Annual Notification

Key to Code and Regulation Section Abbreviations 

Acceptable Use of Technology

One of the adopted goals of the Rosemead School District is to assist in advancing the use of technology to enhance student learning. Access to Rosemead School District technology is a privilege, not a right, and students enrolled in District programs or activities must follow District guidelines and procedures regarding acceptable use of technology. All Rosemead School District students and their parents/guardians shall sign the Acceptable Use of Technology Agreement prior to using District technological resources. The Rosemead School District shall make a diligent effort to filter the inappropriate or harmful matter accessible through the Internet, and students shall also take responsibility not to initiate access to inappropriate or harmful matter while using District technology. Violation of this policy may result in disciplinary action and the loss of the privilege to use the technology and/or civil or criminal liability.

Asbestos Management Plan – 40 CFR 763.93

The Rosemead School District maintains and annually updates its management plan for asbestos-containing material in school buildings. For a copy of the asbestos management plan, please contact Administrative Services office at (626) 312-2900.

Attendance Definitions:  Compulsory Education, Tardy, Truancy, Chronic Absenteeism and Consequences – EC 48200, 48260, 48260.5 48262, 48263, 48263.6, 48263, 48264, 48263, 48267, 48268, 48269, 60901; WIC 236, 601, 601.3,653.5, 654, and 651.5

Pursuant to Compulsory Education- EC 48200, each person between the ages of 6 and 18 years is subject to compulsory full-time education. Each person shall attend the public full-time day school or continuation school or classes and for the full time designated as the length of the schoolday by the governing board of the school district in which the residency of either the parent or legal guardian is located and each parent, guardian, or other person having control or charge of the pupil shall send the pupil to the public full-time day school or continuation school or classes and for the full time designated as the length of the schoolday by the governing board of the school district in which the residence of either the parent or legal guardian is located. A pupil shall not be enrolled for less than the minimum schoolday established by law. Exceptions are for persons enrolled in charter school, home school or other private school enrollments, and other online charter school options.

Regular school attendance is essential for student learning, academic success, and social development. Students who attend school consistently are more likely to achieve higher academic outcomes, stay engaged in learning, graduate on time and avoid the need for academic or legal interventions. Parents/guardians are legally responsible for ensuring their child attends school regularly and on time. The school is committed to supporting students and families in improving attendance. When attendance concerns occur, the school may offer attendance conferences, counseling or support services, academic interventions, referrals to school or community resources, and other supports.

Arrest of Truants/School Attendance Review Boards – EC 48263, 48264

The school attendance supervisor, administrator or designee, a peace officer, or probation officer may arrest or assume temporary custody during school hours, of any minor who is found away from his/her home and who is absent from school without valid excuse within the county, city or school district. A student who is a habitual truant may be referred to a School Attendance and Review Board (SARB).

Chronic Absenteeism – EC 60901

A student is considered a chronic absentee when he/she is 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, unexcused and suspensions – and is an important measure because excessive absences negatively impact academic achievement and student engagement.

Tardiness – EC 48260(a)

Children should be encouraged to be prompt as part of developing good habits. They are expected to be at school on time. A student is considered tardy when they are not present in their assigned classroom or instructional area at the scheduled start time of the school day or class period. If a child is late, the child should bring a note from home to the school office. Excessive tardiness disrupts instruction and impacts student learning.

Truancy Definitions – EC 48260, 48262, 48263.6

A student is considered truant after three full-day absences without a valid excuse or three tardies of more than a 30-minute period during the schoolday without a valid excuse on three occasions in one school year, or any combination thereof. Examples of truancy include missing an entire school day without an excuse, leaving school without permission or excessive unexcused tardiness. Repeated unexcused absences may lead to parent notification, attendance conferences, referrals to a School Attendance Review Team (or similar intervention), and additional actions by the district.

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 EC 48205.

Truant Consequences – EC 48260.5, 48263, 48267, 48268, and 48269; WIC 236, 601, 601.3,653.5, 654, and 651.5

Any student who is identified as “Truant” may be assigned as a ward of the court, if the available community resources do not resolve the students’ continued problem of truancy, by a Probation Officer or Deputy District Attorney.

Parents must be notified if their child is identified as a truant. Parents are obligated to compel their child to attend school. District staff will offer to meet with the parents to discuss solutions and offer alternative educational options to help address the truancy. In addition, school personnel are available to meet with the pupil and family to develop strategies to support the pupil’s attendance at school and offer available mental health and supportive services. Research shows that missing 10 percent of school for any reason can translate into pupils having difficulty learning to read by third grade, achieving in middle school, and graduating from high school.

For questions regarding attendance policies, please contact: Special Education & Student Support Services at (626) 312-2900.

Attendance: Residency and Alternative Enrollment Options – EC 35160.5(b), 46600, 48980(g)

Pursuant to California Education Code § 35160.5(b), California Education Code § 46600, and California Education Code § 48980(g), this notice outlines district policies regarding attendance, residency requirements, and available alternative enrollment options.

Alternative Enrollment Options

Interdistrict (leaving one district to enroll in another district)

The parent or legal guardian of a pupil may seek release from the school district of residence to attend a school in any other school district. You can find information about our inter-district permit process on the following website: https://www.rosemead.k12.ca.us/our-district/departments/student-support-services-department/permits-transfers

Bullying

“Bullying” means any severe or pervasive physical or verbal communication made in writing or by means of an electronic act directed toward one or more pupils that results in placing a reasonable person in fear of harm to self or property.  It may cause a substantially detrimental effect on physical or mental health, interfere with academic performance or the ability to participate in or benefit from the services, activities, or privileges provided by a school, and may be done in person or online.  Bullying may be exhibited in the creation or transmission of bullying online, on or off the school site, by telephone or other device in a message, text, sound, video, or image in a post on a social network internet website or burn page that creates a credible impersonation of another student knowingly and without consent for the purpose of bullying. Sharing or forwarding messages contributes to the act of bullying.

A district cannot prohibit an interdistrict permit release when no intradistrict permit options are available to a victim of bullying. A “victim of an act of bullying” means a pupil that has been determined to have been a victim of bullying by an investigation pursuant to the complaint process described in Section 234.1 and the bullying was committed by any pupil in the school district of residence, and the parent of the pupil has filed a written complaint regarding the bullying with the school, school district personnel, or a local law enforcement agency. The receiving district is not obligated to accept the student.

A pupil who has been determined by personnel of either the school district of residence or the district of proposed enrollment to have been the victim of an act of bullying, as defined in EC 48900(r), shall, at the request of the parent or legal guardian, be given priority for interdistrict attendance under any existing agreement or, in the absence of an agreement, be given additional consideration for the creation of an interdistrict attendance agreement. 

Intradistrict (school to school within the same district)

Residents of the school district may apply to other schools that serve the same grade levels within the district. No pupil who currently resides in the attendance area of a school can be displaced by pupils transferring from outside the attendance area. A student who is a victim of bullying shall be allowed an intradistrict permit to transfer if space is available at the same grade level. If there is no “intra-district” space to attend, the student may seek an “inter-district” permit to another district without any delay in release from the home district, but it does not guarantee entrance to an outside district. The process to enter another school district will be according to the desired district’s transfer policies. A “victim of an act of bullying” means a pupil that has been determined to have been a victim of bullying by an investigation pursuant to the complaint process described in Section 234.1 and the bullying was committed by any pupil in the school district of residence, and the parent of the pupil has filed a written complaint regarding the bullying with the school, school district personnel, or a local law enforcement agency. “Bullying” means any severe or pervasive physical or verbal communication made in writing or by means of an electronic act directed toward one or more pupils that results in placing a reasonable person in fear of harm to self or property. It may cause a substantially detrimental effect on physical or mental health, interfere with academic performance or the ability to participate in or benefit from the services, activities, or privileges provided by a school, and may be done in person or online.  Bullying may be exhibited in the creation or transmission of bullying online, on or off the school site, by telephone or other device in a message, text, sound, video, or image in a post on a social network internet website or burn page that creates a credible impersonation of another student knowingly and without consent for the purpose of bullying. Sharing or forwarding messages contributes to the act of bullying.

Military Family

The school district of residence cannot prohibit the transfer of a pupil who is a child of an active military duty parent to a school district of proposed enrollment if that district approves the application for transfer.

For active military families, pending transfer orders, may have ten days to produce documents after the family has relocated. Once orders are in writing, they may be forwarded to the intended resident district or charter to start the enrollment process and avoid delays. Coursework and graduation requirements are exempted for children of active military.

Residency

A pupil may alternatively comply with the residency requirements for school attendance in a school district, if he or she is any of the following:  placed in a foster home or licensed children’s institution within the boundaries of the school district; a pupil who is a placed in foster care may remain in his or her school of origin; an emancipated pupil who resides within the boundaries of the school district; a pupil who lives in the home of a caregiving adult that is located within the boundaries of the school district; a pupil residing in a state hospital located within the boundaries of the school district; or a pupil whose parent is transferred or is pending transfer to a military installation within the state while on active military duty pursuant to an official military order. Students in military and migrant families may remain in their school of origin and shall have waived residency restrictions due to the frequency of movement of their families.  Please contact Special Education & Student Support Services office at (626) 312-2900 for more information on the protections afforded to these student groups per California law.

If the interdistrict permit request is denied, the education rights holder may appeal to the Los Angeles County Office of Education within 30 calendar days of a final denial from the denying district. The County appeal process may take up to a maximum of sixty calendar days based on certain factors

A student who is appealing a denial for an interdistrict permit approval through the district or the County Office of Education may be eligible for provisional admission by the desired district in grades TK through 8, while continuing through the process of appeal, if space is made available by the desired district, not to exceed two months.

Each school district shall post their interdistrict policy agreements and local district caps on their district and/or school websites. Reasons for approval and denial of interdistrict transfer requests must be updated on the district website according to board policies. 

For questions about the interdistrict permit process, please contact the Special Education & Student Support Services office at (626) 312-2900.

You can find more information about the county appeal process and submit an appeal online here: https://www.lacoe.edu/services/student-support/engagement/appeals-transfers-expulsions

For questions regarding enrollment options, please contact: Special Education & Student Support Services office at (626) 312-2900.

Availability of Prospectus – EC 49063, 49091.14

Each school must annually compile a prospectus of the curriculum to include titles, descriptions and instructional goals for every course offered by the school.  Please contact Educational Services Office for a copy of the prospectus.

Before and After School Programs – EC 8482.6, 8483, 8483.1

The After School Education and Safety Program serves pupils in kindergarten through grade 8 at all Rosemead School District schools.  The grades served by the program at participating schools may be determined by local needs.  Programs that charge family fees shall not charge for a child who is experiencing homelessness or placed in foster care. These students are also moved to the top of the waiting list. To request priority enrollment, please contact our Child Development Office at (626) 312-2900.

Behavioral Restraints Posted Annually In Report – EC 49006

Governor Newsom signed into law Assembly Bill 1466 on October 8, 2023. This law seeks to increase transparency by allowing members of the public easy access to information relevant to the control of student behavior in school environments. Effective immediately, all local educational agencies (LEAs) will be required to post on their websites the same data related to restraint and seclusion that they are currently required to share with the California Department of Education (CDE).

Existing law limits the use of restraint and seclusion by school personnel.  It also requires Rosemead School District to annually collect data and report to the California Department of Education (CDE) specific information about the use of behavioral restraints and seclusion in schools.  California Education Code section 49006 requires that no later than three months after the end of a school year, Rosemead School District must submit a report to CDE that includes:

1. The number of students subjected to mechanical restraint;
2. The number of students subjected to physical restraint;
3. The number of students subjected to seclusion;
4. The number of times mechanical restraint was used on students;
5. The number of times physical restraint was used on students; and
6. The number of times seclusion was used on students.

This information must be separated by race or ethnicity and gender, with separate counts for students with Section 504 plans and Individualized Education Programs (IEPs), and those without such plans.

AB 1446 amends section 49006(c) to require that Rosemead School District also annually post the data collected and reported to CDE, on their individual internet websites. Rosemead School District remains obligated to make the data collected and reported available as a public record.

California Healthy Youth Act – EC 51930-51939

The California Healthy Youth Act requires that LEAs provide pupils with integrated, comprehensive, accurate, and unbiased sexual health and HIV prevention education at least once in middle school and once in high school. Course instruction and materials must encourage students to communicate with parents, guardians or other trusted adults about human sexuality.  It is intended to ensure that pupils in grades 7-8 are provided with the knowledge and skills necessary to: 1) protect their sexual and reproductive health from HIV, other sexually transmitted infections, unintended pregnancy and menstrual health; 2) develop healthy attitudes concerning adolescent growth and development, body image, gender, sexual orientation, relationships, marriage, and family; 3) promote  understanding of sexuality as a normal part of human development; 4) ensure students receive integrated, comprehensive, accurate, and unbiased sexual health and HIV prevention instruction and provide educators with clear tools and guidance; 5) provide students with the knowledge and skills necessary to have healthy, positive, and safe relationships and behaviors. 

Parents or legal guardians have the right to: 

1. Inspect the written and audiovisual educational materials used in comprehensive        sexual health and HIV prevention education.
2. Request in writing that their child not receive comprehensive sexual health or HIV prevention education.
3. Request a copy of Education Codes 51930 through 51939, the California Healthy Youth Act.
4. Be informed whether comprehensive sexual health or HIV prevention education will be taught by district personnel or outside consultants.
5. Receive notice by mail or another commonly used method of notification no fewer than 14 days before the instruction is delivered if arrangements for the instruction are made after the beginning of the school year.
6. When the district chooses to use outside consultants or to hold an assembly with guest speakers to teach comprehensive sexual health or HIV prevention education, be informed of a) The date of the instruction, and b) The name of the organization or affiliation of each guest speaker.

This instruction will be provided by Rosemead School District.

If you do not want your student to participate in comprehensive sexual health or HIV prevention education, please provide a signed, written note to Special Education & Student Support Services by at (626) 312-2900.

Camera Surveillance on School Property – PC 647(j)

For the safety of our students, staff and visitors, the Rosemead School District employs camera surveillance equipment for security purposes. This equipment may or may not be monitored at any time.

Surveillance cameras will generally be utilized only in public areas where there is no “reasonable expectation of privacy.” Public areas may include school buses; building entrances; hallways; parking lots; front offices where students, employees, and parents come and go; gymnasiums during public activities; cafeterias; and supply rooms. However, it is not possible for surveillance cameras to cover all public areas of District buildings or all District activities.

District surveillance cameras will not be installed in “private” areas such as restrooms, locker rooms, changing areas, private offices (unless consent by the office owner is given), or classrooms.

Career Counseling & Course Selection – EC 221.5(d)

Commencing grade 7, school personnel shall assist pupils with course selection or career counseling, exploring the possibility of careers, or courses leading to careers based on the interest and ability of the pupil and not on the pupil’s gender.  Parents or legal guardians are notified so that they may participate in such counseling sessions and decisions.

Child Abuse and Neglect Reporting – PC 11164

The Rosemead School District is committed to protecting all students in its care. All employees of the District are considered mandated reporters and are required by law to report cases of child abuse and neglect whenever there is reasonable suspicion abuse or neglect has occurred. District employees may not investigate to confirm a suspicion.  Mandated reporters have been expanded in legislation to include all school employees; volunteers (a person who is over 18 years of age and who interacts with pupils outside of the immediate supervision and control of the pupil’s parent or guardian or a school employee), contractors; and governing board members.

All complaints must be filed through a formal report, over the telephone, in person, or in writing, with an appropriate local law enforcement agency (i.e., Police or Sheriff’s Department, County Probation Department, or County Welfare Department/County Child Protective Services).  Both the name of the person filing the complaint and the report itself are confidential and cannot be disclosed, except to authorized agencies.

Parents and guardians of students also have a right to file a complaint against a school employee or other person that they suspect has engaged in abuse of a child at a school site.  Complaints may be filed with the local law enforcement agency; you may also notify the District of an incident by contacting the Special Education & Student Support Services office at (626) 312-2900.

Child abuse does not include an injury caused by any force that is reasonable and necessary for a person employed by or engaged in a school:

1. To stop a disturbance threatening physical injury to people or damage to property,
2. For purposes of self-defense,
3. To obtain possession of weapons or other dangerous objects within control of a student,

To exercise the degree of control reasonably necessary to maintain order, protect property, protect the health and safety of pupils, and maintain proper and appropriate conditions conducive to learning.

Child Abuse Prevention: Pupil Safety: School Employee Misconduct – EC 32280-32282, 44010, 44242.5, 44830.1, 44939.5, and 51950

The Rosemead School District is committed to maintaining a safe, respectful, and supportive learning environment for all pupils and has adopted policies and procedures to prevent child abuse, address school employee misconduct, and promote safe school environments.

