The format of this document corresponds to that of the equity policies by utilizing the same titles and numbering system. In order to clearly differentiate between the adopted policies and suggested strategies we have printed two separate documents.
DEFINITION
Equity is the outcome of fundamental laws and policies which, when enforced, should guarantee fair treatment and access to resources and programs for all students as well as outreach for parental involvement. Furthermore the educational environment must teach and promote the positive self-esteem needed to enable each student to make a productive contribution to his or her school, community, country and world. To respond to issues of equity, school districts should address the following areas in order to:
ELIMINATE PREJUDICE, BIGOTRY, AND DISCRIMINATION IN SCHOOL DISTRICTS
All school staff will hold high expectations that all students can and will learn, especially students of color, students with disabilities (differently abled), students in poverty, students facing language barriers, and female students
Dignity and respect will be demonstrated to and engendered in all students and staff
Parents, school boards, school staff, students, and community members will be held accountable for modeling prejudice-free and bigotry-free behavior during school-sponsored transportation, on school grounds and at school-sponsored activities
Consistent student discipline policies and practices be devised, disseminated, enforced, and monitored
A culturally and linguistically sensitive environment will be fostered in every classroom, school building, and school district
Overall, classroom instruction and teaching materials will present diverse population and their contributions fairly
IMPROVE ACHIEVEMENT FOR ALL STUDENTS
Educators will identify and remove physical and programmatic barriers that produce disproportionality in academic achievement, discipline, and student placement in various programs
Special emphasis will be placed on identifying and removing barriers for female students and students of color
High expectations of achievement will be held for all students by all staff
All schools, along with parents and communities, will establish goals and plans to address:
· academic achievement
· parental involvement
· low attendance rates
· high "push–out rates"
· high "drop–out rates"
· high teen pregnancy rates
All schools will encourage and provide equal access for all students to participate in all academic and school programs
BRING PARENTS AND THE COMMUNITY INTO THE LEARNING CIRCLE
Devise hands-on, person-to-person outreach programs from schools emphasizing appropriate, culturally sensitive communication with parents, guardians, or extended-family members
Provide access to all services, programs, and associated policy-making activities for all students, parents, guardians, or extended family members and their communities
Create learning communities that welcome all parents, guardians, or extended family members and make them a vital part of the educational process
Develop strong parental involvement and parental empowerment programs supported by school staff
Help to provide needed resources to parents and students by coordinating community-based services with school activities
Attempt to more fully utilize resources in diverse communities to enhance student achievement
ADDRESS RACIAL INTEGRATION AND RECOGNIZE DIVERSITY
School districts will develop comprehensive plans to raise the academic achievement levels of children of color substantially
School districts will develop and administer comprehensive, ongoing cultural diversity training for students which includes developing skills for interacting effectively with people from various groups and backgrounds
School districts will be encouraged to develop and implement voluntary, interdistrict desegregation transfer opportunities
School districts will be encouraged to form cooperative, intergovernmental relationships and private sector relationships to foster housing desegregation
School districts will create and support adequate programs for assisting parents and students in making a transition to a school distant from their own neighborhood for desegregation and other educational purposes
RACIAL IMBALANCE POLICY
General Rule. As a general rule -except for greater than 50% minority school districts- racial imbalance shall be defined as the situation that exists:
(1) When the combined minority enrollment of a school exceeds the district-wide combined minority percentage by 20 percentage points or more; or,
(2) When a school's enrollment of a single minority group with a district-wide enrollment of less than 30% exceeds 50%; or,
(3) When a school's enrollment of a single minority group with a district-wide enrollment of 30% or more exceeds the minority group's district-wide percentage by 20 percentage points or more.
Greater than 50% Minority Districts. This is a school district with a district-wide combined minority enrollment that exceeds 50%. Racial imbalance in a greater than 50% minority, non-multiracial school district shall be defined as existing:
(1) When the combined minority enrollment of a school varies from the district-wide combined minority percentage by more than plus or minus 25 percentage points; or,
(2) When a school's enrollment of a single minority group with a district-wide enrollment of less than 30% exceeds 50%; or,
(3) When a school's enrollment of a single minority group with a district-wide enrollment of 30% or more exceeds the minority group's district-wide percentage by 20 percentage points or more.
Greater than 50% Minority, Multiracial Districts. This is a school district with a district-wide combined minority enrollment that exceeds 50% and consists of two or more minority group enrollments which are each greater than 20%. Racial imbalance in a greater than 50% minority, multiracial school district shall be defined as existing:
(1) When the combined minority enrollment of a school varies from the district-wide combined minority percentage by more than plus or minus 25 percentage points; or,
(2) When a school's enrollment of a single minority exceeds the combined district-wide minority percentage.
Exclusions-This policy does not apply to:
(1) Public schools located on American Indian Reservations; or,
(2) School buildings which are the sole site within a school district for the conduct of a regular or special needs program for students of the age(s) or grade level(s) served at the site; or
(3) Student enrollments in programs established and conducted to address extraordinary educational needs, such as bilingual orientation programs, where the assignment and enrollment of students is based solely upon their extraordinary educational needs, the enrollment of students in the program is limited to the duration of their extraordinary educational need, and adherence to the policy would defeat the educational purpose of the program.
ADDRESS THE LANGUAGE NEEDS OF ALL STUDENTS
School districts must bring their students to full English proficiency in order to provide equal opportunity for adult success
Schools must recruit staff (aides, bus drivers, teachers, counselors, and others) who speak the languages spoken by members of the student body and their parents
Schools and districts must communicate in appropriate and effective ways with the members of the diverse communities they serve
Schools and districts must reasonably accommodate students and staff who use sign language, Braille, and other tools available to people with disabilities (differently abled)
ENSURING EQUITABLE DISTRIBUTION OF RESOURCES TO MEET STUDENT NEEDS
All resources that are received by school districts shall be distributed equitably among the schools based on student needs
All resources that are received by a school shall be equitably distributed to all programs within the school, based on student needs
Legislative bodies must work to expand available resources to address equity issues statewide
Policy-making boards must assure that budget priorities address issues identified by locally developed equity boards
RECRUIT AND PROVIDE STAFF TRAINING
Develop and implement recruitment strategies designed to identify and encourage a more diverse group of students to enter the teaching professions, particularly students of color, bilingual students and students or persons with disabilities (differently abled)
Devise and implement preservice program curricula to prepare future teachers to respond to the educational needs of increasingly diverse student populations
Develop and administer comprehensive, ongoing diversity training for school staff which includes developing the skills necessary for effective interaction with people from various groups and backgrounds
Provide comprehensive training to school staff to ensure that they develop the knowledge, skills, and sensitivity necessary to understand and respect the cultural norms of students and parents and how those various norms affect the teaching and learning environment
Encourage male and female students to enter teaching and coaching fields which are not traditionally pursued by people of their gender
Launch preservice and inservice programs to encourage school staff and human services staff to cooperate and collaborate with each other to meet the needs of an increasingly diverse student population |
