Pupil Services

Chronic Absenteeism 

A student is considered a chronic absentee when they are absent on 10% or more of the school days in one school year from the date of enrollment to the current date. Chronic absenteeism includes all absences – excused and unexcused – and is an important measure because excessive absences negatively impact academic achievement and student engagement. GUSD participates in the Community Leadership in Achieving Student Success (CLASS) process, which includes the Student Attendance Review Board (SARB) partnership. SARB was created to help truant students and their parents or guardians solve school attendance and/or behavior problems with the help of available school and community resources. The purpose of SARB is to work collaboratively on developing strategies (prevention, intervention, and enforcement) that will help students improve school attendance and behavior while diverting cases away from the juvenile justice system. Truancy letters are sent to parents informing them if their child has reached three (3), six (6), nine (9), or twelve (12) unexcused absences. This is a district-wide procedure that takes place on an ongoing basis. The truancy notification letters are based on the attendance information that is entered into the district computer system. This information is based on the explanation provided by the parent for their child’s absence. [Education Code 48260.5 and 60901]

Tardiness 

Students should be encouraged to be prompt as part of developing good habits. They are expected to be at school on time. If a student is late, the student should bring an excuse from home to the school office. Repeated unexcused tardies of more than 30 minutes lead to the student being designated as truant.

Truancy Definitions 

A student is considered truant after three absences or three tardies of more than 30 minutes each time or any combination thereof, and the absences or tardies are unexcused. After a student has been reported as a truant three or more times in a school year and the District has made a conscientious effort to meet with the family, the student is considered a habitual truant. A student who is absent from school without a valid excuse for 10% or more of the schooldays in one school year, from the date of enrollment to the current date, is considered a chronic truant. Unexcused absences are all absences that do not fall within Education Code 48205. [Education Code 48260, 48262, and 48263.6]

California compulsory education law requires everyone between the ages of six and eighteen years of age to attend school, except students who have graduated from high school or passed the California High School Proficiency Exam and obtained parental permission. Some students, however, violate compulsory education laws and have a pattern of unexcused absences. Although truancy and excessive absenteeism are not new problems, they cause costly, long-term problems for the students, school, and the community.

GUSD participates in the Community Leadership in Achieving Student Success (CLASS) process, which includes the Student Attendance Review Board (SARB) partnership.  

SARB was created to help truant students and their parents or guardians solve school attendance and/or behavior problems with the help of available school and community resources. The purpose of SARB is to work collaboratively on developing strategies (prevention, intervention, and enforcement) that will help students improve school attendance and behavior while diverting cases away from the juvenile justice system.

Truancy letters are sent to parents informing them if their child has reached three (3), six (6), nine (9), or twelve (12) unexcused absences. This is a district-wide procedure that takes place on an ongoing basis. The truancy notification letters are based on the attendance information that is entered into the district computer system. This information is based on the explanation provided by the parent for their child’s absence. [Education Code 48260.5, 48263, 48264]

At GUSD we implement School-Wide Positive Behavioral Interventions and Supports (SW-PBIS).  The Center on PBIS defines SW-PBIS as "an evidence-based, tiered framework for supporting students’ behavioral, academic, social, emotional, and mental health. When implemented with fidelity, PBIS improves social-emotional competence, academic success, and school climate. It also improves teacher health and wellbeing. It is a way to create positive, predictable, equitable, and safe learning environments where everyone thrives."  When SW-PBIS is implemented correctly, our students experience improvements in behavior, their social-emotional well being, and academic outcomes.  Schools, as a whole, increase their use of inclusionary discipline practices and improve the overall school climate.

Our schools: 

• explicitly teach students behavioral expectations for each area of campus they will be using, focusing on the main rules of safe, respectful, and responsible;
• use a continuum of evidence-based practices to support student behavior;
• use data collected at school sites to identify strengths, determine areas of need, and monitor student progress;
• monitor the effectiveness of our SW-PBIS practices through fidelity inventories;
• continually engage in on-going professional development and coaching;
• and work as a collaborative team to create and embrace culturally-responsive practices.

Progressive Discipline Procedures

Level 1 Behaviors are handled by the classroom teacher with support from specialist staff and playground staff.

Examples:

• Unsafe body
• Impeding the learning of others
• Inappropriate language (not directed towards  another)
• Disrespectful behavior
• Misuse of materials

Level 2 Behaviors are handled by the classroom teacher.  The teacher will follow classroom behavior management system procedures and school-wide behavior management system procedures.  The teacher will contact the student’s parent/guardian.

Examples:

• Persistent Level 1 Behaviors
• Unsafe body that could cause harm to others
• Intentionally harmful, inappropriate, threatening, or argumentative language and/or gestures
• Sustained non-compliant behavior
• Dishonesty

Level 3 behaviors are handled by the principal.  District-wide progressive discipline procedures and school-wide behavior management system procedures will be followed.  The Principal will contact the student’s parent/guardian.

Examples:

• Persistent Level 2 Behaviors
• Unsafe body with the intent to harm
• Racial slurs
• Obscene gestures
• Sexual harassment
• Bullying/harassment
• Damaging/misuse of school property (including graffiti)
• Willful disobedience of school rules
• Inappropriate clothing or accessories that impede safety or learning
• Repeated disrespect for authority
• Weapons, facsimile of a weapon, dangerous  instrument
• Stealing
• Use or possession of controlled substances
• Leaving campus without permission

In an emergency situation, the student may be brought straight to the office for support.

Suspensions

Pursuant to Education Code Section 48900, a pupil shall not be suspended from school or recommended for expulsion unless the superintendent of the school district or the principal of the school in which the pupil is enrolled determines that the pupil has committed an act as defined pursuant to any of subdivisions (a) to (r), inclusive:

(a)(1) Caused, attempted to cause, or threatened to cause physical injury to another person. (EDC 48900(a.1)) (2) Willfully used force or violence upon the person of another, except in self-defense. (EDC 48900(a.2))

(b) Possessed, sold, or otherwise furnished a firearm, knife, explosive, or other dangerous object, unless, in the case of possession of an object of this type, the pupil had obtained written permission to possess the item from a certificated school employee, which is concurred in by the principal or the designee of the principal. (EDC 48900(b))

(c) Unlawfully possessed, used, sold, or otherwise furnished, or been under the influence of, a 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. (EDC 48900(c))

