PLEASANTON UNIFIED SCHOOL DISTRICT

   Parent and Student Guide 2025-2026

                                             Rights and Responsibilities

5758 W. LAS POSITAS BLVD  |  PLEASANTON  CA   94588

For other languages: Click File, Make a copy. In the copy, Click Tools, Translate document, select language.

ఇతర భాషల కోసం: ఫైల్‌పై క్లిక్ చేయండి, కాపీని తయారు చేయండి. కాపీలో, ఉపకరణాలపై క్లిక్ చేయండి, పత్రాన్ని అనువదించండి, భాషను ఎంచుకోండి.

பிற மொழிகளுக்கு: கோப்பைக் கிளிக் செய்யவும், நகலை உருவாக்கவும். நகலில், கருவிகள் என்பதைக் கிளிக் செய்யவும், ஆவணத்தை மொழிபெயர்க்கவும், மொழியைத் தேர்ந்தெடுக்கவும்.

Para otros idiomas: Haga clic en Archivo, Crear una copia. En la copia, haga clic en Herramientas, Traducir documento y seleccione el idioma.

对于其他语言：点击“文件”，“制作副本”。在副本中，点击“工具”，“翻译文档”，选择语言。

다른 언어의 경우: '파일', '사본 만들기'를 클릭합니다. 사본에서 '도구', '문서 번역'을 클릭하고 언어를 선택합니다.

अन्य भाषाओं के लिए: फ़ाइल पर क्लिक करें, प्रतिलिपि बनाएँ। प्रतिलिपि में, उपकरण पर क्लिक करें, दस्तावेज़ का अनुवाद करें, भाषा चुनें।

 Table of Contents

Message from the Pleasanton Unified School District        5

Welcome back!        5

Parent/Guardian & Student Rights & Responsibilities        6

Student Responsibilities        6

Academic Integrity        6

Pleasanton Unified School District - Academic Integrity        7

Release of Student Information        8

Request for Preferred Name and/or Gender Change        8

Student Records        9

Notification of Rights Under FERPA for Elementary and Secondary Schools        9

Can I Change My Child's Primary Language in Synergy?         11

Student Expectations, Safety and Discipline        11

Community of Character and Positive Behavior Interventions and Supports (PBIS)        12

School’s Duties Regarding Discipline        12

District Policy        13

Harassment, Sexual Harassment and Bullying        13

Title IX and Uniform Complaint Procedures        14

Pleasanton Unified School District Title IX Coordinator        14

Pleasanton Unified School District Compliance Coordinator        14

Visitors to School        14

Comprehensive Safe School Plan        15

School Lockdown Procedures        15

Accident/ Injury Insurance        15

Dress & Grooming        15

Double Fines in School Zones        16

Interviewing Students During School        16

Possession/Use of Cellular Phones & Other Mobile Communications Devices        16

Suspension & Expulsion        16

Reason for Suspension        17

Acts Causing Recommendation of Expulsion        18

Other Grounds for Expulsion        19

Dangerous & Inappropriate Objects        19

School Attendance        19

Mandatory Attendance        19

Parent/Guardian Responsibilities        20

Notification of Absences        20

Excused Absences        20

Unexcused Absences        22

Excessive Excused Absences        22

Chronic Absence and Truancy        22

Definitions:        22

Addressing Truancy and Chronic Absenteeism        23

School Attendance Review Board (SARB)        23

Change of Residence or Falsification of Residency        23

Supporting Youth who are Homeless - McKinney Vento        24

Foster and Kinship Youth        24

Transportation        25

School Placement, Open Enrollment, and Inter-District Transfer Requests        25

School Placement        25

Open Enrollment        25

Inter-District Transfer Agreements (IDT)        26

Instructional Programs        26

Curriculum        26

Health & Sex Education        27

HIV/AIDS Prevention Education        27

Surveys Regarding Health Behaviors        27

Academic Integrity        27

Academic Performance and Risk of Retention        27

Kindergarten/Transitional Kindergarten Enrollment Age Eligibility        28

Procedures for Requests for Alternative Grade Level Placement:        28

Special Education        28

General Education Students        28

Accountability        28

Assessment        29

Tests Evaluated for Assessments        30

CHKS (California Healthy Kids Survey)        31

Participation in State Assessments and Option to Request Exemption (EC§60615, 5 CCR § 852)        31

School Accountability Report Card        31

Multi-Tiered Systems of Support        31

Student Study Team (SST)        32

Section 504        32

Special Education        33

Special Education Referral Process        33

Participation in Extracurricular & Co-curricular Activities        34

Period of Eligibility        34

Academic & Career Counseling        35

Independent Study        35

Long Term Independent Study Agreements        35

Short Term Independent Study Contracts        35

Home or Hospital Instruction        37

Educational Options        37

Graduation Requirements        38

Student Parent Lactation Accommodations        38

“A-G” Requirements for California Public Universities        38

Williams Complaint Classroom Notice (linked)        39

Health Services and Requirements        39

Health Screenings        40

Dental Screening        40

Immunizations for New Students        40

Medications & Healthcare Procedures        40

Field Trips        41

Emergency Medical Assistance at School        41

When to Keep Student Home        41

Food Allergies at School        42

Tobacco-Free District        42

Use of Technology        42

Student Use of Technology        42

Online/Internet Services: User Obligations & Responsibilities        43

Child Nutrition Services        44

Pleasanton USD Child Nutrition Services Mission Statement        44

Meal Information        44

Payment Information        44

Meal Application        44

Other PUSD Links and Documents:        46

Annual Notice to Parents Regarding Federal Laws and Education Code Excerpts Relating to Rights of Parents or Guardians of Minor Pupil        46

Message from the Pleasanton Unified School District

Welcome back!

Dear PUSD families,

Welcome to the 2025-2026 school year. Each of our PUSD staff are fully invested in ensuring that each of our students and families feel connected to their school community, to their teachers, and to one another. Team PUSD remains focused on implementing the District’s Mission and Vision - That every student will be a resourceful, resilient, responsible and engaged world citizen who goes on to make a better world. These are the ideals that motivate each of us - from the classroom to the Boardroom - to support the young people in Pleasanton each and every day.

We believe…

• With proper guidance and support all students can and will reach their greatest potential.
• All students and staff have the right to a safe and respectful learning environment that fosters positive and personally meaningful connections;
• Our educational system should take the whole child into consideration, provide effective and equitable learning opportunities for all students, and produce socially responsible individuals with strong character and integrity;
• In ensuring a culture and climate that promotes the recruitment and retention of a highly-skilled, dedicated and passionate team of educators;
• In providing learning that is innovative, irresistible, creative, relevant and rigorous;
• It is our responsibility to inspire curiosity and a passion for lifelong learning.

These ideals are highlighted in the PUSD Strategic Plan (below), which guides our collective work and serves as an anchor for the members of the Board of Trustees as they make decisions that impact our young scholars.

We continue to make strong progress towards the implementation of Measure I - a local Bond that was passed by the community in 2022 to continue modernizing our school facilities. These are exciting times for our students and staff, and we are grateful that our families and larger Pleasanton community rallied behind this important effort. Thank you for your ongoing support and engagement. Have a great school year.

Parent/Guardian & Student Rights & Responsibilities

The Board of Education recognizes that parents/guardians of District students have certain rights as well as responsibilities related to the education of their children. Within this framework, the school’s primary responsibility shall be to provide a high-quality curriculum and instructional program in a supportive and effective learning environment that enables all students to meet the academic expectations of the school. (BP/AR 5020)

Parents/guardians shall have the opportunity to work with schools in a mutually supportive and respectful partnership to help their children succeed in school. (EC 51100)

Student Responsibilities

According to Education Codes, Board Policy and school rules, students are required to:

• Be diligent in their studies.
• Treat school property, private property and other people with respect.
• Obey all school and classroom rules while at school, at District and school activities, and on the way to and from school.
• Dress according to District Dress and Grooming Policy (BP/AR 5132).

Academic Integrity

The Board of Education believes that academic honesty and personal integrity are fundamental components of a student’s education and character development. The Board expects that students will not cheat, lie, plagiarize or commit other acts of academic dishonesty, including not providing answers or work for others to copy. (BP/AR 5131.9)  

Each school site develops standards of conduct and discipline consistent with District policies and administrative regulations. Students and parents/guardians shall be notified of District and school rules related to conduct. (BP 5145.6)

Pleasanton Unified School District - Academic Integrity

All members of the academic community are responsible for the academic integrity of Pleasanton Unified School District campuses.  Existing policies forbid cheating on examinations, plagiarism, and other forms of academic dishonesty.  A Code of Academic Conduct exists in order to support high standards of behavior.  Under the Code of Academic Conduct, students, staff, and community share responsibility for academic integrity.  Working together with site administration, it is important that each school community develop an environment that discourages academic dishonesty.  

PUSD Regulation 5131.9 defines academic integrity by four pillars:

Procedures: annual distribution, teacher discussion with each class, and posting.

Due Process: prompt investigation, written notice, explanation, meeting, and appeal rights.

Actions: counsel, notification of violations, grade reduction potential, counseling, and consequences.

* See Regulation 5131.9 for complete information on procedures, due process and pupil rights, and actions to insure accountability.                                    Student Services - Updated 6/2025                

Release of Student Information

The District does not release information or records concerning a child to non educational organizations or individuals without parent consent except by court order, receipt of a lawfully issued subpoena, or when otherwise allowed by law. (BP/AR 5125) The following categories of directory information may be made available to various persons, agencies or institutions unless the parent or guardian notifies the District in writing not to release such information:

Name, address, telephone, date of birth, email address, major field of study, participation in officially recognized activities and sports, weight and height of members of athletic teams, dates of attendance, diplomas and awards received, and most recent previous educational institution attended.  (Ed. Code, §§ 49060 et seq., 49073, 20 U.S.C. § 1232g, 34 C.F.R. § 99.7) In accordance with state and federal law, the District may also make available photographs, videos, and class rosters.

Directory information will not be released regarding a pupil identified as a homeless child or youth unless a parent, or pupil accorded parental rights, has provided written consent that directory information may be released.  (Ed. Code, § 49073(c), 20 U.S.C. § 1232g, 42 U.S.C. § 11434a(2))

Request for Preferred Name and/or Gender Change

The Pleasanton Unified School District has a form for students who are interested in requesting an update to

their preferred Name and/or Gender identification. The form is available to make changes within the student information system such that it reflects the name and/or gender that a student consistently identifies. This form also provides a record of changes to a student’s gender pronoun, access to gender-specific facilities, and participation in gender-specific co/extra-curricular activities.

The preferred Name/Gender Change Request Form may be completed by a student, parent or guardian and should be submitted to a School Counselor or School Administrator at your school site. Please allow 7-10 business days for this information to be entered into our systems. Below, please review a few of the other frequently asked questions and related answers regarding this form.

How will my school know about the changes requested on this form?

Communication with your school is important to ensure the support your child may need. This is very important when changes are requested to the student information system and when changing schools. The school principal, a school counselor, or another Pleasanton Unified School District staff member may assist in ensuring that the appropriate staff receives the information that pertains to their role in the building and your requests regarding privacy.

How are these changes made?

The requested changes will be made in the online student information system Synergy. These changes will be reflected in student records from the point of request and moving forward; past records will not be updated. A record of original name and gender will be maintained in the system.

Will a record of my original name and gender be maintained in the system?

Yes and no -- we can change the student information system for name and gender so that documents that we create could, conceivably, be modified. So, for example, if a student submitted a legal name change and wanted a diploma reprinted, we could probably do that. However, we can't change records in state systems like Calpads after the fact. So, if a student submits a legal name change when the family receives their SBAC scores with the former name listed, there would be no way to go back and get a new SBAC score result that showed the new name.

If a student changes his/her name in high school, would all previous information from K-8 remain in the student's original name and gender in Synergy?

If a student makes a legal name change at the beginning of 9th grade (ie. submits a new birth certificate), then we can update Synergy to reflect the new legal name. We could conceivably reprint something like the 8th grade "promotion certificate" because that would be something that we could do internally. However, something like the SBAC score results for 8th grade would still reflect the old name.

What will be provided when I or other institutions request student records?

