the educational equity review process and coordinator responsibilities
DESCRIPTION
The Educational Equity Review Process and Coordinator Responsibilities. Keystone AEA, January 21, 2014. Legislation. Title IX Educational Amendments of 1972 (gender equity) Title VI – Civil Rights Act of 1964 (race and national origin equity) - PowerPoint PPT PresentationTRANSCRIPT
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Keystone AEA, January 21, 2014
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LegislationTitle IX Educational Amendments of
1972 (gender equity)Title VI – Civil Rights Act of 1964 (race
and national origin equity) Office for Civil Rights Vocational
Education Guidelines 1979 (equity in CTE programs)
Title II Americans with Disabilities Act Section 504 of the Rehabilitation Act of 1973 (disability equity)
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Purpose of the Equity Review1. Office for Civil Rights Compliance2. Recommendations3. Inclusive environments4. School Improvement
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Civil Rights Monitoring ProcessOffice for Civil Rights of the U.S.
Department of Education requires state education agencies to develop “Methods of Administration” to reasonably assure that sub-recipients of federal financial assistance are in compliance with federal civil rights laws and to correct areas of non-compliance.
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Methods of AdministrationMethods of administration are to include: State policy reviewsDesk audits of sub-recipient’s enrollment and
staffing data as well as other equity dataOn-site reviews of local education agencies to
assess their degree of complianceTechnical assistance on equity issuesBiennial program reports to the United
States Office for Civil Rights
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Selection CriteriaCourse enrollment data in career and technical programs disaggregated by gender, disability and race
Changing demographicsComplaints or referralsTime elapsed since last equity review
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Letter of Finding/Equity ReportStrength StatementsRecommendations for Improvement
Noncompliance issues – in a chart in the report
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Voluntary Compliance PlanThe LEA will develop a voluntary
compliance plan (VCP) addressing any non-compliance issues and send the plan to the DE within 60 calendar days of the date of the Letter of Finding
The Equity Consultant will notify the LEA if revisions to the plan are needed and will approve the final plan
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Monitoring and Follow UpDocumentation of evidence of remedies will be submitted to the equity consultant
A follow up visit to monitor completion of all items, including accessibility, will occur about a year after the visit
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Designation of CoordinatorCoordinate
compliance efforts for federal civil rights laws
One or more persons can be assigned
Documentation and Record Keeping
Known to staff, students and parents
Carry out responsibilities under the law
Job description and annual objectives
District employee; OCR recommends someone other than superintendent
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Role of Equity CoordinatorKnowledge of Federal and State Civil Rights
LawsBoard Policies and Administrative ProceduresDissemination of Information (Notification)Professional DevelopmentFacilitating the Grievance ProcessMonitoring and Analysis of Disaggregated
Data and Diversity on Advisory Committees
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Knowledge of Federal and State Civil Rights LawsTitle IX Educational Amendments of 1972
(gender equity)"No person shall, on the basis of gender, be
excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving federal financial assistance."
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"No person in the United States shall, on the grounds or race, color or national origin be excluded from, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance."
Title VI – Civil Rights Act of 1964 (race and national origin equity)
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Office for Civil Rights Vocational Education Guidelines 1979 (equity in CTE programs)
Eliminating Discrimination and Denial of Services on the Basis of Race, Color, National Origin, Gender and Disability in Vocational Education Programs
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Section 504 of the Rehabilitation Act of 1973 (disability equity)
"No otherwise qualified persons with disabilities shall, solely by reason of their disability, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance."
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Title II Americans with Disabilities Act (ADA)
This Act prohibits discrimination on the basis of disability in all services, programs, and activities of the public and private sector regardless of funding source.
