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Child Welfare and Attendance

Bullying Prevention Resource Guide


Today’s students will be the first generation to use the Internet for their entire lives. This unprecedented access to resources will enhance their learning, research, communications, explorations for new ideas, and expressions of creativity. Unfortunately, this remarkable resource has become susceptible to abuse that often targets young people.
To address this concern, Assembly Bill 307 and S 1492 now require that all California students and teachers receive instruction in Internet Safety and ethical use of information. CUSD as part of our internet safety policy is educating minors about appropriate online behavior, including interacting with other individuals on social networking websites and in chat rooms and cyberbullying awareness and response.  CUSD has developed a website with valuable resources matched with specific curriculum and training to protect children in the 21st Century. Through this program, CUSD is educating our community to become cyber safe and informed citizens. Cyber safe users are careful, digitally connected consumers. This web site provides information about cyber safety, its importance, and resources for students, teachers, and parents.


A parent or guardian must come in to the office to sign the student out before he/she may leave campus. You will be asked for photo ID. Your child may not leave campus in the custody of anyone other than a parent, guardian or person authorized on the emergency card. This is for your child’s protection. When a student is signed out early from school, it is recorded as an early out tardy. Unexcused early outs are recorded as tardies and may result in disciplinary action.
A student is considered truant if he/she misses a day of school and it is considered an unexcused absence, or if the student is tardy or leaves school early three times for more than 30 minutes each time.  After three unexcused absences, the student may be referred to the School Attendance Review Board (SARB). 
When a student reaches the following number of unexcused absences/truancies or tardies or early-outs greater than 30 minutes the SARB process is generated
Steps Leading to a SARB Hearing:
When a student reaches the following number of unexcused absences/truancies or tardies, or early-outs greater than 30 minutes the following will take place:
1.  3 or more days elementary/9 or more periods (over at least 3 days) middle school/9 or more periods (over at least 3 days) high school:
  • The student is classified as a truant
  • SARB letter #1 is mailed home to the parent/guardian
2.  8 or more days elementary/48 or more periods middle school/24 or more periods high school:
  • The student is classified as a repeat truant
  • SARB letter #2 is mailed home to the parent/guardian
  • A meeting is scheduled with a school administrator, the parent/guardian and the student
3.  14 or more days elementary/84 or more periods middle school/42 or more periods high school:
  • Student is classified as a habitual truant
  • SARB letter #3 is mailed to the parent/guardian
  • The parent/guardian and the student are required to attend a meeting with the District Attorney at the school District office
4.  3 more absences following the District Attorney meeting:
  • The parent/guardian and student may be required to attend a SARB Hearing at the District office
  • The parent/guardian and the student sign an attendance contract
5.  3 more absences following the SARB Hearing:
  • A referral is made to Orange County Truancy Mediation Program
  • Failure to complete the Truancy Mediation Program may result a referral to the District Attorney


Students BP 5152(a)
Please refer to the CUSD Website where the latest Board Policy is available:


Expulsion Admission Hearings Education Code 48915.1



Assembly Bill 490, Chapter 862 Requires Local Education Agencies to designate a staff person as a foster care education liaison to ensure proper placement, transfer and enrollment in school for foster youth.


PBIS provides school sites with an organizational framework for improving the social climate of a school and supporting the impact of academic instruction on achievement as well as increasing proactive management. PBIS is a school-wide approach to supporting student learning that efficiently and effectively supports systems with evidence that these outcomes are achievable, and (d) practices supported and evaluated by data, (c) outcomes for decision making, (b) measurable data. In general, PBIS emphasizes four integrated elements: (a) implementation of these practices.
CUSD campuses using PBIS have many different activities and supports in place to reinforce a positive learning climate and culture. Some of the things that might be seen on campus include:
  • School-wide implementation day in the fall. The day is filled with direct teaching of school-wide expectations. This activity sets the expectations for all students and staff and establishes the learning climate.
  • School-wide reinforcement systems are in place to acknowledge students and staff who are displaying the expectations.
  • Visual prompts are seen around campus to remind everyone of the expectations.
  • Classrooms post and discuss expectations at the site.
  • Programs are in place to support an expectation of no bullying. Interventions for students who feel bullied are in place to ensure they have a safe environment.
  • Mentoring programs exist to provide additional support to students who are at risk.
  • Activities are structured into the year to reinforce the expectations of respect and responsibility.
PBIS provides a format to allow the school to support all students. Each site follows the basic principles of PBIS but adapts it to the specific site. Extensive information is also available on its website.