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Neurodiversity Support & Bullying Prevention (SB 939)AB 34: Bullying, Suicide, and Sexual Harassment Prevention Policies and ProceduresACOE Court and Community Schools Prop 28Annual NoticesAssessmentCourt and Community Schools' School Plan for Student Achievement
Neurodiversity Support & Bullying Prevention (SB 939)
In compliance with California Senate Bill 939, the Alameda County Office of Education (ACOE) is committed to advancing educational equity and fostering safe, inclusive, and supportive learning environments. SB 939 updates the California Education Code to strengthen bullying prevention efforts and expand access to statewide resources for students who are identified as, or perceived to be, neurodivergent.
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View Letter
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Link to Toolkit & Resources
AB 34: Bullying, Suicide, and Sexual Harassment Prevention Policies and Procedures
Alameda County Court and Community Schools are committed to providing a safe school environment that protects students from physical and emotional harm. No individual or group shall, through physical, written, verbal, visual, or other means, harass, sexually harass, threaten, intimidate, cyberbully, cause bodily injury to, or commit hate violence against any student or school personnel, or retaliate against them for filing a complaint or participating in the complaint resolution process.
Together we can:
- Develop positive relationships
- Teach and learn about each other, our cultures, our experiences and our shared values
- Examine our personal biases and counter negative stereotypes
- Identify unsafe or disrespectful words and behaviors and take action to learn better and correct them
- Celebrate our diversity
- Be allies and support one another
Bullying
Bullying has harmful effects on student well-being, student learning and school attendance.
All students, staff and adults in the lives of students have a role to play to ensure a safe, respectful and supportive environment for our youth to thrive in.
If you or someone you know is experiencing bullying or harassment, there are several different ways to get help:
- You can talk with a trusted adult (parent, teacher, principal, etc.) right away
You can submit a uniform complaint with Anika Patterson Director, Strategic District and School Support (510) 670-4171 apatterson@acoe.org
BULLYING PREVENTION RESOURCES
- Stop Bullying
- What is Bullying?
- Warning Signs a Youth is being Bullied
- Bullying and LGBTQ Youth
- Bullying and Youth with Disabilities
- Respond to Bullying
- Cyberbullying Resources
- CDE Bullying Prevention Resources
- Protecting our Child From Electronic Aggression CDC (PDF)
- Common Sense Media
Board Policies
BP 5131.2: Bullying/Cyberbullying
BP 6163.4: Student Use of Technology
BP 5137.2: Positive School Climate
Suicide Prevention
The Governing Board of Alameda County Office of Education (ACOE) recognizes that suicide is a leading cause of death among youth and that an even greater amount of youth consider (17 percent of high school students) and attempt suicide (over 8 percent of high school students) (Centers for Disease Control and Prevention, 2015).
The possibility of suicide and suicidal ideation requires vigilant attention from our school staff. As a result, we are ethically and legally responsible for providing an appropriate and timely response in preventing suicidal ideation, attempts, and deaths. We also must work to create a safe and nurturing campus that minimizes suicidal ideation in students.
Alameda County Schools Crisis Response Manual and Suicide Prevention Policy are found in the Comprehensive School Safety Plans on our School Safety & Emergency Preparedness Page
If you or someone you know is experiencing a medical emergency, poses an immediate threat to themselves or others, or is being hurt by someone, call 911 for immediate help.
SUICIDE/CRISIS RESOURCES:
Crisis Support Services of Alameda County
(800) 309-2131
Crisis Support Services, Alameda County 24 Hour Crisis Line:
(800) 273-8255 (24 hours)
National Suicide Prevention Lifeline
(800) 273-TALK
24 Hour Textline
Text “START” to 741741
Nacional de Prevención del Suicidio
(888) 628-9454
Childhelp® Child Abuse Prevention
(800) 4-A-CHILD (224453)
National Domestic Violence Hotline
(800) 799-7233
TrevorProject (LGBTQ youth)
(866) 488-7386
Trans Lifeline (trans & questioning folx can talk to a trans person)
(877) 565-8860
Hayward Police Dept. Youth & Family Services Bureau
(510) 293-7048
California Youth Crisis Line:
(800) 843-5200 (24 hours)
California Peer Run Warm Line:
(855) 845-7415 (24 hours)
National Sexual Assault Hotline:
(800) 656-HOPE (4673) or Live Chat (24 hours)
Substance Abuse and Mental Health Services Administration (SAMHSA)
Disaster Distress Helpline: (800) 985-5990 or text TalkWithUs to 66746. (TTY (800) 846-8517)
Family Paths Parenting Stress Helpline:
(800) 829-3777 (Biling/Multilingual translation; community resources and mental health services)
Board Policies
Policy 5141.52: Suicide Prevention
BP 5137.2: Positive School Climate
Title IX: Sex Discrimination/ Harassment
Title IX of the Education Amendments of 1972 is a federal law intended to end sex discrimination in all areas of education.– Applies to non-discrimination based on sex/gender to all recipients of federal funds, both public and private institutions– Applies to issues of program equity, such as in athletics, and also to sexual harassment and sexual assault.
