affirmative action plan 2015-2020

Affirmative Action Plan

2015-2020

2016

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Board of Directors:

Steve Mullet - President

Mary Fertakis

Ricardo Frazer

Dave Larson

Alicia Waterton

Superintendent:

Dr. Nancy Coogan

The Tukwila School District No. 406 complies with all federal rules and regulations and does not discriminate on the basis of sex, race, creed, religion, color, national origin, age, veteran or military status, sexual orientation, gender expression or identity, disability, and the use of a trained dog guide or service animal by a person with a disability. District programs shall be free from sexual and malicious harassment, and the district provides equal access to the Boy Scouts of America and other designated youth groups. Inquiries regarding compliance or complaint procedures may be directed to the School District's Title IX/Section 504/RCW 28A.640 Compliance Officer or to the U.S. Department of Education, Office for Civil Rights.

Title IX/RCW 28A.640 Compliance Officer: Dr. Rick Maloney, Executive Director of Human Resources and Labor Relations, Tukwila School District No. 406, 4640 South 144th Street, Tukwila,

WA 98168, Phone: 206.901.8005, E-mail: [email protected]

Section 504 Compliance Officer: Joan Lawson Director of Special Education, Tukwila School District No. 406, 4640 South 144th Street, Tukwila, WA 98168, Phone: 206.901.8035, E-mail:

[email protected]

Acknowledgments

The following individuals are gratefully acknowledged for their contributions in preparing and reviewing

this plan.

Data Collection: HR Supervisor Amy Morley

Data Analysis: Don Waring, Human Resources Partner in Public Education LLC

Community Input: Affirmative Action Advisory Committee Members Nimco Bulale; Maricel Haessig ; Harvard Jones; Amy Morley; Emily Tran; Joyce Trantina

mailto:[email protected]

mailto:[email protected]

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TABLE OF CONTENTS

I. Introduction ........................................................................................................................................ 5

II. Executive Summary ............................................................................................................................. 5

III. Authority ............................................................................................................................................. 6

IV. Purpose ............................................................................................................................................... 6

V. Internal Audit and Monitoring System ................................................................................................ 7

VI. Statistical Expected Utilization (SEU) Analysis .................................................................................... 7

VII. Underutilization Analysis .................................................................................................................... 8

VIII. Availability and Utilization Analysis..................................................................................................... 8

IX. Communication Plan ......................................................................................................................... 10

X. Supportive Systems: Systems will be put in place to support the affirmative action plan in the

District’s recruitment and retention efforts. .............................................................................................. 10

XI. Responsibility for Implementation .................................................................................................... 12

XII. Reduction in Force ............................................................................................................................ 12

XIII. Numerical Review Analysis of Protected Classes .............................................................................. 12

XIV. Identification of District Affirmative Action Officer .......................................................................... 13

Appendix A Board Policy 5010, Nondiscrimination and Affirmative Action ............................................ 15

Appendix B Board Procedures 5010P, Nondiscrimination and Affirmative Action &

Procedures for Resolving Equal Employment Opportunity Complaints ............................... 19

Appendix C Chapter 162-12 WAC - Pre-Employment Inquiry Guide ....................................................... 25

Appendix D Table 1 – Summary of Available Minorities in the Employment Pool .................................. 33

Appendix E Table 2 – Summary of Available Women in the Employment Pool ...................................... 35

Appendix F Table 3 – General Staff Utilization Analysis for Ethnic and Gender Composition

Staff Composition Compared to King County Workforce Census 2000 ............................... 36

Appendix G Tables 4, 5, & 6 – Total Staff (percent ) King County (percent) ............................................ 38

Appendix H Tables 7, 8, & 9 – Comparison (3 year) Administrative Staff (percent) to King County

(percent). Total staff hired in 2010 (baseline data for the 2010 - 2015 Affirmative

Action Report. Comparison (3 year) ..................................................................................... 40

Appendix I Tables 10, 11 & 12 – 2010 - 2015 AAP Comparison of Administrative Staff

Demographics to King County Administrative Staff Composition (SEU) with

additional 2014 and 2015 Baseline Administrative Staff Demographics. ............................ 42

Appendix J Tables 13, 14 & 15 – 2010 - 2015 AAP Comparison of White Collar Classified Staff

Demographics to King County Classified White Collar Staff Composition (SEU) with

additional 2014 and 2015 Baseline Certificated Staff Demographics .................................. 44

Appendix K Tables 16, 17 & 18 – 2010 - 2015 AAP Comparison of Blue Collar Classified Staff

Demographics to King County Classified Blue Collar Staff Composition (SEU) with additional

2014 and 2015 Baseline Certificated Staff Demographics ................................................... 46

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I. Introduction

The Tukwila School District (TSD) No. 406 has established a firm commitment to providing equal

employment opportunity to its staff and to applicants for positions in the District. This commitment is

stated in Policy 5010, Nondiscrimination and Affirmative Action (See Appendix A); Procedure 5010P,

Nondiscrimination and Affirmative Action and Procedures for Resolving Equal Employment Opportunity

Complaints (See Appendix B); and in the 2010-2015 Affirmative Action Plan. This commitment is

reaffirmed upon adoption of this five-year extension of the District’s Affirmative Action Plan through 2020.

The Affirmative Action Plan (AAP) compares 2010 baseline staff demographics with 2015 baseline staff

demographics and uses that data to plan District actions through 2020. Although this plan covers a five-

year period, it is essential that it be reviewed regularly and modified, if necessary, in accordance with

applicable law and policy.

The District's commitment to avoidance of discrimination in the hiring and promotion of persons on the

basis of sex, race, creed, religion, color, national origin, honorably discharged veteran or military status,

sexual orientation, gender expression, gender identity, disability, or the use of a trained guide dog or

service animal by a person with a disability is reaffirmed. The purpose of these affirmative action

commitments remains the same as that of earlier plans, to ensure the absence of unlawful discrimination

in employment practices.

The 2015 – 2020 Affirmative Action Plan presented in this document represents the Tukwila School

District's commitment to equal employment opportunity in hiring and promotion. Each District employee

involved in a hiring or promotion recommendation must be committed to ensuring that the

recommendation is made without unlawful discrimination. Further, it is the responsibility of all employees

to support equal employment opportunity at their work sites and throughout the District.

II. Executive Summary

Extending the 2010 – 2015 Affirmative Action Plan into 2015 – 2020 offers a unique opportunity to track

the district’s diversification of staff progress. Throughout this 2015 – 2020 Affirmative Action Plan baseline

data from 2010 is compared to 2015 baseline data for the purpose of planning our affirmative action

strategies through 2020. The comparisons indicate improvement in the District’s utilization of ethnic

minorities in every job category that is monitored in the AAP.

The availability and utilization analysis described in this AAP is based on a comparison of 2015 staff

baseline information to the US Census 2000 EEO 5 workforce employment information for King County,

Washington. As directed in School Board Policy 5010, Nondiscrimination and Affirmative Action the AAP

establishes benchmarks that are to be brought to the School Board on an annual basis for review. The

implementation of corrective measures designed to ensure fair and consistent hiring practices must

consider the availability of under-represented ethnic minorities, but the AAP may not include hiring or

employment preferences based on gender or race, including color, ethnicity or national origin.

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The objective of this analysis is to determine whether the District’s minority percentages are equal to or

higher than the King County percentage of available employed ethnic minorities in each job category. This

number or percentage is called the “statistically expected utilization,” sometimes referred to as SEU. In

situations where the District is “underutilizing one or more ethnic minorities in a job category recruiting

goals are established for the underutilized ethnic minority and job category.

Tukwila School District will continue to identify, recruit and hire people based on talent and job related

qualifications. The AAP does not require the hiring of people in under-represented groups who are less

qualified, and the AAP does not require the District to hire a specified number of persons, both of which

actions are expressly forbidden.

Availability and utilization analysis demonstrates whether the District’s talent acquisition program has

been successful in identifying, recruiting and hiring a diverse staff. The availability and utilization analysis

conducted during 2015-2016 identified the following underutilized conditions and suggests a goal for each

in order to achieve full utilization:

1. Administrator (Principals & Central Office) underutilized in the categories of Asian & Pacific Islander

and Native American or Alaskan Native.

a. Goal: Identify, recruit and hire 2.625 FTE Asian/Pacific Islander Administrators.

b. Goal: Identify, recruit and hire .225 FTE Native American or Alaskan Native administrators.

2. White Collar Classified Staff are underutilized in the category of Native American & Alaskan Native

white collar workers.

a. Goal: Identify, recruit and hire additional Native American or Alaskan Native white collar

classified employees. This would represent an increase in hours for the two current Native

American or Alaskan Native white collar classified employees by fifteen minutes per day.

III. Authority

School districts in the state of Washington are required by WAC 392-190-0592 to develop an affirmative

action employment plan or program that includes appropriate provisions designed to eliminate

discrimination on the basis of sex, race, creed, religion, color, national origin, honorably discharged

veteran or military status, sexual orientation, gender expression, gender identity, disability, or the use of

a trained dog guide or service animal by a person with a disability.

IV. Purpose

It is the purpose of the Tukwila School District's Affirmative Action Plan to ensure equal employment

opportunity for all personnel through ongoing and deliberate analysis and planning:

1. To ensure the absence of discrimination in employment practices because of: sex, race, creed,

religion, color, national origin, honorably discharged veteran or military status, sexual orientation,

gender expression, gender identity, disability, or the use of a trained dog guide or service animal

by a person with a disability.

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2. To identify at all levels of the District's work force areas of underutilization of minorities and

women.

3. To consider identified underutilization when planning and implementing recruitment efforts.

V. Internal Audit and Monitoring System

The Human Resources Department will maintain such records as to comply with local, state, and federal

requirements pertaining to employment. The Human Resources Department will maintain a record

system that will collect facts on District employees' and applicants' sex, minority status, etc. to help ensure

that the District's recruiting efforts are reaching protected groups. The Affirmative Action Officer will

evaluate the effectiveness of the plan, prepare an annual report on the effectiveness of the plan, and

recommend changes to the Board of Directors through the Superintendent. The annual report and

recommendations will be submitted to the Board of Directors. Changes mandated by the Board will be

carried out under the direction of the Affirmative Action Officer.

