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Equity, Justice and Inclusion

Equity, Justice and Inclusion (27)

Monday, 30 September 2019 09:54

How to file an OCR Complaint

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Discrimination on the basis of race, color, and national origin is prohibited by Title VI of the Civil Rights Act of 1964.  This includes discrimination based on a person’s limited English proficiency or English learner status; and actual or perceived shared ancestry or ethnic characteristics, including membership in a religion that may be perceived to exhibit such characteristics (such as Hindu, Jewish, Muslim, and Sikh individuals).

Discrimination on the basis of sex is prohibited by Title IX of the Education Amendments of 1972.  This includes discrimination based on pregnancy, parental status, and sex stereotypes (such as treating persons differently because they do not conform to sex-role expectations or because they are attracted to or are in relationships with persons of the same sex).

Discrimination against persons with disabilities is prohibited by Section 504 of the Rehabilitation Act of 1973 and Title II of the Americans with Disabilities Act of 1990 (Title II prohibits discrimination on the basis of disability by public entities, whether or not they receive federal financial assistance).  This includes discrimination against individuals currently without an impairment that substantially limits of a major life activity, but who have a record of or are regarded as having a disability.

Discrimination on the basis of age is prohibited by Age Discrimination Act of 1975.

These civil rights laws extend to all state education agencies, elementary and secondary school systems, colleges and universities, vocational schools, proprietary schools, state vocational rehabilitation agencies, libraries and museums that receive federal financial assistance from ED. These include all public schools and most public and private colleges and universities.

Weber School District is committed to ensuring a safe learning and working environment for all our students and employees. Weber School District prohibits discrimination, harassment (including sexual harassment), or retaliation on the basis of race, color, sex, pregnancy, religion, national origin, marital status, disability, sexual orientation, gender identity or any other legally protected classification in all educational  programs, activities, admissions, access, treatment, or employment practices. Board Policy 4120 and 7100 prohibits discrimination based on race, color and national origin, sex, handicap or disability, in accordance with Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972,  and Section 504 of the Rehabilitation Act of 1973,the Americans with Disabilities Act, Title VII of the Civil Rights Act of 1964, Age Discrimination in Employment Act, Equal Access Act, and Utah Code 34A-5-106. Related inquiries and complaints may be directed to a school administrator or to the Weber School District Compiance Officer, Heather Hardy, (801) 476-7850. You may also contact the Office for Civil Rights, Denver, CO, (303) 844-5695 or, if you believe you have been discriminated in your employment, the Utah Antidiscrimination and Labor Division (UALD) at (801) 530-6801 or the federal Equal Employment Opportunity Commission (EEOC) at 1-800-669-4000.

SPANISH VERSION: Cómo presentar una queja o reclamo ante la Oficina de Derechos Civiles (OCR)

Title IX

If you believe your student has been discriminated against on the basis of sex, including gender identity and sexual orientation, in its educational programs and activities, or harassed in a manner that is creating a hostile environment for your student, you are directed to Policy 4120, paragraphs 1.5A through 1.5G which outlines procedures for filing a Title IX complaint. 

The Title IX Coordinator for Weber School District is Compliance Officer, Heather Hardy.  Her contact information is: ; 801-476-7850.

Section 504

If you believe your student has been discriminated against on the basis of a disability, you are directed to Policy 4120, paragraphs 2.7A through 2.7G, which outlines the procedures for filing a Section 504 complaint. The Section 504 Coordinator for Weber School District is Loralee Gacioch, in the WSD Student Services Department. She can be reached by email at , and by phone at (801) 476-7817.


Tuesday, 24 September 2019 13:47

Title IX of the Education Amendment

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The Title IX of the Education Amendments of 1972 states: No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance. Schools may not retaliate against any person for opposing an unlawful educational practice or policy, or made charges, testified or participated in any complaint action under Title IX. All districts and charter schools must have a designated Title IX coordinator with their contact information prominently posted in visible areas of the schools, including handbooks, and on the school's website to ensure protections to students who are being discriminated based on their sex.

If you believe your student has been discriminated against on the basis of sex, including gender identity and sexual orientation, in its educational programs and activities, or harassed in a manner that is creating a hostile environment for your student, you are directed to Policy 4120, paragraphs 1.5A through 1.5G which outlines procedures for filing a Title IX complaint. 