(d) Unlawfully offered, arranged, or negotiated to sell a controlled substance listed in Chapter 2 (commencing with Section 11053) of Division 10 of the Health and Safety Code, an alcoholic beverage, or an intoxicant of any kind, and either sold, delivered, or otherwise furnished to a person another liquid, substance, or material and represented the liquid, substance, or material as a controlled substance, alcoholic beverage, or intoxicant. (EDC 48900(d))

(e) Committed or attempted to commit robbery or extortion. (EDC 48900(e))

(f) Caused or attempted to cause damage to school property or private property. (EDC 48900(f))

(g) Stole or attempted to steal school property or private property. (EDC 48900(g))

(h) Possessed or used tobacco or products containing tobacco or nicotine products, including, but not limited to, cigarettes, cigars, miniature cigars, clove cigarettes, smokeless tobacco, snuff, chew packets, and betel. However, this section does not prohibit the use or possession by a pupil of the pupil’s own prescription products. (EDC 48900(h))

(i) Committed an obscene act or engaged in habitual profanity or vulgarity. (EDC 48900(i))

(j) Unlawfully possessed or unlawfully offered, arranged, or negotiated to sell drug paraphernalia, as defined in Section 11014.5 of the Health and Safety Code. (EDC 48900(j))

(k)(1) Disrupted school activities or otherwise willfully defied the valid authority of supervisors, teachers, administrators, school officials, or other school personnel engaged in the performance of their duties. (2) Except as provided in Section 48910, a pupil enrolled in kindergarten or any of grades 1 to 3, inclusive, shall not be suspended for any of the acts enumerated in paragraph (1), and those acts shall not constitute grounds for a pupil enrolled in kindergarten or any of grades 1 to 12, inclusive, to be recommended for expulsion. This paragraph is inoperative on July 1, 2020.  (3) Except as provided in Section 48910, commencing July 1, 2020, a pupil enrolled in kindergarten or any of grades 1 to 5, inclusive, shall not be suspended for any of the acts specified in paragraph (1), and those acts shall not constitute grounds for a pupil enrolled in kindergarten or any of grades 1 to 12, inclusive, to be recommended for expulsion.  (4) Except as provided in Section 48910, commencing July 1, 2020, a pupil enrolled in any of grades 6 to 8, inclusive, shall not be suspended for any of the acts specified in paragraph (1). This paragraph is inoperative on July 1, 2025. (EDC 48900(k))

(l) Knowingly received stolen school property or private property. (EDC 48900(l))

(m) Possessed an imitation firearm. As used in this section, “imitation firearm” means a replica of a firearm that is so substantially similar in physical properties to an existing firearm as to lead a reasonable person to conclude that the replica is a firearm. (EDC 48900(m))

(n) Committed or attempted to commit a sexual assault as defined in Section 261, 266c, 286, 287, 288, or 289 of, or former Section 288a of, the Penal Code or committed a sexual battery as defined in Section 243.4 of the Penal Code. (EDC 48900(n))

(o) Harassed, threatened, or intimidated a pupil who is a complaining witness or a witness in a school disciplinary proceeding for purposes of either preventing that pupil from being a witness or retaliating against that pupil for being a witness, or both.(EDC 48900(o))

(p) Unlawfully offered, arranged to sell, negotiated to sell, or sold the prescription drug Soma.(EDC 48900(p))

(q) Engaged in or attempted to engage in hazing. For purposes of this subdivision, “hazing” means a method of initiation or preinitiation into a pupil organization or body, whether or not the organization or body is officially recognized by an educational institution, that is likely to cause serious bodily injury or personal degradation or disgrace resulting in physical or mental harm to a former, current, or prospective pupil. For purposes of this subdivision, “hazing” does not include athletic events or school-sanctioned events. (EDC 48900(q))

(r) Engaged in an act of bullying. (EDC 48900 (r)) For purposes of this subdivision, the following terms have the following meanings: (1) “Bullying” means any severe or pervasive physical or verbal act or conduct, including communications made in writing or by means of an electronic act, and including one or more acts committed by a pupil or group of pupils as defined in Section 48900.2, 48900.3, or 48900.4, directed toward one or more pupils that has or can be reasonably predicted to have the effect of one or more of the following: (A) Placing a reasonable pupil or pupils in fear of harm to that pupil’s or those pupils’ person or property.  (B) Causing a reasonable pupil to experience a substantially detrimental effect on the pupil’s physical or mental health.  (C) Causing a reasonable pupil to experience substantial interference with the pupil’s academic performance.  (D) Causing a reasonable pupil to experience substantial interference with the pupil’s ability to participate in or benefit from the services, activities, or privileges provided by a school.  (2) (A) “Electronic act” means the creation or transmission originated on or off the school site by means of an electronic device, including, but not limited to, a telephone, wireless telephone, or other wireless communication device, computer, or pager, of a communication, including, but not limited to, any of the following: (i) A message, text, sound, video, or image. (ii) A post on a social network internet website, including, but not limited to: (I) Posting to or creating a burn page. “Burn page” means an internet website created for the purpose of having one or more of the effects listed in paragraph (1). (II) Creating a credible impersonation of another actual pupil for the purpose of having one or more of the effects listed in paragraph (1). “Credible impersonation” means to knowingly and without consent impersonate a pupil for the purpose of bullying the pupil and such that another pupil would reasonably believe, or has reasonably believed, that the pupil was or is the pupil who was impersonated. (III) Creating a false profile for the purpose of having one or more of the effects listed in paragraph (1). “False profile” means a profile of a fictitious pupil or a profile using the likeness or attributes of an actual pupil other than the pupil who created the false profile. (iii) (I) An act of cyber sexual bullying. (II) For purposes of this clause, “cyber sexual bullying” means the dissemination of, or the solicitation or incitement to disseminate, a photograph or other visual recording by a pupil to another pupil or to school personnel by means of an electronic act that has or can be reasonably predicted to have one or more of the effects described in subparagraphs (A) to (D), inclusive, of paragraph (1). A photograph or other visual recording, as described in this subclause, shall include the depiction of a nude, semi-nude, or sexually explicit photograph or other visual recording of a minor where the minor is identifiable from the photograph, visual recording, or other electronic act. (III) For purposes of this clause, “cyber sexual bullying” does not include a depiction, portrayal, or image that has any serious literary, artistic, educational, political, or scientific value or that involves athletic events or school-sanctioned activities. (B) Notwithstanding paragraph (1) and subparagraph (A), an electronic act shall not constitute pervasive conduct solely on the basis that it has been transmitted on the internet or is currently posted on the internet. (3) “Reasonable pupil” means a pupil, including, but not limited to, a pupil with exceptional needs, who exercises average care, skill, and judgment in conduct for a person of that age, or for a person of that age with the pupil’s exceptional needs.