For “non-certified” requests, the student’s updated name and gender may be provided. However, when responding to requests for certified records, PUSD must provide a student’s legal name. If a student or family has concerns about privacy, it is advised that they speak with Student Services directly to discuss concerns.

How do I support my child?        

For additional information regarding various ways to support your child, please visit our website and/or contact the Student Services office. We also recommend that families meet with the school counselor or the School administrators to develop a student support plan.

How do I legally change my name and gender?

You do not need a court ordered recognition of gender change to change your California driver's license, social security card, or U.S. passport. You also do not need a court order to have a new birth certificate issued reflecting a change of gender (for California birth records). If you were born outside of California, you may want to get a court ordered recognition of gender change to amend your birth certificate in your birth state. You DO need a court order for a change of name. If you need to change your name AND gender, you can follow the instructions at http://www.courts.ca.gov/25797.htm, or you can instead change your gender with the State Registrar (without a court order) and separately get a court order for a name change only.  To do that, visit http://www.courts.ca.gov/22489.htm.        

Student Records

For more information about Student Records, please review Board Policy 5125 and Administrative Regulation 5125. 

Notification of Rights Under FERPA for Elementary and Secondary Schools

The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a Federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education.

FERPA gives parents certain rights with respect to their children's education records. These rights transfer to the student when he or she reaches the age of 18 or attends a school beyond the high school level. Students to whom the rights have transferred are "eligible students."

• Parents or eligible students have the right to inspect and review the student's education records maintained by the school, within 45 days of the day the school receives the request for access. Schools are not required to provide copies of records unless, for reasons such as great distance, it is impossible for parents or eligible students to review the records. Schools may charge a fee for copies.
• Parents or eligible students have the right to request that a school correct records which they believe to be inaccurate or misleading. If the school decides not to amend the record, the parent or eligible student then has the right to a formal hearing. After the hearing, if the school still decides not to amend the record, the parent or eligible student has the right to place a statement with the record setting forth his or her view about the contested information.
• Generally, schools must have written permission from the parent or eligible student in order to release any information from a student's education record. However, FERPA allows schools to disclose those records, without consent, to the following parties or under the following conditions (34 CFR § 99.31):

• School officials with legitimate educational interest; A school official is a person employed by the School as an administrator, supervisor, instructor, or support staff member (including health or medical staff and law enforcement unit personnel); a person serving on the School Board; a person or a company with whom the School has contracted to perform a special task (such as an attorney, auditor, medical consultant, or therapist); or a parent or student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official in performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility.
• Other schools to which a student is transferring;
• Specified officials for audit or evaluation purposes;
• Appropriate parties in connection with financial aid to a student;
• Organizations conducting certain studies for or on behalf of the school;
• Accrediting organizations;
• To comply with a judicial order or lawfully issued subpoena;
• Appropriate officials in cases of health and safety emergencies; and
• State and local authorities, within a juvenile justice system, pursuant to specific State law.
• Educational agency or institution (§99.1)

Schools may disclose, without consent, "directory" information such as a student's name, address, telephone number, date and place of birth, honors and awards, and dates of attendance. However, schools must tell parents and eligible students about directory information and allow parents and eligible students a reasonable amount of time to request that the school not disclose directory information about them. Schools must notify parents and eligible students annually of their rights under FERPA.

Upon request, the school discloses education records, without prior consent, to officials of another school

district in which a student seeks or intends to enroll, including colleges, universities, and other post secondary institutions.

The disclosure is, subject to the requirements of § 99.34, to officials of another school, school system, or institution of postsecondary education where the student seeks or intends to enroll, or where the student is already enrolled so long as the disclosure is for purposes related to the student's enrollment or transfer.

An educational agency or institution that discloses an education record under § 99.31(a)(2) shall:

• Make a reasonable attempt to notify the parent or eligible student at the last known address of the parent or eligible student, unless:

• The disclosure is initiated by the parent or eligible student; or
• The annual notification of the agency or institution under § 99.7 includes a notice that the agency or institution forwards education records to other agencies or institutions that have requested the records and in which the student seeks or intends to enroll or is already enrolled so long as the disclosure is for purposes related to the student's enrollment or transfer;

• Give the parent or eligible student, upon request, a copy of the record that was disclosed; and
• Give the parent or eligible student, upon request, an opportunity for a hearing under subpart C.

An educational agency or institution may disclose an education record of a student in attendance to another educational agency or institution if:

• The student is enrolled in or receives services from the other agency or institution; and
• The disclosure meets the requirements of paragraph (a) of this section.

The right to file a complaint with the U.S. Department of Education concerning alleged failures by the school to comply with the requirements of FERPA. The name and address of the Office that administers FERPA are:

Family Policy Compliance Office

U.S. Department of Education

400 Maryland Avenue, SW

Washington, DC  20202-5920

Can I Change My Child's Primary Language in Synergy? 

Question: My student’s primary language is listed as a language other than English. My son/daughter does not speak that language any longer (or they use English solely or more frequently) and we would like to change his/her primary language to English.

Answer: For the purposes of CA public school records, the definition of  “primary” has a somewhat different meaning for language records than in general usage. According to the California Education Code, a student's primary language is determined by the parent's answers on the Home Language Survey (HLS) as recorded on the registration form that was completed when a student enrolls in public school for the first time in California. When a language other than English is entered in response to one of the first three questions on the HLS then that language is considered to be the primary language for that student for their entire career in the public school system, even if they move to another school district at a later time. This procedure is required by the California Department of Education (CDE). Therefore, if your student is new to PUSD but had been registered previously at another California public school, you may see the primary language record updated to match the first registration even if you filled out the HLS differently when registering in Pleasanton.

When a parent indicates a language other than English on the Home Language Survey, their student is identified as a possible English Learner, meaning that because they have exposure to a language other than English, it is necessary to determine their English Language Proficiency.  This determination is made by administering the Initial English Language Proficiency Assessments for California (ELPAC). This testing is used to determine if a student would benefit from English Learner services. A student who is determined to be initially fluent in English (IFEP) as a result of this testing will be assigned to a Mainstream English Only Program. Students who are identified as English Learners (EL) will be assigned to a Structured English Immersion program and each year are required to take the Summative ELPAC again until they meet the criteria for reclassification as Fluent English Proficient. The primary language for a student remains their primary language throughout their public school career even if they are identified as Initially Fluent English Proficient (IFEP) or Redesignated Fluent English

Proficient (RFEP). Research shows that students who are fluently bilingual will experience academic success and will have positive career opportunities that are connected to their multilingual skills.

Student Expectations, Safety and Discipline

Community of Character and Positive Behavior Interventions and Supports (PBIS)

The Pleasanton Unified School District (PUSD) has partnered with the City of Pleasanton to be a Community of Character. Members from PUSD, the City of Pleasanton, the Pleasanton Chamber of Commerce and volunteers from other organizations have been actively participating in the Community of Character Collaborative committee. Committee members’ work together to create a community culture that is built on values: goodwill and community accepted character traits of compassion, honesty, respect, responsibility, integrity and self­‐discipline.

These six character traits are taught, integrated and emphasized throughout our Pleasanton Schools. Select students who exemplify one of the traits are formally recognized during School Board meetings throughout the school year.

PUSD is committed to providing a safe, supportive, and positive school environment which is conducive to student learning and achievement and desires to prepare students for responsible citizenship. (BP 5144). The school environment should be characterized by positive interpersonal relationships among students and between students and staff. (BP 5137) The main focus of School-wide Positive Behavioral Interventions and Supports (PBIS) is to provide proactive and effective behavioral support for students at the universal level. With PBIS, school wide expectations create learning environments that are: positive, predictable, consistent, and safe.

PBIS is integrated within a Multi-Tiered System of Support (MTSS) framework to support a continuum of interventions that enhances academic, social, emotional, and behavior outcomes for all students. Within MTSS, the academic, behavior, and social emotional structures are integrated to align supports to serve the whole child. Through the interconnected alignment of supports, PUSD is committed to supporting social and emotional growth and behavioral health awareness. The PUSD Wellness website provides ongoing wellness resources for students, staff, and families.

School’s Duties Regarding Discipline

Pleasanton Unified School District is committed to maintaining a safe learning and working environment. A safe environment includes one that is free of weapons, violence, discrimination, bullying, harassment and unlawful or disruptive behavior. At the beginning of the school year or at the time of enrollment, each Principal shall inform all students and parents/guardians of the school and District discipline rules and procedures.

As outlined in the Pleasanton Unified School District’s strategic plan, we want every student and staff member to feel safe, supported and to enjoy positive connections while at school. PUSD is a strong partner in the community's efforts to create and maintain a safe and healthy community for all. The District has built and maintains strong partnerships with the City of Pleasanton, the Pleasanton Police Department and the Livermore-Pleasanton Fire Department. Our schools work collaboratively with all emergency responders in the event of a crisis or emergency. There are many components to creating and maintaining safe schools.

School site administrators have the authority to make decisions relating to assigning consequences that are reflective of our student discipline policies and procedures. Please reference the discipline policies within the student planner for a brief outline of these potential consequences and restorative opportunities.

Pleasanton Unified School District Administrators follow education code when recommending students for suspension and/or expulsion. California education code encourages schools to provide alternatives to suspension or expulsion that are age appropriate and designed to address and correct the student’s specific misbehavior (Ed. Code 48900 (v) Additionally, the law requires that schools first utilize other means of correction prior to suspending a student from school, in most situations. (Ed. Code 48900.5) Depending on the offense, school administrators may offer restorative practices, a reduction to suspension, or an alternative to suspension, in addition to other disciplinary actions taken. A restorative option allows students the chance to attempt to make right any harm they have done to the school community, as well as to take steps towards making better choices in the future. If a restorative option is offered, and the student does not fulfill the agreed upon activity by the specified date, the original day(s) of suspension will be restored.

The Board of Education expects teachers, counselors and school officials to contact the parent/guardian to remedy inappropriate school behavior at the earliest stage.

School officials:

• Will fairly and equitably enforce the written policies of the school and District
• May search a student if there is reasonable belief that the student has illegal, dangerous or inappropriate objects at school and will seize them
• May search student property, including but not limited to lockers, backpacks, and vehicles
• May use specially trained dogs to sniff out and alert staff to the presence of substances prohibited by law or Board Policy
• May withhold grades, diplomas or transcripts of the student responsible for damage or loss of property until such damages are paid or until completion of a voluntary work program in lieu of payment of monetary damages. (EC 48904, AR 5125.2)

District Policy

District programs, activities, and practices shall be free from unlawful discrimination, including discrimination against an individual or group based on race, color, ancestry, nationality, national origin, immigration status, ethnic group identification, ethnicity, age, religion, marital status, pregnancy, parental status, physical or mental disability, sex, sexual orientation, gender, gender identity, gender expression, or genetic information; a 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. (BP/AR 0410)

Does not permit gangs or gang activities, such as but not limited to: initiations, paraphernalia, clothing, writings, tagging, comments, gestures or any form of gang activity on its campuses and in its activities. (BP 5136)

Does not permit the administering of corporal punishment to students. EDC 49000-49001

Harassment, Sexual Harassment and Bullying

The Pleasanton Unified School District is committed to maintaining a safe learning and working environment that is free from harassment, sexual harassment and bullying as defined in Education Code 48900(r). We updated our policies and procedures after “Seth’s Law” went into effect on July 1, 2012.  Any student who engages in bullying of anyone in or from the district may be subject to disciplinary action up to and including expulsion. The district’s policies and processes for filing a complaint is publicized to pupils, parents, employees and agents of the governing board. (Complaint Procedures)

Pleasanton School District can approve a request from a victim of bullying to attend another school within that district as defined in Education Code 46600.  If the requested school is at capacity, the district must accept a request for an alternate site. If the district has only one school offering the grade level of a student who is the victim of bullying leaving no option for an intradistrict transfer, the student may apply for an interdistrict transfer.

