The CVUSD Student Support Services Department exists to support your child.
Each School Site provides a site Behavior Matrix and each teacher sets up classroom procedures and expectations. Please review this information with your child to ensure a partnership of success.
According to the Education Code, Sections 48900 et. seq., a pupil who commits any offense related to school activities
or attendance involving the following acts or offenses may be removed from his/her school setting through suspension,
expulsion, or involuntary transfer to a continuation school, opportunity program, or county community school:
| a(1) |
-Caused or attempted to cause, or threatened to cause physical injury to another person. |
| a(2) |
-Willfully used force or violence on another person. |
| b |
-Possessed, sold, or otherwise furnished a firearm, knife, explosive, or other dangerous object. |
| c |
-Unlawfully possessed, used, sold, or otherwise furnished or been under the influence of, any controlled substance, alcoholic beverage, or intoxicant of any kind. |
| d |
-Unlawfully offered, arranged, or negotiated to sell any controlled substance, alcoholic beverage, or an intoxicant of any kind, and then either sold, delivered, or otherwise furnished an in-lieu of controlled substance, alcoholic beverage, or intoxicant. |
| e |
-Committed or attempted to commit robbery or extortion. |
| f |
-Caused or attempted to cause damage to school property or private property. |
| g |
-Stole or attempted to steal school property or private property. |
| h |
-Possessed or used tobacco, or products containing tobacco or nicotine products, including but not limited to, cigars, miniature cigars, clove cigarettes, smokeless tobacco, snuff, chew packets, and betel. |
| i |
-Committed or attempted to commit an obscene act or engaged in habitual profanity or vulgarity. |
| j |
-Unlawfully possessed, or unlawfully offered, arranged, or negotiated to sell drug paraphernalia. |
| k |
-(May only be used for class/teacher 1-2 day suspension) Disrupted school activities or otherwise willfully defied the valid authority of school officials or other school personnel. |
| l |
-Knowingly received stolen school or private property. |
| m |
-Possessed an imitation firearm. |
| n |
-Committed or attempted to commit a sexual assault or committed a sexual battery. |
| o |
-Harassed, threatened, or intimidated a pupil who is a complaining witness or a witness in a school disciplinary proceeding for purposes of either preventing that pupil from being a witness or retaliating against that pupil for being a witness, or both. |
| p |
-Unlawfully offered, arranged to sell, negotiated to sell, or sold the prescription drug Soma. |
| q |
-Engaged in, or attempted to engage in hazing. |
| r |
-Engaged in an act of bullying, including but not limited to, bullying committed by means of an electronic act. |
| t |
-Aided or abetted, as defined in Section 31 of the Penal Code, the infliction of attempted infliction of physical injury to another person (may be suspended but not expelled). |
| .2 |
-Committed sexual harassment as defined in Section 212.5. |
| .3 |
-Caused, attempted to cause, threatened to cause, or participated in an act of hate violence. (applies to pupils in grades 4-12, inclusive) |
|
.4
|
-Engaged in harassment, threats, or intimidation. |
| .7 |
-Made terrorist threats against school officials or school property, or both. |
According to the Education Code, Sections 48915 et. seq., a pupil who commits any offense related to school activities
or attendance involving the following acts or offenses may be recommended for expulsion, or involuntary transfer
to a continuation school, opportunity program, or county community school:
| 48915 (a)(1) |
Caused serious physical injury to another person, except in self-defense. |
| 48915 (a)(2) |
Possession of any knife or other dangerous object of no reasonable use to the pupil. |
| 48915 (a)(3) |
Unlawful possession of any controlled substance. |
| 48915 (a)(4) |
Committing or attempting to commit robbery or extortion. |
| 48915 (a)(5) |
Assault or battery upon any school employee. |
According to the Education Code, Sections 48915 et. seq., a pupil who commits any offense related to school activities or
attendance involving the following acts or offenses must be recommended for expulsion, or involuntary transfer to a
continuation school, opportunity program, or county community school:
| 48915 (c)(1) |
Possessing, selling, or otherwise furnishing a firearm. |
| 48915 (c)(2) |
Brandishing a knife at another person. |
| 48915 (c)(3) |
Unlawfully selling a controlled substance. |
| 48915 (c)(4) |
Committing or attempting to commit sexual assault or battery. |
| 48915 (c)(5) |
Possession of an explosive. |
Board Policies
COACHELLA VALLEY UNIFIED SCHOOL DISTRICT
Board Policy
BP 5144
DISCIPLINE
The Governing Board desires to prepare youth for responsible citizenship by fostering self-discipline and personal responsibility.