The parent/guardian of a student who has been suspended may attend a portion of that school day in their pupil's classroom. The attendance of the parent/guardian will be limited to the class from which the student was suspended. A written notice will be sent to the parent/guardian regarding the implementation of this requirement. Employers are not allowed to apply sanctions against the parent/guardian for this requirement if the parent/guardian has given reasonable notice to their employer. [Education Code 48900.1]  

Expulsions - Mandatory Recommendation

Schools shall immediately suspend and recommend expulsion for students that commit any of the following acts at school or at a  school activity off school grounds:  

1. Firearm
   • Possessing a firearm when a district employee verified firearm possession and when the student did not have prior written permission from a certificated employee, which is concurred with by the principal or designee.
   • Selling or otherwise furnishing a firearm.
2. Brandishing a knife at another person.
3. Unlawfully selling a controlled substance listed in California Health and Safety Code 11053 et. seq.
4. Committing or attempting to commit a sexual assault or committing sexual battery as defined in Education Code 48900(n).
5. Possession of an explosive.

The Board of Trustees shall order the student to be expelled upon finding that the student committed the act. [Education Code 48915] 

The District is responsible for compliance with state and federal laws and regulations and has procedures to address allegations of unlawful discrimination and complaints alleging violation of laws governing educational programs.  For further information regarding Non-Discrimination in District Programs and Activities please see Board Policy (BP) 0410.  For further information regarding Non-Discrimination in Employment please see Administrative Regulation (AR) 4030 and Board Policy (BP) 4030.

Complaint Officer

Assistant Superintendent – Pupil Services

Goleta Union School District

401 N Fairview Avenue

Goleta, CA 93117

805-681-1200 extension 2220

The District recognizes its accountability to the public for the quality of its educational program and the performance of its employees. The district shall provide a process by which a complaint submitted by any person regarding an employee can be resolved impartially, expeditiously, and with minimal disruption to district operations and the educational program.

The Superintendent or designee shall determine whether a complaint against any other employee should be considered a complaint against the district and/or an individual employee and whether it should be resolved by the district's process for complaints concerning personnel and/or other district procedures. Any complaint of child abuse or neglect alleged against a district employee shall be reported to the appropriate local agencies in accordance with law and BP 5141.4 - Child Abuse Prevention and Reporting. Any complaint alleging that an employee engaged in unlawful discrimination (such as discriminatory harassment, intimidation, or bullying) in district programs and activities shall be filed in accordance with BP/AR 1312.3 - Uniform Complaint Procedures. Any complaint by an employee, job applicant, volunteer, intern, or independent contractor alleging unlawful discrimination or harassment by an employee shall be filed in accordance with AR 4030 - Nondiscrimination in Employment.

Any complaint subject to this policy and the accompanying administrative regulation shall be investigated by the principal, the employee's immediate supervisor, the Superintendent or designee, legal counsel, agent of the Board, and/or other appropriate person who is not the subject of the complaint or subordinate to the employee charged in the complaint. The complainant and the employee shall have an opportunity to present information relevant to the complaint.

The Board prohibits retaliation against complainants.

Complaint Against an Employee (Through UCP) Officer

• Amanda Martínez, Assistant Superintendent of Pupil Services, (805) 681-1200 extension 2220

Related Documents

GUSD Administrative Regulations (ARs)

• 1312.1: Complaints Concerning District Employees
• 1312.3: Uniform Complaint Procedures

GUSD Board Policies (BPs)

• 1312.1: Complaints Concerning District Employees
•  4144: Complaints
• 4244: Complaints
• 4344: Complaints

Title IX of the Education Amendments of 1972 is one of several federal and state anti-discrimination laws that ensure equality in educational programs and activities that receive federal funding. Specifically, Title IX protects male and female pupils and employees, as well as transgender pupils and pupils who do not conform to sex stereotypes, against discrimination based on sex, including sexual harassment. It also requires that students who are transgender and students who do not conform to sex stereotypes be permitted to participate in sex-segregated school programs and activities, including athletic teams and competitions, and use facilities consistent with his/her/their gender identity, irrespective of the gender listed on the student's records. California law also prohibits discrimination based on gender, gender expression, gender identity, and sexual orientation. Under Title IX, pupils may not be discriminated against based on their parental, family, or marital status, and pregnant and parenting students may not be excluded from participating in any educational program, including extracurricular activities, for which they qualify.  [Education Code 221.61, Administrative Regulation 5145.7] 

Pursuant to Education Code Section 221.8 (Title IX of the Education Amendments of 1972 (20 U.S.C. Sec. 1681 et seq.)):

1. You have the right to fair and equitable treatment, and you shall not be discriminated against based on your sex.
2. You have the right to be provided with an equitable opportunity to participate in all academic extracurricular activities, including athletics.
3. You have the right to inquire of the athletic director of your school as to the athletic opportunities offered by the school
4. You have the right to apply for athletic scholarships.
5. You have the right to receive equitable treatment and benefits in the provision of all of the following:
   • Equipment and supplies.
   • Scheduling of games and practices.
   • Transportation and daily allowances.
   • Access to tutoring.
   • Coaching.
   • Locker rooms.
   • Practice and competitive facilities.
   • Medical and training facilities and services.
   • Publicity.
6. You have the right to have access to a gender equity coordinator to answer questions regarding gender equity laws.
7. You have the right to contact the State Department of Education and the California Interscholastic Federation to access information on gender equity laws.
8. You have the right to file a confidential discrimination complaint with the United States Office of Civil Rights or the State Department of Education if you believe you have been discriminated against or if you believe you have received unequal treatment on the basis of your sex.
9. You have the right to pursue civil remedies if you have been discriminated against.
10. You have the right to be protected against retaliation if you file a discrimination complaint.