In that case, the district of residence may not prohibit the transfer if the school district of proposed enrollment approves the student’s application for transfer. For a copy of the district’s anti-discrimination, anti-harassment, anti-intimidation, and anti-bullying policies please see our Board Policies (BP’s) and Administrative Regulations (AR’s) online or contact the District Office. You can also review the following Board Policies on our website 5137, 5131.2, 5145.3, 4119.11, 4219.11, 4319.11

Title IX and Uniform Complaint Procedures

“No person…shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance.” -Title IX of the Education Amendments of 1972

Title IX is a federal law that prohibits discrimination on the basis of sex in educational programs and activities. Title IX requires Pleasanton Unified School District to respond in a manner that is not deliberately indifferent when it has actual knowledge of sexual harassment. (District Board Policies and Administrative Regulations on Sex Discrimination and Sex-Based Harassment are available online: 5145.7, 5145.71.)

Pleasanton Unified School District Title IX Coordinator

can be reached at titleix@pleasantonusd.net.

Additional information is available on the PUSD website, Title IX webpage 

and on the Annual Notice of Uniform Complaint Procedures.

The following Internet resources are available to find more information regarding rights and responsibilities:

• California Department of Education Office of Equal Opportunity
• Sex Equity in Education Act (CA Ed Code §221.8)

California law unequivocally prohibits harassment and discrimination on the basis of gender identity, gender expression, and sexual orientation. (District Board Policies and Administrative Regulations on Uniform Complaint Procedures are available online: 1312.3.)

Pleasanton Unified School District Compliance Coordinator

can be reached at uniformcomplaint@pleasantonusd.net.

Additional information is available on the PUSD website, Uniform Complaint Procedures webpage 

and on the Annual Notice of Uniform Complaint Procedures.

The following Internet resources are available to find more information regarding rights and responsibilities:

• California Department of Education Uniform Complaint Procedures
• California Department of Education Resolution of Discrimination/Harassment Complaints

Visitors to School

Visits to the school and/or classroom at the request of the parent/guardian shall be arranged through the student’s teacher and/or Principal. Classroom visits or conferences will be scheduled within a reasonable time of the parent/guardian request. Except for law enforcement personnel, only the parent/guardian or those designated on the student’s emergency card are permitted to contact or take a student from school. (EC 51101; BP/AR 1250)

If a visitor is approved, to ensure the safety of students and staff and to avoid potential disruptions, all visitors shall check in or sign in at the office immediately upon entering the school building or grounds. A visitor’s badge

shall be worn at all times while on campus.

Comprehensive Safe School Plan

Annually, each school site develops a Comprehensive School Safety Plan. These Plans are reviewed and approved by each site’s School Site Council by March 1st of every school year. Schools utilize the Comprehensive Safety Plan Checklist provided by the California Department of Education (CDE). Included in these plans, each school has a safety plan, disaster preparedness plan and response teams. Schools conduct fire and earthquake drills as required by Education Code. While not required by state law, in Pleasanton, schools also practice lockdown drills.  (EC 32000-32004, 32200, 35294.1, 35294.2 & 51202)

If you have concerns about safety items at your campus, or would like to review a copy of your school’s safety plan(s), please contact the school administrator.  (EC 35294.1)

School Lockdown Procedures

A school may initiate a lockdown to ensure the safety of all students, staff and visitors at a school site. A lockdown is only instituted if there is a clear and present danger to the safety of the people in the school. Parents/guardians will not have access to students and/or staff during a lockdown. Parents/guardians are expected to cooperate with the directions of the public safety incident commander during a lockdown. After the lockdown is concluded, the Principals will send a factual notice to parents/guardians regarding the day, time, duration and reason for the lockdown.

Accident/ Injury Insurance

Under State Law school districts are required to ensure that all members of school athletic teams have accidental injury insurance that covers medical and hospital expenses. This insurance requirement can be met by the school district offering insurance or other health benefits that cover medical and hospital expenses. The District does not provide insurance to cover student accidents or injuries while the student is at school, going to or from school, or while attending District-sponsored activities. Optional insurance may be purchased by parents/guardians through an independent provider. Information is available at the school sites. (EC 48980 & 49470-49473) Optional Student Insurance

Dress & Grooming

The Governing Board believes that appropriate dress and grooming contribute to a productive learning environment. The Board expects students to wear clothing that is suitable for the  school activities in which they participate. Students shall not wear clothing that presents a health or safety hazard or is likely to cause a substantial disruption to the educational program. (cf. 4119.22/4219.22/4319.22 - Dress and Grooming) 

Students and parents/guardians shall be informed about dress and grooming standards at the beginning of the school year and whenever these standards are revised. A student who violates these standards may be subject to appropriate disciplinary action. (cf. 5144 – Discipline)

In cooperation with teachers, students and parents/guardians, the principal or designee shall establish school rules governing student dress and grooming which are consistent with law, Governing Board policy and administrative regulations. These school dress codes shall be regularly reviewed. Each school shall allow students to wear sun-protective clothing, including but not limited to hats, for outdoor use during the school day. For more information about the Board Policy and Administrative Regulation relating to the Dress Code and Grooming please see BP/AR 5132.

Coaches and teachers may impose more stringent dress requirements to accommodate the special needs of certain sports and/or classes. Guidelines may also be adjusted to meet student health needs, to accommodate for religious obligations (observances) as well as other special circumstances as authorized by site administration. No grade of

a student participating in a physical education class shall be adversely affected if the student does not wear

standardized physical education apparel because of circumstances beyond the student's control. The principal, staff, students and parents/guardians at each school may establish reasonable dress and grooming regulations for times when students are engaged in extracurricular or other special school activities.

Gang-Related Apparel: At individual schools that have a dress code prohibiting gang-related apparel at school or school activities, the principal, staff and parents/guardians participating in the development of the school safety plan shall define "gang-related apparel" and shall limit this definition to apparel that reasonably could be determined to threaten the health and safety of the school environment if it were worn or displayed on a school campus. (Education Code 35183) Because gang-related symbols are constantly changing, definitions of gang-related apparel shall be reviewed at least once each semester and updated whenever related information is received.

Double Fines in School Zones

In Alameda County, fines are enhanced to double for traffic violations in school zones. The additional revenue will be used to pay for school and pedestrian safety programs.

Interviewing Students During School

Upon presentation of proper identification to the Principal or designee, duly authorized representatives of law enforcement shall be allowed to interview students. The investigating officer may request a staff member be present at such an interview. Prior parent notification or presence is not required. If a student is removed from school by a law enforcement representative, the Principal and law enforcement agent are required to make an attempt to notify the parent/guardian except when the student is taken into custody as a victim of suspected child abuse. (EC 48906, BP 5145.11)

Possession/Use of Cellular Phones & Other Mobile Communications Devices

The Governing Board recognizes that the use of smartphones and other mobile communication  devices on campus may be beneficial to student learning and well-being, but could be disruptive of the instructional program

in some circumstances. The Board permits limited use of mobile communication devices on campus in accordance with law and BP 5131.8.

Suspension & Expulsion

Students who are suspended or recommended for expulsion shall be denied the privilege of participation in all extracurricular activities during the period of suspension or expulsion, in accordance with school and district  discipline plans. “Suspension” means removal of a student from ongoing instruction for adjustment purposes. “Expulsion” means removal of a student from immediate supervision and control, or the general supervision of school personnel. Students with disabilities have procedural safeguards and a right to a Free and Appropriate Public Education (FAPE). (BP 5144, AR 5144.2,BP 5144.1) 2024-25 PUSD Discipline Plan

Reason for Suspension

A student  may not be suspended from school or recommended for expulsion, unless the Superintendent of the School District or the Principal or the designee of the Principal of the school in which the pupil is enrolled,  determines that the pupil has committed an act as defined pursuant to any of subdivisions 48900 (a) to (w), or 48900.2, 48900.3, 48900.7, 48901.5 inclusive:

48900(a) (1) Caused, attempted to cause, or threatened to cause physical injury to another person.

48900(a) (2) Willfully used force or violence upon the person of another, except in self-defense.

48900(b) Possessed, sold, or otherwise furnished any firearm, knife, explosive, or other dangerous object.

48900(c) Unlawfully possessed, used, sold, or otherwise furnished, or been under the influence of, any controlled substance, an alcoholic beverage, or an intoxicant of any kind.

48900(d) Unlawfully offered, arranged, or negotiated to sell any controlled substance, an alcoholic beverage, or an intoxicant of any kind, and either sold, delivered, or otherwise furnished to any person.

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

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

48900(g) Stole or attempted to steal school property or private property. Caused or attempted to cause damage or vandalism to school or private property (includes graffiti).

48900(h) Possessed or used tobacco, or any products containing tobacco or nicotine products, including, but not limited to, vaporizers, cigarettes, cigars, miniature cigars, clove cigarettes, smokeless tobacco, snuff, chew packets, and betel.

48900(i) Committed an obscene act (to include school work, school projects or school-sponsored activities) or engaged in habitual use of profanity or vulgarity directed towards students, staff or opponents/referees during school or extra-curricular activities.

48900(j) Unlawfully possessed or unlawfully offered, arranged, or negotiated to sell any drug paraphernalia (such as vaporizers and pipes, etc).

48900(k) (this subdivision is NOT grounds for suspension, but may be cited in addition to a suspensable offense) 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.

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

48900(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.

48900(n) Committed or attempted to commit a sexual assault or committed a sexual battery as defined in Section 243.4 of the Penal Code.

48900(o) Harassed, threatened, or intimidated a pupil who is a complaining witness or a witness in a school disciplinary proceeding.

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

48900(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. For purposes of this subdivision, “hazing” does not include athletic events or school sanctioned events.

48900(r) Engaged in an act of bullying.

48900(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.

48900(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).

48900(u) As used in this section, “school property” includes, but is not limited to, electronic files and databases.

48900(v) For a pupil subject to discipline under this section, a superintendent of the school district or principal   may use his or her discretion to provide alternatives to suspension or expulsion that are age appropriate and  designed to address and correct the pupil’s specific misbehavior as specified in Section 48900.5.

Education Code 48900.2

Committed sexual harassment as defined in §212.5. (Grades 4-12)

Education Code 48900.3

(Grades 4 to 12) Acted, or attempted an act, to cause physical, emotional or property damage based on race, religion, gender, age, disability, political affiliation, immigrant status or sexual orientation or any other form of hate violence.

Education Code 48900.4

(Grades 4 to 12) 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.

Education Code 48900.7

Making terrorist threats against school officials and/or school property. 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.

Education Code 48901.5

Possession or use of any electronic signal device in violation of District Policy 5131.8.

Acts Causing Recommendation of Expulsion

Education Code 48915 (a)

The Principal or the Superintendent of schools shall recommend the expulsion of a pupil for any of the following acts committed at school or at a school activity off school grounds, unless the Principal or Superintendent finds that expulsion is inappropriate, due to the particular circumstances (including acts that occur at any time at any school or is related to any school activity off school grounds, going to or from school, lunch period or any school activity in Pleasanton or in any other town):

(a) (1) Caused serious physical injury to another person, except in self-defense.

(a) (2) Possessed a knife, explosive or other dangerous object of no reasonable use to the pupil.

(a) (3) Unlawful possession of any controlled substance listed in Chapter 2 (commencing with Section 11053) of Division 10 - Health and Safety Code, except for the first offense for the possession of not more than one avoirdupois ounce of marijuana, other than concentrated cannabis.

(a) (4) Robbery or extortion.

(5) Committed assault1 or battery2 on a school employee (Penal Code 240, 242).

EDUCATION CODE SECTION 48915 (c): Mandatory Recommendations, Permissive Expulsions:

The principal or superintendent of schools shall immediately suspend, pursuant to Section 48911, and shall recommend expulsion of a pupil that he or she determines has committed any of the following acts at school or at a school activity off school grounds

1. Firearm

• (a) Possessing firearm when a district employee verified firearm possession and when student did not have prior written permission from a certificated employee which is concurred with by the principal or designee.
• (b) Selling or otherwise furnishing a firearm.

2. Brandishing a knife at another person.
3. Unlawfully selling a controlled substance listed in Health and Safety Code Section 11053 et seq.
4. Committing or attempting to commit a sexual assault as defined in subdivision (n) of EC 48900 or committing sexual battery as defined in subdivision (n) of 48900.
5. Possession of an explosive.

Other Grounds for Expulsion

Upon recommendation by the Principal, the Board of Education may order a student expelled for any other acts listed in Education Code 48900.