VI. Statistical Expected Utilization (SEU) Analysis

The basis for analysis in the 2010 - 2015 AAP and the extension of the AAP into 2015 – 2020 is a comparison

of the District's staff of color and women in various job categories to the percentage of staff of color in

the available labor force. Similarly, the basis for the analysis relative to gender balance in this plan is the

proportion of men to women in the available labor force for various job categories.

In order to determine whether goals are needed for an affirmative action program, it is necessary to

determine the percentage of females and minorities available in the work force. This is done through an

“availability analysis.” The availability analysis methodology used in this case is the one set forth in federal

regulations for affirmative action. This method looks at a variety of factors that contribute to availability

and uses a weighting system to give more credit to the factors that contribute to availability, based upon

the District’s hiring and recruiting patterns. For example, if the District hires more teachers from the local

area than statewide, the factor for local availability would be given greater weight. The 2010 – 2015 AAP

used EEO Form 5 information for King County from the 2000 U.S. Census. Similar information from the

2010 Census is not yet available; therefore, the continuation of this AAP into 2015 – 2020 will use the

same availability rates and goals established in the 2010 – 2015 AAP. The factors used to establish the

availability of minorities and women in the work place are:

1. Population of minorities and women in local labor market

2. Unemployment amongst minorities and women in local labor market

3. The availability of minorities and women with the required skills in local labor market

The second step is to measure the District’s current utilization (the percentage of females and minorities

currently employed in each job group) against the statistical expected utilization (80% of availability rate).

This is done by comparing the Tukwila School District Percent Minority Utilization (See Appendix F, row

14) to the 80 percent Statistical Expected Utilization (row 15). If current utilization is lower than the

expected utilization, the District is “underutilized” in a job group. It should also be noted that the US EEO

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Commission and other federal agencies use the 80 percent rule in examining the hiring practices of an

organization. Should the District post positions and hire women, ethnic minorities or other protected

groups at a rate more than 20 percent below that of non-protected classes the hiring practices could be

described as discriminatory.

VII. Underutilization Analysis

The analysis in this affirmative action plan addresses differences in the utilization rate of women and

ethnic minorities in the District as compared with their statistical availability in a reasonable recruitment

area. Where there is a valid statistical difference that indicates the underutilization of women or ethnic

minorities, this difference is noted. In analyzing the District's work force for evidence of possible

underutilization, the general approach used is to compare the "protected class" percentage of District

employees in various job classifications to the percentage of this class in the available work force. In

establishing comparison figures representing the available work force, information was taken from the

Census Bureau. These figures were made available in the Census Bureau’s website. A summary of the

census bureau data used to determine the statistical expected utilization (SEU) of ethnic minorities is

presented here as Table 1 (See Appendix D). A summary of the census bureau data used to determine the

SEU of women is presented in Table 2 (See Appendix E).

VIII. Availability and Utilization Analysis

The availability and utilization analysis in this AAP is based on a comparison of 2015 staff baseline

information to the US Census 2000 EEO 5 workforce employment information for King County Washington

at Table 3 (See Appendix F). The availability and utilization analysis has identified the following

underutilized conditions:

1. Table 3 – General Staff Utilization Analysis for Ethnic and Gender Composition (Appendix F)

provides a glimpse into the District’s ability to attract and hire ethnic-minorities and women. As

indicated, without an analysis of each job category TSD’s ethnic-minorities constitute 25.4 percent

of the workforce; however, the difference between the SEU and actual percent hired for the

categories of Asian/Pacific Islander, Black/African-American, and Native American/Alaskan

Natives is very small in each case. In general terms, the district is doing well in attracting, hiring

and retaining ethnic minorities and women; however, the District may be under-represented in

some job categories for Asian/Pacific Islander, Black/African-American, and Native

American/Alaskan Natives.

2. Tables 4, 5, and 6 (Appendix G) illustrate the increase or decrease in each category from 2010 to

2014 and from 2014 – 2015. Although there are some increases in the number of people of color

employed in 2014 compared to the number employed in 2010, the percent of the total number

of people of color declined slightly, and slipped slightly more in 2015. This shortage of

Asian/Pacific Islander and Native American/Alaskan Natives will be manifest in the “job category”

underutilization analysis that follows.

3. Tables 7, 8, and 9 (Appendix H) illustrate the 2010 - 2015 AAP Comparison of Administrative Staff

Demographics to the King County SEU with additional 2014 and 2015 baseline administrative staff

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demographics. The tables indicate that in each of the three years, 2010, 2014 and 2015 the District

had no Asian/Pacific Islander or Native American/Alaskan Native administrators. In 2015 the

District was underutilized for Hispanic administrators, at 4% the proportion of Hispanic

administrators was 1.1% less than SEU (5.1%). Since the total number of Administrators increased

from 18 in 2010 to 25 in 2015 there were numerous opportunities to identify, recruit and hire

talented Asian/Pacific Islander and/or Native American/Alaskan Native administrators.

a. Goal: Identify, recruit and hire 2.625 FTE Asian/Pacific Islander Administrators.

b. Goal: Identify, recruit and hire .225 FTE Native American or Alaskan Native administrators.

c. Goal: Identify, recruit and hire .275 FTE Hispanic administrators.

4. Tables 10, 11, and 12 (Appendix I) provide a comparison of TSD elementary teachers, secondary

teachers and other non-supervisory staff (special education teachers, interventionist, and other

teacher support staff) to King County’s SEU for baseline 2010, 2014 and 2015. Table 10 indicates

that in 2010 the District was not attracting, hiring and retaining sufficient teachers and other non-

supervisory certified staff of color. In fact, the District was underutilized in elementary teachers,

secondary teachers and other non-supervisory certified staff in every category except Asian &

Pacific Islander, Native American and/or Alaskan Natives and females. The situation improved

sharply between baseline 2010 and baseline 2014; with an increase of only 2.67 teacher and non-

supervisory certified staff FTE the District added 13 teachers of color and achieved full SEU in

every category except for Hispanic, which had 5.09%, .01% lower than SEU (5.10%). The success

in attracting, hiring and retaining teachers and other non-supervisory certified staff of color has

continued into 2015; the District maintained full SEU in every category. There was an increase in

teacher and other non-supervisory certified staff of 9.1 FTE in 2015; accompanied by an additional

two teachers of color.

a. Goal: Identify, recruit and hire .02 FTE Hispanic certificated employees.

b. Goal: Although this goal is not driven by falling short of SEU, TSD should continue an

aggressive talent acquisition program to develop a teaching and non-supervisory certificated

staff that more closely resembles the District’s student demographics.

5. Tables 13, 14, and 15 (Appendix J) provide a comparison of TSD white collar classified staff

demographics to King County’s white collar staff demographics based on King County’s SEU for

the job categories. Table 13 indicates that in 2010 the District exceeded the SEU in every job

category and every ethnic-minority; however, in the categories of Asian & Pacific Islander and

Native American and/or Alaskan Native the margin for success was extremely small, less than one

percent (.065 FTE). Table 14 indicates that personnel losses in these two ethnic categories were

not replaced with Asian & Pacific Islander and Native American and/or Alaskan Native people and

the District was “underutilized” in these ethnic minorities. As indicated in Table 15, four Asian &

Pacific Islander were hired and the District achieved the SEU. The chart indicates that the two

Native American or Alaskan Natives increased their hours (FTE increase from .64 FTE to .88 FTE);

however, the increase was insufficient to achieve the SEU.

a. Goal: Identify, recruit and hire one Native American or Alaskan Native white collar classified

employee or increase the hours of the two current Native American or Alaskan Native white

collar classified employees by 15 minutes per day.

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6. Tables 16, 17, and 18 (Appendix K) provide a comparison of TSD blue collar classified staff

demographics to King County’s blue collar staff demographics based on King County’s SEU for the

job categories. A simple analysis of Tables 13, 14 and 15 is that TSD has met or exceeded the SEU

for blue collar workers in 2010, 2014 and 2015.

A more revealing analysis shows that the percentage of people in color in the Facilities and

Maintenance job categories has increased from 41% in 2010 to 85% in 2015. In Food Service, in

spite of a reduction of four FTE the percentage of people of color employed in this field decreased

from 36.8% to 32.5% (a reduction of 2 FTE). The percentage of people of color hired as bus drivers

in the transportation job categories have increased from 27.3% to 66.5%.

IX. Communication Plan

Communication of the Tukwila School District Affirmative Action Plan will be accomplished as follows:

1. Upon adoption of the District's 2015-2020 Affirmative Action Plan, the Superintendent's office will issue a statement and information concerning the Affirmative Action Plan in regular District publications.

2. A summary of the 2010-2015 Affirmative Action Plan will be published on the district website, along with the complete plan, for all to read.

3. Copies of the 2010-2015 Affirmative Action Plan will be distributed to all pertinent organizations, agencies, and people within the District and outside of it as follows:

a. Board of Directors b. All administrators (certificated and classified) c. All District work sites d. Presidents of all employee associations e. Any employee, upon request

4. District administrators shall inform all staff of the District's Affirmative Action Plan at least annually. All employees are responsible for the success of the District's Affirmative Action Plan.

5. As part of the District's teacher recruitment program, information will be provided about, with links to, the District's Equal Employment Opportunity Policy and its Affirmative Action Plan.

6. A statement of the District's nondiscrimination policy will continue to be placed on pertinent District recruitment material and application forms.

7. An equal employment opportunity statement will continue to be included on all District job postings and newspaper advertisements.

8. Upon employment, each new employee will receive information about the District's Affirmative Action Plan.

9. The District official responsible for affirmative action is identified in Section XIV of this document. The name, address, and telephone number of the District's Affirmative Action Officer will be published at least annually in regular District publications to staff and the community.

X. Supportive Systems: Systems will be put in place to support the affirmative action plan in the District’s

recruitment and retention efforts.

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1. Illegal Discrimination Prohibited: The purpose of the Affirmative Action Plan is to ensure persons from an underutilized class are included in the processes that lead to employment, not to exclude others from them. Therefore:

a. The District shall ensure that all applicants and employees are considered on the basis of job-related qualifications, and shall select employees as needed on the basis of merit, training, and experience; and there shall be no illegal discrimination against any employee or applicant.

b. The District shall emphasize in all recruitment contacts that discrimination is prohibited in the District's recruitment process.