The Rosemead School District maintains written policies that clearly define appropriate interactions and professional boundaries between pupils and all adults on campus, including school employees, volunteers, contractors, and governing board members. These policies are intended to protect pupils and staff and to prevent misconduct, abuse, and grooming behaviors.

The Rosemead School District’s policies limit and regulate electronic, text, and social media communications between pupils and adults. Communications must be professional, school related, age-appropriate, and transparent. Private or inappropriate electronic communications with pupils, especially those excluding parents/guardians, are prohibited.

Under California law, all school employees, volunteers, contractors, and governing board members who work with pupils are mandated reporters of suspected child abuse or neglect. Mandated reporters are required to report known or reasonably suspected abuse to the appropriate authorities. The Rosemead School District provides annual mandated reporter training, including recognizing abuse, grooming behaviors, reporting duties, and professional boundaries.

The Rosemead School District provides age‑appropriate child abuse and neglect prevention education to pupils, including instruction on recognizing inappropriate behaviors and accessing help or reporting concerns. Parents/guardians will be notified of this instruction and may exercise opt‑out rights as allowed by law.

Any pupil, parent/guardian, employee, or community member who has concerns regarding misconduct, boundary violations, or suspected child abuse is encouraged to report concerns promptly to school administration or through appropriate reporting channels.

Policies regarding professional boundaries, supervision, mandated reporting, and pupil safety are available upon request at the school office and on the Rosemead School District website: https://www.rosemead.k12.ca.us/our-district/our-policies. These policies have been adopted by July 1, 2026, and reviewed annually.

Child Find System, Special Education and Individualized Education Program (IEP) – EC 56301; 20U SC1401(3); 1412(a)(3); 34CFR300.111(c)(d)

Under state law, each public school system is responsible for finding children with disabilities in its area. All students with disabilities are entitled to a Free Appropriate Public Education (FAPE) designed to meet their individual educational needs. Special education and related services are provided at no cost to parents/guardians and are based on an Individualized Education Program (IEP) developed by a team that includes the parent/guardian.

The school has an obligation to identify, locate, and evaluate students who may have disabilities and who may be in need of special education and related services. Parents/guardians may request an assessment at any time by submitting a written request to the school.

If a student is found eligible for special education, an IEP meeting will be held to develop an individualized plan. Parents/guardians are members of the IEP team and have the right to: participate in IEP meetings, receive notice of meetings, provide input regarding their child’s educational needs and consent to or decline proposed services, as permitted by law.

Students with disabilities are educated in the least restrictive environment (LRE) appropriate to their needs and, to the maximum extent appropriate, with peers who do not have disabilities. Services and supports are determined by the IEP team and are based on the student’s unique needs.

Parents/guardians of students with disabilities have rights known as procedural safeguards, which include the right to receive prior written notice of proposed actions, review educational records, independent educational evaluations (IEEs), when applicable, and the right to resolve disagreements through IEP meetings, mediation, due process hearings and state complaint procedures.

A copy of the Special Education Procedural Safeguards Notice is provided at required times and is available upon request.

Parental consent is required before an initial special education assessment is conducted or special education services are provided for the first time. Consent may be withdrawn in writing, consistent with applicable law.

When a student with an IEP reaches 18 years of age, educational decision making rights transfer to the student unless a legal exception applies. Parents/guardians will be notified prior to this transfer of rights.

Civility on School Grounds – CC 1708.9; EC 32210

Any person who willfully disturbs any public school or any public school meeting is guilty of a misdemeanor, and shall be punished by a fine of not more than five hundred dollars ($500).

It is unlawful for any person, except a parent/guardian acting toward his/her minor child, to intentionally or to attempt to injure, intimidate, interfere by force, threat of force, physical obstruction, or nonviolent physical obstruction with any person attempting to enter or exit any public or private school grounds.

Competitive Athletics – EC 221.9

Schools shall make the following information publicly available: the total enrollment of the school classified by gender, the number of pupils enrolled at the school who participate in competitive athletics classified by gender, the number of boys’ and girls’ teams classified by sport and by competition level, by posting it on the school’s website. “Competitive athletics” means sports where the activity has coaches, a governing organization, practices and competes during a defined season, and has competition as its primary goal.

Concussion and Head Injuries – EC 49475

A concussion is a brain injury that can be caused by a bump, blow, or jolt to the head, or by a blow to another part of the body with the force transmitted to the head.  Even though most concussions are mild, all concussions are potentially serious and may result in complications including prolonged brain damage and death if not recognized and managed properly.  A school district, charter school, or private school that elects to offer an athletic program must immediately remove from a school-sponsored athletic activity for the remainder of the day an athlete who is suspected of sustaining a concussion or head injury during that activity. The athlete may not return to that activity until he or she is evaluated by, and receives written clearance from, a licensed health care provider.  If the licensed health care provider determines the athlete has a concussion or head injury, the athlete shall also complete a graduated return-to-play protocol of no less than 7 days in duration under the supervision of a licensed health care provider. On a yearly basis, a concussion and head injury information sheet must be signed and returned by the athlete and the athlete’s parent or guardian before the athlete initiates practice or competition.  This requirement does not apply to an athlete engaging in an athletic activity during the regular school day or as part of a physical education course.

Confidential Medical Services – EC 46010.1

School authorities may excuse any pupil in grades 7-8 from the school for the purpose of obtaining confidential medical services without the consent of the pupil's parent or guardians. When excusing students for confidential medical services or verifying such appointments, staff will not ask the purpose of such appointments but may contact a medical office to confirm the time of the appointment. Staff will not notify a parent when a student leaves school to obtain confidential medical services.

Confidentiality of Medical Information Act: School-Linked Services Coordinators – CC 56.10

School linked service coordinators will have access to health care information which complies with federal health insurance requirements. The coordinator must be credentialed and serve with confidentiality requirements per licensed school nurses, marriage and family therapists, educational psychologists, and clinical counselors.

Controlled Substances: Opioids – EC 49476

School authorities must provide facts regarding the risks and side effects of opioid use each school year to athletes.  Parents and student athletes must sign acknowledgement of receipt of the document annually.

Custody Issues

Custody disputes must be handled by the courts. The school has no legal jurisdiction to refuse a biological parent access to his/her child and/or school records. The only exception is when signed restraining orders or proper divorce papers, specifically stating visitation limitations, are on file in the school office. Any student release situation which leaves the student’s welfare in question will be handled at the discretion of the site administrator or designee. Should any such situation become a disruption to the school, law enforcement will be contacted and an officer requested to intervene. Parents are asked to make every attempt not to involve school sites in custody matters.  The school will make every attempt to reach the custodial parent when a parent or any other person not listed on the emergency card attempts to pick up a child.

Dangerous Objects

Often, students like to bring objects, such as a collector’s item, to school to show their friends.  Examples of these objects include, but are not limited to, laser pointers, mini baseball bats, martial arts weapons (e.g., nunchaku, throwing stars), or any other sharp, pointy objects.  Students should refrain from bringing objects that have the potential to inflict serious bodily injury to others.

Directory Information – EC 49073

“Directory Information” can include the student's name, address, telephone number, email address, date and place of birth, honors and awards, dates of attendance, grade level, participation in officially recognized activities and sports, weight and height of athletic team members, degrees, honors, and awards received. Directory information may be disclosed without prior consent from the parent or legal guardian unless the parent or legal guardian submits a written notice to the school to deny access to his/her pupil’s directory information.

The Rosemead School District has determined that the following individuals, officials, or organizations may receive directory information:

• PTA (if applicable)
• Health Department
• Elected Officials

No information may be released to private profit-making entities, other than employers, prospective employers, and representatives of the news media, including, but not limited to, newspapers, magazines, and radio and television stations. 

Unless Rosemead School District is providing information for a legitimate educational purpose under FERPA and the California Education Code or directory information, Rosemead School District shall notify parents or guardians and eligible students—and receive their written consent—before it releases a student’s personally identifiable information. semead School District will not release information to third parties for immigration enforcement purposes, except as required by law or court order

The deadline to opt out of directory information sharing is enrollment period.

Directory information regarding a pupil identified as experiencing homelessness shall not be released, unless a parent, or eligible pupil, has provided written consent that directory information may be released. The parent of a student experiencing homelessness must opt-in for the student’s information to be shared. 

 Exception to this practice: A student experiencing homelessness may be automatically included in directory information only to facilitate free oral and vision health screenings.  If a parent, guardian or unaccompanied youth is not interested in their student’s information being shared for free oral and vision health screening, the parent, guardian or unaccompanied youth must provide written notification that they do not consent to this release. 

Note: A school, district, the CDE, or any party that is authorized to receive personally identifiable information from education records may release the records or information without the required written consent if all personally identifiable information has been removed. Authorized parties must make a reasonable determination that a student's identity is not personally identifiable, considering single or multiple releases and taking into account other reasonably available information. This determination must be made before releasing individual or summary student information.

Disaster Preparedness Educational Materials – EC 32282.5

Natural and human-caused disasters affect everyone which is why it is important to be prepared at home, at school, at work, and in the community.  Parents and guardians are encouraged to review the safety educational materials provided on the California Department of Education Web page at:

http://www.cde.ca.gov/ls/ss/cp/pupilsafetyeducmat.asp.

The materials are available in multiple languages and can be used to help families prepare for different types of emergencies and crisis.

Disclosure of Student Information for Marketing Purposes – 20 USC 1232(h)

Parents and guardians are to be informed of the dates and times that marketing or selling of personal information is scheduled for organizations. Our district anticipates the schedule to be: throughout the school year, as needed. If you do not want to have personal information released, you may indicate so in writing.  You will have an option to opt out, included in your enrollment packet each school year.

District Strategies for Title I Schools

To ensure that parents/guardians of students participating in Title I programs are provided with opportunities to be involved in their children's education, the Superintendent or designee shall:

1.    Involve parents/guardians of participating students in the joint development of the Title I Local Educational Agency (LEA) plan pursuant to 20 USC 6312 and the process of school review and improvement pursuant to (20 USC 6318)

The Superintendent or designee may:

a.    Establish a district-level committee including parent/guardian representatives from each school site to review and comment on the LEA plan in accordance with the review schedule established by the Board of Trustees

b.    Invite input on the LEA plan from other district committees and school site councils

c.    Communicate with parents/guardians through the district newsletter, web site, or other methods regarding the LEA plan and the opportunity to provide input

d.    Provide copies of working drafts of the LEA plan to parents/guardians in an understandable and uniform format and, to the extent practicable, in a language the parents/guardians can understand

e.    Ensure that there is an opportunity at a public Board meeting for public comment on the LEA plan prior to the Board's approval of the plan or revisions to the plan

f.     Ensure that school-level policies on parent involvement address the role of school site councils and other parents/guardians as appropriate in the development and review of school plans

2.    Provide coordination, technical assistance, and other support necessary to assist Title I schools in planning and implementing effective parent involvement activities to improve student academic achievement and school performance. (20 USC 6318)

The Superintendent or designee may:

a.    Assign person(s) in the district office to serve as a liaison to the schools regarding Title I parent involvement issues

b.   Provide training for the principal or designee of each participating school regarding Title I requirements for parent involvement, leadership strategies, and communication skills to assist him/her in facilitating the planning and implementation of parent involvement activities

c.    Provide ongoing district-level workshops to assist school site staff and parents/guardians in planning and implementing improvement strategies, and seek input from parents/guardians in developing the workshops

d.   Provide information to schools about the indicators and assessment tools that will be used to monitor progress

3.    Build the capacity of schools and parents/guardians for strong parent involvement (20 USC 6318)

The Superintendent or designee shall: (20 USC 6318)

a.     Assist parents/guardians in understanding such topics as the state's academic content standards and academic achievement standards, state and local academic assessments, the requirements of Title I, and how to monitor a child's progress and work with educators to improve the achievement of their children

b.    Provide materials and training to help parents/guardians work with their children to improve their children's achievement, such as literacy training and using technology, as appropriate, to foster parent involvement

c.     Educate teachers, student services personnel, principals, and other staff, with the assistance of parents/guardians, in the value and utility of parent/guardian contributions and in how to reach out to, communicate with, and work with parents/guardians as equal partners, implement and coordinate parent/guardian programs, and build ties between parents/guardians and the schools

d.    To the extent feasible and appropriate, coordinate and integrate parent involvement programs and activities with state preschool, community based Head Start programs, Migrant Education Even Start, Parent Teacher Association (PTA) and other programs, and conduct other activities, such as parent resource centers, that encourage and support parents/guardians in more fully participating in their children's education

e.     Ensure that information related to school and parent/guardian programs, meetings, and other activities is sent to the parents/guardians of participating students in a format and, to the extent practicable, in a language the parents/guardians can understand

f.     Provide other such reasonable support for parent involvement activities as parents/guardians may request

g.     Inform parents/guardians and parent organizations of the existence and purpose of parent information and resource centers in the state that provide training, information, and support to parents/guardians of participating students

In addition, the Superintendent or designee may:

a.     Involve parents/guardians in the development of training for teachers, principals, and other educators to improve the effectiveness of such training

b.    Provide necessary literacy training, using Title I funds if the district has exhausted all other reasonably available sources of funding for such training

c.     Pay reasonable and necessary expenses associated with parent involvement activities, including transportation and child care costs, to enable parents/guardians to participate in school-related meetings and training sessions

d.    Train parents/guardians to enhance the involvement of other parents/guardians

e.     Arrange school meetings at a variety of times or, when parents/guardians are unable to attend such conferences, conduct in-home conferences between parents/guardians and teachers or other educators who work directly with participating students

f.     Adopt and implement model approaches to improving parent involvement

g.     Establish a districtwide parent advisory council to provide advice on all matters related to parent involvement in Title I programs

h.    Develop appropriate roles for community-based organizations and businesses in parent involvement activities

i.      Make referrals to community agencies and organizations that offer literacy training, parent education programs, and/or other services that help to improve the conditions of parents/guardians and families

j.      Provide and publish a master calendar of district and school site activities and meetings

k.    Provide information about opportunities for parent involvement through the district newsletter, web site, or other written or electronic means

l.      Engage parent-teacher organizations to actively seek out and involve parents/guardians through regular communication updates and information sessions

m.   To the extent practicable, provide translation services at school sites and at meetings involving parents/guardians as needed

n.    Provide training and information to members of district and school site councils and advisory committees to help them fulfill their functions

o.    Regularly evaluate the effectiveness of staff development activities related to parent involvement

4.    Coordinate and integrate Title I parent involvement strategies with Even Start, Home Instruction Program for Preschool Youngsters, Parents as Teachers Program, state preschool, and other early education Transitional Kindergarten (TK) and Kindergarten (K) programs.  (20 USC 6318)

The Superintendent or designee may:

a.     Identify overlapping or similar program requirements

b.    Involve district and school site representatives from other programs to assist in identifying specific population needs

c.     Schedule joint meetings with representatives from related programs and share data and information across programs

d.    Develop a cohesive, coordinated plan focused on student needs and shared goals

5.    Conduct, with involvement of parents/guardians, an annual evaluation of the content and effectiveness of the parent involvement policy in improving the academic quality of the schools served by Title I.  (20 USC 6318)

The Superintendent or designee shall:

a.     Ensure that the evaluation include the identification of barriers to greater participation in parent involvement activities, with particular attention to parents/guardians who are economically disadvantaged, are disabled, have limited English proficiency, have limited literacy, or are of any racial or ethnic minority background. (20 USC 6318)

b.    Use the evaluation results to design strategies for more effective parent involvement and, if necessary, to recommend changes in the parent involvement policy. (20 USC 6318)

c.     Assess the district's progress in meeting annual objectives for the parent involvement program, notify parents/guardians of this review and assessment through regular school communications mechanisms, and provide a copy to parents/guardians upon their request. (Education Code 11503)

The Superintendent or designee may:

a.     Use a variety of methods, such as focus groups, surveys, and workshops, to evaluate the satisfaction of parents/guardians and staff with the quality and frequency of district communications

b.    Gather and monitor data regarding the number of parents/guardians participating in district activities and the types of activities in which they are engaged

c.     Recommend to the Board measures to evaluate the impact of the district's parent involvement efforts on student achievement

6.    Involve parents/guardians in the activities of schools served by Title I.  (20 USC 6318)

The Superintendent or designee may:

a.     Include information about school activities in district communications to parents/guardians

b.    To the extent practicable, assist schools with translation services or other accommodations needed to encourage participation of parents/guardians with special needs

c.     Establish processes to encourage parent/guardian input regarding their expectations and concerns for their children

The district's Board policy and administrative regulation containing parent involvement strategies shall be incorporated into the LEA plan and distributed to parents/guardians of students participating in Title I programs.  (20 USC 6318)

School-Level Policies for Title I Schools

At each school receiving Title I funds, a written policy on parent involvement shall be developed jointly with and agreed upon by parents/guardians of participating students. Such policy shall describe the means by which the school will: (20 USC 6318)

1.    Convene an annual meeting, at a convenient time, to which all parents/guardians of participating students shall be invited and encouraged to attend, in order to inform parents/guardians of their school's participation in Title I and to explain Title I requirements and the right of parents/guardians to be involved.

