NJDOE CEP Plan 2007-2010 Power Point

8/3/2019 NJDOE CEP Plan 2007-2010 Power Point

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COMPREHENSIVE EQUITY PLAN

2007 through 2010

FORMS AND INSTRUCTIONS

FOR SCHOOL DISTRICTS AND CHARTER SCHOOLS INDEVELOPING

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 inexistence since 1972 with no sunset date; i.e.,could ―go on‖ forever !

A new equity code was adopted by the StateBoard 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 identifiedthrough 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 bedirected 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. . . . 609-265-5980

Camden: Ms. Genevieve Lumia . . . . 856-401-2400 Cape May: Mr. Michael McKnight . . . . 609-465-1281 Cumberland: Ms. Janet Sfaelos . . . . 856-451-0211

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

Hudson: Ms. Monica A. Tone . . . . 201-319-3850

Hunterdon: Ms. Christine Harttraft . . . . 908-788-1414 Mercer: Ms. Jackee Reuther . . . . 609-588-5883

Middlesex: Ms. Suzanne Miskiewicz . . . . 732-745-3422Monmouth: Ms. Marie Gdula . . . .732-431-7813Morris: Ms. Ruth Anne Estler. . . . 973-285-8334

Ocean: Mr. Eddie Alvarez . . . . 732-929-2078

Passaic: Ms. Diane Mosley-Whitt . . . . 973-569-2110Salem: Ms. Carol Mizrahi . . . . 856-339-8611

Somerset: Ms. Beverly Hetrick . . . . 908-541-5738Sussex: 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”

http://www.state.nj.us/

http://www.state.nj.us/



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Step 3. After completing the needsassessment, 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 areaare provided in Appendix B and include:

Board Responsibilities (one form)

Staff Development (one form)

School and Classroom Practices (fourforms)

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; and

3. 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, 2004-2007

2. 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



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APPENDIX C

FOR DISTRICTS THAT ARE UNDERORDERS BY THE NJ COMMISSIONEROF 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 itsdesegregation plan requirements for thelast 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 YOURCOUNTY OFFICE OF EDUCATION

***AND ***

MAIL ONE COPY TO:

NJ DOE Office of Specialized Populations

P.O. Box 500

Trenton, NJ 08625

DUE ON OR BEFORE

FRIDAY, MARCH 30, 2007



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CEP ACCOUNTABILITY:

1. Districts will submit an annual Statement of

Assurance (Appendix D) no later than June 30each year signifying its compliance. Districts

will also complete the District Performance

Review in the NJ Quality Single AccountabilityContinuum. 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 within180 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 evidenceused to substantiate compliance, Appendix A

Areas 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: IFONE SCHOOL INTHE DISTRICT IS

OUT OFCOMPLIANCE,THE ENTIRE

DISTRICT IS OUTOFCOMPLIANCE.



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APPENDIX B

Comprehensive Equity Plan

FORMS

COMPREHENSIVE EQUITY PLAN FOR AREAS OF NONCOMPLIANCE



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COMPREHENSIVE EQUITY PLAN FOR AREAS OF NONCOMPLIANCESTAFF DEVELOPMENT

OBJECTIVE: Describe the plan to be implemented for 2007-2010 to provide in-service trainingfor school personnel on a continuing basis to identify and resolve problems with the studentachievement 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

07 08 09 Ongoing

Indicator of

Accomplishment

II. A. (1),(2)

Provide staff development to allinterested 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

AssistanceCenter at

NYU

AA Officer

Consultant

▲ ▲ ▲ ▲ Date, roster and agendafor 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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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 fordeveloping 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

07 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 thefollowing:

multicultural studies

character education

prevention of sexual harassment

& bullying

Amistad, 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 orsalary

Building

principals,

teachers

Consultant

Regional

Office

Events

Δ ▲ ▲ ▲ Maintain roster of all studentparticipants. Indicate

male/female; LEP;SE, race/ethnicity. Ifsubgroups on rosterdo not reflect schoolpopulation, developrecruitment plans.

DATA—Analyzedisaggregated CycleII State Assessment

data. Developstrategies forunderperformingsubgroups

Meet AYP/safe harborannually

Pre-Post analysis of studentperceptions—bias,

stereotyping,harassment




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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 studentsto 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

07 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 courses

School registration procedures

are in compliance with state and

federal regulations

entrance criteria for gifted and

talented, or specialized programsand magnet schools

dropout prevention

scholarship programs &

guidance for post secondary school

selection

delivery of discipline procedures

selection of students for extracurricular 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

demographiccomposition of school.

Prerequisites for courses are

published and

consistently applied.

DATA — reduction of

dropouts and

disciplinary actions




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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 equitabletreatment, 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 ensureexposure 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 needsassessment checklist and use more than one page as needed.

Section/sub

Section from

Needs

Assessment

Implementation

Strategies

Staff

Responsible

Implementatio

n Timeline

07 08 09 Ongoing


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 attendingand 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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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 ensurethat 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, Englishproficiency, 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

07 08 09 Ongoing


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 areequitable, public and

consistently applied.

Athletic trainers’ schedule

reflects equal access

for males/females

DATA — use of primary field

by genderDATA — team membership by

demographics

DATA — student achievement

scores by

demographics and

sport

DATA — Conduct an interestsurvey 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 ensureequitable practices in employment at all levels of responsibility, and to avoid engaging in business with firms thatdiscriminate 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 needsassessment checklist and use more than one page as needed..

Section/sub

Section from

Needs

Assessment

Implementation

Strategies

Staff

Responsible

Implementatio

n Timeline

07 08 09 Ongoing


IV. (A), (1),(2), (4), (5)

IV. (C)

Annually review advertising,recruiting, interviewing andhiring procedures.

Provide workshop to appropriateparties in bias-freeinterviewing and affirmativeaction requirements.

Adopt employment practices inhiring and promotion

necessary to correctimbalances in all groupslisted in objective at all levelsof staffing.

Develop district goals for diversity ofschool community at alllevels

Ensure equal pay for equal work

among members of school

HumanResources

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 employmentpatterns 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.

Documents

NJDOE CEP Plan 2007-2010 Power Point