The Title IX Coordinator for Weber School District is Compliance Officer, Heather Hardy.
Her contact information is: ; 801-476-7850



WSD Title IX Webpage

Sexual Harrassment Complaint Form

Tuesday, 24 September 2019 13:47

Bullying Investigation

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We take reports of bullying and/or harassment very seriously. In an effort to be as responsive as possible we have created a centralized reporting form.  This system ensures a consistent, immediate response and allows for collection of data to further inform our decision making.

While an immediate response is important, our focus is on preventing these incidents and their impact on our students. We are here to offer answers, support and guidance in dealing with concerns of bullying and harassment in our schools.


Reporting Bullying, Discrimination and Harassment:

Complaint Form
Response Form
Witness Statement Form
Investigation Report Form


Board Policy regarding bullying:

WSD 5201 Bullying Policy [ENGLISH]

WSD 5201 Bullying Policy / Politica de Intimación Acoso Escolar [SPANISH]

Monday, 29 July 2019 15:59

School Climate and Culture

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School Climate and Equity

Equity is intrinsic to all aspects of school climate work. It is not a separate issue. The National School Climate Center defines this to be the quality and character of school life that fosters children’s, youth’s, and families’ full access to:

  1. Appropriately supported, high expectations for learning and achievement
  2. Emotionally and physically safe, healthy learning environments
  3. Caring relationships with peers and adults
  4. Participation that meaningfully enhances academic, social-emotional, civic, and moral development.

An equitable school climate responds to the wide range of cultural norms, goals, values, interpersonal relationships, leadership practices, and organizational structures within the broader community.

Schools can create more equitable communities through the following promising strategies:

  1. Encourage reflective practice and build cultural awareness in students and adults
  2. Increase understanding of diverse cultures
  3. Keep diverse schools physically and emotionally safe
  4. Make high expectations culturally responsive
  5. Design multiple pathways to meaningful participation
  6. Demonstrate caring by knowing students’ unique emotional needs


Weber School District Equity, Justice, and Inclusion Framework Standards -PDF document

                        edited 2020 EJIC Standards poster graphic

Monday, 29 July 2019 15:59

Professional Development

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Professional development is the strategy schools and school districts use to ensure that educators continue to strengthen their practice throughout their career. The most effective professional development engages teams of teachers to focus on the needs of their students. They learn and problem solve together in order to ensure all students achieve success. The Department of Student Access can help leaders with a multitude of training on various topics. 


Teacher Resources: 

[click IMAGE or LINK to open resource page in new window]

  • May


LINK:  UTAH EDUCATION NETWORK: Asian American and Pacific Islander Resources


History Makers Month AANHPL May 2022 (Asian American, Native Hawaiian, and Pacific Islander) - 40 Inspiring Stories For Our Young History Makers - Utah State Board of Education - 1. Aloha is... by Tammy Paikai, 2. A Different Pond by Bao Phi, 3. A Gift for Amma: Market Day in India by Meera Sriram, 4. A Morning with Grandpa by Sylvia Liu, 5. Crane Boy by Diana Cohn, 6. Crouching Tiger by Ying Chang Compestine, 7. Double Happiness by Nancy Tupper Ling, 8. Drawn Together by Minh Lê, 9. Eyes that Kiss in the Corners by Joanna Ho, 10. Eyes that Speak to the Stars by Joanna Ho, 11. Hair Twins by Raakhee Mirchandani, 12. Hina by Gabrielle Ahulii, 13. Honu by Marion Coste, 14. I Dream of Popo by Livia Blackburne, 15. Ke Kiowai O Honokawailani: Honokawailani Pond by Ke Kula Kaiapuni ‘o Waiau*, 16. Lauka`ie`ie: A Hawaiian Legend Retold by Robin Yoko Racoma*, 17. Maya Lin: Artist-Architect of Light and Lines by Laurie Wallmark, 18. Milky Way by Mamta Nainy, 19. Mommy’s Khimar by Jamilah Thompkins-Bigelow, 20. My First Day by Phung Nguyen Quang and Huynh Kim Lien, 21. My Name is Yoon by Helen Recorvits, 22. My Tree by Hope Lim, 23. P is for Poppadoms!: An Indian Alphabet Book by Hope Lim, 24.Paper Son: The Inspiring Story of Tyrus Wong, Immigrant and Artist by Julie Leung, 25. Playing at the Border: A Story of Yo-Yo Ma by Joanna Ho, 26. Priya Dreams of Marigolds and Masala by Meenal Patel, 27. Sugar in Milk by Thrity Umrigar, 28. Suki’s Kimono by Chieri Uegaki, 29. Ten Little Dumplings by Larissa Fan and Cindy Wume, 30. The Katha Chest by Radhiah Chowdhury, 31. The Many Colors of Harpreet Singh by Supriya Kelkar, 32. The Most Beautiful Thing by Kao Kalia Yang*, 33. The Ocean Calls: A Haenyeo Mermaid Story by Tina Cho, 34. The Proudest Blue: A Story of Hijab and Family by Ibtihaj Muhammad, 35. The Secret of Hawaiian Rainbow by Stacy Kaopuiki*, 36. The Seed of Compassion: Lessons from the Life and Teachings of his Holiness, the Dalai Lama by His Holiness the Dalai Lama, 37. The Sound of Silence by Katrina Goldsaito, 38. Tutu Makes a Lei by Kuana Torres Kahele, 39. Under my Hijab by Hena Khan, 40. Wishes by Muon Thi Van


