1 COMPREHENSIVE EQUITY PLAN 2007 through 2010 FORMS AND INSTRUCTIONS FOR SCHOOL DISTRICTS AND CHARTER SCHOOLS IN DEVELOPING A COMPREHENSIVE EQUITY PLAN TO PROVIDE EQUALITY AND EQUITY IN EDUCATIONAL PROGRAMS Due Date: On or before Friday, March 30, 2007

2 HISTORY: EQUITY CODE N.J.A.C. 6:4 was the prior Equity Code in existence since 1972 with no sunset date; i.e., could go on forever! A new equity code was adopted by the State Board in May 2003, with a sunset date of New Code: N.J.A.C. 6A:7 – Managing for Equality and Equity in Education

3 A. Purpose of 6A:7 Assigns responsibility to school boards to: identify and correct all discriminatory and inequitable policies, programs, practices and conditions within or affecting the public schools

4 HOW????? District needs are identified through self assessment and The development of a Comprehensive Equity Plan (CEP), covering the school years 2007 – 2010

5 The plan will enable districts to comply with the following laws, codes, and regulations: Federal Laws: 1) Titles VI and VII of the Civil Rights Act, ) Title IX of the Education Amendments, ) Section 504 of the Rehabilitation Act, ) The Americans with Disabilities Act, ) Individuals with Disabilities Education Act (I.D.E.A.) of ) Equal Pay Act of 1973

6 State Laws: 1)Article I, Paragraph 5 of the NJ State Constitution 2)N.J.S.A.18A:36 20, Equality in Educational Programs, Prohibition of Discrimination 3) N.J.S.A.10:5 NJ Law Against Discrimination 4) NJ Administrative Code (N.J.A.C. 6A:7) 5) N.J.S.A.18A:35-1, History of the United States

7 B. Submission Requirements Districts/charter schools must submit the original to your County Office of Education and one (1) copy to the Office of Specialized Populations in Trenton. Due date: On or before Friday, March 30, Implementation of the Comprehensive Equity Plan begins in all districts/charters on July 1, 2007.

8 Questions and technical assistance regarding the Comprehensive Equity Plan should be directed to the county office of education serving the district/charter school, as listed below: Atlantic County: Mr. Michael Ryan Bergen: Dr. Geraldine OConnor Burlington: Ms. Joan Lake Camden: Ms. Genevieve Lumia Cape May: Mr. Michael McKnight Cumberland: Ms. Janet Sfaelos Essex: Ms. Eileen Gavin Gloucester: Ms. Carla Spates , ext 6018 Hudson: Ms. Monica A. Tone Hunterdon: Ms. Christine Harttraft Mercer: Ms. Jackee Reuther Middlesex: Ms. Suzanne Miskiewicz Monmouth: Ms. Marie Gdula Morris: Ms. Ruth Anne Estler Ocean: Mr. Eddie Alvarez Passaic: Ms. Diane Mosley-Whitt Salem: Ms. Carol Mizrahi Somerset: Ms. Beverly Hetrick Sussex: Union: Warren: Ms. Mary Jane Tanner For additional info regarding Charter Schools: Ms. Donna Best

9 Step 1: Formation of the Affirmation Action Team Each district/charter school board shall: annually designate a member of its staff as the affirmative action officer (AAO); form an affirmative action team (AAT), of which the AAO is a member; conduct a needs assessment and develop the Comprehensive Equity Plan

10 Step 2: Conduct Needs Assessment Appendix A: The District Needs Assessment Checklist MUST be completed. This document is a checklist to help the AAO and the AAT identify problem areas. It must be submitted as part of the documentation that accompanies the Comprehensive Equity Plan.

11 I.Board Responsibility -- Types of policies and resolutions that the Board must adopt, create or revise to comply with applicable law, and to include adequate yearly progress targets for closing the achievement gap as specified in NCLB. II. Staff Development -- Training on equity matters that is required annually for all staff, certificated and non-certificated.

12 III. School and Classroom Practices -- Equity requirements for four categories: curriculum, student access, guidance, and physical education/athletics. IV. Employment/Contract Practices -- Outlines the basic practices to comply with equity requirements.

13 The AAT should: 1.Determine whether the district is in compliance with each requirement in the checklist (Appendix A); 2. Cite documentation to support compliance; 3.Ensure that there are internal monitoring procedures in place to certify compliance; and 4.Refer to N.J.A.C. 6A:7 for sources of legal authority; it is available online (along with this PowerPoint presentation) at: Click on Overview of DOE Programs Click on Educational Equity

14 Step 3. After completing the needs assessment, identify: 1. Items needing correction; identify by section and subsection, e.g. I.A.(1)(a) 2. Items requiring a monitoring procedure or system

15 Step 4: Developing the CEP: Design improvement strategies for the next three years, which include an ongoing staff development program of activities.