2. Data Collection: The Human Resources Director/Affirmative Action Officer will monitor employment records to ensure that accurate information is maintained regarding the demographic makeup of the District’s workforce.

3. Fair and Consistent Hiring Processes: A continuous review of hiring criteria for each open position will be conducted, and the relevancy of these criteria to the essential functions of the position will be analyzed. Employee selection procedures and materials will be carefully reviewed to ensure they do not illegally discriminate against any candidate. The district will ensure that recruitment efforts include and actually reach protected groups as well as non-protected groups. The district will increase awareness of equal employment opportunity among all personnel involved in hiring.

4. Increased Applicant Pool: Applicants are recruited from a variety of sources, including, but not limited to:

a. Teacher Career Fairs b. College campus visitations c. Conferences, activities, presentations, receptions, etc. d. Various internet job sites, including, but not limited to, the District website and the

educational service district website. f. Current candidate files g. Current District employees, including para-educators and substitutes h. Various community-based organizations i. Student teachers j. Students in Tukwila schools

5. Screening and Interview Teams: The District’s Human Resources Director will ensure that:

a. Pre-screening of applicant files to select applicants for interviews will be accomplished by a diverse team using job related qualifications.

b. Human Resources representative will provide written guidance to all screening and interviewing teams regarding the screening and interviewing process.

c. Interview teams are composed of diverse members including the supervisor/budget authority, union member in a similar position, employees or community members who will work closely with the new hire, parents, students and/or community members that represent the diversity of the school and our community.

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6. Onboarding: The District will ensure that new employees receive comprehensive orientation and induction efforts designed to ensure a smooth transition and individual success from the first days on the job.

7. Professional Development: The District's staff development function shall be responsible for ensuring that each employee in the District receives the opportunity to participate in staff development classes and programs offered. The development of various training programs is an important part of establishing an effective system by which people might move from beginning levels to a District program of training and development. Opportunities will be provided through the staff development program for employees to receive such training.

8. Professional Growth and Career Counseling: Leaders throughout the District will incorporate professional growth and career counseling into their performance evaluation conversations. The Human Resources Department shall announce professional advancement opportunities, and availability of professional development to include career counseling. Upon request, the department will meet individually with employees in order to answer questions or concerns regarding career advancement opportunities in the District and, when appropriate, will make recommendations regarding additional professional development (e.g. Grow your own, alternative routes to certification, technical training, etc.) that would enhance the individual's opportunity for career advancement.

9. Grievance Procedure: To ensure fairness and consistency, grievance procedures related to the District's Equal Employment Opportunity Policies have been established. (See Appendix B.) No individual's status with the District shall be adversely affected in any way because the individual has utilized these procedures in good faith.

XI. Responsibility for Implementation

The Superintendent of the District has overall responsibility for development, implementation,

coordination, and monitoring of the Affirmative Action Plan. The Superintendent has delegated to the

Affirmative Action Officer (See paragraph XIV) the authority to represent the District in the identification

of problem areas and recommendations or directives for solving identified problems. Questions regarding

affirmative action should be directed to this individual.

XII. Reduction in Force

Reduction in staff, when necessary, will be made in accordance with applicable law and with collective

bargaining agreements currently in force. If a reduction in force becomes necessary, consistent with legal

and contractual obligations, the District will bear in mind its commitment to equal employment

opportunity when carrying out such reductions in force.

XIII. Numerical Review Analysis of Protected Classes

1. Age or Marital Status: The District will continue to ensure the absence of discrimination based on age

or marital status. In 2015 49.73% of staff were age 40 or above. This District's commitment in these

areas is based on the reaffirmation of its practice of avoiding discrimination in all aspects of

employment in regard to members of these groups. The District will review and, if necessary, revise

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its employment application forms to reduce the possibility of discrimination in these and other areas.

The staff responsible for hiring in the District will be given information relative to the use of

appropriate pre-employment inquiries. (See, for example, Appendix C.)

2. Persons with Disabilities: In compliance with Section 504 of the Vocational Rehabilitation Act of 1973

and the Americans with Disabilities Act of 1990, the District is committed to the avoidance of

discrimination in hiring and promotion of persons with disabling conditions. The District is also

committed to making reasonable accommodations to allow disabled employees the opportunity to

be successful. The action of the District with respect to this group is to reaffirm its strong commitment

to avoid illegal discrimination in all aspects of employment for disabled individuals. As one

demonstration of this commitment, the District will include on all vacancy announcements a

statement encouraging persons with disabilities to apply.

3. Disabled Veterans and Vietnam-Era Veterans: The District's commitment to these groups involves

reaffirmation of its commitment to avoid discrimination in all aspects of employment with regard to

disabled and Vietnam-era veterans. Although it seems clear that the number of individuals from these

categories seeking entry-level positions is decreasing over time, the District maintains its commitment

to avoid discrimination in employment practices related to this group. Staff responsible for hiring and

promotion will be given information designed to sensitize them to the potential for discrimination in

this area. This information will be reviewed in meetings with the management team as we begin

implementation of the newly adopted plan. In addition, the District will include a statement in all its

job vacancy announcements encouraging disabled and Vietnam-era veterans to apply.

4. Sex, Race, Creed, Religion, Color Table 3 (Appendix F) summarizes the ethnic and gender composition

of the Tukwila School District staff as of January 31, 2015. This summary includes only regular full-

time and part-time employees; it does not include substitute and temporary employees.

5. Other Protected Classes Data regarding other protected classes, including national origin, age, sexual

orientation, gender expression or identity, disability, and the use of a trained dog guide or service

animal by a person with a disability, will be included in this plan when comprehensive data becomes

available.

XIV. Identification of District Affirmative Action Officer

The Superintendent has designated the individual listed below as the Affirmative Action Officer of the

Tukwila School District.

Dr. Richard Maloney, Executive Director of Human Resources and Labor Relations

Tukwila School District No. 406

4640 South 144th Street

Tukwila, Washington 98168

(206) 901-8005

Effective date of appointment: July 15, 2016

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APPENDIX A

Board Policy 5010

Nondiscrimination and Affirmative Action

Nondiscrimination

The District shall provide equal employment opportunity and treatment for all applicants and staff in

recruitment, hiring, retention, assignment, transfer, promotion and training. Such equal employment

opportunity shall be provided without discrimination with respect to race, creed, religion, color, national

origin, age, honorably discharged veteran or military status, sex, sexual orientation, including gender

expression or identity, marital status, and sensory, mental or physical disability or the use of a trained dog

guide or service animal by a person with a disability.

The Superintendent is authorized to designate a staff member to serve as the person responsible for

affirmative action and nondiscrimination compliance.

Affirmative Action

The District, as a recipient of public funds, is committed to undertake affirmative action which shall make

effective equal employment opportunities for staff and applicants for employment. Such affirmative

action shall include a review of programs, the setting of goals and the implementation of corrective

employment procedures to increase the ratio of aged, handicapped, ethnic minorities, women, and

Vietnam veterans who are under-represented in the job classifications in relationship to the availability

of such persons having requisite qualifications. Affirmative action plans may not include hiring or

employment preferences based on gender or race, including color, ethnicity or national origin. Such

affirmative action shall also include recruitment, selection, training, education and other programs.

The Human Resources Director shall develop an affirmative action plan which specifies the personnel

procedures to be followed by the staff of the District and shall ensure that no such procedures

discriminate against any individual. Reasonable steps shall be taken to promote employment

opportunities of those classes that are recognized as protected groups--aged, persons with disabilities,

ethnic minorities and women and Vietnam veterans, although under state law racial minorities and

women may not be treated preferentially in public employment.

This policy, as well as the affirmative action plan, regulations and procedures developed according to it,

shall be disseminated widely to staff in all classifications and to all interested patrons and organizations.

Progress toward the goals established under this policy shall be reported annually to the board.

Employment of Persons with Disabilities

In order to fulfill its commitment of nondiscrimination to those with disabilities, the following conditions

shall prevail:

A. No qualified person with disabilities shall, solely by reason of a disability, be subjected to

discrimination, and the district shall not limit, segregate or classify any applicants for employment or any

staff member in any way that adversely affects his/her opportunities or status because of a disability. This

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prohibition applies to all aspects of employment from recruitment to promotions and includes fringe

benefits and other elements of compensation.

B. The District shall make reasonable accommodation to the known physical or mental limitations of an

otherwise qualified disabled applicant or staff member unless it is clear that an accommodation would

impose an undue hardship on the operation of the district program. Such reasonable accommodations

may include:

1. Making facilities used by staff readily accessible and usable by persons with disabilities; and

2. Job restructuring, part-time or modified work schedules, acquisition or modification of equipment or

devices, the provision of readers or interpreters and other similar actions.

In determining whether or not accommodation would impose an undue hardship on the district, factors

to be considered include the nature and cost of the accommodation.

C. The District shall not make use of any employment test or criteria that screens out persons with

disabilities unless:

1. The test or criteria is clearly and specifically job-related; and

2. Alternative tests or criteria that do not screen out persons with disabilities are available.

D. While the District may not make pre-employment inquiry as to whether an applicant has a disability

or as to the nature and severity of any such disability, it may inquire into an applicant's ability to perform

job-related functions.

E. Any staff member who believes that there has been a violation of this policy or the law prohibiting

discrimination because of a disability may initiate a grievance through the procedures for staff complaints.

Nondiscrimination for Military Service

The District will not discriminate against any person who is a member of, applies to be a member or,

performs, has performed, applies to perform, or has an obligation to perform service in a uniformed

service, on the basis of that participation in a uniformed service. This includes in initial employment,

retention in employment, promotion, or any benefit of employment. The district will also not discriminate

against any person who has participated in the enforcement of these rights under state or federal law.

