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The School District of Palm Beach County – Equity Act 20102011 Annual Report of 93

Mission Statement

The School District of Palm Beach County, Florida The School Board of Palm Beach County is committed to excellence in education and preparation of all our students with the knowledge, skills and ethics required for responsible citizenship and productive employment.

School Board Members Frank A. Barbieri, Jr., Esq., Chairman Debra Robinson, M.D., Vice Chairman

Marcia Andrews Monroe Benaim, M.D.

Karen M. Brill Jennifer Prior Brown, Esq.

Chuck Shaw

Superintendent William F. Malone

Chief Academic Officer

Judith Klinek

Area Superintendent for Quality Assurance Janice S. Cover, Ed.D.

Assistant Superintendent for Curriculum

Janis Andrews, Ed.D.


TABLE OF CONTENTS

TITLE PAGE # EXECUTIVE SUMMARY 4

PART

I. MODIFICATIONS OF PROCEDURAL REQUIREMENTS 9 II. INCOMPLETE ITEMS or PENDING ACTION 45 III. EVALUATION OF METHODS AND STRATEGIES 46 IV. GENDER EQUITY IN ATHLETICS 56 V. VOCATIONAL TECHNICAL CENTERS 82 VI. EMPLOYMENT EQUITY 83 VII. SINGLEGENDER SCHOOLS AND CLASSES 85


BACKGROUND

2010 2011 Annual Update Florida Educational Equity Act

EXECUTIVE SUMMARY The Florida Educational Equity Act, Section 1000.05, F.S. (formerly 228.2001, F.S.), became law in June 1984, and the implementing rules were adopted by the State Board of Education in February 1985. The Equity Act was amended in 1993 to mandate stronger monitoring and enforcement for gender equity in athletics and again in 2002 to clarify the K20 responsibilities. Rule 6A19.004, Interscholastic, Intercollegiate, Club and Intramural Athletics, was amended in September 1994 to reflect the monitoring and enforcement requirements. In the past, the Educational Equity Act (EEA) planning process has been conducted in threeyear cycles. The initial threeyear cycle enabled local agencies to develop a general overview of their compliance status in the areas of policy, enrollment patterns, staffing patterns, financial aid, and athletics. During the second cycle, the planning process focused on mathematics as a critical curricular component. During the third cycle, science was the focus with chemistry as the target program in 19911992, physics in 19921993, and biological sciences in 19931994. The 19931994 year also initiated concentration on bringing institutions into compliance with gender equity in athletics. During the next cycle, high school and middle school mathematics was the target program. From 19971998 through 20002001, institutions focused on closing the racial performance gaps in reading. During 19992000 districts and colleges were also required to submit the policies and procedures providing civil rights protections for students and staff. During 20012002, school districts began a focus on African American and Hispanic student access to high quality instruction. Community colleges began a focus on African American and Hispanic student success in achieving an A.A. degree. In 2002–2003, school districts continued to focus on African American and Hispanic student access to high quality instruction. Community colleges continued to focus on African American and Hispanic student success in achieving an A.A. degree. In 20032004, school districts continued to focus on African American and Hispanic student access to high quality instruction including Advanced Placement (AP), Dual Enrollment (DE), Honors and Level III courses (912), 8th grade Algebra I and PLAN/ACT and PSAT/SAT test takers. In addition, school districts focused on closing the racial performance gaps in reading on the 3rd and 10th grade FCAT tests. Starting in 2004, school districts were asked to evaluate the success of the methods and strategies aimed at reducing gaps in student performance or increase participation of underrepresented groups by race/ethnicity and gender. Added to the accountability, school districts have been asked to report on gender equity in athletics, implementation of substitution requirements in vocational technical centers and employment equity. The report of 20102011 continues to focus on methods and strategies to increase enrollment of Black and Hispanic 8th grade students in Algebra I; increase minority enrollment, specifically Black and Hispanic Males, in Advanced Placement, Dual Enrollment; Honors and other Level 3 courses. The report will also provide an update on gender and employment equity.


STATEMENT OF COMMITMENT

The School District of Palm Beach County, with leadership from our School Board, has developed District Goals and Key Results related to State Goals for student achievement that will provide the direction and focus for our actions. The District is committed to providing equity in education for all students. This commitment is affirmed through the mission statement:

SCHOOL BOARD MISSION STATEMENT

The School Board of Palm Beach County is committed to excellence in education and preparation of all our students with the knowledge, skills and ethics required for responsible citizenship and productive employment.

ACADEMIC BUSINESS PLAN

We believe that all children can learn and achieve high standards. We know that the future quality of life for our community is directly tied to the quality of education we guarantee for our children today. We cannot afford to let our students fail; and, more importantly, we cannot fail our students. The District’s Academic Business Plan is a comprehensive plan to ensure that all students receive the highest quality of education. The plan establishes a framework for accountability and continuous improvement for the District. The plan provides clear direction and focus to improve student achievement for all students regardless of race, ethnicity, gender, socioeconomic status, or disability. The plan contains: the Palm Beach County School Board Mission and Goals that set the vision for what we will achieve and Key Results with Performance Goals that define how we will measure progress toward those goals. As a result, School Allocation Formulas will be utilized to ensure that the District resources are distributed to support the School Board Mission and Goals for all student populations. The District measures its progress and effectiveness through the School Board adopted measurement of Key Results. The District reports on the performance of all students, and on the performance of student groups by race/ethnicity; students receiving services from Exceptional Student Education (ESE) and English Language Learners (ELL) programs; and students who participate in the Free and Reduced Lunch Program.


SCHOOL DISTRICT GOALS AND KEY RESULTS The School District of Palm Beach County, with leadership from our School Board, has developed DISTRICT GOALS AND KEY RESULTS for student achievement that will provide the direction and focus for our actions.

Goal 1: Increase literacy in reading, writing, and mathematics, for all students, including students in Exceptional Student Education and English for Speakers of Other Languages, with an emphasis on grades K3.

Goal 2: Improve achievement at critically low performing schools and among Quartile One students districtwide.

Goal 3: Provide safe and nurturing school environments that are free of drugs, alcohol, firearms, and harassment, and where standards of appropriate and ethical behavior are upheld.

Goal 4: Implement a challenging curriculum, including methods for individualized and group instruction that support the Board’s goals.

Goal 5: Provide continuous staff development to support the mission and goals.

Goal 6: Institutionalize and correct, as needed, financial and management practices that are sound and accountable.

Goal 7: Increase involvement by parents, business and other community interests through partnerships designed to achieve both management and academic improvement and accountability.

Goal 8: Provide experiences that prepare students for productive citizenship.

Key Result 1: All students of each racial/ethnic group will read independently on grade level by the end of second grade.

Key Result 2: All students of each racial/ethnic group will successfully complete Algebra I prior to tenth grade.

Key Result 3: All students of each racial/ethnic group will be proficient in mathematics, reading, and writing as measured by FCAT and Florida Writes.

Key Result 4: All schools will meet or exceed a school grade of B as measured by the Florida Accountability System.

Key Result 5: All schools will increase enrollment and performance of each racial/ethnic group in upper level mathematics and science courses, with a particular emphasis on underrepresented populations.

Key Result 6: All schools will increase participation and performance of students of each racial/ethnic group taking the SAT, with a particular emphasis on underrepresented populations.

Key Result 7: All schools will increase enrollment and performance of each racial/ethnic group in gifted, honors, advanced placement, IB and other advanced programs, with a particular emphasis on underrepresented populations.

Key Result 8: All schools will decrease drop out rates and increase graduation rates for students of each racial/ethnic group.

Key Result 9: All schools will reduce suspensions and eliminate disproportionate suspension rates among student groups.

Key Result 10: All district and system offices will align efforts and resources to accomplish key results.

SCHOOL DISTRICT GOALS SCHOOL DISTRICT KEY RESULTS


20102011 STUDENT MEMBERSHIP, K –12

DISTRICT DEMOGRAPHICS

OCTOBER 2006 OCTOBER 2007 OCTOBER 2008 OCTOBER 2009 OCTOBER 2010

TOTAL

% STUDENTS

# STUDENTS

% STUDENTS

# STUDENTS

% STUDENTS

# STUDENTS

% STUDENTS

# STUDENTS

% STUDENTS

# STUDENTS

100% 170,132 100% 158,853 100% 159,560 100% 173,162 100% 171,594

MALE 52% 87,740 51% 80,539 51% 81,493 51% 89,024 51% 87,987

FEMALE 49% 82,392 49% 78,314 49% 78,067 49% 84,138 49% 83,607

WHITE 41% 69,265 40% 64,225 40% 63,952 37% 64,309 37% 62,856

AFRICAN AMERICAN 28% 48,339 28% 43,841 28% 44,533 28% 49,370 28% 49,048

HISPANIC 23% 39,551 23% 37,148 24% 38,187 28% 48,153 28% 48,378

ASIAN AMERICAN 3% 4,510 3% 4,278 3% 4,355 3% 5,312 3% 5,371

AMERICAN INDIAN 1% 850 1% 749 0% 642 1% 1,164 1% 1,102

MULTI RACIAL 4% 7,617 5% 7,417 5% 7,891 3% 4,854 3% 4,829

The diverse student population is both an opportunity and a challenge. The School District of Palm Beach County, through the Single District Culture, works to provide a quality education for all. Similarly, the District is constantly identifying and eliminating obstacles that may exist within the structure of the schools and the school system.


ASSIGNMENT OF RESPONSIBILITY

SCHOOL BOARD AND SUPERINTENDENT

The responsibility for ensuring equality of opportunities and appropriate affirmative actions is ultimately, but not exclusively, that of the School Board of Palm Beach County. Overall district responsibility for the educational equity program is entrusted to the Superintendent of Schools or his designated representatives. The Superintendent, as Chief Executive Officer of the District, is empowered to recommend specific programs and activities for implementation to the School Board.

DISTRICT AND SCHOOL CENTER ADMINISTRATORS

All other administrative staff members are required to assist the Superintendent in this function by monitoring their schools or departments and to ensure that every step is being taken to facilitate the implementation of the goals and employment opportunities articulated by the School Board. Chief administrative staff members have specific responsibilities for the development and implementation of shortrange objectives for equity on a yearbyyear basis for each of their operating units. In like manner, it is their responsibility to give the Florida Educational Equity Act Implementation Plan full support through positive leadership and personal example.

ALL EMPLOYEES

It is the responsibility of every employee of the district to create an environment, which is conducive to achieving and maintaining educational equity.


PART I: PROCEDURAL REQUIREMENTS

1. Policy of Nondiscrimination & Notification

Nondiscrimination Policy

The School District of Palm Beach County prohibits discrimination against students, employees, and applicants on the basis of religion, race, ethnicity, national origin, color, sex, marital status, age, parental status and disability in

any of its educational activities and services and employment practices.

Spanish Comunicado sobre la no discriminación

El Distrito Escolar del Condado de Palm Beach prohíbe la

discriminación en contra de estudiantes, empleados y solicitantes que base en su religión, raza, origen étnico, nacionalidad, color de la piel, sexo, estado civil, edad, estado paternal o maternal y discapacidad en cualquiera de sus actividades y servicios educacionales y empleo.

Creole Deklarasyon kont diskriminasyon

Distri lekòl rejyon Palm Beach entèdi diskrimasyon kont elèv, anplwaye

ak aplikan sou baz relijyon, ras, etnisite, nasyonalite, koulè, sèks, kondisyon matrimonyal3 laj, kondisyon parantal ak andikap nan tout aktivite ak sèvis edikatif ak tout lòt pratik ki gen rapò ak travay.

For Questions Contact: Dr. Janice S. Cover, Assistant Superintendent

Division of Quality Assurance (561) 6496000 or PX 46000

Effective June 2010


2. Identification & Notification of Coordinator(s)


3. Grievance or Complaint Procedure(s) Policy 3.31 – Grievance Procedure for Employees.

Policy 3.31 Grievance Procedure for Employees

1. Purpose. The purpose of this procedure is to secure, at the lowest administrative level, equitable solutions to claim(s) arising from a violation, misapplication, or misinterpretation of School Board Policies or Administrative Directives, and to establish an orderly succession of procedures wherein these solutions may be pursued. The provisions of this policy do not apply to employees covered by a collective bargaining agreement. No employees, including probationary employees, may use the grievance procedure in any way to appeal:

a. A suspension or termination of employment; b. A nonrenewal of a contract and/or a nonreappointment; c. The professional judgments and conclusions of the supervisor in conducting a

performance evaluation; and/or d. The procedures and decisions made pursuant to this Policy.

No grievance shall be processed anonymously.

2. Definitions. As used herein, the following terms have these meanings: a. A "grievance" is a written complaint which alleges a violation, misinterpretation,

or misapplication of School Board Policy or Administrative Directives, excluding discrimination or harassment prohibited by and addressed in Policies 3.05 and 3.19.

b. The term "employee" includes every employee, instructional or noninstructional, of the School Board of Palm Beach County.

c. The terms "grievant" and "complainant" refer to an employee who alleges in writing that he/she has been subjected to a violation, misapplication, or misinterpretation of School Board Policies or Administrative Directives.

d. "Accused/employee" refers to an employee who is alleged to have subjected another employee to a violation, misapplication, or misinterpretation of School Board Policies or Administrative Directives.

e. The term "supervisor" means the principal, director, area superintendent, Assistant Superintendent, Superintendent of Schools or other department administrator who has the direct responsibility of supervising or managing the aggrieved employee and who has the authority to take action necessary to resolve the grievance. For purposes of this Policy, this term may also include a consultant retained by the Board to provide interim management assistance.

f. The term "superior" as used herein refers to the supervisor of the aggrieved employee's immediate supervisor.

g. A "chief officer" is the Chief of Staff, Chief Academic Officer or the Chief Operating Officer.

h. The term "days" in this Policy shall mean work days unless calendar days are specified.

3. Procedure for Grievances The following grievance procedure applies when the grievance is based on an allegation of a violation, misapplication, or misinterpretation of School Board Policies or Administrative Directives. Failure of the grievant to appeal the


grievance to the next level within the timeline set forth herein shall be deemed to be acceptance of the decisions rendered at that level. Failure at any step of this procedure to communicate the decision on a grievance within the specified timelines shall permit the grievant to appeal to the next level. The timelines specified at each level shall be considered a maximum except when extended in writing by mutual consent.

a. Level One : Informal Conference

Within ten (10) work days after the employee first knows or reasonably should have known of the grievable incident, the employee shall initially discuss the matter with the immediate supervisor with the objective of informally resolving the matter. The grievant shall inform the supervisor that he/she is availing himself/herself of the grievance process. The supervisor shall summarize the conversation in writing within ten (10) work days of the discussion, and that writing must be signed by the employee making the informal complaint or marked as “refused to sign”, if appropriate.

b. Level Two : Filing a Written Grievance i. Within fifteen (15) work days after the informal conference described in

Level One, if no satisfactory disposition is made, the employee may file a written grievance with the supervisor. The written grievance shall set forth specifically the event(s) upon which the grievance is based, citing the Policy and/or Directive alleged to be violated, the date the alleged infraction took place, and grounds upon which the grievance is made. The employee must sign and date the grievance.

ii. Within fifteen (15) work days after receiving the written grievance, the supervisor shall schedule another meeting with the employee. Within fifteen (15) work days of the second meeting, and after investigating the allegations, the supervisor shall issue a written decision to the employee.

c. Level Three : Review by the Supervisor's Superior i. Within fifteen (15) work days after the supervisor's decision, if the

employee is not satisfied with the supervisor's decision or if no decision has been issued, the employee may forward the written grievance and the supervisor's decision to the supervisor's superior or to the applicable chief officer. The written grievance shall set forth specifically the event(s) upon which the grievance is based, citing the Policy and/or Directive alleged to be violated, the date the alleged infraction took place, and grounds upon which the grievance is made. The employee must sign and date the grievance. If the grievance is not forwarded to the superior or chief officer within the designated time, the grievance is considered withdrawn from the grievance process and shall be so noted in the grievance file.

ii. Within fifteen (15) work days after receiving the grievance, the superior or chief officer will schedule a meeting with the employee. Within fifteen (15) work days of that meeting, and after further investigating the allegations as appropriate, the superior or chief officer shall issue a written decision to the employee. A copy shall be provided to the supervisor.

d. Level Four : Appeal to the Applicable Chief Officer i. Within fifteen (15) work days after the superior issues a written decision,

if the employee is not satisfied with the decision (or if no decision has been issued within fifteen (15) work days of the meeting), the employee may appeal the decision, in writing, to the Applicable Chief Officer. If the


grievance is not forwarded to the Applicable Chief Officer within the designated time, the grievance is considered withdrawn from the grievance process and shall be so noted in the grievance file.

ii. The Applicable Chief Officer/designee may appoint an ad hoc grievance review committee. The chair of the committee will be the highestranking District official on the committee. The committee will consist of:

A. one (1) member from District management, selected by the Superintendent;

B. one (1) member selected by the grievant; and C. a third member selected by agreement of the first two (2) members.

If the third member is not selected by the other committee members within seven (7) calendar days, the Superintendent/designee shall appoint a third member to serve on the committee.

iii. In an effort to resolve the grievance, within fifteen (15) work days after the committee is designated, the committee shall meet with the grievant and the supervisor or superior of the person alleged to have violated, misinterpreted, or misapplied a Policy or Directive. Other persons may be presented as witnesses at the meeting by either the grievant or the supervisor/superior. The committee shall issue a written recommendation within fifteen (15) work days after the meeting, determining whether any violation has occurred, and if so, an appropriate remedy. A copy of the recommendation shall be provided to the grievant, supervisor or superior, the Director of Labor Relations, and the Superintendent.

iv. The recommendation of the committee shall be forwarded to the Superintendent for review. The Superintendent/designee shall review the recommendation of the committee and the record of the grievance. If the Superintendent/designee finds that a meeting with the grievant would assist in the final determination, the Superintendent/designee may schedule a meeting for the purposes of this review. The Superintendent/designee's decision is the final and binding decision of the District.