The Alameda County Office of Education is committed to provide an education environment free of unwelcome conduct of a sexual nature including sexual advances, requests for sexual favor, and other verbal or physical conduct or communications constituting sexual harassment, as defined and otherwise prohibited by state and federal law.=
Complaints should be filed with the ACOE Title IX Compliance Coordinator:
Cynthia Jenkins
Chief of Human Resources
(510)670-4211
cjenkins@acoe.org
For more information see ACOE’s: Uniform Complaint Procedures: Rules and Instructions
Board Policies
BP 5145.7: Sexual Harassment
BP 5157: Gender Identity And Access
BP 5137.2: Positive School Climate
BP 0410: Nondiscrimination In County Office Programs And Activities
AR 1312.3: Community Relations: Uniform Complaint Procedures
BP 1312.7: Complaints Concerning Discrimination
Resources:
Bay Area Women Against Rape: (510) 845-7273
Child Protective Services 24-hour line to report abuse / neglect: (510) 293-7048
Crisis Text Line:Text MFHA to 741741 for free 24/7 crisis counseling.
National Domestic Abuse Hotline: (800) 799-7233
National Sexual Assault Telephone Hotline:1(800) 656-4673
ACOE Court and Community Schools Prop 28
Proposition 28 (officially the Arts and Music in Schools—Funding Guarantee and Accountability Act) is a California ballot measure approved by voters in November 2022. It provides permanent, annual funding specifically dedicated to arts and music education in all California K-12 public and charter schools.
Annual Notices
Assessment
Curriculum
Student Programs has a variety of instructional resources to enable students to become articulate speakers, responsive listeners, skillful readers and writers, and resourceful problem solvers.
Our goal is to support high-quality instruction that prepares and supports students to excel as 21st-century learners, inclusive of technology resources aligned to Common Core State Standards. We strive to support students to be prepared for success in college, career, and community.
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Character-Based Literacy Program, Markkula Center for Applied Ethics
The Character-Based Literacy (CBL) Program helps students build their literary skills through exposure to literature and access to real books, and is available at all ACOE court, community, and alternative schools. This program provides standards-based English/Language Arts instruction while emphasizing socially appropriate values and behaviors. The program is led by Steve Johnson, Director of Character Education, through the Markkula Center for Applied Ethics at Santa Clara University.
EdgenuityEdgenuity is a comprehensive online curriculum available in core content areas (English Language Arts, Math, Science, and Social Science/History) for court, community, and alternative schools. It provides the foundation for instruction and is intended to ensure that all students master the California Common Core State Standards. Odesseyware addresses the needs of students working at or near grade level as well as those who need to work towards credit recovery. It includes universal access features to support English learners as well as personalized educational acceleration pathway options as described in the Common Core Standards Framework.
Expository Reading and Writing Curriculum (ERWC)
Developed by the California State University, the Expository Reading and Writing Course (ERWC) is designed to prepare students for success in postsecondary reading, writing, and thinking. Students in the course are taught to read, analyze, and write expository and persuasive texts in a systematic and structured process that includes critical reading, rhetorical analysis, and frequent writing tasks. Lessons are designed using a standard assignment template that is both comprehensive and flexible, deploying effective pedagogy informed by current research.
Houghton Mifflin Harcourt (Mathematics)
Algebra 1, Geometry, and Algebra 2 (AGA) were developed to help address Common Core State Standards and turn students into problem solvers who master concepts, become fluent with procedures, and apply the principles they’ve learned to real-world situations. While presenting algebra and geometry in a traditional three-course path, HMH AGA delivers this content with a truly innovative, adaptive approach, offering the rigor, depth of coverage, and guidance needed to prepare students for success on high-stakes assessments, in college, and in their careers.