16 Forms specific to each assessment area are provided in Appendix B and include: Board Responsibilities (one form) Staff Development (one form) School and Classroom Practices (four forms) Employment and Contract Practices (one form)

17 ON EACH FORM IN APPENDIX B: 1.LIST NON COMPLIANT AREAS. It is IMPERATIVE that you cite the section/sub- section from the needs assessment, e.g. I.A.(2)(c) 2.DEVELOP IMPROVEMENT STRATEGIES 3.ASSIGN STAFF RESPONSIBLE for implementing proposed strategies/activities 4.PLAN THE IMPLEMENTATION TIMELINE 5.IDENTIFY INDICATORS OF ACCOMPLISHMENT

18 MAKE ADDITIONAL COPIES OF EACH FORM AS NEEDED More...

19 Step 5: Complete the Statement of Assurances and Obtain the Required Signatures Step 6: Obtain the required Board Resolutions: 1. Resolution appointing the AAO; 2. Resolution authorizing the AAT to conduct the needs assessment and develop a CEP; and 3. Resolution authorizing the submission of the proposed Comprehensive Equity Plan. If a resolution is missing, it will be returned to you.

20 STEP 7: ASSEMBLE SUBMISSION PACKAGE 1. Summary Statement for CEP, Statement of Assurances 3. Resolution appointing the AAO 4. Resolution authorizing the AAT to conduct the needs assessment and develop a CEP 5. Resolution authorizing the submission of the proposed CEP 6. List of the AAT members, with signatures 7. District Needs Assessment Checklist, (Appendix A) 8. CEP forms (Appendix B) 9. Desegregation Form, Appendix C, if applicable

21 APPENDIX C FOR DISTRICTS THAT ARE UNDER ORDERS BY THE NJ COMMISSIONER OF EDUCATION TO IMPLEMENT SCHOOL DESEGREGATION PLANS, you must complete the Questionnaire in Appendix C. If this document is missing, it will be returned to you for completion.

22 DESEGREGATION DISTRICTS: If, based on answers to the questionnaire, your district feels it has met its desegregation plan requirements for the last five years, you may petition the Department to be removed from the list. Send a letter and documentation to: NJ Department of Education Office of Specialized Populations/Equity P.O. Box 500 Trenton, NJ 08625

23 STEP 8: (WHEW!!!) SUBMIT THE ORIGINAL TO YOUR COUNTY OFFICE OF EDUCATION ***AND *** MAIL ONE COPY TO: NJ DOE Office of Specialized Populations P.O. Box 500 Trenton, NJ DUE ON OR BEFORE FRIDAY, MARCH 30, 2007

24 CEP ACCOUNTABILITY: 1.Districts will submit an annual Statement of Assurance (Appendix D) no later than June 30 each year signifying its compliance. Districts will also complete the District Performance Review in the NJ Quality Single Accountability Continuum. Charter schools will report their annual progress in the Charter School Annual Report. 2. A random sampling of districts/charters will be reviewed annually for compliance of the CEP.

25 CEP SANCTIONS: N.J.A.C. 6A:7-1.9(f), If the board of education does not implement the CEP within 180 days of the approval date, or fails to report its progress annually, sanctions deemed to be appropriate by the Commissioner of Education.... shall be imposed and may include action to suspend, terminate or refuse to award federal or state financial assistance…pursuant to N.J.S.A 18A:55-2.

26 APPENDIX A CEP ASSESSMENT CHECKLIST

27 DISTRICT/CHARTER SCHOOL NEEDS ASSESSMENT CHECKLIST (Appendix A) Use the needs assessment checklist to determine your areas of need. Indicate compliance (C) or Non compliance (NC) If compliant, list the documentation or evidence used to substantiate compliance, Appendix A Areas identified as non compliant MUST be addressed in Appendix B of the CEP by section and sub-section.

28 COMMUNITY INVOLVEMENT It is important to involve the internal and external community throughout the CEP process. A handout is available on how to inform the community about the CEP. Make the CEP available to the public after it is approved.

29 Each school within the district must be included in the needs assessment. REMEMBER: IF ONE SCHOOL IN THE DISTRICT IS OUT OF COMPLIANCE, THE ENTIRE DISTRICT IS OUT OF COMPLIANCE.