4. Rights of Employees a. During any of the grievance levels, the employee may be represented by a person

of the employee's choice once the grievance is filed with the supervisor. For grievances that are filed by employees who choose to be represented by legal counsel, the process will begin at the chief officer phase of Level 3 of the grievance process.

b. No retaliation or reprisals of any kind shall be taken by any member of the administration or other employee against the employee, representative, or any other participant in the grievance procedure by reason of such participation.

5. General Provisions a. Grievance report forms for filing a grievance (PBSC 0114) shall be available on

the School Board website. Employees are to be notified of the procedures in this Policy through its posting on the School Board Policies website.

b. Failure of the employee to advance the grievance through the procedure within the time lines designated will result in immediate dismissal of the grievance.

c. If a preliminary investigation is begun regarding a complaint, the written complaint and documents relating to the investigation are confidential, pursuant to


Fla. Stat. §§ 119.07 (3) (p) & (u), 1012.33, and 1012.796, until the investigation is either concluded or ceases to be active.

d. All records pertaining to a grievance may be filed in a separate grievance file and may not be kept in the official "personnel file" of the employee/applicant, but this grievance file will be treated as provided by Fla. Stat. §§ 119.07 and 1012.31. All decisions of management are to be forwarded to the labor relations department, which shall be designated as the custodian of those records for grievances. The grievance file is subject to disclosure pursuant to the Public Records law and Fla. Stat. § 1012.31.

e. If a grievance is filed under the grievance procedure in a collective bargaining agreement, the employee shall not pursue the grievance under this procedure.

f. The filing of a grievance shall not interfere with the right of the School Board to carry out its responsibilities, subject to the final decision on a grievance.

6. Superintendent, Chief Counsel, and District Auditor a. When the Grievant is a Direct Board Report. Employees who report directly to

the Board (Superintendent, Chief Counsel, and District Auditor) shall file any grievance in writing with the Board Chair. The Chair should request appropriate District personnel to begin the investigation/ resolution process set forth in Section (3).

b. When the Grievant is an Employee in the Office of a Direct Board Report. Employees of the Office of Superintendent, Office of District Auditor, and Office of Chief Counsel should file any initial grievance with their direct supervisor pursuant to Section (3) (unless the grievance is against a direct Board report, in which case subsection (c) below shall apply). If the grievance is not resolved at this level, the grievance may be appealed as set forth under Section (3).

c. When the Accused is a Direct Board Report. When a direct Board report (the Superintendent, Chief Counsel, or District Auditor) is the accused, the grievant shall file the complaint in writing with the Board Chair, who shall take prompt action as specified below: i. First, the Chair shall notify the accused of the complaint. ii. Second, the Chair shall notify the Board of the complaint. The Board shall

determine if the complaint appears to merit formal investigation. iii. If the Board deems the complaint to merit formal investigation, the Board

shall set the parameters for the investigation. The investigation should seek the accused/employee's response as well as the statements of the grievant and witnesses.

iv. If a preliminary investigation is begun, the written complaint and documents relating to the investigation are confidential, pursuant to Fla. Stat. §§ 119.07 (3) (p) & (u), 1012.33, and 1012.796, until the investigation is either concluded or ceases to be active.

v. To conduct the investigation, the Board may consider: A. retaining outside special counsel (which should be an attorney or

law firm that is not currently retained by the Board and has not handled any matters for or against the Board within the past five years);

B. requesting the personnelinvestigation department of another Florida school district to conduct the inquiry;

C. contracting with the DOE Office of Inspector General; or D. if applicable, referring the matter to the State Attorney's Office, the

Commission on Ethics, or other applicable state agency.


vi. The Board and the employee should receive the final investigative report at the same time.

vii. Upon receiving the report, the Board shall determine whether any action is required. The accused/employee and/or the employee's representative shall have a right to address the Board at the meeting where the decision will be made.

viii. Consistent with the employment contract, if informal action such as a reprimand is deemed necessary, such action may be reflected in the employee's evaluation and personnel file. In accordance with the employment contract, if formal action such as demotion, suspension, or termination is deemed necessary, the employee shall receive appropriate notice and opportunity for a hearing under Fla. Stat. §§ 120.569 and 120.57, and the Board's final order may be appealable pursuant to Fla. Stat. § 120.68.

STATUTORY AUTHORITY: Fla. Stat. §§ 1001.41; 1001.42; 1001.43; 1012.23

LAWS IMPLEMENTED: Fla. Stat. §§ 119.07 (3) (p) & (u); 1001.41; 1012.23; 1012.31; 1012.796

HISTORY: 3/11/87; 9/22/99; 11/11/02; 7/7/2010


4. Harassment Policy Policy 3.19 – Policy Prohibiting Harassment Policy 5.001 – Protecting Students from Harassment and Discrimination Policy 5.81 – Protecting Students from Sexual Harassment and Discrimination _____________________________________________________________________________________________ Policy 3.19 Policy Prohibiting Harassment

1. Purpose. The School Board recognizes that the goal of eliminating all forms of unlawful discrimination, harassment and retaliation in the workplace will create a better work and learning environment for Board employees and students. This policy establishes procedures for the reporting, investigation and resolution of complaints of sexual harassment, other forms of harassment, discrimination and retaliation.

2. Scope and Applicability. This policy covers all phases of employment, including, but not limited to recruitment, testing, hiring, promotions, demotions, transfers, layoffs, termination, suspensions, rates of pay, benefits and the selection for training. The policy applies to all employees, applicants, nonemployee volunteers, vendors or service providers.

3. Policy. The School Board is committed to maintaining a work and learning environment in which all individuals are treated with dignity and respect. All employees and applicants for employment of the School District of Palm Beach County, Florida, have the right to work in an environment free from discrimination and conduct which can be considered harassing or coercive. Therefore, harassment based on race, color, religion, sex, ethnicity, national origin, age, sexual orientation, gender identity or expression, marital status, parental status, disability or any other characteristic protected by federal and state law, will not be sanctioned or tolerated, regardless of whether it takes place in the Board's administrative or school centers during workrelated assignments outside of administrative or school centers, during school related or workrelated extracurricular activities or during a workrelated social function. All employees and applicants for employment should be aware of the following:

4. Sexual Harassment. Sexual harassment is defined as: a. "Unwelcome" sexual advances, requests for sexual favors, and other verbal,

written or physical conduct of a sexual nature when: i. Submission to such conduct is made, either explicitly or implicitly, a term

or condition of an individual's employment; ii. When submission to or rejection of such conduct is used as the basis of

employment decisions affecting such individual; or iii. Such conduct has the purpose or effect of unreasonably interfering with

the individual's work performance or creating an intimidating, hostile, or offensive working environment.

b. Examples of sexual harassment may include, but are not limited to, the following: i. Gestures, letters, notes, invitations, comments, slurs, jokes or epithets that

are suggestive, derogatory or obscene; ii. Unwanted physical contact of a sexual nature, sexual molestation or

assault, leering with sexual overtones, or impeding or blocking movement; iii. Display of sexually suggestive objects, posters or cartoons; iv. Continuing to express sexual interest after being informed that the interest

is unwelcome;


v. Offering favors such as employment benefits, promotions, favorable duties or shifts, recommendations, reclassification, etc., in exchange for sexual favors;

vi. Coercive sexual behavior used to control, influence, or affect the career, salary, and/or work environment of another employee;

vii. Coercive sexual behavior used to imply or withhold support for an appointment, promotion, or change of assignment;

viii. Coercive sexual behavior used to suggest that a poor performance report will be prepared or probation will be failed; or

ix. Engaging in a course of conduct which, under § 748.048 Fla. Stat. constitutes the stalking of a staff member, student, chaperone, or parent in the workplace.

5. Other Harassment. a. Harassment on the basis of any other protected characteristic is also strictly

prohibited. This includes verbal or physical conduct that denigrates or shows hostility or aversion toward an individual because of his/her race, color, religion, sex, sexual orientation, gender identity or expression, national origin, age, disability, marital status, citizenship or any other characteristic protected by law and that: i. Has the purpose or effect of creating an intimidating, hostile, or offensive

work environment; ii. Has the purpose or effect of unreasonably interfering with an individual's

work or performance; iii. Otherwise, adversely affects an individual's employment; iv. Implies that submission to such conduct is made an explicit or implicit

term of employment; or v. Implies that submission to or rejection of such conduct will be used as a

basis for an employment decision affecting the harassed employee. b. Examples of such harassment include the following:

i. Epithets, slurs or negative stereotyping; ii. Threatening, intimidating or hostile acts, such as stalking; or iii. Written or graphic material that denigrates or shows hostility or aversion

toward an individual or group and that is placed on walls or elsewhere on the employer's premises or circulated in the workplace.

6. Complaint Procedure. a. Supervisors and managers are responsible for assuring that no employee is

subjected to conduct that constitutes sexual or any other form of harassment. Any supervisor or manager receiving an oral or written complaint alleging discrimination, sexual harassment, harassment or retaliation shall refer the complaint to the Equal Employment Opportunity Coordinator opportunity for handling.

b. Any employee, who believes that he or she has been the subject of sexual or any other form of harassment by anyone at the district or by any person who does business with the district, should, and is encouraged to, bring the matter to the attention of his/her supervisor, except when the immediate supervisor is the offending party, to the Equal Employment Opportunity Coordinator. Any employee who is aware of behavior toward another employee which they feel may constitute sexual or any other form of harassment shall also report the matter to their supervisor except when the immediate supervisor is the offending party, or to the Equal Employment Opportunity Coordinator.


c. A prompt and thorough investigation of the alleged incident will be conducted and appropriate corrective action will be taken, if warranted. To the extent consistent with adequate investigation and appropriate corrective action, any complaints of harassment will be treated as confidential throughout the investigation. Once the investigation is completed, confidentiality shall be determined by the applicable laws. A person alleging that they are a victim of sexual harassment may request that their records remain confidential as specified in Florida Statute § 119.07 (3) (u).

d. Any individual found to have engaged in sexual or any other form of harassment will be disciplined as appropriate, up to and including termination. Individuals receiving action under this section may appeal such action in accordance with the appropriate grievance procedure or administrative process.

e. The district will not in any way retaliate against an employee, potential employee, or former employee who, in good faith, makes a complaint or report of harassment, or participates in the investigation of such a complaint or report. Retaliation against any individual for good faith reporting of a claim of harassment or cooperating in the investigation will not be tolerated and will itself be subject to appropriate discipline. Incidents of retaliation shall be reported in the manner as provided in this section.

f. The district will take all appropriate steps to enforce this policy. g. All employees must file the complaint pursuant to the procedure herein. The

exception is the superintendent, internal auditor or chief counsel to the school board, who must file the complaint with the board chair.

7. Limitations. Nothing in this policy is intended nor shall be construed to create a private right of action against the Board or any of its employees. The provisions herein do not affect the right of any person to file a charge of discrimination with any agency having jurisdiction over such claims.

STATUTORY AUTHORITY: Fla. Stat. §§ 1001.41,1001.42,1001.43

LAWS IMPLEMENTED: § 42 U. S.C. § 2000e and 20 U. S.C. § 1681

HISTORY: 9/21/94; 5/21/97; 02/25/2002; 7/7/2010

Policy 5.001 Protecting Students from Harassment and Discrimination

1. General Provisions. The School Board of Palm Beach County, Florida, as governing body of the School District ("School District" or "District"), does not condone harassment or discrimination against any of its students or applicants for admission for any reason including, but not limited to, their real or perceived sex, race, color, religion, national origin, age, disability, marital status, ancestry, ethnicity, gender, linguistic preference, political beliefs, sexual orientation, or social/family background in its education programs or admissions to education programs and therefore prohibits such discrimination against, or harassment of, any student by any Board member, District employee, consultant, contractor, agent, visitor, volunteer, student, or other person in the school or outside the school at schoolsponsored events, on school buses, and at training facilities or training programs sponsored by the District.

2. In an effort to promote an environment free of discrimination and harassment, the Board has adopted this policy prohibiting harassment of, or discrimination against, Students in order to prevent, investigate, and take prompt, equitable, and appropriate action with regard to alleged discrimination and harassment. In addition to this policy, the Board has adopted a separate Policy prohibiting sexual harassment of, or discrimination against, students (Policy 5.81).


3. The School Board believes that all students are entitled to a safe, equitable, and harassmentfree school experience. Discrimination and harassment will not be tolerated and shall be just cause for disciplinary action.

4. This Policy shall be interpreted and applied consistent with all applicable state and federal laws and the Board's collectivebargaining agreements.

5. Definitions. For purposes of this Policy, the following definitions shall apply: a. Accused/employee is defined as a School District employee alleged to be responsible for

the violation alleged in the complaint. b. Accused/student is defined as a student alleged to be responsible for the violation that is

alleged in the complaint. c. Complaint is defined as written allegations regarding any action, policy, procedure, or

practice prohibited by this policy. d. Complainant is defined as a student of, or applicant for admission to, the District who

submits a written complaint of harassment or discrimination or an individual or group submitting a complaint on behalf of a student(s).

e. Day is defined as a working day and this term does not include weekends or holidays unless noted as "calendar day."

f. Minor, or minor student, is defined as any student who has not yet attained the age of eighteen (18). For purposes of this policy, the term should also be construed to include an adult student who has been determined incompetent or unable to give informed consent due to disability under state law. Note: any procedure in this Policy mentioning a minor student's parent/guardian should also be construed to include an adult student's parent, if the adult student has given consent. For example, where the Policy requires giving notice to the parent of a minor student, this requirement also includes notice to the parent of an adult student who has given consent for the parent to receive the notice. The notice would also be given to the parent of any adult student who has been determined to be incompetent or unable to give informed consent due to disability under state law.

g. Parties is defined as the accused student and/or accused/employee, and the complainant.

h. Sexual orientation is defined as the direction of one's sexual or romantic interest toward persons of the opposite sex, same sex, or both sexes.

i. School Official, for purposes of this Policy, is defined as School Board employees, principals, assistant principals, teachers, and school police officers who have the duty of reasonable supervision with respect to student activities.

6. Title IX Coordinator and ADA/504 Specialist. Equal educational opportunities are guaranteed by 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 District has designated the Equal Employment Opportunity ("EEO") Coordinator as the person responsible for ensuring that students and their custodial parent(s)/guardian receive information related to discrimination and harassment.

