HomeMy WebLinkAboutMINUTES - 02011994 - 2.5 TO: BOARD OF SUPERVISORS
Contra
FROM: EDUCATION COMMITTEE
�; - Costa
_ County
January 20, 1994
DATE: rq-coi Nt+
SUBJECT: REPORT ON THE ACTIVITIES AND ACCOMPLISHMENTS OF THE
EDUCATION COMMITTEE
SPECIFIC REQUEST(S)OR RECOMMENDATION(S)&BACKGROUND AND JUSTIFICATION
RECOMMENDATIONS:
1 . ACCEPT this report from the Education Committee.
2 . ADOPT the attached Resolution prepared jointly by the County
Librarian and the County Office of Education which authorizes
staff to pursue additional cooperative library resource
development involving the County, County Office of Education,
school districts., Community College District, cities and other
interested jurisdictions and agencies .
3 . EXPRESS the Board's appreciation for the cooperation between
County staff and the County Office of Education which has
1 resulted in the attached handbook entitled "Dealing with Hate-
Motivated Behavior and Crime", INDICATE the Board's
willingness to endorse the handbook as soon as the final
version has been published, and ENCOURAGE its use in all
appropriate County Departments and programs .
4 . AUTHORIZE the Chair and Supervisor Torlakson to join the
County Superintendent of Schools in signing a letter to the
Mt. Diablo Unified School District, San Ramon Unified School
District and Pittsburg Unified School District urging that
they consider the placement of a deputy probation officer on
their high school campuses, as has been done successfully by
the Antioch Unified School District, Richmond Unified School
District, and County Office of Education and as is being
discussed with the Martinez Unified School District.
5 . REQUEST the Education Committee to continue to make periodic
reports to the Board of Supervisors on its activities as
events warrant such reports.
CONTINUED ON ATTACHMENT: YES SIGNATURE:
RECOMMENDATION OF COUNTY ADMINISTRATOR RECOMMENDATION OF BOARD COMMITTEE
APPROVE OTHER
SIGNATURE(S): TC1M Tt7RT.AKSnN gTTNNP WRTC'HT MrPPAK
ACTION OF BOARD ON Pahru a ry 1 ., 1994 APPROVED AS RECOMMENDED OTHER
VOTE OF SUPERVISORS
I HEREBY CERTIFY THAT THIS IS A TRUE
UNANIMOUS(ABSENT ) AND CORRECT COPY OF AN ACTION TAKEN
AYES: NOES: AND ENTERED ON THE MINUTES OF THE BOARD
ABSENT: ABSTAIN: OF SUPERVISORS ON THE DATE SHOWN.
ATTESTED �- L/�cn r ! /
Contact: PHIL BATCHELOR,CLERK OF T BOARD OF
cc: County Administrator SUPERVISORS AND COUNTY ADMINISTRATOR
County Superintendent of Schools
Education Committee mailing list (Via CAO)
BY DEPUTY
f
-2-
BACKGROUND:
The Board of Supervisors has formed an Education Committee for the
purpose of establishing and maintaining a cooperative
communications link between the education community in Contra Costa
County and the County. The members of the Education Committee have
been meeting approximately monthly for the past year with the
County Superintendent of Schools and several district
superintendents from various areas of the County. We have also
been joined by the Chancellor of the Community College District.
Our focus has been:
1 . To identify and explore areas in which the education community
and County had issues in common which we could both support,
2 . To identify problems which were interrelated and needed joint
action to solve, and
3 . To focus on opportunities for closer cooperation in the better
use of our scarce resources .
In terms of issues we had in common, we have jointly supported
Propositions 170 (majority vote for school bonds) and 172
(extension of sales tax for public safety) , and have opposed
Proposition 174 (school voucher initiative) .
In regard to problems which were interrelated and needed joint
action to solve, we have worked closely with each other on the
ra�tt�achedyHandbook on how to deal with hate-motivated behavior and
crime. This is a growing problem on school campuses, as it is in
the community generally. Our staffs have revised a similar
handbook prepared by the Alameda County Office of Education for
application in Contra Costa County. The final version of the
Handbook is about to be published. The County Board of Education
has already adopted the Handbook as a guideline and supplemental
resource for schools in the County. It also has application in
many County settings such as juvenile hall and other programs which
deal with young people and where incidents of hate-motivated
behavior may become an issue which needs to be addressed.
We have also met with law enforcement personnel and our County
Probation Department staff in an effort to jointly address the
problem of violence and other forms of acting-out behavior. This
is not only a problem for school personnel, even though the
incident occurs at school . Eventually, law enforcement personnel,
County Probation Department staff, mental health staff, Social
Services Department staff and others may become involved with a
young person or family who present problems to the school, but also
to the rest of the community. We have looked at several successful
situations where Probation Department staff have been housed on at
least a part-time basis on a school campus to assist with and be
immediately available to counsel young people and to be available
to confront problems which may occur. We are recommending that the
Board of Supervisors and County Superintendent of Schools jointly
write to the other large school districts, urging them to consider
a similar arrangement.
We are also jointly exploring the whole field of "violence as a
public health issue" to determine where we may be able to be of
assistance to each other. Our Health Services Department staff
will be making a presentation to all of the district
superintendents later in February. Violence in the classroom and
in the school is not an issue which only affects the teacher or
principal . Too often violence comes from the home to the school
and is taken home again. Here again, Health, Mental Health, Social
Services and Probation staff have a role to play along with school
staff . We will continue to work cooperatively with each other to
address these problems .
-3-
In terms of opportunities for closer cooperation in the better use
of our scarce resources, our major focus this past year has been in
the area of the library. Public libraries have been cut back
tremendously in terms of budget and personnel . School library
resources likewise have been affected negatively. We have
discussed ways in which we could consider co-locating physical
facilities, jointly sharing existing facilities, sharing staff and
collections in an effort to stretch our limited resources .
We are also interested in exploring ways in which we can better
utilize emerging technology, including computers, cable TV, fiber
optics and the proposed communications superhighway to better
utilize our resources and serve those who need the library
resources of both the educational community and the public library
system. We have had a number of productive discussions on this
subject and will continue to explore possibilities in this area.
The recommended adoption of the 4ttach_ed-Resolution will authorize
our staff to carry our Board' s endorsement of these discussions to
the educational community.
Our discussions about library resources have also led to less
technologically sophisticated, but nevertheless important
developments, such as the establishment of homework help centers in
our public library branches, staffed primarily by volunteers .
Centers are now operating in Antioch, Concord and Pleasant Hill .
We will be starting Centers in San Ramon and Danville later in
February. The County Library has been funded for a Center at the
Riverview Middle School in Bay Point, beginning in March.