Cross References:

Board Policy 2030 Service Animal Board Policy

Board Policy 5270 Resolution of Staff Complaints

Board Policy 5407 Military Leave

Legal References:

RCW 28A.400.310 Law against discrimination applicable to district's employment practices

RCW 28A.640.020 Regulations, guidelines to eliminate discrimination — Scope

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RCW 28A.642 Discrimination Prohibited

RCW 49.60 Discrimination Human - Rights Commission

RCW 49.60.030 Freedom from discrimination – Declaration of Civil Rights

RCW 49.60.180 Unfair practices of employer

RCW 49.60.400 Discrimination, preferential treatment prohibited

Chapter 73.16 RCW Employment and Re-employment

WAC 392-0592 Public School employment – Affirmative action program

42 USC 2000ce1– 2000 Title VII of the Civil Rights Act of 1964

42 USC_1681 - 1688 Title IX Educational Amendments of 1972

42 USC 12101 – 12213 Americans with Disabilities Act

8 USC_1324 (IRCA) Immigration Reform and Control Act of 1986

38 USC §§ 4301-4333 Uniformed Services Employment and Reemployment Rights Act

29 USC 794 Vocational Rehabilitation Act or 1973

34 CFR 104 Nondiscrimination on the basis of handicap in Programs or activities receiving federal

financial assistance

38 USC 4212 Vietnam Era Veterans Readjustment Act of 1974 (VEVRRA)

Executive Order 11246 Amended by Executive Order 11375

Management Resources

Policy News June 2013

Policy News June 2011 Laws Against Discrimination – Address Equal Education Act

Policy News February 2011 Non Discrimination

Policy News August 2007 Eashington’s Law Against Discrimination

Policy News June 2001 State Updates Military Leave Rights


Approved: November 22, 2005

Revision: February 23, 2011

August, 2012

November, 2014

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APPENDIX B

Board Policy 5010P

Nondiscrimination and Affirmative Action and

Procedures for Resolving Equal Employment Opportunity Complaints

Nondiscrimination

To ensure fairness and consistency, the following grievance procedure is to be used in the District's

relationship with its staff with regard to employment problems covered by state and federal equal

employment opportunity laws and/or this affirmative action program. No staff member's status with the

District shall be adversely affected in any way because the staff member utilized these procedures. As

used in this procedure, "Grievance" shall mean a complaint which has been filed by a complainant (a

student, an employee, a parent or guardian) relating to alleged violations of any anti-discrimination law

including Title IX regulations and Washington Administrative Code (WAC) 392-190, Section 504 of the

Rehabilitation Act of 1973, 42 USC 12101 - 12213 Americans with Disabilities Act (ADA) or Title VII of the

Civil Rights Act of 1964. A complaint shall mean a charge alleging specific acts, conditions or

circumstances, which are in violation of the antidiscrimination laws. A respondent shall mean the person

alleged to be responsible or who may be responsible for the violation alleged in the complaint. The

primary purpose of this procedure is to secure an equitable solution to a justifiable complaint to this and,

the following steps shall be taken:


The needs of all persons in a pluralistic society must be understood in order to continue to create an

employment atmosphere compatible with and receptive to all persons. The following goals shall assure

that a meaningful educational experience may continue to exist for students and staff alike. The District

will:

A. Make efforts to modify the composition of the future work force in order to work toward a full

utilization of aged, handicapped, ethnic minorities, women and Vietnam veterans in the various

job categories.

B. Ensure that all applicants and staff are considered on the basis of bona fide job-related

qualifications. The purpose of the affirmative action plan is to actively include persons of under-

utilized classes in the employment process, not to exclude others from it. The District shall

continue to emphasize in all recruitment contacts that nondiscrimination is a basic element in the

District's personnel procedures.

C. Be responsible for reviewing all employment procedures and programs to assure that there is no

indication of discriminatory practices. The District shall continue to use aged, handicapped, ethnic

minorities, women and Vietnam veterans in the recruitment and employment process. Job

descriptions for classified staff shall be sent to the Washington Employment Service and other

organizations that are recruiting sources for groups that may be under-utilized in the District's

work force. Recruitment from colleges and universities shall include institutions with high

percentages of students of various ethnic minorities.

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D. Contract and purchase all goods and services from persons, agencies, vendors, contractors and

organizations who comply with the appropriate laws and executive orders regarding

discrimination.

E. Take appropriate action to attract and retain aged, handicapped, ethnic minorities and women at

all levels and in all segments of the District's work force. Criteria for selecting staff shall be

reviewed regularly to assure that such statements relate directly to the requirements for specific

positions. However, pursuant to state law there shall be no preferential employment practices

based on race or gender.

Implementation of the affirmative action plan shall be the responsibility of the Superintendent or

designee. Administrators shall assist in the attainment of the established goals and purposes of this

affirmative action plan.

Dissemination

The District shall disseminate information concerning employment and developments under the

affirmative action plan on a planned basis to assist in achieving the goals set forth in this plan. Affirmative

action information shall be disseminated by:

A. Printing and distributing such information to staff, school libraries and offices;

B. Publicizing such information in District newsletters;

C. Conducting meetings with administrative staff to explain the intent and advantages of the policy

and plan;

D. Conducting faculty meetings and meetings with classified staff;

E. Informing appropriate and interested recruiting and hiring sources; and

F. Informing all representative staff groups in the District.

Internal Audit and Monitoring System

The Human Resources office, in compliance with WAC 162-12, "Pre-employment Inquiry Guide," shall

record by age, race, sex and other protected groups applicant flow, new hires, promotions, transfer

requests, transfers, administrative internships and terminations. An analysis shall be made of the internal

and external work force availability of aged, handicapped, ethnic minorities and women.

The District shall evaluate the effectiveness of the nondiscrimination and affirmative action program and

report its status to the Board annually. Such reports may include recommendations for changes in the

affirmative action program goals. The overall responsibility for monitoring and auditing this policy is

assigned to the human resources office. The duties include:

A. Analysis of the categories of employment in relation to affirmative action goals;

B. Analysis of work force data and applicant flow;

C. Maintaining records relative to affirmative action information;

D. Preparation of annual reports of progress toward the goals and recommended changes required

to maintain the vitality of the program;

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E. Identifying in a written report to the Superintendent any employment practice or policy that is

discriminatory or that does not meet the requirements of the affirmative action program; and

F. Keeping the Superintendent advised of the progress in implementing the goals and procedures of

this affirmative action program.

Grievance Procedure

To ensure fairness and consistency, the following review procedures are to be used in the District's

relationship with its staff with regard to employment problems covered by state and federal equal

employment opportunity laws and/or this affirmative action program. No staff member's status with the

District shall be adversely affected in any way because the staff member utilized these procedures. As

used in this procedure, "Grievance" shall mean a complaint which has been filed by a complainant (a

student, an employee, a parent or guardian) relating to alleged violations of any anti-discrimination law

including Title IX regulations and Washington Administrative Code (WAC) 392-190, Section 504 of the

Rehabilitation Act of 1973 or Title VII of the Civil Rights Act of 1964.

A complaint shall mean a charge alleging specific acts, conditions or circumstances, which are in violation

of the anti-discrimination laws. A respondent shall mean the person alleged to be responsible or who may

be responsible for the violation alleged in the complaint. The primary purpose of this procedure is to

secure an equitable solution to a justifiable complaint to this and, the following steps shall be taken:

Informal Review Procedures

When a staff member has an employment problem concerning equal employment opportunity, he/she

shall discuss the problem with the immediate supervisor, Human Resources Director or Superintendent

within thirty-(30) days of the circumstances that gave rise to the problem. The staff member may also ask

the affirmative action/Title IX officer to participate in the informal review procedure. It is intended that

the informal discussion shall resolve the issue. If the staff member feels he/she cannot approach the

supervisor because of the supervisor's involvement in the alleged discrimination, the staff member may

directly contact the affirmative action/Title IX officer before pursuing formal procedures. If the discussion

with the officer or immediate supervisor does not resolve the issue the staff member may proceed to the

formal review procedures.

Level One - Formal Review

The complaint must be signed by the complaining party and set forth the specific acts, conditions, or

circumstances alleged to be in violation. The affirmative action officer shall investigate the allegations set

forth within 30 calendar days of the filing of the charge. The officer shall provide the Superintendent with

a full written report of the complaint and the results of the investigation. The Superintendent shall

respond in writing to the complainant as expeditiously as possible, but in no event later than 30 calendar

days following receipt of the written complaint. The Superintendent shall state that the District either:

A. Denies the allegations contained in the written complaint received by the District, or

B. Shall implement reasonable measures to eliminate any such act, conditions or circumstance.

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Such corrective measures deemed necessary shall be instituted as expeditiously as possible, but in no

event later than 30 calendar days following the Superintendent's mailing of a written response to the

complaining party.

Level Two - Appeal to Board of Directors

If a complainant remains aggrieved as a result of the action or inaction of the Superintendent he/she may

file a written notice of appeal with the secretary of the Board by the 10th calendar day following:

A. The date upon which the complainant received the Superintendent’s response

B. The expiration of the 30 calendar day response period stated in Level One, whichever occurs first.

The Board shall schedule a hearing to commence by the 20th calendar day following the filing of the

written notice of appeal. Both parties shall be allowed to present such witnesses and testimony as the

Board deems relevant and material. The Board shall render a written decision by the 10th calendar day

following the termination of the hearing and shall provide a copy to all parties involved.

Level Three - Appeal to the Superintendent of Public Instruction

In the event a complainant charging discrimination remains aggrieved with the decision of the Board of

Directors in connection with any matter which, if established, would constitute a violation the

complainant may appeal the Board’s decision to the Superintendent of Public Instruction.

A. A notice of appeal must be received by the Superintendent of Public Instruction on or before the

tenth (10th) day following the date upon which the complainant received written notice of the

Board of directors' decision.

B. A notice of appeal must be in writing in the form required by the Superintendent of Public

Instruction and must set forth:

1. A concise statement of the original complaint and the portions of the Board of directors'

decision which is appealed.

2. The suggested recommendations for resolution or remediation of the alleged complaint set

forth in the original statement of complaint.

Preservation of Records.

The files containing copies of all correspondence relative to each complaint communicated to the District

and the disposition, including any corrective measures instituted by the District, shall be retained in the

office of the District compliance officer for a period of five (5) years.