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Board Policies and Administrative ProceduresTo ensure the agency has the required board
policies and grievance procedures in placeBoard-adopted policies on nondiscrimination
in programs and employmentCover all the protected classes, including
socioeconomic statusReviewed, revised or reaffirmed every five
years
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Non-Discrimination PolicyProgram and EmploymentRace, Color, National Origin (Language)Gender & Marital StatusDisabilityReligion & CreedAge (Employment Only)Sexual Orientation & Gender IdentitySocioeconomic Status
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Seven Categories for RaceHispanic/LatinoAmerican Indian or Alaska NativeAsianBlack or African-AmericanNative Hawaiian or Other Pacific IslanderWhiteTwo or More
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Nondiscrimination ChartOn your own, look through the list of the
protected classes for bullying/harassment.Describe yourself for each characteristic.
For example: Marital status - married Sex - female
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Who Am I?Reflective Questions:-According to these categories, how do I
relate to the students in my school or classroom in these categories? Similarities? Differences?
-How might this change my thinking about the diversity in our school?
-How can I ‘honor’ these similarities & differences in my classroom?
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Dissemination of InformationNon-Discrimination PolicyIdentity and Contact Information for Equity
CoordinatorInformation About Grievance Procedure and
Distribution of Grievance FormsMajor Annual Publications, Brochures,
Handbooks, Registration Handbooks, WebsitePublic Posting and Local NewspaperWebsiteHarassment and Bullying Notifications
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Notifications of Harassment, Bullying, Hazing PolicyHarassment: race, national origin, gender,
religion, disability, age, sexual orientation or gender identity
Bullying: All other categories
Hazing: Tied to membership in school organization, involvement in school activity, or team membership
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Professional Development
Incorporated into EverythingEquity and School ImprovementMulti Cultural and Gender FairCultural ProficiencyEnglish Language LearnersStudents with DisabilitiesCommon Core Must Ensure Equity
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Equity & School ImprovementMulticultural, Gender Fair Goals in the
CSIPRacial/Ethnic Diversity, Gender Balance
and Persons with Disabilities on the SIACProfessional Development on Working with
Diverse Learners and Implementing MCGF Educational Programs
Collection, Review and Use of Disaggregated Program & Course Enrollment Data and Student Achievement Data
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Multicultural, Gender Fair Education (MCGF)Multicultural approaches to the
educational program. These shall be defined as approaches which foster knowledge of, and respect and appreciation for, the historical and contemporary contributions of diverse cultural groups, including race, color, national origin, gender, disability, religion, creed, and socioeconomic background.
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Multicultural, Gender Fair Education (MCGF)Gender fair approaches to the educational
program. These shall be defined as approaches which foster knowledge of, and respect and appreciation for, the historical and contemporary contributions of women and men to society. The program shall reflect the wide variety of roles open to both women and men and shall provide equal opportunity to both sexes.
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Cultural ProficiencyCultural proficiency is defined as a set of
congruent behaviors, attitudes, and policies that come together in a system, agency, or among professionals and enables that system, agency, or those professionals to work effectively in cross–cultural situations. Operationally defined, cultural competence is the integration and transformation of knowledge about individuals and groups of people into specific standards, policies, practices, and attitudes used in appropriate cultural settings to increase the quality of services; thereby producing better outcomes.
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English Language LearnersIdentification/registrationAssessmentLanguage assistanceExit criteriaCommunication with family
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Students with DisabilitiesIdentificationAccommodation/IEPLRE Least restrictive environmentDisproportionalityAssessmentAnnual review of course enrollment
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Common Core Must Ensure EquityEnsure comparable positive outcomes for all
students on all achievement indicatorsEnsure equitable access to education
services and inclusion for all studentsEnsure equitable treatment for all studentsEnsure equitable resource distributionEnsure equitable opportunities to learn for all
studentsEnsure equitable shared accountability
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Midwest Equity Assistance CenterRecommendations from the Regional Equity
Assistance CentersFree assistance to school districts including
workshops, seminars, conferences, technical assistance information dissemination and professional development. http://www.meac.org/
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Resources Cultural Proficiency: A
Manual for School Leaders by Dr. Randall Lindsey, to assist staff in bringing more cultural awareness into classroom environment and to prepare students for living in a diverse society
Teaching with Poverty in Mind and/or Engaging Students with Poverty in Mind by Eric Jensen to learn how schools can improve the achievement and life readiness of economically disadvantaged students.