We believe that the County and the education community, both of
which are under severe financial pressures, can best survive these
financial problems by finding areas of similarity and cooperation
where we can interface with each other, support each other, work
with each other, compliment each other' s programs and minimize the
possibility for duplication and overlapping of services . Our
Education Committee is committed to continuing this dialogue with
the educational community in this County. We believe that the
education community is likewise committed to such a dialogue with
the County. Together, we have the commitment, dedication,
similarity of mission, sharing of common problems, and need to
solve those problems . If we continue to work together, we believe
that we can accomplish a great deal for our families, our children
and our community.
r
THE BOARD OF SUPERVISORS
OF
CONTRA COSTA COUNTY, CALIFORNIA
IN THE MATTER OF COOPERATING WITH )
LIBRARIES IN PROVIDING EXCELLENT )
LIBRARY SERVICES TO RESIDENTS AND ) RESOLUTION NO. 94/72
STUDENTS )
WHEREAS, the Contra Costa County Board of Supervisors, the cities
in this County, the school districts in this County, the County
Office of Education, and the Contra Costa Community College
District are all interested in providing excellent library services
to their residents/students, and
WHEREAS, cooperative efforts involving the Board of Supervisors,
County staff, the school districts in this County, the County
Office of Education, and the Contra Costa Community College
District in the areas of planning of technology, facilities and
services will lead to better overall library services, and
WHEREAS, joint planning in these areas will lead to better
utilization of scarce fiscal resources,
NOW, THEREFORE, BE IT BY THE BOARD OF SUPERVISORS OF THE COUNTY OF
CONTRA COSTA RESOLVED, that the Board supports cooperative library
resource development and sharing to improve accessibility and use
of library resources for all Contra Costa residents, and
BE IT FURTHER RESOLVED, that the Board of Supervisors authorizes
and encourages the County Administrator, County Librarian and other
County staff to work closely and cooperatively in these areas with
the cities and all elements of the education community, and
BE IT FURTHER RESOLVED, that the Board of Supervisors encourages
each city or town council, each school district governing board,
the County Board of Education and the Community College District
Governing Board to adopt a similar Resolution so that this joint
planning can move forward.
PASSED on February 1, 1994, by unanimous vote of the Board members
present.
I hereby certify that the foregoing is a true and correct copy of
an order entered on the minutes of said Board of Supervisors on the
date aforesaid.
Witness my hand and the Seal of the Board
of Supervisors affixed this first day of
February, 1994 .
PHIL BATCHELOR, Clerk of the Board of
Supervisors and County Administrator
By
_ rJ Q��
ep y Clerk
cc: County Administrator
County Librarian
Each city/town manager in Contra Costa County (Via CAO)
County Superintendent of Schools (Via CAO)
Each School District Superintendent in the County (Via CAO)
Chancellor, Community College District (Cia CAO)
RESOLUTION NO. 94/72
rr
ccc
Ronald L.Stewart,Ed.D.
Superintendent
Contra Costa County
Office of Education
Task Force
on Anti-Hate Crime
adapted from the
Alameda County Office of
Education Handbook
Deal *ingw*ith
HatemMoteivated
Behav*ior arime
A Handbook for
Boards of Education,
District and School Site Staff
Dealing with Hate-Motivated
Behavior and Crime:
A Call to Action
A Handbook for
Boards of Education,
District and School Site Staff
Contra Costa County Office of Education
Task Force on Anti-Hate Crime
December, 1993
Additional copies of this report are available for a charge of$4.95 per copy to cover printing
and postage costs. Checks should be made payable and mailed to:
Contra Costa County Office of Education
Curriculum and Instruction Department
77 Santa Barbara Road • Pleasant Hill, CA 94523
Phone (510) 942-3365 • FAX(510) 942-3480
Acknowledgements
Hate Crime:A Sourcebook for Schools Confronting Bigotry,Harassment,Vandalism and Violence,sample Hate
crime school survey,by Cristina Bodinger-deUriarte and Anthony R.Sancho,published by Southwest Regional
Laboratory, Los Alamitos,CA
Freedom from Fear—Ending California's Hate Violence Epidemic,Final Report of the Lt.Governor's Commission
on the Prevention of Hate Violence,May 1992
Hate behavior and crime definitions from San Leandro Police Department Training Bulletin,May 1990
Sample Board Policy on Hate Motivated Incidents-San Leandro Unified School District
Sample Hate Violence Incident Report,San Francisco USD,January 1992
"Achieving Harmony,"New Haven USD 1992-93
The following task force members are to be acknowledged for their contributions to this handbook:
Brenda Blasingame
Tobacco Prevention Project
Linda Chandler
Center for Human Development
Sharon Houdashelt
Antioch Unified School District
Charles Humbert
Byeon Union School District
Sgt.Enos Johnson
Richmond Police Department
Emma Kuevor
County Affirmative Action Office
Jinx McCombs
Contra Costa County Probation Department
Trevor Norman
Supervisor McPeak's Office
Gary Rutkin
Youth Interagency Assessment and Cousultation Team
Jamie Schwartz
Alcohol and Drug Abuse Council
Dan Sweeny
Antioch Police Department
Judith Van Brocklin
Contra Costa County Office of Education
A special thanks is extended to Bob Burgess and the Alameda County Office of Education for sharing their
model and resources.
December, 1993
rrrContra Costa County Office of Education
AMR77 Santa Barbara Road
Pleasant Hill,CA 94523
(510)942-3365
1
Table of
Contents
When is Hate Motivated Behavior a Crime?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Who Plays a Role in Dealing with Hate-motivated Behavior and Crime? . . . . . . . 2
How Do We Respond to Hate-motivated Incidents that Occur on the
SchoolSite? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
How Do We Prevent Hate-motivated Behavior?. . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
What Should the Victim of a Hate-motivated Incident Do?. . . . . . . . . . . . . . . . . . . 5
How Do You Deal with the Media After a Hate-motivated Incident? . . . . . . . . . . . 6
Appendix A- Sample Board Policies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Appendix B - District Guideline. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Appendix C - School Site Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Appendix D - Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Appendix E -Hate Crime School Survey. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Appendix F- Sample Hate Violence Incident Report . . . . . . . . . . . . . . . . . . . . . . . 23
How do we prevent
hate-motivated behavior?
• Create and support programs de- Specify in any documents, speech, or
signed to promote understanding and orientation session detailing the rules
to prevent and resolve conflicts among ofconduct:(a)the board/district/school
members of a diverse student body. policy concerning bigotry; (b) the ac-
e Have educational materials reflect ap- tivities considered to violate the pol-
preciation for diversity and plural- icy and constitute unacceptable hate
ism. behavior and hate crime; (c) conse-
• Adopt a curriculum or supplement quences for those who commit hate
the current curriculum through course crime; and (d) the procedures for re-
content that builds in multicultural porting and responding to hate crime.
components. Appoint a committee to assess school
• Develop student activity programs climate, review incident reports, and
that promote appreciation and respect identify potential problems when ac-
of the diversity of the student body tion can still be taken to prevent fur-
and provide events which teach stu- ther incidents.
dents to work together and learn from Utilize governmental, law enforce-
one another. ment, the community and other
• Demonstrate to students that each schools as resources for developing
person is valued and to respect the comprehensive hate-motivated be-
culture and knowledge brought from havior and crime prevention pro-
home to school by all students.Adults grams.
should model desired behavior for • Establish contingency plans to re-
students. spond quickly to incidents and prevent
• Establish standards of behavior for escalation into broader school con-
school and home which include dem- flicts.
onstrating respect for all people and • Train school staffin victim assistance
respect for oneself. (Namecalling in and/or victim referral to outside as-
elementary school escalates into hate- sistance.
motivated incidents in middle and • Train staff to prevent, respond and
high school if the behavior is un- report hate-motivated behaviors and
checked.) crime.
• Encourage parent participation in ac- • Support programs at all school levels
tivity programs that promote self-re- which build students' selfesteem so
spect and esteem, appreciation of di- that they are less likely to participate
versity and non-vioplent resolution of in hate crimes.
conflict. Schools should encourage in-
volvement by other agencies and par-
ents in the development of these com-
munity activities.
1
When is hate-motivated
behavior a crime?