Board Approval: November 22, 2005

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Attachment: Discrimination Inquiry Form

Under the provisions of Title IX of the Education Amendments of 1972 and Chapter 28A.640 RCW, no

person shall be excluded from participation in, be denied the benefits of, or be subjected to discrimination

on the basis of sex under any education or employment program or activity in the public school system.

In compliance with Title IX and Chapter 28A.640 RCW, this procedure has been established to allow

students and employees to alert the school to areas requiring correction or modification. Upon

completion of this form, please file it with the District Compliance Officer Dr. Richard Maloney, c/o Tukwila

School District, 4640 S. 144th Street, Tukwila, WA 98168; Phone: 206.901.8005.

FROM: Name:

Telephone Number:

Address:

Tukwila, Washington, Zip Code:

1. Please check area of concern:

Counseling Services Athletics

Course Offerings Extracurricular Activities

Physical Education Use of Facilities

Vocational Training Scholarships and Financial Aid

Employment Textbooks and Instructional Materials

Sexual Harassment Other (Please specify): _________________________

Athletics (Interscholastic)

2. Give the grounds for your complaint, including all names, dates and places necessary to the

understanding of the situation.

3. What resolution or remediation would you like to occur?

4. Has this matter been discussed with the teacher, supervisor, or individual(s) involved?

a. Yes No If "yes", to whom have you spoken? Please specify name(s) and date(s):

What was the result of your discussion(s)?

I (we) understand that the school and/or district may request further information about this complaint

and, if such information is available, I (we) shall present it upon request.

Signature: _____________________ Date submitted: _______________

Continued on Page Two

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Discrimination Inquiry Form (Continued)

Board of Directors:

Steve Mullet - President

Mary Fertakis

Ricardo Frazer

Dave Larson

Alicia Waterton

Superintendent: Dr. Nancy Coogan

The Tukwila School District #406 complies with all federal rules and regulations and does not discriminate

on the basis of race, creed, color, national origin (including language), religion, gender, marital status,

sexual orientation (including gender expression or identity), veteran or military status, non-program-

related physical, sensory or mental disabilities, or the use of a trained dog guide or service animal by a

person with a disability. Inquiries regarding compliance or complaint procedures may be directed to the

school district's Title IX Compliance Officer:

Dr. Richard Maloney, Executive Director of Human Resources and Labor Relations


4640 South 144th Street

Tukwila, WA 98168

206.901.8005

[email protected]

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APPENDIX C

Pre-Employment Inquiry Guide

Chapter 162-12 WAC Pre-employment inquiry guide, Last Update: 12/21/99 Chapter Listing

WAC Sections

162-12-100 Purpose.

162-12-120 General approach.

162-12-130 Discriminatory inquiries are prohibited.

162-12-135 Bona fide occupational qualifications.

162-12-140 Pre-employment inquiries.

162-12-150 Required inquiries.

162-12-160 Data for legitimate purposes.

162-12-170 Conditions for inquiries to applicants.

162-12-180 Post employment records.

DISPOSITIONS OF SECTIONS FORMERLY CODIFIED IN THIS CHAPTER

162-12-020, 162-12-030, 162-12-040. [Guide (part), filed 10/22/62.] Repealed by Rule, filed 10/23/67, §

162-12-910.

162-12-050 Pre-employment inquiry guide -- Bona fide occupational qualification. [Guide (part), filed

10/22/62.] Repealed by Order 8, filed 6/22/70.

162-12-060 Pre-employment inquiry guide -- Petitioning for a bona fide occupational qualification

exemption. [Guide (part), filed 10/22/62.] Repealed by Order 8, filed 6/22/70.

162-12-070 Pre-employment inquiry guide -- Exemptions based on government security regulations or

directives of other government agencies. [Guide (part), filed 10/22/62.] Repealed by Order 8, filed

6/22/70.

162-12-080 [Rule, filed 7/17/64; Guide (part), filed 10/22/62.] Repealed by Rule, filed 10/23/67, § 162-12-

910.

162-12-110 Statutes interpreted. [Order 16, § 162-12-110, filed 5/22/74; Order 9, § 162-12-110, filed

9/23/71; §

162-12-110, filed 10/23/67.] Repealed by 96-21-054, filed 10/14/96, effective 11/14/96. Statutory

Authority: RCW 49.60.120(3).

162-12-100 Purpose.

(1) These regulations carry out the law against discrimination as stated generally in RCW 49.60.010 and

49.60.030, and interpret RCW 49.60.180 and 49.60.200 which declare certain pre-employment inquiries

to be unfair practices.

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(2) The commission generally follows chapter 49.60 RCW and federal court decisions that interpret

comparable statutes and rules. The commission will not follow federal precedents when a different

interpretation of state statutes and rules will better carry out the purposes of chapter 49.60 RCW.

(3) This regulation cannot cover every question that might arise in connection with inquiries prior to

employment. The commission expects that in most cases these rules, either directly or by analogy, will

guide those who are covered by the law.

(4) Definition: In this chapter, the following words are used in the meaning given, unless the context clearly

indicates another meaning. "Protected status" is short for the phrase, "age, sex, marital status, race,

creed, color, national origin, or the presence of any sensory, mental, or physical disability or the use of a

trained dog guide or service animal by a disabled person," and means the full phrase (see RCW 49.60.180).

[Statutory Authority: RCW 49.60.120(3). 00-01-177, § 162-12-100, filed 12/21/99, effective 1/21/00; 96-

21-054, § 162-12-100, filed 10/14/96, effective 11/14/96; Order 16, § 162-12-100, filed 5/22/74; Order 9,

§ 162-12-100, filed 9/23/71; § 162-12-100, filed 10/23/67.]

162-12-120 General approach.

(1) Inquiries that convey to a reasonable person that applicants in a protected class will be discriminated

against are prohibited whether or not they are connected to a discriminatory purpose.

(2) The commission recognizes the legitimate interests of employers and employment agencies with

respect to making pre-employment inquiries that are consistent with the purpose of the law against

discrimination, or where required by government or to carry out an employer's policy of

nondiscrimination. In the absence of safeguards, pre-employment inquiries or records of applicants'

protected status can be misused for discriminatory purposes. The rules in WAC 162-12-140 identify

common fair and unfair pre-employment inquiries so that employers and employment agencies do not

convey the impression that applicants will be discriminated against based on protected status.



§ 162-12-120, filed 9/23/71; § 162-

12-120, filed 10/23/67.]

162-12-130 Discriminatory inquiries are prohibited.

Any pre-employment inquiry or the keeping of any record of protected status before employment for a

discriminatory purpose is prohibited and may be evidence of an unfair practice when connected to the

applicant's protected status unless the particular quality inquired about is a bona fide occupational

qualification.



§ 162-12-130, filed 9/23/71; Order 8, § 162-12-130, filed 6/22/70; § 162-12-130, filed 10/23/67.]

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162-12-135 Bona fide occupational qualifications.

Chapter 49.60 RCW recognizes an exception to unfair pre-employment inquiries when the inquiries are

based upon a "bona fide occupational qualification." (See WAC 162-16-240.) [Statutory Authority: RCW

49.60.120(3). 00-01-177, § 162-12-135, filed 12/21/99, effective 1/21/00; 96-21-054, § 162-12-135, filed

10/14/96, effective 11/14/96; Order 16, § 162-12-135, filed 5/22/74; Order 9, § 162-12-135, filed 9/23/71;

Order 8, § 162-12-135, filed 6/22/70.]

162-12-140 Pre-employment inquiries.

(1) The following examples of fair and unfair inquiries apply when made in reference to job application

forms, pre-employment interviews, or any other type of inquiry made of job applicants. The rules also

apply to inquiries made to persons other than an applicant and to inquiries made by third parties such as

a credit reporting service. The rules do not apply after a person is employed. See WAC 162-12-180.

(2) Employers and employment agencies shall comply with these rules except where one or more of the

following conditions exist:

(a) When there is a "bona fide occupational qualification."

(b) A voluntary affirmative action plan that is in compliance with the requirements of a government

agency or other competent authority such as a court, and if made in a manner provided in WAC

162-12-160 and 162-12-170.

(c) A requirement of federal law or regulation, as explained in WAC 162-12-150. If one or more of the

above conditions apply, the inquiries of employers and employment agencies must be

accompanied by a written explanation of their purpose. See WAC 162-12-135, 162-12-160 and

162-12-170.

(3) The following examples of fair and unfair pre-employment inquiries define what an unfair practice is

under RCW 49.60.180(4) and 49.60.200. These examples, however, are not all inclusive. All pre-

employment inquiries that unnecessarily elicit the protected status of a job applicant are prohibited by

these statutes irrespective of whether or not the particular inquiry is covered in this regulation.

SUBJECT: FAIR PREEMPLOYMENT INQUIRIES AND UNFAIR PREEMPLOYMENT INQUIRIES

a. Age. Inquiries as to birth date and proof of true age are permitted by RCW 49.44.090. Any inquiry not

in compliance with RCW 49.44.090 that implies a preference for persons under 40 years of age. (For age

discrimination, RCW 49.44.090 must be read in conjunction with RCW 49.60.180 and 49.60.200. RCW

49.44.090 limits age discrimination coverage to persons 40 years of age and older, and makes other

limitations and exceptions to the age discrimination law.)

b. Arrests. (see also Convictions) Because statistical studies regarding arrests have shown a disparate

impact on some racial and ethnic minorities, and an arrest by itself is not a reliable indication of criminal

behavior, inquiries concerning arrests must include whether charges are still pending, have been

dismissed, or led to conviction of a crime involving behavior that would adversely affect job performance,

and the arrest occurred within the last ten years. Exempt from this rule are law enforcement agencies and

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state agencies, school districts, businesses and other organizations that have a direct responsibility for the

supervision, care, or treatment of children, mentally ill persons, developmentally disabled persons, or

other vulnerable adults. See RCW 43.20A.710; 43.43.830 through 43.43.842 ; and RCW 72.23.035. Any

inquiry that does not meet the requirements for fair pre-employment inquiries.

c. Citizenship. Whether applicant is prevented from lawfully becoming employed in this country because

of visa or immigration status. Whether applicant can provide proof of a legal right to work in the United

States after hire. Whether applicant is citizen. Requirement before job offer that applicant present birth

certificate, naturalization or baptismal divulge applicant's lineage, ancestry, national origin, descent, or

birth place.

d. Convictions (see also Arrests) Statistical studies on convictions and imprisonment have shown a

disparate impact on some racial and ethnic minority groups. Inquiries concerning convictions (or

imprisonment) will be considered to be justified by business necessity if the crimes inquired about relate

reasonably to the job duties, and if such convictions (or release from prison) Inquiries concerning

convictions and imprisonment which either do not relate reasonably to job duties or did not occur within

the last ten years will not be considered justified by business necessity occurred within the last ten years.

