(a) The department shall display current information, and periodically update information, on curricula and other resources that specifically address bias-related discrimination, harassment, intimidation, cyber sexual bullying, as defined in Section 48900, and bullying based on any of the actual or perceived characteristics set forth in Section 422.55 of the Penal Code and Section 220 on the California Healthy Kids Resource Center Internet Web site and other appropriate department Internet Web sites where information about discrimination, harassment, intimidation, cyber sexual bullying, and bullying is posted. (b) The department shall annually inform school districts of the information on the California Healthy Kids Resource Center Internet Web site and other appropriate department Internet Web sites where information about cyber sexual bullying is posted pursuant to subdivision (a). The department may use electronic mail to inform school districts of this information. (c) School districts are encouraged to inform pupils regarding the available information and resources on the department’s Internet Web sites regarding the dangers and consequences of cyber sexual bullying to help reduce the instances of cyber sexual bullying.

The department shall develop a model handout describing the rights and obligations set forth in Sections 200, 201, and 220 and the policies addressing bias-related discrimination, harassment, intimidation, and bullying in schools. This model handout shall be posted on appropriate department Internet Web sites.

(a) The Superintendent shall post, and annually update, on the department’s Internet Web site and provide to each school district a list of statewide resources, including community-based organizations, that provide support to youth, and their families, who have been subjected to school-based discrimination, harassment, intimidation, or bullying, including school-based discrimination, harassment, intimidation, or bullying on the basis of religious affiliation, nationality, race, or ethnicity, or perceived religious affiliation, nationality, race, or ethnicity. (b) The department’s Internet Web site shall also include 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.

(a) For purposes of this article, “local educational agency” means a county office of education, school district, state special school, or charter school. (b) Commencing with the 2020-21 academic year, each local educational agency shall ensure that all of the following information is readily accessible in a prominent location on the local educational agency’s existing internet website in a manner that is easily accessible to parents or guardians and pupils:

• (1) The local educational agency’s policy on pupil suicide prevention in grades 7 to 12, inclusive, adopted pursuant to Section 215.
• (2) The local educational agency’s policy on pupil suicide prevention in kindergarten and grades 1 to 6, inclusive, adopted pursuant to Section 215, including reference to the age appropriateness of that policy.
• (3) The definition of discrimination and harassment based on sex as described in Section 230. This shall include the rights set forth in Section 221.8.
• (4) The Title IX information included on a local educational agency’s internet website pursuant to Section 221.61.
• (5) A link to the Title IX information included on the department’s internet website pursuant to Section 221.6.
• (6) The local educational agency’s written policy on sexual harassment, as it pertains to pupils, prepared pursuant to Section 231.5.
• (7) The local educational agency’s policy, if it exists, on preventing and responding to hate violence as described in Section 233.
• (8) The local educational agency’s anti-discrimination, anti-harassment, anti-intimidation, and anti-bullying policies as described in Section 234.1.
• (9) The local educational agency’s anti-cyberbullying procedures adopted pursuant to Section 234.4.
• (10) A section on social media bullying that includes all of the following references to possible forums for social media bullying:
  • (A) Internet websites with free registration and ease of registration.
  • (B) Internet websites offering peer-to-peer instant messaging.
  • (C) Internet websites offering comment forums or sections.
  • (D) Internet websites offering image or video posting platforms.
• (11) A link to statewide resources, including community-based organizations, compiled by the department pursuant to Section 234.5.
• (12) Any additional information a local educational agency deems important for preventing bullying and harassment.

(b) The guidelines developed pursuant to subdivision (a) are encouraged to include both of the following: (1) Primary strategies to create and maintain a positive school climate, promote school safety, and increase pupil achievement, and prioritize mental health and intervention services, restorative and transformative justice programs, and positive behavior interventions and support. (2) Consistent with paragraph (2) of subdivision (a) of Section 32282, protocols to address the mental health care of pupils who have witnessed a violent act at any time, including, but not limited to, any of the following:

• (A) While on school grounds.
• (B) While going to or coming from school.
• (C) During a lunch period whether on or off campus.
• (D) During, or while going to or coming from, a school-sponsored activity.

(a) The department shall develop and post on its internet website an online training module to assist all school staff, school administrators, parents, pupils, and community members in increasing their knowledge of the dynamics of bullying and cyberbullying. The online training module shall include, but is not limited to, identifying an act of bullying or cyberbullying and implementing strategies to address bullying and cyberbullying. (b) The department shall post on its internet website and annually update a list of available online training modules relating to bullying or bullying prevention. (c) A school operated by a school district or a county office of education and a charter school shall annually make available the online training module developed by the department pursuant to subdivision (a) to certificated schoolsite employees and all other schoolsite employees who have regular interaction with pupils.

