By design, LIA students engage in three evidenced-based, core components during class time:
Equity, Justice and Inclusion (21)
The U.S. Department of Education archived Dear Colleague Letters can be found at: https://www2.ed.gov/print/
- 9 were originally issued by the Rehabilitation Services Administration and addressed the Rehabilitation Act;
- 63 were originally issued by the Office of Special Education Programs (OSEP) and addressed aspects of the Individuals with Disabilities Education Act (IDEA).
- The most recently issued (and now rescinded) guidance was from 2014; the majority of the guidance documents were originally issued in the 1990s and 2000s. The list of rescinded guidance includes a brief description of why each document was rescinded.
- Find the list of the 72 guidance documents that have been withdrawn, at: https://www2.ed.gov/
policy/speced/reg/eo13777/ eo13777-osers-outdated- guidance-list-reasons- 20171020.pdf
Published in
Equity, Justice and Inclusion
Refugee
According to the 1951 United Nations Convention Relating to the Status of Refugees, a refugee is "a person who owing to a well-founded fear of being persecuted for reasons of race, religion, nationality, membership of a particular social group, or political opinion, is outside the country of their nationality, and is unable to or, owing to such fear, is unwilling to avail him/herself of the protection of that country."
Refugees come to the U.S. to escape persecution or dangerous situations such as war in their own country. They often leave their homes quickly, possibly fleeing danger. They rarely have time to make any arrangements, gather important documents, or say good-bye to loved ones. In fact, depending on the situation, they may leave their home and not know the fate or whereabouts of their family members, which causes a lot of stress. They often live in refugee camps in neighboring countries while waiting for their application for resettlement to be processed. The camps vary in the support and resources provided. Some camps may be well-established and have organized housing, food distribution, and education opportunities, while others may lack even the basics of clean water and sanitation. When refugees arrive in the U.S. they receive services and support from one of the ten national voluntary agencies that have contracts with the U.S. government in the U.S. Refugee Admissions Program. They often have to learn a whole new culture and language without the support of extended family.
Challenges Faced by Refugees
Mental health is an area of concern for resettled refugees. Due to the extremely stressful circumstances typically associated with their departure from their own country and their journey to the U.S., Posttraumatic Stress Disorder is a real concern when assisting refugees. Post-Traumatic stress disorder (PTSD) is an anxiety disorder that can develop after exposure to one or more terrifying events in which grave physical harm occurred or was threatened. It is a severe and ongoing emotional reaction to an extreme psychological trauma. This stressor may involve someone's actual death or a threat to the patient's or someone else's life, serious physical injury, or threat to physical and/or psychological integrity, to a degree that usual psychological defenses are incapable of coping.
Signs and symptoms of PTSD, as listed on the website www.kidshealth.org include:
• sleeplessness
• nightmares
• inability to get along with others, particularly in close relationships
• paranoia and distrust
• unwillingness to discuss or revisit in any way the site of the trauma
• persistent, intense fear and anxiety
• feeling easily irritated or agitated
• having difficulty concentrating
• feeling numb or detached
• no longer finding pleasure in previously enjoyable activities
• feeling helpless or "out of control"
• experiencing intense survivor guilt
• being preoccupied with the traumatic event
• physical symptoms such as headaches, gastrointestinal distress, or dizziness
• suicidal thoughts, plans, or gestures
More information about how to assist refugees who are suffering from PTSD is available from the National Child Traumatic Stress Network. If refugee students or their family members display these symptoms, it is important that the school and/or their sponsoring organization assist them in getting professional help and treatment. Work with school social workers or counselors to help students who are experiencing PTSD.
Published in
Equity, Justice and Inclusion
| Vision We envision a robust community built upon respect between Weber School District and its students and families that incorporate the value of life-long education while maintaining their culture and honoring the traditions of the American Indian peoples of the United States of America. Goals
Communication Collaboration Celebrating culture Compassion Creativity Actions
|
Published in
Equity, Justice and Inclusion
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:
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.
Published in
Equity, Justice and Inclusion
The following list of resources that focus on supporting LGBTQ+ students and families.
Resources
Published in
Equity, Justice and Inclusion
Helping Students Build Strong and Healthy Relationships - In School and In Life
Restorative Practices is a positive way of living—NOT a disciplinary tool. Through Restorative Practices, students learn to connect with teachers and other students to build a strong community. They develop appropriate social and emotional skills, come to understand how their actions affect others, and work to repair any harm done. It is an approach built on respect, communication, and strategies for success. We understand that when everyone is treated with respect, classrooms are safe and healthy environments that support both teaching and learning.