Title IX Coordinators

• Students
  • Amanda Martínez, Assistant Superintendent of Pupil Services, (805) 681-1200 extension 2220
• Employees
  • David Simmons, Assistant Superintendent of Human Resources, (805) 681-1200 extension 2217

Related Documents

GUSD Administrative Regulations (ARs)

• Employees
  • 4119.11: Sexual Harassment
  • 4119.12: Title IX Sexual Harassment Complaint Procedures
  • 4219.11: Sexual Harassment
  • 4219.12: Title IX Sexual Harassment Complaint Procedures
  • 4319.11: Sexual Harassment
  • 4319.12: Title IX Sexual Harassment Complaint Procedures
• Students
  • 5145.7: Sexual Harassment

  • 5145.71: Title IX Sexual Harassment Complaint Procedures

GUSD Board Policies (BPs)

• Employees
  • 4119.11: Sexual Harassment
  • 4219.11: Sexual Harassment
  • 4319.11: Sexual Harassment
• Students
  • 5145.7: Sexual Harassment

GUSD Exhibits

• 5145.71-E: Title IX Sexual Harassment Complaint Procedures

General Documents and Forms

• Process for Title IX for School Districts PowerPoint
• GUSD Title IX Complaint Form

The Uniform Complaint Procedures (UCP) apply to the filing, investigation, and resolution of a complaint regarding an alleged violation by a local agency of federal or state law or regulations governing educational programs and other specified subject matter.  A Uniform Complaint is a written and signed statement by an individual, public agency, or organization alleging a violation of federal or state laws governing certain educational programs. The District is primarily responsible for compliance with federal and state laws and regulations, including those related to unlawful discrimination, harassment, intimidation, or bullying against any protected group and all programs and activities that are subject to the UCP.  GUSD encourages the early, informal resolution of complaints whenever possible and appropriate. The UCP may be implemented to resolve complaints that cannot be resolved through an informal process.

The UCP shall apply to complaints relating to all of the matters addressed in Education Code section 33315(a)(1) and any other applicable matters identified by the Legislature in the future.  These procedures do not apply to complaints regarding instructional materials, emergency or urgent facilities conditions that pose a threat to the health or safety of pupils or staff, and teacher vacancies and misalignments, except as otherwise indicated. Such complaints are addressed in and governed by sections 4680 through 4687. LEA Investigation Reports on facilities complaints may be appealed to the CDE pursuant to section 4687. These procedures do not apply to complaints regarding state preschool health and safety issues in LEAs exempt from licensing except as otherwise indicated. Such complaints are addressed in and governed by sections 4690 through 4694. LEA Investigation Reports on state preschool health and safety issues in LEAs exempt from licensing may be appealed to the CDE pursuant to section 4694.

The UCP can be used in cases of discrimination or a violation of a federal or state law within the following programs: Child Development, Consolidated Categorical Aid, No Child Left Behind (NCLB),  State Compensatory Education, State Program for Students of Limited English  Proficiency, School Improvement, Peer Assistance and Review, School Safety and Violence Prevention Act, Nutrition Services,  Special Education, Discrimination, Harassment, Bullying, Civil Rights Guarantees that receive state or federal financial assistance as well as Williams Settlement issues and other areas designated by the District. [E.C. 234, 260 et seq., 56501; Penal Code 422.55; Title IX of the Education Amendments  of 1972; 20 USC 1681-1688, 42 USC 2000d-2000d7; 34 CFR 106.9;  Title VI of the Civil Rights Act of 1974; Section 504 of the Rehabilitation Act of 1973; Individuals with Disabilities Education Act (IDEA); 5 CCR 4622]

A complaint regarding the violation of specific federal and state programs that use categorical funds such as:

• Accommodations for Pregnant and Parenting Pupils
• Adult Education
• After-School Education and Safety
• Agricultural Career Technical Education
• Career Technical and Technical Education and Career Technical and Technical Training Programs
• Child Care and Development Programs
• Compensatory Education
• Consolidated Categorical Aid Programs
• Course Periods without Educational Content
• Discrimination, harassment, intimidation, or bullying against any protected group as identified under sections 200 and 220 and Section 11135 of the Government Code, including any actual or perceived characteristic as set forth in Section 422.55 of the Penal Code, or on the basis of a person’s association with a person or group with one or more of these actual or perceived characteristics, in any program or activity conducted by an educational institution, as defined in Section 210.3, that is funded directly by, or that receives or benefits from, any state financial assistance.
• Educational and graduation requirements for pupils in foster care, pupils who are homeless, pupils from military families, pupils formerly in Juvenile Court now enrolled in a school district, pupils who are migratory, and pupils participating in a newcomer program.
• Every Student Succeeds Act
• Local Control and Accountability Plans (LCAP)
• Migrant Education
• Physical Education Instructional Minutes
• Pupil Fees
• Reasonable Accommodations to a Lactating Pupil
• Regional Occupational Centers and Programs
• School Plans for Student Achievement
• School Site Councils
• State Preschool
• State Preschool Health and Safety Issues in LEAs Exempt from Licensing
• And any other state or federal educational program the State Superintendent of Public Instruction (SSPI) or designee deems appropriate.

A UCP complaint, except for a UCP complaint alleging unlawful discrimination, harassment, intimidation, or bullying, shall be filed no later than one year from the date the alleged violation occurred. For complaints related to the LCAP, the date of the alleged violation is the date when the County Superintendent of Schools approves the LCAP that was adopted by the Board of Trustees. A complaint alleging unlawful discrimination, harassment, intimidation, or bullying shall be initiated no later than six months from the date that the alleged unlawful discrimination occurred or six months from the date that the complainant first obtained knowledge of the facts of the alleged unlawful discrimination. The time for filing may be extended for up to 90 days by the Superintendent or designee for good cause upon written request by the complainant setting forth the reasons for the extension. [Title 5 California Code of Regulations 4630]

These UCPs require the complainant to submit a written complaint to the District’s Complaint Officer (Assistant Superintendent of Pupil Services).  Within ten (10) business days after the Compliance Officer receives the complaint, the Compliance Officer shall begin an investigation into the complaint. Unless extended by written agreement with the complainant, the Compliance Officer shall prepare and send to the complainant a written investigation report within 60 calendar days of the District's receipt of the complaint. For any complaint alleging unlawful discrimination, harassment, intimidation, and bullying, the respondent shall be informed of any extension of the timeline agreed to by the complainant. Any complainant who is dissatisfied with the district's investigation report on a complaint regarding any specified federal or state educational program subject to UCP may file an appeal in writing with CDE within 30 calendar days of receiving the district's investigation report. [Title 5 California Code of Regulations 4622, 4631, 4632; Education Code  234.1, 32289, 49013; Board Policy 1312.3] 

The compliance officer who receives a complaint may assign another compliance officer to investigate and resolve the complaint. The compliance officer shall promptly notify the complainant and respondent if another compliance officer is assigned to the complaint.