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Facilitating the Grievance ProcedureAligned with Non-Discrimination PolicyStudents, Parents, Employees and Applicants
for EmploymentGrievance FormsFacilitated by Equity Coordinator
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An Effective Grievance Procedure
Clearly Describes the Process for Filing a Grievance
Provides impartiality on the part of the investigator
Clearly spells out time limits on process steps
Provides written documentation from grievant, the party grieved against and the investigator
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An Effective Grievance Procedure
Clearly spells out time limits on process stepsClearly states procedures and responsibilities
for notifying all parties of results of the investigation
Provides grievant protection against retaliation
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Monitoring and Analysis of Disaggregated DataIntegration and Inclusion on the basis of Gender,
Race/National Origin and DisabilityAttendance centers and coursesMonitor integration/inclusion by reviewing
enrollment data annuallyDocument findings and keep them on file
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EdInsight Equity ReportsPurpose is to examine student, employment
and course dataStudent and course data disaggregated by
gender, race, special education, 504 plan, ELL status and SES
Employment data by gender and raceOriginate from multiple sourcesAvailable from 2009-2010 forwardEach district has a trained staff personAEA can provide training
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Gender Segregation
When males or females constitute 80% or more of the enrollment in a class, a program, or an activity
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Racial Isolation/Segregation in a Course, Activity, or Program
When the percentage of minority students in a course, activity, or program varies by more than ten percentage points from the percentage of minority students in the building or in the district
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Racial Segregation/Isolation in Attendance Centers
When the percentage of minority students enrolled in an attendance center is twenty percentage points more or less than the percentage of minority students enrolled in the district
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Disability Segregation/IsolationWhen the percentage of students with
disabilities enrolled in a course, activity or program varies by more than ten percentage points from the percentage of students with disabilities in the building or in the district
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When Isolation/Segregation ExistsCounselors and instructors of classes
where isolation exists must be notified.Counselors and instructors must review
their policies, practices, and curriculum to ensure that they are not contributing to the isolation.
Counselors and instructors must document that they are currently implementing strategies to involve students from groups that have been underrepresented.
Strategies should be documented and kept in equity file.
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Within Existing Facilities
Each part of the program or activity, when viewed in its entirety, must be readily accessible to and usable by individuals with disabilities.
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New Facility
Any construction or alteration by, on behalf of, or for the use of the recipient that began after June 3, 1977
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Accessibility of Physical FacilitiesCentral administration/board roomOffices, classrooms, and labsGymnasium/auditorium/playing fieldsRestrooms/locker rooms/water fountainsComputer labs/ICN roomsCafeteria/media centerParking/access route/entranceSignageWebsite
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Compliance is Not Conditional Based Upon Demographics
Even if no student with a physical impairment is enrolled, a recipient or public entity must be prepared to take steps to make its program or activity in existing facilities accessible as the need arises and in a timely manner.
Standards for new construction apply regardless of the number of persons with physical impairments
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Monitoring of Diversity on Advisory CommitteesBoard Policy that Promotes InclusionGender Balance, Racial/Ethnic Diversity &
Persons with Disabilities on the SIACGender Balance, Racial/Ethnic Diversity &
Persons with Disabilities on Career & Technical Advisory Committees
Equity Advisory Committee
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Extra-Curricular Activities Annual Review of student involvement by
gender, disability, racial/ethnic background and SES
Review policies and practices and target recruitment when inequitable participation exists.
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AthleticsPercentage of males and females
participating in interscholastic athleticsNumber of sport options for males and
femalesSurvey of underrepresented group to
determine interest or needDemographics: Head Coaches
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Physical EducationStaff includes male(s) and female(s)All activities are co-educational except
Contact activitiesSex education
Skill level grouping is allowedEmphasis on physical fitness and life time
recreational activities
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ContactMargaret Jensen ConnetEquity ConsultantIowa Department of EducationOffice: 515-281-3769Cell: 515-402-2739Email:
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Educateiowa.govEquity Education