Law enforcement agencies, state agencies, school districts, businesses and other organizations that have

a direct responsibility for the supervision, care, or treatment of children, mentally ill persons,

developmentally disabled persons, or other vulnerable adults are exempt from this rule. See RCW

43.20A.710; 43.43.830 through43.43.842; and RCW 72.23.035.

e. Family. Whether applicant can meet specified work schedules or has activities, commitments or

responsibilities that may prevent him or her from meeting work attendance requirements. Specific

inquiries concerning spouse, spouse's employment or salary, children, child care arrangements, or

dependents.

f. Disability. Whether applicant is able to perform the essential functions of the job for which the applicant

is applying, with or without reasonable accommodation. Inquiries as to how the applicant could

demonstrate or describe the performance of these specific job functions with or without reasonable

accommodation. Note: Employers are encouraged to include a statement on the application form

apprising applicants that if they require accommodation to complete the application, testing or interview

process, to please contact the employment office, personnel or human resources department or other

office as may be able to assist them. Inquiries about the nature, severity or extent of a disability or

whether the applicant requires reasonable accommodation prior to a conditional job offer. Whether

applicant has applied for or received worker's compensation. Also any inquiry that is not job related or

consistent with business necessity.

g. Height and Weight. Being of a certain height or weight will not be considered to be a job requirement

unless the employer can show that all or substantially all employees who fail to meet the requirement

would be unable to perform the job in question with reasonable safety and efficiency. Any inquiry which

is not based on actual job requirements and not consistent with business necessity.

h. Marital Status. (see also Name and Family).

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None. ( ) Mr. ( ) Mrs. ( ) Miss ( ) Ms. Whether the applicant is married, single, divorced, separated, engaged,

widowed, etc.

i. Military Inquiries concerning education, training, or work experience in the armed forces of the United

States. Type or condition of military discharge. Applicant's experience in military other than U.S. armed

forces. Request for discharge papers.

j. Name. Whether applicant has worked for this company or another employer under a different name

and, if so, what name. Name under which applicant is known to references if different from present name.

Inquiry into original name where it has been changed by court order or marriage. Inquiries about a name

that would divulge marital status, lineage, ancestry, national origin or descent.

k. National Origin. Inquiries into applicant's ability to read, write and speak foreign languages, when such

inquiries are based on job requirements. Inquiries into applicant's lineage, ancestry, national origin,

descent, birthplace, or mother tongue. National origin of applicant's parents or spouse.

l. Organizations. Inquiry into organization memberships, excluding any organization the name or character

of which indicates the race, color, creed, sex, marital status, religion, or national origin or ancestry of its

members. Requirement that applicant list all organizations, clubs, societies, and lodges to which he or she

belongs.

m. Photographs May be requested after hiring for identification purposes. Request that applicant submit

a photograph, mandatorily or optionally, at any time before hiring.

n. Pregnancy (see also disability) Inquiries as to a duration of stay on job or anticipated absences which

are made to males and females alike. All questions as to pregnancy, and medical history concerning

pregnancy and related matters.

o. Race or Color None. See WAC 162-12-150, 162-12-160, and 162-12-170. Any inquiry concerning race or

color of skin, hair, eyes, etc., not specifically permitted by WAC 162-12-150, 162-12-160, and 162-12-170.

p. Relatives Name of applicant's relatives already employed by this company or by any competitor. Any

other inquiry regarding marital status, identity of one's spouse, or spouse's occupation are considered

unfair practices in accordance with WAC 162-12-150. (While the law does not prohibit company policies

governing the employment of relatives, any policy that has the effect of disadvantaging minorities,

women, married couples, or other protected classes, would be in violation of the law unless it is shown to

serve a necessary business purpose.) See WAC 162-12-150, 162-12-160, and 162-12-170.

q. Religion or Creed None. Inquiries concerning applicant's religious preference, denomination, religious

affiliations, church, parish, pastor, or religious holidays observed.

r. Residence Inquiries about address to the extent needed to facilitate contacting the applicant. Names or

relationship of persons with whom applicant resides. Whether applicant owns or rents

own home.

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s. Sex None. Any inquiry concerning gender is prohibited.


21-054, § 162-12-140, filed 10/14/96, effective 11/14/96; Order 19, § 162-12-140, filed 1/20/75; Order

18, § 162-12-140, filed 1/20/75; Order 16, § 162-12-140, filed 5/22/74; Order 9, § 162-12-140, filed

9/23/71; Order 8, § 162-12-140, filed 6/22/70; § 162-12-140

and chart, filed 10/23/67.]

162-12-150 Required inquiries.

An employer or employment agency may ask applicants about protected status to the extent that the

employer is required to do so by the Washington state or the United States government or a federal or

state court decree. When the applicant data are required by the court or government, the information

shall be acquired by means other than inquiry to the applicants, unless the court or government expressly

requires the inquiries or unless the inquiries are made in conformity with WAC 162-12-160 and 162-12-

170.



§ 162-12-150, filed 9/23/71; § 162-12-150, filed 10/23/67.]

162-12-160 Data for legitimate purposes.

(1) An employer or employment agency may make inquiries as to race, sex, national origin, or disability

for purposes of affirmative action, when the inquiries are made in the manner provided in WAC 162-12-

170.

(2) Data on protected status shall not be recorded on any record that is kept in the applicant's pre-

employment file, nor shall such data be kept in any other place or form where it is available to those who

process the application. Application records that identify the protected status of a particular person shall

be kept confidential, except to the extent necessary to implement an affirmative action program as

authorized by law, to permit the compilation of statistics, and to permit verification of the statistics by top

management of the employer, or by the Washington state human rights commission.


21-054, § 162-12-160, filed 10/14/96, effective 11/14/96; Order 18, § 162-12-160, filed 1/20/75; Order

16, § 162-12-160, filed 5/22/74; Order 9, § 162-12-160, filed 9/23/71; § 162-12-160, filed 10/23/67.]

162-12-170 Conditions for inquiries to applicants.

An employer or employment agency may ask an applicant to voluntarily state his or her protected status

for reasons stated in WAC 162-12-150 and 162-12-160 only if it has satisfied all of the following conditions:

(1) The employer shall have adopted a written equal employment policy which authorizes the inquiries

as a means of monitoring its enforcement, and which sets out detailed procedures for keeping the

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responses confidential and separate from other records relating to applicants, in fulfillment of the

requirements of WAC 162-12-160(2); and

(2) The form on which the question appears contains statements clearly informing the applicant the

information is strictly voluntary, the reasons for asking for the information, the uses to which the

information will be put, and the safeguards that will prevent use of the information by those who will

process the application. [Statutory Authority: RCW 49.60.120(3). 00-01-177, § 162-12-170, filed 12/21/99,

effective 1/21/00; 96-21-054, § 162-12-170, filed 10/14/96, effective 11/14/96; Order 18, § 162-12-170,

filed 1/20/75; Order 16, § 162-12-170, filed 5/22/74; Order

9, § 162-12-170, filed 9/23/71; § 162-12-170, filed 10/23/67.]

162-12-180 Post employment records.

RCW 49.60.180 and 49.60.200 and these rules do not prohibit making or keeping records of the protected

status of persons after they are employed, unless the records are used for the purpose of discrimination.

To prevent improper use, records of an employee's protected status must be maintained in a manner

accessible only on a need to know basis.



§ 162-12-180, filed 9/23/71; § 162-12-180, filed 10/23/67.]

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APPENDIX D Table 1 Summary of Available Minorities in the Employment Pool, Source: Resident Labor Force, Employment and Unemployment by Minority Status, 2000 Annual Average for King County

Resident Labor Force, Employment & Unemployment by Minority Status for King County, Washington

Census 2000

Categories

Civilian Work Force

(a)

Percent Distribution Work Force

(b) Employed

(c) SEU (d)

Percent Distribution Employed

(e)

Un- Employed

(f)

Percent Distribution

Un-Employed

(g)

UI Rate (h)

(1) Both Sexes Total* 972,790 100.00% 929,205 100.00% 43,585 100.00% 4.5

(2) White 760,225 78.10% 730,678 78.60% 29,547 67.80% 3.9

(3) Black/African American*

45,021 4.60% 40,735 4.38% 4.40% 4,286 9.80% 9.5

(4) American Indian & Native Alaskan*

8,401 0.90% 7,471 0.80% 0.80% 930 2.10% 11.1

(5) Asian 98,372 10.10% 93,595 10.07% 10.10% 4,777 11.00% 4.9

(6) Pacific Islander 4,154 0.40% 3,809 0.41% 0.40% 345 0.80% 8.3

(7) Asia & Pacific Islander*

102,526 10.50% 97,404 10.48% 10.50% 8,232 10.80% 13.2

(8) Other Race 22,992 2.40% 21,572 2.30% 1,420 3.30% 6.2

(9) Two or More Races

33,625 3.50% 31,345 3.40% 2,280 5.20% 6.8

(10) Hispanic/Latino (any race)**

49,248 5.10% 46,107 5.10% 5.00% 3,141 7.20% 6.4

* SEU should be calculated by determining the percentage of the total work force the employed total is for each category. During the analysis and review of SEU for the 2015 staff baseline information errors were discovered in the calculation and methodology used to determine the SEU for the categories of Black/African American, American Indian & Alaskan Native, Asian & Pacific Islander. The SEU calculations in the 2010 – 2015 AAP will be used for the 2015 – 2020 AAP if the SEU are greater than or equal to the revised numbers. ** For Census 2000, persons could report more than one race, but the seven racial categories shown are mutually exclusive and include everyone. ** Hispanic or Latino origin is NOT considered a race. People who reported themselves as Hispanic or Latino are also counted in the seven racial categories. NOTE: Numbers may not add due to rounding. *2010 Census data for King County not available in January 2011

