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Equity, Justice and Inclusion

Equity, Justice and Inclusion (32)

Monday, 16 December 2019 14:03

Latinos in Action

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Latinos In Action (LIA) offers an asset-based approach to bridging the graduation and opportunity gap for Latino students, working from within the educational system to create positive change. Our program operates as a year-long elective course taught by a highly qualified teacher at the middle school, junior high, and high school level with the goal of empowering Latino youth to lead and strengthen their communities through college and career readiness. We accomplish this by focusing on four pillars: leveraging personal and cultural assets, excelling in education, serving the community, and developing leadership skills. Because of this unique combination, the LIA model has proven effective throughout the United States.

How it works:

By design, LIA students engage in three evidenced-based, core components during class time:

College and Career Readiness Curriculum:

Our culturally relevant, college and career readiness curriculum bolsters students’ current academic performance while preparing them for their futures as college-bound students and contributing members of society. The curriculum offers high-quality instruction on post-secondary education options and readiness, personal development, professionalism, and an exploration of one’s cultural heritage through literary and performing arts.

Leadership Development:

Each LIA student gains real-life leadership experience by participating in student-lead service, social, and professional committees. We are scaffolding their leadership skills and then infusing the students back into the school community, better prepared to lead and serve.

Literacy Tutoring:

From approximately October to April, LIA students serve as role models, mentors, and literacy tutors for neighboring elementary school students. This partnership helps both parties develop linguistic proficiency, refine social skills, and deepen their understanding of the value of being bilingual, biliterate, and bicultural.

 

Weber School District Latinos In Action

  • All Weber School District high schools (Bonneville HS, Fremont HS, Roy HS, and Weber HS) have a LIA program. 
  • Seven of the junior high schools (Orion JHS, Rocky Mountain JHS, Roy JHS, Sand Ridge JHS, South Ogden JHS, T.H. Bell JHS, Wahlquist JHS) have a LIA program.
  • Partnership schools (Country View ES, Farr West ES, H. Guy Child ES, Lomond View ES, Majestic ES, Municipal ES, North Park ES, Roosevelt ES, Valley View ES, and Washington Terrace ES) support tutoring services for students. 

Students in the LIA program are required to maintain a 3.0 GPA and cannot accrue more than four absences or tardies in any class. These students complete 30 hours of service per school quarter. Eighty percent of student class time is devoted to tutoring services and building relationships with elementary partnership schools. Students in the LIA program plan fund-raisers to pay for appeal and activities. Additional service projects include cleaning parks, creating hygiene kits, and school improvement projects. 

 

Monday, 16 December 2019 14:03

abc

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Monday, 16 December 2019 14:02

Restorative Practices

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Relational/Restorative Practices Resources:

     Link to Google site: https://sites.google.com/wsd.net/wsd-restorative-practices/home

Monday, 16 December 2019 14:00

Civil Rights

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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.

 

Bullying Investigation

How to File an OCR Complaint

Sexual Harrassment Complaint Form

U.S. Department of Education Title IX Website

Title IX

 

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.

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

 

Resources

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]

Tuesday, 24 September 2019 13:47

Title VI of the Civil Rights Act

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Title VI of the Civil Rights Act of 1964 states: No person in the Unites States shall, on the ground of race, color, or national origin, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance. Protections include providing equity in educational opportunities for minority students as well as for students who have limited proficiency in English.

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 VI complaint

 

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 Equity, Justice, and Inclusion Department 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

 

 AO MLK JR. DAY       JANUARY BIRTHDAYS HISTORICAL FIGURES      NEW YEAR TRADTIONS AND ACTIVITIES

 

 

  • September-October (Hispanic Heritage Month)

 

LINK:  UTAH EDUCATION NETWORK: Latino Resources

 

 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

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