Elk Grove USD | BP 0415 Philosophy, Goals, Objectives and Comprehensive Plans
The Governing Board reaffirms its commitment to provide an environment that is culturally sensitive and free from bias and discrimination that protects students from physical and emotional harm. The Board commits to ensuring that all stakeholders uphold educational equity as an essential principle of our school system that is integrated into all policies, practices, operations and processes in order to yield equitable educational outcomes for all students.
The Board's guiding philosophy for this board policy is:
1. The future of our community and country depends on students possessing the skills to be contributing members of a democratic society.
2. All students can learn and succeed to become college, career and life ready.
3. The diversity of the school population and staff enriches students learning experiences.
4. A safe, welcoming, and culturally responsive school climate is necessary for learning.
The development of this board policy included involvement by representatives from the Board, school and District administrators, teachers, other certificated and classified staff, students, parents/guardians and community members.
The Board recognizes that achievement and opportunity gaps and disparate discipline actions exist among student groups. The Board establishes this board policy to ensure all students, regardless of disability, ethnicity, gender, gender expression, gender identity, immigration status, language, nationality, parental status, race, religion, sexual orientation, socioeconomic status or association with a person or group with one or more of these actual or perceived characteristics, will have access to equitable resources and opportunities to participate fully in the educational process.
(cf. 0100 - Philosophy)
(cf. 0200 - Mission and Goals for the District)
(cf. 0400 - Comprehensive Plans)
(cf. 5000 - Students)
(cf. 4000 - Concepts and Roles in Student Personnel)
(cf. 9000 - Role of the Board)
The responsibility for educating students is shared amongst all District stakeholders. Eliminating practices that perpetuate a disparate impact on student learning is imperative. The Board acknowledges educational equity is integral to the District's overall mission and core values.
(cf. 0200 - Philosophy, Goals, Objectives and Comprehensive Plans)
(cf. 0460 - Local Control and Accountability Plan)
Educational equity is a means of ensuring the decisions, policies and practices in our system are culturally sensitive and provide all students with access, opportunity, resources and support to: meet students' individual needs to learn, grow, and develop in a safe and healthy environment; support all stakeholders in advocating for fairness; and ensure the ultimate outcome of all students becoming college, career and life ready.
The Board understands that:
1) Generalizing and stereotyping any group of people devalues their contributions to the District and community as a whole.
2) Achievement and opportunity gaps and disparate discipline that exists amongst student groups construct barriers that prevent students from realizing their fullest potential and is unacceptable.
(cf. 0201 - Human Dignity Policy)
(cf. 4030 - Nondiscrimination in Employment)
(cf. 5145.3 - Nondiscrimination/Harassment)
(cf. 0210 - Goals for Student Learning)
(cf. 5000 - Students)
(cf. 5030 - Student Wellness)
(cf. 5137 - Positive School Climate)
(cf. 6164.6 - Identification and Education, Under Section 504)
The Superintendent or designee shall ensure:
1. Policies, programs and procedures are:
a. Fair, consistent and prohibitive of actual or perceived inequitable or discriminatory acts based on disability, ethnicity, gender, gender expression, gender identity, immigration status, language, nationality, parental status, race, religion, sexual orientation, socioeconomic status or association with a person or group with one or more of these actual or perceived characteristics; and
b. Aligned with long-term plans for implementing, reviewing and revising policies, programs and procedures that promote equity in the District in an effort to identify and remove systemic barriers that prevent students, staff and other stakeholders' full participation or access and benefits of District programs, services and activities.
2. Financial and human resources are provided to support the work of staff, students, families and community groups in promoting equity and inclusion in our District.
3. An active approach to recruit, develop and retain District staff, administrators and teachers will be utilized, so that the District reflects the cultural and ethnic background of students and the community.
4. District discipline policies are uniform, designed to mitigate disproportionality in exclusionary practices, suspensions and expulsions amongst all student groups based on disability, ethnicity, gender, gender expression, gender identity, immigration status, language, nationality, parental status, race, religion, sexual orientation, socioeconomic status or association with a person or group with one or more of these actual or perceived characteristics.
5. District stakeholders are provided with fair and effective processes for resolving concerns and have the opportunity to challenge alleged inequitable practices with the expectation of remedy without fear of retribution.