30 APPENDIX B Comprehensive Equity Plan FORMS

31 COMPREHENSIVE EQUITY PLAN FOR AREAS OF NONCOMPLIANCE STAFF DEVELOPMENT OBJECTIVE: Describe the plan to be implemented for to provide in-service training for school personnel on a continuing basis to identify and resolve problems with the student achievement gap and other iniquities arising from prejudice on the basis of race, creed, color, national origin, ancestry, age, marital status, affectional or sexual orientation, gender, religion, disability or socioeconomic status. STAFF DEVELOPMENT IS ONGOING: List by corresponding section/subsection from the district/charter school needs assessment checklist and use more than one page as needed. Section/sub Section from Needs Assessment Implementation Strategies Staff Responsible Implementation Timeline Ongoing Indicator of Accomplishment II. A. (1), (2) Provide staff development to all interested parents and community members, certified and non-certified staff to inform, identify and resolve problems in the following areas: student achievement gap bullying sexual harassment NT (nontraditional careers & AP) prejudice, bias and stereotyping GESA(gender/ethnic expectation and student achievement) diverse learning styles Director of HR Regional Office Staff Equity Assistance Center at NYU AA Officer Consultant Date, roster and agenda for workshops. Log of incidents reported to AAO. DATA---Reduction in the number of incidents of bullying, sexual harassment, bias. DATAPeer observations GESA skills DATANT careers & placements

32 COMPREHENSIVE EQUITY PLAN FOR AREAS OF NONCOMPLIANCE SCHOOL AND CLASSROOM PRACTICES: EQUALITY AND EQUITY IN CURRICULUM OBJECTIVE: Describe the district/charter school's plan to be implemented for Academic Years for developing and/or revising curriculum to eliminate discrimination, add multicultural content, and promote understanding and mutual respect among all students. NON COMPLIANT AREAS: List by corresponding section/subsection from the district/charter school needs assessment checklist and use more than one page as needed. Section/sub Section from Needs Assessment Implementation Strategies Staff Responsible Implementation Timeline Ongoing Indicator of Accomplishment III. A. (1), III. A. (2), (3), (4) III. A. (1), (c) Revise curriculum in language arts, social studies, workplace readiness, arts, math and science to infuse the following: multicultural studies character education prevention of sexual harassment & bullying Amistad, Brown Vs BOE, Holocaust Events International Womens Day, Black History and Womens History Month Events textbook examination for bias and stereotyping Employee paid with stipend or salary Building principals, teachers Consultant Regional Office Events Δ Maintain roster of all student participants. Indicate male/female; LEP; SE, race/ethnicity. If subgroups on roster do not reflect school population, develop recruitment plans. DATAAnalyze disaggregated Cycle II State Assessment data. Develop strategies for underperforming subgroups Meet AYP/safe harbor annually Pre-Post analysis of student perceptionsbias, stereotyping, harassment

33 COMPREHENSIVE EQUITY PLAN FOR AREAS OF NONCOMPLIANCE SCHOOL AND CLASSROOM PRACTICES: EQUALITY AND EQUITY IN STUDENT ACCESS OBJECTIVE: Describe the plan to be implemented for to provide equal and bias-fee access for all students to all school facilities, courses, programs, activities and services, regardless of race, national origin, sexual orientation, gender, religion, English proficiency, socio-economic status or disability. NON COMPLIANT AREAS: List by corresponding section/subsection from the district/charter school needs assessment checklist and use more than one page as needed. Section/sub Section from Needs Assessment Implementation Strategies Staff Responsible Implementatio n Timeline Ongoing Indicator of Accomplishment III. B. (4), (d), (f) III. B. (2), (3), (4) (a), (b), (c), (d), (e), Examine and revise policies and procedures in the following areas: entrance criteria for career training and AP courses School registration procedures are in compliance with state and federal regulations entrance criteria for gifted and talented, or specialized programs and magnet schools dropout prevention scholarship programs & guidance for post secondary school selection delivery of discipline procedures selection of students for extra curricular programs Guidance counselor Principal Department Chairs Teachers Consultant Δ Teachers trained in differentiated instruction to support inclusion and heterogeneous grouping. DATA--Class rosters for upper level courses and programs reflect demographic composition of school. Prerequisites for courses are published and consistently applied. DATAreduction of dropouts and disciplinary actions

