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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

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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 2008.

New Code: N.J.A.C. 6A:7 – “Managing for Equality and Equity in Education

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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

 

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HOW?????

District needs are identified through self assessment and

The development of a Comprehensive Equity Plan (CEP), covering the school years 2007 – 2010

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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, 1964 2) Title IX of the Education Amendments, 1972 3) Section 504 of the Rehabilitation Act, 1973 4) The Americans with Disabilities Act, 1990 5) Individuals with Disabilities Education Act (I.D.E.A.) of 1997 6) Equal Pay Act of 1973

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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

 

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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, 2007.

Implementation of the Comprehensive Equity Plan begins in all districts/charters on July 1, 2007.

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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. . . . 609-625-0004Bergen: Dr. Geraldine O’Connor. . . .201-336-6875

Burlington: Ms. Joan Lake. . . . 609-265-5980Camden: Ms. Genevieve Lumia . . . . 856-401-2400

Cape May: Mr. Michael McKnight . . . . 609-465-1281Cumberland: Ms. Janet Sfaelos . . . . 856-451-0211

Essex: Ms. Eileen Gavin . . . . 973-395-4677Gloucester: Ms. Carla Spates . . . .856-468-6500, ext 6018

Hudson: Ms. Monica A. Tone . . . . 201-319-3850Hunterdon: Ms. Christine Harttraft . . . . 908-788-1414

Mercer: Ms. Jackee Reuther . . . . 609-588-5883Middlesex: Ms. Suzanne Miskiewicz . . . . 732-745-3422

Monmouth: Ms. Marie Gdula . . . .732-431-7813Morris: Ms. Ruth Anne Estler. . . . 973-285-8334

Ocean: Mr. Eddie Alvarez . . . . 732-929-2078Passaic: Ms. Diane Mosley-Whitt . . . . 973-569-2110

Salem: Ms. Carol Mizrahi . . . . 856-339-8611Somerset: Ms. Beverly Hetrick . . . . 908-541-5738

Sussex: 973-579-6996Union: 908-654-9860

Warren: Ms. Mary Jane Tanner . . . . 908-475-6327For additional info regarding Charter Schools: Ms. Donna Best . . . . 609-292-5850

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 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

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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.

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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.

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 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.

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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: www.state.nj.us/education

Click on “Overview of DOE Programs”

Click on “Educational Equity”

 

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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

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Step 4: Developing the CEP:

Design improvement strategies for the next three years, which include an ongoing staff development program of activities.

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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)

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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

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MAKE

ADDITIONAL

COPIES

OF EACH FORM

AS NEEDED

More . . .

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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; and3. Resolution authorizing the submission of the

proposed Comprehensive Equity Plan. If a resolution is missing, it will be returned to you.

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STEP 7: ASSEMBLE SUBMISSION PACKAGE

1. Summary Statement for CEP, 2004-20072. Statement of Assurances3. Resolution appointing the AAO4. Resolution authorizing the AAT to conduct the needs

assessment and develop a CEP5. Resolution authorizing the submission of the

proposed CEP6. List of the AAT members, with signatures7. District Needs Assessment Checklist, (Appendix A)8. CEP forms (Appendix B)9. Desegregation Form, Appendix C, if applicable

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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.

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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

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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 08625DUE ON OR BEFOREFRIDAY, MARCH 30, 2007

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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.

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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.”

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APPENDIX A

CEP

ASSESSMENT CHECKLIST

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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 AAreas identified as non compliant MUST be

addressed in Appendix B of the CEP by section and sub-section.

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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.

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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.

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APPENDIX B

Comprehensive

Equity Plan

FORMS

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COMPREHENSIVE EQUITY PLAN FOR AREAS OF NONCOMPLIANCE STAFF DEVELOPMENT

OBJECTIVE: Describe the plan to be implemented for 2007-2010 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

ImplementationStrategies

StaffResponsible

Implementation Timeline

07 08 09 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.

DATA—Peer observations—GESA skills

DATA—NT careers & placements

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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 2007-2010 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

ImplementationStrategies

StaffResponsible

Implementation Timeline07 08 09 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 & bullyingAmistad, Brown Vs BOE, Holocaust Events International Women’s Day, Black History and Women’s 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.

DATA—Analyze disaggregated Cycle II State Assessment data. Develop strategies for underperforming subgroups

Meet AYP/safe harbor annually

Pre-Post analysis of student perceptions—bias, stereotyping, harassment

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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 2007-2010 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

ImplementationStrategies

StaffResponsible

Implementation Timeline07 08 09 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 coursesSchool registration procedures are in compliance with state and federal regulations entrance criteria for gifted and talented, or specialized programs and magnet schools dropout preventionscholarship 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.

DATA—reduction of dropouts and disciplinary actions

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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 2007-2010 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

ImplementationStrategies

StaffResponsible

Implementation Timeline07 08 09 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 mannerPrograms 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.

DATA—Increase number of students entering careers nontraditional for gender, race, and ethnicity.

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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 2007-2010 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

ImplementationStrategies

StaffResponsible

Implementation Timeline07 08 09 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 trainersUse of primary fields and courts in the district or charter school for gamesUse of same fields and courts used by males during play-off gamesHigh-quality coachesTeam membership

Athletic Director

Coaches

Superintendent

Δ Δ Δ ▲

Schedules for field and facility use are equitable, public and consistently applied.

Athletic trainers’ schedule reflects equal access for males/females

DATA—use of primary field by gender

DATA—team membership by demographics

DATA—student achievement scores by demographics and sport

DATA—Conduct an interest survey every 3 years.

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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 2007-2010 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

ImplementationStrategies

StaffResponsible

Implementation Timeline07 08 09 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

▲ ▲ ▲ ▲

DATA—collect 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.

DATA—Analyze 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.