2.    Offer a flexible number of meetings, such as meetings in the morning or evening, for which related transportation, child care, and/or home visits may be provided as such services relate to parent involvement.

3.    Involve parents/guardians in an organized, ongoing, and timely way in the planning, review, and improvement of Title I programs, including the planning, review, and improvement of the school's parent involvement policy and, if applicable, the joint development of the plan for school-wide programs pursuant to 20 USC 6314.The school may use an existing process for involving parents/guardians in the joint planning and design of the school's programs provided that the process includes adequate representation of parents/guardians of participating students.

4.    Provide the parents/guardians of participating students all of the following:

a.     Timely information about Title I programs

b.    A description and explanation of the school's curriculum, forms of academic assessment used to measure student progress, and the proficiency levels students are expected to meet

c.     If requested by parents/guardians, opportunities for regular meetings to formulate suggestions and to participate, as appropriate, in decisions related to their children's education, and, as soon as practicably possible, responses to the suggestions of parents/guardians.

5.    If the school-wide program plan is not satisfactory to the parents/guardians of participating students, submit any parent/guardian comments when the school makes the plan available to the district.

6.    Jointly develop with the parents/guardians of participating students a school-parent compact that outlines how parents/guardians, the entire school staff, and students will share responsibility for improved student academic achievement and the means by which the school and parents/guardians will build a partnership to help students achieve state standards.

This compact shall address:

a.     The school's responsibility to provide high-quality curriculum and instruction in a supportive and effective learning environment that enables participating students to achieve the state's student academic achievement standards

b.    Ways in which parents/guardians will be responsible for supporting their children's learning, such as monitoring attendance, homework completion, and television viewing; volunteering in the classroom; and participating, as appropriate, in decisions related to their children's education and the positive use of extracurricular time

c.     The importance of communication between teachers and parents/guardians on an ongoing basis through, at a minimum:

i.         Parent-teacher conferences in elementary schools, at least annually, during which the compact shall be discussed as it relates to the student's achievement

ii.       Frequent reports to parents/guardians on their children's progress

iii.     Reasonable access to staff, opportunities to volunteer and participate in their child's classroom, and observation of classroom activities

7.    Build the capacity of the school and parents/guardians for strong parent involvement by implementing the activities described in items #3a-f in the section "District Strategies for Title I Schools" above.

8.    To the extent practicable, provide full opportunities for the participation of parents/guardians with limited English proficiency, parents/guardians with disabilities, and parents/guardians of migrant children, including providing information and school reports required under 20 USC 6311(h) in a format and language such parents/guardians can understand.

If the school has a parent involvement policy that applies to all parents/guardians, it may amend that policy to meet the above requirements.  (20 USC 6318)

Each school's parent involvement policy shall be made available to the local community and distributed to parents/guardians of participating students in an understandable and uniform format and, to the extent practicable, provided in a language the parents/guardians can understand.  (20 USC 6318)

Each school receiving Title I funds shall annually evaluate the effectiveness of its parent involvement policy.  Such evaluation may be conducted during the process of reviewing the school's single plan for student achievement in accordance with Education Code 64001.

The principal or designee, jointly with parents/guardians of participating students, shall periodically update the school's policy to meet the changing needs of parents/guardians and the school.  (20 USC 6318)

District Strategies for Non-Title I Schools

For each school that does not receive federal Title I funds, the Superintendent or designee shall, at a minimum:

1.    Engage parents/guardians positively in their children's education by helping them develop skills to use at home that support their children's academic efforts at school and their children's development as responsible members of society (Education Code 11502, 11504)

The Superintendent or designee may:

a.     Provide or make referrals to literacy training and/or parent education programs designed to improve the skills of parents/guardians and enhance their ability to support their children's education

b.    Provide information, in parent handbooks and through other appropriate means, regarding academic expectations and resources to assist with the subject matter

c.     Provide parents/guardians with information about students' class assignments and homework assignments

2.    Inform parents/guardians that they can directly affect the success of their children's learning, by providing them with techniques and strategies that they may use to improve their children's academic success and to assist their children in learning at home.  (Education Code 11502, 11504)

The Superintendent or designee may:

a.     Provide parents/guardians with information regarding ways to create an effective study environment at home and to encourage good study habits

b.    Encourage parents/guardians to monitor their children's school attendance, homework completion, and television viewing

c.     Encourage parents/guardians to volunteer in their child's classroom and to participate in school advisory committees

3.    Build consistent and effective communication between the home and school so that parents/guardians may know when and how to assist their children in support of classroom learning activities.  (Education Code 11502, 11504)

The Superintendent or designee may:

a.     Ensure that teachers provide frequent reports to parents/guardians on their children's progress and hold parent-teacher conferences at least once per year with parents/guardians of elementary school students

b.    Provide opportunities for parents/guardians to observe classroom activities and to volunteer in their child's classroom

c.     Provide information about parent involvement opportunities through district, school, and/or class newsletters, the district's web site, and other written or electronic communications

d.    To the extent practicable, provide notices and information to parents/guardians in a format and language they can understand

e.     Develop mechanisms to encourage parent/guardian input on district and school issues

f.     Identify barriers to parent/guardian participation in school activities, including parents/guardians who are economically disadvantaged, are disabled, have limited English proficiency, have limited literacy, or are of any racial or ethnic minority background.

g.     Encourage greater parent/guardian participation by adjusting meeting schedules to accommodate parent/guardian needs and, to the extent practicable, by providing translation or interpreter services, transportation, and/or childcare.

4.    Train teachers and administrators to communicate effectively with parents/guardians (Education Code 11502, 11504)

The Superintendent or designee may:

a.     Provide staff development to assist staff in strengthening two-way communications with parents/guardians, including parents/guardians who have limited English proficiency or limited literacy.

b.    Invite input from parents/guardians regarding the content of staff development activities pertaining to home-school communications.

5.    Integrate parent involvement programs into school plans for academic accountability.

The Superintendent or designee may:

a.     Include parent involvement strategies in school reform or school improvement initiatives

b.    Involve parents/guardians in school planning processes

PART I.  GENERAL EXPECTATIONS

The Rosemead School District agrees to implement the following statutory requirements:

1.    The school district will put into operation programs, activities and procedures for the involvement of parents in all of its schools with Title I, Part A programs, consistent with section 1118 of the Elementary and Secondary Education Act (ESEA).  Those programs, activities and procedures will be planned and operated with meaningful consultation with parents of participating children.

2.    Consistent with section 1118, the school district will work with its schools to ensure that the required school-level parental involvement policies meet the requirements of section 1118(b) of the ESEA, and each include, as a component, a school-parent compact consistent with section 1118(d) of the ESEA.

3.    The school district will incorporate this district-wide parental involvement policy into its LEA plan developed under section 1112 of the ESEA.

4.    In carrying out the Title I, Part A parental involvement requirements, to the extent practicable, the school district and its schools will provide full opportunities for the participation of parents with limited English proficiency, parents with disabilities, and parents of migratory children, including providing information and school reports required under section 1111 of the ESEA in an understandable and uniform format and, including alternative formats upon request, and to the extent practicable, in a language parents understand.

5.    If the LEA plan for Title I, Part A, developed under section 1112 of the ESEA, is not satisfactory to the parents of participating children, the school district will submit any parent comments with the plan when the school district submits the plan to the State Department of Education.

6.    The school district will involve the parents of children served in Title I, Part A schools in decisions about how the one percent of Title I, Part A funds reserved for parental involvement is spent, and will ensure that not less than 95 percent of the one percent reserved goes directly to the schools.

7.    The school district will be governed by the following statutory definition of parental involvement, and expects that its Title I schools will carry out programs, activities and procedures in accordance with this definition:

Parental involvement means the participation of parents in regular, two-way, and meaningful communication involving student academic learning and other school activities, including ensuring:

• That parents play an integral role in assisting their child's learning;
• That parents are encouraged to be actively involved in their child's education at school;

s  That parents are full partners in their child's education and are included, as appropriate, in decision-making and on advisory committees to assist in the education of their child;

s  The carrying out of other activities, such as those described in section 1118 of the ESEA.

PART II.    DESCRIPTION OF HOW THE DISTRICT WILL IMPLEMENT REQUIRED DISTRICT-WIDE PARENTAL INVOLVEMENT POLICY COMPONENTS

1.    The Rosemead School District will take the following actions to involve parents in the joint development of its district-wide parental involvement plan under section 1112 of the ESEA:

Parent input and Board of Education hearing related to the development of parent involvement in the LEA Plan

2.    The Rosemead School District will take the following actions to involve parents in the process of school review and improvement under section 1116 of the ESEA:

Share this information with DELAC, DSLT and during District-wide Parenting Trainings.

Annual Title I School Meetings addressing:

• Annual Accountability Review results
• Academic Performance Index (API) and Adequate Yearly Progress (AYP) results and Smarter Balance reports
• Common Core State Standards (CCSS)
• Annually update School Accountability Report Card (SARC) made available on district website

3.    The Rosemead School District will provide the following necessary coordination, technical assistance, and other support to assist Title I, Part A schools in planning and implementing effective parental involvement activities to improve student academic achievement and school performance:

• Require parent involvement goals and activities including meetings and trainings through the annual SPSA and LEA Plan
• Implement parent surveys on topics of interest at each site
• Facilitate implementation of suggested topics
• Facilitate implementation of parent involvement trainings
• Parent Institute for Quality Education (PIQE)
• Principal – Parent Chats
• Parent Fairs or classes (Social Emotional, Academic)
• Preschool Parent Meetings
• Other meetings as determined by district or sites

4.    The Rosemead School District will coordinate and integrate parental involvement strategies in Part A with parental involvement strategies under the following other programs: State-operated preschool programs by:

• Meeting periodically at sites to discuss coordination and integration of strategies
• Facilitating on-going communication between principal and Preschool lead teacher

5.    The Rosemead School District will take the following actions to conduct, with the involvement of parents, an annual evaluation of the content and effectiveness of this parental involvement policy in improving the quality of its Title I, Part A schools.  The evaluation will include identifying barriers to greater participation by parents in parental involvement activities (with particular attention to parents who are economically disadvantaged, are disabled, have limited English proficiency, have limited literacy, or are of any racial or ethnic minority background).  The school district will use the findings of the evaluation about its parental involvement policy and activities to design strategies for more effective parental involvement, and to revise, if necessary (and with the involvement of parents,) its parental involvement policies.

• Evaluate effectiveness and implementation of District Title I Parent Involvement Policy during District School Leadership Team (DSLT) meeting(s) and District English Language Advisory Committee (DELAC) meeting(s).
• Principals review District Title I Policy with School Site Council(s) (SSC) and SSC makes recommendations for improvement.

6.    The Rosemead School District will build the schools' and parent's capacity for strong parental involvement, in order to ensure effective involvement of parents and to support a partnership among the school involved, parents, and the community to improve student academic achievement, through the following activities specifically described below:

a.     The school district will, with the assistance of its Title I, Part A schools, provide assistance to parents of children served by the school district or school, as appropriate, in understanding topics such as the following, by undertaking the actions described below:

• The State's academic common core and content standards,
• The State's student academic achievement standards,
• The State and local academic assessments including alternate assessments,
• The requirements of Part A,
• How to monitor their child's progress, and
• How to work with educators:
  • Meetings, including DSLT, DELAC and Title I Annual Parent meetings at school sites
  • School Site Council meetings and other parent trainings
  • Provide translations orally or through technology so all parents can understand training information

b.    The school district will, with the assistance of its schools, provide materials and training to help parents work with their children to improve their children's academic achievement, such as literacy training, and using technology, as appropriate, to foster parental involvement, by distributing brochures and relevant handouts that address content standards, reading strategies, Smarter Balance results, college planning and other information to help children succeed in school (through Parent Institute)

Providing training such as:

• Parent Institute for Quality Education
• Principal – Parent Chats
• Migrant Education
• Other parenting classes

c.     The school district will, with the assistance of its schools and parents, educate its teachers, pupil services personnel, principals and other staff, in how to reach out to, communicate with, and work with parents as equal partners, in the value and utility of contributions of parents, and in how to implement and coordinate parent programs and build ties between parents and schools, by:

• Utilize training offered through Los Angeles County Office of Education (LACOE) on equal participation of parent as partners
• Participate in parent themed workshops
• Participate in parent/teacher conferences
• Provide training to site office staff related to Homeless students and families

d.    The school district will, to the extent feasible and appropriate, coordinate and integrate parental involvement programs and activities with Head Start, Even Start, Home Instruction Programs for Preschool Youngsters, and state preschool and other programs, and conduct other activities, such as parent resource centers, that encourage and support parents in more fully participating in the education of their children, by:

• Facilitate coordination of district preschool programs transitional kindergarten and kindergarten programs
• Facilitate implementation of parent and community volunteer programs in our schools

e.     The school district will take the following actions to ensure that information related to the school and parent- programs, meetings, and other activities, is sent to the parents of participating children in an understandable and uniform format, including alternative formats upon request, and, to the extent practicable, in a language the parents can understand:

• Information is sent to parent in multiple languages as appropriate
• Oral translations are provided at parent meetings and conferences
• Use technology, as appropriate, for oral translation purposes
• Blackboard/Connect Ed Messaging Systems

PART III. DISCRETIONARY DISTRICT-WIDE PARENTAL INVOLVEMENT POLICY COMPONENTS

The Rosemead School District agrees to the following discretionary activities listed under Section 1118(e) of the ESEA:

1. Facilitate paying reasonable and necessary expenses associated with parental involvement activities including child care costs, to enable parents to participate in school-related meetings and training sessions;
2. Train parents to enhance the involvement of other parents;
3. Arrange school meetings at a variety of times in order to maximize parental involvement and participation in their children’s education, or conducting in-house conferences between teachers or other educators;
4. Adopt and implement model approaches to improving parental involvement;
5. Maintain district-wide parent advisory groups to provide advice on all matters related to parental involvement in Title 1, Part A programs;
6. Developing appropriate roles for community-based organizations and businesses, in parental involvement activities; and
7. Providing other reasonable support for parental involvement activities under section 1118 of the ESEA as parents may request.

PART IV.  ADOPTION

The District-wide Title I Parental Involvement Policy has been developed jointly with, and agreed on with parents of children participating in Title I, Part A. Programs.

Dress Code/Uniforms – EC 35183

Our schools require a dress code uniform which will be provided to families at no cost, if requested due to inability to purchase. Parents must sign an agreement if they choose to not have their child participate in the dress code as proposed by the school. You will find more information on the dress code or where to obtain a uniform at the following website: https://www.rosemead.k12.ca.us/our-district/departments/student-support-services-department/dress-codeuniforms

Duties of Pupils – 5 CCR 300

Pupils shall conform to school regulations, obey all directions, be diligent in study and respectful to teachers and others in authority, and refrain from the use of profane and vulgar language.

Education of Foster Youth – EC 42238.01, 47605, 47605.6, 48204, 48432.5, 48850, 48853, 48853.5, 48911, 48911.1, 48915.5, 48918.1, 49069.5, 51215.1 and 51225.2

Students supervised by the Department of Children and Family Services (DCFS) and placed in licensed foster homes, Short-Term Residential Therapeutic Programs [STRTP, (formerly referred to as group homes), with relatives, or residing with biological parent(s) have additional rights and enrollment protections that promote school stability. Students who are the subject of a DCFS voluntary placement agreement or Department of Probation (in certain circumstances) are also included within the definition of students in foster care. In addition, a dependent child of the court of an Indian tribe, consortium or tribes, or tribal organization is afforded the same guarantee of rights as the foster children identified through the county court systems.