Definition
An incident of hate-motivated behavior is
any act or attempted act to cause physical Unusually violent assault by groups
or individuals which appear random
injury, emotional suffering or property
damage through intimidation, harass- • Certain kinds of vandalism
ment, bigoted slurs or epithets, vandal- • Unlawful use of the telephone (for
ism,force,or threat of force,motivated in harassment)
part or in whole by hostility toward the Other acts of hate-motivated behav-
victim's real or perceived ethnicity, na- for may not be independent crimes, or
tional origin,immigrant status,religious might not be prosecuted. In fact, such
belief, gender, sexual orientation, age, incidents may actually outnumber hate
disability,political affiliation,or any oth- crimes on campuses. These acts of hate-
er physical or cultural characteristics. motivated behavior should be considered
An incident of hate-motivated be- as seriously as hate crimes, and must be
havior may also be a crime,as defined by addressed. Such non-criminal acts of
the California Penal Code,or other state hate-motivated behavior include:
or local law. These incidents must be • Posting or circulating demeaning
reported to the appropriate police or law jokes, leaflets or caricatures
enforcement agency, and may be prose- . Defacing,removingor destroyingpost-
cuted by the District Attorney's office. ed materials, or announcements.
Some criminal acts may be hate motivat-
ed and when they are, they are hate Distributing or posting hate-group lit-
crimes.Some crimes are more likely than erature and/or posters
others to be hate motivated and may • Using bigoted insults,taunts or slurs.
include: Schools and local law enforcement
• Burning crosses or other religious agencies should develop a hate-motivat-
symbols ed behavior and crime reporting system
• Explosives or bomb threats which not only assures that corrective
disciplinary action is taken, but that in-
formation is shared and victim support is
possible.
2
NVhoplays a role in dealing
with hate-motivated behavior
and crime .
Everyone who has an impact on the students and the school community plays a role—
the board of education,district and school staffs,parents,students,law enforcement and
other agencies. Success in promoting harmony will rely on interdependent action.
Board of Education Parents
A board policy addressing hate-motivated Parents and guardians should teach and
behavior and crime in the schools is critical model for their children, appropriate atti-
to the successful implementation of dis- tudes and behaviors of respect and appreci-
trictwide prevention strategies.An official ation for diversity and cooperate with school
policy helps to ensure that each school site staff members in implementing a plan
knows that the prevention of hate crime to combat hate-motivated behaviors.They
and assistance for the victim is a mandate. should participate in in-service training
(See Appendix A) and school activities designed to promote a
safe and harmonious school environment.
School District
The district plays a leadership and support Law Enforcement& Other Agencies
role,and is a resource for schools in devel- Law enforcement and other agencies gen-
oping strategies to deal with hate-motivat- erally have specific policies and protocols
ed behavior and crime.The district should for dealing with hate-motivated behaviors
develop specific guidelines which schools and crime which include special support for
can customize into action plans for imple- victims. Law enforcement agencies also
Provide,when appropriate,Resource Oflic-
mentation for their own campuses, and ers, training and materials for staff and
provide the necessary resources. (See Ap-
pendia t parents in recognizing and dealing with
hate-motivated behaviors and crime and
School Site Staff the special needs of victims.
All members of the school site staff,as well Students
as parent and community representatives, Students must have an active voice and be
should be involved in developing a plan for involved in planning and implementing
dealing with hate-motivated behavior and any guidelines. They should participate in
crime based on board policy and district in-service training and school activities de-
guidelines. Each should be committed to signed to promote a safe and harmonious
developing a harmonious atmosphere on school environment.Students have the right
campus and should receive appropriate in- to be safe and secure in school and in their
service training and materials necessary community. However, they also have to
for the success ofthe plan.(See Appendix Q take responsibility for their own behavior
and meet the standards of conduct estab-
lished by their school site and society in
general.
3
How do we respond to
hate-motivated incidents that
occur on the school site?
• Require appropriate and timely staff ers may proceed with a concurrent
response to all reports of hate-moti- investigation based upon Penal Code
vated incidents.Notify the school ad- violations.
ministrator and/or law enforcement Inform parents of both the victim(s)
officer of the incident and request and perpetrator(s) of the school's
assistance, if necessary. concerns and ask if they are aware of
• Report all hate-motivated behaviors any indicators of hate-motivated be-
in writing to the school administra- havior at home and if their observa-
tor. The report should include the tions may be recorded and shared.
description of the behavior and the Reassure the victim and the victim's
names of the students involved. In- family that the incident will be treated
form the district office of follow-up seriously.Provide victims of hate-mo-
activities to be initiated. tivated behavior or crime with support
• A designated district/school spokes- and assistance, including referral to
person should be prepared to handle victim support agencies if appropri-
any media inquiry and take command ate.
of information release. • Meet with staff, according to school
• Law enforcement officers should take plan, to develop necessary follow-up
photographs of all graffiti. Graffiti activities.
should be painted out before students • Involve students who are in formal
arrive at school so that the message is leadership roles or recognized by their
not seen by other students. peers as leaders in planning activities
• Proceed with disciplinary action con- to restore harmony at school.Students
sistent with district policy and Cali- are encouraged to discuss the issues
fornia Education Code, if there is and recommend positive behaviors to
sufficient evidence. It is anticipated help students help each other.
that legislation will add hate crime to Involve parents who are in leadership
the Ed Code as a suspendable act and roles on the school site in planning
subsequently, it will be added to the outreach activities to other parents to
annual school crime report as required bring the community into the school
by Penal Code 628.2 and Education to help students develop prevention
Code 14044. Law enforcement offic- strategies.
4
What should the victim of a
hate-motivated incident do?
Schools should provide information to students to ensure that they recognize and know
what to do if they are victims of a hate-motivated incident. These efforts should help
students and staff appreciate and anticipate the shame and fear-based desire for
secrecy which often accompanies hate crime victimization. Victims should:
• Report the incident immediately to Accept additional assistance from
adults at school and at home. De- parents, school administrators, and -
scribe what happened and relate if counselors to recover fully from the
something similar has happened be- incident.
fore. When appropriate,talk to other stu-
• Provide any writing or drawings which dents about the incident to help them
were involved in the incident. realize that hate-motivated behav-
• Identify the people involved if known. iors are unacceptable,hurtful and a
• Provide a means to report anonymous- violation of anyone's right to a safe
ly - phone recording.
and secure school environment.
• Notify law enforcement.
5
How do you deal with the
media after a hate-motivated
incident?
• Confer with district media spokesper- Members of the media have a quali-
son or superintendent and develop a fied right to be on campus. Their
strategy. presence should be handled in a man-
• Designate a capable and accessible ner consistent with other visitors.All
individual as a spokesperson and public school entrances should have
backup in your school site plan and signs indicating that visitors to the
provide media training. campus are required to register at the
• Develop a good working relationship main office(Penal Code 627.2 ). Vis-
with members of the media before an itors will be asked to register by fur-
nishing their name, address,
incident occurs. Be sensitive to the occupation,age(if under 21)and pur-
media'sreporting deadlines and bal- pose for entering school grounds.The
ance them against the need to gather school's chief administrator (or an
accurate information. Be clear and employee designated in writing) has
take charge of the time and means of the right and obligation to preclude
sharing information of media and activites which are likely to interfere
community interest. with the conduct of the activities of
• Have a statement and a news release the campus(Penal Code 626.6)or di-
prepared ahead of time, if possible. rect a vistor to leave if their presence
Take some time to consider responses would be disruptive regardless of the
to likely questions before interviews. visitor's intent.(Penal Code 627.5,Ed
• Have list of media addresses and fax Code 32211c).
numbers in an accessible place in or- Set up a press conference,if warrant-
der to send out a news release,if that ed,to answer the media's questions at
is appropriate for rumor control, to one time.
calm the community,inform parents,
etc.