Dangerous & Inappropriate Objects

Dangerous and inappropriate objects, including but not limited to weapons, guns, knives, laser pointers, explosives/fireworks, mace, pepper spray and imitation firearms (Air Soft Guns/Pellet Guns) are not permitted on any school campus at any time or while under school jurisdiction. To furnish, possess or use any of these dangerous and inappropriate objects may result in suspension and/or expulsion.  (PC 417.25 & 417.27; BP/AR 5131.7)

School Attendance

Mandatory Attendance

Pursuant to Education Code 48200, children between ages 6 and 18 are subject to compulsory, full-time education, except when otherwise exempted.

The Governing Board believes that regular attendance plays an important role in student achievement. The Board shall work with parents/guardians and students to ensure their compliance with all state attendance laws, and may use appropriate legal means to correct problems of chronic absence or truancy. Please see Board Policy and Administrative Regulation 5113 and 5113.1 for more information about Attendance, Chronic Absence and Truancy. (cf. 5112.1 - Exemptions from Attendance) (cf. 5112.2 - Exclusions from Attendance) (cf. 5113.1 - Chronic Absence and Truancy)

Parent/Guardian Responsibilities

It is the obligation of the parent/guardian to compel the attendance of their student at school. Any parent/guardian who fails to meet this obligation may be guilty of an infraction and subject to prosecution. (EC 48260.5) Regular and punctual school attendance of students is expected, encouraged, and as necessary, enforced. School attendance is an area of mutual cooperation between the school, the parents, and the student. (BP/AR 5113, BP/AR 5113.2)

Notification of Absences

If a student is absent, the parent/guardian is to call the school within 72 hours of the absence. If the school does not receive a call from the parent/guardian, the school will attempt to make contact. When the student returns to school, a valid explanation verifying the reason for the absence must be provided by the parent/guardian, either in person or in writing. (BP/AR 5113, CCR 306)

Failure to excuse the absence may result in notification of truancy letters, a School Attendance Review Team (SART) meeting with a Child Welfare and Attendance Specialist and school staff, or a referral to the School Attendance Review Board (SARB).

Students who miss school work because of an excused absence shall be given the opportunity to complete all assignments and tests that can be reasonably provided. As determined by the teacher, the assignments and tests shall be reasonably equivalent to, but not necessarily identical to, the assignments and tests missed during the absence. Students shall receive full credit for work satisfactorily completed within a reasonable (equal to the number of days of the absence) period of time. In some instances, due to certain medical conditions, the length of time for the make-up and the amount of make-up work and/or tests may be modified according to the recommendations from an authorized health care provider. (BP/AR 6154)

Students who miss school work because of unexcused absences shall be given the opportunity to make up missed work for full or reduced credit. Teachers shall assign such makeup work as necessary to ensure academic progress and not as a punitive measure. (BP/AR 5121)

Additionally, we strongly encourage families to plan vacations during scheduled school breaks. Please refer to our Annual Calendar and Short Term Independent Study Contracts for specific procedures if you anticipate your student missing school for a duration of up to 15 school days. For shorter anticipated absences of 1-4 days, there is a Pre-Approved Absence Form, allowable for specific situations, that may be submitted to the School Principal for approval.

Excused Absences

A parent/guardian’s knowledge and/or approval of a student’s absence without a valid excuse does not excuse the absence. To be recognized as a legally valid excuse as defined by Ed Code 48205, a student’s absence from school must be:

(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 purposes of having medical, dental, optometrical, or chiropractic services rendered.

(4) For purposes 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 purposes of jury duty in the manner provided for by law.

(6) Due to the 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 attendance or 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.

(8) For purposes 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 purposes of attending the pupil’s naturalization ceremony to become a United States citizen.

(11) For purposes of participating in a cultural ceremony or event.

(12) (A) For purposes 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.

(B) (i) A middle school or high school pupil who is absent pursuant to subparagraph (A) is required to be excused for only one schoolday-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) For any of the purposes described in clauses (i) to (iii), inclusive, 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.

(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 considered the pupil’s immediate family, including, but not limited to, temporary or permanent relocation.

(B) Any absences beyond three days for the reasons described in subparagraph (A) shall be subject to the discretion of the school administrator, or their designee, pursuant to Section 48260.

(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.

For the purpose of the absences described above, immediate family means the student's parent/guardian, sibling, grandparent, or any other relative living in the student's household.  (Education Code 48205)

Unexcused Absences

Absence from school shall be excused as permitted by law, Board policy, and Administrative Regulations (Education Code 48205/Administrative Regulation (AR) 5113). Absences due to illness and medical appointments are considered excused absences as long as the school receives a phone call from a parent or guardian clearing the absence within 72 hours of the occurrence. All other absences are considered unexcused, per state law, even if a parent calls to report their student’s absence.

Due to our impacted schools, PUSD cannot guarantee your child will return to the same classroom or the same school if a student has accumulated 14 consecutive days of unexcused absences.

Excessive Excused Absences

Excessive Excused Letters may be distributed once a student has accumulated 14 full day excused absences.  

If a student shows a pattern of chronic absenteeism due to illness, which includes excessive excused absences, a parent/guardian may be required to attend a conference with a school administrator and provide verification of illness in the form of a doctor’s note before having any additional absences excused. (CCR 421, BP/AR 5113)

A parent/guardian of a student with a temporary disability, which causes attendance at school to be impossible or inadvisable, may request individualized instruction under the Home and Hospital Instruction Program. Please contact your student’s school for an application and additional information.

Chronic Absence and Truancy

Definitions:

Chronic absentee refers to a student who is absent for any reason on 10 percent or more of the school days in the school year, when the total number of days the student is absent is divided by the total number of days the student is enrolled and school was actually taught in the regular day schools of the district, exclusive of Saturdays and Sundays.

Truant refers to a student who is absent from school without a valid excuse three full days in one school year, or tardy or absent for more than any 30-minute period during the school day without a valid excuse on three occasions in one school year, or any combination thereof. (Education Code 48260) The student’s parent/guardian will be sent a truancy letter.

Habitual truant refers to a student who has been reported as a truant three or more times within the same school year, provided the district has made a conscientious effort to hold at least one conference with the student and their parent/guardian. (Education Code 48262, 48264.5) The student’s parent/guardian will receive a habitual truant letter, and may be referred to the School Attendance Review Board (SARB).
Chronic truant refers to a student who has been absent from school without a valid excuse for 10 percent or more of the school days in one school year, from the date of enrollment to the current date, provided the district has met the requirements of Education Code 48260-48263 and 48291. (Education Code 48263.6) The student’s parent/guardian will be sent a truancy letter.

Truancy Letters are distributed based on the following criteria:

3 instances* of unexcused absences - 1st Truancy Letter

3 additional instances* of unexcused absences (6 total) - 2nd Truancy Letter

3 additional instances* of unexcused absences (9 total) - 3rd Truancy Letter (Habitual)

*Instances - any absence that is between 1 period through 1 full day OR a tardy of 30 minutes or more.

Addressing Truancy and Chronic Absenteeism

When a student is identified as a truant or chronic absentee, the attendance supervisor shall communicate with the student and their parent/guardian to determine the reason(s) for excessive absences, ensure the student and parent/guardian are aware of the importance of regular and timely attendance, and jointly develop a plan for improving the student's school attendance. The student may be referred to a student success team, School Attendance Review Team (SART) meeting, or School Attendance Review Board (SARB) hearing to assist in evaluating the student's needs and identifying strategies and programs that may assist the student. As a result of these meetings, the attendance supervisor may recommend additional district interventions and/or community resources and/or collaborate with community agencies and organizations to address the needs of the student and their family.

For additional information on school attendance, please refer to Board Policy and Administrative Regulations 5113 and 5113.1.

School Attendance Review Board (SARB)

After a School Attendance Review Team (SART) meeting has occurred at the school site level and attendance has not improved, a family may be referred to a School Attendance Review Board (SARB) hearing to address chronic absenteeism and/or truancy. The mission of the SARB is to further help students stay in school, attend school regularly and graduate. SARB is a community-based effort to bring together resources to assist families with attendance and truancy issues and is composed of representatives from the District, law enforcement, probation and various community-based and youth service agencies. Members work collaboratively to reduce barriers to attendance and develop a plan to get the student back to school. Failure to meet with SARB or follow its directives may result in a referral to Alameda County Office of Education and/or the District Attorney’s office. (EC 48263 and 48263.5)

Pleasanton Unified School District receives State funding only when the student is present at school. The State does not fund any type of absence, whether excused or unexcused, from school. (EC 46010.01, 46014, 48216, CCR 420 and BP/AR 5113.1)

Change of Residence or Falsification of Residency

It is the responsibility of the parent/guardian to notify the school their student attends within five (5) school days,

when the student and parent/guardian move from the address provided at the time of registration. Staff will update the residency information in the student information system and alert the parent/guardians if the student(s) now resides in the boundaries of a different school of residence. If this is the case, parents or guardians can complete the appropriate “Open Enrollment” or “Interdistrict Transfer” forms for consideration of maintaining enrollment at the current school site. It is considered falsification to move and fail to notify the District within five (5) school days.

If a District employee reasonably believes that a parent/guardian provided false or unreliable evidence of residency, the Superintendent or designee shall make reasonable efforts, which may include phone calls or home visits, to determine whether the student resides in the District. Falsification of residency will result in a notification that the student may be dropped from enrollment in the Pleasanton Unified School District. For more information about district residency, the investigation of district residency, the appeal of enrollment denial, and enrollment not requiring district residency please see BP and AR 5111.1.

Supporting Youth who are Homeless - McKinney Vento

McKinney-Vento Homeless Assistance Act (MKV) is a Federal Law protecting the access to a public education when a student experiences changes to their living situation that results in homelessness.

Pleasanton Unified School District is committed to the immediate enrollment of students who identify and meet the criteria for homelessness under the MKV law. PUSD is also committed to protecting the confidentiality of these students and their families. PUSD strives to connect them to available district resources as dictated by the MKV law and any applicable resources available in our Tri-Valley community.

The Pleasanton Unified School District has a Homeless Education Policy (BP /AR 6173) which:

1. Includes policies and practices to ensure that homeless children and youths are not stigmatized or     segregated on the basis of their status as homeless
2. Includes a dispute resolution process
3. Ensures that transportation is provided for a homeless child or youth to and from the school of origin if

requested by the parent, guardian, or homeless liaison.

Students in homeless situations, who lack a fixed, regular and adequate nighttime residence, are protected by the

McKinney-Vento Act. Students who are dependents or wards in foster care are provided protection under AB 490.

These protections include but are not limited to:

• The right to stable school placements, education and school placement decisions dictated by the best interests of the child and placement in the least restrictive educational placement.
• The right to be immediately enrolled in school even if all typically required school records or immunizations are not available.

For additional information and resources, please go to the School Social Worker website for some general community resources, mental health resources, and Parent/Guardian Education opportunities.  For specialized support, please click this McKinney-Vento link. To find out if your student qualifies for protection under these laws, contact our McKinney-Vento District Liaison by contacting Student Services at 925-426-4290. 

Foster and Kinship Youth

Students living in Foster or Kinship homes may have additional needs than other PUSD students therefore, the Foster/Kinship program provides access to general and specialized resources to help alleviate barriers to accessing education.  

Foster Youth are children and youth who are currently under the jurisdiction of Juvenile Court due to abuse and

or neglect by a parent or caretaker. Foster Youth are placed in a licensed foster home. This placement may be with a relative, close family friend or a stranger.  Please see California Foster Care Education Law Fact Sheets for more information.

Important Facts for Foster Youth

• Immediate Enrollment in School
• Grade and Credit Protections
• Right to Remain in the School of Origin
• Exemption from Local Graduation Requirements
• Automatic Engagement from a PUSD School Social Worker
• Enrollment in an Expanded Learning Afterschool Program (TK-6th grade)

Kinship Youth are children and youth who are currently living in the home of someone other than their biological or legal parent (adoptive/step).  Kinship Caregivers may have Legal Guardianship of the child/youth through Probate Court or in most cases here in Pleasanton, the arrangement is unofficial.