7. The EEO/Title IX Coordinator is located at: 3370 Forest Hill Boulevard, Suite, A115, West Palm Beach, Florida 33406; Telephone: (561) 4348637.

8. For those complaints concerning the Americans with Disabilities Act ("ADA") or Section 504 of the Rehabilitation Act, the District has designated an ADA/504 Specialist.

9. The ADA/504 Specialist is located at 3308 Forest Hill Boulevard, Suite C143, West Palm Beach, Florida, 33406; Telephone: (561) 4348817.

10. This contact information is to be posted in highly visible locations at each school including the main office, the guidance waiting area, and student services.

11. Prohibited Harassment. For purposes of this Policy, harassment occurs when conduct is sufficiently severe, persistent, or pervasive that it has the purpose or effect of unreasonably interfering with a student's performance or ability to benefit from his/her education, or creates an objectively intimidating, hostile, offensive, or abusive school environment. Types of conduct which are prohibited in the District and which may constitute harassment include, but are not limited to:

a. demeaning or derogatory comments, namecalling, racial slurs, or jokes, threats, abusive words, gestures, or harm to an individual;

b. displaying visual or written material, including notes, stories, drawings, or pictures, or defacing school property or materials to demean a person;

c. damaging, defacing or destroying private property of any person; d. bullying; e. requests for sexual favors and other conduct of a sexual nature as set forth in Policy

5.81; or


f. any act of retaliation against an individual who reports a violation of the Board's harassment and discrimination policy or participates in the investigation of a discrimination or harassment complaint.

12. GRIEVANCE PROCEDURE FOR HARASSMENT OR DISCRIMINATION BY STUDENTS Investigation and Resolution of Complaints Against an Accused/Student

a. Reporting Discrimination or Harassment. Any student or applicant for admission who believes he/she is a victim of discrimination or harassment (or any individual, including any student, teacher, or other employee of the District, who has knowledge of any incident(s) involving discrimination or harassment of students) is strongly encouraged to report the incident(s) in writing to the principal or other school official or the EEO/Title IX Coordinator and ADA/504 Specialist.

b. School officials must report in writing any allegations of discrimination or harassment to the principal and to the EEO/Title IX Coordinator and ADA/504 Specialist.

c. School officials must instruct students and their custodial parent(s)/guardianthat the student, or custodial parent(s)/guardian on behalf of the minor student, as defined in paragraph (5)(f),may file a written complaint with the principal/designee, EEO/Title IX Coordinator and/or ADA/504 Specialist.

d. The principal/designee shall document all complaints in writing to ensure that problems are appropriately addressed. Although this Policy encourages students to use the formal written complaint process, school officials "should investigate all complaints and reports of harassment, whether or not the complaint is in writing," as stated by the Office for Civil Rights in Protecting Students from Harassment and Hate Crime: A Guide for Schools, Part II (1999).

e. It is the responsibility of the principal to forward all complaints within two (2) work days to the area superintendent, EEO/Title IX Coordinator, and ADA/504 Specialist. Failure by the principal to respond to a complaint within two (2) work days will automatically allow the complainant to refile the complaint with the area superintendent.

f. Principal Involvement. If the principal is directly and personally involved with a complaint or is closely related to a party to the complaint, then an the area superintendent shall be asked to conduct the investigation.

g. Informal Resolution. Where appropriate, the complainant and the accused/student may agree to informally resolve the complaint. Complaints should be made as soon as possible but no later than one hundred eighty (180) calendar days after the alleged incident (that is, within 180 days after the last act of harassment or discrimination). (Note: the principal must document, in writing, any complaint, even if made informally; and the complainant must be requested to sign the writing to verify its accuracy.)

i. The principal/designee may arrange for the parties to resolve the complaint informally through a voluntary conversation between the complainant and the accused/student, facilitated by the principal/designee within two (2) work days of receiving the complaint. Both the complainant and the accused/student may be accompanied by a person of their choice for support and guidance.

ii. The parties shall never be asked to work out the problem directly with the accused/student unless the assistance of a counselor, teacher, administrator, or mediator is provided and both parties are willing.

iii. If the principal/designee and the complainant and the accused/student (and/or their parents) agree that a satisfactory resolution has been achieved through the informal conversation, then no further action need be taken (besides notifying the area superintendent, EEO/Title IX Coordinator, and ADA/504 Specialist that the matter has been resolved). However, if a complete resolution has not been achieved, a formal written complaint should be filed within ten (10) work days after the informal meeting.

iv. If the complaint is satisfactorily resolved informally, the principal/designee shall notify the area superintendent, EEO/Title IX Coordinator, and ADA/504 Specialist of the resolution of the complaint.

h. Filing a Formal Complaint Report. If the matter is not satisfactorily resolved informally, the principal/designee shall assist the student (or custodial parent(s)/guardian on behalf of the minor student as defined in paragraph (5)(f)), in filing a complaint (if it is not yet in writing). The student (or custodial parent(s)/guardian on behalf of the student) may file a written complaint with the principal/designee by using the Student Complaint Report form (PBSD 1615). Said form is hereby incorporated by reference and made a


part of this Policy and shall be filed with the Clerk of the School Board herewith and is available on the District's web site at http://www.palmbeach.k12.fl.us/Records/Forms.htm. The Witness Statement form (PBSD 1616) is to be completed by witnesses to the alleged incident.

i. Complaints should be made as soon as possible but no later than one hundred eighty (180) calendar days after the alleged incident (that is, within 180 days after the last act of harassment or discrimination). Failure on the part of the complainant to initiate and/or follow up on the complaint within this period may result in the complaint being deemed abandoned. The principal/designee shall record in writing and document all complaints regarding sexual harassment and discrimination to ensure that problems are appropriately addressed, whether the report is made verbally or in writing.

j. The principal/designee may assist the student (or custodial parent(s)/guardian on behalf of the student if the student is a minor, as defined in paragraph (5)(f)) in completing the form, or may complete the form for the student or for the custodial parent(s)/guardian who is acting on behalf of the student. In all instances, the student (or custodial parent(s)/guardian on behalf of a minor) shall review the form to ensure its accuracy and sign and date the complaint.

k. The complainant will be requested to provide signed, specific information regarding the alleged discrimination or harassment, the alleged offender, witnesses, and other relevant information. In all instances, the student (or custodial parent(s)/guardian on behalf of the minor student as defined in paragraph (5)(f), shall review the form to ensure its accuracy and sign and date the complaint.

l. All complaints filed with the principal/designee must be reported in writing to the area superintendent and the EEO/Title IX Coordinator and ADA/504 Specialist.

m. Notice to Accused/Student. Within two (2) days of receipt of a complaint, the principal/designee will notify the accused/student of the allegations.

n. Notice to Parent(s)/Guardians. Within two (2) days of receiving the complaint, and in accordance with federal and state privacy laws, the principal/designee shall notify the custodial parent(s)/guardian of any minor student as defined in paragraph (5)(f)) who is allegedly subject to harassment or discrimination. Notification may be made by telephone, letter, or personal conference. The students involved (and their custodial parent(s)/guardians, if the students are minors) will also be notified of events and decisions described in this Policy.

o. Steps in the Investigation. The principal/designee shall begin an investigation within two (2) work days and thoroughly investigate all complaints of harassment or discrimination, including, at minimum, the following steps:

i. talk with the complainant within two (2) work days; ii. give the complainant (or the custodial parent(s)/guardian thereof if the

complainant is a minor as defined in paragraph (5)(f)) an opportunity to describe the incident, present witnesses and other evidence of the harassment or discrimination, and ensure that the complaint is put in writing;

iii. talk with the accused/student (or the custodial parent(s)/guardian thereof if the accused/student is a minor as defined in paragraph (5)(f)) within two (2) work days;

iv. give the accused/student (or the custodial parent(s)/guardian thereof if the accused/student is a minor as defined in paragraph (5)(f)), an opportunity to describe the incident, present witnesses and other evidence, and put his/her response in writing;

v. talk with any person who saw the harassment, has knowledge of the discrimination, or who may have related information; and

vi. conduct a conference, if appropriate, with the complainant (and custodial parent(s)/guardian thereof, if the complainant is a minor as defined in paragraph (5)(f)) and the accused/student (and custodial parent(s)/guardian thereof, if the accused/student is a minor as defined in paragraph (5)(f)) and give notice of the date, time, place, and rules to the parties.

vii. The principal/designee is encouraged to ask openended questions to enable students to describe what happened in their own words.

viii. The principal/designee may request that the accused/student (or the custodial parent(s)/guardian on behalf thereof if the accused/student is a minor as defined in paragraph (5)(f)) prepare a written response to the complaint; or the


principal/designee may prepare a written statement of the accused/student's oral response to the complaint based on their meeting and obtain the signature of the accused/student (and/or the custodial parent(s)/guardian thereof, if the accused/student is a minor) after his/her review of the statement.

ix. The principal/designee should dictate and then review his/her notes with the complainant and accused/student after the interviews to verify the facts and ensure accuracy, and then obtain signatures, but shall not tape the interviews.

p. Pursuing the Investigation. During the investigation, the principal/designee may take any action necessary to protect the complainant, or other students or employees, consistent with the requirements of applicable regulations and statutes.

i. In general, complainants will continue attendance at the same school and pursue their studies as directed while the investigation is conducted and the complaint is pending resolution.

ii. When necessary to carry out the investigation or for other good reasons, and consistent with federal and state privacy laws, the principal/designee also may discuss the complaint with any of the following persons:

A. Superintendent/designee; B. Chief Academic Officer; C. area superintendent/designee; D. associate superintendents; E. Chief of School Police; F. the custodial parent(s)/guardian of the complainant, if the complainant is

under eighteen (18) years of age (or has given consent or is an adult who has been determined to be incompetent or unable to give informed consent due to disability);

G. the custodial parent(s)/guardian of the complainant, if the complainant is a minor as defined in Section (5)(f);

H. a teacher or staff member whose knowledge of the students involved may help determine who is telling the truth;

I. child protective agencies responsible for investigating child abuse; and/or J. legal counsel for the Board.

q. Written Decision of the Principal/Designee. Upon completion of the investigation, the principal/designee will make a decision about the validity of the allegations in the complaint and about any corrective action, if applicable, consistent with the Matrix of Incidents and Actions in Policy 5.1812 (elementary) or Policy 5.1813 (secondary). In reaching a decision about the complaint, the principal/designee should take into account:

i. statements made by the persons identified in paragraphs (12)(o), (p), above; ii. the details and consistency of each person's account; iii. evidence of how the complainant reacted to the incident; iv. evidence of past instances of harassment or discrimination by the

accused/student (provided that, if evidence of harassment/discrimination, accusations, or complaints is to be considered, the principal/designee must review in their entirety the files regarding those past incidents);

v. evidence of past harassment or discrimination complaints that were found to be untrue (provided that, if evidence of past accusations or complaints is to be considered, the principal/designee must review in their entirety the files regarding those past incidents); and

vi. case law, state and federal laws and regulations, and the Board's Policies prohibiting harassment and discrimination.

r. To determine the severity of the harassment or discrimination, the principal/designee should consider, among other things:

i. how the misconduct affected one or more student's education; ii. the type, frequency, and duration of the misconduct; iii. the number of persons involved; iv. the subject(s) of harassment or discrimination; v. the place and situation where the incident occurred; and/or vi. other similar incidents at the school.

s. Within thirty (30) calendar days of the filing of the complaint, the principal/designee shall give the area superintendent/designee and the EEO/Title IX Coordinator and ADA/504


Specialist a written report that describes the complaint and investigation and contains findings, a decision, and reasons for the decision.

i. If the principal/designee verifies that harassment or discrimination occurred, this report shall describe the actions taken to end the harassment or discrimination pursuant to the Matrix of Incidents and Actions in Policy 5.1812 (elementary) or Policy 5.1813 (secondary); address the effects of the harassment or discrimination on the complainant; and prevent retaliation or further harassment or discrimination.

ii. The principal/designee shall notify the parties (and their custodial parent(s)/guardians, if the parties are minors as defined in paragraph (5)(f)) in writing of the decision and their right to review by the area superintendent/designee. (If the complaint was originally filed with, and investigated by, the EEO/Title IX Coordinator or ADA/504 Specialist instead of the principal, the Title IX Coordinator or ADA/504 Specialist shall inform the parties of the right to appeal to the Chief Academic Officer/designee within ten (10) days after receiving the Coordinator's/Specialist's decision.)

t. No retaliation of any kind is permitted in connection with an individual's having made a discrimination or harassment complaint.

13. Appeal to Area Superintendent. If the complaint against an accused/student is not resolved at the schoolsite level to the satisfaction of the parties, either party (or their custodial parent(s)/guardian (if the party is a minor as defined in paragraph (5)(f)) may seek review by the area superintendent/designee through the following process:

a. The written complaint and request for review shall be sent to the area superintendent's office within ten (10) days of the completion of the sitelevel process by the principal.

i. If the principal's designee conducted the investigation, the first level of appeal is to the principal. If the complaint has been reviewed or investigated by the principal, the next level of appeal is to the area superintendent/designee. (If the complaint was originally filed with, and investigated by, the EEO/Title IX Coordinator or ADA/504 Specialist, the next level of appeal is to the Chief Academic Officer/designee.)

ii. If the area superintendent/designee is directly involved with a complaint or closely related to a party to the complaint, then the Chief Academic Officer/designee shall be asked to conduct the review and/or further investigation.

b. Notice Requirement. Notice will be given to all parties of a request for review by the area superintendent/designee within two (2) business days of the request for review.

c. Procedure. The area superintendent designee shall review the complaint, the answer to the complaint, the principal/designee's report, and any other evidence in the record. The area superintendent designee may also conduct any further investigation deemed necessary.

i. During the investigation, the area superintendent/designee may take any action necessary to protect the complainant or other students or employees consistent with the requirements of applicable regulations and statutes. No retaliation of any kind is permitted in connection with an individual's having made a harassment or discrimination complaint under this Policy.

ii. The area superintendent designee will review the principal's decision as to the validity of the allegations and any corrective action, and will make a decision within thirty (30) calendar days after receipt of the request for review. Time limits may be extended by written mutual agreement of the complainant (or custodial parent(s)/guardian on behalf thereof if the complainant is a minor as defined in paragraph (5)(f)), and the accused/student (or custodial parent(s)/guardian on behalf thereof if the accused/student is a minor).

iii. The area superintendent/designee shall take action deemed appropriate to resolve the situation, including, but not limited to, disciplinary action by the school, consistent with the requirements of applicable procedures outlined in each school's StudentParent Handbook, the Matrix of Incidents and Actions in Policy 5.1812 (elementary) or Policy 5.1813 (secondary), and Florida law, or transfer to alternative school.


iv. The area superintendent/designee will inform the (and their custodial parent(s)/guardian if the parties are minors as defined in paragraph (5)(f)). in writing of the decision and the right to appeal.

v. A copy of the decision will be sent to the EEO/Title IX Coordinator or and ADA/504 Specialist.

14. Appeal to Chief Academic Officer/Designee a. If the complainant or accused/student (or their custodial parent(s)/guardian if the parties

are minors as defined in paragraph (5)(f)) is dissatisfied with the area superintendent's decision, it may be appealed in writing to the Chief Academic Officer/designee within ten (10) days after receipt of the decision.

i. If the area superintendent's designee conducted the review, the next level of appeal is to the area superintendent rather than to the Chief Academic Officer.

ii. If the Chief Academic Officer/designee is directly involved with a complaint or closely related to a the party to the complaint, then the Chief Operating Officer/designee shall be asked to review the matter.

b. Notice. Notice of the appeal shall be given in writing to the parties (and their custodial parent(s)/guardian if the parties are minors as defined in paragraph (5)(f))within two (2) days of receipt of appeal.

c. Procedure. The Chief Academic Officer/designee shall review the written complaint, the accused/student's response to the complaint (or the response of the parent/guardian on behalf of the accused/student), and all documentation pertaining to the alleged harassment or discrimination including the area superintendent's decision.

i. The Chief Academic Officer/designee may request additional information. ii. The Chief Academic Officer/designee shall issue a written decision to the parties

(and their custodial parent(s)/guardian if the parties are minors as defined in paragraph (5)(f)) within twenty (20) calendar days of the request of the appeal.