• Spokespersons-specifically principals
and assistant principals should have
media training.
6
AppendixA
Sample Board Policies
1. Sample Board Policy I
An established board policy is critical to the successful implementation of districtwide
hate-motivated incident prevention.An official policy helps to ensure that each school
perceives curtailment and prevention of hate-motivated incidents, along with victim
amelioration, as a mandate.
It is the intent of(district)to promote harmonious human relationships that enable
students to gain a true understanding of the rights and duties of people in our society.
Each school is responsible for creating an environment that fosters positive
attitudes and practices among students and staff. In addition,the school is responsible
for creating and protecting an environment that mitigates against anxiety-producing or
demeaning incidents taldng place within the confines of the school. These incidents
include,but are not limited to those targeting members of a particular race,ethnicity,
religion, sex, disability, or sexual orientation.
It is our intent to provide an environment that further allows persons to realize
their full individual potential through understanding and appreciation of the society's
diversity of race, ethnicity, religion, and sexual orientation. To accomplish this objec-
tive, the district will be accountable through a visible commitment to human rights.'
2. Sample Board Policy II
The governing board of the (District) affirms the right for all students, staff and
parents/guardians to be free from hate crimes,abusive statements,or any activity which
degrades the unique qualities of an individual such as race,ethnicity,culture,heritage,
sexuality, physical/mental attributes, religious beliefs and practices. Such verbal or
physical acts are damaging to self-esteem and will not be tolerated in an educational
setting.The board encourages the superintendent and staff to develop programs which
enhance self-esteem,raise awareness and sensitivity and foster respect for individuals
and their unique qualities.
The board recognizes that such hate crime statements,threats,physical assaults
or damage to property are inflammatory to those victimized by such acts and jeopardizes
the safety and well being of students and staff. The board authorizes the staff to
discipline students involved in such acts including suspension or recommendation for
expulsion.2
'Hate Crime:A Sourcebook for Schools Confronting Bigotry,Harassment, Vandalism and Violence, sample Hate
crime school survey,by Cristina Bodinger-deUriarte and Anthony R. Sancho, published by Southwest Regional
Laboratory, Los Alamitos,CA
'San Leandro Unified School District
7
Appendix B
District Guideline
Elements for a District Guideline for Dealing with Hate-Motivated
Behavior and Crime
Ideally, administrative guidelines are Provide schools with instructional
rooted in official district policy and stem materials and classroom curriculum
from a shared definition of hate crime. designed to promote appreciation for
The guidelines are intended to assist diversity and to prevent bias-related
schools in the reduction and prevention of conflict.
hate-motivated behaviors and crime. Periodically survey schools to deter-
The intended outcome is a school mine school climate in terms of bias,
adopting a plan to create a supportive frequency and type of hate crime inci-
environment for a diverse student body dents.
through the development of human rela- Create a school-by-school districtwide
tions skills, multicultural learning and data bank to determine trends.
responsible procedures. • Provide schools with comparison in-
The district will: formation.
• Support each school's effort to develop . Make recommendations, as needed,
an appropriate action plan to deal for updating school plans based on
with hate-motivated behavior and survey results.
crime. • Establish a district multicultural ad-
• Provide schools with necessary staff visory board.
release time to complete the planning . Establish collaborative relationships
process. with regional governmental agencies
• Provide in-service training, as need- in order to provide additional services
ed, for school staffs and parents in and resources for school sites.
order to implement the school plan.
8
Appendix C
School Site Plan
Elements for a School Site Plan for Dealing with Hate-Motivated Behavior and Crime
The School Site Plan should include com- - Do arts curriculum include non-
ponents that address hate-motivated be- American and non-European art,
havior and crime prevention,intervention drama, literature and music?
and support for students, families and - Do textbooks avoid stereotypes?
staff. It may include,but is not limited to - Do classroom display materials in-
the following: clude representation of minorities
• Establish a representative committee in positive terms?
to develop the plan. - Does curriculum include critical-
• Develop a vision statement that clearly thinking and reasoning skills?
states the objective of the plan. - Does curriculum include coopera-
• Develop or use available survey infor- tive learning activities?
mation to assess school climate. - Are minority issues and perspec-
• Designate a role for all staff,parents, tives included in social studies
students,law enforcement,and other courses?
agencies for implementing the plan. a Develop a process for timely and effec-
• Determine the type of training need- tive communication to deal with in-
ed for staff and others in order to ternal and external publics.
make the plan effective. • Develop a data collection reporting
• Develop a discipline policy consistent system and method for monitoring
with requirements and procedures in the plan.
Ed Code 35291.5(School Rules Adop- a Assess resources available at the
tion).' school site,district,county office,state,
• Develop appropriate curriculum on student groups, parent groups, com-
multicultural components munity, law enforcement, and other
- Does the curriculum provide for a agencies.
balanced study of world cultures? Develop victim assistance and/or re-
ferral programs.
'Ed Code 35291.5 requires that every public school site adopt discipline rules and procedures consistent
with governingboard policies and state statutes at least every four years beginning on or before December
1,1987.After a school board adopts a new district policy containing discipline issues,school sites should
utilize the process described in this section to modify or establish a school site discipline policy.Schools
must solicit the participating views and advice of one representative selected by each of five(5)groups:
parents, teachers, school administration, school security(if any),and pupils in junior and senior high
schools. This code section describes the required participatory process for adopting school discipline
rules.
9
Appendix D
Resources/Publications
CIVIL RIGHTS ORGANIZATIONS Community United Against Violence
African American Resource 973 Market Street, Suite 500
Center,Inc. San Francisco, CA 94103
3617 San Pablo Avenue,Suite 115 (415)777-5500
Emeryville, CA 94608 Services: Information and referral; counseling
(510)521-6799 for victims of anti-gay or anti-lesbian violence.
Services:Monitor hate groups in California;train-
Offers speakers bureau and volunteer security
ing, presentations,information and referral. people for community events. Have some bilin-
gual language capability.
Alameda County Human Relations
Commission Chinese for Affirmative Action
C
CoBroadway 17 Walter U.Lum Place
401 94607 San Francisco, CA 94108
Oakland, w
(510)268-2110 (415)274-6750
(800)347-HATE
Services: Information and referral on community
Services: Provides assistance to communities
plans to address hate violence.
and persons in resolving disputes,disagreements
Anti-Defamation League of or difficulties relating to discriminatory practices
B'nai B'rith based on race,color or national origin,religion or
181 Stewart Street, Suite 302 sexual preference. Has toll-free hotline to report
San Francisco, CA 94105-1236 incidents of hate activity.
(415)981-3500
MENTAL HEALTH ORGANIZATIONS
Services: Monitors and exposes the activities of
extremist groups;works with educators to devel- Asian Community Mental Health Services
op prejudice reduction curricula; and provides 2400-38th&Bissell Streets
human relations training for public and private Richmond, CA 94805
sectors. "The World of Difference"Program excel- (510)374-3061
lent program to reduce religious,racial and eth- Services:Education,counseling,information and
nic prejudice and improve inter-group relations. referral,translator of many Asian languages.
Used across the country.
Catholic Counseling Service
Asian Law Caucus,Inc. Pittsburg Office
468 Bush Street, 3rd floor 465 West 4th Street
San Francisco, CA 94108 Pittsburg, CA 94565
(415)391-1655 (510)432-7363
Services:Legal assistance,representation,train- Services: Counseling, information and referral
ing,education,information and referral. for all ages.