In no instance shall a compliance officer be assigned to a complaint in which the compliance officer has a bias or conflict of interest that would prohibit the fair investigation or resolution of the complaint. Any complaint against a compliance officer or that raises a concern about the compliance officer's ability to investigate the complaint fairly and without bias shall be filed with the Superintendent or designee, who shall determine how the complaint will be investigated.

Uniform Complaint Procedures Officer

• Amanda Martínez, Assistant Superintendent of Pupil Services, (805) 681-1200 extension 2220

Related Documents

GUSD Administrative Regulations (ARs)

• 1312.3: Uniform Complaint Procedures

GUSD Board Policies (BPs)

• 1312.3: Uniform Complaint Procedures

GUSD Exhibits

• 1312.3-E (1): Uniform Complaint Procedures

• 1312.3-E (2): Uniform Complaint Procedures

General Documents and Forms

• California Department of Education (CDE) Uniform Complaint Procedures Pamphlet (English, Spanish)
• GUSD Uniform Complaint Procedures Annual Notice (English, Spanish)

A Williams Complaint concerns instructional materials, emergency or urgent facilities conditions that pose a threat to the health and safety of pupils, and teacher vacancy or misassignment. Williams Complaints may be filed anonymously. The District must have a complaint form available for these types of complaints but will not reject a complaint if the form is not used as long as the complaint is submitted in writing. Under applicable regulations, a notice must be posted in each classroom in each school notifying parents and guardians of the matters subject to a Williams complaint and where to obtain a form to file a complaint.

A Williams Complaint must be resolved by the school principal, District superintendent, or designee. A complainant who is not satisfied with the resolution has the right to describe the complaint to the local governing board at a regularly scheduled board meeting. Except for complaints involving a condition of a facility that poses an emergency or urgent threat, there is no right to appeal a Williams Complaint to the CDE.

In the case of complaints concerning a condition of a facility that poses an emergency or urgent threat, a complainant who is not satisfied with the resolution has the right to file an appeal to the Superintendent of Public Instruction at CDE within 15 calendar days of receiving the District's decision. [Education  Code 35186; Administrative Regulation 1312.4] 

Williams Complaint Coordinator

• Amanda Martínez, Assistant Superintendent of Pupil Services, (805) 681-1200 extension 2220

Related Documents

GUSD Administrative Regulations (ARs)

• 1312.4: Williams Uniform Complaint Procedures

GUSD Exhibits

• 1312.4-E (1): Williams Uniform Complaint Procedures

• 1312.4-E (2): Williams Uniform Complaint Procedures

General Documents and Forms

• GUSD Menstrual Equity Act School Site Restroom Flyers
• GUSD Memo to School Office Managers re Menstrual Equity Act Restrooms Notices
• GUSD Williams Compaint Annual Notice to Parents, Guardians, Students, and Staff
• GUSD Williams Complaint Form
• The Menstrual Equity for All Act: A Handbook for California Public School Districts

The District's educational liaison is required to ensure pupils in foster care receive stable school placements that are in the best interests of the child, placement in the least restrictive educational programs, access to academic resources, services, and extracurricular and enrichment activities available to all pupils, full and partial credits for coursework taken, and meaningful opportunity to meet state pupil academic achievement standards. Please contact the Pupil Services Department at 805-681-1200 extension 2220 for support. [Education Code  48850 et seq.]

The district’s homeless liaison is required to ensure parents/guardians of homeless pupils are informed of educational and related opportunities available to their children and are provided with meaningful opportunities to participate in their children's education. Notification may address: 1) Circumstances for eligibility  (e.g., living in a shelter, in a motel, hotel, or weekly rate housing, in a house or apartment with more than one family because of  economic hardship or loss, in an abandoned building, in a car, at a campground, or on the street, in temporary foster care or with an  adult who is not your parent or guardian, in substandard housing, or with friends or family because you are a runaway,  unaccompanied, or migrant youth); 2) Right to immediate enrollment in school of origin or school where currently residing without  proof of residency, immunization records or tuberculosis skin-test results, school records, or legal guardianship papers; 3) Right to  education and other services (e.g., to participate fully in all school activities and programs for which child is eligible, to qualify  automatically for nutrition programs, to receive transportation services, and to contact liaison to resolve disputes that arise during  enrollment) 4) Right to be notified of possibility of graduating within four years with reduced state requirements, if the homeless or  foster youth transferred after the second year of high school, is credit deficient, and will not be able to graduate on time with local  district requirements.; and 5) Right for the district to accept partial credits for courses that have been satisfactorily completed by the homeless student. Notice of the educational rights of homeless children must be disseminated at places where children receive services,  such as schools, shelters, and soup kitchens.  Please contact the Pupil Services Department at 805-681-1200 extension 2220 for support. [42 United States Code 11432, Education Code 48551, 48552.5, 48853, 48857,  49069, 51225.1 and 51225.2]

The McKinney-Vento Homeless Assistance Act (McKinney-Vento Act) is a federal law that protects the educational rights of children and youth experiencing homelessness. The act requires local educational agencies (LEAs, i.e., school districts) to ensure that homeless students have access to the same free, appropriate public education as other students. This includes public preschool education and related services that enable students to meet state academic standards.  More information can be found at the California Department of Education's website under Homeless Education (linked here).

The California Constitution guarantees California children the right to attend public schools that are safe, secure, and peaceful. The California Department of Education (CDE), public school districts, county offices of education (COEs), and schools and their personnel are responsible for creating learning environments that are safe and secure. First responders, community partners, and families play an essential role, as well. Schools must be prepared to respond to emergencies including natural and man-made hazards, and strive to prevent violence and behavior issues that undermine safety and security.

Comprehensive School Safety Plans (CSSPs) include strategies aimed at the prevention of, and education about, potential incidents involving crime and violence on the school campus and aspects of social, emotional, and physical safety for both youth and adults.

California Education Code (EC) Section 32281(a) requires every K-12 public or public charter school, including community and court schools, to develop and maintain a CSSP designed to address campus risks, prepare for emergencies, and create a safe, secure learning environment for students and school personnel.

The law requires designated stakeholders to annually engage in a systematic planning process to develop strategies and policies to prevent and respond to potential incidents involving emergencies, natural and other disasters, hate crimes, violence, active assailants/intruders, bullying and cyberbullying, discrimination and harassment, child abuse and neglect, discipline, suspension and expulsion, and other safety aspects.