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APPENDIX E Table 2 Summary of Available Women in the Employment Pool Source: Resident Labor Force, Employment and Unemployment by Sex Status, 2000 Annual Average for King County

Resident Labor Force, Employment & Unemployment by Sex for King County, Washington

Census 2000

Categories

Civilian Work Force

(a)

Percent Distribution Work Force

(b) Employed

(c) SEU (d)

Percent Distribution Employed

(e)

Un- Employed

(f)

Percent Distribution

Un-Employed

(g) UI Rate

(h)

(1) Female Total 447,573 100.00% 428,176 46% 100.50% 19,397 100.00% 4.3

(2) White 348,034 77.80% 334,942 78.20% 13,092 67.50% 3.8

(3) Black/African American 21,575 4.80% 19,731 4.60% 1,844 9.50% 8.5

(4) American Indian/Native Alaskan 4,100 0.90% 3,766 0.90% 334 1.70% 8.1

(5) Asian 47,639 10.60% 45,378 10.60% 2,261 11.70% 4.7

(6) Pacific Islander 1,800 0.40% 1,617 0.40% 183 0.90% 10.2

(7) Other Race 8,413 1.90% 7,823 2.30% 590 3.00% 7.0

(8) Two or More Races 16,012 3.60% 14,919 3.50% 1,093 5.60% 6.8

(9) Hispanic/Latino (any race).** 19,551 4.40% 18,188 4.20% 1,363 7.00% 7.0

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APPENDIX F Table 3 General Staff Utilization Analysis for Ethnic and Gender Composition Source: Resident Labor Force, Employment and Unemployment by Sex Status, 2000 Annual Average for King County

General Staff Utilization Analysis for Ethnic and Gender Composition Staff Composition Compared to King County Workforce

Census 2000

Position Categories

Total (a)

Asian & Pacific

Islander (b)

Alaska Native &

Native American

(c) Black

(d) Hispanic

(e) White

(f)

Minority Total

(g)

% Min-ority (h)

Female (i)

% Female

(j)

(1) Central Office Administrators

10 1 0 3 0 6 4 40.0% 8 80.0%

(2) Principals/ Asst Principals

8 0 0 1 1 6 2 25.0% 1 12.5%

(3) Elem Teachers 70 12 0 2 1 55 15 21.4% 63 90.0%

(4) Sec Teachers 68 4 3 2 1 58 10 14.7% 44 64.7%

(5) Cert Support (include sped)

47 4 1 0 4 38 9 19.1% 34 72.3%

(6) Classified Support

12 0 1 1 2 8 4 33.3% 10 83.3%

(7) Para-educator 50 7 0 3 6 34 16 32.0% 46 92.0%

(8) Clerical 27 2 0 4 3 18 9 33.3% 27 100.0%

(9) Custodians/ Maintenance

17 4 1 1 1 10 7 41.2% 6 35.3%

(10) Food Service 19 3 1 1 2 12 7 36.8% 17 89.5%

(11) Bus Drivers 11 0 0 2 1 11 3 27.3% 9 81.8%

(12) Tech/Netwk 3 1 0 0 0 2 1 33.3% 1 33.3%

(13) Totals 342 38 7 20 22 258 87 25.4% 266 79.6%

(14) Percentages 11.10% 2.0% 5.8% 6.4% 25.4% 77.8%

(15) King County SEU - 2000

972,790 10.50% 0.90% 4.60% 5.10% 21.9% 447,573 46.0%

(16) Underutilizd 342 NO NO NO NO NO NO

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11.10%

2.00%

5.80%

6.40%

74.60%

25.40%

77.80%

10.50%

0.90%

4.60%

5.10%

78.10%

21.90%

46.00%

0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% 90.00%

Asian & Pacific Islander

Alaska Native & Native American

Black

Hispanic

White

Minority Total

Female

General Staff Utilization Analysis

King County Tukwila Tukwila Students

86.6%

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APPENDIX G

Tables 4, 5, 6

Comparison of Total Staff Demographics by Percentage to King County Workforce

Census 2000

TABLE FOUR: This table shows the total staff hired in 2010 (baseline data for the 2010 - 2015 Affirmative Action Report.

2010 - 2015 TSD AAP

Asian & Pacific

Islander (a)

Alaska Native &

Native American

(b) Black

(c) Hispanic

(d)

People of Color

(e) Female

(f)

(1) TSD Staff Percentages 11.10% 2.00% 5.80% 6.40% 25.40% 77.80%

(2) King County SEU - 2000 10.5% 0.9% 4.6% 5.1% 21.9% 46.0%

(3) TSD Underutilized NO NO NO NO NO NO

TABLE FIVE: This table shows the total staff hired in 2014 (indicates the change in (increases or decreases in the general TSD employee demographics.

2014 TSD AAP BASELINE DATA

Asian & Pacific

Islander (a)

Alaska Native &

Native American

(b) Black

(c) Hispanic

(d)

People of Color

(e) Female

(f)


(2) King County Civilian Work Force 10.5% 0.9% 4.6% 5.1% 21.9% 46.0%


TABLE SIX: This table shows the total staff hired in 2015 (baseline data for the 2015 - 2020 Affirmative Action Report). Table six indicates that the total TSD employee population supported full realization of SEU for all ethnic minorities and women.


Asian & Pacific

Islander (a)

Alaska Native &

Native American

(b) Black

(c) Hispanic

(d)

People of Color

(e) Female

(f)


(2) King County Civilian Work Force 10.5% 0.9% 4.6% 5.1% 21.9% 46.0%


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11.10%

2.00%

5.80%

6.40%

25.40%

77.80%

10.5%

0.9%

4.6%

5.1%

21.9%

46.0%

0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% 90.00%

Asian / Pacific Islander

Alaska Native / Native American

Black

Hispanic

People of Color

Female

4. All Staff - 2010

SEU Tukwila

12.70%

0.98%

5.37%

5.86%

24.92%

74.65%

10.5%

0.9%

4.6%

5.1%

21.9%

46.0%

0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00%



Black

Hispanic

People of Color

Female

5. All Staff - 2014

SEU Tukwila

11.20%

0.90%

6.32%

5.87%

24.28%

72.60%

10.5%

0.9%

4.6%

5.1%

21.9%

46.0%

0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00%



Black

Hispanic

People of Color

Female

6. All Staff - 2015

SEU Tukwila

86.6%

Tukwila Students

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APPENDIX H

Tables 7, 8, 9

2010-2015 AAP Comparison of Administrative Staff Demographics to King County Administrative Staff

Composition (SEU) with additional 2014 and 2015 Baseline

Administrative Staff Demographics

TABLE SEVEN: 2010 Comparison of TSD Administrative Staff Demographics to King County Administrative Staff Demographics based on King County Census 2000 FORM EEO -5 Categories Work Force

BASELINE DATA FOR 2010 - 2015 TSD AAP

Total Employees

Asian & Pacific

Islander (a)

Alaska Native &

Native American

(b) Black

(c) Hispanic

(d)

People of Color

(e) Female

(f)

(1) Central Office 10 1 0 3 0 4 8

(2) Principals/APS 8 0 0 1 1 2 1

(3) Total 18 1 0 4 1 6 9

(4) TSD Staff % 6.00% 0.00% 22.00% 6.00% 33.00% 50.00%


18,955 10.50% 0.90% 4.60% 5.10% 21.9% 46.00%

(6) TSD Underutilized YES YES NO NO NO NO

TABLE EIGHT: 2014 Comparison of TSD Administrative Staff Demographics to King County Administrative Staff

Demographics based on King County Census 2000 FORM EEO -5 Categories Work Force

BASELINE DATA FOR 2014 TSD AAP

Total Employees A/PI AN NA Black Hispanic

People of Color Female

(1) Central Office 9 0 0 2 1 3 8


(3) Total 17 0 0 2 2 4 10

(4) TSD Staff % 0.00% 0.00% 11.76% 11.76% 23.53% 58.82%


18,955 10.50% 0.90% 4.60% 5.10% 21.9% 46.00%


A/PI = Asian & Pacific Islander AN NA = Alaska Native & Native American

TABLE NINE: 2015 Comparison of TSD Administrative Staff Demographics to King County Administrative Staff Demographics based on King County Census 2000 FORM EEO -5 Categories Work Force


Total Employees A/PI AN NA Black Hispanic

People of Color Female

(1) Central Office 16 0 0 4 1 5 12


(3) Total 25 0 0 5 1 6 16

(4) TSD Staff % 0.00% 0.00% 20.00% 4.00% 24.00% 64.00%

(5) King County Civilian Work Force

18,955 10.50% 0.90% 4.60% 5.10% 21.9% 46.00%

(6) TSD Underutilized YES YES NO YES NO NO


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6.00%

0.00%

22.00%

6.00%

33.33%

50.00%

10.50%

0.90%

4.60%

5.10%

21.9%

46.00%

0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00%



Black

Hispanic

People of Color

Female

7. Administrators - 2010

SEU Tukwila

0.00%

0.00%

11.76%

11.76%

23.53%

58.82%

10.50%

0.90%

4.60%

5.10%

21.9%

46.00%

0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00%



Black

Hispanic

People of Color

Female


SEU Tukwila

0.00%

0.00%

20.00%

4.00%

24.00%

64.00%

10.50%

0.90%

4.60%

5.10%

21.9%

46.00%

0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00%



Black

Hispanic

People of Color

Female


SEU Tukwila

86.6%

Tukwila Students

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APPENDIX I

Tables 10, 11, 12

2010-2015 AAP Comparison of Certificated Staff Demographics to King County Certificated Staff

Composition (SEU) with additional 2014 and 2015 Baseline Certificated Staff Demographics

TABLE TEN: 2010 Comparison of TSD Certificated Staff Demographics to King County Certificated Staff Demographics based on King County Census 2000 FORM EEO -5 Categories Work Force

