(1) Does the district’s Anti-Bullying or Hate Motivated Behavior Policy include the following:
Explicitly prohibits bullying based on actual or perceived gender identity, gender expression and sexual orientation.

Applies to all school-related activities, including transportation to or from school and school-related activities, and cyber-bullying.

Outlines specific procedures and a timeline for bullying investigations.

Requires school personnel to intervene if they witness bullying (when safe to do so).

Requires maintaining a confidential record of bullying complaints and their resolutions.

Details statewide or local resources in place to aid the target/victim of bullying and their family (e.g., counseling services, a change in classroom/seat assignment, etc.).

Outlines steps taken to address the behavior of the individual responsible for bullying and prevent recurrence (e.g., counseling, disciplinary action, etc.).

Ensures protection against retaliation for those who report bullying or assist in the investigation..

Addresses the ability of targets of bullying to transfer to a different school, including interdistrict transfers

(2) Has the Anti-Bullying Policy and/or Hate Motivated Behavior Policy been translated and made publicly available in languages other than English?
Yes

(3) By which of the following methods is the Anti-Bullying Policy or Hate Motivated Behavior Policy made available and/or distributed?
Posted in a publicly accessible area in all schools and offices.

Available on the district's or schools' website(s).

In print form, mailed to, or sent home with students

(4) Has a Complaint Policy and Form been translated and made publicly available in languages other than English?
Yes

(5) By which of the following methods is the Complaint Policy and Form made available and/or distributed?
Available on the district's or schools' website(s).

In print form, mailed to, or sent home with students.

Posted in a publicly accessible area

(6) Does the district require schools to track complaints related to violations of the Anti-Bullying Policy and/or Hate Motivated Behavior Policy?
Yes

(7) Do schools within the district recognize and observe specific days or events related to LGBTQ+ contributions, individuals, or themes? For instance, do they host activities, presentations, or educational sessions for occasions such as Pride Month, Harvey Milk Day, LGBTQ+ History Month, Day of Silence, or National Coming Out Day?
No

(8) Schools in California are generally required to treat all clubs equally. Either all types of student clubs, including GSAs, are allowed, or B-No student clubs are allowed to be formed. Does the district allow the formation of GSA or other affinity clubs?
Yes

(9) Does the district allow words such as "gay" and "queer" to be used in naming GSA or other affinity clubs?
Yes

(10) How many middle schools in your district have a GSA or other similar club or organization?
None

(11) How many high schools in your district have a GSA or other similar club or organization?
None

(12) Is the district’s dress code gender neutral (any requirements are applicable to all students, rather than a code for boys and a code for girls)?
Not applicable (The district doesn’t have a dress code)

(13) Does the district’s policies and practices (e.g., a Gender Support Policy) establish protections for the privacy of transgender or gender non-conforming students' birth names and assigned sexes through:
A process for changing a transgender or gender non-conforming student's name and gender for purposes of "unofficial" school records (e.g., attendance sheets, school IDs, report cards, diplomas)

(14) Does the district’s policies and practices (e.g., Gender Support Policy):
Require that teachers and other personnel refer to transgender or gender non-conforming students according to the student's asserted name and gender identity (e.g., asserted pronouns).

Allow students to participate in any sex-segregated classes (e.g. physical education classes), elective programs (e.g. boys choir), and competitive sports that correspond with the student’s gender identity

(15) Does every school in your district have at least one bathroom designated as all-gender or non-gendered that is located in an easily-accessible area (e.g. not located in the nurse's office or teachers’ lounge and unlocked during school hours)?
Yes

(16) How frequently does the district review textbooks and curricular materials used in schools?
Every 24 months or more frequently

(17) Has the district adopted instructional materials for history and social studies that align with the FAIR Education Act, specifically those inclusive of the roles and contributions of LGBTQ+ individuals?
None of the above

(18) In which of the following subjects do the district's adopted instructional materials align with the FAIR Education Act by including the contributions of LGBTQ+ individuals?
History.

Social Studies / Government

(18A) Does your district adopt instructional materials that include contributions of LGBTQ+ individuals in other subjects beyond those required in the FAIR Education Act?
English Language Arts.

Music and the Arts.

Physical Education and Sports

(19) For sexual health education, is student participation mandatory (unless a parent or guardian submits an affirmative opt-out), or is the program optional (requiring parents to opt-in behalf of their child)?
Mandatory/Opt-out only

(20) For HIV prevention education, is student participation mandatory (unless a parent or guardian submits an affirmative opt-out), or is the program optional (requiring parents to opt-in behalf of their child)?
Mandatory/Opt-out only

(21) Does the sexual health curriculum include discussions about a variety of body types and relationships, beyond those of individuals who identify with the gender they were assigned at birth and relationships that are heterosexual?
Yes

(22) Does the Teacher/Staff Anti-Bullying or Non-Discrimination Policy explicitly prohibit bullying based on the following?
Actual or perceived gender identity.

Gender expression.

Sexual Orientation

(23) Is there a district-wide group or other association for LGBTQ+ identifying teachers and/or other staff?
No

Are there campus-specific affinity groups or other associations for LGBTQ+ identifying teachers and/or other staff?
No

(25) Has the district explicitly informed staff that they are allowed to publicly display LGBTQ+ symbols such as safe space stickers and rainbow flags in the classroom?
No

(26) For which of the following school types does the district offer trainings related to LGBTQ+ topics?
Middle School.

High School

(27) Does the district list LGBTQ+ specific training among its Local Control and Accountability Plan (LCAP) goals or activities?
No

(28) How many hours of LGBTQ+ specific training are certificated employees of the district required to receive in a 12 month period?
1

(29) How many hours of LGBTQ+ specific training are classified employees of the district required to receive in a Y-12 month period?
1

(3B-0) How many hours of LGBTQ+ specific training are employees serving TK-6 students required to receive in a Y-12 month period?
1

(3Y-1) How many hours of LGBTQ+ specific training are employees serving grade 7-Y-12 students required to receive in a Y-12 month period?
1

(32) In the last 24 months, which LGBTQ+ specific training topics has the district offered:
General cultural competency (e.g., gender and sexual diversity, terminology, etc.).

Policy (e.g., district policies on anti-bullying, suicide prevention, etc.)

(33) Does the district have a policy that ensures that employees are not required to disclose any information related to a pupil's sexual orientation, gender identity, or gender expression to any other person without the pupil's consent unless otherwise requires by state or federal law?
Yes

(34) Does the district’s policy on pupil suicide prevention (grades 1-12) specify procedures related to the following:
Suicide prevention.

Suicide intervention.

Suicide postvention (support for those impacted by suicide).

Informing parents or guardians of the policy

(35) Does the policy specifically address the needs of LGBTQ+ kids, teens, or young adults?
Yes

(36) Has the district established a mandatory suicide awareness and prevention training program for staff?
Yes, but it is not mandatory or not completed by all staff.

(36A) Does this training address risk factors specific to marginalized groups, including LGBTQ+ youth?
Yes

(37) As part of the training program, has the district identified and publicized relevant and appropriate mental health services outside of the school site for kids, teens, and young adults (and their families) in your community?
Yes