The Board perceives that good planning, a good understanding of each child, and parent involvement can minimize the
need for discipline. Staff shall use preventative measures and positive conflict resolution techniques whenever possible.
Board policies and regulations shall delineate acceptable student conduct and provide the basis for sound disciplinary practices.
Each school shall develop disciplinary rules in accordance with law to meet the school’s individual needs.
When misconduct occurs, staff shall implement appropriate discipline and attempt to identify and address the causes of the student’s
behavior. Continually disruptive students may be assigned to alternative programs or removed from school. At all times, the safety
of students and staff and the maintenance of an orderly school environment shall be priorities in determining appropriate discipline.
Staff shall enforce disciplinary rules fairly and consistently, without regard to race, creed, color or sex.
The Superintendent or designee shall provide professional development as necessary to assist staff
in developing classroom management skills and implementing effective disciplinary techniques.
The Coachella Valley Unified School District and CWA staff makes use of sound and effective resources from nationwide known agencies and providers. Click on the subjects below and learn about and access important resources.
On Suicide Prevention
Mental Health Flyer (English) Folleto de Salud Mental (Spanish)
Teen Line is a confidential telephone helpline for teenaged callers. It operates every evening from 6:00pm to 10:00pm and is toll-free from anywhere in California.
The American Foundation for Suicide Prevention creates a culture that’s smart about mental health by educating the public and advocating for mental health and suicide prevention, as well as supporting survivors of suicide loss and those affected by suicide.
The Suicide Prevention Lifeline provides 24/7, free and confidential support for people in distress, prevention and crisis resources for you or your loved ones, and best practices for professionals.
Take my Hand's Peer Support is an evidenced based practice bringing people together who have similar “lived experiences” to share hope and recovery. A person embarking on a journey to wellness and recovery receives support from a person who has been through similar challenges. This person is a Peer Support Specialist.
On Drug Abuse
The National Institute on Drug Abuse is the lead federal agency supporting scientific research on drug use and its consequences.
The Riverside County Latino Commission provides programs and services for those in our community who are facing problems of substance abuse and/or problems with mental health issues.
For more than 70 years, Hazelden Betty Ford has been at the forefront of providing lifesaving, compassionate care and specialized services to help people from all walks of life get to feeling like their best self.
On Social Media
Common Sense Media rates movies, TV shows, books, and more so parents can feel good about the entertainment choices they make for their kids. They have the largest, most trusted library of independent age-based ratings and reviews.
We believe that knowledge empowers families and communities to promote kids’ mental health. Whether we are sharing evidence-based information in our Family Resource Center or training educators and mental health professionals, we bring life-changing care within reach.
Article on teaching kids how to be smart about social media.
On Violence Prevention
_1749699926.png)
24 hours a day, seven days a week, 365 days a year, the National Domestic Violence Hotline provides essential tools and support to help survivors of domestic violence so they can live their lives free of abuse.
Through treatment programs like Childhelp Advocacy Centers and Childhelp Short Term Residential Therapeutic Program designed to help children already affected by child abuse, and prevention programs like Childhelp Speak Up Be Safe, designed to educate children and aid in prevention, we can help change the lives of many.
SafeHouse of the Desert, with Community Support, provides Emergency Shelter, Intervention and Outreach Services to Youth in Crisis.
On Support for Children with Special Needs
AbilityPath empowers people with special needs to achieve their full potential through innovative, inclusive programs, and community partnerships.
Desert Arc has championed the rights of people with intellectual and developmental disabilities since 1959. Our mission is to enhance the quality of life and create opportunities for people with disabilities.
DOR administers the largest vocational rehabilitation and independent living programs in the country. Vocational rehabilitation services are designed to help job seekers with disabilities obtain competitive employment in integrated work settings. Independent living services may include peer support, skill development, systems advocacy, referrals, assistive technology services, transition services, housing assistance, and personal assistance services.
On Comprehensive Information for Professionals
Child Welfare Information Gateway connects child welfare and related professionals to comprehensive information and resources to help protect children and strengthen families. We feature the latest on topics from prevention to permanency, including child abuse and neglect, foster care, and adoption.
The Safe States Alliance is a non-profit organization and professional association whose mission is to serve as the national voice in support of state and local injury and violence prevention professionals engaged in building a safer, healthier America.
