teacher immediately reports to and sends pupil to principal
or Designee.
D.
Teacher asks parent to attend parent-teacher conference,
which may, whenever feasible, also be attended by a school
counselor, psychologist, or administrator per request.
29. Quick Reference:
Teacher’s Suspension
Education Code 48910
E.
Teacher and principal MUST concur in any decision to return
the pupil to the class from which suspended during the
period of suspension.
F.
Teacher MAY require the pupil’s parent or guardian to attend
the pupil’s class.
30. Site Administrator
Student Suspension Checklist
Ed. Code 48900 series violation ____________________
(Write in actual Ed. Code of 48900)
Special Ed.? Behavioral plan in place (10-day rule)
504? Behavioral plan in place (10-day rule)
Other means of correction attempted?
(Necessary for all 48900 (k) violations)
Is the student a continuing danger?
(Necessary for all 48900 (k) violations)
Police contacted? Why? _____________________
Report # ____________
31. Site Administrator
Student Suspension Checklist
Is the violence a first offense?
Physical evidence collected? If so, where is the evidence
being stored?
Previous Parent contracts? If so, when? _____________
Student given an opportunity to explain orally or in writing?
Informed student of reason and provided evidence?
Community Service offered? If so, specify what type of
community service: ____________________________
Supporting witness statement available?
32. Site Administrator
Student Suspension Checklist
Can the offense be considered a 48915 violation? If so, which
section of 48915? __________________________
Parent contacted regarding this violation?
When? ______________________________
Date and time of follow up suspension meeting with parent or
guardian? Date___________ Time _______
Is the student a foster child, group home student or a ward of
the court? (probation) If so, specify the appropriate agency:
____________________________
Principal’s designee who suspended the student is identified
in writing on file in the principal’s office.
34. INTERVENTION
Chaptered 2011 Legislation Related to Bullying
& School Safety Effective in 2012
AB 746 (Campos)
AB 1156 (Eng)
AB 9 (Ammiano)
AB 123 (Mendoza)
35. AB 746 (Campos)
Defines bullying as one or more acts of sexual harassment,
hate violence or intentional harassment, threats or intimidation,
directed against school district personnel or pupils committed
by a pupil or group of pupils including an electronic act.
An electronic act is defined as transmission of a
communication , including, but not necessarily limited to, a
message, text, sound, or image, or a post on a social network
Internet Web site, by means of an electronic device. (Ed. Code
32261)
36. AB 1156 (Eng)
Requires that…
the Department of Justice and the State Department of
Education contract to provide training in the prevention of
bullying
a student who has requested an interdistrict transfer due to an
act of bullying as defined by the current school district of
attendance or the proposed school district of attendance be
given priority for attendance in the new school district
37. AB 1156 (Eng)
Amends the definition of bullying to the following relative to
suspension from school:
48900 (r) Engaged in an act of bullying
1. severe or pervasive physical or verbal act or conduct including
communications made in writing or via an electronic act
A. placing a reasonable pupil or pupils in fear or harm to that
pupil’s person or property
B. causing a reasonable pupil to experience substantial interference with
his or her academic performance
38. AB 1156 (Eng)
C. causing a reasonable pupil to experience substantial interference with
his or her academic performance
D. causing a reasonable pupil to experience substantial interference with
his or her ability to benefit from services, activities or privileges
provided by a school
Reasonable pupil definition:
A pupil including but not limited to, an exceptional needs pupil who
exercises average care, skill and judgment in conduct for a person of his
or her age or for a person of his or her age with his or her exceptional
needs.
39. AB 9 (Ammiano)
Pupil Rights: Safe Place to Learn Act – Effective July 1, 2012
School district shall adopt a policy that prohibits discrimination,
harassment, intimidation and bullying based upon actual or
perceived characteristics.
Policy includes all school activities or school attendance issues.
Adoption of a process for receiving and investigating complaints.
40. AB 9 (Ammiano)
School officials shall:
1.
take immediate steps to intervene if any school personnel
witness an act of discrimination, harassment, intimidation or
bullying
2.
time line to investigate and resolve complaints
3.
an appeal process
4.
translated forms
5.
publicized policies
posting the policy in all schools and offices including staff
lounges and pupil government meeting rooms
6.
41. AB 9 (Ammiano)
CDE will develop a model handout describing the rights and
obligations and policies addressing bias related discrimination,
harassment, intimidation and bullying in schools.
Listing of statewide resources by CDE to provide support to
youth and schools via the internet.
Policies and procedures are subject to review by CDE via the
Categorical Program Monitoring Process (CPM).
42. AB 123 (Mendoza)
School Safety – Penal Code 626.8
Any person who comes into any school building or upon any school
ground, street, sidewalk, or public way adjacent thereto without law
business thereon and whose presence or acts interfere with the peaceful
conduct of the activities of the school or disrupt the school or its pupils or
school activities is guilty of a misdemeanor if he or she does any of the
following:
1.
remains there after being asked to leave
2.
reenters that place within seven days after being asked to leave
3.
has established a continued pattern of unauthorized entry
willfully or knowingly creates a disruption with the intent to threaten
the immediate physical safety of any pupil in preschool, kindergarten
or any of grades 1-8, inclusive, arriving at, attending or leaving from
school. (Amendment to Penal Code 626.8)
4.
43. Identification / Prevention / Intervention
Quiz
T / F A parent must be notified in writing if a student’s placement in an
in-school suspension classroom is longer than one classroom
period.
T / F All teachers at the school site must be notified of a student’s
suspension expulsion history for a period of three years per Ed.
Code 49079.
T / F A student who fails to attend Saturday school detention can be
suspended from school on Monday morning for defiance of
authority per Ed. Code 48900 (k).
T / F A student who has been suspended for 20 days during the school
year, eight of which occurred at another district site
44. Identification / Prevention / Intervention
Quiz
T / F A principal shall notify the police immediately per Ed. Code 48902
and immediately suspend and recommend for expulsion a student
in possession of a box cutter.
T / F A 48 hour notice must be given to the parent for students who are
assigned after school detention.
T / F A bus suspension counts as a normal suspension from school if the
student is unable to attend school due to lack of transportation
from the parent.
T / F A 504 student cannot be expelled if the 504 team determination
makes a finding that his/her disability did impair the ability to
control the student’s behavior subject to disciplinary action.
45. Identification / Prevention / Intervention
Quiz
T / F A twelve-year-old student who has been suspended from school
during the day can be allowed to walk home by his parent if the
student lives within a two-mile radius of the school.
T / F A student may not be recommended for expulsion for possession
of more than one ounce of marijuana upon his/her first offence on
or off campus.