(cf. 1312.3 - Uniform Complaint Procedure)
The Board reaffirms its commitment to ensuring a welcoming learning environment that encompasses the following: a culture and climate free of harassment and discriminatory attitudes, practices, and events; curriculum that accurately reflects the diversity of our students; intentionality in promoting cultural sensitivity among students and staff; high academic expectations of all students to learn; school personnel be provided opportunity for continuous professional learning and development to implement curriculum and deliver instruction, utilizing instructional practices that are reflective of our student population.
(cf. 0410 - Nondiscrimination in District Programs and Activities)
(cf. 6010 - Instruction/Goals & Objectives)
(cf. 6141 - Curriculum Development and Evaluation)
(cf. 6161.1 - Selection and Evaluation of Instructional Materials)
The Superintendent or designee shall ensure:
1. Staff receive on-going, researched-based, professional learning and professional development on culturally responsive instructional practices;
2. Curriculum accurately reflects the diversity among student groups; and
3. Students receive high quality teaching and are held to high expectations through a lens of cultural sensitivity and appreciation for all students' experiences.
(cf. 4100 - Certificated Personnel)
(cf. 4131 - Staff Development)
(cf. 4200 - Classified Personnel)
(cf. 4222 - Teacher Aides/Paraprofessionals)
(cf. 4300 - Administrative and Supervisory Personnel)
(cf. 4331 - Staff Development)
(cf. 6173 - Education for Homeless Children)
(cf. 6174 - Education for English Language Learners)
(cf. 6175 - Migrant Education Program)
(cf. 9240 - Board Development)
200 Educational Equity Purpose
201 Legislative Declarations and Intent (A-G)
210 Article 2. Definitions
220 Prohibition of Discrimination
234 - 234.5 Safe Place to Learn Act
32280 - 32289 School Safety Plans
51000 - 51009 George Miller, Jr. Education Act of 1968
51019 Definition of Philosophy
51020 Definition of Goal
51500 Prohibition of Instruction or Activity
51513 Personal Beliefs
52060 - 52077 Adoption of Local Control and Accountability Plan
60040 Portrayal of Cultural and Racial Diversity
60044 Prohibited Instructional Materials
CODE OF REGULATIONS, TITLE 5
5 CCR 3940 Maintenance of Effort
UNITED STATES CODES
20 U.S.C. 1400 et seq. Individuals with Disabilities in Education Act
20 U.S.C. 1681 et seq. Patsy Takemoto Equal Opportunity in Education Act
20 U.S.C. 2301 et seq. Carl D. Perkins Career and Technical Education Act of 2006
20 U.S.C. 5801 et seq. Education Flexibility Partnership Act of 1999
20 U.S.C. 6801 et seq. Technology for Education Act of 1994
29 U.S.C. 794 Nondiscrimination under Federal Grants and Programs
42 U.S.C. 2000d Section 1-101, Section 1-102 et seq. Title VI, Civil Rights Act of 1964
42 U.S.C. 2000d-7 Civil rights remedies equalization
42 U.S.C. 12101-12213 Americans with Disabilities Act of 1990
CODE OF FEDERAL REGULATIONS
28 C.F.R. 35.101 Americans with Disabilities Act
34 C.F.R. 100-110 Chapter 1-Office for Civil Rights, Department of Education
OTHER PROFESSIONAL REFERENCES
Cincinnati PS Board Policy 2255 Equity and Excellence in Education (4/11/2016)
Minneapolis PS Policy 1304 Equity and Diversity (10/08/2013)
San Jose USD Equity Board Policy 0210 Philosophy, Goals, Objectives and Comprehensive Plans (5/13/2010)
U.S. DEPARTMENT OF EDUCATION, OFFICE FOR CIVIL RIGHTS PUBLICATIONS:
Dear Colleague Letter on the Nondiscriminatory Administration of School Discipline, January 2014
CSBA PUBLICATIONS: Providing a Safe, Nondiscriminatory School Environment for Transgender and Gender-Nonconforming Students, Policy Brief, February 2014
Lindsey, R.P., Robins, K. N., & Terrell, R.D. (2009). Cultural proficiency: A manual for school leaders. (3rd Ed). Thousand Oaks, CA: Corwin.
California Department of Education: http://www.cde.ca.gov
U.S. Department of Education, Office for Civil Rights: http://www.ed.gov/about/offices/list/ocr
Gamut Online: http://www.gamutonline.net/district/elkgrove/
Ed Glossary: www.edglossary.com
Cambridge Dictionary: www.dictionary.cambridge.org
National Education Association Diversity Toolkit Introduction: www.nea.org
Policy ELK GROVE UNIFIED SCHOOL DISTRICT
adopted: March 6, 2018 Elk Grove, California