10
Christian Believers Family and Community Services of Contra
Mail: P O Box 234 Costa Counseling Division
San Pablo, CA 94806 Family Service of Contra Costa
(510)231-0772 2737 North Main Street, 2nd Floor
Services: Emergency services in a crisis situs- Walnut Creek, CA 94596947-1181 (Central County)
tion. Counseling on substance abuse. Open 234-2781(West County)
Friday evenings. 427-0399(East County)
Community Presbyterian Counseling Center 947-1811(South County)
111 Deerwood Place,Suite 195 Services: Counseling for all ages, information
San Ramon, CA 94583 and referral, consultation. Child Sexual Abuse
(510)820-1467 Treatment Program;Divorce Mediation Service.
Services: Counseling and support to all ages who John Muir Medical Center
are experiencing problems with daily living or Tel-Med
who need to improve their quality of life. 1601 Ygnacio Valley Road
La Clinica de la Raza Walnut Creek, CA 94598-3194
(510)947-5358
1601 Fruitvale
Oakland, CA 94601 936-6100(Health Recordings)
(510)534-0078 Services: Fully automated,free recorded health
information service providing accurate and time-
Services: Bilingual and bicultural mental health ly information on health related subject areas.
counseling;information and referral to appropri-
ate mental health agencies or individuals. Pacific Center for Human Growth
1250 Pine Street #301
La Familia Counseling Services Walnut Creek, CA 94596
26081 Mocine (510)939-7711
Hayward, CA 94544
(510)881-5921 Services:Clinical counseling,peer support groups,.
information and referral,HIV services and speak-
Services: Spanish-speaking mental health coun- ers bureau.
selors,information and referral.
Familias Unidas Native American Health Center
Family and Guidance Clinic
Counseling and Information Center 3121-E 14th Street
205-39th Street Oakland, CA 94601
Richmond, CA 94805 (510)532-2933
(510)234-5463
234-7490(AIDS Project) Services: Mental Health counseling for Native
234-5464(Mental Health) Americans.
Services: Bilingual/bicultural mental health ser- Tri-City Community Support Center
vices, information and referral, education and 38238 Glenmoor Drive
advocacy. Education and counseling to youth Fremont,CA 94536
through schools. (510)795-2434
Services: Counseling, bilingual Spanish-speak-
ing therapists available; information and refer-
ral.
11
MULTISERVICE ORGANIZATIONS Bay Area Gay &Lesbian Sexual Minorities
Afghan Center Switchboard
6 Union Square, Suite G 1250 Pine Street,Suite 301
Union City,CA 94578 Walnut Creek, CA 94596
(510)478-5540 (510)939-7711
Services: Information and referral.
Services: Information and referral,social adjust-
ment, counseling, translation and community Black Political Association
education. P O Box 1851
American-Arab Anti-Discrimination Com. Pittsburg, CA 94565
4201 Connecticut Ave., NW, Suite 500 (510)439-2061
Washington,DC 20008 Services: To those who have on the job problems.
(202)244-299 Arbitration, counseling, self-esteem, advocacy,
social adjustment. Teen Programs. Childcare for
Services: Disseminates statistics and Anti-Arab 0-12 years for those seeking self improvement.
hate crime;legal services division.
California Tomorrow
American Indian Center Fort Mason Center, Building B1105
543 Sonoma Avenue San Francisco, CA 94123
Livermore, CA 94550 (415)441-7631
(510)443-6940
Services: Information on creating a fair,working
Services: Tutorial Project,cultural classes,field multiracial, multicultural society. Publishes a
trips to museums, historical sites, powwows. magazine, organizes local coalitions, runs a fel-
Provides community education in public schools lowship program and conducts policy research
on Native American culture. and advocacy.
American Jewish Committee Cambodian New Generation
Institute of Human Relations First Presbyterian Church
165 East 56th Street 2619 Broadway,2nd Floor
New York,NY 10022 Oakland, CA 94604
(213)751-4000 (510)444-1472
Services: Conflict resolution programs such as Services:Translation,advocacy,and information
"Ethnic Sharing" for use by schools and other and referral. Parent programs, counseling and
concerned institutions. social adjustment.
Arab-American Democratic Assn. Catholic Charities
37 Cuesta Way 225 Civic Center
Walnut Creek, CA 94596 Richmond, CA 94804
(510)632-7373 (510)232-1377
Services: Information and referral. Services: Interdenominational, Victim Offender
Reconciliation Program,provides mediation,coun-
AWAIR:Arab World&Islamic seling, advocating for and educating communi-
Resources and School Services ties for responses to hate crimes.
2095 Rose Street, Suite 4
Berkeley, CA 94709 Center for Human Development
(510)704-0517 391 Taylor Blvd.
Services: Information and referral; educational Pleasant Hill, CA 94523
outreach K-12, resources and teacher training; (510)687-8844
member of 43 Arab organizations. Services: Work with communities,families and
individuals to provide services for health and
wellbeing;counseling and training in prevention
and intervention.
12
Center for New Americans Contra Costa County Vietnam Veterans
1135 Lacey Lane Outreach
Concord, CA 94520 1899 Clayton Road, Suite 140
(510)798-3492 Concord, CA 94520
Services: Counseling for immigrants and refu- (510)680-4526
gees. Interpreting; tutoring; English conversa- Services: Support and counseling to Vietnam era
tion classes;New American Girls Program. veterans who have problems related to their Viet-
nam experience. Counseling for families also
Centro de Servicios available. Network of Federal,state and commu-
525"H"Street nity based organizations that help with benefits,
Union City,CA 94587 medical care,legal aid and emergency services.
(510)489-4100
Services: Bilingual, bicultural services, parale- Delta 2000
gal assistance,advocacy,immigration assistance, 2400 Sycamore Drive
food and shelter information, translation, coun- Antioch, CA 94509
seling,information and referral. (510)779-1404
Services: Community problem solving organiza-
Concerted Services Project tion. Assistance with basic neecs;elder services,
901 East Street youth and family; substance abuse and cultural
Pittsburg, CA 94565 sensitivity.
(510)432-3823
Services: Needs assessment advocacy,emergen- East Bay Vietnamese Assn.
cy services in crisis situation; educational, sub- 1909 E. 14th Street
Oakland, CA 94606
stance abuse, vocational and family financial
(510)533-4219
counseling.
Services:Translation and social adjustment coun-
Contact Care Center seling.
Mail: P O Box 901
Lafayette, CA 94549 Ethiopian Community Resource Center
24 hour Helplines: 405- 14th Street,Suite 617
284-CARE(Central County) Oakland, CA 94612
754-8111(East County) (510)272-0903
235-5244(West County) Services: Basic counseling,information and re-
Teen-To-Teen Hotlines: ferral,translation.
284-2350(Lamorinda Area)
945-TEEN(Elsewhere in county)
Kid-Phone Warmlines: Family Stress Center
837-1181 (Danville Area) 2086 Commerce Avenue
284-2274(Elsewhere in county) Concord, CA 94520
284-2207(Office) (510)827-0212
Services: 24-hour listening, crisis intervention Services: Ongoing parenting classes for parents
and referral service for people in need. Speaker's of infant-toddlers,3-11 year olds,teens,blended
Bureau offers educational program for church families/step families.Individual counseling avail-
groups, services clubs, others. Communication able.
skills.