15. Appeal to the Superintendent/Designee a. If the complainant or accused/student (or their custodial parent(s)/guardian if the parties

are minors as defined in paragraph (5)(f))is dissatisfied with the Chief Academic Officer's decision, it may be appealed in writing to the Superintendent within ten (10) days after receipt of the decision.

i. If the Chief Academic Officer's designee conducted the review, the next level of appeal is to the Chief Academic Officer rather than to the Superintendent.

ii. If the Superintendent is directly involved with a complaint or closely related to a party to the complaint, then the Chief Counsel to the Board shall be asked to review the matter and report the findings to the Board.

b. Notice. Notice of the appeal shall be given in writing to the parties (and their custodial parent(s)/guardian if the parties are minors as defined in paragraph (5)(f))within two (2) days of receipt of the appeal.

c. Procedure. The Superintendent/designee shall review the written complaint, the accused/student's response to the complaint (or the response of the parent/guardian on behalf of the accused/student), and all documentation pertaining to the alleged harassment or discrimination, including the Chief Academic Officer's decision.

i. The Superintendent may request additional information. ii. The Superintendent/designee shall issue a written decision to the parties (and

their custodial parent(s)/guardian if the parties are minors as defined in paragraph (5)(f)) within twenty (20) calendar days of request of the appeal. The decision of the Superintendent/designee is the final decision of the District.

16. Other Means of Resolution. If the complainant is not satisfied with the results of the procedures contained in this policy, he/she may utilize other means for resolution as provided by law, including seeking recourse through the federal Office for Civil Rights ("OCR").

17. GRIEVANCE PROCEDURE FOR HARASSMENT OR DISCRIMINATION BY AN EMPLOYEE Investigation of Complaints Against an Accused/Employee

a. Reporting Discrimination or Harassment. Any student/applicant for admission (and/or the custodial parent(s)/guardian on that complainant's behalf if the complainant is a minor as defined in paragraph (5)(f)) who believes he/she is a victim of discrimination or harassment (or any individual, including any student, teacher, or other employee of the District who has knowledge of any incident(s) involving discrimination or harassment of students) is strongly encouraged to report the incident(s) in writing to a school official or the EEO/Title IX Coordinator and ADA/504 Specialist. Complaints should be filed as soon


as possible after the alleged incident, but must be filed within one hundred eighty (180) calendar days after the alleged incident (i.e. within 180 days of the last act of alleged harassment or discrimination).

b. School officials must report in writing any allegations of discrimination or harassment to the principal and to the EEO/Title IX Coordinator and ADA/504 Specialist. If the principal is directly involved with a complaint or closely related to a party to the complaint, then the incident may be reported directly to the EEO/Title Coordinator and ADA/504 Specialist.

c. The principal/designee shall document all complaints in writing to ensure that problems are appropriately addressed. It is the responsibility of the principal to forward all complaints to the area superintendent, Title IX Coordinator, and ADA/504 Specialist within two (2) work days. Failure by the principal to respond to a complaint within two (2) work days will automatically allow the complainant to refile the complaint with the area superintendent.

d. Filing the Complaint Form. Consistent with OCR guidelines, a formal complaint process is required for any complaint against an employee. The complainant (or the custodial parent(s)/guardian if the complainant parties is a minor as defined in paragraph (5)(f)) may file a complaint in writing with the principal/designee, EEO/Title IX Coordinator, or ADA/504 Specialist by using the Student Complaint Report form (PBSD 1615), available on the District's web site at www.palmbeach.k12.fl.us/Records/Forms.htm. The Witness Statement form (PBSD 1616) is to be completed by witnesses to the alleged incident.

i. Complaints should be filed as soon as possible after the alleged incident, but must be filed within one hundred eighty (180) calendar days after the alleged incident (that is, within 180 days after the last act of alleged harassment or discrimination). Failure on the part of the complainant to initiate and/or follow up on the complaint within this period may result in the complaint being deemed abandoned.

ii. The principal/designee may assist the individual in completing the form by recording information on the Student Complaint Report form, reviewing it with the complainant, and obtaining the complainant's signature. The complainant will be requested to provide signed, specific information regarding the alleged discrimination or harassment, the alleged offender(s), witnesses, and other relevant information.

iii. Complaints filed with the principal/designee must be reported in writing to the area superintendent and the EEO/Title IX Coordinator and ADA/504 Specialist for investigation.

e. Notice to Parent(s)/Guardians. Within two (2) days of receiving the complaint, and in accordance with federal and state privacy laws, the principal/designee shall notify the custodial parent(s)/guardian of any minor student as defined in paragraph (5)(f)) who is allegedly subject to harassment or discrimination. Notification may be made by telephone, letter, or personal conference. The students involved (and their custodial parent(s)/guardians, if the students are minors) will also be notified of events and decisions described in this Policy.

f. Investigation by EEO/Title IX Coordinator/designee or ADA/504 Specialist/designee. The EEO/Title IX Coordinator/designee or ADA/504 Specialist/designee shall document and begin within (2) work days to thoroughly investigate all complaints of harassment or discrimination, including the following steps to ensure that problems are appropriately addressed :

i. talk with the complainant within two (2) work days after receiving the complaint form. The complainant (and/or the custodial parent(s)/guardian of the complainant if the complainant is a minor as defined in paragraph (5)(f)) shall have an opportunity to describe the incident, present any evidence, name witnesses, and ensure that the complaint is put in writing;

ii. talk with any witnesses or others who may have relevant information; and iii. conduct an investigative meeting with the accused/employee, and the

accused/employee's representative if applicable, to discuss the allegations and allow the accused/employee to respond to the allegations.

g. During the investigation, the EEO/Title IX Coordinator/designee or ADA/504 Specialist/designee may recommend to the Chief Personnel Officer/designee, any action necessary to protect the complainant, or other students or employees, consistent with the


requirements of applicable statutes, State Board of Education Rules, School Board Policies, and collective bargaining agreements.

i. In general, complainants will continue attending the same school and pursuing their studies as directed while the investigation is conducted and the complaint is pending resolution.

ii. When necessary to carry out the investigation or for other good reasons, and consistent with federal and state privacy laws, the EEO/Title IX Coordinator/designee or ADA/504 Specialist/designee also shall discuss the complaint with the following persons, as appropriate:

A. Superintendent/designee; B. Chief Academic Officer and/or Chief Operating Officer; C. area superintendent/designee; D. associate superintendent; E. Chief of School Police; F. Chief Personnel Officer; G. Director of Labor Relations; H. the custodial parent(s)/guardian of the complainant, if the complainant is

a minor as defined in Section (5)(f); I. a teacher or staff member whose knowledge of the student(s) or

employee(s) involved may help determine who is telling the truth; J. child protective agencies responsible for investigating child abuse; K. legal counsel for the Board; L. exclusive bargaining representative or legal counsel thereof, if

appropriate; and M. the accused/employee.

18. Decision of the EEO/Title IX Coordinator or ADA/504 Specialist. Upon completion of the investigation, within thirty (30) calendar days of receiving the complaint if possible, the EEO/Title IX Coordinator/designee or ADA/504 Specialist/designee shall make a decision about the validity of the allegations in the complaint.

a. The EEO/Title IX Coordinator/designee or ADA/504 Specialist/designee shall discuss the determination and any recommended corrective action with the principal/designee and Chief Personnel Officer.

b. In reaching a decision about the complaint, the following should be taken into account: i. statements made by the persons identified in Paragraphs (17)(f), (g) above; ii. the details and consistency of each person's account; iii. evidence of how the complainant reacted to the incident; iv. evidence of past instances of harassment or discrimination by the

accused/employee (provided that, if evidence of past harassment/discrimination incidents are to be considered, the investigator must review in their entirety the files regarding those past incidents);

v. evidence of past harassment or discrimination complaints that were found to be untrue (provided that, if evidence of past harassment/discrimination accusations or complaints are to be considered, the investigator must review in their entirety the files regarding those past complaints); and

vi. case law, state and federal laws and regulations, and the Board's Policies prohibiting harassment and discrimination.

c. To determine the severity of the harassment or discrimination, the following may be considered:

i. how the misconduct affected one or more student's education; ii. the type, frequency, and duration of the misconduct; iii. the number of persons involved; iv. the subject(s) of harassment or discrimination; v. the place and situation where the incident occurred; and vi. other incidents at the school.

d. The following action(s) or discipline may be taken, consistent with any applicable collective bargaining agreement provisions, to resolve a complaint of harassment or discrimination:

i. no action if complaint is unsubstantiated; ii. training requirements for the employee; iii. oral reprimand of the employee;


iv. written reprimand of the employee;; v. suspension of the employee; or vi. Termination of the employee.

A. For the first verified offense of harassment of, or discrimination against, a student, suspension should be recommended for a minimum of thirty (30) days without pay. Termination should be recommended for the second offense of verified harassment of, or discrimination against, a student

B. Suspension without pay and/or termination requires Board action. 19. Appeal Procedure for an Accused/Employee

a. If the accused/employee wishes to appeal the action taken in resolution of the complaint, such appeal shall be filed either in accordance with Board Policy 3.31 or pursuant to the relevant collective bargaining agreement.

b. For those employees not in a bargaining unit, the appeal shall be filed in accordance with Board Policy 3.31.

20. Appeal Procedure for Student/Complainant When the Accused Is an Employee a. Appeal to Chief Operating Officer/Designee. If the complainant (or the custodial

parent(s)/guardian if the complainant is a minor as defined in paragraph (5)(f)) is dissatisfied with the EEO/Title IX Coordinator's or ADA/504 Specialist's decision, it may be appealed in writing to the Chief Operating Officer/designee within ten (10) days after receipt of the decision. However, if the Chief Operating Officer is directly involved with a complaint or closely related to a party to the complaint, then the Chief Academic Officer shall be asked to review the matter.

i. Notice. Notice of the appeal shall be given to the parties (and the custodial parent(s)/guardian of the complainant, if a minor as defined in paragraph (5)(f)) within two (2) days of notice of receipt of appeal.

ii. Procedure. The Chief Operating Officer/designee shall review the written complaint, the accused/employee's response to the complaint, and all documentation pertaining to the alleged harassment or discrimination including the EEO/Title IX Coordinator's or ADA/504 Specialist's decision.

A. The Chief Operating Officer/designee, may request additional information.

B. The Chief Operating Officer/designee shall issue a written decision to the parties within twenty (20) calendar days of request of the appeal.

b. Appeal to the Superintendent. If the complainant (or custodial parent(s)/guardian of the minor complainant as defined in paragraph (5)(f)) is dissatisfied with the Chief Operating Officer's decision, the decision may be appealed in writing to the Superintendent within ten (10) days after receipt of the decision.

i. If the Chief Operating Officer's designee conducted the review, the next level of appeal is to the Chief Operating Officer rather than to the Superintendent.


iii. Notice. Notice of the appeal shall be given in writing to the parties (and their custodial parent(s)/guardian if the parties are minors as defined in paragraph (5)(f)) within two (2) days of receipt of the appeal.

iv. Procedure. The Superintendent/designee shall review the written complaint, the accused/employee's response to the complaint, and all documentation pertaining to the alleged harassment or discrimination, including the Chief Operating Officer's decision.

A. The Superintendent may request additional information. B. The Superintendent/designee shall issue a written decision to the parties

(and the complainant's custodial parent(s)/guardian, if the complainant is a as defined in paragraph (5)(f)) within twenty (20) calendar days of request of the appeal. The decision of the Superintendent/designee is the final decision of the District.

c. Other Means of Resolution. If the complainant is not satisfied with the results of the procedures contained in this policy, he or she may utilize other means for resolution as provided by law, including seeking recourse through the federal Office for Civil Rights ("OCR").


21. GRIEVANCE PROCEDURE FOR SEXUAL HARASSMENT OR DISCRIMINATION BY VOLUNTEERS, VISITORS, OR CONTRACTORS Investigation of Complaints Against a School Volunteer, Campus Visitor, Contractor/Consultant, or Other Third Party.

a. The School Board will not tolerate harassment or discrimination by school volunteers, consultants, independent contractors or subcontractors (or their employees), or any third party in the school (or outside of the school at schoolsponsored events), on school buses, or at training facilities sponsored by the School District. Any such alleged harassment or discrimination should be reported immediately to the school principal, using the same formal written complaint process as would be used to report harassment or discrimination by a District employee. The complaint should be filed as soon as possible, at least within one hundred eighty (180) calendar days of the alleged incident (i.e. within 180 days of the last act of alleged harassment or discrimination).

b. It is the responsibility of the principal to forward all complaints to the area superintendent and EEO/Title IX Coordinator and ADA/504 Specialist within two (2) work days. Failure by the principal to respond to a complaint within two (2) work days will automatically allow the complainant to refile the complaint with the area superintendent.

c. Within two (2) days of receiving the complaint, and in accordance with federal and state privacy laws, the principal/designee shall notify the custodial parent(s)/guardian of any minor student as defined in paragraph (5)(f)) who is allegedly subject to harassment or discrimination. Notification may be made by telephone, letter, or personal conference. The students involved (and their custodial parent(s)/guardians, if the students are minors) will also be notified of events and decisions described in this Policy.

d. Within two (2) days of receiving the complaint, the EEO/Title IX Coordinator/designee or ADA/504 Specialist/designee shall begin an investigation, using procedures similar to those used for investigation of allegations against District employees.

e. If the District's investigation substantiates a complaint of sexual harassment or discrimination by a school volunteer, visitor, consultant/independent contractor, vendor or other third party, the Superintendent shall promptly recommend appropriate action. As stated in OCR's Revised Sexual Harassment Guidance (2001):

The type of appropriate steps that the school should take will differ depending on the level of control that the school has over the third party harasser. For example, if athletes from a visiting team harass the home school's students, the home school may not be able to discipline the athletes. However, it could encourage the other school to take appropriate action to prevent further incidents; if necessary, the home school may choose not to invite the other school back.

f. Depending on the situation, an appropriate response may include, but not limited to, revoking the volunteer's status under Policy 2.53; asking the visitor to refrain from returning to the campus; requesting a contractor to remove an employee from a project at a school site and discipline the employee; or debarring a vendor pursuant to Policy 6.14(5). The District's response will be designed to eliminate the harassment or discrimination and prevent its reoccurrence. If the complainant is not satisfied with the District's response, he/she (or the custodial parent(s)/guardian of a minor complainant as defined in paragraph (5)(f)) may appeal according to the procedures used to appeal a decision regarding alleged harassment or discrimination by an employee under Section 21.

g. Other Means of Resolution. If the complainant is not satisfied with the District's response under this Section, he/she may utilize other means for resolution as provided by law, including seeking recourse through OCR.

22. Confidentiality a. To the greatest extent possible, all complaints will be treated as confidential and in

accordance with Fla. Stat. § 1002.22(3)(d); the Family Educational Rights and Privacy Act ("FERPA"); and any other applicable law, such as Fla. Stat. §§ 119.07(3)(p) & (u); 1012.31(3)(a); or 1012.796(1)(c).

b. Limited disclosure may be necessary to complete a thorough investigation as described above. The District's obligation to investigate and take corrective action may supersede an individual's right to privacy.

c. The complainant's identity shall be protected, but absolute confidentiality cannot be guaranteed.


23. Informing Students and Employees About this Policy.Notice of the existence of this Policy, prevention plan, and procedures shall be posted in prominent locations in all District buildings, including information on how to receive a copy. Notice shall be included annually in student, parent, and staff handbooks.

24. Retaliation Prohibited a. Retaliation includes, but is not limited to, any form of intimidation, reprisal or harassment

in connection with filing a complaint or assisting with an investigation under this Policy. b. Retaliatory or intimidating conduct against any individual who has made a harassment or

discrimination complaint or any individual who has testified, assisted, or participated, in any manner, in an investigation is specifically prohibited.

c. The principal/designee, and EEO/Title IX Coordinator or ADA/504 Specialist, if applicable, shall inform complainants that they are protected by law from retaliation.