BASELINE DATA FOR 2010 - 2015 TSD AAP

Total Employees

(a)

Asian & Pacific

Islander (b)

Alaska Native &

Native American

(c) Black

(d) Hispanic

(e)

People of Color

(f) POC %

(g) Female

(h)

(1) Elementary Teachers 70 12 0 2 1 15 21.4% 63

(2) Secondary Teachers 68 4 3 2 1 10 14.7% 44

(3) Certif Support Staff 47 4 1 0 4 9 19.1% 34

(4) Total 185 20 4 4 6 34 18.4% 141

(5) TSD Staff Percentages 10.81% 2.16% 2.16% 3.24% 18.38% % F 76.2%

(6) King County SEU – 2000 34,735 10.50% 0.90% 4.60% 5.10% 21.9% % F 46.0%

(7) TSD Underutilized NO NO YES YES YES NO

TABLE ELEVEN: 2014 Comparison of TSD Certificated Staff Demographics to King County Certificated Staff Demographics based on King County Census 2000 FORM EEO -5 Categories Work Force


Total Employees

(a) A/PI (b)

AN NA (c)

Black (d)

Hispanic (e)

People of Color

(f) POC %

(g) Female

(h)

(1) Elementary Teachers 81.4 14 0 5 1 20 24.6% 63

(2) Secondary Teachers 80.67 10 2 4 7 23 28.5% 44

(3) Certif Support Staff 25.6 2 0 0 2 4 15.6% 34

(4) Total 187.67 26 2 9 10 47 25.0% 141


(6) King County SEU - 2000 34,735 10.50% 0.90% 4.60% 5.10% 21.9% % F 46.0%



TABLE TWELVE: 2015 Comparison of TSD Certificated Staff Demographics to King County Certificated Staff Demographics based on King County Census 2000 FORM EEO -5 Categories Work Force


Total Employees

(a) A/PI (b)

AN NA (c)

Black (d)

Hispanic (e)

People of Color

(f) POC %

(g) Female

(h)

(1) Elementary Teachers 88.31 14 0 5 1 20 0.0% 63

(2) Secondary Teachers 81.67 10 2 4 7 23 28.2% 44

(3) Certif Support Staff 26.6 2 0 2 2 6 22.6% 34

(4) Total 196.58 26 2 11 10 49 24.9% 141


(6) King County SEU - 2000 34,735 10.50% 0.90% 4.60% 5.10% 21.9% % F 46.0%

(7) TSD Underutilized NO NO NO YES NO NO


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10.81%

2.16%

2.16%

3.24%

18.38%

76.2%

10.50%

0.90%

4.60%

5.10%

21.9%

46.0%

0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% 90.00%



Black

Hispanic

People of Color

Female

10. Certificated Staff - 2010

SEU Tukwila

13.85%

1.07%

4.80%

5.33%

25.04%

75.1%

10.50%

0.90%

4.60%

5.10%

21.9%

46.0%

0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00%



Black

Hispanic

People of Color

Female


SEU Tukwila

13.23%

1.02%

5.60%

5.09%

24.93%

71.7%

10.50%

0.90%

4.60%

5.10%

21.9%

46.0%

0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00%



Black

Hispanic

People of Color

Female


SEU Tukwila

86.6%

Tukwila Students

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APPENDIX J

Tables 13, 14, 15

2010-2015 AAP Comparison of Classified Staff Demographics to King County Classified Staff

Composition (SEU) with additional 2014 and 2015 Baseline Classified Staff Demographics

TABLE THIRTEEN: 2010 Comparison of TSD White Collar Classifieed Staff Demographics to King County White Collar Staff Demographics based on King County Census 2000 FORM EEO -5 Categories Work Force

2010 - 2015 TSD AAP

Total Employees

(a)

Asian & Pacific

Islander (b)

Alaska Native &

Native American

(c) Black

(d) Hispanic

(e)

People of Color

(f)

POC % (g)

Female (h)

(1) Clerical 27 2 0 4 3 9 33.3% 9

(2) Para-Educators 50 7 0 3 6 16 32.0% 46

(3) Technology/Network & System 3 1 0 0 0 1 33.3% 1

(4) Classified Support Staff 9 0 1 0 1 2 22.2% 9

(5) Total 89 10 1 7 10 28 31.5% 65


(7) King County Civilian Workforce 61,460 10.50% 0.90% 4.60% 5.10% 21.9% % F 46.0%


TABLE FOURTEEN: 2014 Comparison of TSD White Collar Classified Staff Demographics to King County White Collar Staff



Total Employees

(a) A/PI (b)

AN NA (c)

Black (d)

Hispanic (e)

People of Color

(f)

POC % (g)

Female (h)

(1) Central Administration 7.00 0.00 0.00 1.00 1.00 2.00 28.6% 4.00

(2) Prof-Tech Support Personnel 17.37 2.73 0.00 1.00 2.00 5.73 33.0% 13.37

(3) School Building Support 19.60 0.73 0.64 5.28 3.61 10.26 52.3% 17.41

(4) School Para-Educators 40.52 3.45 0.00 4.48 4.57 12.50 30.8% 34.66

(5) Total 84.49 6.91 0.64 11.76 11.18 30.49 36.1% 69.44




TABLE FIFTEEN: 2015 Comparison of TSD White Collar Classifieed Staff Demographics to King County White Collar Staff



Total Employees

(a) A/PI (b)

AN NA (c)

Black (d)

Hispanic (e)

People of Color

(f)

POC % (g)

Female (h)

(1) Central Administration 6.00 1.00 0.00 0.00 1.00 2.00 33.3% 5.00

(2) Prof-Tech Support Personnel 15.88 5.00 0.00 1.00 2.00 8.00 50.4% 12.88

(3) School Building Support 30.44 1.00 0.88 8.81 4.88 15.57 51.1% 25.44

(4) School Para-Educators 51.81 4.75 0.00 6.88 8.75 20.38 39.3% 44.25

(5) Total 104.13 11.75 0.88 16.69 16.63 45.95 44.1% 87.57



(8) TSD Underutilized NO YES NO NO NO NO

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11.2%

1.1%

7.9%

11.2%

31.5%

73.0%

10.50%

0.90%

4.60%

5.10%

21.9%

46.0%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0%



Black

Hispanic

People of Color

Female

13. Classified Staff TCEA - 2010

SEU Tukwila

8.18%

0.76%

13.92%

13.23%

36.09%

82.2%

10.50%

0.90%

4.60%

5.10%

21.9%

46.0%

0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% 90.00%



Black

Hispanic

People of Color

Female


SEU Tukwila

11.28%

0.85%

16.03%

15.97%

44.13%

84.1%

10.50%

0.90%

4.60%

5.10%

21.9%

46.0%

0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% 90.00%



Black

Hispanic

People of Color

Female


SEU Tukwila

86.6%

Tukwila Students

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APPENDIX K

Tables 16, 17, 18

2010-2015 AAP Comparison of Classified Staff Demographics to King County Classified Staff

Composition (SEU) with additional 2014 and 2015 Baseline Classified Staff Demographics TABLE SIXTEEN: 2010 Comparison of TSD White Collar Classified Staff Demographics to King County White Collar Staff


2010 - 2015 TSD AAP

Total Employees

(a)

Asian & Pacific

Islander (b)

Alaska Native &

Native American

(c) Black

(d) Hispanic

(e)

People of

Color (f)

POC % (g)

Female (h)

(1) Custodians & Maintenance 17 4 1 1 1 7 41.2% 6

(2) Food Service Workers 19 3 1 1 2 7 36.8% 17

(3) Bus Drivers 11 0 0 2 1 3 27.3% 9

(4) Security Officers 2 0 0 1 1 2 100.0% 1

(5) Total 49 7 2 5 5 19 38.8% 33


(7) King County Civilian Wk Force 49,270 10.50% 0.90% 4.60% 5.10% 21.9% % F 46.00%


TABLE SEVENTEEN: 2010 Comparison of TSD White Collar Classified Staff Demographics to King County White Collar

Staff Demographics based on King County Census 2000 FORM EEO -5 Categories Work Force


Total Employees

(a) A/PI (b)

AN NA (c)

Black (d)

Hispanic (e)

People of

Color (f)

POC % (g)

Female (h)

(1) Facilities and Maintenance 19.46 4.00 1.00 2.73 0.00 7.73 39.7% 5.00

(2) Nutrition Services 10.63 1.00 0.53 0.73 1.70 3.96 37.3% 9.58

(3) Transportation 7.11 0.00 0.00 2.11 1.32 3.43 48.2% 5.27

(4) Total 37.20 5.00 1.53 5.57 3.02 15.12 40.6% 19.85




TABLE EIGHTEEN: 2010 Comparison of TSD White Collar Classified Staff Demographics to King County White Collar

Staff Demographics based on King County Census 2000 FORM EEO -5 Categories Work Force


Total Employees

(a) A/PI (b)

AN NA (c)

Black (d)

Hispanic (e)

People of

Color (f)

POC % (g)

Female (h)

(1) Facilities and Maintenance 20.00 4.00 1.00 3.00 9.00 17.00 85.0% 5.00

(2) Nutrition Services 15.10 1.37 0.72 1.00 1.81 4.90 32.5% 13.43

(3) Transportation 8.22 0.00 1.50 2.72 1.25 5.47 66.5% 4.72

(4) Total 43.32 5.37 3.22 6.72 12.06 27.37 63.2% 23.15




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14.3%

4.1%

10.2%

10.2%

38.8%

67.3%

10.50%

0.90%

4.60%

5.10%

21.9%

46.00%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0%



Black

Hispanic

People of Color

Female

16. Classified Staff SEIU - 2010

SEU Tukwila

13.4%

4.1%

15.0%

8.1%

40.6%

53.4%

10.50%

0.90%

4.60%

5.10%

21.9%

46.00%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0%



Black

Hispanic

People of Color

Female


SEU Tukwila

12.4%

7.4%

15.5%

27.8%

63.2%

53.4%

10.50%

0.90%

4.60%

5.10%

21.9%

46.00%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0%



Black

Hispanic

People of Color

Female


SEU Tukwila

86.6%

Tukwila Students

affirmative action plan 2015-2020

Documents