Court and Community Schools' Course of Study Documents
Student Programs Comprehensive School Safety Plans
California Education Code Section 32286 requires each school site to review and update its school safety plan, which must be developed and written by a School Site Council (SSC) or its designated Safety Planning Committee in collaboration with teachers, classified staff, parents, and first responders to ensure they are up-to-date and complete. The plans must have policies and procedures addressing critical issues including: disaster preparedness; crisis response; mental and physical health; earthquake emergencies; school learning environment; discipline, suspension, and/or expulsion; hate crime reporting; child abuse reporting; release of a pesticide or toxic substance; and more. Schools are required to review, update, and approve its plan by March 1, every year and seek the approval of their Educational boards annually.
Student Programs Digital Portal
Use these links to quickly access programs and manage sites for online or digital learning.
Please do not contact ACOE IT for help with usernames and passwords for Student Programs’ digital programs. They are only able to assist with ACOE devices or internet connectivity issues you may be experiencing. Please use the following information for assistance for any of our Student Programs purchase programs.
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Learning Ally
*after clicking LOG IN at the top of the page, an option to reset your password is available, as well as HELP or you can call 800-221-4792
Reading Plus*an option to reset your password is available on the login page
NWEA MAP
???????Call 1-800-732-3758, ext. 1 or email at support@readingplus.comFor teacher log on or more information, including forgotten logins, please contact Lydia Moore lmoore@acoe.org or use the Student Programs Staff Toolkit in Google Drive.
Title I
Purpose:
Title I funding is provided to help disadvantaged students meet state academic content and performance standards. The Federal government provides funding to youth in institutions and community day programs for neglected or delinquent youth for the purpose of improving educational services to children who are failing, or most at risk of failing, to meet challenging State academic standards.
- Low Income (Title I A)
- Foster Youth (Title I A & D)
- English Learners (Title I A)
- Neglected or delinquent youth ((Title I D)
- All students with access to a well-rounded education… improve conditions for student learning (Title IV)
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Title I A: English Learner, Foster Youth, and Low Income
The Title I A program is a federally funded program authorized under the Elementary and Secondary Education Act (ESEA) of 1965 as reauthorized by the Every Student Succeeds Act (ESSA). The State Educational Agency (SEA) shall award grants to geographically diverse local educational agencies to support services for English Learner, Foster Youth, and Low-Income students.
Title I D: Neglected and Delinquent Program
The Title I Neglected and Delinquent program provides federal assistance to youth in institutions and community day programs for neglected or delinquent youth for the purpose of improving educational services "so that such children and youth have the opportunity to meet the same challenging State content and student performance standards that all children in the State are expected to meet"
Staff who are funded from Title I are expected to provide one or more of the following services
- Academic support
- Socio-emotional support/services
- Assessment
- Transition follow up/data collection
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Title I funding expenditures are available in the ACOE Local Control and Accountability Plan as well as the School Plans for Student Achievement for both Court and Community Schools found on the ACOE website. These plans are written to improve basic programs operated by our LEA and by consulting with teachers, principals, pupil services personnel, administrators, other staff, and parents. The SPSA is approved annually by our School Site Council.
Goals 1 & 2: Improving Graduation Rates & Academic Achievement – Technology Programs for core curriculum/supplemental academic support, pre/post assessment in reading and math, extended year academic offerings, Library Services & Golf Program, foster youth student service coordination and transition service supports, Title I program coordination, teacher credentials
Goal 3: English Learner Progress - English learner digital/support programs, English learner coaching and assessment coordination, professional development, core and supplemental materials to improve English Learner language proficiency
Goal 4: College & Career - Professional Development, A-G & CTE Digital Curriculum, ERWC Stipends, CTE Credentials, A-G Academic Support, Supplemental Materials/Digital Programs, Technology Infrastructure, Partnerships: College & Career (CCI), College and Career Readiness
Goal 5: Whole Child Supports/Services - Homeless Transportation Costs, Childcare, SEL LEA Wide Professional Development, Nurse, Special Education Services, attendance supports, COST
Goal 6: Foster Youth Supports/Services - Professional Development, transportation, academic/attendance supports, and Foster Youth College and Career Readiness
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Title I funding is reviewed every two years by the California Department of Education (CDE) through the Federal Program Monitoring (FPM) to ensure all Title I expenditures align to meet minimum fiscal and programmatic requirements.
Resources for Families & Students
Free and Reduced Meals
ACOE's Student Programs provides free meals for children at our school sites.
We recognize the benefits that consistent and healthy meals have on student achievement, and do not require families to pay for student meals. We believe that all children should have equitable access to adequate nutrition.