Important Information for both Foster and Kinship Youth:

• All families are eligible for services through Lincoln Families’ Kinship Support Services Program provides free services to Kinship families.  The goal is to support families in any way possible to ensure that the child stays with a relative caregiver.
• Access to ongoing Parent Education
• Parents retain education rights unless there is a Legal Guardianship established through Probate or Juvenile Court, the child/youth has been freed for adoption or the Juvenile Court has limited the parents' education rights.

For information and resources, please go to the School Social Worker website for some general community resources, mental health resources, and Parent/Guardian Education opportunities.  For specialized support, please click this Foster/Kinship link.

If you would like to speak with someone directly, please reach out to us at district-social-workers-group@pleasantonusd.net, provide us with your student(s) name, Student ID number, and the best way to contact you.

Transportation

School transportation is not a mandated service in California. The District coordinates school bus routes with the local public busing system, “WHEELS.” Many of the routes are coordinated with various schools bell times. For more information about bus routes, please visit their website: www.wheelsbus.com

School Placement, Open Enrollment, and Inter-District Transfer Requests

School Placement

For elementary schools, we sometimes have more enrollments in a grade level than we have space available at the child’s school of residence or “home school”. When this occurs, a child is assigned to a different elementary school and placed on the waitlist for their home school. Families are notified as soon as a space becomes available in their child’s home school. If this happens during this school year, families are given the choice to move their student immediately into their home school. If they elect to not move their child at that time, the child will remain on the waitlist, but there may not be openings at the start of the next school year, depending on space availability at that time.

Our district goal is for all children to attend their school of residence, therefore all waitlisted children grades TK, K, and 1st will be moved to their school of residence at the start of the school year if there are openings in K, 1st, and 2nd grades. This practice ensures that, as much as possible, children attend the same schools as others in their own neighborhood, and are back on track for their residence middle and high schools.

Open Enrollment

Parents/guardians may request for their student to attend a school different from their school of residence or “home school.” If you currently reside in Pleasanton and would like to request to attend a school other than your school of residence, you should complete an “Open Enrollment” application. All applications must be submitted through online submission at Informed K12 with the Student Services Department. Each application is individually reviewed by the Director of Student Services. A written communication is shared back with the parent/guardian with the decision.

 Open Enrollments are approved based on space availability. The Open Enrollment period is as follows:

• 1st-12th grade: applications will be accepted starting in January prior to the next school year.
• Transitional Kindergarten (TK)- Kindergarten (K): applications will be accepted starting in March prior to the next school year.

Open Enrollment Dates - for the following school year

Priority 1: Open Enrollment 1/1/26-1/31/26

Priority 2: Open Enrollment 2/1/26-5/1/26

Priority 3: Open Enrollment 5/2/26-6/15/26

Pleasanton Schools may be impacted by school site and/or grade level, and this often varies from school year to school year. Some open enrollment requests may not be approved due to impacted schools, which means there is not a seat available in that grade level.

Should an Open Enrollment application be approved, the requested school becomes the resident student’s school for that educational level (TK-5, 6-8, 9-12). PLEASE NOTE: Children will be assigned to their resident school for the next grade span, regardless of their open enrollment school. A random lottery process will be used to determine placement and school overflow assignments in the event more student applications are submitted for a particular school site than space is available. (BP 5116.1)

Inter-District Transfer Agreements (IDT)

The Pleasanton Unified School District is a high-achieving school district. Many schools have become impacted, meaning even families who reside within the boundaries of a particular school may not be able to attend that school, and are overflowed to another school with an opening. Families living outside of Pleasanton may request for their child to attend a school in Pleasanton by using the Inter-District Transfer process.

To be considered for an Inter-District Transfer, students must maintain the standards set forth in PUSD Board Policy 5117 including: positive attendance, behavior and grades.

Transfers are approved based on many factors, including space availability, as well as the student’s current grades, attendance and disciplinary records. An IDT agreement may be revoked if standards are not maintained. (BP 5117) Appeals for Inter-District Transfer decisions can be made to the Deputy Superintendent of Educational Services. A final appeal may be made to the Alameda County Office of Education (ACOE), in a closed session board meeting. If appealing an inter-district transfer decision to the county, the parent/guardian must attend the appeal meeting. Information regarding this appeal process can be found on the County’s website.

ACOE Address: 313 W. Winton Avenue, Hayward, CA 94544. ACOE Phone: 510-670-4225.

Instructional Programs

Curriculum

Parents/guardians are highly encouraged to attend Back to School Night in August or September and elementary school parent-teacher conferences in November. During Back to School Night, teachers outline the year’s curriculum, instructional goals, review grading policies and discuss behavioral expectations. All courses for grades 6-12 are described in the Pleasanton Unified School District Course Catalogs. The catalogs can be accessed on our middle and high school websites. Parents/guardians can also access the Common Core State Standards on the California Department of Education website www.cde.ca.gov/re/cc/.

Health & Sex Education

An opportunity shall be provided to each parent or guardian to request in writing that his/her child not attend the class/activity. The parent or guardian shall be notified in writing of his/her opportunity to preview such materials prior to classroom instruction. (BP 6144) (EC 51930, 51934, 51937 and 51938)

HIV/AIDS Prevention Education

State law requires that schools teach HIV/AIDS prevention education at least once in junior high and once in high school. Parents/guardians will receive advance notice of HIV/AIDS instruction, including notice of the opportunity to inspect materials to be used at the beginning of the school year. Parents/guardians may decline to have their student participate in HIV/AIDS prevention education. (EC 51930, 51934, 51937-51938)

Surveys Regarding Health Behaviors

The law authorizes the District to use anonymous, voluntary and confidential research and evaluation tools to measure a student’s health behaviors and risks, including tests, questionnaires and surveys containing age-appropriate questions about the student’s attitudes concerning or practices relating to sex. The parent/guardian is notified in writing before any such test, questionnaire or survey is administered and is provided an opportunity to review the test and/or request in writing that his/her student not participate. Per education code a parent or guardian of a pupil has the right to excuse their child from all or part of comprehensive sexual health education, HIV prevention education, and assessments related to that education through a passive consent (“opt-out”) process. A school district shall not require active parental consent (“opt-in”) for comprehensive sexual health education and HIV prevention education.  (EC 51938)

Every school district employee is a mandatory reporter of suspected child abuse.  (EC 11165.7)

Academic Integrity

The Board of Education believes that personal integrity is an essential component to achievement. Students will reach their full potential only by being honest with themselves and with others. The Board of Education expects students to respect the educational purpose underlying all school activities. All students need to prove to themselves that they can be successful as a result of their own efforts. The Board of Education expects that students will not cheat, either for personal gain or for the gain of others. (BP 5131.9 and AR 5131.9)

Academic Performance and Risk of Retention

The Board of Education expects students to progress through each grade within one school year. To accomplish this, instruction should accommodate the varying interests and growth patterns of individual students and include strategies for addressing academic deficiencies when needed.

Parents/guardians have the right to receive academic performance standards, proficiencies or skills their student is expected to accomplish. Parents/guardians will be notified if their student is identified as being at risk for retention or performing below standards, of their right to consult with school personnel responsible for a decision

to promote or retain their student (K- 8), and of their right to appeal such a decision. The final determination rests with the Principal as advised by the teacher(s) of record (K-8). (EC 48070.5) Promotion for students in grades 9-12 is determined by the amount of credits earned. (BR/AR 5123)

Kindergarten/Transitional Kindergarten Enrollment Age Eligibility

A child shall be admitted to a kindergarten maintained by the School District if the child is 5 years old on or before September 1st of the upcoming school year.

Children who will turn 5 between September 2 and June 2 shall be enrolled in Transitional Kindergarten. The following year the student will be enrolled in Kindergarten.

Children entering 1st grade must be 6 years of age on or before September 1.

Procedures for Requests for Alternative Grade Level Placement:

Special Education

If a student currently has an IEP, and parents would like an alternative placement, the Case Manager must be contacted with the request. An IEP will be held to discuss the request and to document the recommendation of the school team regarding the request for retention or grade advancement. The determination will then be made by the site principal and/or Director of Elementary/Secondary Education as described in #5-7 below.

If a parent/guardian requests placement in a grade other than that for which the student is age appropriate, the parents should fill out a Request for Exemption to Grade Level Entry Form. The following procedures are to be followed:

General Education Students

1.        If the parent/guardian provides records indicating that a student has successfully completed a grade level in another district in the United States, the student may be placed in the following grade.  If not, the student is registered in the age-appropriate grade and begins the school year in that grade.  

2.        Prior to registration, the site administrator will meet with the parent to discuss the student’s educational

needs and discuss options.

3.        The site administrator will decide if an SST or assessments are needed prior to making recommendations for any requests for exception

4.        The site administrator/teacher may conduct an assessment/evaluation of the student which includes

academic skill level, progress in current program, and overall developmental readiness.

5.        A Student Study Team (SST) Meeting is scheduled which includes the parent/guardian, teacher, and site

administrator.  This meeting may also include the school psychologist, counselor, and a teacher at the requested grade.  The purpose of the meeting is to review the request, the evaluation results, the recommendation of the teacher/staff, and arrive at a decision regarding the placement which best serves the needs of the student.  If consensus is not reached, the principal will make the final decision which will be provided in writing and added to the SST Meeting documentation.  

6.        The parent has the right to appeal the decision of the school to the Director of Elementary Education or the Director of Secondary Education

7.        The Director of Elementary/Secondary Education  will make a decision based on parent and administrator     input. The Director of Elementary/Secondary Education decision is final.                                        

Accountability

The Department of  Curriculum & Instruction  coordinates the implementation and accountability of the District’s state and federal categorical programs, along with ensuring compliance with state and federal regulations and laws. These programs include:

• Title I provides funding to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach proficiency on State academic achievement standards and academic assessments.
• Title II provides funding for teacher and administrator professional development
• Title III provides funding for students designated as English Learners and newcomers to learning English
• Title IV provides funding to increase capacity to provide all students with access to a well-rounded education, improve conditions for student learning, and improve use of technology to increase the academic achievement and digital literacy of all students.

The Curriculum & Instruction department also coordinates and monitors School Plans for Student Achievement (SPSA), including training for School Site Councils (SSC) and English Learner Advisory Councils (ELAC). The District English Learner Advisory Council (DELAC) meetings are coordinated through this department.  The Pleasanton DELAC meets at least four times each year to learn more about English Learner programs in PUSD and to give input on programs and needs specifically for English Learners in Pleasanton.  

Curriculum & Instruction also oversees the development and implementation of the Pleasanton USD Local Control Accountability Plan (LCAP) which has as its goals:

Goal 1: Provide opportunities for each student to access resources, programs, and instructional services that are personalized, engaging, and value the strengths that our diverse population of students bring to our classrooms.

Goal 2: Monitor and enhance intervention and support structures to improve the physical, mental and social wellness of students, families, and staff.

Goal 3: Address historic and systemic barriers to diversity, equity, and inclusion by working collaboratively and strategically with community and educational partners to achieve an inclusive, equity-centered culture.

Goal 4: Promote a professional culture that leverages collaboration and interest-based problem solving in order to recruit, develop and retain a culturally responsive and highly qualified workforce.

Goal 5: Provide service to the community that includes multi-directional communication and efforts to promote authentic engagement and effective partnerships.

Community feedback is reviewed by the Local Control Advisory Committee (LCAC) and is incorporated into actions and services to meet the LCAP goals. In May and June, the community is asked to consider joining the LCAC in the year-long process of reviewing and developing recommendations to the Board of Trustees regarding Goals, Actions and Services in the LCAP. Specific actions and services provided by the district are implemented through this plan in order to be able to make  progress towards meeting our goals.

Assessment

No single assessment can provide all the necessary information to make fully informed curriculum and instruction decisions. A comprehensive assessment system, however, can provide useful data to assist the decision-making process. The following guiding principles are considered critical factors in the analysis of assessment data:

• Assessments are an integral part of the instruction.
• Using multiple indicators of assessment to evaluate success is essential.
• Collecting and maintaining quality assessment data is important.
• Emphasizing comparison of assessment data from year to year rather than from school to school is the centerpiece of our improvement.
• Communication of assessment data helps make informed decisions.