On Support for Students Who Identify as LGBTQ
The Center Coachella primarily serves as a safe and inclusive space for the LGBTQ community in the East Coachella Valley. We are currently open Monday – Fridays from 9-4PM with some evening and weekend programming.
At The Center we offer various types of LGBTQ youth programming, through our Center Coachella location.
SafeHouse of the Desert, with Community Support, provides Emergency Shelter, Intervention and Outreach Services to Youth in Crisis.
Mental Health Flyer (English)
Folleto de Salud Mental (Spanish)
_1749442554.jpg)
CA Dept. of Ed.- Transforming Schools: Superintendent’s Initiatives
Information and resources about the initiatives and priorities of State Superintendent Tony Thurmond that transform our California K-12 public schools by integrating new programs and strategies for students, families, educators, and LEAs.
Big changes are underway for California K–12 education, and we need all the resources possible to help students heal, recover, and thrive.
Safe Havens: Protecting Access to Education for Immigrant Families
Safe Havens are LEAs, which include school districts, county offices of education, and direct-funded charter schools that have committed themselves to reassuring students, parents and educators that everyone is welcome on school sites, regardless of immigration status. Safe Havens also provide helpful resources, such as information about immigration laws, and ways to be prepared in case a student or family member is deported.
Learn more about the Safe Havens Initiative
Correspondence
Housing Initiative: Renewing the California Dream
State Superintendent Thurmond’s Housing Initiative reframes access to housing as an essential part of the "California Dream," underscoring the state's commitment to ensure this dream remains attainable for all Californians, especially educators, teachers and school staff, regardless of their background. Housing is a critical foundation for building stable, thriving school communities, and the initiative recognizes that expanding access to affordable homes is key to preserving the inclusive nature of California’s identity.
One of the most promising solutions to accelerate housing development is by leveraging the 75,000 acres of developable land owned by California's LEAs. With the potential to create 2.3 million new housing units, this land offers an unprecedented opportunity to address the state's housing crisis while fostering economic growth. By utilizing this resource, California can lead the way in creating forward-thinking solutions to housing access.
Learn more about the potential for educator workforce housing
News Releases
Community Schools: It Takes a Village—Schools Can Be More Than Academics
A community school is a public school serving any grade prekindergarten–12, inclusive, with community partnerships that ensure pupil learning and whole-child and family development. This includes integrated support services, collaborative leadership, extended learning time, and practices for educators and administrators.
Learn more about Community Schools
Professional Learning: Supporting Our Teachers and Mentors
We are re-evaluating how our teachers and mentors are being engaged. Proactive teacher support will be key to success in the short and long term. Teachers are learning new technologies, engaging in educator trainings, and putting in the work to reach our students.
Teacher preparation programs will need to reflect our new reality over the long term and help prepare future teachers for the flexibility and adaptability that will help them succeed and reach every kind of learner.
Learn more about Professional Learning
Mental Health Support: A Healthy Mind Is Essential for Learning
The mental health of our school communities is essential to addressing the needs of the whole child. There is a lasting impact of the pandemic, one that we know has adversely effected the mental wellness of our school communities, with a disproportionately effecting students of color, English learners, and those socioeconomically challenged. The data around the mental wellness has raised concerns around providing mental health resources and support for our school communities. Knowing that we are still in recovery from the pandemic, we must look at not only learning loss but the whole child to try and negate the factors that are impacting our school communities and look at the Whole Child.
Learn more about Mental Health Support
Universal Prekindergarten (UPK): California's Great Start
Decades of research demonstrates that high-quality early learning experiences can have long-lasting impacts on both short-term outcomes (school readiness) and long-term outcomes, including grade retention, special education placement, and high school graduation—and later, income levels and civic participation.
High-quality early education disrupts the school-to-prison pipeline, reduces the likelihood of suspensions and expulsions, and increases the likelihood of home ownership, college attendance, and positive health outcomes later in life.
UPK will bring together programs across early learning and K–12, relying heavily on transitional kindergarten (TK), the only program to be funded by universal preschool, and the California State Preschool Program, to ensure that by 2025–26, every four-year-old child—regardless of background, race, zip code, immigration status, or income level—has access to a quality learning experience the year before kindergarten, and that more three-year-old children from income-eligible households and children with disabilities have access to an additional year of high-quality preKindergarten.
Learn more about Universal Prekindergarten
Universal Meals: Nourishing Young Minds for Learning
Universal School Meals provide the opportunity for all students to reach their full academic potential by fueling their brains and nurturing their social–emotional needs for optimal learning. The California Universal Meals Program is designed to build on the foundations of the federal National School Lunch and School Breakfast Programs and to supplement, not replace, the federal nutrition programs.