Key Objectives
- Respect
- Relate
- Reflect
- Restore
Why use Restorative Practices?
Restorative Practices create supportive school communities where students can thrive and learn the academic, social and emotional skills that they need to succeed in college, career and life. Restorative Practices provide a way for schools to strengthen community, build relationships among students and between students and staff, and increase the safety and productivity of the learning environment. Restorative Practices:
- Improve school and classroom climates by focusing on community, relationships and responsibility
- Promote social and emotional skill development by teaching students’ self-awareness, empathy, communication skills, responsible decision-making, relationship building, and conflict resolution.
- Increase safety and order in school buildings by decreasing conflict, de-escalating volatile situations, and promoting a sense of collective responsibility
- Decrease disciplinary issues and disruptions, and serve as an alternative to harmful exclusionary practices such as suspension and expulsion
- Promote student engagement in learning and aids in classroom management
Implementing School-wide Restorative Practices
Restorative Practices are ingrained in and implemented through a Multi-Tiered System of Supports (MTSS) that promotes all students’ academic, social, and emotional learning. Rather than a separate program, Restorative Practices are ways of speaking with each other, working together, and resolving conflict as part of the process to develop a warm, safe, and productive school climate. While Restorative Practices may be used informally by individuals, a school-wide approach to Restorative Practices must be implemented intentionally and systematically to create culture change and ensure success.
While implementation is outlined in sequential steps below, in practice, these steps may overlap or require repetition or adaptation.
- Gain Commitment
- Create Ownership
- Create a Shared Vision
- Develop Stystems as Practice
- Continously Improve
Published in
Equity, Justice and Inclusion
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.
The Equity, Justice, and Inclusion Department is committed to look for evidence and research-based practices that will enhance educational practices. The Equity, Justice, and Inclusion Department supports Weber School District Educators' work and create a space for tools and resources, but also reflect on the essence of the “why” of our work. For more information regarding civil rights, please check the following links.
Published in
Equity, Justice and Inclusion
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 Director of Equity, Justice, and Inclusion (801) 476-7869. 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 Coordinators for Weber School District are the Supervisors of Elementary Education and of Secondary Education. Their contact information is below:
- Elementary: Dave Hales
- This email address is being protected from spambots. You need JavaScript enabled to view it.
- Secondary: Clyde Moore
- This email address is being protected from spambots. You need JavaScript enabled to view it.
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 Karen Miller, in Equity, Justice & Inclusion Department. Ms. Miller can be reached at This email address is being protected from spambots. You need JavaScript enabled to view it..
Published in
Equity, Justice and Inclusion
Tagged under
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 Coordinators for Weber School District are the Supervisors of Elementary Education and of Secondary Education. Their contact information is below:
Elementary: Dave Hales This email address is being protected from spambots. You need JavaScript enabled to view it.
Secondary: Clyde Moore This email address is being protected from spambots. You need JavaScript enabled to view it.
Resources
Published in
Equity, Justice and Inclusion
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
Board Policy regarding bullying:
WSD 5201 Bullying Policy [ENGLISH]
WSD 5201 Bullying Policy / Politica de Intimación Acoso Escolar [SPANISH]
Published in
Equity, Justice and Inclusion
More...
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.
Published in
Equity, Justice and Inclusion
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:
- Appropriately supported, high expectations for learning and achievement
- Emotionally and physically safe, healthy learning environments
- Caring relationships with peers and adults
- 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:
- Encourage reflective practice and build cultural awareness in students and adults
- Increase understanding of diverse cultures
- Keep diverse schools physically and emotionally safe
- Make high expectations culturally responsive
- Design multiple pathways to meaningful participation
- Demonstrate caring by knowing students’ unique emotional needs
Weber School District Equity, Justice, and Inclusion Framework Standards -PDF document
Published in
Equity, Justice and Inclusion
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. Here is just a few starting topics.
2019 - 2020 School Year
Equity Literacy
Safe and Inclusive Schools
Inclusive Language
Restorative Practices Introduction
WSD 504 Accommodation Plan
2020 - 2021 School Year
Published in
Equity, Justice and Inclusion
Coming Soon
Published in
Equity, Justice and Inclusion