Tests Evaluated for Assessments

Pleasanton Unified School District’s assessment system includes a number of different tests used for a variety of purposes.  The following tests are taken by all students:

• California Assessment of Student Performance and Progress (CAASPP) which consists of:

• Smarter Balanced Assessment (SBA) assessments in English and math for grades 3rd-8th & 11th.
• California Alternate Assessment (CAA) in English and math for grades 3rd-8th & 11th.
• California Science Test (CAST) or CAA Science in grades 5, 8 and once in High School

• Fitnessgram (Physical Fitness Test) for grades 5, 7 and 9.

• District Benchmark Assessments

• Ensure that instruction across the District is aligned to the adopted California State Standards and standards based core curriculum.
• Inform teachers and administrators about student progress and effectiveness of instruction and materials.
• Provide disaggregated student performance data to teachers and administrators to make decisions that will improve teaching and learning.
• Assist in the monitoring of individual student progress in the core academic curriculum.
• Provide data to identify underserved students who need interventions and support services.

• Group tests are those taken by a particular group of students. They include:

• Advanced Placement (AP) Exams and the college entrance tests (e.g., PSAT, SAT, ACT).
• English Language Proficiency Assessment for California (ELPAC) The California Education Code contains legal requirements which direct schools to assess the English language proficiency of students. The process begins with determining the language(s) spoken in the home of each student. The responses to the Home Language Survey (HLS) will assist in determining if a student’s proficiency in English should be tested. This information is essential in order for the school to provide adequate instructional programs and services.

When a student registers in a CA public school for the first time, parents or guardians are asked to respond to each of the four questions listed below as accurately as possible.  For each question, they are asked to write the name(s) of the language(s) that apply in the space provided.  

• Which language did your child learn when he/she first began to talk?                
• Which language does your child most frequently speak at home?        
• Which language do you (the parents or guardians) most frequently use when speaking with your child?
• Which language is most often spoken by adults in the home? (parents, guardians, grandparents, or any other adults)

When parents or guardians answer any of the first three questions with a language other than English, their student is considered to have a primary language other than English and will be administered the Initial ELPAC (English Language Proficiency Assessments of California).  The Initial ELPAC is administered only once during a student’s years in the CA public schools, to determine whether the student will be identified as an English Learner (EL).  The ELPAC Summative Assessment will be administered annually in the spring for any students identified as English Learners (ELs) who have not been reclassified as fluent English Proficient (RFEP).  Per California Education Code parents or guardians are not able to exempt their student from the ELPAC assessment.

CHKS (California Healthy Kids Survey)

The Pleasanton Unified School District asks students in grades 5, 7, 9, 10, 11, 12  and all of Alternative Education to participate in the California Healthy Kids Survey (CHKS), sponsored by the California Department of Education. This very important survey, required by law, helps promote better health among our community’s youth and addresses issues  such as electronic cigarette use, drug abuse and violence to assess key school climate, and student health and behavioral factors that research has linked to academic performance, including test-score improvement, and positive youth development and well-being. The survey has been approved by the Department of Alcohol and Drug Programs, Office of the Attorney General, the Department of Health Services, and our local Board of Education. These results are also used to report local indicators on the California Dashboard, and in the development of the Local Control Accountability Plan (LCAP).

Participation in State Assessments and Option to Request Exemption (EC§60615, 5 CCR § 852)

Pupils in applicable grade levels will participate in the California Assessment of Student Performance and Progress (CAASPP) except as exempted by law. Each year, a parent/guardian may submit a written request to their school administrator to excuse his or her child from any or all parts of the CAASPP assessments for that school year. If the parent/.guardian submits the exemption request after testing begins, any test(s) completed before the request is submitted will be scored; the results will be included in the pupil’s records and reported to the parent. School district employees will not solicit or encourage any exemption request on behalf of a pupil or group of pupils. Per California Education Code parents/guardians are not able to exempt their student from the English Language Proficiency Assessments in California (ELPAC) assessment.

This information can also be found in Appendix A of this PUSD Student/Parent Handbook.

For more information, please visit the Curriculum & Instruction Department page on the Pleasanton Unified School District website.

School Accountability Report Card

Each year, all schools are required to issue a School Accountability Report Card (SARC) that shares with the community the programs and successes of the school including information about expenditures, discipline, attendance and student performance. This information is posted on the District’s website (www.pleasantonusd.net) and at each school website. (EC 33126, 35256, 35258, 41409.3)

Multi-Tiered Systems of Support

Multi-Tiered Systems of Support (MTSS) is an integrated, comprehensive, culturally responsive and equitable framework that focuses on California Common Core State Standards, core instruction, differentiated learning, student-centered learning, individualized student needs, and the alignment of systems necessary for all students’ academic, behavioral, and social success and mental and physical wellness. Within the MTSS framework, academic, behavioral, social emotional, physical, and mental supports are aligned to serve the whole child. The integrated instruction model of MTSS uses collected data to assess student needs and provide them with interventions in appropriate tiers such as Response to Intervention (and Positive Behavioral Interventions and Supports (PBIS).

Response to Intervention (RTI2) is a multi-tiered instructional framework aimed at improving academic outcomes for all students. The RTI2 process begins with high-quality instruction and universal screening of all children in the general education classroom. RTI2 uses classroom and other data to help ensure students are making progress toward learning goals. Evidence-based curriculum and instruction along with interventions matched to student need allow students to move through the tiers of support.

To support the MTSS framework and tiers, PUSD  utilizes the Coordination of Services Team (COST) meeting process. Our COST process is a tiered and coordinated approach that systematically identifies at risk students, develops comprehensive multidisciplinary intervention plans, and regularly monitors student progress.  

Student Study Team (SST)

A Student Study Team (SST) is a school-based, academic and behavioral support team whose purpose is to improve student success and provide assistance and support in the areas of instruction and behavior management to parents/guardians, students and teachers.

The SST may include the parent/guardian, student, principal or other administrator, counselor, classroom or special education teachers and/or school psychologist. Contact your student’s school for additional information.

Section 504

Section 504 of the Rehabilitation Act of 1973 is an anti-discrimination statute that prohibits discrimination against individuals with disabilities. All public schools and school districts, as well as all public charter schools and magnet schools, that receive Federal financial assistance must comply with Section 504.

Under Section 504, a student with a disability is defined as a person who: (1) has a physical or mental impairment that substantially limits a major life activity; (2) has a record of such impairment; or (3) is regarded as having such an impairment. Qualifying students who meet the definition of an individual with a disability under Section 504 are entitled to receive regular or special education and related aids and services that are designed to meet individual educational needs as adequately as the needs of non-disabled persons are met (34 C.F.R. Section 104.33). Additionally, school districts must provide students with disabilities an equal opportunity for participation in non-academic services and activities, such as, extracurricular activities, athletics, counseling, and special interest groups or clubs sponsored by the school district (34 C.F.R. Section 104.37).

The eligibility determination of whether a student has a physical or mental impairment that substantially limits a major life activity under Section 504 will be made on an individual basis by a group of knowledgeable persons, including persons knowledgeable about the meaning of the evaluation data and knowledgeable about the placement options (34 C.F.R. Section 104.35).  

A student may be referred by a parent/guardian, teacher, or any other school employee for consideration as to whether the student should be evaluated under Section 504. If a parent/guardian believes that their student may have a disability under Section 504, the parent/guardian should contact the school site administrator (Principal or Vice Principal) to initiate the evaluation process. After a referral for a Section 504 evaluation is made, the Section 504 team will meet to review existing data to determine if the student is eligible under Section 504. If the 504 team determines that the student is eligible under Section 504, accommodations and/or related aids and services will be determined based on the evaluation of the individual student’s needs. Parents/guardians will be given the opportunity to participate in the Section 504 meeting, provide input, and review relevant student records to assist with the evaluation process and/or development of the Section 504 accommodation plan. The site administrators, regular education teaching staff, and other staff designated on the 504 team are responsible for implementing, reviewing, and modifying the Section 504 accommodation plan.

Parent and Student Rights Under Section 504. Should a concern arise regarding a student’s eligibility status or implementation of the Section 504 accommodation plan, the concern shall first be addressed at the school site level by contacting the school site administrator. Any further concerns regarding this process or its outcomes should be directed to the Director of Student Services at:

5758 W. Las Positas Blvd.

Pleasanton, CA, 94588

 925-426-4290 (ED56301)

Special Education

The Pleasanton Unified School District is committed to providing specially designed instruction and related services at no cost to parents or guardians, in accordance with Federal and California law, to address the unique needs of students with disabilities.

Students are placed in programs in accordance with the Individuals with Disabilities in Education Act (IDEA) and California Education Code. Each child with an Individual Education Program (IEP) is afforded maximum interaction with his or her non-disabled peers in the Least Restrictive Environment (LRE). Whenever possible, the LRE is the student’s school of residence.

The District provides a full continuum of services for students with mild to severe disabilities. These services are available to identified students who are eligible for special education services from ages three (3) – twenty-two (22). The eligibility categories for special education services are as follows:

1. Autism
2. Blindness
3. Deafness
4. Emotionally Disabled
5. Hearing Impaired
6. Intellectually Disabled
7. Multiple Disabilities
8. Orthopedic Impairment
9. Other Health Impairment
10. Specific Learning Disability
11. Speech or Language Disability
12. Traumatic Brain Injury
13. Visual Impairment
14. Established Medical Disability (Ages 3-5 only)

Special Education Referral Process

A parent, teacher or other service provider may request an assessment to determine eligibility for special education services. Written requests should be submitted to school administration at the student’s school of attendance. If you need any assistance in writing a request for assessment for special education services, please contact your school site administrator. The following should be included in requests for assessment:

1. Student’s Name
2. Student’s Date of Birth
3. Student’s School of Attendance
4. Student’s Current Grade
5. Parent/Guardian’s Name(s)
6. Phone/Cell Number
7. Reason(s) for Request

Upon receiving an assessment request the school site team will respond, within 15 calendar days, in one of two ways: (1) an assessment plan outlining the areas of recommended assessments or (2) a prior written notice outlining the reasons the district is not in agreement to conduct an assessment to determine eligibility for special education services. Students may be referred for special education and services after the resources of the general education program have been considered and, where appropriate, utilized. Specific eligibility criteria must be met for a student to receive special education services. In many cases, interventions and strategies can be used in the general education setting. A Student Study Team (SST) meeting may be scheduled within the 15 day timeline, to further discuss the request for assessment, review educational records including relevant interventions, review medical and developmental history, and gather any additional information that will assist the site special education team in making a determination about the request for assessment. Members of the SST team include parents, site administrators, the general education teacher(s), and relevant special educators.

Pleasanton Unified School District is a member of the Tri-Valley Special Education Local Plan Area (SELPA). Additional information including Procedural Safeguards/Parent’s Rights may be found at http://tri-valleyselpa.org as well as at: https://www.pleasantonusd.net/Special Ed Department.

Procedural Safeguards/Parent’s Rights and available translations.

Participation in Extracurricular & Co-curricular Activities

All Students

1. The student must earn a minimum 2.0 grade point average at the completion of the last grading period and receive no “F” grades.
2. The student must abide by the “PUSD Student Code of Conduct for Extracurricular & Co-curricular Activities.”

Grades 7-8

a) The student is enrolled in six (6) classes, unless the Principal has approved a shortened schedule.

Grades 9-12

1. The student was enrolled in 20 credits of work at the end of the previous grading period.
2. The student must maintain minimum progress towards meeting high school graduation requirements as defined by the Board of Education.

Period of Eligibility

1. The eligibility status of a student will be verified at the end of each grading period.
2. A current student failing to meet the eligibility standards will be placed on probation for the next grading period and allowed to participate if he/she earned a grade point average of 1.75 or higher and received no more than one “F” grade.
3. An incoming freshman must meet the current PUSD requirements (2.0 grade point average and no “F” grade). An entering freshman may be placed on probation and allowed to participate for the first grading period he/she is enrolled in PUSD, if he/ she earned a grade point average of 1.75 or higher and received no more than one “F.”
4. Students must transfer to a PUSD school academically eligible with no pending discipline issues from the previous school.
5. Sections “c” and “d” are intended to provide a safety net for students with extenuating circumstances and must be appealed to the Principal.
6. A student on probation must improve his/her GPA to 2.0 and receive no “F” grades by the end of the next grading period in order to continue to participate.
7. A student may only be on one (1) probation period per school year. Summer school credits shall be counted towards making up scholastic deficiencies incurred in the grading period immediately preceding. (BP/AR 6145)

Additional information may be found in the PUSD Student/Family Interscholastic Athletic Handbook.