25. Additional Assistance Available a. In all cases, the District reserves the right to refer the results of its own investigation to

the State Attorney for the Fifteenth Judicial Circuit of Florida for possible criminal charges, whether or not the District takes any other action.

b. The District will provide counseling services for students who have been harassed or discriminated against.

c. Training will be provided to assist teachers and counselors who work with students to prevent harassment and discrimination. Attendance is mandatory.

d. The Office for Civil Rights is the federal agency in the Department of Education that monitors schools' compliance with Title IX, Title VI, Title II of the Americans With Disabilities Act, and Section 504, and it can be contacted at 18004213481; by fax at (404) 5626455; or by email at [email protected].

STATUTORY AUTHORITY:

§§ 1001.41(2); 1001.43(1), (6); 1006.07; 1012.23(1), Fla. Stat.

LAWS IMPLEMENTED: §§ 119.07(3)(p), (u); 1000.05(2)(a), (b) (Florida Education Equity Act); 1002.22(3)(a), (d); 1001.41(1), (2); 1006.07(2)(h); 1006.08; 1012.31(3)(a); 1012.796(1)(c); 760.01(2), Fla. Stat.; 42 U.S.C. 12131, et. seq. (Title II of the Americans with Disabilities Act); (20 U.S.C. § 16811688 (Title IX of the Education Amendments of 1972); 42 U.S.C. § 2000d et. seq. (Title VI of the Civil Rights Act of 1964); 29 U.S.C. § 794 (Section 504 of the Rehabilitation Act of 1973); 20 U.S.C. § 1232g (Family Educational Rights and Privacy Act ("FERPA")).

STATE BOARD RULES SUPPLEMENTED:

6A19.001, 6A19.002, 6A19.008, 6A1.0404(5), (7); and 6B1.006(3)(a), (g)

HISTORY: 3/3/76; 8/17/77; 3/17/99; 3/24/03

___________________________________________________________________________________

Policy 5.81 Protecting Students from Sexual Harassment and Discrimination

1. General Provisions. The School Board of Palm Beach County, as governing body for the District of Palm Beach County, Florida ("School District" or "District"), does not discriminate on the basis of sex in education programs and prohibits sexual harassment of, or sex/genderbased discrimination against, any student or applicant for admission by any Board member, District employee, consultant, contractor, agent, visitor, volunteer, student, or other person in the school or outside the school at schoolsponsored events, on school buses, and at training facilities or training programs sponsored by the School District.

2. Sexual harassment and discrimination will not be tolerated and shall be just cause for disciplinary action. Pursuant to § 1006.07(2)(h), the Board hereby gives notice that violation of this "sexual harassment policy by a student is grounds for inschool suspension, outofschool suspension, expulsion, or imposition of other disciplinary action by the school and may also result in criminal penalties being imposed."


3. In an effort to promote an environment free of sexual harassment and discrimination, the School District has adopted this Policy prohibiting sexual harassment of, or genderbased discrimination against, students, in order to prevent, investigate, and take prompt, equitable, and appropriate action with regard to alleged sexual harassment and discrimination.

4. The School District believes that all students are entitled to a safe, equitable, and harassmentfree school experience. The School Board will not tolerate sexual harassment between members of the same or opposite sex. The Office for Civil Rights (OCR) states in its Revised Sexual Harassment Guidance (2001):

Although Title IX does not prohibit discrimination on the basis of sexual orientation, sexual harassment directed at gay or lesbian students that is sufficiently serious to limit or deny a student's ability to participate in or benefit from the school's program constitutes sexual harassment prohibited by Title IX . . . . For example, if a male student or a group of male students target a gay student for physical sexual advances . . . the school would need to respond promptly and effectively . . . , just as it would if the victim were heterosexual. On the other hand, if students heckle another student with comments based on the student's sexual orientation . . ., but their actions do not involve conduct of a sexual nature, their actions would not be sexual harassment covered by Title IX. However, sufficiently serious sexual harassment is covered by Title IX even if the hostile environment also includes taunts based on sexual orientation.

5. This Policy shall be interpreted and applied consistent with all applicable state and federal laws and the Board's collectivebargaining agreements.

6. Title IX Coordinator. Title IX of the Education Amendments ("Title IX") and regulations of the Department of Education's Office for Civil Rights ("OCR") require that the School District not discriminate on the basis of sex and that the School District designate a Title IX Coordinator who is responsible for compliance with Title IX and this Policy. The School District has designated the Equal Employment Opportunity ("EEO") Coordinator as the person responsible for ensuring that students and their custodial parent(s)/guardian receive information related to sexual harassment.

7. The EEO Coordinator is the District's Title IX Coordinator and Sexual Harassment Officer and is located at: 3370 Forest Hill Boulevard, Suite A 115, West Palm Beach, Florida, 33406; Telephone: (561) 4348637.

8. Along with similar information required by Policy 5.001, this contact information is to be posted in highly visible locations at each school including the main office, the guidance waiting area, and student services.

9. Definitions. For purposes of this Policy, the following definitions shall apply: a. Accused/employee is defined as a School District employee alleged to be responsible for

the violation alleged in the complaint. b. Accused/student is defined as a student alleged to be responsible for the violation that is

alleged in the complaint. c. Complaint is defined as written allegations regarding any action, policy, procedure, or

practice prohibited by Title IX, the Florida Education Equity Act, and/or this Policy. d. Complainant is defined as is a student of, or applicant for admission to, the School

District who submits a written complaint of sexual harassment or discrimination or an individual or group submitting a complaint on behalf of a student(s).

e. Day is defined as a working day and does not include weekends or holidays unless noted as "calendar day."

f. Minor, or minor student, is defined as any student who has not yet attained the age of eighteen (18). For purposes of this policy, the term should also be construed to include an adult student who has been determined incompetent or unable to give informed consent due to disability under state law. Note: any procedure in this Policy mentioning a minor student's parent/guardian should also be construed to include an adult student's parent, if the adult student has given consent. For example, where the Policy requires giving notice to the parent of a minor student, this requirement also includes notice to the parent of an adult student who has given consent for the parent to receive the notice. The notice would also be given to the parent of any adult student who has been determined to be incompetent or unable to give informed consent due to disability under state law.

g. Parties is defined as the accused student/applicant for admission and/or accused/employee, and the complainant.


h. School Official is defined for purposes of this Policy, as School Board employees, principals, assistant principals, teachers, and school police officers who have the duty of reasonable supervision with respect to student activities.

10. Prohibited Sexual Harassment a. There are two (2) types of sexual harassment: quid pro quo harassment and hostile

environment harassment. i. Quid pro quo harassment occurs when some advancement or opportunity, such

as grades, credits, graduation, or other benefits are conditioned upon sexual favors or that an advancement or opportunity is withheld or punishment will result from a refusal to comply with a demand for sexual favors.

ii. Hostile environment harassment occurs when sexual conduct is sufficiently severe, persistent, or pervasive that it has the purpose or effect of unreasonably interfering with a student's performance or ability to benefit from his/her education, or creates an intimidating, hostile, offensive, or abusive school environment.

b. Prohibited sexual harassment includes, but is not limited to, requests for sexual favors, and other verbal, visual or physical conduct of a sexual nature when:

i. submission to the conduct is explicitly or implicitly made a term or condition of an individual's academic status or progress ;

ii. submission to or rejection of the conduct by an individual is used as the basis for academic decisions affecting the individual. The conduct has the purpose or effect of having a negative impact on the individual's academic performance, unreasonably interfering with the individual's education, or creating an intimidating, hostile, or offensive educational environment ; or

iii. submission to or rejection of the conduct by the individual is used as the basis for any decision affecting the individual regarding benefits and services, honors, programs, or activities available at or through the school.

c. Types of conduct which are prohibited in the District and which may constitute sexual harassment include, but are not limited to:

i. graphic verbal comments about an individual's body or appearance ; ii. sexual jokes, notes, stories, drawings, pictures or gestures ; iii. sexual slurs; sexuallysuggestive leering, threats, abusive words, derogatory

comments; or sexuallydegrading descriptions ; iv. unwelcome sexual flirtations or propositions for sexual activity or unwelcome

demands for sexual favors, including but not limited to repeated unwelcome requests for dates ;

v. spreading sexual rumors ; vi. touching an individual's body or clothes (including one's own) in a sexual way,

including, but not limited to, grabbing, brushing against, patting, pinching, bumping, rubbing, kissing, and fondling ;

vii. cornering or blocking normal movements, or bullying ; viii. displaying sexually suggestive drawings, pictures, written materials, and objects

in the educational environment ; or ix. any act of retaliation against an individual who reports a violation of the Board's

sexual harassment Policy or participates in the investigation of a sexual harassment complaint.

11. GRIEVANCE PROCEDURE FOR SEXUAL HARASSMENT OR DISCRIMINATION BY STUDENTS Investigation and Resolution of Complaints Against an Accused/Student

a. Reporting Discrimination or Harassment. Any student or applicant for admission who believes he/she is a victim of sexual harassment or discrimination (or any individual, including any student, teacher, or other employee of the District, who has knowledge of any incident(s) involving sexual harassment or discrimination of students or applicants for admission) is strongly encouraged to report the incident(s) in writing to the principal or other school official. Due to the sensitive nature of sexual harassment complaints, the written complaint may be filed directly with the EEO/Title IX Coordinator and ADA/504 Specialist.

b. School officials must report in writing any allegations of harassment or discrimination to the principal and to the EEO/Title IX Coordinator.


c. School officials must instruct students and their custodial parent(s)/guardian that the student (or custodial parent(s)/guardian on behalf of the student) may file a written complaint with the principal/designee or EEO/Title IX Coordinator.

d. The principal/designee shall document all complaints in writing to ensure that problems are appropriately addressed. Failure by the principal to respond to a complaint within two (2) work days will automatically allow the complainant to refile the complaint with the area superintendent.

e. It is the responsibility of the principal to forward all complaints within two (2) work days to the area superintendent, EEO/Title IX Coordinator, and ADA/504 Specialist. Although this Policy encourages students to use the formal written complaint process, school officials "should investigate all complaints and reports of harassment, whether or not the complaint is in writing," as stated by the Office for Civil Rights in Protecting Students from Harassment and Hate Crime: A Guide for Schools, Part II (1999).

f. Principal Involvement. If the principal is directly and personally involved with a complaint or is closely related to a party to the complaint, then the area superintendent shall be asked to conduct the investigation.

g. Informal Resolution. Where appropriate, the complainant and the accused/student may agree to informally resolve the complaint. Complaints should be made as soon as possible but no later than one hundred eighty (180) calendar days after the alleged incident (that is, within 180 days after the last act of harassment or discrimination). Even at this stage, where a formal complaint form is not filed, the principal must summarize, in a written record, the complainant's allegations. The principal should request the complainant (or minor complaint's parent/guardian) to sign the summary to indicate that it is accurate. The principal must transmit a copy of this summary to the area superintendent, EEO/Title IX Coordinator, and ADA/504 specialist within two (2) work days, noting that the parties agreed to attempt informal resolution.

i. If both parties are willing, the principal/designee may arrange for the parties to resolve the complaint informally through a voluntary conversation between the complainant and the accused/student, facilitated by the principal/designee, within two (2) work days of receiving the complaint. Both the complainant and the accused/student may be accompanied by a person of their choice for support and guidance.

ii. The parties shall never be asked to work out the problem directly with the accused/student unless the assistance of a counselor, teacher, administrator, or mediator is provided and both the complainant and the accused/student are willing.

iii. If the principal/designee and the complainant and the accused/student (and/or their parents) agree that a satisfactory resolution has been achieved through the informal conversation, then no further action need be taken (besides notifying the area superintendent, EEO/Title IX Coordinator, and ADA/504 Specialist that the matter has been resolved). However, if a complete resolution has not been achieved, a formal written complaint should be filed within ten (10) work days after the informal meeting.

iv. If the complaint is satisfactorily resolved informally, the principal/designee shall notify the area superintendent, EEO/Title IX Coordinator, and ADA/504 Specialist of the resolution of the complaint.

h. Filing a Formal Complaint Report. If the matter is not satisfactorily resolved informally, the principal/designee shall assist the student (or custodial parent(s)/guardian on behalf of a minor as defined in paragraph (9)(f)) in filing a complaint. Individuals may file a written complaint with the principal/designee or EEO/Title IX Coordinator by using the Student Complaint Report form (PBSD 1615). Said form is hereby incorporated by reference and made a part of this Policy and shall be filed with the Clerk of the School Board herewith and is available on the District's web site at www.palmbeach.k12.fl.us/Records/Forms.htm. The Witness Statement form (PBSD 1616) is to be completed by witnesses to the alleged incident.

i. Complaints should be made as soon as possible but no later than one hundred eighty (180) calendar days after the alleged incident (that is, within 180 days after the last act of harassment or discrimination). Failure on the part of the complainant to initiate and/or follow up on the complaint within this period may result in the complaint being deemed abandoned. The principal/designee shall record in writing and document all complaints


regarding sexual harassment and discrimination to ensure that problems are appropriately addressed, whether the report is made verbally or in writing.

j. The principal/designee may assist the student in completing the form or may complete the form for a student. The complainant will be requested to provide signed, specific information regarding the alleged discrimination or harassment, the alleged offender(s), witnesses, and other relevant information. In all instances, the student (or custodial parent(s)/guardian on behalf of a minor as defined in paragraph (9)(f)) shall review the form to ensure its accuracy and sign and date the complaint.

k. All complaints filed with the principal/designee must be reported in writing to the area superintendent and the EEO/Title IX Coordinator and ADA/504 Specialist.

l. Notice to Accused/Student. Within two (2) days of receipt of a complaint, the principal/designee will notify the accused/student of the allegations.

m. Notice to Parent(s)/Guardians. Within two (2) days of receiving a complaint, and in accordance with federal and state privacy laws, the principal/designee shall notify the custodial parent(s)/guardian of any minor student, as defined in paragraph (9)(f), who is involved in alleged harassment or discrimination. Notification may be made by telephone, letter, or personal conference. The students involved and their custodial parent(s)/guardians will also be notified of events and decisions described in this Policy.

n. Steps in the Investigation. The principal/designee shall begin an investigation within two (2) work days and thoroughly investigate all complaints of sexual harassment or discrimination, including at a minimum the following steps:

i. talk with the complainant within two (2) work days ; ii. give the complainant (or custodial parent(s)/guardian of a minor as defined in

paragraph (9)(f)) shall have an opportunity to describe the incident, present witnesses and other evidence of the harassment or discrimination, and ensure that the complaint is put in ;

iii. talk with the accused/student (or custodial parent(s)/guardian of a minor as defined in paragraph (9)(f)) within two (2) work days ;

iv. the accused/student shall have an opportunity to describe the incident, present witnesses and other evidence, and put his/her response in writing;

v. talk with any person who saw the harassment, has knowledge of the discrimination, or who may have related information ; and

vi. conduct a conference, if appropriate, with the complainant (and custodial parent(s)/guardian of a minor as defined in paragraph (9)(f)) and the accused/student (and custodial parent(s)/guardian of a minor) with prior notice of the date, time, place and rules to the parties.

vii. The principal/designee is encouraged to ask openended questions to enable students to describe what happened in their own words.

viii. The principal/designee may request that the accused/student (or the custodial parent(s)/guardian of a minor as defined in paragraph (9)(f)), prepare a written response to the complaint; or the principal/designee may prepare a written statement of the accused/student's oral response to the complaint based on their meeting and obtain the signature of the accused/student (and/or custodial parent(s)/guardian of the minor student as defined in paragraph (9)(f)), after his/her review of the statement.

ix. The principal/designee should dictate and then review his/her notes with the complainant and accused/student after the interviews to verify the facts and ensure accuracy, and then obtain signatures, but shall not tape the interviews.

o. Pursuing the Investigation. During the investigation, the principal/designee may take any action necessary to protect the complainant or other students or employees, consistent with the requirements of applicable regulations and statutes.

i. In general, complainants shall continue attendance at the school and pursue their studies as directed while the investigation is conducted and the complaint is pending resolution.