(a) The Commission on Teacher Credentialing, in consultation with the State Department of Education, shall contract with an independent evaluator with proven expertise in design and research to conduct a study of the availability and effectiveness of cultural competency training for teachers and administrators. (b) The study shall focus on 10 culturally diverse schools that reflect the diverse demography and geography of California. The schools shall be selected for the study based on appropriate research methods. The criteria for school selection shall include, but not be limited to, all of the following:

• (1) The cultural demographics of the pupil population within the school including, but not limited to, linguistic demographics and the number of English learners.
• (2) The Academic Performance Index scores for each school. The study shall include schools that were previously low–performing schools that have shown significant progress in their Academic Performance Index scores and include schools that were low–performing schools that have not shown significant progress in their Academic Performance Index scores.
• (3) The experience of teachers, including, but not limited to, the number of teachers with emergency credentials. (c) The study shall entail all of the following:
• (1) Evaluating cultural competency training programs by doing all of the following:
  • (A) Assessing the availability and effectiveness of cultural competency training in teacher credentialing programs and professional development programs in which the teachers and administrators of each school have participated, including, but not limited to, university teacher preparation programs, university and district intern programs, distance learning schools, programs implemented pursuant to the California Beginning Teacher Support and Assessment System (Art. 4.5 (commencing with Sec. 44279.1), Ch. 2, Part 25), preinternship programs, and professional development institutes.
    • (i) The study shall consider pupil performance as one of many measures to determine the effectiveness of cultural competency training programs.
    • (ii) The study shall also consider the Academic Performance Index score of each school and their correlation to cultural competency training.
  • (B) Describing the cultural competency component of the training programs in which the teachers and administrators of each school have participated.
  • (C) Reporting on identifiable differences in cultural competency training in schools with a higher score on the Academic Performance Index compared to schools with a lower score on the Academic Performance Index.
  • (D) Determining whether cultural competency training programs at each school are correlated to higher pupil performance.
  • (E) Summarizing the participation rate of the teachers and administrators of each school in teacher credentialing programs, professional development programs, and other training programs.
• (2) Evaluating teacher demographics at each school by doing both of the following:
  • (A) Summarizing the training, experience, cultural demographics, and other background characteristics of the teacher and administrative population at each school.
  • (B) Summarizing the patterns, criteria, and attributes that are priorities for staff hiring, compensation, and training at each school.
• (3) Evaluating the cultural demographics of the pupil population at each school.
• (4) Evaluating the commitment of each school to cultural competency by doing both of the following:
  • (A) Determining whether each school and its school district have a plan or timeline for achieving cultural competency in the classroom.
  • (B) Discussing the responsiveness of each school and its school district to their communities with regard to developing cultural competency training programs.
• (5) Evaluating parent interactions at each school by doing all of the following:
  • (A) Describing the interaction between parents, parent organizations, teachers, administrators, and pupils at each school.
  • (B) Describing the procedures and policies that influence the interactions between each school and its administrators, teachers, parents, parent organizations, and pupils.
  • (C) Determining whether cultural competency training is effective in building connections between teachers, administrators, pupils, and their families.
  • (D) Reporting on identifiable differences in community and parental involvement in schools with higher scores on the Academic Performance Index compared to schools with lower scores on the Academic Performance Index. (d) Upon the conclusion of the study, and on or before May 1, 2005, the independent evaluator shall submit to the appropriate policy committees of the Legislature a report that includes recommendations of all of the following, based on the results of the study:
• (1) Ways to improve access to cultural competency training programs for teachers and administrators who attend teacher credentialing programs and professional development programs.
• (2) Criteria for cultural competency training programs.
• (3) Further studies that are necessary to provide information about types of cultural competency training programs that correlate to higher pupil performance.
• (4) A model program related to the results of the study that may be implemented as a pilot program in other schools. (e) For purposes of this section, the following phrases are defined as follows:
• (1) “Cultural competency” includes, but is not limited to, adequate knowledge of diverse cultures, including languages, that may be encountered by a teacher in the classroom and the appropriate skills to work with pupils and their families.
• (2) “Cultural demographics” includes, but is not limited to, familial country of origin and language, cultural traditions, and beliefs.
• (3) “Low–performing schools” means schools that are ranked in the lowest two deciles on the Academic Performance Index.
• (4) “Pupil performance” includes, but is not limited to, test scores, attendance rates, and graduation rates.

(a) The Office of Emergency Services, in collaboration with the State Department of Education, shall develop a model gang violence suppression and substance abuse prevention curriculum for grades 2, 4, and 6. The curriculum for grades 2, 4, and 6 shall be modeled after a similar curriculum that has been developed by the Orange County Office of Education for grades 3, 5, and 7. The Office of Emergency Services, in collaboration with the State Department of Education, may contract with a county office of education for the development of the model curriculum. The model curriculum shall be made available to school districts and county offices of education and shall, at a minimum, provide for each of the following: (1) Lessons for grades 2, 4, and 6 that are aligned with the state curriculum frameworks for history, social science, and English and language arts. (2) Instructional resources that address issues of ethnic diversity and at-promise pupils. (3) The integration of the instructional resources of the Office of Emergency Services and the School/Law Enforcement Partnership in order to support the school curriculum and assist in the alignment of the state curriculum framework. (b) The Office of Emergency Services shall develop an independent evaluation of the pupil outcomes of the model gang violence suppression and substance abuse prevention curriculum program.