Academic & Career Counseling

Educational counseling includes academic, career, and vocational counseling for students. Parents/guardians have the right to participate in the immediate and long-range planning sessions when guidance is offered to students. (EC 49600).

Independent Study

The Board of Trustees authorizes independent study as an optional alternative instructional strategy for eligible students whose needs may be best met through study outside of the regular classroom setting. (Education Code, 4630, 51745 and 51747)

Board Policy and Administrative Regulation 6158 outlines the District’s policies and procedures regarding Independent Study.

Definition of Terms

1. Independent Study: A voluntary alternative to regular classroom program of instruction.
2. Short-Term Independent Study: Short-term voluntary Independent Study program may extend not more than fifteen (15) consecutive school days.
3. Certificated Supervisor: Any appropriately credentialed teacher who is currently in a teaching assignment and who is assigned time and/or responsibility to supervise or oversee a student engaged in Independent Study.
4. Student: A student enrolled in grades K through 12 in school for which Education Code Sections 46112, 46113, 46141, 51745 or 51746 provides for the minimum school day.

Long Term Independent Study Agreements

A student’s participation in Independent Study shall be voluntary. Students participating in Independent Study have the right, at any time, to enter or return to the regular classroom mode of instruction. (Education Code 51747; 5 CCR 11700) The District’s long term Independent Study program is offered through The Pleasanton Virtual Academy for grades K-12. Students meet on a regular basis (varies by grade level per Education Code) with an Independent Study teacher. Students and parents can learn more about Independent Study by contacting the Pleasanton Virtual Academy.

Short Term Independent Study Contracts

In addition to the Independent Study program at The Pleasanton Virtual Academy, Pleasanton Unified also offers a Short Term Independent Study Contract.

In Pleasanton Unified, we believe it is imperative that students attend school regularly. Lost classroom instructional time is difficult, if not impossible to replace. However, if a family will have an unavoidable extended absence of up to 15 school days during the school year, a Short Term Independent Study Contract may be requested.

The contract assists in preventing your child from falling behind and gives your child attendance credit. Students on an independent study contract will be provided with work assignments that they will be expected to satisfactorily complete upon return to school. Below are the procedures for requesting a Short Term Independent Study Contract:

1. Parents/Guardians notify school administration at least 10 school days prior to the absence. School Administrators have the final decision to approve or not approve a request for a student to leave school on an Independent Study contract.
2. Per California Education Code, Independent Study Contracts may be issued to students who will be absent for up to 15 school days.  The maximum number of school days the contract will be approved for cannot exceed 15. After 15 school days, due to our impacted schools, PUSD cannot guarantee your child will return to the same classroom or the same school.
3. If an emergency situation occurs while the student is on an approved Independent Study contract, please understand that we are unable to approve an extension to the existing contract. All efforts to notify the school, submit and return the work to the teachers should be made in accordance with the existing contract. The additional days of absence will be marked according to our District attendance policy. School and classroom placement will be discussed upon return to PUSD.
4. Students must turn in work on or before, the agreed contract date. If the student is on an Independent Study Contract that occurs during the end of a grading period, the student needs to submit the assignments to the teachers 3 days before the end of the grading period. Students may receive an incomplete on their report card or a lower grade in the class, if the assigned course work is not completed or returned on time.
5. A student with disabilities, as defined in Ed Code 56026, is eligible for an Independent Study Contract ONLY IF their Individualized Education Program (IEP) specifically provides for such participation (Ed Code 51745). Please discuss this with your child’s case manager.
6. Students whose achievement level is below grade level standards may not be eligible or approved for an Independent Study contract.
7. Students who have had an Independent Study Contract in the past and did not successfully complete the work or terms of the contract are not eligible for a new contract during the same school year and may be denied an Independent Study Contract in future years.
8. Students are only eligible for one Short Term Independent Study contract per school year and they cannot exceed 15 days total.
9. If a student does not return on the date that was prescheduled, the independent study is marked incomplete and truancy laws will begin to be applied to continued absences.

Beginning of Each School Year

Independent Study contracts are not issued during the first twenty (20) school days of the year, as this is a critical time for teachers and students. If a student anticipates being absent for the first day or week of school, the school administrator should be informed prior to the first day of school. If you do not inform the school administrator of your child’s anticipated absence, school staff will likely assume that you have moved and will drop your student from enrollment within PUSD.

Please understand, in order to guarantee a space for your child at your school of residence, your child must return to school prior to or no later than the 6th day of school. Also understand, if your child is absent, our truancy letter notification and follow up procedures will apply and may initiate the Student Attendance Review Team (SART) and/or Student Attendance Review Board (SARB) process.

End of Each School Year

There are no Independent Study Contracts issued the last twenty (20) school days of the year. Existing policies related to assignments and grading will be upheld for excused and unexcused absences if taken during the final 20 days of the school year. Due to our impacted schools, PUSD cannot guarantee your child will return to the same classroom or the same school if a student has accumulated 14 consecutive days of unexcused absences at the end of the school year. 

Home or Hospital Instruction

Home instruction is available for a student who will be absent from school due to a temporary disability for a period that will exceed ten (10) school days. If a student will be absent due to a temporary disability for less than 10 days an Independent Study contract should be utilized.

A “temporary disability” means a physical, mental or emotional disability incurred while a pupil is enrolled in regular day classes or an alternative education program, and after which the pupil can reasonably be expected to return to regular day classes or the alternative education program without special intervention. A temporary disability shall not include a disability for which a pupil is identified as an individual with exceptional needs pursuant to Section 56026. (Education Code 48206.3).

When a temporary disability prevents a student from attending school for longer than six weeks a meeting with the student’s family, administrator, the school social worker and counselor will be held to determine a long term curriculum and instruction plan for the student.

Home teaching is designed to provide one (1) hour of instruction per student-instruction day, up to five (5) hours per week at home, to keep a student current with regular class assignments. Students are expected to keep their daily appointment with a home teacher, failure to do so will result in truancy letters and/or the start of the SARB and SART process.

Parents or guardians of a student may request home instruction for the student if it appears that an extended absence beyond ten (10) days is expected and that the student is capable of receiving instruction during such time. The parent/guardian completes the “Parent Request for Home Teaching” packet, which is available at the student’s school attendance office. If it is determined by the school-site administrator that home instruction is the appropriate placement, the school will then request the completion of “Medical Verification for Home Teaching” form.

Educational Options

The District currently offers alternative programs as authorized by state law. The Board of Education, Superintendent or designee may assign students to an alternative program for poor academic performance or behavior or by mutual consent with the parent/guardian for lack of academic achievement. (EC 48432.5, 48637, 58500; BP 5149)

Alternative programs are designed to provide support and strategies for students needing specialized placement.

• Village High School is for students 16 years old and older
• Pleasanton Virtual Academy/Independent Study for students who require a different/flexible approach to schooling.

Graduation Requirements

In order to graduate from a comprehensive high school, PUSD students must attain 230 credits, including the requirement of:

40 credits of English/Language Arts

20 credits of Mathematics

20 credits of Science (10 credits Life Science and 10 credits Physical Science)

10 credits of World Language or Visual and Performing Arts or Career Technical Education

20 credits of Physical Education

35 credits of Social Studies

5   credits of Health Education

80 credits of Electives

230 credits Total

Additional requirements for graduation include:

• Successful completion of a full year of Algebra I or the equivalent
• 20 hours of community service completed at any time during grades 9 - 12

Former juvenile court school students are exempted from local graduation requirements under certain conditions (Ed. Code, §51225.1). In addition, school districts must accept coursework taken elsewhere by these students and not require them to retake courses or partial courses satisfactorily completed elsewhere (Ed. Code, §51225.2). A complaint of noncompliance regarding these sections may be filed under the District’s uniform complaint procedure.

Student Parent Lactation Accommodations

The District is required to provide reasonable accommodations to a lactating student on a school campus to address breast-feeding needs. (Ed. Code, §222)

A student may not be penalized academically because of the reasonable accommodations provided during the school day.  A student must also be given the opportunity to make up missed work.  A complaint of

noncompliance may be filed under the District’s Uniform Complaint Procedures and Title 5 of the California Code of Regulations.

“A-G” Requirements for California Public Universities

Both the University of California (UC) and California State University (CSU) college systems require first-time freshman applicants to complete, with a grade of C- or better in each course, a 15-course comprehensive A-G pattern of college preparatory work. For the purposes of UC/CSU admission, one course equals one academic year or two semesters of study. The UC system requires students to have 11 of these courses completed prior to the beginning of their senior year. The UC/CSU systems calculate GPA for eligibility using the 10th and 11th grade years and award extra grade points for grades received in AP and some honors-level courses to a maximum of eight semesters, including no more than two courses taken in the 10th grade.

While A-G courses are required for minimum admission eligibility to the UC/CSU system, all PUSD students are strongly encouraged to complete the A-G course requirements. To determine which courses meet A-G requirements for your high school, visit https://hs-articulation.ucop.edu/agcourselist.

Career Technical Education (CTE): CTE may be offered by the District as career and workforce preparation for high school students, preparation for advanced training, and the upgrading of existing skills. CTE provides high school students who are 16 years of age or older with valuable career and technical education so students can: (1) enter the workforce with skills and competencies to be successful; (2) pursue advanced training in postsecondary educational institutions; or (3) upgrade existing skills and knowledge. A CTE course may also satisfy a graduation requirement and a subject matter requirement for admission to the UC and CSU. Please see the PUSD course catalog & career planning guide for more information. Students are encouraged to meet with school counselors to help them choose courses at their school that will meet college admission requirements or to enroll in career technical education courses, or both.  

Williams Complaint Classroom Notice (linked)

The District's Williams Uniform Complaint Procedures (AR 1312.4) shall be used to investigate and resolve any complaint related to the following:

1. Sufficiency of textbooks or instructional materials
2. Emergency or urgent facilities conditions that pose a threat to the health or safety of students or staff
3. Teacher vacancies and misassignments
4. Deficiency in the district's provision of instruction and/or services to any student who, by the completion of grade 12, has not passed one or both parts of the high school exit examination.

Health Services and Requirements

Health Screenings

Districts are required to provide the following screenings: Visual Acuity, Color Vision and Hearing. (EC 49452, 45455, 49456).

• Vision: Grades TK/K or 1, 2, 5, 8 and first year in the California public school system

• Color Vision: Grades TK/K or 1,  boys only
• Hearing: Grades TK/K or 1, 2, 5, 8, 10 (optional waiver) and first year in the California public school system

In addition, students who are being assessed for initial and three year review for special education services, and students referred by a teacher or parent will also be tested for vision and hearing. Those who do not pass the initial screening will be retested. Parents will be notified and referred for further follow-up only when a problem is identified. A parent/guardian may request that their student not participate in these screenings by providing the request in writing to the school Principal each year. (HSC 120365, 120370 and 120375; EC 49451 and 49455)

If a student appears to be suffering from a recognized contagious or infectious disease, the student will not be permitted to attend school until it is determined to the satisfaction of District representatives that an infectious disease does not exist.

Dental Screening

A parent/guardian is required to provide proof of an oral health assessment for their TK/kindergarten/first grade student, if the student is enrolled in California public school for the first time. The state deadline for submitting the assessment form is May 31st of the student’s first year in public school. PUSD’s deadline for submitting the form is May 1. Assessments that have happened within the 12 months before a child enters school also meet this requirement.

Assessments must be completed by a licensed dentist or other licensed or registered dental health professional.  

(EC 49452.8).