Every LEA is required to designate a staff person as the educational liaison for foster children to: ensure that foster youth are: 

• Entitled to stable school placements in the least restrictive education programs, with access to academic resources, services, and extracurricular activities that are available to all pupils.  This includes the right to remain in the school of origin and the right to matriculate with his or her peers.
• Students in foster care must be immediately enrolled in school regardless of the availability of school records, immunization records, school uniforms, or the existence of fines from a previous school. Educators, school personnel, social workers, probation officers, caregivers, and other interested parties shall work together to serve the educational needs of students in foster care.
• Proper and timely transfer between schools. This includes the coordination between the local educational agency and the county placing agency, and the transfer of educational information and records of the foster youth to the next educational placement.
• Students in foster care have the right to attend their school of origin and, if applicable, matriculate in the secondary school in the same attendance area even when the student is placed with a family who resides in a different attendance area. The school district serving the student in foster care shall allow the youth to continue their education in the school of origin while the student is identified as a foster youth. If the jurisdiction of the court terminates prior to the end of an academic year, the student in foster care shall be allowed to continue their education in the school of origin for the duration of the academic school year, unless the student attends high school as they have the right to attend until they graduate.
• If a dispute arises over school selection or enrollment, the school must immediately enroll the student in the school where enrollment is sought. During the Dispute Resolution process, the student is to maintain enrollment in the school sought pending the final resolution of the dispute.
• No lowering of grades if the foster youth is absent from school due to a decision by a court or placing agency to change his or her placement, or due to a verified court appearance or related court ordered activity.
• Issuance and acceptance of partial credits for courses that have been satisfactorily completed by the foster youth.  The foster youth shall not be required to retake the portion of the course already completed unless it has been determined that he or she is reasonably able to complete the requirements in time to graduate from high school.
• Not required to retake a course the pupil has satisfactorily completed.
• Students in foster care may qualify for an exemption from local graduation requirements. Designated school staff shall notify students and their parent/legal guardian of their eligibility to be exempt from coursework and other requirements adopted by the Rosemead School District in addition to the statewide coursework requirements. To qualify the student must be in foster care and have transferred schools after what would have been their second year of high school, the student cannot reasonably complete the additional local LEA graduation requirements within four (4) years, and the educational rights holder must determine that the graduation exemption is in the student’s best interest. If these criteria are satisfied, the student may be offered the exemption to complete the state graduation requirements of 130 credits in specific course work within the four years and be offered a fifth year if needed.
• Once a student is found eligible for this exemption, their eligibility continues even if the student’s foster care case closes or the student transfers to another school. It is unlawful for a school, student, educational rights holder, social worker, or probation officer to request or require a school transfer for the purpose of making a student eligible for an exemption from local requirements.
• Parents/legal guardians, foster caregivers, social workers and/or probation officers should notify the school district as soon as they become aware that a student is changing school placements so that partial credits may be calculated, if applicable, and school records can be transferred in a timely manner. For students  experiencing a change in residence, a Best Interest Determination meeting should be held with the educational rights holder to determine whether the student will remain in the school of origin and if transportation is needed.
• If a student in foster care is issued a suspension (including in-school suspension), recommended for expulsion, scheduled for a manifestation determination meeting, or involuntarily transferred to a continuation school, notification must be made to the foster child's attorney and social worker, and, for the child's tribal social worker, if applicable, and county social worker. Attorneys and social workers have the same rights as parents during these processes, such as requests for meetings and the ability to inspect all documents.
• If these rights are not followed, a complaint of noncompliance may be filed with the local educational agency under the Uniform Complaint Procedures.

For information regarding the right of foster youth, contact Special Education & Student Support Services office at (626) 312-2900.

Education of Homeless Youth: 42 USC 11432 – EC 48551, 48852.5, 48853, 48857, 51225.1, 51225.2

The McKinney-Vento Homeless Assistance Act for Homeless Children and Youth entitles all school-age children experiencing homelessness to access to the same free and appropriate public education provided to students who have permanent housing.

Every LEA is required to appoint a homeless liaison to ensure parents and students experiencing homelessness are informed of educational and related opportunities available to their children and are provided with meaningful opportunities to participate in education of their children.

A student experiencing homelessness is defined as an individual who lacks a fixed, regular, and adequate nighttime residence who may live:

• In an emergency or transitional shelter;
• In substandard housing, car, garage, or other places not designed as a regular sleeping   accommodation for human beings;
• In another family’s house or apartment due to a loss of housing or as a result of economic hardship (doubled or tripled-up);
• In a hotel or motel as a result of economic hardship;
•  Temporarily in a trailer, recreational vehicle (RV), motor home, or campsite;
• Temporarily with an adult who is not their parent/legal guardian, known as an unaccompanied youth experiencing homelessness.

Unaccompanied youth, such as teen parents not living with their parent/guardian or students that have run away or have been pushed out of their homes, have access to these same rights.

The Student Housing Questionnaire (SHQ) is distributed annually at the beginning of each school year by all schools along with other required enrollment/registration forms to all students. The SHQ allows parents/legal guardians, unaccompanied youth, or caregivers to self-identify their current living situation. At any time during the school year, students, parents/legal guardians, or caregivers may use the SHQ to self-identify. The SHQ shall be available in the primary language of the family.  A paper version needs to be provided, upon request.  The SHQ must include information on the educational rights for students experiencing homelessness.

Students experiencing homelessness are expected to attend school regularly and have the 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. It is the responsibility of the enrolling school to request all necessary documents from the previous school(s).
• Education and other services (e.g., to participate fully in all school activities and programs for which a student is eligible, to qualify automatically for nutrition programs, to receive transportation services, and to contact liaison to resolve disputes that arise during enrollment).
• Be notified of the possibility of graduating within four years with reduced state requirements, and the ability to remain for a fifth year to graduate with reduced state or full LEA requirements, if the student experiencing homelessness transferred after the second year of high school, is credit deficient, and will not be able to graduate on time with local district requirements.
• For the district to accept and issue partial credits for courses that have been satisfactorily completed by the student experiencing homelessness.
• Enrollment protections that promote school stability, including the right to attend their school of origin and, if applicable, matriculate to the secondary school in the same attendance area even if they no longer live within the attendance boundaries of those schools.
• Students experiencing homelessness have the right to attend their school of residence or their school of origin, which includes the school at which the youth was last enrolled or that the student attended in the last 15 months to which they have a connection.
• At the request of the parent/legal guardian, unaccompanied youth, or caregiver, the LEA shall ensure that transportation is provided as appropriate and feasible to and from the school of origin.
• Refer parents/legal guardians and unaccompanied youth to applicable programs and services. Referrals may include but are not limited to community-based organizations, special education services, tutoring, preschool programs, before and after school enrichment programs, and any other appropriate educationally related services.

If a dispute arises over school selection or enrollment, the school must immediately enroll the student in the school where enrollment is sought. During the Dispute Resolution process, the student is to maintain enrollment in the school sought pending the final resolution of the dispute. For further information on the Dispute Resolution process, please contact Special Education & Student Support Services office at (626) 312-2900.

Students experiencing homelessness may qualify for an exemption from local graduation requirements. Designated school staff shall notify students and their parent/legal guardian of their eligibility to be exempt from coursework and other requirements adopted by the Rosemead School District in addition to the statewide coursework requirements. To qualify the student must be identified as experiencing homelessness, have transferred schools after what would have been their second year of high school, the student cannot reasonably complete the additional local LEA graduation requirements within four (4) years, and the educational rights holder (or unaccompanied youth) must determine that the graduation exemption is in the student’s best interest. If these criteria are satisfied, the student may be offered the exemption to complete the state graduation requirements of 130 credits in specific course work within the four years and be offered a fifth year if needed.

Once a student is found eligible for this exemption, their eligibility continues even if the student’s homeless status changes or the student transfers to another school. It is unlawful for a school, student, or educational rights holder to request or require a school transfer for the purpose of making a student eligible for an exemption from local requirements.

Students experiencing homelessness shall be issued partial or full credits for coursework completed while attending another school. The Rosemead School District Homeless Liaison must be notified if a student experiencing homelessness is referred for expulsion for a discretionary act and invited to any IEP meetings where a manifestation determination is to be made.

For further information on the rights of students experiencing homelessness, please contact Special Education & Student Support Services office at (626) 312-2900.

Educational Equity: Discrimination: Antisemitism Prevention – EC 244, 262.3, 280, 33800, 48980, 51500, 51501, 60151 and 60152

Rosemead School District is committed to maintaining a learning environment free from discrimination, harassment, and bias. All instructional materials, textbooks, and teacher-led discussions must be factually accurate and free from content that promotes unlawful discrimination. This includes specific protections against antisemitism, Islamophobia, and bias based on shared ancestry or ethnic characteristics. Rosemead School District is required to ensure that all curriculum aligns with state standards and does not subject students to a hostile environment. Any materials found to be discriminatory or factually inaccurate regarding protected groups will be removed from the classroom.

If you believe your student has experienced discrimination or that instructional materials violate these standards, you have the right to file a uniform complaint with UCP Coordinator and provide evidence that supports the allegations. The district will investigate and respond to all formal complaints within 60 days. If Rosemead School District fails to meet this timeline or if you are unsatisfied with the local resolution, you have the right to appeal directly to the California Department of Education (CDE).

To report a concern or request more information about our anti-discrimination policies, please contact Educational Services office at (626) 312-2900.

Educational Equity: Government Instruction Conferences – EC 224

The Sex Equity in Education Act exempts any discrimination based on male or female identity for pupils who seek to participate in state or national conferences, therefore, furthering California’s goal of providing an equal educational opportunity to all students by prohibiting the use of public resources when a program discriminates based on gender.

Educational Equity: Immigration and Citizenship Status – EC 200, 220, 234.1, 234.7, 66251, 66260.6, 66270, and 66270.3

All students have the right to a free public education regardless of immigration, citizenship status, or religious beliefs. Parents/legal guardians have the option to provide the school with emergency contact information, including secondary contacts to identify a trusted adult who can care for a minor student in the event the parent/legal guardian is detained or deported. Parents/legal guardians have the option to complete the Caregiver’s Authorization Affidavit or other documents which may enable a trusted adult with authority to make educational and medical decisions for a minor student. Students have the right to report a hate crime or file a complaint with Rosemead School District if they are discriminated against, harassed, intimidated, and/or bullied based on actual or perceived nationality, ethnicity, or immigration status. Please see Uniform Complaint Procedures for more information. The California Attorney General’s website provides “Know Your Rights” resources for immigrant students and family members at: http://www.oag.ca.gov/immigrant.

Electronic Listening or Recording Device – EC 51512

The use by any person, including a pupil, of any electronic listening or recording device in any classroom without the prior consent of the teacher and the principal is prohibited as it disrupts and impairs the teaching process and discipline in the schools.  Any person, other than the pupil, willfully in violation shall be guilty of a misdemeanor.  Any pupil in violation shall be subject to appropriate disciplinary action.

Electronic Nicotine Delivery Systems (e-cigarettes) – PC 308

Rosemead School District prohibits the use of electronic nicotine delivery systems (ENDS) such as e- cigarettes, hookah pens, cigarillos, and other vapor-emitting devices, with or without nicotine content, that mimic the use of tobacco products on all District property and in District vehicles at all times. ENDS are often made to look like cigarettes, cigars, and pipes, but can also be made to look like everyday items such as pens, asthma inhalers and beverage containers. These devices are not limited to vaporizing nicotine; they can be used to vaporize other drugs such as marijuana, cocaine, and heroin.

Penal Code 308 prohibits the sale or furnishing of ENDS to minors, which means that students should not be in possession of any such devices. Students using, in possession of, or offering, arranging or negotiating to sell ENDS may be subject to disciplinary action, particularly because ENDS are considered drug paraphernalia, as defined by HSC 11014.5.

Electronic Signaling Devices – EC 48901.5

The use by any person, including a pupil, of any electronic signaling device in any classroom without the prior consent of the teacher and the principal is prohibited as it disrupts and impairs the teaching process and discipline in the schools.  The only allowable use would be acceptable if it is determined by a licensed physician that the pupil must use for the health and safety of a pupil.  Any pupil in violation shall be subject to appropriate disciplinary action.

Smartphone use may be prohibited by districts, charter schools, and county schools while a student is at a school site and under supervision and control of staff. There are health and special education limits or usage that may differ from the general student population, but must be in writing and kept on file in student records for confidential record keeping and reasons.

English Learners Identification Notice – EC 313.2

State law requires that parents of English learners are to be notified annually if they are identified as one of the following: Long-term English Learner or English learner at risk of becoming a Long-term English Learner. The school coordinator for English Language Development will be sending these notices at the beginning of the school year.

Entrance Health Screening (K-8) – HSC 124085, 124100, 124105

State law recommends that the parent or legal guardian of each pupil provide the school, within 90 days after entrance to first grade, documentation that the pupil has received a health screening examination by a doctor within the prior 18 months.

Excused Absences – EC 46014, 48205

Rosemead School District urges parents to make sure their children attend school regularly and to schedule medical, dental, counseling, and other appointments after school, on the weekend if possible or during school holidays. The district also asks that travel or other absences be avoided during the time that school is in session. The higher the district’s daily attendance rate, the more a student will learn and the greater the amount of classroom instruction and academic programs. The school calendar is designed to minimize issues for families who plan vacations around traditional holiday periods and thereby minimize student absences.

Following an absence, a student is required to bring a written note from home when returning to school. Illnesses, and doctor and dental appointments are considered excused absences. Absences without a written excuse are recorded as unexcused.

Notwithstanding Section 48200, a pupil shall be excused from school when the absence is:

(1) Due to the pupil’s illness, including an absence for the benefit of the pupil’s mental or behavioral health.

(2) Due to quarantine under the direction of a county or city health officer.

(3) For the purpose of having medical, dental, optometrical, or chiropractic services rendered.

(4) For the purpose of attending the funeral services or grieving the death of either a member of the pupil’s immediate family, or of a person that is determined by the pupil’s parent or guardian to be in such close association with the pupil as to be considered the pupil’s immediate family, so long as the absence is not more than five days per incident.

(5) For the purpose of jury duty in the manner provided for by law.

(6) Due to illness or medical appointment during school hours of a child of whom the pupil is the custodial parent, including absences to care for a sick child, for which the school shall not require a note from a doctor.

(7) For justifiable personal reasons, including, but not limited to, an appearance in court, attendance at a funeral service, observance of a holiday or ceremony of the pupil’s religion, attendance at a religious retreat, attendance at an employment conference, or attendance at an educational conference on the legislative or judicial process offered by a nonprofit organization, when the pupil’s absence is requested in writing by the parent or guardian and approved by the principal or a designated representative pursuant to uniform standards established by the governing board of the school district. Please note: attendance at religious retreats shall not exceed one school day per semester.

(8) For the purpose of serving as a member of a precinct board for an election pursuant to Section 12302 of the Elections Code.

(9) For purposes of spending time with a member of the pupil’s immediate family who is an active duty member of the uniformed services, as defined in Section 49701, and has been called to duty for, is on leave from, or has immediately returned from, deployment. Absences granted pursuant to this paragraph shall be granted for a period of time to be determined at the discretion of the superintendent of the school district. (10) For the purpose of attending the pupil’s naturalization ceremony to become a United States citizen.

(11) For the purpose of participating in a cultural ceremony or event. Please note: “Cultural” means relating to the practices, habits, beliefs, and traditions of a certain group of people.

(12) (A) For the purpose of a middle school or high school pupil engaging in a civic or political event, as provided in subparagraph (B), provided that the pupil notifies the school ahead of the absence. Please note: A “civic or political event” includes, but is not limited to, voting, poll working, strikes, public commenting, candidate speeches, political or civic forums, and town halls.

(B) (i) A middle school or high school pupil who is absent pursuant to subparagraph (A) is required to be excused for only one school day-long absence per school year.

(ii) A middle school or high school pupil who is absent pursuant to subparagraph (A) may be permitted additional excused absences in the discretion of a school administrator, as described in subdivision (c) of Section 48260.

(13) (A) If an immediate family member of the pupil, or a person that is determined by the pupil’s parent or guardian to be in such close association with the pupil as to be considered the pupil’s immediate family, has died, so long as the absence is not more than three days per incident.

(i) To access services from a victim services organization or agency. Please note: “Victim services organization or agency” means an agency or organization that has a documented record of providing services to victims.

(ii) To access grief support services.

(iii) To participate in safety planning or to take other actions to increase the safety of the pupil or an immediate family member of the pupil, or a person that is determined by the pupil’s parent or guardian to be in such close association with the pupil as to be. Please note: “Immediate family” means the parent or guardian, brother or sister, grandparent, or any other relative living in the household of the pupil.

Any absences beyond three days for the reasons described in 13(A) above shall be subject to the discretion of the school administrator, or their designee. Extensions are based on the administrator’s assessment of the necessity of the absence.

(14) Due to the pupil’s participation in military entrance processing.

(15) Authorized at the discretion of a school administrator, as described in subdivision (c) of Section 48260.

A pupil with an excused absence shall be allowed to complete all assignments and tests missed during the absence that can be reasonably provided and, upon satisfactory completion within a reasonable period of time, shall be given full credit therefor. The teacher of the class from which a pupil is absent shall determine which tests and assignments shall be reasonably equivalent to, but not necessarily identical to, the tests and assignments that the pupil missed during the absence.