34 COMPREHENSIVE EQUITY PLAN FOR AREAS OF NONCOMPLIANCE SCHOOL AND CLASSROOM PRACTICES: EQUALITY & EQUITY IN GUIDANCE PROGRAM SERVICES OBJECTIVE: Describe the district/charter school's plan to be implemented for to provide equitable treatment, adequate and appropriate counseling services for ALL students, including females, minority students, limited English-proficient students, non-college bound students, and students with disabilities, and to ensure exposure and counseling services focused on careers in the science and technology industries, non-traditional career options and post-secondary opportunities for minority and female students NON COMPLIANT AREAS: List by corresponding section/subsection from the district/charter school needs assessment checklist and use more than one page as needed. Section/sub Section from Needs Assessment Implementation Strategies Staff Responsible Implementatio n Timeline Ongoing Indicator of Accomplishment III. (C), (1), III (C), (2), (3) Increase access for ALL students as above by instituting the following: LEP college support/mentoring program. Native language information to parents in timely manner Programs for students from families who have not attended college to proceed through steps of college selection and application in a timely manner Programs to introduce nontraditional career options to females and males particularly in technology areas Guidance Counselor Equity Assistance Center WIB Δ DATA--Collect baseline data on # of graduates attending and completing college by gender, race, ethnicity, LEP and special education. Results of mentoring program for college bound LEP students, agenda, reports. DATA--Increase number of students attending college using baseline criteria in DATA above. DATAIncrease number of students entering careers nontraditional for gender, race, and ethnicity.

35 COMPREHENSIVE EQUITY PLAN FOR AREAS OF NONCOMPLIANCE EQUALITY & EQUITY IN PHYSICAL EDUCATION AND ATHLETIC PROGRAMS OBJECTIVE: Describe the district/charter school's plan to be implemented for Academic Years to ensure that there is gender equity in all physical education and athletic programs, and to ensure equitable opportunities for all students to participate in athletics regardless of race, national origin, gender, sexual orientation, religion, English proficiency, socio-economic status or disability. NON COMPLIANT AREAS: List by corresponding section/subsection from the district/charter school needs assessment checklist and use more than one page as needed. Section/sub Section from Needs Assessment Implementation Strategies Staff Responsible Implementatio n Timeline Ongoing Indicator of Accomplishment III. (D), (1); (E), (2) III (E), (1), (3), (4), (5) Implement practices and procedures to ensure equality of access in the following areas regardless of gender, race, sexual orientation, national origin, religion, English proficiency, socio- economic status or disability: Practice fields, locker rooms, weight rooms, equipment, uniforms and athletic trainers Use of primary fields and courts in the district or charter school for games Use of same fields and courts used by males during play-off games High-quality coaches Team membership Athletic Director Coaches Superintend ent Δ Δ Δ Schedules for field and facility use are equitable, public and consistently applied. Athletic trainers schedule reflects equal access for males/females DATAuse of primary field by gender DATAteam membership by demographics DATAstudent achievement scores by demographics and sport DATAConduct an interest survey every 3 years.

36 COMPREHENSIVE EQUITY PLAN FOR AREAS OF NONCOMPLIANCE EQUALITY & EQUITY IN EMPLOYMENT/CONTRACT PRACTICES OBJECTIVE: Describe the district/charter school's plan to be implemented for Academic Years to ensure equitable practices in employment at all levels of responsibility, and to avoid engaging in business with firms that discriminate on the basis of race, national origin, sexual orientation, gender, religion, English proficiency, socio- economic status, or disability. NON COMPLIANT AREAS: List by corresponding section/subsection from the district/charter school needs assessment checklist and use more than one page as needed.. Section/sub Section from Needs Assessment Implementation Strategies Staff Responsible Implementatio n Timeline Ongoing Indicator of Accomplishment IV. (A), (1), (2), (4), (5) IV. (C) Annually review advertising, recruiting, interviewing and hiring procedures. Provide workshop to appropriate parties in bias-free interviewing and affirmative action requirements. Adopt employment practices in hiring and promotion necessary to correct imbalances in all groups listed in objective at all levels of staffing. Develop district goals for diversity of school community at all levels Ensure equal pay for equal work among members of school staff. Human Resources Dept. School Management Team BOE CSA DATAcollect baseline demographic data for all employees, BOE members. Distribution log of Applications and procedures for advertising and hiring are bias-free. Workshop dates, rosters, agendas in bias–free interviewing & Affirmative Action. DATAAnalyze employment patterns reflect demographics of district at all levels of employment.. DATA– Chart pay scales for all staff to assure alignment is in concert with equal pay for equal work.