  • February


BLACK HISTORY MAKERS MONTH by Utah State Board of Education. List of 40 inspiring stories for our young history makers.

 Amazing African American Pioneers by Analytic Orange        The Civil Rights Movement Timeline by Analytic Orange. The Civil Rights Movement of the 1950s and 1960s took place across the US. Peaceful protests, community engagement, and ordinary people worked to make the change happen. What is a boycott? What is a sit in? What is a Freedom Rider? 1954 Brown vs. Board of Education. 1955 Emmett Till, Rosa Parks, Dr. Martin Luther King Jr.. 1960 Sit-in at Woolworth's lunch counter. 1961 Freedom Riders Luvahn Brown, John Lewis, Joan Trumpauer Mulholland, Hank Thomas.     

 U.S. Constitutional 13th Amendment by Analytic Orange Fast Facts. 1863 The Emancipation Proclamation. Passed by Congress January 31, 1865, Ratified on December 6, 1865.1619 to 1865: From 1619, when the first kidnapped, enslaved people arrived in Colonial America to 1865, enslaved people survived unbelievable torture and abuse. The 13th Amendment was the beginning of a long road toward equal rights for African Americans.        U.S. Constitutional 14th Amendment by Analytic Orange Fast Facts. Passed by Congress on June 13, 1866, ratified on July 9, 1868. From 1896 until 1954, the 14th Amendment was not followed by many state and local governments. Racial segregation (separating people by the color of their skin) was legal and allowed. Segregation was outlawed in 1954.       U.S. Constitutional15th Amendment By Analytic Orange Fast Facts. Passed by Congress, February 26, 1869, Ratified on February 3, 1870. Intimidation and violence were used to prevent African Americans and others (like American Indians and Latinos) from exercising their right to vote. The 15th Amendment was ratified in 1870, but many African American people were disenfranchised (denied the right to vote) until the Voting Rights Act of 1965 was passed.

 2.8 Black History Month Expository Experience by Analytic Orange        5.6 Black History Month Expository Experience by Analytic Orange       8.1 Black History Month Expository Experience by Analytic Orange 

[Answer Key: Level 2.8 here]           [Answer Key: Level 5.6 here]          [Answer Key: Level 2.8 here]



  • January





  • September-October (Hispanic Heritage Month)




 UTAH STATE BOARD OF EDUCATION HISPANIC HISTORY MAKERS MONTH 2022. A LIST OF 40 INSPIRING STORIES FOR OUR YOUNG HISTORY MAKERS.         Hispanic Scientific Contributions. Celebrating Hispanic Scientific Excellence. Ynes Mexia 1870-1930. Albert Baez 1912-2007. Mario Molina 1943-2020.         Hispanic Heritage Month Activities created by Analytic Orange.  

 AO Hispanic Heritage Month Activities Answer Key  
 *Answer key.


  • November (National Native American Heritage Month)


LINK:   UTAH EDUCATION NETWORK: American Indian Resources


First Thanksgiving      Expository Experience      Thanksgiving Geography

Monday, 29 July 2019 15:59

Interpretation and Translation Services

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Coming Soon
Monday, 29 July 2019 15:59

Family and Community Resources

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Weber School District’s Family Resource Center

Located at Burch Creek Elementary

(The center is located through the front doors to the left)

4300 S. Madison Ave. South Ogden, UT 84403     

801.476.5311    Public Welcome!


LINK:  Weber Family Resource Center Webpage 


The Family Resource Center follows Weber School District’s calendar.
Center hours are 7:30 a.m. to 5:00 p.m. Monday – Thursday, when school is in session.
The Center is closed during the summer.