Expanded Learning Programs (Before School, After School, Summer and Intersession Programs) – EC 8420 – 8428; 8482 – 8484.65; 8484.7-8484.9; and 46120

The Expanded Learning Program (ELOP) serves TK -  8^th grade students at all Rosemead School District school sites. Programs that charge family fees shall not charge any fees for pupils who are eligible for free or reduced-priced meals, a child who is experiencing homelessness or placed in foster care. These students are also moved to the top of the waiting list. To request priority enrollment, please contact our Expanded Learning team Child Development office at (626) 312-2900.

Extended School Year – 20 U.S.C. § 1400 et seq., 34 C.F.R. § 300.106; EC 56000–56885

Extended School Year (ESY) services are special education and related services that may be provided to eligible students with disabilities beyond the regular school year, in accordance with federal and state law. These services are not automatically provided to all students with Individualized Education Programs (IEPs). Eligibility is determined annually by the IEP team based on the individual needs of the student. The IEP team may consider factors such as regression (loss of skills) during breaks from instruction, rate of recoupment (time needed to regain lost skills), critical stages of skill development, and the likelihood that interruption of services would substantially jeopardize the student’s educational progress. No single factor is determinative, and eligibility decisions are made on an individual basis. If a student is found eligible for ESY services, then services will be provided at no cost to parents/guardians and will be based on the goals and services identified in the student’s IEP. ESY services are designed to support the students’ continued access to a Free Appropriate Public Education (FAPE) and are not enrichment, summer school, or remedial programs.

Parents/guardians are members of the IEP team and have the right to participate in decisions regarding ESY eligibility, receive notice of IEP meetings at which ESY is discussed and request an IEP meeting to discuss ESY services if they have concerns.

If parents/guardians disagree with an ESY eligibility determination or proposed services, they may use the procedural safeguards available under special education law, including: IEP meetings, mediation, filing a state complaint and/or requesting a due process hearing.

For questions regarding Extended School Year services or to request an IEP meeting, please contact the Special Education & Student Support Services office at (626) 312-2900.

Extended School Year – Migrant Education – EC 41601.6

Students who are identified as a “migrant child” in grades TK-6 may be allowed to enroll in two public schools during summer, winter, or other intersessions – both the school in which they last attended and the next intended school to be entered upon the migration with parents from one agricultural work site to another.

Free and Reduced-Price Meals – EC 49501.5, 49510, 49391 and 49392

LEAs serving students in grades TK–12 to provide two meals free of charge (breakfast and lunch) during each school day to students requesting a meal, regardless of their free- or reduced-price meal eligibility. Charter Schools and Districts will still require eligible parents to submit an application in order to remain in compliance for accounting purposes only. Schools serving grades 1-6 will serve breakfast or a morning snack to non-school-aged children with a guardian present.

Gun-Free School Zone Act – PC 626.9, 30310

California prohibits any person from possessing a firearm on, or within 1,000 feet from, the grounds of a public or private school, unless it is with the written permission of the Superintendent.  This does not apply to law enforcement officers, any active or honorably retired peace officers, members of the military forces of California or the United States, or armored vehicle guards engaged in the performance of, or acting in the scope of, their duties.  A person may also be in possession of a firearm on school grounds if the firearm is unloaded and in a locked container or within the locked trunk of a motor vehicle. A violation of this law is punishable by imprisonment in a county jail for up to six months, a fine of up to $1,000, or both imprisonment and fine.

Gun Safety Notification – EC 48986, 49390, 48391, and 49392

This is a reminder that firearms are to be safely store away from children and teens.  The accidental shooting of children and youth is the third leading cause of death following accidents and suicide.  California public schools are mandated to remind families to keep their home safe from such potential dangers.  If there is a threat or perceived threat, then the public schools will cooperate with local law enforcement to conduct an immediate threat assessment.

Harm or Destruction of Animals – EC 32255 et seq. 

Any pupil with a moral objection to dissecting or otherwise harming or destroying an animal, or any part thereof, must inform his or her teacher of the objection. Objections must be substantiated by a note from the pupil’s parent or guardian.

A pupil who chooses to refrain from participation in an education project involving the harmful or destructive use of an animal may receive an alternative education project, if the teacher believes that an adequate alternative education project is possible. The teacher may work with the pupil to develop and agree upon an alternative education project so that the pupil may obtain the knowledge, information, or experience required by the course of study in question.

Health Care Coverage – EC 49452.9

Your child and family may be eligible for free or low-cost health coverage. For information about health care coverage options and enrollment assistance, go to www.CoveredCA.com. Additionally, California law allows all low-income children under 19 years old, regardless of immigration status, to enroll in Medi-Cal at any time in the year. Families can apply in person at their local county human services office, over the phone, online, with a mail-in application, or at a local health center. For more information about Medi-Cal enrollment, visit www.health4allkids.org.

Human Trafficking Prevention (grade 6-8) – EC 49380, 49381

Rosemead School District is committed to maintaining a safe and supportive learning environment for all students. California law requires schools to provide age appropriate instruction and information designed to prevent human trafficking, including sexual exploitation and labor trafficking.

Age‑appropriate human trafficking prevention information may be provided to students as part of health education, safety instruction, or other school‑based programs. Instruction is designed to help students recognize unsafe or exploitative situations, understand how traffickers may target or recruit youth, develop strategies to seek help from trusted adults and know how to access local and national support resources.

Students and families are encouraged to report concerns related to human trafficking, exploitation, or unsafe situations. Support and resources include:

• School staff, including administrators, counselors, or teachers
• Local law enforcement or child welfare agencies, if there is immediate danger
• Connecting to the National Human Trafficking Hotline by calling 1‑888‑373‑7888, Text “HELP” or “INFO” to 233733 or online at https://humantraffickinghotline.org  

Reports to the hotline may be made confidentially, and support is available 24 hours a day.

Immigration Enforcement: School Site Notification and Educational Equity - EC 234.7, FC 6550 & 6552, HSC 1597.640 & ProC 1502 and 2105

All children in the Rosemead School District have a right to a free public education, regardless of their immigration status, or the immigration status of their parents or guardians. This school district will not deny enrollment to any child based on immigration status. Rosemead School District is committed to providing a safe, welcoming environment for all students. Our schools are "Safe Zones," where learning is protected. We will not allow immigration enforcement officers to enter any school site, or access student records, without a valid judicial warrant, court order, or subpoena.  School personnel will not solicit, collect, or retain information regarding the citizenship or immigration status of students or their family members. We do not disclose student records to immigration authorities (such as ICE) without parent/guardian consent, a court order, or a subpoena. If an immigration enforcement officer enters a school campus, our staff will: Immediately notify the Principal/Superintendent.

• Immediately notify the Principal/Superintendent. 
• Verify the officer’s identification and credentials.
• Ask for a valid, signed judicial warrant or subpoena.
• Ensure that no students are interviewed or removed from campus without legal justification and parent notification, if allowed by law.

In the event that an immigration enforcement action occurs at or near a school site, the Rosemead School District will promptly notify parents/guardians, to the extent possible under law and consistent with the safety of students and staff.

The District strictly prohibits discrimination, harassment, intimidation, or bullying based on actual or perceived immigration status, national origin, or ethnicity. Students or parents who experience such actions are encouraged to report them to the site principal or through our Uniform Complaint Procedures. We encourage families to ensure that emergency contact information is updated, identifying a trusted adult who can care for their child in the event a parent is detained or deported.

Immunizations – EC 49403, 48216; HSC 120325, 120335, 120365, 120370, 120375

Students must be immunized against certain communicable diseases. Students are prohibited from attending school unless immunization requirements are met for age and grade. The school district shall cooperate with local health officials in measures necessary for the prevention and control of communicable diseases in school age children. The district may use any funds, property, or personnel and may permit any person licensed as a physician or registered nurse to administer an immunizing agent to any student whose parents have consented in writing.

As of January 1, 2016, parents of students in any school are not allowed to submit a personal beliefs exemption to a currently required vaccine. A personal beliefs exemption on file at school prior to January 1, 2016, will continue to be valid until the student enters the next grade span at kindergarten (including transitional kindergarten) or 7th grade.

Students are not required to have immunizations if they attend a home-based private school or an independent study program and do not receive classroom-based instruction. However, parents must continue to provide immunizations records for these students to their schools. The immunization requirements do not prohibit students from accessing special education and related services required by their individualized education programs.

A student not fully immunized may be temporarily excluded from a school or other institution when that child has been exposed to a specified disease and whose documentary proof of immunization status does not show proof of immunization against one of the communicable diseases described above.

State law requires the following immunizations before a child may attend school:

a.       All new students, in transitional kindergarten through grade 8 to the Rosemead School District must provide proof of polio, diphtheria, pertussis, tetanus, measles, and mumps, rubella, and varicella immunizations.

b.       All transitional kindergarten and kindergarten students must also provide proof of vaccination against Hepatitis B.

c.        All seventh-grade students must also provide proof of a Pertussis booster vaccine.

Information about a medical exemption from immunizations for your student is available at CAIR ME.  For more information on medical exemptions, please visit the following website:  https://cair.cdph.ca.gov/exemptions/home.

Immunizations: HPV: Cancer Prevention - EC 48980.4, 1367.66, HSC 120390, 120336, 120390.6, IC 10123.8

The Rosemead School District believes in the health and safety of every student. Pupils in the state are advised to adhere to current immunization guidelines, as recommended by the Advisory Committee on Immunization Practices (ACIP) of the federal Centers for Disease Control and Prevention (CDC), the American Academy of Pediatrics, and the American Academy of Family Physicians, regarding full human papillomavirus (HPV) immunization before admission or advancement to the eighth grade level of any private or public elementary or secondary school. Per HSC 120336, “HPV vaccination can prevent over 90 percent of cancers caused by HPV. HPV vaccines are very safe, and scientific research shows that the benefits of HPV vaccination far outweigh the potential risks.”

Independent Study – EC 51744, 51745, 51745.5, 51746, 51747, 51747.5, 51749, 51749.5 and 51749.6 and 56026

Independent Study (IS) is an instructional choice and may not be mandated. Each district and charter school that chooses to offer IS must have board policies in place for independent study courses or curriculum equivalent time to complete work expectations equal to what is offered in person. In addition, short-term (15 school days or less) and long-term (16 school days or more) requires the IS engagement defined per the policies adopted by the local governing board.

The IS agreement must be signed any time during the school year for short-term IS or prior to beginning long-term IS. All IS agreements must include expectations of students, parent and supervising teacher, and must be updated to include equitable access to students with disabilities based upon individual student needs. For more information on how Rosemead School District offers IS options, please contact Special Education & Student Support Services at (626) 312-2900.

Instruction for Pupils with Temporary Disabilities – EC 48206.3, 48207, and 48208

A pupil with a temporary disability which makes attendance in the regular day classes or the alternative educational program in which the pupil is enrolled impossible or inadvisable may receive individualized instruction provided in the pupil’s home for one hour a day.

A pupil with a temporary disability, who is in a hospital or other residential health facility, excluding a state hospital, may be deemed to have complied with the residency requirements for school attendance in the school district in which the hospital is located.  

It is the responsibility of the parent or guardian to notify the school district in which the hospital or other residential health facility is located of the presence of a pupil with a temporary disability. Upon receipt of the notification, the district will within five working days determine whether the pupil will be able to receive individualized instruction pursuant to EC 48206.3 and, if so, provide the instruction within five working days or less.  

A pupil with a temporary disability may remain enrolled in the district of residence or charter school and may attend regular classes when not confined to the hospital setting, the total days of instruction may not exceed the maximum of five days with both school settings and attendance may not be duplicated. If necessary, the district of residence may provide instruction in the home for the days not receiving instruction in the hospital setting, depending upon the temporary doctor orders.  The supervisor of attendance shall ensure that absences from the regular school program are excused until the pupil is able to return to the regular school program.

An honorary high school diploma which is clearly distinguishable from the regular diploma of graduation may be awarded to a pupil who is terminally ill, from the resident governing school board, a county office of education or a charter school.

Internet Safety

Parents are warned to supervise the internet use by their child. A sample letter from the California Department of Education is available with this notification.

Intersession Programs: Foster Children and Homeless Youth: Priority Access – EC 48850 and 48853.5

Students placed in foster care and students experiencing homelessness are granted priority access for intersession. If the student moves during an intersession period, the student’s parent, legal guardian, educational rights holder, or Indian custodian in the case of an Indian child, or, an unaccompanied homeless youth, (if there is no parent, guardian, educational rights holder, or Indian custodian) shall determine which school the student will attend for intersession.

Involuntary Transfer – EC 48980(m), 48929

A school administrator may recommend an involuntary transfer of a student if convicted of a violent crime and if the victim attends the same school. Parents must be notified in writing and have the right to a meeting with the administration. The school will first attempt to resolve any conflict prior to transferring. Periodic reviews will be considered for returning to the school site if there is no on-going danger to either student or others on campus. The school board makes the final decision.

Jurisdiction – EC 4407

Teaching staff shall hold pupils to strict account for their conduct on the way to and from school, on the playgrounds, or during recess.

Language Programs

Students who are emerging bilinguals are learning English as an additional language and require specialized instructional supports. Our schools ensure that English learners simultaneously develop academic English and have full access to an intellectually rich curriculum across the disciplines with appropriate scaffolds and support. 

To ensure that we meet the linguistic and academic needs of English learners, ELs are provided support for academic language development in core content areas (Integrated ELD) and specialized support for English Language Development (Designated ELD). Integrated ELD is provided throughout the day during all content instruction and uses the CA ELD Standards to amplify instruction aligned to the California Common Core State Standards.  Designated ELD is provided during protected time during the school day when teachers use the CA ELD Standards as focal standards to build into and from content instruction in order to develop critical English language skills, knowledge, and abilities needed for content learning.  English learners are grouped by language needs and may require varying levels of support. 

The following programs represent the models designed for English learners:

• Structured English Immersion (SEI) is for ELs who are new to English or at the early levels of English proficiency
• English Language Mainstream (ELM) is designed for ELs who have acquired reasonable fluency in English and are at higher levels of proficiency

Rosemead School District also offers a Dual Language Immersion (DLI) Mandarin program. The DLI Mandarin program provides language learning and academic instruction for native speakers of English and native speakers of Mandarin. The program's goals are high academic achievement, English and Mandarin language proficiency, and cross-cultural understanding.  The ultimate goal is for students to become bilingual and biliterate by the end of 6th grade.  Mandarin-speaking students and English speaking students are placed in the same classroom to promote oral and written fluency in both languages. Students in the DLI program are taught in English for 50% of the day and Mandarin for 50% of the day.   In 2026-2027, the dual-language immersion program is offered in preschool and kindergarten at Encinita School and will grow one grade each year until it is PK-6th grade.  

For additional information on any of these language programs, including how to enroll in the Dual Immersion Mandarin Program, contact the Educational Services office at (626) 312-2900.

Medical or Hospital Service – EC 49472

The Rosemead School District does not provide or make available medical and hospital services for pupils who are injured in accidents related to school activity or attendance.

Medication Regimen – EC 49423, 49480

The parent or legal guardian of any pupil taking medication on a regular basis must inform the school nurse or health technician of the medication being taken, the current dosage, and the name of the supervising physician. With the consent of the parent or legal guardian, the school nurse may communicate with the physician and may counsel with school personnel regarding the possible effects of the medication on the pupil.

Any pupil who is required to take, during the regular school day, medication prescribed by a physician may be assisted by the school nurse or other designated school personnel if the school district receives both a written statement of instructions from the physician detailing the method, amount and time schedules by which such medication is to be taken requesting the school nurse to assist the pupil with prescribed medication as set forth in the physician statement.  Students may carry and self-administer an epinephrine delivery system or inhaled asthma medication if the school district receives both a written statement of instructions from the physician detailing the method, amount and time schedules by which such medication is to be taken and a written statement from the parent or guardian requesting that the student self-administer.  All requests are to be approved by the school nurse prior to use.

