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Students, parents and community members expressed outrage to school officials Tuesday over what they called the slanted and biased way the conflict between Israel and Palestine was presented to students in a contemporary world studies class at San Mateo High School.

The group not only wanted the methods and inaccurate information changed, but also reassurance the issues would be watched. Members of the San Mateo Union High School District board agreed at its meeting Tuesday that students should be given a safe haven when in school and maybe reviews of supplemental information given in class could help.

“Students were given not only bad history but it demonstrated bias,” said parent Stephanie Rosekind.

She went on to add students were unfairly segregated by their Jewish religion in class, a violation of the California Education Code. Information given to students presented pro-Palestinian views while little or skewed information was given on Israel, she said.

Students gave first-hand accounts of the uncomfortable situations. Many times a scale was brought up. Students were asked in class to state where they stood on a scale of one to 10, with one being pro-Palestinian and 10 being pro-Israeli. Then Jewish students were asked to identify themselves. The professor told the students, after the segment was finished, he was a one, the group said.

“The few students who knew about the Israel-Palestine conflict prior to class were singled out. Without the proper information, we didn’t know how to justify our opinions,” said student Adam Storm.

The district was alerted to the problem in late 2004. The concerned parents met with district officials to discuss the topics, when it was decided the teacher would address all of the concerns in a letter. The letter dismissed all of the points, said Rosekind.

A review of some of the in-class practices, used district-wide, were decided to not be in the best interest of the students. Those were stopped, said Mark Avelar, associate superintendent of instruction.

Each textbook used in the district goes through a review process, but teachers are given leeway when using in-class handouts, he said. Most of the information distributed in the class were handouts compiled by the teacher, which means the information wasn’t approved by the district before it was used, said Avelar.

The district supported the idea of stopping such acts and finding ways to monitor in-class handouts.

“It’s our job to provide information in an accurate, unbiased manner so students can make their own minds. We’re not going to get this problem in mathematics or English. We could do a better job monitoring the supplemental material,” said Superintendent Samuel Johnson.

The board members echoed Johnson’s thoughts adding school should be a comfortable place for students.

“We will not let the ball drop on this one,” said board President Marcia Cohn-Lyle.

At the same meeting, the board approved a first reading of a new wellness policy advocating for healthier lifestyles including physical activities and health education. It will also offer nutritious food options on campus beginning in the fall.

The policy would bar students from selling candy or sweets during school for fundraising events. It would, however, allow the sale of such items at school events occurring half an hour before and after school.

Trustee Linda Lees Dwyer said she’d like to see the rules expanded to exempt concession stands.

The board also approved a new five-year graduation plan for English learners.

The program gives students who need an extra year to acquire the skills needed to successfully finish high school. Students choose to take the option and if they catch up, by taking extra classes at night or during the summer, can get back on track for a four-year graduation plan, said ELD Coordinator Devra Miller. The program will serve about 40 students per year at the various schools within the district,  she said.

Cohn-Lyle said she’d like to see the five-year option expanded in the future to include English-speaking students who are not up to par when they enter high school.