Centro de Recursos Familiares del Distrito Escolar de Weber

Situado en la Primaria Burch Creek

(El centro se encuentra a la izquierda, pasando las puertas principales)

4300 S. Madison Avenue, South Ogden, UT 84403

801.476.5311 El public es Bienvenido


El Centro de Recursos Familiares sigue Calendario del Distrito Escolar Weber.
El horario del centro es de 7:30 a.m. a 5:00 p.m. Lunes a jueves, cuando la escuela está en sesión.
El Centro está cerrado durante el verano. 




Weber State University Cultural Centers

Urban Indian Center of Salt Lake


Monday, 29 July 2019 15:58

Equity, Social Justice and Inclusion Library

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 Book of the Month Review


Culturally Responsive Teaching and the Brain
by Zaretta Hammond   Published in 2014

To close the achievement gap, diverse classrooms need a proven framework for optimizing student engagement. Culturally responsive instruction has shown promise, but many teachers have struggled with its implemention - until now. 

In this book, Zaretta Hammond draws on cultting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction. The book includes:

  • Information on how one's culture programs the brain to process data and affects learning relationships.
  • Ten "key moves" to build students' learners operating systems and prepare them to become independent learners
  • Prompts for action and value self-reflection



Blind Spot
by Banaji and Greenwald   Published 2013

"I know my own mind.
I am able to assess others in a fair and accurate way."

These self-perceptions are challenged by leading psychologists Mahzarin R. Banaji and Anthony G. Greenwald as they explore the hidden biases we all carry from a lifetime of exposure to cultural attitudes about age, gender, race, ethnicity, religion, social class, sexuality, disability status, and nationality.

“Blindspot” is the authors’ metaphor for the portion of the mind that houses hidden biases. Writing with simplicity and verve, Banaji and Greenwald question the extent to which our perceptions of social groups―without our awareness or conscious control―shape our likes and dislikes and our judgments about people’s character, abilities, and potential.

In Blindspot, the authors reveal hidden biases based on their experience with the Implicit Association Test, a method that has revolutionized the way scientists learn about the human mind and that gives us a glimpse into what lies within the metaphoric blindspot.



Excellence Through Equity - Five Principles of Courageous Leadership to Guide Achievement for Every Student
by Alan M. Blankstein and Pedro Noguera with Lorena Kelly   Published 2016

Excellence Through Equity is an inspiring look at how real-world educators are creating schools where all students are able to thrive. In these schools, educators understand that equity is not about treating all children the same. They are deeply committed to ensuring that each student receives what he or she individually needs to develop their full potential—and succeed.

To help educators with what can at times be a difficult and challenging journey, Blankstein and Noguera frame the book with five guiding principles of Courageous Leadership:

  • Getting to your core
  • Making organizational meaning
  • Ensuring constancy and consistency of purpose
  • Facing the facts and your fears
  • Building sustainable relationships

They further emphasize that the practices are grounded in three important areas of research that are too often disregarded: (1) child development, (2) neuroscience, and (3) environmental influences on child development and learning.



We Can't Teach What We Don't Know
by Gary Howard  Published 2016

Gary Howard outlines what good teachers know, what they do, and how they embrace culturally responsive teaching. Change Begins With Us: School transformation begins with the teachers' willingness to change their classroom structures, school structures, and themselves. It is crucial that teachers make the commitment to look deep inside themselves to see how they can better their attitudes, practices, and beliefs related to race and cultural differences. This book is a reminder to teaching is more than a job; it is a vocation in which we must dedicate our entire self.





Monday, 29 July 2019 15:58

Mission Statement

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WSD Equity, Justice and Inclusion Mission Statement

Help create a safe and inclusive climate throughout the district
wherein diversity/differences are embraced and celebrated,
every student and employee is inspired to achieve, thrive and grow,
and where each is empowered to act against any form of intolerance, bigotry (and/or) injustice.


Monday, 29 July 2019 15:58

Celebrating Diverse Weber

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Restorative Practices

Latinos In Action (LIA)

Title VI

Immigrant/Migrant/Refugee Education



Highlighting schools in Weber School District working towards Equity, Justice, and Inclusion.

Valley View Elementary School

Riverdale Elementary School

Schoolwide assembly for students on "See Something. Do Something." Assembly was led by Bonneville High School studentbody officers, with performance by the Bonneville High School Drumline. 

 Riverdale ELementary "See something, do something" assemblyRiverdale Elementary "See something, do something" assembly #2Riverdale Elementary "See something, do something" assembly #2


Orion Junior High School

Latinos In Action Parent Night

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