1. Talk to your child’s doctor about making a medicine schedule so that your child does not have to take medicine while at school.
2. If your child is regularly taking medicine for an ongoing health problem, even if he or she only takes the medicine at home, give a written note to the school nurse or other designated school employee at the beginning of each school year. You must list the medicine being taken, the current amount taken, and the name of the doctor who prescribed it (EC 49480).
3. If your child must take medicine while at school, give the school a written note from you and a written note from your child’s doctor or other health care provider, who is licensed to practice in California. Provide new, updated notes at the beginning of each school year and whenever there is any change in the medicine, instructions, or doctor (EC 49423).
4. As a parent or guardian, you must supply the school with all the medicine your child must take during the school day. You or another adult must deliver the medicine to school, except for the medicine your child is authorized to carry and take by him or herself. All controlled medicine, like Ritalin, must be counted and recorded on a medicine log when delivered to school. You or another adult who delivered the medicine should verify the count by signing the log.
5. Each medicine your child must be given at school must be in a separate container labeled by a pharmacist licensed in the United States. The container must list your child’s name, doctor’s name, name of the medicine, and instructions for when to take the medicine and how much to take.
6. Pick up all discontinued, outdated, and/or unused medicine before the end of the school year.
7. Medicinal cannabis may be administered at school by parent according to local district adopted policy, which must include: no disruption of educational environment or exposure of cannabis to other students, parent administration only – no staff members to administer cannabis, removal of any remaining cannabis and packaging from school site, parent method to sign in and out for administration and medical recommendation to be kept on file according to confidential health records. The use of smoke or vape forms of cannabis is expressly forbidden on school campus.
8. Know and follow the medicinal policy of your child’s school. The school board may amend or rescind any of their policies for any reason in a public board meeting.

Megan’s Law – PC 290

Information about registered sex offenders in California can be found on the California Department of Justice's website, http://meganslaw.ca.gov/. The website also provides information on how to protect yourself and your family, facts about sex offenders, frequently asked questions, and sex offender registration requirements in California.

Menstrual Products – EC 35292.6 (applicable grades 3-8)

The Rosemead School District supports period equity and now provides free and accessible menstrual products, in all women’s restrooms and all-gender restrooms, and in at least one men’s restroom at schools serving grades 3 to 8. Notice of this service is required to be posted in a prominent and conspicuous location in every restroom where menstrual products, available and accessible, free of cost, are required to be stocked. The posted notice will contain the name, email and phone of the person responsible for maintaining this supply at this school site.

Mental Health and Minors Consent to Services – EC 49428 and FC 6924

In order to initiate access to available pupil mental health services, you may contact the following mental health provider: CareSolace at (888) 515-0595. Our school district will notify parents at least twice per year.  This is one time through our Annual Notifications, we will also notify you again a second time each school year, by the following means:  US Mail.

A minor who is 12 years of age or older may consent to mental health treatment or counseling services if the minor is mature enough to participate intelligently in the outpatient services or counseling services. The professional person treating or counseling the minor is required to consult with the minor before determining whether involvement of the minor’s parent or guardian would be inappropriate. These service providers can bill Medi-Cal as appropriate.

Minimum & Pupil-Free Staff Development Days – EC 48980(c)

The school calendars are included with this annual notification. If minimum or pupil-free staff development days are scheduled after the start of the school year, the school will notify parents and guardians of affected pupils as early as possible, with at least one-month advanced notice.

Nondiscrimination Statement – EC221.8

The Rosemead School District is committed to providing a safe school environment where all individuals in education are afforded equal access and opportunities. The District’s academic and other educational support programs, services and activities shall be free from discrimination, harassment, intimidation, and bullying of any individual based on the person’s actual race, color, ancestry, national origin, ethnic group identification, age, religion, marital or parental status, physical or mental disability, sex, sexual orientation, gender, gender identity, or gender expression; the perception of one or more of such characteristics; or association with a person or group with one or more of these actual or perceived characteristics. Specifically, state law prohibits discrimination on the basis of gender in enrollment, counseling, and the availability of physical education, athletic activities, and sports.  Transgender students shall be permitted to participate in gender-segregated school programs and activities (e.g., athletic teams, sports competitions, and field trips) and to use facilities consistent with their gender identity.  The District assures that lack of English language skills will not be a barrier to admission or participation in District programs. Complaints of unlawful discrimination, harassment, intimidation, or bullying are investigated through the Uniform Complaint Process. Such complaints must be filed no later than six months after knowledge of the alleged discrimination was first obtained. For a complaint form or additional information, contact the Special Education & Student Support Services at (626) 312-2900.

Notice of Alternative Schools – EC 58501

California state law authorizes all school districts to provide alternative schools. Education Code 58500 defines alternative school as a school or separate class group within a school, which is operated in a manner designed to:

a.       Maximize the opportunity for students to develop the positive values of self-reliance, initiative, kindness, spontaneity, resourcefulness, courage, creativity, responsibility, and joy.

b.       Recognize that the best learning takes place when the student learns because of his/her desire to learn.

c.        Maintain a learning situation maximizing student self-motivation and encouraging the student in his/her own time to follow his/her own interests.  These interests may be conceived by him/her totally and independently or may result in whole or in part from a presentation by his/her teachers of choices of learning projects.

d.       Maximize the opportunity for teachers, parents, and students to cooperatively develop the learning process and its subject matter. This opportunity shall be a continuous, permanent process.

e.       Maximize the opportunity for the students, teachers, and parents to continuously react to the changing world, including, but not limited to, the community in which the school is located.

In the event any parent, pupil, or teacher is interested in further information concerning alternative schools, the county superintendent of schools, the administrative office of this district, and the principal’s office in each attendance unit have copies of the law available for your information. This law particularly authorizes interested persons to request the governing board of the district to establish alternative school programs in each district.

Notice Regarding the District’s Participation in the LEA Medi-Cal Billing Program

The Rosemead School District, in cooperation with the California Departments of Health Care Services and Education, participates in a program that allows the district to be reimbursed with federal Medicaid dollars for select health services provided to enrolled Medi-Cal students at school. The money received through this program is directly reinvested into expanding and improving health and social services for all students.

In accordance with state and federal rules and guidelines, we are notifying you that some information may be released from your student’s records to our reimbursement recovery vendor, Paradigm Healthcare Services, LLC and to the Department of Health Care Services (DHCS) for claiming purposes only (and your child’s Medi-Cal benefits may be accessed). This information is only released if we have received your consent to do so. Your consent may have been provided to the district when you registered your student for school, as part of your back-to-school paperwork, or during the IEP/IFSP development and review process (if applicable).

All information that is shared is encrypted and transmitted securely to both our vendor and to DHCS. The education records that may be shared as a result of our participation in this program include:

• Student name, date of birth, and health-related evaluation, intervention, and referral information (for services received at school)
• Practitioners’ notes related to these health services and select data from child’s IEP/IFSP (if applicable)

You have the right to withdraw your consent to disclose your student’s information at any time—feel free to visit your school’s front desk to discuss this program. Please note that students will not be denied services they require to attend school, and parents will never be billed by the school district for services provided as a result of your consent, or nonconsent. Further, while Medi-Cal is reimbursing the district for select health services, your child’s Medi-Cal benefits should not be impacted in any way. We participate in this program in an effort to obtain federal funding for the Medi-Cal reimbursable health services already being performed at school, and then use this funding to expand services that are available to all students.

Confidentiality & Privacy

The district’s reimbursement recovery vendor is bound by a contract that contains specific provisions to keep student records confidential, ensuring information is not used or disclosed inappropriately; further, our vendor is HIPAA compliant. In addition, the district and DHCS are bound by agreements that include specific provisions about the use of the information shared in this program, and governing security protocols.

Third Party Liability

If your student is enrolled in Medi-Cal and is also covered by a third party insurer, DHCS may attempt to recover third party liability if they pay a school-based claim submitted by us. This occurs due to the assignment of third-party liability rights that was provided when your application to Medi-Cal was approved.

Open Meetings: Public Comments – Translation – GC 54954.3

As a parent, you have a right to participate in open meetings with the school district or charter school. If you require a translator, one will be provided to you with the time allotment doubled to allow for both English and primary language translation.

Oral Health Assessment – EC 49452.8 (K-8)

Record of a dental assessment done by a dental professional is required for all kindergarteners and first graders attending public school for the first time. Dental assessments must be completed in the 12 months prior to entry or by May 31st of the pupil’s first school year.

Parent Engagement – School Accountability – EC 11500, 11501, 11502, 11503

To participate in the district offerings of parent education and to provide parental input to the local training programs for parents, please contact the following district representative for more information on how you may contribute: Special Education & Student Support Services at 626-312-2900.

Parent Involvement – BP 6020

The Board of Trustees recognizes that parents or guardians are their children's first and most influential teachers and that continued parental involvement in the education of children contributes greatly to student achievement and a positive school environment.

In order to engage parents/guardians positively in their children's education, the Superintendent or designee shall ensure that staff members at each school:

1. Help parents/guardians develop parenting skills and provide home environments that support their children's academic efforts and their development as responsible members of society
2. Inform parents/guardians that they can directly affect the success of their children's learning and provide them techniques and strategies that they may use to improve their children's academic success and help their children in learning at home
3. Initiate consistent and effective two-way communication between the home and school so that parents/guardians may know when and how to help their children in support of classroom learning activities
4. Receive training that fosters effective and culturally sensitive communication with the home, including training on how to communicate with non-English speakers and how to give parents/guardians opportunities to assist in the instructional process both at school and at home
5. Encourage parents/guardians to serve as volunteers in the schools, attend student performances and school meetings, and participate in site councils, advisory councils and other activities in which they may undertake governance, advisory and advocacy roles

School plans shall delineate specific measures that shall be taken to increase parental involvement with their children's education, including measures designed to involve parents/guardians with cultural, language or other barriers which may inhibit such participation.

Parent Participation in School Meetings and Conferences – LC 230.8

If the parent’s employer has 25 or more employees, the parent must be allowed to attend school meetings and events for their child(ren), up to a maximum of 40 hours each year without discrimination or fear of job loss. Purposes to attend child-related activities include: enrollment in grades 1-12, to address child care or a school emergency, behavior or discipline concern that requires immediate parent attention, sudden school closure, or natural disaster. (“Parent” means a parent, guardian, stepparent, foster parent, or grandparent of, or a person who stands in.) If an employer discharges, threatens to discharge, demotes, suspends or otherwise discriminates against the parent, the employee may be entitled to reinstatement and reimbursement for lost income or benefits.  See https://leginfo.legislature.ca.gov/faces/codes_displaySection.xhtml?sectionNum=230.8.&lawCode=LAB for more details.

Pesticide Products – EC 17612, 48980.3

To obtain a copy of all pesticide products and expected use at the school facility during the year, and to receive notification of individual pesticide applications at the school at least 72 hours before the application, please contact Administrative Services office at (626) 312-2900. The notice will identify the active ingredient(s) in each pesticide product, the intended date of application an Internet address on pesticide use and reduction, and the Internet address where the school site integrated pest management plan may be found if the school site has posted the plan.

Physical Examination – EC 49451; 20 USC 1232h

A parent or guardian may file annually with the school principal a written statement, signed by the parent or legal guardian, withholding consent to a physical examination of the pupil. However, whenever there is good reason to believe that the pupil is suffering from a recognized contagious or infectious disease, the pupil shall be sent home and shall not be permitted to return until school authorities are satisfied that the contagious or infectious disease no longer exists.

Property Damage – EC 48904

Parents or guardians may be held financially liable if their child willfully damages school property or fails to return school property loaned to the child. The school may further withhold the grades, diploma, and transcript of the pupil until restitution is paid.

Pupil Health: Emergency Treatment for Anaphylaxis – EC 49414
Pupil Health: Emergency Medical Care: Epinephrine Delivery Systems – EC 48985.5

EC 49414 requires school districts to provide emergency epinephrine delivery systems to school nurses and trained personnel and authorizes them to use epinephrine delivery systems for any student who may be experiencing anaphylaxis, regardless of known history. Emergency epinephrine auto-injectors must be stored in an accessible location along with a copy of written training material upon need for emergency use. Notice of location must be publicly posted.

Anaphylaxis is a severe and potentially life-threatening allergic reaction that can occur after encountering an allergic trigger, such as food, medicine, an insect bite, latex, or exercise. Symptoms may include narrowing of the airways, rashes or hives, nausea, or vomiting. a weak pulse and dizziness. It is estimated that approximately 25% of the anaphylactic reactions occur during school hours in students who had not previously been diagnosed with a food or other allergy. Without immediate administration of epinephrine followed by calling emergency medical services, death can occur. Being able to recognize and treat it quickly can save lives.

Pupil Health: Opioid Overdose Prevention and Treatment: Melanie’s Law – EC 32282, 47605, 47605.6, 49414.3, 49414.4 and 49428.16

Rosemead School District may provide schools, grades 7-8, stock emergency naloxone or another opioid antagonist to provide emergency medical aid to persons suffering, or reasonably believed to be suffering, from an opioid overdose.

Pupil Health: Emergency Stock Albuterol Inhalers – EC 49414.7

Districts may provide emergency stock albuterol inhalers to provide emergency medical aid to persons suffering, or reasonably believed to be suffering, from respiratory distress.

Pupil Records – EC 49063, 49069.7, 49070 and 20 USC 1232g

A cumulative record, whether recorded by handwriting, print, tapes, film, microfilm, or other means, must be maintained on the history of a pupil’s development and educational progress. The Rosemead School District will protect the privacy of such records. Parents/guardians have the right to 1) inspect and review the pupil’s educational record maintained by the school, 2) request that a school correct records, which they believe to be inaccurate or misleading, and 3) have some control over the disclosure of information from educational records. The Rosemead School District shall disclose educational records without parental consent to school officials with legitimate educational interests, federal, state, or local education authorities and upon request from officials of another school district in which a pupil seeks or intends to enroll.

Parents’ request to access their pupil’s educational records must be submitted in a written form to the Special Education & Student Support Services office at (626) 312-2900, and the school will have five (5) business days from the day of receipt of the request to provide access to the records. Copies of pupil records are available to parents for a fee of COST per page.

Any challenge to school records must be submitted in writing to Special Education & Student Support Services office at (626) 312-2900. A parent challenging school records must show that the records are 1) inaccurate, 2) an unsubstantiated personal conclusion or inference, 3) a conclusion or inference outside the observer’s area of competence, 4) not based on the personal observation of a named person with the time and place of the observation noted, 5) misleading, or 6) in violation of the privacy or other rights of the pupil.  Parents have the right to file a complaint with the United States Department of Education concerning an alleged failure by the District to comply with the provisions of the United States Family Educational Rights and Privacy Act (FERPA) by writing to: Family Policy Compliance Office, U.S. Department of Education, 400 Maryland Ave., SW, Washington, D.C. 20202-4605.

Pupil Records Obtained from Social Media – EC 49073.6

Other than the school newspaper and yearbook, the school may gather information in the form of video, photograph, blog, texts, and emails, to maintain school and student safety. All social media information gathered will be destroyed within one year after the student turns 18 years old or one year after the student is no longer enrolled, whichever comes first.

Pupil Safety: Parental Notification: Synthetic Drugs – EC 48980, 48985.5

Our school is committed to the safety of all our students. Although the long-term effects of many synthetic drugs on physical and mental health are not yet known, immediate effects on a student’s education, family, and life could be long-lasting. A synthetic drug is a drug with properties and effects similar to a known hallucinogen or narcotic but with a slightly altered chemical structure created to evade existing restrictions against illegal substances. These drugs may include synthetic cannabinoids, methamphetamines, bath salts, and fentanyl. Illicit fentanyl can be added to other drugs to make them cheaper, more powerful, and more addictive and has been found in heroin, methamphetamine, counterfeit pills, cocaine, and other drugs. Fentanyl mixed with any drug increases the likelihood of a fatal overdose. Unless tested, it is difficult to tell if drugs have been laced with fentanyl because it cannot be seen, smelled, or tasted. In addition, various social media platforms may be used to market and sell synthetic drugs, such as fentanyl. Additional information regarding fentanyl is available from the CDPH’s Substance and Addiction Prevention Branch at https://www.cdph.ca.gov/Programs/CCDPHP/sapb/Pages/Fentanyl.aspx.

Pupil Swimming Safety – EC 35179.6

Our District is committed to safety for all our students at our planned events, including around swimming pools. There is already a requirement for pool sport coaches to be fully-trained in CPR in case of accidental drowning in the pool. If there is any event on-campus or hosted at a swimming pool facility, at least one adult with a valid certification of CPR training will be present throughout the duration of the event.

Ralph M. Brown Act: Required Notices and Agendas for Open Public Meetings – GC 54954.2, 54956, 54956.5, 54954.2, 54954.5, 54957.1, 54957.7, and 54954.2(b)

Ralph M. Brown Act requires that postings are specified to notify the public that public meetings are being held and discussions or decisions are made as open to public, except where protecting student identification and or confidential medical or personally identifiable information is shared.

Agenda Exception

All items to be considered in closed session must be described in the notice or agenda for the meeting. The body must orally announce the subject matter of the closed session. If final action is taken in closed session, the body generally must report the action at the conclusion of the closed session.

Closed Session Agendas

All items to be considered in closed session must be described in the notice or agenda for the meeting. The body must orally announce the subject matter of the closed session. If final action is taken in closed session, the body generally must report the action at the conclusion of the closed session.

Emergency Meeting

One-hour notice in case of work stoppage or crippling activity, except in the case of a dire emergency.