Filipinos for Affirmative Action
310-8th Street,#308
Oakland, CA 94607
(510)465-9876
Services: Information and referral and transla-
tion in Filipino dialects.
13
Institute for the Advanced Study of Black Lao Family Community
Family Life and Culture,Inc. Development,Inc.
155 Filbert Street,Suite 202 Main Office
Oakland, CA 94607 534 -22nd Street
(510)836-3245 Oakland, CA 94612
Services: Provides training,education and coun- (510)451-6878
seling to the Black community focusing on fami- Branch Office
lies,teenage parents and teenagers. Training for 3230 MacDonald Avenue
educators focusing on teaching enhancement. Richmond, CA 94804
Specialized library and data bank. (510)237-0344
International Institute Services: Translation,counseling,social adjust-
of the East Bay ment,housing information and referral.
297 Lee Street
Oakland, CA 94610 Lawyers Committee for Urban Affairs
(510)451-2846 301 Mission Street,Suite 400
San Francisco, CA 94105
Services: Provides legal assistance to immigrants (415)543-9444
and refugees.
Services: Legal assistance and referrals to qual-
Japanese American Citizens League ified attorneys.
1765 Sutter Street
San Francisco, CA 94115 NAACP-Oakland Chapter
(415)921-5225 663-35th Street
Oakland, CA 94609
Services:Education,human and civil rights orga- (510)652-8493
nization; provides information and referral ser-
Services: Information and referral.
vices,translators and advocacy.
Contra Costa Jewish Community Center Spanish Speaking Citizen's Foundation
2071 Tice Valley Blvd. 1470 Fruitvale Avenue
Walnut Creek, CA 94595 Oakland, CA 94601
510)938-7800 (510)261-7839
Services: Education,advocacy,monitoring,coun- Services: Information and referral to legal and
seling,information,referral and sensitivity train- health providers and translators. Do research on
ing. state laws.
Korean Community Center LAW ENFORCEMENT AGENCIES
of the East Bay Antioch Police Department
3538 Telegraph Avenue 300 L Street
Oakland, CA 94609 Antioch, CA 94509
(510)547-2662 or 2663 (510)778-2441
Services: Limited counseling of victims,informa- Brentwood Police Department
tion and referral. 500 Chestnut Street
Brentwood,CA 94513
(510)634-6191
Concord Police Department
Willow Pass& Parkside Drive
Concord, CA 94519
(510)671-3262
fL S
14
Contra Costa County Sheriffs Department GOVERNMENT RESOURCES
1980 Muir Road
Martinez, CA 94553 State Department of Education
(510)313-2720 P. O.Box 944272
Sacramento,CA 94244-2720
Danville Police Department (916)322-6352
510 La Gonda Way Services: Provides information and referral
Danville, CA 94526 on gangs, vandalism, school community im-
(510)820-4481 age, dropouts,drug and alcohol abuse.
Lafayette Police Department
3675 Mt.Diablo Blvd.,#130 Contra Costa County Office of Education
Lafayette, CA 94549-3750 77 Santa Barbara Road
(510)283-5542 Pleasant Hill, CA 94523
(510)942-3365
Martinez Police Department
525 Henrietta Street Services: Training and staff development
Martinez,Henrietta
94553 programs in anti-gang,improving self-esteem,
Mart nez, C 48 interagency resources,multi-lingual and mul-
ticultural curriculum development and work- _
Moraga Police Department shops;speakers,information and referral.
350 Rheem Blvd.
Moraga, CA 94556 Department of Justice
(510)376-2515 Community Relations Service
211 Main Street,Room 1040
Orinda Police Department San Francisco, CA 94105
26 Orinda Way (415)744-6565
Orinda, CA 94563 (800) 347-HATE (Toll-free hotline to report
(510)254-6820 incidents of hate behaviors)
Pittsburg Police Department Services: Provides assistance to communities
55 Civic Avenue and persons in resolving disputes, disagree-
Pittsburg, CA 94565 ments or difficulties relating to discriminato-
(510)439-4980 ry practices based on race, color or national
Pleasant Hill Police Department origin,religion or sexual preference.
330 Civic Drive State of California
Pleasant Hill, CA 94523 Department of Fair Employment
(510)671-4600 and Housing
Richmond Police Department 1330 Broadway,Suite 1326
401 -27th Street Oakland, CA 94612-2512
Richmond, CA 94804 (510)464-4095
(510)629-6666 Services: Investigates hate crime complaints;
Sheriff Warren L.Rupf education of the public of laws prohibiting
Contra Costa County hate crimes; and pursues violations of laws to
P O Box 391 public hearing.
Martinez, CA 94553
(510)646-2402 State of California
Fair Employment and
San Ramon Police Department Housing Commission
2222 Camino Ramon 1390 Market Street,Suite 410
San Ramon, CA 94583 San Francisco, CA 94102
(510)275-2270 (415)557-2325
Walnut Creek Police Department Services: Conducts public hearings;educates
1666 North Main Street and assists attorneys and community organi-
Walnut Creek, CA 94596 zations in determination of hate crime viola-
(510)943-5881 tions and remedies.
15
School Law Enforcement Partnership Assemblyman Tom Bates
CADRE 1414 Walnut Street#9
School Climate and Student Berkeley, CA 94709
Support Services Unit (510)540-3176
State Department of Education
P O Box 944272 Assemblyman Robert J.Campbell
Sacramento,CA 94144-2720 815 Estudillo Street
(916)322-6352 Martinez, CA 94553
(510)372-7990
Services: Provides information and referral on
gangs,vandalism,school communityimage,drop- Assemblyman Richard Rainey
outs, drug and alcohol abuse. P O Box 4893
Walnut Creek, CA 94596
Victim Witness Program (Contra Costa (916)445-6161
County Probation Department)
50 Douglas Drive,Suite 202 CONTRA COSTA COUNTY SUPERVISORS
Martinez, CA 94553
(510)313-4170 Nancy Fanden (2nd District)
(800)648-0600 805 Las Juntas Street
Services: Information and assistance on pending Martinez, 94553
court cases; provide claims assistance. Reim- (510)646-20088 0
burse for loss of wages due to violent/hate crime. Sunne McPeak (4th District)
2301 Stanwell Drive
U.S.Senator Alan Cranston Concord, CA 94520
1390 Market Street (510)646-5763
San Francisco, CA 94102
(415)556-8440 Tom Powers(1st District)
100- 37th Street
U.S.Senator Dianne Feinstein Richmond, CA 94805
367 Dirksen Senate Office Bldg. (510)374-3231
Washington,DC 20510
(202)224-3841 Robert I.Schroeder(3rd District)
510 La Gonda Way,
Representative Ronald Dellums Danville, CA 94526
3732 Mt.Diablo Blvd. (510)820-8683
Lafayette, CA 94549
(510)283-8125 Tom Torlakson (5th District)
300 E.Leland Road, Suite 100
California Governor Pete Wilson Pittsburg, CA 94565
Constituent Affairs (510)427-8138
State Capitol
Sacramento,CA 95814
(916)445-2841
State Senator Daniel E.Boatwright
1000 Burnett,Suite 130
Concord, CA 94520
(510)689-1973
420 West Third Street
Antioch, CA 94509
(510)754-3011
State Senator Nicholas J.Petris
2560 MacDonald Avenue
Richmond, CA 94804
(510)236-3620
16
PUBLICATIONS Freedom from Fear: Ending California's Hate
Violence Epidemic, Final Report of the Lt.