Schools, districts, and COEs all play a role in effective school safety planning and are responsible for familiarity with, and fulfillment of, applicable requirements of EC sections 32280–32289.5. The CSSP requirements can be located on the California Legislative Information web page.

Below you can find each school's SB187:

Brandon

El Camino

Ellwood

Foothill/Goleta Family School

Hollister

Isla Vista

Kellogg

La Patera

Mountain View

We take the safety of our students and staff very seriously, and all threats or potential threats are treated with the utmost urgency.  When there is an incident that is occurring on or near a school campus that may impact or is impacting student and staff safety, we immediately initiate our Standard Response Protocol (SRP) system.  All GUSD staff and students have been trained on the SRP system, and all school sites practice what to do during an active SRP incident with monthly drills. The purpose of these drills is to ensure the removal of students and staff from dangerous situations as quickly and as safely as possible. Drills are scheduled during the instructional period, recess times, and after school during Expanded Learning.

During any active incident, we communicate with the following agencies and people in the order noted below:

1. 911 (when appropriate; most often for Secure and Lockdown)
2. District Office Incident Response Team
3. School-Wide Staff
   • May at times include District-Wide Staff or multiple school-site staff
4. Families of students at impacted school site/s through ParentSquare Alerts and Posts
   • May at times include District-Wide Families or multiple school-site families

SRP is an action-based response system that provides a concise common vocabulary in times of crisis, hazards, and threats.  All incidents fall into one of five categories with specific action steps to be followed.

IN THE EVENT OF AN EMERGENCY, STUDENTS WILL REMAIN WITH SCHOOL PERSONNEL UNTIL THEY ARE PICKED UP BY PARENTS, GUARDIANS, or DESIGNEES (as specified on Student Emergency Lists in Synergy).

Family Handout (English, Spanish)

School Posters (English, Spanish)

Yearly ParentSquare Message to Families

The Goleta Union School District reminds parents and guardians of their responsibilities for keeping firearms out of the  hands of children as required by California law. There have been many news reports of children bringing firearms to school. In many instances, the child obtained the firearm(s) from his or her home. These incidents can be easily prevented by storing firearms in a  safe and secure manner, including keeping them locked up when not in use and storing them separately from ammunition. To help everyone understand their legal responsibilities, the following spells out California law regarding the storage of firearms. Please take some time to review this information and evaluate your own personal practices to assure that you and your family are in compliance with California law. 

California makes a person criminally liable for keeping a loaded firearm under their custody and control, where that person knows or reasonably should know that a child is likely to gain access to the firearm without the permission of the child’s parent or legal guardian and the child obtains access to the firearm and thereby: (1) causes death or great bodily injury to the child or any other person: (2) carries the firearm to a public place, including to any preschool or school grades TK-12, including to any school-sponsored event,  activity, or performance; or (3) brandishes a firearm to others. The criminal penalty may be greater if someone dies or suffers great bodily injury as a result of the child gaining access to the firearm. [Cal. Penal Code § 25100 through 25125; 25200 through  25220] 

As of 2014, California makes a person criminally liable if they negligently store or leave any loaded firearm on their premises where a  child is likely to gain access to it, regardless of whether or not the child brings the gun to a public place. [Cal. Penal Code § § 25100  through 25125; 25200 through 25220] 

A parent or guardian may also be civilly liable for damages resulting from the discharge of a firearm by that person’s child or ward.  These damages may be up to $30,000 per victim. [Cal. Penal Code § 1714.3] 

Gun owners may avoid criminal liability under Cal. Penal Code 25100 by keeping their firearm in a locked container or secured with a locking device that renders the firearm inoperable. [Cal. Penal Code § 25105 and 25205] 

Persons with a valid license to carry a concealed firearm are to be allowed in an area within 1,000 feet of school but not on school grounds. Ammunition or reloaded ammunition is allowed on campus but only if in a locked container in a locked trunk of vehicle. Peacekeepers, military, and armored vehicle guards engaged in job duties as defined are exempt. [Cal. Penal Code § 626.9 and 30310]

Thank you for helping keep our children and schools safe. Remember that the easiest and safest way to comply with the law is to keep firearms in a locked container or secured with a locking device that renders the firearm inoperable. 

Section 504 of the Rehabilitation Act of 1973 is a federal law which prohibits discrimination against persons with a disability. The District provides a free and appropriate public education (FAPE) to all pupils regardless of the nature or severity of their disability. The District has a responsibility to identify, evaluate, and, if eligible, provide pupils with disabilities the same opportunity to benefit from education programs, services, or activities as provided to their non-disabled peers. To qualify for Section 504 protections, the pupil must have a mental or physical impairment which substantially limits one or more major life activity. For additional information about the rights of parents/guardians of eligible pupils, or questions regarding the identification, evaluation, and eligibility of Section  504 protections, please contact the Pupil Services Department at 805-681-1200 extension 2220. [29 United States Code 794; 34 Code of Federal Regulations 104.32; Administrative Regulation and Board Policy 6164.6] 

English

Spanish

Short-Term Independent Study (STIS)  is a voluntary option available to students in grades TK - 6 who must miss school for unavoidable reasons (emergency or illness) and will be absent for at least three (3) and a maximum of ten (10) consecutive days.  Requests beyond the ten (10) day maximum, but no more than 14 days, may be made due to special circumstances, but those requests must be approved by the school site principal in conjunction with the Director of Pupil Services. In the event of an emergency school closure, the minimum number of days for an independent study may be one (1) school day. 

STIS is a voluntary option and must be requested by a student's parent/guardian a minimum of 7-10 school days prior to the first expected day of absence.  Requests are submitted to the school site Principal and School Office Assistant for review and approval. Prior to going on STIS, the student will be provided coursework that will account for each day they will be absent. Successfully completing STIS keeps a student up to date on classroom assignments and essential learnings, provides the district the ability to keep the student in average daily attendance reports, which are tied to state funding, and the parent/guardian and the student will not be subject to a truancy review for the time missed while on STIS. 

It is entirely at the school’s discretion as to whether or not to approve an STIS request; students do not have a right to participate in STIS. STIS is made available to students on a case-by-case basis, considering the length of the absence, the student's academic history and daily attendance, as well as other factors. 

All assigned STIS work is due within one week of the student's return to school and shall be graded by a credentialed staff member.  This due date cannot be extended, even due to illness, so the work must be turned in or the days the student was out will be considered unexcused.  If the student's work is unsatisfactory or incomplete, the school can only grant excused days of absence for the amount of satisfactory work returned. The additional days of absence will be considered unexcused and will count towards truancy limits.