ii. When necessary to carry out his/her investigation or for other good reasons, and consistent with federal and state privacy laws, the principal/designee may discuss the complaint with any of the following persons:

A. Superintendent/designee; B. Chief Academic Officer; C. area superintendents ;


D. associate superintendents; E. Chief of School Police; F. the custodial parent(s)/guardian of the complainant, if the complainant is

a minor, as defined in paragraph (9)(f) of this Policy.; G. the custodial parent(s)/guardian of the accused/student, if the

accused/student is a minor, as defined in paragraph (9)(f). ; H. a teacher or staff member whose knowledge of the students involved

may help determine who is telling the truth ; I. child protective agencies responsible for investigating child abuse ;

and/or J. legal counsel for the Board.

p. Written Decision of the Principal/Designee. Upon completion of the investigation, the principal/designee will make a decision about the validity of the allegations in the complaint and about any corrective action, if applicable, consistent with the Matrix of Incidents and Actions in Policy 5.1812 (elementary) or Policy 5.1813 (secondary). In reaching a decision about the complaint, the principal/designee should take into account:

i. statements made by the persons identified in paragraphs (11)(n), (o) above; ii. the details and consistency of each person's account; iii. evidence of how the complainant reacted to the incident; iv. evidence of past instances of harassment or discrimination by the

accused/student (provided that, if evidence of harassment/discrimination, accusations, or complaints is to be considered, the principal/designee must review in their entirety the files regarding those past incidents);

v. evidence of past harassment or discrimination complaints that were found to be untrue (provided that, if evidence of past accusations or complaints is to be considered, the principal/designee must review in their entirety the files regarding those past incidents); and

vi. case law, state and federal laws and regulations, and the Board's Policies prohibiting sexual harassment and discrimination.

q. To determine the severity of the harassment or discrimination, the principal/designee may consider, among other things:

i. how the misconduct affected one or more student's education ; ii. the type, frequency, and duration of the misconduct ; iii. the number of persons involved ; iv. the subject(s) of harassment or discrimination ; v. the place and situation where the incident occurred ; and/or vi. other incidents at the school, including incidents of harassment or discrimination

that were not related to sex. r. Within thirty (30) calendar days of the filing of the complaint, the principal/designee shall

give the area superintendent/designee and the EEO/Title IX Coordinator and ADA/504 Specialist a written report that describes the complaint and investigation and contains findings, decision, and reasons for the decision.

i. If the principal/designee verifies that sexual harassment or discrimination occurred, this report shall describe the actions taken to end the harassment or discrimination pursuant to the Matrix of Incidents and Actions in Policy 5.1812 (elementary) or Policy 5.1813 (secondary) ; address the effects of the harassment or discrimination on the complainant ; and prevent retaliation or further harassment or discrimination.

ii. The principal/designee shall notify the parties (and their custodial parents(s)/guardian if the parties are minors as defined in paragraph (9)(f)) in writing of the decision and their right to review by the area superintendent/designee. (If the complaint was originally filed with, and investigated by, the EEO/Title IX Coordinator or ADA/504 Specialist instead of the principal, the Title IX Coordinator or ADA/504 Specialist shall inform the parties of the right to appeal to the Chief Academic Officer/designee within ten (10) days after receiving the Coordinator's/Specialist's decision.)

s. No retaliation of any kind is permitted on the basis of an individual's having made a discrimination or harassment complaint.

12. Appeal to Area Superintendent. If the complaint against an accused/student is not resolved at the schoolsite level to the satisfaction of the parties, either party (or their custodial


parents(s)/guardian if the parties are minors as defined in paragraph (9)(f)), may seek review by the area superintendent designee through the following process :

a. The written complaint and request for review shall be sent to the area superintendent's office within ten (10) days of the completion of the sitelevel process by the principal/designee.

i. If the principal's designee conducted the investigation and made the decision, the first level of appeal is to the principal rather than the area superintendent. If the complaint was reviewed or investigated by the principal, the next level of appeal is to the area superintendent/designee. (If the complaint was originally filed with, and investigated by, the EEO/Title IX Coordinator or ADA/504 Specialist instead of the principal, the next level of appeal is to the Chief Academic Officer/designee.)

ii. However, if the area superintendent/designee is directly involved with a complaint or closely related to a party to the complaint, then the Chief Academic Officer/designee shall be asked to conduct the review and/or further investigation.

b. Notice Requirement. Notice will be given to all parties of a request for review by the area superintendent/designee within two (2) business days of the request for review.

c. Procedure. The area superintendent/designee shall review the complaint, the answer to the complaint, the principal's report, and any other evidence in the record. The area superintendent/designee may conduct any further investigation he/she deems necessary.

i. The area superintendent/designee will review the principal's decision as to the validity of the allegations and any corrective action and will make a decision within thirty (30) calendar days after receipt of the request for review. Time limits may be extended by written mutual agreement of the individual(s) making the complaint and accused/student (or the custodial parent(s)/guardian of a minor party as defined in paragraph (9)(f)).

ii. No retaliation of any kind is permitted because an individual has made a sexual harassment or sexual discrimination complaint. During the investigation, the area superintendent/designee may take any action necessary to protect the complainant, other students, or employees, consistent with the requirements of applicable regulations and statutes.

iii. The area superintendent/designee shall take action deemed appropriate to resolve the situation, including, but not limited to, disciplinary action by the school, consistent with the requirements of applicable procedures outlined in each school's StudentParent Handbook, the Matrix of Incidents and Actions in Policy 5.1812 (elementary) or Policy 5.1813 (secondary), and Florida law, or transfer to alternative school.

iv. The area superintendent/designee will inform the parties in writing of the decision and the parties' right to appeal.

v. A copy of the decision will be sent to the EEO/Title IX Coordinator and ADA/504 Specialist.

13. Appeal to the Chief Academic Officer/Designee a. If the complainant or accused/student (or the custodial parent(s)/guardian of a minor

party as defined in paragraph (9)(f)) is dissatisfied with the area superintendent's decision, that decision may be appealed in writing to the Chief Academic Officer/designee within ten (10) days after receipt of the decision.

i. If the area superintendent's designee conducted the investigation, the next level of appeal is to the area superintendent rather than the Chief Academic Officer.

ii. If the Chief Academic Officer/designee is directly involved with a complaint or closely related to a party to the complaint, then the Chief Operating Officer/designee shall be asked to review the matter.

b. Notice. Notice of the appeal shall be given in writing to the complainant and accused/student (and the custodial parent(s)/guardian of a minor party as defined in paragraph (9)(f)) within two (2) days of receipt of the appeal.

c. Procedure. The Chief Academic Officer/designee shall review the written complaint, the accused/student's response to the complaint (or parent's/guardian's response on behalf of the minor accused/student as defined in paragraph (9)(f)), and all documentation pertaining to the alleged harassment or discrimination including the area superintendent's decision.


i. The Chief Academic Officer/designee, in his/her discretion, may request additional information.

ii. The Chief Academic Officer/designee shall issue a written decision to the parties within twenty (20) calendar days of request of the appeal.

14. Appeal to the Superintendent a. If the complainant or accused/student (or the custodial parent(s)/guardian of a minor

party as defined in paragraph (9)(f)), is dissatisfied with the Chief Academic Officer's decision, that decision it may be appealed in writing to the Superintendent within ten (10) days after receipt of the decision.

i. If the Chief Academic Officer's designee conducted the investigation, the next level of appeal is to the Chief Academic Officer, rather than to the Superintendent.

ii. If the Superintendent is directly involved with a complaint or closely related to a party to the complaint, then the Chief Counsel to the Board shall be asked to review the matter and report the findings in writing to the Board.

b. Notice. Notice of the appeal shall be given to the parties within two (2) days of receipt of appeal.

c. Procedure. The Superintendent/designee shall review the written complaint, the accused/student's response to the complaint (or the response of the custodial parent(s)/guardian of a minor student as defined in paragraph (9)(f)), and all documentation pertaining to the alleged sexual harassment or discrimination, including the Chief Academic Officer's decision.

i. The Superintendent/designee may request additional information. ii. The Superintendent/designee shall issue a written decision to the parties within

twenty (20) calendar days of request of the appeal. The decision of the Superintendent/designee is the final decision of the District.

15. Other Means of Resolution. If the complainant is not satisfied with the results of the procedures contained in this policy, he/she may utilize other means for resolution as provided by law, including seeking recourse through the federal Office for Civil Rights ("OCR").

16. GRIEVANCE PROCEDURE FOR SEXUAL HARASSMENT OR DISCRIMINATION BY EMPLOYEES Investigation of Complaints Against an Accused/Employee

a. Reporting Discrimination or Harassment. Any student/applicant for admission (or the custodial parent(s)/guardian thereof, if a minor as defined in paragraph (9)(f)), who believes he/she is a victim of discrimination or harassment, (or any individual, including any student, teacher, or other employee of the District who has knowledge of any incident(s) involving sexual discrimination against, or harassment of, students) is strongly encouraged to report the incident(s) in writing to the principal or other school official. Due to the sensitive nature of sexual harassment complaints, the written complaint may be filed directly with the EEO/Title IX Coordinator and ADA/504 Specialist. Complaints should be filed as soon as possible after the alleged incident, but must be filed within one hundred eighty (180) calendar days after the alleged incident (i.e. within 180 days after the last act of alleged harassment or discrimination).

b. School officials must report in writing any allegations of discrimination or harassment to the principal and to the EEO/Title IX Coordinator and ADA/504 Specialist.

c. School officials must instruct students that they may file a written complaint with the principal/designee or the EEO/Title IX Coordinator and ADA/504 Specialist. If the principal is directly involved with a complaint or with the parties to the complaint or is closely related to a party to the complaint, then the incident may be reported directly to the EEO/Title IX Coordinator.

d. The principal shall document all complaints in writing to ensure that problems are appropriately addressed. It is the responsibility of the principal to forward all complaints to the area superintendent, EEO/Title IX Coordinator and ADA/504 Specialist. Failure by the principal to respond to a complaint within two (2) work days will automatically allow the complainant to refile the complaint with the area superintendent.

e. Filing the Compliant Form. Consistent with OCR guidelines, a formal complaint process is required for any complaint against an employee. Complainants (or the custodial parent(s)/guardian of the minor student as defined in paragraph (9)(f)) may file a complaint in writing with the principal/designee or the EEO/Title IX Coordinator and ADA/504 Specialist by using the Student Complaint Report form (PBSD 1615), available on the District's web site at http://www.palmbeach.k12.fl.us/Records/Forms.htm. The


Witness Statement form (PBSD 1616) is to be completed by witnesses to the alleged incident.

i. Complaints should be filed as soon as possible after the alleged incident, but must be filed within one hundred eighty (180) calendar days after the alleged incident (that is, within 180 days after the last act of alleged harassment or discrimination). Failure on the part of the complainant to initiate and/or follow up on the complaint within this period may result in the complaint being deemed abandoned.

ii. The principal/designee may assist the individual in completing the form by recording information on it, reviewing it with the complainant, and obtaining the complainant's signature. The complainant will be requested to provide signed, specific information regarding the alleged discrimination or harassment, the alleged offender(s), witnesses, and other relevant information.

iii. All complaints filed with the principal/designee must be reported to the area superintendent and the EEO/Title IX Coordinator and ADA/504 specialist for investigation.

f. Notice to Parent(s)/Guardians. Within two (2) days of receiving the complaint, and in accordance with federal and state privacy laws, the principal/designee shall notify the custodial parent(s)/guardian of any minor student as defined in paragraph (9)(f)) who is allegedly subject to harassment or discrimination. Notification may be made by telephone, letter, or personal conference. The students involved (and their custodial parent(s)/guardians, if the students are minors) will also be notified of events and decisions described in this Policy.

g. Investigation by EEO/Title IX Coordinator/designee or ADA/504 Specialist/designee. The EEO/Title IX Coordinator/designee or ADA/504 Specialist/designee shall document and begin within (2) work days to thoroughly investigate all complaints of harassment or discrimination, including the following steps to ensure that problems are appropriately addressed:

i. talk with the complainant within two (2) business days after receiving the complaint. The complainant (and/or the custodial parent(s)/guardian of the minor complainant as defined in paragraph (9)(f)) shall have an opportunity to describe the incident, present any evidence, name witnesses, and ensure that the complaint is put in writing ;

ii. talk with any witnesses or others who may have relevant information.; and iii. conduct an investigation meeting with the accused/employee, and the

accused/employee's representative, if applicable, to discuss the allegations and allow the accused/employee to respond to the allegations.

h. During the investigation, the EEO/Title IX Coordinator/designee or ADA/504 Specialist/designee may recommend to the Chief Personnel Officer/designee, any action necessary to protect the complainant or other students or employees, consistent with the requirements of applicable statutes, State Board of Education Rules, School Board Policies, and collective bargaining agreements.

i. In general, complainants will continue attendance at the school and pursue their studies as directed while the investigation is conducted and the complaint is pending resolution.

ii. When necessary to carry out the investigation or for other good reasons, and consistent with federal and state privacy laws, the EEO/Title IX Coordinator/designee or ADA/504 Specialist/designee also shall discuss the complaint with the following persons, as appropriate:

A. Superintendent/designee; B. Chief Operating Officer and/or Chief Operating Officer; C. area superintendent/designee ; D. associate superintendents; E. Chief of School Police; F. Chief Personnel Officer; G. Director of Labor Relations; H. the custodial parent(s)/guardian of the complainant, if the complainant is

a minor as defined in Section (9)(f); I. a teacher or staff member whose knowledge of the student(s) or

employee(s) involved may help determine who is telling the truth;


J. child protective agencies responsible for investigating child abuse; K. legal counsel for the Board; L. exclusive bargaining representative or the legal counsel thereof, if

appropriate; and M. the accused/employee.

17. Decision of the EEO/Title IX Coordinator or ADA/504 Specialist. Upon completion of the investigation, within thirty (30) calendar days of receiving the complaint if possible, the EEO/Title IX Coordinator shall make a decision about the validity of the allegations in the complaint.

a. The EEO/Title IX Coordinator/designee or ADA/504 Specialist/designee shall discuss the determination and any corrective action with the principal/designee and Chief Personnel Officer.

b. In reaching a decision about the complaint, the following should be taken into account: i. statements made by the persons identified in subsections (16)(g), (h) above; ii. the details and consistency of each person's account; iii. evidence of how the complainant reacted to the incident; iv. evidence of past instances of harassment or discrimination by the

accused/employee (provided that, if evidence of past harassment/discrimination are to be considered, the investigator must review in their entirety the files regarding those past incidents);

v. evidence of past harassment or discrimination complaints that were found to be untrue (provided that, if evidence of past accusations or complaints is to be considered, the investigator must review in their entirety the files regarding those past incidents); and

vi. case law, state and federal laws and regulations, and Board Policies prohibiting harassment and discrimination.

c. To determine the severity of the harassment or discrimination, the following may be considered:

i. how the misconduct affected one or more student's education; ii. the type, frequency, and duration of the misconduct; iii. the number of persons involved; iv. the subject(s) of harassment or discrimination; v. the place and situation where the incident occurred; and vi. other incidents at the school.

d. The following action(s) may be taken, consistent with any applicable collectivebargaining agreement provisions, to resolve a complaint of harassment or discrimination:

i. no action, if the complaint is unsubstantiated; ii. training requirements for the employee; iii. oral reprimand of the employee; iv. written reprimand of the employee; v. suspension of the employee ; or vi. termination of the employee.

A. For the first verified offense of harassment of, or discrimination against, a student, suspension should be recommended for a minimum of thirty (30) days without pay. Termination should be recommended for the second offense of verified harassment of, or discrimination against, a student.

B. Suspension without pay and/or termination requires Board action. 18. Appeal Procedure for an Accused/Employee

a. If the accused/employee wishes to appeal the action taken in resolution of the complaint, such appeal shall be filed either in accordance with Board Policy 3.31 or pursuant to the relevant collective bargaining agreement.

b. For those employees not in a bargaining unit, the appeal shall be filed in accordance with Board Policy 3.31.