Hate Crime - A Sourcebook for Schools Governor's Commission on the Prevention of
Confronting Bigotry,Harassment,Vandalism Hate Violence,May 1992.
and Violence Lt.Governor's Office
by Christina Bodinger-deUriarte with Anthony R. 14
11
Room
State Capitol, om
Sancho,Southwest Center for Educational Equity, Sacramento, R 11
Southwest Regional Laboratory, 4665 Lampson
14
Avenue,Los Alamitos, CA 90720 (916)445-8994
Hate Crime Sourcebook provides information and Hate violence causes and responses. Discussion of
usable resource materials on the nature,scope and leadership, awareness, schools, youth programs,
community-based efforts,mass media and pending
sources of hate crime. legislation.
Unlawful Discrimination: Your Rights and Teaching Tolerance(Vol.1,No.1,Spring 1992)
Remedies by Southern Poverty Law Center
Published by California Attorney General's Public 400 Washington Avenue
Rights Division,Civil Rights Enforcement Section. Montgomery,AL 36104
Contact the Attorney General's Public Inquiry Unit
P (205)264-0286
O Box 944255
Sacramento, CA 94244-2550 This 64-page magazine is provided free to educa-
(916)322-3360 tors. Contains articles regarding ideas and strate-
(800)952-2552 gies for teaching against prejudice and offers access
Provides specific laws, both civil and criminal, de- to curriculum materials and other supporting docu-
mentation provided by the center.
signed to protect people from hate violence and to
punish those who engage in such offensive behavior.
17
Appendix E
Hate Crime School Survey
From "Hate Crime A Sourcebook for Schools Confronting Bigotry, Harassment,
Vandalism, and Violence," Southwest Regional Laboratory
This information is being collected to help determine school climate in terms of bias,the
frequency of hate crime incidents,and the type of hate crime incidents occurring in your
school. Some questions concern actions taken to address hate crime incidents. The
survey allows school-by-school comparisons and the creation of a district-wide data
bank.
School Name
Level ❑ Elementary ❑ Middle ❑JuniorHigh ❑High
Duration: This survey is being completed during week of the current
school year.
Please indicate which of the following hostile acts have occurred during the cur-
rent school year. Indicate the approximate number of times each act occurred and
whether the victim was a student, teacher/administrator, other school employee,
or the general public.
1. Buildings or other parts of the school grounds defaced with words or
symbols offensive to members of a group:
VICTIM FREQUENCY
none 1-3 46 6-9 10+
student ❑ ❑ ❑ ❑ ❑
teacher/administrator ❑ ❑ ❑ ❑ ❑
other school employee ❑ ❑ ❑ ❑ ❑
unknown ❑ ❑ ❑ ❑ ❑
18
2. Name-calling,racial slurs, or bigoted epithets:
VICTIM FREQUENCY
none 1-3 4-6 6-9 10+
student ❑ ❑ ❑ ❑ ❑
teacher/administrator ❑ ❑ ❑ ❑ ❑
other school employee ❑ ❑ ❑ ❑ ❑
unknown ❑ ❑ ❑ ❑ ❑
3. Symbolic acts of hate,acts traditionally threatening or offensive to
members of a group (e.g.,burning crosses,wearing swastikas):
VICTIM FREQUENCY
none 1-3 4-6 6-9 10+
student ❑ ❑ ❑ ❑ ❑
teacher/administrator ❑ ❑ ❑ ❑ ❑
other school employee ❑ ❑ ❑ ❑ ❑
unknown ❑ ❑ ❑ ❑ ❑
4. Posting or circulating material based on stereotypes demeaning to
members of a group:
VICTIM FREQUENCY
none 1-3 4-6 6-9 10+
student ❑ ❑ ❑ ❑ ❑
teacher/administrator ❑ ❑ ❑ ❑ ❑
other school employee ❑ ❑ ❑ ❑ ❑
unknown ❑ ❑ ❑ ❑ ❑
5. Destruction,defacing, or removal of posted materials,meeting plac-
es,memorials, etc., associated with a specific group:
VICTIM FREQUENCY
none 1-3 4-6 6-9 10+
student ❑ ❑ ❑ ❑ ❑
teacher/administrator ❑ ❑ ❑ ❑ ❑
other school employee ❑ ❑ ❑ ❑ ❑
unknown ❑ ❑ ❑ ❑ ❑
19
6. Destruction of personal belongings:
VICTIM FREQUENCY
none 1-3 4-6 6-9 10+
student ❑ ❑ ❑ ❑ ❑
teacher/administrator ❑ ❑ ❑ ❑ ❑
other school employee ❑ ❑ ❑ ❑ ❑
unknown ❑ ❑ ❑ ❑ ❑
7. Physical violence:
VICTIM FREQUENCY
none 1-3 4-6 6-9 10+
student ❑ ❑ ❑ ❑ ❑
teacher/administrator ❑ ❑ ❑ ❑ ❑
other school employee ❑ ❑ ❑ ❑ ❑
unknown ❑ ❑ ❑ ❑ ❑
8. Indicate which of the following groups have been victimized by hate
crime incidents at your school. Please estimate the approximate per-
centage of the total incidents suffered by each group:
VICTIM GROUP % OF TOTAL INCIDENTS
African American
Arab/Other Middle Easterner
Asian/Pacific Islander
Filipino
Latino
Native American Indian/
Alaskan Native
White
Christian
Islamic/Muslim
Jew
Gay/Lesbian
Other
20
9. On a scale of 1 to 10,please rate what you belive to be the comfort
level of the overall school population with each group (1 = very uncom-
fortable, 10=very comfortable):
VICTIM GROUP SCHOOL POPULATION FEELS
African American 1 2 3 4 5 6 7 8 9 10
Arab/Other Middle Easterner 1 2 3 4 5 6 7 8 9 10
Asian/Pacific Islander 1 2 3 4 5 6 7 8 9 10
Filipino 1 2 3 4 5 6 7 8 9 10
Latino 1 2 3 4 5 6 7 8 9 10
Native American Indian/
Alaskan Native 1 2 3 4 5 6 7 8 9 10
White 1 2 3 4 5 6 7 8 9 10
Christian 1 2 3 4 5 6 7 8 9 10
Islamic/Muslim 1 2 3 4 5 6 7 8 9 10
Jew 1 2 3 4 5 6 7 8 9 10
Gay/Lesbian 1 2 3 4 5 6 7 8 9 10
Other 1 2 3 4 5 6 7 8 9 10
10. In the cafeteria and the classroom,do group members tend to sit
only or primarily with members of their own group? If so,indicate for
which groups this is true.
VICTIM GROUP MEMBERS KEEP TO THEMSELVES
African American YES NO
Arab/Other Middle Easterner YES NO
Asian/Pacific Islander YES NO
Filipino YES NO
Latino YES NO
Native American Indian/
Alaskan Native YES NO
White YES NO
Christian YES NO
Islamic/Muslim YES NO
Jew YES NO
Gay/Lesbian YES NO
Other YES NO
21
11. During the current school year,have you seen what you believe to
be evidence of the presence of"supremacisf'groups in your school such
as Neo-Nazis or Ku Klug Klan?
u5 NO
If yes,please name the groups and what made you notice them.