When is STIS appropriate?:

• Out-of-state or out-of-country emergency
• Catastrophic family situation
• Legal or government situation
• Severe health issues including quarantine or isolation
• Special circumstances

When is STIS not appropriate?:

• Extending the length of school holidays – Winter Break, Spring Break, Thanksgiving Break
• Vacation or trips
• Visiting friends or relatives
• When a student has extensive absences

Parent/Guardian Responsibilities:

While student is on STIS:

• Monitor progress of student and provide necessary support.
• Ensure all assignments are completed.
• Communicate with school if there is any confusion or extra support needed to complete assignments.

Once student has completed STIS and returned back to in-person school:

• All assigned STIS work is due within one week of the student's return to school. This due date cannot be extended, even due to illness, so the work must be turned in or the days the student was out will be considered unexcused.  If the student's work is unsatisfactory or incomplete, the school can only grant excused days of absence for the amount of satisfactory work returned. The additional days of absence will be considered unexcused and will count towards truancy limits.

Related Documents

GUSD Administrative Regulations (ARs)

• 6158: Independent Study

GUSD Board Policies (BPs)

• 6158: Independent Study

General Documents and Forms

• Completed by School: Short-Term Independent Study Master Agreement for Parent/Guardian Request, School Site Authorization, and Study Plan (English, Spanish)

1. Complete the top section of the "Short-Term Independent Study (STIS) Master Agreement - Parent/Guardian Request, School Site Authorization, Study Plan."
   • English Form
   • Spanish Form
2. Submit partially completed "Short-Term Independent Study (STIS) Master Agreement - Parent/Guardian Request, School Site Authorization, Study Plan" to your child's School Office Assistant (SOA) and Principal at least ​7-10 school days prior ​​to the first expected date of absence.
3. The Principal will review your request and determine if they are authorizing the STIS request or denying it.
4. If the STIS is granted, the school will prepare the study plan and all work associated with it.
5. The student must complete all assignments per the criteria outlined by the teacher on the STIS study plan daily.
6. Make sure all assignments have been submitted when your child return's back to school.

Inclusive education is the most effective way to give all children a fair chance to go to school, learn and develop the skills they need to thrive.  Inclusive school systems, like GUSD, value the unique contributions students of all backgrounds bring to the classroom and allow diverse groups to grow side by side, to the benefit of all.

The Individuals with Disabilities Education Act (IDEA) is a federal law that makes available a free appropriate public education (FAPE) to eligible children with disabilities throughout the nation and ensures special education and related services to those children. Congress reauthorized the IDEA in 2004 and most recently amended the IDEA through Public Law 114-95, the Every Student Succeeds Act, in December 2015.

The stated purpose of the IDEA is:

• to ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living;
• to ensure that the rights of children with disabilities and parents of such children are protected;
• to assist States, localities, educational service agencies, and Federal agencies to provide for the education of all children with disabilities;
• to assist States in the implementation of a statewide, comprehensive, coordinated, multidisciplinary, interagency system of early intervention services for infants and toddlers with disabilities and their families;
• to ensure that educators and parents have the necessary tools to improve educational results for children with disabilities by supporting system improvement activities; coordinated research and personnel preparation; coordinated technical assistance, dissemination, and support; and technology development and media services;
• to assess, and ensure the effectiveness of, efforts to educate children with disabilities.

An Individualized Education Plan/Program (IEP) is a legal document that describes how GUSD provides services to a student with an identified eligibile disability.  To be eligible for special education services in California, a student must meet criteria for one or more the following disabilities, as defined by the state and federal education code in the Individuals with Disabilities Education Act (IDEA) and must be determined to require Special Education and Related Services to benefit from their education: Autism, Deaf-Blindness, Deafness, Established Medical Disability (3-5 year olds only) Intellectual Disability, Multiple Disabilities, Orthopedic Impairments, Other Health Impairment, Emotional Disturbance, Specific Learning Disability, Speech or Language Impairment, Traumatic Brain Injury, or Visual Impairment.

IEPs are developed by a team that includes: parents/guardians, teachers, administrators, and other special education service providers like speech-language pathologists, school psychologists, and occupational therapists. An IEP may include specialized academic instruction, related services, the use of supplementary aids and services, curriculum accommodations and modifications and a range of other services and supports.

Please contact your school principal or our Pupil Services Department for more information.  

Parents and Guardians of students with disabilities are afforded rights in the special education process.  These rights are called procedural safeguards. Individuals serving as surrogate parents and students aged eighteen receiving special education services, are also entitled to these rights.

A full copy of the Parent Rights and Procedural Safeguards document is offered to families at each annual IEP meeting, and parents and guardians may ask any IEP team member questions about the process along the way.   In addition you can find digital copies linked here in English and Spanish.

For more information, read The California Department of Education Summary of Parents Rights.

We invite families and community members to participate in a collaborative partnership to support students receiving special education and related services.

Participants

• Coordinator of SpEd, UPK TOSA, Parents and Guardians of Students with Disabilities, Community Agencies

Purpose

• Increase equity of access and information for parents and guardians of students with special education and related services.
• Provide a forum for parents and guardians to work in collaboration with the district to identify areas of growth and areas of success.
• Create a format for the District to share updates to programs and initiatives related to special education and related services. 

Upcoming Meetings

• Date: Tuesday, April 30th, 5:00-6:00 pm, District Office-Boardroom
  • Topics: SEAC models discussion, input for future topics, school site representative formation
• Date: Tuesday, May 28th, 5:00-6:00 pm, District Office-Boardroom
  • Topics: TBD

The SELPA is a state mandated joint powers agency that provides oversight, guidance, to the community related to identifying and providing compliant, best practice IEP services to students with disabilities. 

Santa Barbara County SELPA Website

• SBC SELPA Local Plan

Community Advisory Committee: The Community Advisory Committee (CAC) is a SBC SELPA committee that represents parents, educators, and community agencies and works to support the operation of the SBC SELPA Local Plan – the local requirements for ensuring a free appropriate public education (FAPE) for all individuals with exceptional needs in Santa Barbara County.

California Education Code [EDC 48980(j)] requires all school boards to inform each student’s parents/guardians of the various ways in which they may choose schools for their children to attend other than the ones assigned by the school district. Students that attend schools other than their school of residence ("home school") are referred to as “transfer students." There is a process for choosing a school within the district in which the parents/guardians live (intra-district transfer) and for selecting schools in other districts (inter-district transfer).