19. Appeal Procedure for Student/Complainant Against Accused/Employee a. Appeal to the Chief Operating Officer/Designee. If the complainant (or the custodial

parent(s)/guardian on his/her behalf if the complainant is a minor as defined in paragraph (9)(f)) is dissatisfied with the EEO/Title IX Coordinator's decision, it may be appealed in writing to the Chief Operating Officer/designee within ten (10) days after receipt of the decision. However, if the Chief Operating Officer is directly involved with a complaint or


closely related to a party to the complaint, then the Chief Academic Officer shall be asked to review the matter.

i. Notice. Notice of the appeal shall be given to the parties (and the custodial parent(s)/guardian of a complainant who is a minor as defined in paragraph (9)(f)) within two (2) days of receipt of appeal.

ii. Procedure. The/Chief Operating Officer/designee shall review the written complaint, the accused/employee's response to the complaint, and all documentation pertaining to the alleged sexual harassment or discrimination including the EEO/Title IX Coordinator's or ADA/504 Specialist's decision.

A. The Chief Operating Officer/designee may request additional information.

B. The Superintendent/Chief Operating Officer/designee shall issue a written decision to the parties within twenty (20) calendar days of request of the appeal.

b. Appeal to the Superintendent. If the complainant (or custodial parent(s)/guardian of the minor complainant) is dissatisfied with the Chief Operating Officer's decision, the decision may be appealed in writing to the Superintendent within ten (10) days after receipt of the decision.

i. If the Chief Operating Officer's designee conducted the review, the next level of appeal is to the Chief Operating Officer rather than to the Superintendent.


iii. Notice. Notice of the appeal shall be given in writing to the parties (and their custodial parent(s)/guardian if appropriate)within two (2) days of receipt of the appeal.

iv. Procedure. The Superintendent/designee shall review the written complaint, the accused/employee's response to the complaint, and all documentation pertaining to the alleged harassment or discrimination, including the Chief Operating Officer's decision.

A. The Superintendent may request additional information. B. The Superintendent/designee shall issue a written decision to the parties

(and their custodial parent(s)/guardian if appropriate) within twenty (20) calendar days of request of the appeal. The decision of the Superintendent/designee is the final decision of the District.

c. Other Means of Resolution. If the complainant is not satisfied with the results of the procedures contained in this Policy, he/she may utilize other means for resolution as provided by law, including seeking recourse through the federal Office for Civil Rights ("OCR").

20. GRIEVANCE PROCEDURE FOR SEXUAL HARASSMENT OR DISCRIMINATION BY VOLUNTEERS, VISITORS, OR CONTRACTORS Investigation of Complaints Against a School Volunteer, Campus Visitor, Contractor/Consultant, or Other Third Party.

a. The School Board will not tolerate sexual harassment or discrimination by school volunteers, consultants, independent contractors or subcontractors (or their employees), or any third party in the school (or outside of the school at schoolsponsored events), on school buses, or at training facilities sponsored by the School District. Any such alleged harassment or discrimination should be reported immediately to the school principal, using the same formal written complaint process as would be used to report harassment or discrimination by a District employee. The complaint should be filed as soon as possible, at least within one hundred eighty (180) calendar days of the alleged incident (i.e. within 180 days of the last act of alleged harassment or discrimination).

b. It is the responsibility of the principal to forward all complaints to the area superintendent, EEO/Title IX Coordinator, and ADA/504 Specialist within two (2) work days. Failure by the principal to respond to a complaint within two (2) work days will automatically allow the complainant to refile the complaint with the area superintendent.

c. Within two (2) days of receiving the complaint, and in accordance with federal and state privacy laws, the principal/designee shall notify the custodial parent(s)/guardian of any minor student as defined in paragraph (9)(f)) who is allegedly subject to harassment or discrimination. Notification may be made by telephone, letter, or personal conference.


The students involved (and their custodial parent(s)/guardians, if the students are minors) will also be notified of events and decisions described in this Policy.

d. Within two (2) days of receiving the complaint, the EEO/Title IX Coordinator/designee or ADA/504 Specialist/designee shall begin an investigation, using procedures similar to those used for investigation of allegations against District employees.

e. If the District's investigation substantiates a complaint of sexual harassment or discrimination by a school volunteer, visitor, consultant/independent contractor, vendor or other third party, the Superintendent shall promptly recommend appropriate action. As stated in OCR's Revised Sexual Harassment Guidance (2001):

The type of appropriate steps that the school should take will differ depending on the level of control that the school has over the third party harasser. For example, if athletes from a visiting team harass the home school's students, the home school may not be able to discipline the athletes. However, it could encourage the other school to take appropriate action to prevent further incidents; if necessary, the home school may choose not to invite the other school back.

f. Depending on the situation, an appropriate response may include, but not limited to, revoking the volunteer's status under Policy 2.53; asking the visitor to refrain from returning to the campus; requesting a contractor to remove an employee from a project at a school site and discipline the employee; or debarring a vendor pursuant to Policy 6.14(5). The District's response will be designed to eliminate the harassment or discrimination and prevent its reoccurrence. If the complainant is not satisfied with the District's response, he/she (or the custodial parent(s)/guardian of a minor complainant) may appeal according to the procedures used to appeal a decision regarding alleged harassment or discrimination by an employee under Section 19.

g. Other Means of Resolution. If the complainant is not satisfied with the District's response under this Section, he/she may utilize other means for resolution as provided by law, including seeking recourse through OCR.

21. Confidentiality a. To the greatest extent possible, all complaints will be treated as confidential and in

accordance with Fla. Stat. § 1002.22(3)(d); the Family Educational Rights and Privacy Act ("FERPA"); and any other applicable law, such as Fla. Stat. §§ 119.07(3)(p) & (u); 1012.31(3)(a); or 1012.796(1)(c).

b. However, limited disclosure may be necessary to complete a thorough investigation as described above. The District's obligation to investigate and take corrective action may supersede an individual's right to privacy.

c. The complainant's identity shall be protected, but absolute confidentiality cannot be guaranteed.

22. Informing Students and Employees About this Policy.Notice of the existence of this Policy, prevention plan, and procedures shall be posted in prominent locations in all District buildings, including information on how to receive a copy. Notice shall be included annually in student, parent, and staff handbooks.

23. Retaliation Prohibited a. Retaliation includes, but is not limited to, any form of intimidation, reprisal or harassment

in connection with filing a complaint or assisting with an investigation under this Policy. b. Retaliatory or intimidating conduct against any individual who has made a harassment or

discrimination complaint or any individual who has testified, assisted, or participated, in any manner, in an investigation is specifically prohibited.

c. The principal/designee, and EEO/Title IX Coordinator or ADA/504 Specialist, if applicable, shall inform complainants that they are protected by law from retaliation.

24. Additional Assistance Available a. In all cases, the District reserves the right to refer the results of its own investigation to

the local State Attorney for possible criminal charges, whether or not the District takes any other action on its own account.

b. The District will provide counseling services for students who have been harassed or discriminated against.

c. Training will be provided to assist teachers and counselors who work with students to prevent sexual harassment and discrimination between people of the same sex or the opposite sex.


d. The Office for Civil Rights is a federal agency in the Department of Education that schools' compliance with charged with implementing Title IX of the Education Amendments and can be contacted by telephone at 18004213481; by fax at (404) 5626455; or by email at [email protected].

e. For more information, one may contact: EEO/Title IX Coordinator, 3370 Forest Hill Boulevard, Suite A115, West Palm Beach, Florida, 33406; Telephone: (561) 4348637; or visit http://www.ed.gov/ocr/sex.html on the Internet.

STATUTORY AUTHORITY:

§§ 1001.41(2); 1001.43(1), (6); 1006.07; 1012.23(1), Fla. Stat.

LAWS IMPLEMENTED: §§ 119.07(3)(p), (u); 1000.05(2)(a), (b) (Florida Education Equity Act); 1002.22(3)(a), (d); 1001.41(1), (2); 1006.07(2)(h); 1006.08; 1012.31(3)(a); 1012.796(1)(c); 760.01(2), Fla. Stat.; (20 U.S.C. § 16811688 (Title IX of the Education Amendments of 1972); 20 U.S.C. § 1232g (Family Educational Rights and Privacy Act ("FERPA")).

STATE BOARD OF EDUCATION RULES SUPPLEMENTED:

6A19.001; 6A19.002; 19.008; 6B1.006(3)(a), (g)

HISTORY: 8/16/95; 3/17/99; 3/24/2003

______________________________________________________________________


5. AIDS/HIV Policy Policy 5.322 – Students with Chronic Illnesses and Infectious Diseases (Including HIV/AIDS). Policy 5.322 Students with Chronic Illnesses and Infectious Diseases (Including HIV/AIDS)

i. NonDiscrimination and Participation. The School Board of Palm Beach County acknowledges all federal and state laws protecting students with disabilities and acknowledges that those individuals shall not be discriminated against on the basis of their disabilities, including those involving illness.

a. Students shall not be prevented from participating in the continuation of their education solely on the basis of a diagnosis of having a chronic illness or infectious disease; testing positive for Human Immunodeficiency Virus ("HIV") antibodies, antigen, or infection; or having Acquired Immune Deficiency Syndrome ("AIDS"). Further, restrictions will not be placed upon the attendance or participation of a student on the basis of his/her sibling having a chronic illness or infectious disease, testing HIV positive, or having AIDS.

b. To determine the most appropriate educational setting, the District will comply with the established requirements of the Individuals with Disabilities Education Act ("IDEA") and Americans with Disabilities Act ("ADA") and Section 504 of The Rehabilitation Act of 1973 ("Section 504"), for students eligible for services under these Acts. If an individual plan is necessary for a student with a chronic illness or infectious disease, it will be compliant with said Acts.

ii. Medical Coordination. When a student has a chronic illness or infectious disease, the student’s personal physician shall be the medical manager providing general guidance and specific recommendations regarding the following:

a. whether the student is medically able to participate in the regular school program, including consideration of risk to the student's own health or the health of others in the school environment; and

b. whether accommodations may be needed for school attendance or participation. iii. Infection Control. Pursuant to their responsibility for student health and safety under Fla. Stat. §

1006.07, schools are to take the following steps: a. Bloodborne Pathogens. For the protection of student health and safety, the District's

Bloodborne Pathogens Exposure Control Plan ("the Plan") shall be followed in all settings and at all times, including, but not limited to, classrooms, locker rooms, athletic settings, and field trips.

i. The Plan is updated annually and distributed by the District's Safety Manager to all schools.

ii. Copies of the Plan shall be available in the school clinic and the school administrative office.

b. Communicable Disease of an Individual Student. When a communicable disease is known or reasonably believed to affect an individual student, the following procedures shall apply:

i. Subject to the confidentiality requirements of Section (4) for HIV/AIDS and sexuallytransmitted disease ("STD"), any school staff member who becomes aware, or reasonably suspects, that a student’s health condition presents a significant risk of transmitting a communicable disease shall report the same by:

A. completing the Communicable Diseases/Conditions Report form (PBSD 1634);

B. reporting the situation by calling the Health Department's telephone number listed on the form;

C. promptly and discretely alerting the school nurse or building administrator; and

D. expeditiously providing the form to the District Health Services Specialist. ii. The Health Department will determine the appropriate action required for follow

up of any confirmed case(s) of communicable diseases and will communicate any needed action to the school through the District Health Services Specialist.


iii. In concurrence with the Health Department, the school nurse or administrator will inform the infected student (and the custodial parent(s)/guardian thereof) of appropriate action. (However, paragraph (3)(b)(iv), below, must be followed in cases of STD or HIV/AIDS.) Followup must maintain the student’s privacy as provided by law.

iv. Notwithstanding paragraph (3)(b)(iii) above, District employees shall not communicate any information concerning STD or HIV/AIDS to the parent(s)/guardian/custodian of any student, without first verifying in writing from the student:

A. that the student has provided written consent to communicate, reveal, or disclose such information to the student’s custodial parent(s)/guardian/ custodian, provided that no student shall be required or compelled to give such consent; or

B. that the student’s custodial parent(s)/guardian/custodian already knows that the student has tested positive, or claims to have tested positive, for STD or HIV/AIDS.

c. Outbreaks of Communicable Disease. In cases of a communicable disease outbreak in any school (other than a disease governed by paragraph (2)(d), below), the following procedures, when applicable) shall apply:

i. The school nurse or building administrator and the District Health Services Specialist will coordinate with the Health Department to assess the situation and take appropriate action necessary to prevent the spread of disease within the school.

ii. If the Health Department deems such actions necessary, the school principal, in collaboration with the Health Department, will inform the student's parent(s)/guardian of any health threat to a pupil who is exposed to a communicable disease.

d. Authority to Declare an Emergency. Pursuant to Fla. Stat. § 1003.22(9), the presence of any communicable disease for which immunization is required by the Department of Health shall permit the Health Department to declare a communicable disease emergency.

i. Pursuant to F.A.C. Rule 64D3.011 and Fla. Stat. § 1003.22(3), the diseases for which immunization is required include (at the time of adoption of this Policy): diphtheria, pertussis (whooping cough), tetanus, poliomyelitis, rubeola, rubella, mumps, Haemophilus influenzae type b, hepatitis B, and varicella.

ii. As required by Fla. Stat. § 1003.22(9), the declaration of such emergency shall mandate that all children in attendance in the school who are not in compliance with the immunization requirements must be identified, and their immunization records shall be made available to the Health Department director or administrator.

iii. Pursuant to Fla. Stat. § 1003.22(9), those children identified as not being immunized against the disease for which the emergency is declared shall be temporarily excluded from school until such time as is specified by the Health Department.

iv. Confidentiality of Student HIV/AIDS or STD Information. Information relating to a student's HIV/AIDS or STD status shall remain strictly confidential in accordance with law, and shall be exempt from disclosure under the Public Records Act.

a. Statements, reports, records, or any other materials concerning students' HIV/AIDS or STD status shall not be placed in student files. Any such information existing at a school site shall be maintained in a locked cabinet in a secure location designated by the school principal.

b. Where the parent/guardian, or adult student, reveals the HIV/AIDS or STD status of a student, the information must be kept confidential. Such information shall not be disclosed to anyone except pursuant to Fla. Stat. §§ 381.004 or 384.29 or other applicable law, unless the minor student and custodial parent(s)/guardian thereof (or adult student acting alone) have signed a consent to release this information to certain staff. The following restrictions apply concerning such consent:

i. Information about the student’s HIV/AIDS or STD status must not be divulged to any person other than staff designated by the parent/guardian or adult student in


such written consent; and such staff shall guard the confidentiality of the information against further disclosure.

ii. Because only the Florida Department of Children and Families ("DCF") is authorized to give written consent to disclose HIVrelated information concerning a child in foster care (and only with the foster child's consent), foster parents are not able to consent to disclosure of such information, but should be referred to the DCF to obtain such written consent.

v. Confidentiality of HIV Test Reports from the Department of Health. If the Superintendent/designee receives notice from the Department of Health, pursuant to § 384.25(5), Fla. Stat., that any student has tested positive for HIV infection, the Superintendent shall maintain the confidentiality of the report and shall not release it to anyone, except as authorized or required by law, such as Fla. Stat. § 381.004. These confidential records shall be maintained separate and apart from any files that are subject to public inspection under Fla. Stat. § 119.07 or that are generally accessible by District employees or Board members.