Name of group Evidence of presence on campus
12. Please indicate which of the following disciplinary actions were
taken against students committing hate crime,and how often each type
of action was taken.
none 1-3 46 6-9 10+
Administrator counseling ❑ ❑ ❑ ❑ ❑
Counselor counseling ❑ ❑ ❑ ❑ ❑
Outside counseling referral ❑ ❑ ❑ ❑ ❑
Program/workshop referral ❑ ❑ ❑ ❑ ❑
Assigned relevant study ❑ ❑ ❑ ❑ ❑
Parent referral ❑ ❑ ❑ ❑ ❑
Law enforcement referral ❑ ❑ ❑ ❑ ❑
Detention ❑ ❑ ❑ ❑ ❑
Suspension ❑ ❑ ❑ ❑ ❑
Expulsion ❑ ❑ ❑ ❑ ❑
Other(specify) ❑ ❑ ❑ ❑ ❑
Do you have any additional observations to share concerning hate crime
issues or solutions on your campus?
Thank you for your time.
22
Appendix F
Sample Hate Violence
Incident Report
Unified School District
I. Incident: Date Location
Time
Form completed by
School Phone
II. Perpetrator(s) (See ethnic code key below)
MIF B C J K NA F SS WNW GRADE NONSITE
1
2
3
III.Victim(s) (See ethnic code key below)
M F B C J K NA F SS W NW GRADE NONSITE
1
2
3
ETHNIC CODE KEY
B-Black C-Chinese J-Japanese K-Korean NA-Native American
F - Filipino SS - Spanish Speaking W -White NW-Non-white
23
IV. Type of bias
❑ Race ❑ Sexual orientation ❑ Religious ❑ Sex(gender)
❑ Disability ❑ National origin ❑ Other:
V. Type of incident
PERSONAL PROPERTY
❑ Body language/gestures ❑ Graffitti
❑ Verbal slurs/threats ❑ Cross burning
❑ Harassment ❑ Property damage
❑ Extortion/theft ❑ Arson
❑ Physical assault(no weapons) ❑ Other
❑ Physical assault(weapons used)
VI. Narrative description of incident
VII.Action taken
24
VIII. Help needed
IX.Additional comments
X. Other reports filed?
❑ yes ❑ no ❑ name of report
ETHNIC CODE KEY
B - Black C - Chinese J -Japanese K- Korean NA -Native American
F - Filipino SS - Spanish Speaking W-White NW -Non-white
From"Freedom From Fear,"final report of the California Lieutenant Governor's Commission on the Prevention
of Hate Violence,May 1992,San Francisco Unified School District
25
Purpose of Hate Violence Incident Report Form
"Hate violence"is any act or attempted act designed to cause physical injury,
emotional suffering, or property damage which is or appears to be motivated all or
in part, by race, religion, ethnicity, disability or sexual orientation. The Board has
resolved to require all hate violence crimes or incidents to be reported using this
form. The District will use this data to shape a program of interventions to pre-
vent recurrence and escalation of such incidents in the schools and neighborhoods
where patterns of hate crimes emerge. District and law enforcement will cooperate
in designing appropriate interventions. We urge your cooperation in using this
form to stem acts of hate violence to make this District a safe place for all student
to learn.
Filling Out the Form(The report is divided into ten sections.)
I. Date, time and location. - This refers to the incident itself. Be as specific
as to location as possible(e.g. SE corner of upper playground, in hallway by
classroom X, on corner of Tennyson and Ruus, etc.).
Completed by—This is the name and title of the person completing the
form(YOU). If possible, include the specific phone line on which someone
following up can locate you.
II. Perpetrator(s) - The matrix below the place on the form in which you en-
ter data regarding those who started or were the aggressors in the incident
has three lines. The intent is that you will check off in each set of boxes the
sex, ethnicity, grade and whether the individual was a non-site person(if
this column is left blank, the assumption is that the individual was a stu-
dent) for the perpetrator(s). If there are more than three perpetrators, men-
tion should be made of as much of these details as possible in the narrative
description of the incident.
III. Victim(s) -Again, there are spaces in the matrix for you to check of sex,
ethnicity, and so forth for the hate crime incident. If there are more than
three victims, summarize as much detail as possible in the narrative de-
scription.
IV. Type of bias - The check off here is intended to represent the best judge-
ment of the individual and/or the persons involved in reporting the incident
as to the motivation behind the actions which led to this report. It may be
helpful to interview either the victims or the perpetrators with some sensi-
tivity in order to ascertain the true motivation. "Other"should be used if
one of the six categories do not describe the motivation, or if some other
qualification might be useful for anyone planning interventions.
V. Type of incident - The definition should be self-explanatory. Harassment
is a pattern of the first two personal incidents repeated over time. "Other"
should be used to describe either personal or property damage not covered
by the categories.
26
VI. Narrative description- Be as specific as possible in order to give a clear
picture of the dynamics and scale of the incident to anyone trying to plan
interventions. Attach separate sheets if necessary.
VII. Action taken- What step =lave you taken in response?
VIII. Help needed -What kirts'... Yf support do you believe might be useful in help-
ing you contain the hate :.e pattern at your site?
IX. Additional Comments - indicate other relevant information here.
A. Other reports - Be spc-� dc about other types of report forms which may
have been filed about CJs incident, if any.
27
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ACRAMENTO ADDRESS COMMITTEES
STATE CAPITOL EDUCATION
P.O.BOX 942849ENVIRONMENTAL SAFETY AND
.CRAMENTO,CA 94249-0007 TOXIC MATERIALS
(916(445-7442HIGHER EDUCATION
LABOR AND EMPLOYMENT
DISTRICT ADDRESS
PUBLIC SAFETY
)5 14TH STREET,SUITE 715 �' r
OAKLAND,CA 94612 � � � x� TRANSPORTATION
(415)464-0339
BARBARA LEE
STA 2,
�! ASSEMBLYWOMAN,THIRTEENTH DISTRICT
9
� � M
Date: November 1992
To: School and Community Safety Partners
'All students and staff of public primary, elementary, junior high
and senior high schools have the inalienable right to attend
campuses which are safe, secure and peaceful." Article 1, Section
28(c) California Constitution.
There needs to be a greater effort to prevent and respond to hate-
motivated behavior and crime on our school campuses and in our
communities. This effort must be built upon community and school
awareness of the uniquely destructive and victimizing nature of hate-motivated
behavior and crime.
Students have a state constitutional guarantee and moral right to be
able to attend schools that provide a safe and secure environment where
learning and socialization can take place free of intolerance, bigotry,
harassment, vandalism and violence. That right extends to staff members,
parents and others .who make up the school community.
School Boards, districts and individual schools should develop and
implement policies, guidelines and plans for recognizing, responding to, and
preventing hate-motivated behavior and crime in schools and the community.
Parents and the school community should be engaged as partners in
prevention efforts by being informed about the existence and nature of hate-
motivated behavior and crime and what role they can play in its prevention.
This handbook was produced to assist schools in dealing with hate-
motivated behavior and crime by providing guidelines in the areas of
Printed on Recycled Paper
prevention, intervention and support for students, families and staff. The
intended outcomes are to encourage boards, districts and schools to include
within their comprehensive school safety and discipline policies and plans, the
following, to assure safe, secure schools:
- recognize the destructive nature of hate-motivated behavior and
crime
- assure quick and adequate responses to hate incidents and
crimes
- provide thoughtful support to victims and rehabilitation of
perpetrators
- create supportive environments for diverse student bodies
- provide appropriate multicultural curriculum
- provide positive models of behavior
To reverse. the trend of increasing hate-motivated behavior and crime,
members of the educational community must personally and collaboratively
commit to recognizing that this is a serious problem, that it affects everyone,
and that only by implementing a proactive plan can we mend this tear in
the fabric of our society.
Barbara Lee August Scornaienchi
Assemblywoman Superintendent
Sixteenth District Alameda County Office of Education