Regular Meeting

Agenda in 20 words or less, posted within 72 hours of meeting.

Special Meeting

Twenty-four-hour notice must be provided to members of legislative body and media outlets including brief general description of matters to be considered or discussed.

Release of Juvenile Information – WIC 827, 831

Juvenile court records should be confidential regardless of the juvenile’s immigration status. Only if a court order is provided, will any student information be disseminated, attached or provided to federal officials.  The court order must indicate prior approval of the presiding judge of the juvenile court. Otherwise, juvenile information is protected from distribution and remains private without a court order.

Whenever a pupil has been found by a court to have committed any felony or misdemeanor involving curfew, gambling, alcohol, drugs, tobacco products, carrying of weapons, a sex offense, assault or battery, larceny, vandalism, or graffiti, the court will provide a written notice to the superintendent of the school district of attendance.  The superintendent will then provide the information to the principal at the school of attendance, who will disseminate the information to any administrator, teacher, or counselor directly supervising or reporting on the behavior or progress of the pupil, allowing them to work with the pupil in an appropriate manner.

Requirement of Parent/Guardian School Attendance – EC 48900.1

Teachers may require the parent or guardian of a student who has been suspended by a teacher to attend a portion of that school day in his or her student’s classroom.  The attendance of the parent or guardian will be limited to the class from which the student was suspended.  A written notice will be sent to the parent or guardian regarding implementation of this requirement.  Employers are not allowed to apply sanctions against the parent or guardian for this requirement if the parent or guardian has given reasonable notice to his/her employer.

Rights of Parents and Guardians to Information – EC 51101

The parents and guardians of pupils enrolled in public schools have the right and should have the opportunity, as mutually supportive and respectful partners in the education of their children within the public schools, to be informed by the school, and to participate in the education of their children, as follows

1. Within a reasonable period of time after making the request, to observe their child’s classroom(s).
2. Within a reasonable time of their request, to meet with their child's teacher(s) and the principal.
3. To volunteer their time and resources for the improvement of school facilities and school programs under the supervision of district employees, including, but not limited to, providing assistance in the classroom with the approval, and under the direct supervision, of the teacher.
4. To be notified on a timely basis if their child is absent from school without permission.
5. To receive the results of their child’s performance on standardized tests and statewide tests and information on the performance of their child’s school on standardized statewide tests.
6. To request a particular school for their child, and to receive a response from the school district.
7. To have a school environment for their child that is safe and supportive of learning.
8. To examine the curriculum materials of their child’s class(es).
9. To be informed of their child’s progress in school and of the appropriate school personnel whom they should contact if problems arise with their child.
10. To have access to the school records of their child.
11. To receive information concerning the academic performance standards, proficiencies, or skills their child is expected to accomplish.
12. To be informed in advance about school rules, including disciplinary rules and procedures, attendance policies, dress codes, and procedures for visiting the school.
13. To receive information about any psychological testing the school does involving their child and to deny permission to give the test.
14. To participate as a member of a parent advisory committee, schoolsite council, or site-based management leadership team.
15. To question anything in their child's record that the parent feels is inaccurate or misleading or is an invasion of privacy and to receive a response from the school.
16. To be notified, as early in the school year as practicable, if their child is identified as being at risk of retention and of their right to consult with school personnel responsible for a decision to promote or retain their child and to appeal a decision to retain or promote their child.

Right to Request Teacher and Paraprofessional Qualifications – ESSA 1112(e)(1)(A), EC 45330, 48980

Upon request, Rosemead School District will provide details regarding teacher licensing, state qualification criteria, and grade/subject certifications, teacher emergency or provisional status, teacher’s degree major, graduate certifications, and field of discipline and paraprofessional qualifications.

To request this information, contact the Human Resources office at (626) 312-2900.

Safe Place to Learn Act – EC 234 and 234.1

Rosemead School District is committed to maintaining a learning environment that is free from bullying, discrimination, harassment, violence, intimidation, and bullying based on actual or perceived characteristics set forth in Section 422.55 of the Penal Code and EC 220, and disability, gender, gender identity, gender expression, nationality, race or ethnicity, religion, sexual orientation, or association with a person or group with one or more of these actual or perceived characteristics. This policy applies to all acts related to school activity or school attendance occurring within any school under our jurisdiction. Any student who engages in acts of discrimination, harassment, violence, intimidation, or bullying related to school activity or school attendance occurring within a school of the school district may be subject to disciplinary action up to and including expulsion.

Under the Athletes’ Bill of Rights, all students have the right to protection from discrimination based on sex in all athletic programs, access to participate in all academic and extracurricular activities, including the right to apply for athletic scholarships and the right to ask the Athletic Director about athletic opportunities offered by the school.

The Rosemead School District provides specific guidance and a list of statewide resources aimed at preventing teen dating violence. This guidance is designed to improve pupil safety and strengthen connections between students and supportive adults. Resources can be accessed on our website at https://www.rosemead.k12.ca.us/.

Rosemead School District has adopted a Uniform Complaint Procedure (UCP) to address complaints of discrimination or bullying. School personnel who witness an act of discrimination or bullying must take immediate steps to intervene when it is safe to do so. Incidents of racial discrimination or harassment at athletic events must be reported using the standardized form available at https://www.rosemead.k12.ca.us/.

To report an incident and/or to receive a copy of the district’s anti-discrimination, anti-harassment, anti-intimidation, and anti-bullying policies, please contact Special Education & Student Support Services (626) 312-2900.

Effective July 1, 2026, our campus maintains at least one all-gender restroom that is unlocked and available to all students during school hours.

School Accountability Report Card – EC 35256, 35258

The School Accountability Report Card, required under Education Code sections 35256 and 35258, provides parents and the community with important information about a school’s performance, including student achievement, school conditions, and available resources.

School Facilities: All-Gender Restrooms – EC 35292.5 and 17585

Existing law requires every restroom of every public and private school maintaining any combination of classes from kindergarten to grade 12, inclusive, to be maintained and cleaned regularly, fully operational, and stocked at all times with toilet paper, soap, and paper towels or functional hand dryers, and kept open during school hours when pupils are not in classes. Existing law requires that a sufficient number of restrooms be kept open during school hours when pupils are in classes. Existing law authorizes a school to temporarily close a restroom as necessary for pupil safety or as necessary to repair the facility.

This bill would revise the conditions under which a restroom is authorized to be temporarily closed to instead be as necessary (1) for a documented pupil safety concern, (2) for an immediate threat to pupil safety, or (3) to repair the facility. The bill would require, on or before July 1, 2026, each school district, county office of education, and charter school, including charter schools operating in a school district facility, maintaining any combination of classes from grades 1 to 12, inclusive, to provide and maintain at least one all-gender restroom for voluntary pupil use at each of its schoolsites that meet specified criteria. The bill would require the all-gender restroom to meet certain requirements, including, among other things, that it has signage identifying the bathroom facility as being open to all genders and is unlocked, unobstructed, and easily accessible by any pupil. The bill would require the local educational agency to designate a staff member to serve as a point of contact for these purposes and to post a notice regarding these requirements in a prominent and conspicuous location outside at least one all-gender restroom. The bill would require these requirements to be subject to compliance review, as specified. By imposing additional requirements on local educational agencies, the bill would impose a state-mandated local program. The bill would authorize a local educational agency to use an existing restroom to satisfy these requirements, as provided. The bill would require the State Department of Education to post on its internet website guidance for implementation of these provisions.

Existing law, the Leroy F. Greene School Facilities Act of 1998 (the Greene Act), requires the State Allocation Board to allocate to applicant school districts prescribed per-unhoused-pupil state funding for the construction and modernization of school facilities, including hardship funding, and supplemental funding for site development and acquisition.

This bill would require the governing board of a school district, a county board of education, or the governing body of a charter school that applies for state funding pursuant to the Greene Act for a school modernization project to include, as part of the modernization project, an all-gender restroom designed exclusively for pupil use for specified school sites, as provided. The bill would provide that these provisions apply only to those projects that are submitted for approval on or after July 1, 2026.

The California Constitution requires the state to reimburse local agencies and school districts for certain costs mandated by the state. Statutory provisions establish procedures for making that reimbursement.

This bill would provide that, if the Commission on State Mandates determines that the bill contains costs mandated by the state, reimbursement for those costs shall be made pursuant to the statutory provisions noted above.

School Safety: Bullying – EC 234.4, 32283.5

The Rosemead School District is committed to the prohibition of discrimination, harassment, intimidation, and bullying including cyberbullying on social media.  Annual training will be provided to all staff who work with students, to prevent bullying and cyberbullying.  You may find a list of education web pages describing the staff training at: https://www.cde.ca.gov/ls/ss/se/bullyres.asp. 

If you or your child should experience any bullying on campus, at school events, or on the way to or from school, please contact our district counseling liaison available to assist you in identifying and stopping this behavior at: (626) 312-2900.

School Safety Plan: Dangerous, Violent, or Unlawful Activities – EC 32280, 32282, 47605, and 47605.6
Comprehensive School Safety Plans: Individualized Safety Plans – EC 32282
Comprehensive School Safety Plans: Active Shooters: Armed Assailants: Drills – EC 32281

The Rosemead School District is committed to providing a safe, secure, and peaceful learning environment for all students and staff.  The Rosemead School District school site is required to have a Comprehensive School Safety Plan, which includes a plan for disaster preparedness, emergency procedures and assessment and response to reports of dangerous, violent, or unlawful activities conducted or threatened to be conducted at school, a school activity or on a school bus. Fire and emergency and active shooter drills are held periodically at each school. The plan is required to include how parents and guardians of pupils, teachers, administrators, and school personnel will be notified when the presence of immigration enforcement has been confirmed on the school site.

In accordance with California Education Code Section 32281, each school site in the district has developed and maintains a Comprehensive School Safety Plan (CSSP) designed to address campus risks and prepare for emergencies.

• Fire/Evacuation Drills: Conducted once a yearly
• Lockdown/Active Shooter Drill: Conducted once a year
• Earthquake Drills: Conducted once a year

We teach our students and staff about emergency procedures in a developmentally appropriate, trauma-informed way. We emphasize that drills are to prepare us, not to scare us. Teachers will explain to students what to do for each type of drill in a calm manner.

We will notify families via email/app at least 24 hours before a scheduled drill. Please ensure your contact information is updated in our system.

In addition, parents and guardians of pupils, teachers, administrators, and school personnel will be notified when the presence of immigration enforcement has been confirmed on the school site.

If a real emergency occurs, the school will notify parents using the Blackboard, Google Classroom, and telephone calls. Please ensure your contact information is accurate.

Our full CSSP, which includes procedures for disasters, child abuse reporting, and school discipline, is reviewed and updated annually by March 1st.

The Rosemead School District comprehensive school safety plan is available for review at https://www.rosemead.k12.ca.us/.

If you have any questions regarding safety procedures, please contact the Educational Services office at (626) 312-2900.

School Visiting Procedures – EC 51101(a)(12)

Visitors to our schools must sign in at the school office upon entering the campus for the safety of our staff and students. You will find a sign posting where to sign in at each entrance to our school sites.

Schoolbus Safety – EC 39831.5 (K-8)

All pupils in pre-kindergarten, kindergarten, and grades 1 to 6, shall receive written information on school bus safety (i.e., a list of schoolbus stops near each pupil’s home, general rules of conduct at schoolbus loading zones, red light crossing instructions, schoolbus danger zone, and walking to and from schoolbus stops). Prior to departure on a school activity trip, all pupils riding on a school bus or school activity bus shall receive safety instruction that includes, but is not limited to, location of emergency exits, and location and use of emergency equipment. Instruction also may include responsibilities of passengers seated next to an emergency exit.

Section 504 – 29 USC 794, 34 CFR 104.32, EC 270

Section 504 of the Rehabilitation Act of 1973 is a federal law which prohibits discrimination against persons with a disability. The Rosemead School District provides a free and appropriate public education 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 of eligible pupils, or questions regarding the identification, evaluation, and eligibility of Section 504 protections, please contact the Section 504 Coordinator at your school site.

Sexual Abuse and Sex Trafficking Prevention – EC 51950 and 51900.6

Our schools provide age-appropriate instruction for students in kindergarten through grade 8, in sexual abuse, sexual assault awareness, sex trafficking, strategies to reduce their risk, techniques to set healthy boundaries, and how to safely report an incident through prevention education. Parents or guardians may submit a written request to excuse their child from participation in any class and assessments related to that education.

Sexual Harassment – EC 231.5, 231.7 and 48980(f)

The Rosemead School District is committed to maintaining a learning and working environment that is free from sexual harassment.  Any student who engages in sexual harassment of anyone in or from the district may be subject to disciplinary action up to and including expulsion.  Any employee who permits, engages in, or fails to report sexual harassment shall be subject to disciplinary action up to and including dismissal. 

For more information about the Rosemead School District’s sexual harassment policy or to report incidences of sexual harassment, please contact the Educational Services office at (626) 312-2900.

Social Security Number – EC 49076.7

Pupils and their parents or guardians should not be asked to provide their social security numbers or the last four digits of the social security numbers unless required by state or federal law.  If a form is requesting that you provide a social security number or the last four digits of the social security number for you and/or your child and it does not specify the state or federal law that requires this information, ask the school administrator for more information before providing it.

Special Education: Use of Assistive Technology – EC 56040.3

Upon exiting the school district, students may continue to use the assistive technology devices provided by the school as determined by the IEP team offer for a maximum of two months until a replacement or comparable device is obtained.

Student Conduct – EC 51100

Parents and guardians of students enrolled in public schools have the right and should have the opportunity, as mutually supportive and respectful partners in the education of their children, to be informed in advance about school rules, including disciplinary rules and procedures on attendance policies, dress codes, and procedures for visiting the school. For more information, please contact Special Education & Student Support Services office at (626) 312-2900.

Student Discipline: Expulsions: Procedures – EC 48916, 48916.1, and 48926

Expulsion Process and Procedures is the most serious level of school discipline and may occur when a student commits certain violations of state law or district policy. According to AB 1230, LEAs are to adopt rules and regulations establishing procedures for the filing and processing of requests for readmission, the required review of expelled students for readmission, and the transition process for readmitted students.

If a student is recommended for expulsion:

• The student and parent/guardian will receive written notice of an expulsion hearing.
• The notice will include the date, time, and location of the hearing, as well as the reason the expulsion is being recommended.
• At the hearing, the student has the right to:
• Be represented by a parent/guardian, advocate, or attorney
• Review the evidence presented by the district
• Present witnesses or evidence on the student’s behalf

After the hearing, the governing board or administrative panel will determine whether the student will be expelled.

Educational Placement After Expulsion

If a student is expelled, they still have the right to continue their education. The district must ensure that an educational placement is provided to expelled students no later than three (3) school days after the issuance of the expulsion order. Possible educational placements may include: a district alternative education program, a community day school, a county office of education program, or another program designed to serve students who have been expelled. These programs provide academic instruction and support while students are serving the expulsion term.

Individual Rehabilitation Plan

Students who are expelled will receive an individualized rehabilitation plan outlining the steps the student must take to be considered for readmission to school. The expelling district must ensure that the rehabilitation plan includes a periodic review and an assessment for readmission (45 days before the end of the expulsion term), is tailored to the individual student’s needs, and specifically addresses the behavior that led to the expulsion.

The plan may be developed in consultation with school personnel who have knowledge or special expertise regarding the student’s unique needs. The governing board will assist the student and parent/guardian in locating accessible opportunities and services necessary for the successful completion of the rehabilitation plan. The governing board cannot require students or parents/guardians to pay for any costs or services deemed necessary to complete the rehabilitation plan.

The conditions of the rehabilitation plan may include:

• Regular attendance in the assigned educational program
• Participation in academic tutoring
• Demonstrating academic progress
• Participation in counseling or behavioral support services
• Completion of community service, job training, or other rehabilitative programs
• §Participation in programs related to the behavior that led to the expulsion
• Other appropriate requirements determined by the district

The rehabilitation plan will be provided in writing to the student and the parent/guardian, along with the district’s governing board-approved expulsion order.

Length of the Expulsion Term and Possible Extension

In many cases, an expulsion term may last up to one year. If, upon assessment, the student has not met the conditions of the rehabilitation plan, the governing board may grant one extension of the expulsion period (i.e., one semester). The district will continue to support and review the students’ progress during the extension period to determine the student’s readiness for readmission.

Readmission Review Procedures

An assessment of the student’s progress toward completion of the rehabilitation plan will be conducted 45 days before the end of the expulsion term to determine whether the student will be readmitted to the district. A student cannot be denied readmission because of financial or transportation barriers or a lack of viable opportunities to complete the plan. Upon a student’s readmission, the governing board shall ensure that there is a procedure for the successful transition of readmitted students.