• Intradistrict transfers are when a student transfers from one school WITHIN the District boundaries to another school WITHIN the District boundaries.
• Interdistrict transfers are when a student transfers from one school OUTSIDE the District boundaries to a school WITHIN the District boundaries.
• Involuntary transfers occures when students who are convicted of a violent felony or misdemeanor may be transferred to another district school if they are convicted of a violent felony, as defined in Penal Code 667.5(c), or a misdemeanor listed in Penal Code 29805 and is enrolled at the same school as the victim of the crime for which they were convicted. (Education Code 48929)

Related Documents

GUSD Administrative Regulations (ARs)

• 5116.1: Intradistrict Open Enrollment
• 5117: Interdistrict Attendance

GUSD Board Policies (BPs)

• 5116.1: Intradistrict Open Enrollment
• 5117: Interdistrict Attendance
• 5116.2: Involuntary Student Transfers

General Documents and Forms

• Intra-District Transfer Request Form
  • Use this form if you reside in the GUSD boundaries and are looking to transfer from one school WITHIN GUSD boundaries to another school WITHIN GUSD boundaries.
• Inter-District Transfer Request Form
  • Use this form if you reside OUTSIDE of the GUSD boundaries and are looking to transfer from a school OUTSIDE GUSD boundaries (e.g., SBUSD) to a school WITHIN GUSD boundaries.
  • This form must be accompanied by an additional form from the District in which you reside, known as a "release form."
• Inter-District Transfer Release Form
  • Use this form if you reside WITHIN the GUSD boundaries and are looking to transfer to a school OUTSIDE of GUSD boundaries (e.g., SBUSD).
  • You will submit this form to the Non-GUSD school district you are wanting to transfer to in addition to any form that district also requires.

Intra-District Transfers are processed FIRST as they have priority (Education Code 35160.5).  Inter-District Transfers are processed SECOND as they may not be given priority over neighborhood students or current GUSD students.  There is no guarantee that a transfer will be approved; therefore, all students must be registered and attend school at their school/district of residence.  Transfers will only be granted if there is space at the requested school and grade level.  There are no appeals for Intra-District Transfers that are not granted.

Timeline for 2024/2025 School Year

• February 1 - May 15: Application Window is Open
  • Completed applications must be submitted to the Pupil Services Department (in-person or via email to karce@gusd.us).
  • Any applications received after May 15 will not be a part of the Intra-District Transfer Lottery and will only be processed under a provisional transfer option (good for one school year only) after all lottery transfers are complete.
• May 16 - August 30: Review of Applications
• August 21: First Day of School
  • All students requesting Intra-District Transfers must enroll and start at their home school of residence.
• August 28: Intra-District Transfer Lottery for Spot Order (Zoom)
• August 30: Transfer Lottery Placement Offers (Calls to Families)
  • Permanent Transfers are offered for K-6th Students.
  • Provisional Transfers are offered for TK Students.
• September 3-5: Students who are offered and accepted an Intra-District Transfer start at their new school sites.

Intra-District Transfers are processed FIRST as they have priority (Education Code 35160.5).  Inter-District Transfers are processed SECOND as they may not be given priority over neighborhood students or current GUSD students.  No transfer is guaranteed to be approved; therefore, all students must be registered and attend school at their school/district of residence.

Timeline for 2024/2025 School Year

• February 1 - August 20: Application Window is Open

  • Completed applications must be submitted to the Pupil Services Department (in-person or via email to karce@gusd.us).

  • The Inter-District Transfer application form must be accompanied by an additional form from the District in which you reside, known as a "release form."  If the release form is not submitted, the Inter-District transfer will not be considered.

• August 21: First Day of School

• September 4: Round 1

  • Inter-District Transfer Applications submitted more than 15 days before the first day of school (August 21) must be responded to within 14 calendar days after school starts (September 4). 

• September 20: Round 2

  • Inter-District Transfer Applications submitted 15 or fewer days before the first day of school (August 21) must be responded to within 30 calendar days after school starts (September 20).

GUSD may deny an Inter-District Transfer for a variety of reasons including but not limited to:

• District students on an Intra-District Transfer waiting list;
• false or misleading information was provided, or information was deliberately omitted on the Inter-District Transfer application; 
• The Inter-District Transfer application was missing required information;
• there is a negative impact on the capacity of a program, class, grade, or school building, including but not limited to the site, classroom, grade level, caseload, services and/or programs exceeding the District’s agreed upon class size;
• there would be an adverse financial impact on the District, including but not limited to the hiring of additional certificated and/or classified staff and the cost of accepting the student exceeds the state aid generated, in accordance with law, or if class size is adversely affected.

• excessive tardies and absences;
• behavioral challenge;
• false, misleading, or deliberate omission of information is used as a basis for securing or renewing a permit;
  • failure to promptly update essential information shall also be a basis for revoking a permit; and
• student misconduct, including, but not limited to, a violation of law, school rules or school directive, whether or not such misconduct constitutes a violation of Education Code 48900, et seq.

English

Spanish

The Goleta Union School District is committed to providing a comprehensive program within the school environment that promotes and protects children's health, well-being, and ability to learn by supporting healthy eating and physical activity. Schools will provide nutrition education and physical education to foster lifelong habits of healthy eating and physical activity, and will establish connections between health education and school meal programs.

Board Policy 5030 - Student Wellness

Rewards

• Staff will not use food or beverages as rewards for academic performance or good behavior.
• The school district will distribute to teachers a list of suggested ideas and methods for encouraging and motivating students without the use of food.

Classroom Celebrations

• Celebrations that involve food during the school day are limited to no more than one celebration per class per month. No cake/cupcakes/donuts, candy or highly processed foods will be allowed to be provided, including by parents for classroom celebrations. All food items served or offered (for sale) to students during the school day (from the midnight prior, to 30 minutes after the end of the official school day) will meet all federal, state, and local standards for all nutrient and competitive food guidelines.
• Food celebrations will not be held within thirty minutes before lunchtime.
• The district will disseminate a list of suggested healthy party ideas to parents and teachers, including the USDA Smart Snacks in Schools document

Fundraising Activities

• To support children's health and school nutrition-education efforts, school fundraising activities that do not involve food will be encouraged. 
• Schools will encourage fundraising that promotes physical activity, academic activity, or both.
• The school district will develop and distribute a list of suggested ideas for fundraising to teachers, parents, principals, and student organizations.