Learn more about Universal Meals
Antibias Education: Preventing, Addressing, and Eliminating Racism and Bias
This initiative is designed to empower educators and students to confront hate, bigotry, racism, and bias rising in communities across the state and nation. CDE leads a series of strategies—including educator training grants, partnerships with community leaders, examination of policies, virtual classroom sessions—that leverage the power of education to create a more just society.
Learn more about Antibias Education
Expanded Learning Programs: Education Outside of the Classroom
Expanded Learning refers to before school, after school, summer, and intersession learning experiences that develop the academic, social, emotional, and physical needs and interests of students. Expanded Learning opportunities should be hands-on, engaging, student-centered, results-driven, involve community partners, and complement learning activities in the regular school day/year.
Learn more about Expanded Learning Programs
Other Related Priorities
California Literacy: Reading by Third Grade and Beyond
State Superintendent Thurmond’s Reading by Third Grade and Beyond initiative aims to ensure literacy and biliteracy for students in California. The effort includes policies, initiatives, evidence-based practices, and resources for educators, parents, and community members to ensure California students are reading by third grade and beyond.
Learn more about California Literacy
Black Student Achievement Task Force
In an effort to call out the impacts that systemic and institutional racism have had on Black students in California, State Superintendent Thurmond formally launched a statewide task force, Improving Black Student Achievement.
Improving Black Student Achievement news releases:
For more information or questions, contact the Governmental Affairs Division at GAD@cde.ca.gov.
Literacy Task Force
State Superintendent Thurmond launched a literacy task force to help all California students reach the goal of literacy by third grade, by the year 2026. This effort will also include a biliteracy milestone for dual-language learners. The task force pulled together experts and community partners to design a strategy for reaching this goal, including making recommendations to expand resources for improving reading proficiency of California students.
For more information, email statewideliteracycampaign@cde.ca.gov.
Literacy Task Force news release:
State Superintendent Tony Thurmond Announces Co-Chairs for Statewide Literacy Task Force(Dated 01-Oct-2021)
Closing the Digital Divide
The Closing the Digital Divide Initiative focuses on identifying needed resources and partnerships to support distance learning in California schools. State Superintendent Thurmond and his Closing the Digital Divide Task Force have been working to help equip all California students with computing devices and connectivity to ensure equitable teaching and learning environments.
Learn more about Closing the Digital Divide
Looking for more?
Questions: CDE Initiatives Team | Initiatives@cde.ca.gov | 916-319-0800
Last Reviewed: Wednesday, January 22, 2025
CDE - Mental Health Resources - LINK
CDE - Safe Schools
Child Abuse Prevention Training and Resources
Information on training and reporting requirements for mandated reporters, training guides and model practices for parents, families, and administrators, and technical assistance to promote child well-being and protection from abuse.
Crisis Preparedness
Provides training, resources and technical assistance in preparedness for, immediate response to, and mitigation of the aftermath of school safety crises.
Safe Schools for Safe Learning Act of 2013
Requires the California Department of Education to post information including a list of statewide resources for youth who have been affected by gangs, gun violence, and psychological trauma caused by violence at home, at school, and in the community.
School Environment
Provides training, resources, and technical assistance in the establishment of a school/community environment that is physically and emotionally safe, well disciplined, and conducive to learning.
Violence Prevention
Information concerning violence prevention, safe storage of firearms, and school safety planning.
Affidavit of Residency
The Affidavit of Residency establishes a common acknowledgement between the parent and homeowner that ... that they have lived in the location for a period of time, or they reside
establishes proof of residency at the locale, lacking evidence such as utility bills or mortgage/rent receipts . Click on the image below to view the document.
Caregiver Affidavit
The Caregiver Affidavit recognizes a "qualified relative" of a student, to serve ...
A “Qualified relative,”, means a spouse, parent, step-parent, brother, sister, step-brother, step-sister, half-brother, half-sister, uncle, aunt, niece, nephew, first cousin, or nay person denoted by the prefix “grand” or “great” or the spouse of any of the persons specified in this definition, even after the marriage has been terminated by death or dissolution.
Caregiver Affidavits can be made available through our office by appointment.
Call our office to schedule an appointment.
(760) 848-1161
Student Work Permits
Student work permits are processed at the student's current home school.
If you have additional questions, please contact your student's school.
Click on the image to view and download the Work Permit form.
Additional settings for Safari Browser.