The governing board must readmit the student unless it finds that:

1. the student has not substantially met the plan despite having access to necessary resources and opportunities, or
2. the student continues to exhibit the behaviors that led to expulsion or commits new expellable acts.

If the student is denied readmission, the governing board is to provide the expelled student and the parent/guardian with written notice describing the reasons for denying the student readmittance into the regular school district program. This notice also includes the educational program in which the student is to be enrolled until the next readmission review and assessment (i.e., 45 days before the end of the expulsion term).

Student Suspension and Expulsion – EC 35291, 48900, 48900.5, 48925, 48911, 49069.7 and Mandatory Expulsion Violations – EC 48915

Suspension is the removal of a student from ongoing instruction for adjustment purposes. For all students, a single suspension may not be issued for more than five (5) consecutive school days.

Expulsion is the removal of a student from: (1) the immediate supervision and control, or (2) the general supervision of school personnel.

In general, other means of correction must be used prior to suspension except in specific circumstances.

Suspension, including supervised suspension (such as in-school suspension and class suspension) shall be imposed only when other means of correction have failed to bring about proper conduct and/or safety is at risk. Other means of correction used should be documented and kept in the student’s discipline file, available to access.

A teacher may suspend a student from class for any of the acts enumerated in EC Section 48900, except for misconduct of willful defiance as described in EC Section 48900 (k)(1). More information regarding class suspension by teacher is available at:

https://simbli.eboardsolutions.com/Policy/PolicyListing.aspx?S=36030408 .

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 (a) to (r), inclusive:

(a) (1) Caused, attempted to cause, or threatened to cause physical injury to another person.

(2) Willfully used force or violence upon the person of another, except in self-defense.

(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.

(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.

(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.

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

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

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

(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.

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

(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.

(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 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.

(3) Except as provided in Section 48910, 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, 2029.

(4) Except as provided in Section 48910, commencing July 1, 2024, a pupil enrolled in any of grades 9 to 12, inclusive, shall not be suspended for any of the acts specified in paragraph (1). This paragraph is inoperative on July 1, 2029.

(5) (A) A certificated or classified employee may refer a pupil to school administrators for appropriate and timely in-school interventions or supports from the list of other means of correction specified in subdivision (b) of Section 48900.5 for any of the acts enumerated in paragraph (1).

(B) A school administrator shall, within five business days, document the actions taken pursuant to subparagraph (A) and place that documentation in the pupil’s record to be available for access, to the extent permissible under state and federal law, pursuant to Section 49069.7. The school administrator shall, by the end of the fifth business day, also inform the referring certificated or classified employee, verbally or in writing, what actions were taken and, if none, the rationale used for not providing any appropriate or timely in-school interventions or supports.

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

(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.

(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.

(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.

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

(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.

(r) Engaged in an act of bullying. For purposes of this subdivision, the following terms have the following meanings:

(1) “Bullying” means any severe or pervasive physical or verbal act or conduct, including communications made in writing or by means of an electronic act, and including one or more acts committed by a pupil or group of pupils as 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 schoolsite, 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.

(s) A pupil shall not be suspended or expelled for any of the acts enumerated in this section unless the act is related to a school activity or school attendance occurring within a school under the jurisdiction of the superintendent of the school district or principal or occurring within any other school district. A pupil may be suspended or expelled for acts that are enumerated in this section and related to a school activity or school attendance that occur at any time, including, but not limited to, any of the following:

(1) While on school grounds.

(2) While going to or coming from school.

(3) During the lunch period whether on or off the campus.

(4) During, or while going to or coming from, a school-sponsored activity.

(t) A pupil who aids or abets, as defined in Section 31 of the Penal Code, the infliction or attempted infliction of physical injury to another person may be subject to suspension, but not expulsion, pursuant to this section, except that a pupil who has been adjudged by a juvenile court to have committed, as an aider and abettor, a crime of physical violence in which the victim suffered great bodily injury or serious bodily injury shall be subject to discipline pursuant to subdivision (a).

(u) As used in this section, “school property” includes, but is not limited to, electronic files and databases.

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

(w) (1) It is the intent of the Legislature that alternatives to suspension or expulsion be imposed against a pupil who is truant, tardy, or otherwise absent from school activities.

(2) It is further the intent of the Legislature that the Multi-Tiered System of Supports, which includes restorative justice practices, trauma-informed practices, social and emotional learning, and schoolwide positive behavior interventions and support, may be used to help pupils gain critical social and emotional skills, receive support to help transform trauma-related responses, understand the impact of their actions, and develop meaningful methods for repairing harm to the school community.

Prior to a suspension from school, the principal/designee will have an informal conference with the student where the student will be informed of the reason for disciplinary action, including other means of correction that were attempted before the suspension, and the evidence as well as the opportunity to present their version and evidence. If the school determines there is an emergency situation defined as a situation that constitutes a clear and present danger to the life, safety, or health of students or school personnel, the informal conference is not required.

Expulsion Recommendations

The principal or the superintendent of schools shall recommend the expulsion of a student for any of the following acts committed at a school or at a school activity off school grounds, unless the principal or the superintendent of schools determines that expulsion should not be recommended under the circumstances or that an alternative means of correction would address the conduct:

1. Causing serious physical injury to another person, except in self-defense;
2.  Possession of any knife or other dangerous object of no reasonable use to the student;
3. Unlawful possession of any controlled substance, except for either of the following:

• The first offense for the possession of not more than one (1) avoirdupois ounce of marijuana, other than concentrated cannabis;
• The possession of over-the-counter medication for use by the student for medical purposes    or medication prescribed for the student by a physician.

4. Robbery or extortion;

5. Assault or battery upon any school employee.

Mandatory Expulsion Violations

The principal or superintendent of schools shall immediately suspend and shall recommend expulsion of a student that they determine has committed any of the following acts at school or at a school activity off school grounds:

1. Possessing, selling, or furnishing a firearm;
2. Brandishing a knife at another person;
3. Unlawfully selling a controlled substance;
4. Committing or attempting to commit a sexual assault or committing a sexual battery;
5. Possession of an explosive.

The principal or superintendent of schools may recommend expulsion for the remaining grounds.

Harassment, Threats or Intimidation – EC 48900.4

In addition to the grounds specified in Sections 48900 and 48900.2, a pupil enrolled in any of grades 4 to 8, inclusive, may be suspended from school or recommended for expulsion if the superintendent or the principal of the school in which the pupil is enrolled determines that the pupil has intentionally engaged in harassment, threats, or intimidation, directed against school district personnel or pupils, that is sufficiently severe or pervasive to have the actual and reasonably expected effect of materially disrupting classwork, creating substantial disorder, and invading the rights of either school personnel or pupils by creating an intimidating or hostile educational environment.

Hate Violence – EC 48900.3

In addition to the reasons set forth in Sections 48900 and 48900.2, a pupil in any of grades 4 to 12, inclusive, may be suspended from school or recommended for expulsion if the superintendent or the principal of the school in which the pupil is enrolled determines that the pupil has caused, attempted to cause, threatened to cause, or participated in an act of, hate violence, as defined in subdivision (e) of Section 233.

Limitations on Imposing Suspension – EC 48900.5

Suspension, including supervised suspension as described in Section 48911.1, shall be imposed only when other means of correction fail to bring about proper conduct.  A school district may document the other means of correction used and place that documentation in the pupil’s record, which may be accessed pursuant to Section 49072. However, a pupil, including an individual with exceptional needs, as defined in Section 56026, may be suspended, subject to Section 1415 of Title 20 of the United States Code, for any of the reasons enumerated in Section 48900 upon a first offense, if the principal or superintendent of schools determines that the pupil violated subdivision (a), (b), (c), (d), or (e) of Section 48900 or that the pupil's presence causes a danger to persons.

Sexual Harassment – EC 48900.2

In addition to the reasons specified in Section 48900, a pupil may be suspended from school or recommended for expulsion if the superintendent or the principal of the school in which the pupil is enrolled determines that the pupil has committed sexual harassment as defined in Section 212.5.

For the purposes of this chapter, the conduct described in Section 212.5 must be considered by a reasonable person of the same gender as the victim to be sufficiently severe or pervasive to have a negative impact upon the individual's academic performance or to create an intimidating, hostile, or offensive educational environment.  This section shall not apply to pupils enrolled in kindergarten and grades 1 to 3, inclusive.

Terroristic Threats – EC 48900.7

(a) In addition to the reasons specified in Sections 48900, 48900.2, 48900.3, and 48900.4, a pupil may be suspended from school or recommended for expulsion if the superintendent or the principal of the school in which the pupil is enrolled determines that the pupil has made terroristic threats against school officials or school property, or both.

(b) For the purposes of this section, "terroristic threat" shall include any statement, whether written or oral, by a person who willfully threatens to commit a crime which will result in death, great bodily injury to another person, or property damage in excess of one thousand dollars ($1,000), with the specific intent that the statement is to be taken as a threat, even if there is no intent of actually carrying it out, which, on its face and under the circumstances in which it is made, is so unequivocal, unconditional, immediate, and specific as to convey to the person threatened, a gravity of purpose and an immediate prospect of execution of the threat, and thereby causes that person reasonably to be in sustained fear for his or her own safety or for his or her immediate family's safety, or for the protection of school district property, or the personal property of the person threatened or his or her immediate family.

For more information regarding student discipline, please contact the Special Education & Student Support Services office at (626) 312-2900.

Sudden Cardiac Arrest – EC 33479 et seq.

Sudden cardiac arrest (SCA) is when the heart stops beating, suddenly and unexpectedly.  When this happens, blood stops flowing to the brain and other vital organs.  SCA is not a heart attack; it is a malfunction in the heart’s electrical system, causing the victim to collapse.  The malfunction is caused by a congenital or genetic defect in the heart’s structure.  SCA is more likely to occur during exercise or sports activity, so athletes are at greater risk. These symptoms can be unclear and confusing in athletes. Often, people confuse these warning signs with physical exhaustion. If not properly treated within minutes, SCA is fatal in 92 percent of cases. In a school district, charter school, or private school that elects to conduct athletic activities, the athletic director, coach, athletic trainer, or authorized person must remove from participation a pupil who passes out or faints, or who is known to have passed out or fainted, while participating in or immediately following an athletic activity.  A pupil who exhibits any of the other symptoms of SCA during an athletic activity may be removed from participation if the athletic trainer or authorized person reasonably believes that the symptoms are cardiac related.  A pupil who is removed from play may not return to that activity until he or she is evaluated by, and receives written clearance from, a physician or surgeon. On a yearly basis, an acknowledgement of receipt and review of information regarding SCA must be signed and returned by the pupil and the pupil’s parent or guardian before a pupil participates in specific types of athletic activities which generally does not apply to those conducted during the regular school day or as part of a physical education course.

Suicide Prevention Policies – EC 215

Suicide is a serious public health problem that takes an enormous toll on families, friends, classmates, co-workers, and communities. A young person (ages 10–24) in California dies by suicide approximately every 16 to 24 hours on average. Recognizing that early prevention and intervention can drastically reduce the risk of suicide and is a collective effort of all adults that support and work with students, including parents/legal guardians, caregivers, families, local community organizations, mental health practitioners, and related professionals. The Rosemead School District has developed and implemented preventive strategies and intervention procedures that are include in the following website: https://www.rosemead.k12.ca.us/our-district/departments/student-support-services-department/social-emotional-learning-supports.

Surveys – EC 51513, 51514 and 20 U.S.C. 1232h(b), (c)(1)(A) and (c)(2)

Anonymous, voluntary and confidential research and evaluation tools to measure student’s health behaviors and risks, including tests, questionnaires, and surveys containing age-appropriate questions about the student’s attitudes and practices relating to sex, family life, morality, and religion may be administered to students, if the parent is notified in writing that 1) this test, questionnaire, or survey is to be administered, 2) the student’s parent is given the opportunity to review the test, questionnaire, or survey, and 3) the parent consents in writing.  Questions pertaining to the sexual orientation and gender identity of a student shall not be removed from a survey that already includes them.

Title IX – EC 221.61

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. 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 pupils may not be excluded from participating in any educational program, including extracurricular activities, for which they qualify.  For more information about Title IX, or how to file a complaint of noncompliance with Title IX, contact the Educational Services office at (626) 312-2900.

Tobacco-Free Campus – BPC 22950.5; HSC 104420, 104495, 104559, PC 308

The use of tobacco and nicotine products is prohibited on school or district grounds, buildings, and vehicles, and within 250 feet of a youth sports event.  Tobacco product includes, but is not limited to, cigarettes, cigars, little cigars, chewing tobacco, pipe tobacco, snuff, or an electronic device (e.g., electronic cigarette, cigar, pipe, or hookah) that delivers nicotine or other vaporized liquids.

Tuberculosis Screening – HSC 121475-121520

To ensure a healthy school environment, California law requires all students entering school for the first time—or transferring from outside the county—to undergo a tuberculosis risk assessment. Take the Pediatric TB Risk Assessment Form, included in the registration packet, to the student’s healthcare provider. The provider must complete the form up to one year prior to registration or up to 90 days after the student starts school. If the student’s provider is unable to complete the risk assessment within the time frame, please reach out to the Special Education & Student Support Services office at (626) 312-2900 for additional assistance in the completion of the pediatric risk assessment. Actual TB testing (skin or blood test) is only required if the provider identifies specific risk factors during this screening. Return the completed form to the student’s school site. If you do not have insurance, you may complete the risk assessment at one of the Department of Public Health walk-in sites or visit a low- or no-cost community clinics.

Uniform Complaint Policy and Procedure – 5 CCR 4600 et seq.

Rosemead School District has the primary responsibility to ensure compliance with applicable state and federal laws and regulations governing educational programs. The Rosemead School District shall investigate via the Uniform Complaint Procedures (UCP) alleging failure to comply with those laws and regulations including, but not limited to allegations of discrimination, harassment, intimidation, or bullying against any protected group or noncompliance with laws relating to all programs and activities implemented by the Rosemead School District that are subject to UCP as cited below. The Rosemead School District shall seek to resolve at the local level those complaints in accordance with the UCP set forth in the California Code of Regulations, Title 5, Sections 4600-4695, and the policies and procedures of the Rosemead School District.

Unlawful discrimination, harassment, intimidation or bullying complaints shall be filed no later than six months from the date the alleged discrimination, harassment, intimidation or bullying occurred, or six months from the date the complainant first obtained knowledge of the facts of the alleged discrimination, harassment, intimidation or bullying. The district prohibits retaliation against any person who files a complaint or participates in an investigation. 

Complaints must be filed in writing with the Rosemead School District at 3907 Rosemead Blvd., Suite 220, Rosemead, CA 91770.  The district will complete the investigation and issue a written Decision (Investigation Report) within 60 calendar days from receipt of the complaint.

Please contact the Superintendent’s office at (626) 312-2900 if you would like more information on how to file a complaint with the school or district.

The parent may appeal to CDE within 30 calendar days if not in agreement with the final report.

For more information on the CDE appeal process, you may visit:  https://www.cde.ca.gov/re/cp/uc/ucpmonitoring.asp

Victim of a Violent Crime – 20 USC 7912

A pupil who becomes a victim of a violent crime while in or on the school grounds must be offered the opportunity to transfer to a safe public school within the school district, including a public charter school, within ten calendar days.  If there is not another school within the area served by the district, the district is encouraged, but not required, to explore other appropriate options such as an agreement with a neighboring school district to accept pupils through an interdistrict transfer. Primary examples of violent criminal offenses in the Penal Code include attempted murder, battery with serious bodily injury, assault with a deadly weapon, rape, sexual battery, robbery, extortion, and hate crimes. For more information, please contact the Special Education & student Support Services office at (626) 312-2900.

Walking or Riding a Bike to School – VC 21212

No person under 18 years of age may operate a bicycle, non-motorized scooter, skateboard or wear in-line or roller skates, nor ride as a passenger upon a bicycle, non-motorized scooter, or skateboard upon a street, bikeway, or any other public bicycle path or trail unless that person is wearing a properly fitted and fastened bicycle helmet that meets specified standards.

Williams Complaint Policy and Procedure – EC 35186

Every school must provide sufficient textbooks and instructional materials. Every student, including English learners, must have textbooks or instructional materials, or both, to use at home or after school. School facilities must be clean, safe, and maintained in good repair.  There should be no teacher vacancies or misassignments. If a school is found to have deficiencies in these areas, and the school does not take corrective action, then a complaint form may be obtained at the Education Services office at (626) 312-2900.

Parents, students, teachers or any member of the public may submit a complaint regarding these issues.  However, it is highly encouraged that individuals express their concerns to the school principal before completing the complaint forms to allow the school to respond to these concerns.