In partnership with Oakland Unified School District (OUSD), ACOE provides meals to Quest Academy and Opportunity students. ACOE is also in partnership with Newark Unified School District (NUSD) to provide meals to Burke Academy, Quest Academy and Opportunity Academy students.
The U.S. Department of Agriculture prohibits discrimination against its customers, employees, and applicants for employment on the bases of race, color, national origin, age, disability, sex, gender identity, religion, reprisal, and where applicable, political beliefs, marital status, familial or parental status, sexual orientation, or all or part of an individual’s income is derived from any public assistance program, or protected genetic information in employment or in any program or activity conducted or funded by the Department. (Not all prohibited bases will apply to all programs and/or employment activities.)
If you wish to file a Civil Rights program complaint of discrimination, complete the USDA Program Discrimination Complaint Form, found online at http://www.ascr.usda.gov/complaint_filing_cust.html, or at any USDA office, or call (866) 632-9992 to request the form. You may also write a letter containing all of the information requested in the form. Send your completed complaint form or letter to us by mail at U.S. Department of Agriculture, Director, Office of Adjudication, 1400 Independence Avenue, S.W., Washington, D.C. 20250-9410, by fax (202) 690-7442 or email at program.intake@usda.gov.
Individuals who are deaf, hard of hearing or have speech disabilities may contact USDA through the Federal Relay Service at (800) 877-8339; or (800) 845-6136 (Spanish).
“USDA is an equal opportunity provider and employer.”
Butler Memorial Fund
The Steve L. Butler Memorial Fund, operated by the ACOE Educational Partnerships Foundation, is available to students enrolled in schools operated by the Alameda County Office of Education.
Steve Butler was an ACOE teacher passionate about teaching students who faced challenges in their lives. For almost 20 years, he worked in Alameda County Court and Community School programs with tough-to-teach students – those who were unable to succeed in a continuation school, let alone a traditional high school. Steve typified the teacher who went beyond the call of duty for his students. It was Steve who mounted a fund-raising drive to help one of his students, Donna, attend a state competition in Los Angeles where she won a top award in that competition and went on to earn a good living as a welder.
It is in dedication to Steve’s advocacy for teachers and students, his love of life, and his competitive spirit that his colleagues strive to build and sustain The Butler Memorial Fund. Contributions are coordinated from the Alameda County Teachers Association, California School Employees Association, ACOE, and the California Teachers Associations to support Alameda County Court and Community School students.
Award amounts vary depending on students’ needs. Awards can assist students in buying books, a professional suit for work, class expenses, conference or workshop fees, or a myriad of other items and activities. The committee guiding the Butler Memorial Fund desires that the awards will do for prospective recipients what Steve’s personal efforts did for his students.
- Information on the Steve L. Butler Memorial Fund and how to nominate a student
- Nomination Form
- How to Donate to the Fund
- Steven L. Butler Memorial Fund Salary Reduction Agreement
DONATIONS
Please make donations to the Steve L. Butler Memorial Fund payable to the “ACOE Educational Partnerships Foundation” and write “Steve L. Butler Memorial Fund” on the memo line.
Contributions are fully tax deductible (tax I.D. number: 91-2152166). One hundred percent of the money donated to the Fund is used for scholarships.
Send checks to: ACOE Educational Partnerships Foundation, 313 West Winton Ave., Room 372, Hayward, CA 94544-1136.
For questions regarding donations, please contact Lisa McCarty at 510-670-7667 or send an e-mail to lmccarty@acoe.org.
Williams Complaint
Notice to Parents, Guardians, Pupils and Teachers
Pursuant to California Education Code § 35186, you are hereby notified that:
- There should be sufficient textbooks and instructional materials. That means each pupil, including English learners, must have a textbook or instructional materials, or both, to use in class and to take home.
- School facilities must be clean, safe, and maintained in good repair.
- There should be no teacher vacancies or misassignments. There should be a teacher assigned to each class and not a series of substitutes or other temporary teachers. The teacher should have the proper credential to teach the class, including the certification required to teach English learners if present.
Teacher vacancy means a position to which a single designated certificated employee has not been assigned at the beginning of the year for an entire year or, if the position is for a one-semester course, a position to which a single designated certificated employee has not been assigned at the beginning of a semester for an entire semester.
Misassignment means the placement of a certificated employee in a teaching or services position for which the employee does not hold a legally recognized certificate or credential or the placement of a certificated employee in a teaching or services position that the employee is not otherwise authorized by statute to hold.
You may also download a copy of the California Department of Education complaint form in English and in other languages