Immunizations for New Students

A parent/guardian is required to provide proof that his/her student has received all immunizations required by law for school attendance. (HSC 120325-120375) To find out what immunizations are required for school entry, please refer to the information at this website: www.shotsforschool.org

Medications & Healthcare Procedures

To maintain the safety, health and welfare of students, parents/guardians are required to notify the school administration of student health issues every year. (BP 5141.21)

It is the responsibility of the parent/guardian to contact the District nurse if their student has a health concern that may impact the student’s participation in school activities or may need to be addressed during the school day.

When necessary, a student may receive medicines or health care procedures prescribed by an authorized health care provider licensed in California during school hours. District forms are available at school sites and online to facilitate meeting these needs. These forms are valid for the current school year only and need to be updated each school year.

Healthcare provider orders (for prescription or over-the-counter medicines and medical treatments) must include the method, the amount, the time scheduled and the nature of assistance to be provided by the District staff. A parent/guardian must also present written permission for medicines or procedures to be provided during school.

It is the responsibility of the parent/guardian to provide and maintain current (non-expired) medications in an original pharmacy-labeled container and provide supplies for individualized healthcare procedures at school. All medication and medical supplies must be picked up by the parent/guardian on the last day of the school year.

Students’ medication must be secured in the Health Office. Life-sustaining medications such as asthma inhalers, epinephrine auto-injectors or diabetes medications may be carried by the student. Authorization by the healthcare provider and a completed self-carrying form must be on file in the school office and with the student.

An Individualized School Healthcare Plan (ISHP) may be developed, if indicated, by the district nurse in collaboration with the student (if appropriate) and parent/guardian. The plan assesses and identifies healthcare needs and accommodations necessary for a student to attend school. It includes parent/guardian consent, healthcare provider authorization for healthcare procedures to be performed, and identifies the persons responsible for the implementation of the plan.

For details on the District’s Medication policy, please refer to Board Policy and Administrative Regulations 5141.21.

Field Trips

A parent/guardian must identify medical needs on the field trip consent forms, complete additional required District forms, and provide the medication and/or medical supplies needed for the field trip in advance of the

field trip. (EC 49423, 49423.5, 48900, 48980 and 48480). If your child has a medically diagnosed allergy,

please follow up with the Child Nutrition Office for meal accommodation for a field trip bag lunch. A copy of

the Special Meal Accommodation form can be found on the Child Nutrition Services website. The form must be signed by a doctor, physician assistant or nurse practitioner.

For teachers or school sites, a Field Trip Request form must be completed three weeks prior to the field trip to notify Child Nutrition Services.  This form is found on the Child Nutrition Services website, under “Menus/Applications”.

Emergency Medical Assistance at School

The Emergency Contacts will be used to contact a parent/guardian in the event of a medical emergency. The school will act in the absence of parent/guardian contact to ensure appropriate medical treatment is provided even if the parents cannot be reached. The school may make medical or hospital services available for a student while at or on the way to or from any school activity. It is important to include all information regarding student health needs (health conditions and/or medications).

A parent/guardian is responsible for updating their student’s contact information in the Student Information System as information changes during the school year. This confidential health information will only be shared at the discretion of the Principal with staff who have a “legitimate educational interest.” (EC 49472)

When to Keep Student Home

Any student exhibiting one or more of the following conditions/symptoms must be kept home from school. The student may return to school when the condition is resolved or a medical provider documents the condition is not contagious.

• Temperature of 100 degrees or higher. Students may return to school when they have been without a fever for 24 hours without the use of fever-reducing medication.
• Nasal discharge that cannot be controlled with tissue and proper hand washing.
• Eyes that are red, swollen, crusting or draining.
• Untreated draining ears or earache.
• Severe sore throat and/or persistent cough.
• Vomiting or persistent nausea.
• Diarrhea. Student may return 24 hours after diarrhea has stopped.
• Skin rashes of unknown origin or contagious rash.
• Asthma symptoms not relieved with medication
• Allergic reaction. Student may return to school the next day if reaction has been resolved.

Food Allergies at School

Please help us keep all of our students safe and healthy at school.

1. If you have a student who has food allergies, make sure you notify the school office, the teacher(s) and the Child Nutrition Services Main Office (925.426.4417).
2. Talk to your student about not sharing or trading his/her food or lunches with other children.
3. Talk to your school about celebrations before sending food items to school. The District’s Student Wellness Policy provides guidance on celebrations; homemade foods are not allowed (BP 5030). We encourage parents/guardians to bring non-food items such as stickers or pencils for school celebrations in lieu of food items which present a challenge for students with food allergies.
4. Child Nutrition Services makes dietary accommodations for students who have a medically certified disability that is verified by a medical statement. A licensed healthcare provider must sign this CDE medical statement. Once completed this form should be returned to Child Nutrition Services. This form can be found on the Child Nutrition Services website. - Special Meal Accommodation Form

Please refer to the Health Services Website: Health Services

Tobacco-Free District

PUSD has a tobacco-free policy (BP and AR 5131.62 and 3513.3), including but not limited to tobacco, tobacco products containing tobacco or nicotine products. This adopted policy also prohibits the use of ENDS (Electronic Nicotine Delivery System), with or without nicotine content, on District- owned or leased property and in District vehicles at all times. This prohibition must apply to all students, staff, visitors and civic use permit holders. Please see Tobacco and Tobacco-Free School Policies and Administrative Regulations (5131.62 and 3513.3) for more information.

Use of Technology

Student Use of Technology

The Principal or designee shall oversee the maintenance of each school’s technological resources and may establish guidelines and limits on their use.  All instructional staff shall receive a copy of the administrative regulation, the accompanying Board policy and the District’s Acceptable Use Agreement describing expectations for appropriate use of the system and shall also be provided with information about the role of staff in supervising student use of technological resources. All students using these resources shall receive instruction in their proper and appropriate use.

Teachers, administrators and/or library media specialists shall prescreen technological resources and online sites that will be used for instructional purposes to ensure that they are appropriate for the intended purpose and the age of the students.

Use of electronic media provided by the District is a privilege. Misuse of equipment, electronic resources and the network may subject the student to loss of privilege or disciplinary action. (BP/AR 6163.4)

Online/Internet Services: User Obligations & Responsibilities

Students are authorized to use District equipment to access the Internet or other online services in accordance with Board policy, the user obligations and responsibilities specified below and the District’s Acceptable Use Agreement.

1. The student in whose name an online services account is issued is responsible for its proper use at all times. Students shall keep personal account numbers and passwords private and shall only use the account to which they have been assigned.
2. Students shall use the District’s system safely, responsibly and primarily for educational purposes.
3. Students shall not access, post, submit, publish or display harmful or inappropriate matter that is threatening, obscene, disruptive or sexually explicit, or that could be construed as harassment or disparagement of others based on their race/ethnicity, national origin, sex, gender, sexual orientation, age, disability, religion or political beliefs. Harmful matter includes matter, taken as a whole, which to the average person, applying contemporary statewide standards, appeals to the prurient interest and is matter which depicts or describes, in a patently offensive way, sexual conduct and which lacks serious literary, artistic, political or scientific value for minors.  (Penal Code 313)
4. Unless otherwise instructed by school personnel, students shall not disclose, use or disseminate personal identification information about themselves or others when using email, chat rooms or other forms of direct electronic communication. Students also shall be cautioned not to disclose such information by other means to individuals contacted through the Internet without the permission of their parents/guardians.

Personal information includes the student’s name, address, telephone number, Social Security number or other personally identifiable information.

Students shall not use the system to encourage the use of drugs, alcohol or tobacco, nor shall they promote unethical practices or any activity prohibited by law, Board policy or administrative regulations.

5. Students shall not use the system to engage in commercial or other for-profit activities.
6. Students shall not use the system to threaten, intimidate, harass or ridicule other students or staff.
7. Copyrighted material shall be posted online only in accordance with applicable copyright laws. Any materials utilized for research projects should be given proper credit as with any other printed source of information.
8. Students shall not intentionally upload, download or create computer viruses and/or maliciously attempt to harm or destroy District equipment or materials or manipulate the data of any other user, including so-called “hacking.”
9. Students shall not attempt to interfere with other users’ ability to send or receive email, nor shall they attempt to read, delete, copy, modify or use another individual’s identity.
10. Students shall report any security problem or misuse of the services to the teacher or Principal. The District reserves the right to monitor use of the District’s systems for improper use without advance notice or consent. Students shall be informed that computer files and electronic communications, including email, are not private and may be accessed by the District for the purpose of ensuring proper use.
11. Parent/guardian shall indemnify the District from all lawsuits stemming from a student’s improper or illegal activity while using the District’s technological resources, including but not limited to, computers, printers, fax machines, local area networks and/or wide area networks and the Internet.

Whenever a student is found to have violated Board policy, administrative regulation or the District’s Acceptable Use Agreement, the Principal or designee may cancel or limit a student’s user privileges or increase supervision of the student’s use of the District’s technological resources, as appropriate. Inappropriate use may also result in disciplinary action and/or legal action in accordance with law and Board policy.

Child Nutrition Services

Pleasanton USD Child Nutrition Services Mission Statement

The mission of the Pleasanton Unified School District, a vital component of a historic yet forward-looking community, is to educate each of its students in an individually appropriate manner within an environment of personal safety and mutual respect, to become well-informed, productive and socially responsible citizens.

The goal of the National School Lunch program has always been to enhance the learning environment of students by providing nutritious foods and encouraging healthy choices, fast service and positive student/adult interaction.

Child Nutrition Services is dedicated to serving our students meals that meet or exceed federal nutrition guidelines in order to fuel their minds and bodies, preparing them for academic success.

Meal Information

Our meals consist of whole grain entrees, lean proteins, fresh fruits and vegetables, 100% fruit juice, and low fat milk. We also offer vegetarian items daily, as well as some gluten-free and plant-based entrees items. If your child has a dietary disability, a “Special Meal Accommodations” form can be found on our Child Nutrition Department website. 

Payment Information

Meals will continue to be free for the 25/26 school year for all students! We invite all students to participate in the free breakfast and free lunch program where each student can receive 1 free breakfast and 1 free lunch daily. To participate in the meal program, students must take all the required meal components. Students are not required to participate in the meal program, but if they do, federal guidelines mandate students take a fruit or vegetable with their entree. Only the first breakfast and lunch are provided at no charge. Second meals can be purchased at the regular rate. Meal prices can be found on the CNS Department website. Middle and High Schools will have the option to purchase a la carte items. To purchase second meals or a la carte items students must have a positive balance in their MySchoolBucks Account.

Student meal account payments can be made online through MySchoolBucks. Students will not be allowed to charge for meals. Their MySchoolBucks account must have funds.  

Meal Application

We are pleased to share with you that the free meal program has been extended for the 2025 - 2026 school year! This means all students can receive one free breakfast and one free lunch. No meal application required. However, we highly encourage your family to complete a meal application form. There are benefits for both your family and the school district.

Meal applications help determine the amount of funding a school district receives. For families, completing this form and being approved for free/reduced status includes benefits such as athletic fee waivers, discounts on AP testing fees, camps, bus passes, cable TV discounts, and more. It takes less than 15 minutes to complete, and we would greatly appreciate your support in taking the time to do so.

To complete a meal application go to www.myschoolapps.com 

English Meal Application 

Spanish Meal Application 

Other Languages Available Here 

How to Apply - English

How to Apply - Spanish 

Breakfast Outreach

Field Trip Forms (for teachers and sites)

Other PUSD Links and Documents:

Annual Notice to Parents Regarding Federal Laws and Education Code Excerpts Relating to Rights of Parents or Guardians of Minor Pupil

Firearms Safety Memorandum

Integrated Pest Management (IPM)

Photo Policy English

Photo Policy Spanish

PUSD Student Family Interscholastic Athletic Handbook

School Year Calendars

Social Media Guidelines

Technology - No Online Apps Form

Technology - Elementary Families, Do you have access to a computer? [Flyer]

StudentVUE Account Access Information

☎️📱Anonymous Student Support Tipline 925-417-5199 - Call or text for support or assistance regarding high-risk behavior, drugs/alcohol, depression/suicide, safety concerns, or bullying. All calls are referred to appropriate staff. Calls are monitored by District Office staff from 8 a.m. to 4:30 p.m. Monday through Friday. For immediate help, call 911 or the Mental Health Crisis Hotline at 988.