The Educational Equity Review Process and Coordinator Responsibilities

1. The Educational Equity Review Process and Coordinator Responsibilities Keystone AEA, January 21, 2014

2. Legislation • Title 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)

3. Purpose of the Equity Review • Office for Civil Rights Compliance • Recommendations • Inclusive environments • School Improvement

4. Civil Rights Monitoring Process Office 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.

5. Methods of Administration Methods of administration are to include: • State policy reviews • Desk audits of sub-recipient’s enrollment and staffing data as well as other equity data • On-site reviews of local education agencies to assess their degree of compliance • Technical assistance on equity issues • Biennial program reports to the United States Office for Civil Rights

6. Selection Criteria • Course enrollment data in career and technical programs disaggregated by gender, disability and race • Changing demographics • Complaints or referrals • Time elapsed since last equity review

7. Letter of Finding/Equity Report • Strength Statements • Recommendations for Improvement • Noncompliance issues – in a chart in the report

8. Voluntary Compliance Plan • The 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

9. Monitoring and Follow Up • Documentation 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

10. Designation of Coordinator • Coordinate 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

11. Role of Equity Coordinator • Knowledge of Federal and State Civil Rights Laws • Board Policies and Administrative Procedures • Dissemination of Information (Notification) • Professional Development • Facilitating the Grievance Process • Monitoring and Analysis of Disaggregated Data and Diversity on Advisory Committees

12. Knowledge of Federal and State Civil Rights Laws Title 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."

13. Title VI – Civil Rights Act of 1964 (race and national origin equity) "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."

14. 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

15. 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."

16. 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.

17. Board Policies and Administrative Procedures • To ensure the agency has the required board policies and grievance procedures in place • Board-adopted policies on nondiscrimination in programs and employment • Cover all the protected classes, including socioeconomic status • Reviewed, revised or reaffirmed every five years

18. Non-Discrimination Policy • Program and Employment • Race, Color, National Origin (Language) • Gender & Marital Status • Disability • Religion & Creed • Age (Employment Only) • Sexual Orientation & Gender Identity • Socioeconomic Status

19. Seven Categories for Race • Hispanic/Latino • American Indian or Alaska Native • Asian • Black or African-American • Native Hawaiian or Other Pacific Islander • White • Two or More

20. Nondiscrimination Chart On 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

21. 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?

22. Dissemination of Information • Non-Discrimination Policy • Identity and Contact Information for Equity Coordinator • Information About Grievance Procedure and Distribution of Grievance Forms • Major Annual Publications, Brochures, Handbooks, Registration Handbooks, Website • Public Posting and Local Newspaper • Website • Harassment and Bullying Notifications

23. Notifications of Harassment, Bullying, Hazing Policy • Harassment: 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

24. Professional Development • Incorporated into Everything • Equity and School Improvement • Multi Cultural and Gender Fair • Cultural Proficiency • English Language Learners • Students with Disabilities • Common Core Must Ensure Equity

25. Equity & School Improvement • Multicultural, Gender Fair Goals in the CSIP • Racial/Ethnic Diversity, Gender Balance and Persons with Disabilities on the SIAC • Professional 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

26. 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.

27. 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.

28. Cultural Proficiency • Cultural 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.

29. English Language Learners • Identification/registration • Assessment • Language assistance • Exit criteria • Communication with family

30. Students with Disabilities • Identification • Accommodation/IEP • LRE Least restrictive environment • Disproportionality • Assessment • Annual review of course enrollment

31. Common Core Must Ensure Equity • Ensure comparable positive outcomes for all students on all achievement indicators • Ensure equitable access to education services and inclusion for all students • Ensure equitable treatment for all students • Ensure equitable resource distribution • Ensure equitable opportunities to learn for all students • Ensure equitable shared accountability

32. Midwest Equity Assistance Center • Recommendations from the Regional Equity Assistance Centers • Free assistance to school districts including workshops, seminars, conferences, technical assistance information dissemination and professional development. http://www.meac.org/

33. 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.

34. Facilitating the Grievance Procedure • Aligned with Non-Discrimination Policy • Students, Parents, Employees and Applicants for Employment • Grievance Forms • Facilitated by Equity Coordinator

35. 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

36. An Effective Grievance Procedure • Clearly spells out time limits on process steps • Clearly states procedures and responsibilities for notifying all parties of results of the investigation • Provides grievant protection against retaliation

37. Monitoring and Analysis of Disaggregated Data • Integration and Inclusion on the basis of Gender, Race/National Origin and Disability • Attendance centers and courses • Monitor integration/inclusion by reviewing enrollment data annually • Document findings and keep them on file

38. EdInsight Equity Reports • Purpose is to examine student, employment and course data • Student and course data disaggregated by gender, race, special education, 504 plan, ELL status and SES • Employment data by gender and race • Originate from multiple sources • Available from 2009-2010 forward • Each district has a trained staff person • AEA can provide training

39. Gender Segregation • When males or females constitute 80% or more of the enrollment in a class, a program, or an activity

40. 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

41. 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

42. Disability Segregation/Isolation • When 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

43. When Isolation/Segregation Exists • Counselors 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.

44. 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.

45. New Facility • Any construction or alteration by, on behalf of, or for the use of the recipient that began after June 3, 1977

46. Accessibility of Physical Facilities • Central administration/board room • Offices, classrooms, and labs • Gymnasium/auditorium/playing fields • Restrooms/locker rooms/water fountains • Computer labs/ICN rooms • Cafeteria/media center • Parking/access route/entrance • Signage • Website

47. 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

48. Monitoring of Diversity on Advisory Committees • Board Policy that Promotes Inclusion • Gender Balance, Racial/Ethnic Diversity & Persons with Disabilities on the SIAC • Gender Balance, Racial/Ethnic Diversity & Persons with Disabilities on Career & Technical Advisory Committees • Equity Advisory Committee

49. 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.

50. Athletics • Percentage of males and females participating in interscholastic athletics • Number of sport options for males and females • Survey of underrepresented group to determine interest or need • Demographics: Head Coaches