STATUTORY AUTHORITY §§ 1001.41(2); 1001.42(22); 1001.43(7); 1003.22(4), Fla. Stat. LAWS IMPLEMENTED §§ 1001.41(1); 1006.07; 1003.22(3), (4), (9), (10); 381.003; 381.004;

381.0056(5)(l), (n), (o); 384.29, 392.65, Fla. Stat. HISTORY: 3/16/88; 8/19/2002; 1/13/2003 Pages 5.322(a) 5.322(e)


PART II: INCOMPLETE ITEMS OR PENDING ACTION No Incomplete Items


PART III: STUDENT PARTICIPATION EVALUATION OF METHODS AND STRATEGIES: (2) Grade 8, Algebra I

The following percentages reflect within race/ethnicity calculations for students enrolled in Grade 8 Algebra I. In 200607, 63% of Whites, 38% of Blacks, and 43% of Hispanics were enrolled in Algebra I. In 201011, 47% of Whites (a decrease of 16 percentage points), 26% of Blacks (a decrease of 12 percentage points), and 36% of Hispanics (a decrease of 7 percentage points) were enrolled in Algebra I. In 201011, Grade 8 White and Hispanic students were enrolled at a proportionally higher rate than black students while participation rates for all student groups decreased from 20062007. In 20062007, the District encouraged the enrollment of 100% of Grade 8 students in Algebra I, an initiative that proved to be unsuccessful. Subsequently, the District has enrolled grade 8 students in Algebra I based on student skill/readiness, thus the percentage of Grade 8 students enrolled in Algebra I has declined over the past five years. Grade 8 Total Enrollment 201011 ( 13146 ) White Black Hispanic 5,069 (39%) 3647 (28%) 3556 (27%) Grade 8 Enrollment in Algebra 1 by Race/Ethnicity Pct and Count of 200607 200708 200809 200910 201011 Whites 63% (3430) 55% (2880) 51% (2630) 51% (2584) 47% (2392) Blacks 38% (1396) 32% (1084) 31% (1131) 32% (1129) 26% (937) Hispanics 43% (1335) 43% (1177) 40% (1181) 43% (1496) 36% (1285)

Methods/Strategies from the 200910 Update

• *Use Learning Village lesson plans as a tool for developing the capacity of middle school teachers who teach Algebra I.

• *Use Learning Village lesson plans as a means of giving teachers examples of the effective integration of technology into the Algebra I curriculum.

• Develop a plan to provide schools with remediation resources in Algebra I to encourage attention to student deficiencies as soon as they become evident.

*(This strategy relates to professional development for teachers, not specifically how to increase student enrollment in Algebra I) 200910 New Accountability Measures and Timelines

• Increase the number of Black students enrolling in grade 8 Algebra l by 2 percentage points by the 201011 School Year.

• Increase the number of Hispanic students enrolling in grade 8 Algebra l by 1 percentage point by the 201011 School Year.

Evidence of Success The evaluation reveals a decline in enrollment for all Grade 8 students in Algebra I from 200607 to 201011. This decline is attributed to a Districtwide change from encouraging all Grade 8 students enroll in Algebra I in 200607 to a student skill/readiness based philosophy. The evaluation, however, reveals progress in closing the gap between student groups. The White/Black gap decreased from 35 percentage points in 200607 to 21 percentage points in 201011. The White/Hispanic gap decreased from 20 percentage points in 200607 to 11 percentage points in 201011. In addition, the evaluation reveals progress in increasing the relative enrollment for Black and Hispanic students. In the time period from 200607 to 201011, while the decline in enrollment of white students in Algebra I went from 63% to 47% (a decline of 16%), the Black enrollment declined 12% (38%26%) and the Hispanic enrollment declined only 7% (20%11%) in the same time period.


Percentage of Each Subgroup Taking Algebra I in Grade 8

Year White Black Gap Hispanic Gap 200607 63% 38% 35% 43% 20% 200708 55% 32% 23% 43% 12% 200809 51% 31% 20% 40% 11% 20092010 51% 32% 19% 43% 8% 20102011 47% 26% 21% 36% 11% Description of any Modifications or Changes to Methods and Strategies: If the evaluation reveals that the accountability measures have not been met or if expected progress is not evident, describe any modifications, additions, deletions or changes in methods and strategies. Also, discuss any barriers that may have prohibited progress. 201011 New or Modified Methods and Strategies

• Develop a plan to provide schools with remediation resources in Algebra I which may be used to support students through early morning or after school assistance in Algebra I. This plan should include immediate attention to student deficiencies as they become evident.

• Identify students in equal percentages from each group (White, Black, & Hispanic), as appropriate, who may benefit from curriculum compacting beginning in grade 4. These students will cover benchmarks for grades 4 – 8 by the time they finish the seventh grade. In grade 8 they will be ready for Algebra I. Choose these students in numbers such that the percent of White, Black, and Hispanic students are approximately equal percentages of the school’s fourth grade population.

• Provide before and/or after school tutoring to support these students. In middle school, if necessary, provide support in the form of an Intensive Mathematics class.

• Provide professional development opportunities for educators to enhance their understanding of the mathematics progression, which will prepare all students to be college ready.

• Provide opportunities for parents and students to gain a greater awareness of the K12 mathematics progression, and requirements for a college ready diploma.

• Development of mechanism to assist stakeholders in better understanding the K12 mathematics progression.

201011 New or Modified Accountability Measures and Timelines Increase the number of Black students enrolling in grade 8 Algebra l by 0 percentage points by the 201112 School Year. Increase the number of Hispanic students enrolling in grade 8 Algebra l by 0 percentage points by the 201112 School Year. In 20067, the district encouraged the enrollment of 100% of grade 8 students in Algebra 1. However, after reviewing the endofyear data from this decision, the district learned that students must enter grade 8 with strong skills in mathematics in order to be successful in Algebra 1 in grade 8. Therefore, for students not having these Algebra 1 prerequisite skills, the newly adopted state standards focusing on prealgebra skills, The Next Generation Sunshine State Standards Grade 8, would better provide the skill set necessary for success in Algebra 1 in Grade 9. Thus, we do not anticipate an increase in enrollment for the 201011 school year.


(3) Grades 912, Advanced Placement (AP)

The following percentages reflect within race/ethnicity calculations for students enrolled in Advanced Placement courses. In 200607, 23% of Whites, 7% of Blacks, and 14% of Hispanics were enrolled. In 200708, 20% of White Males, 5% of Black Males, and 12% of Hispanic Males were enrolled. In 201011, 35% of Whites (an increase of 12 percentage points), 16%of Blacks (an increase of 9 percentage points), 26% of Hispanics (an increase of 12 percentage points), 31% of White Males (an increase of 11 percentage points), 12% of Black Males (an increase of 7 percentage points), and 21% of Hispanic Males (an increase of 9 percentage points) were enrolled. Enrollment in Advanced Placement courses increased for all student groups from 200607 to 201011. The enrollment rate for Blacks overall and Black males more than doubled during this time, however, the comparative enrollment rate for Blacks still lags behind those of Whites and Hispanics. Grades 912 Total Enrollment 201011 ( 54300 ) White Black Hispanic 21929 (40%) 15500 (29%) 13446 (25%) Grade 912 Enrollment in AP by Race/Ethnicity/Gender Pct and Count of 200607 200708 200809 200910 201011 Whites 23% (5564) 24% (5590) 26% (5909) 33% (7243) 35% (7691) White Males 20% (2407) 22% (2573) 29% (3270) 31% (3510) Blacks 7% (1058) 8% (1205) 9% (1413) 15% (2332) 16% (2404) Black Males 5% (411) 6% (475) 11% (872) 12% (910) Hispanics 14% (1489) 15% (1655) 18% (2004) 25% (3261) 26% (3444) Hispanic Males 12% (683) 15% (861) 21% (1382) 21% (1467)


• All 9th grade students were administered the PSAT. • All 11th grades students were administered a schoolday SAT. • An Advanced Placement Achievement Institute was provided for teachers and administrators of B, C and D

rated schools.

Accountability Measure and Timelines from the 200910 Update • Increase the number of Black students in grades 912 enrolling in AP courses by 3 percentage points by the

201011 School Year. • Increase the number of Hispanic students in grades 912 enrolling in AP courses by 3 percentage points by

the 201011 School Year. • Increase the number of Black Male students in grades 912 enrolling in AP courses by 3 percentage points

by the 201011 School Year. • Increase the number of Hispanic Male students in grades 912 enrolling in AP courses by 3 percentage

points by the 201011 School Year. o For FY11 we will continue successful strategies from last year. o High schools will provide focused tutoring for AP students. o Professional development opportunities will be provided allowing both teachers and administrators to

share best practices that support student learning and achievement in rigorous coursework (e.g., AP, PreAP, Vertical Team seminars, AP Summer Conference, AP Roundtables, online forums).

o High schools participating in the Advanced Placement Incentive Program will continue to offer the PSAT and SAT administration for students so that students with potential can be identified for placement into AP courses.

o High schools will continue to expand their AP programs by increasing the variety and number of AP courses and/or sections offered.

o AVID and College Success Classes will support struggling students by providing them with strategies for success in AP and other rigorous courses.

Evidence of Success The following are suggested statements to describe evidence of success: Evaluation must include 200607 to 201011. The evaluation reveals progress in increasing enrollment in Advanced Placement courses for Black and Hispanic students in grades 912. Black students increased by 9 percentage points, from 7% in 200607 to 16% in 201011; Hispanic students also increased by 12 percentage points, from 14% to 26% for the same time period.


Additionally, progress is evident in increasing enrollment in Advanced Placement courses for both Black and Hispanic males in grades 912. Black males increased by 7 percentage points, from 5% in 200708 to 12% in 201011. Hispanic males increased by 9 percentage points, from 12% to 21% for the same time period. Description of any Modifications or Changes to Methods and Strategies: The following strategies were modified in 20102011:

• There was no Advanced Placement Achievement Institute held; instead a fiveday Advanced Placement Summer Conference was held for teachers in five subjects: AP English Language & Composition, AP Statistics, AP Environmental Science, AP US History and AP Human Geography.

• The schoolday SAT was not administered to 11th graders in all high schools, but only in the five schools included in the APIP grant: Boynton Beach High School, Glades Central High School, Lake Worth High School, Palm Beach Lakes High School and Santaluces High School.

201011 New or Modified Methods and Strategies For FY12 we will continue successful strategies from previous years:

• High schools will continue to use AP Potential to identify students for enrollment in AP courses, particularly targeting traditionally underrepresented students.

• AVID, SpringBoard® and College Success Class strategies will be used to support struggling students. • Professional development opportunities will be provided for both teachers and administrators to share best

practices and promote increased achievement in AP and other rigorous coursework. • Middle and High Schools will partner to identify a vertically articulated pathway to increasing student

participation in AP courses, particularly among underserved populations. • High schools will continue to provide focused tutoring and review programs for AP students, particularly for

students who may be struggling. • Administrators and teachers will use data from the online AP Instructional Planning Reports to reflect and

improve instruction. • Schools will utilize PSAT score reports as a learning tool for students, and an instructional tool for teachers to

improve student learning. Provide district wide student/parent awareness opportunities to discuss the benefits of taking AP courses.

• Schools will host an AP Parent Night that includes parents and students from feeder middle schools. • . Schools will incorporate strategies for equity in access and the expansion of AP programs in annual school

improvement goals as a means to increase enrollment of Black and Hispanic students in Advanced Placement courses.

• Counselors, teachers and administrators will use the AP Potential program to identify underrepresented students for enrollment in AP courses.

• Schools will work with SAC committees and community members to create an AP Access Committee that will educate stakeholders about Advanced Placement courses and collaborate on strategies for expansion and support of AP programs, and recruitment and retention of underrepresented students in AP courses.

201011 New Accountability Measure and Timelines

Increase the number of Black students in grades 912 enrolling in AP courses by 3 percentage points by the 201112 School Year. Increase the number of Hispanic students in grades 912 enrolling in AP courses by 3 percentage points by the 201112 School Year. Increase the number of Black Male students in grades 912 enrolling in AP courses by 3 percentage points by the 201112 School Year. Increase the number of Hispanic Male students in grades 912 enrolling in AP courses by 3 percentage points by the 201112 School Year.


(4) Grades 912, Dual Enrollment (DE) Grades 912 Total Enrollment 201011 ( 54300 ) White Black Hispanic 21929 (40%) 15500 (29%) 13446 (25%) The following percentages reflect within race/ethnicity calculations for students enrolled in Dual Enrollment courses. In 200607, 2% of Whites, 1% of Blacks, and 1% of Hispanics were enrolled. In 200708, 2% of White Males, 0.1% of Black Males, and 1% of Hispanic Males were enrolled. In 201011, 5% of Whites (an increase of 3 percentage points), 2% of Blacks (an increase of 1 percentage point), 3% of Hispanics (an increase of 2 percentage points), 4% of White Males (an increase of 2 percentage points), 1% of Black Males (an increase of 0.9 percentage points), and 2% of Hispanic Males (an increase of 1 percentage points) were enrolled. Overall, percentages of all students enrolled in Dual Enrollment courses increased from 200607 to 201011. However, the percentage of Black Males in Dual Enrollment courses in 201011 did not meet the targeted goal of 1% increase. Grade 912 Enrollment in DE by Race/Ethnicity/Gender Pct and Count of 200607 200708 200809 200910 201011 Whites 2% (538) 2% (486) 2% (492) 3% (724) 5% (1132) White Males 2% (173) 2% (190) 3% (296) 4% (480) Blacks 1% (100) <1 % (71) 0.7% (110) 1% (197) 2% (295) Black Males 0.1% (11) 0.4% (28) 1% (65) 1% (104) Hispanics 1% (97) 1% (83) 0.7% (79) 1% (185) 3% (401) Hispanic Males 1% (30) 0.5% (27) 1% (75) 2% (161)


• Increase the number of dual enrollment courses taught on the high school campus, making dual enrollment opportunities more accessible to students.

• Increase the number of student and parent informational presentations addressing the advantages of dual enrollment.

• Use test results, including the College Board’s AP Potential report, to identify students with the potential to succeed in college level courses.

• Graduation coaches (assigned to 12 high schools) and school counselors will meet with identified students to encourage dual enrollment.

• Expand student presentations by postsecondary admissions representatives • Expand the Historically Black Colleges and Universities Representatives tour to more high schools • Expand professional development on dual enrollment among all counselors, including ESOL counselors who

work exclusively with English language learners Accountability Measure and Timelines from the 200910 Update

• Increase the number of Black students in grades 912 enrolling in DE courses by 1.0 percentage points by the 201011 School Year.

• Increase the number of Hispanic students in grades 912 enrolling in DE courses by 1.0 percentage points by the 201011 School Year.

• Increase the number of Black Male students in grades 912 enrolling in DE courses by 1.0 percentage points by the 201011 School Year.

• Increase the number of Hispanic Male students in grades 912 enrolling in DE courses by 1.0 percentage points by the 201011 School Year.

Evidence of Success The following are suggested statements to describe evidence of success: Evaluation must include 200607 to 201011. The evaluation reveals progress in increasing enrollment in Dual Enrollment courses for Black and Hispanic students in grades 912. Black students increased by 1 percentage point, from 1% in 200607 to 2% in 201011; Hispanic students also increased by 2 percentage points from 1% to 3% for the same time period. In addition, the evaluation reveals that Hispanic Males met the target by increasing enrollment in Dual Enrollment courses from 1% in 200910 to 2% in 201011. Over the same period, the Black Male enrollment percentage remained the same.


Description of any Modifications or Changes to Methods and Strategies: Dual Enrollment courses taught on the high school campus are controlled by the college. Colleges are limited by SACS as to how many sections of courses can be taught, especially off their campus and may present a barrier in the upcoming year. Additional challenges include an increase in dual enrollment criteria (beginning January 2012, students must meet collegeready scores on all sections of the college admissions test rather than only the section related to the course in question; all students must have a 3.0 gpa/hpa to enroll in Strategies for College Success, which previously required a 2.5 gpa/hpa for seniors) and lack of available classes due to increased college student enrollment and college funding deficiencies. 201011 New or Modified Methods and Strategies

• Provide field study opportunities on college campuses for underrepresented student populations to gain more insight about dual enrollment requirements.

• Utilize student representatives to share experiences with underclassman to discuss the benefits of taking dual enrollment courses, as well as strategies for success.

• Elementary and middle school personnel will participate in professional development to gain greater knowledge of high school graduation and college admission requirements.

• In conjunction with high school and college personnel, elementary and middle school counselors will host student and parent presentations on college admissions.

• Elementary and middle school counselors and teachers will inform students/parents of the advantages of taking advanced level courses, including the impact on postsecondary choices.

• Through participation on the Interinsitutional Articulation Agreement Committee, District personnel will work closely with College and University partners to initiate additional strategies aimed at the expansion of underrepresented populations in dual enrollment options.

201011 New Accountability Measure and Timelines Increase the number of Black students in grades 912 enrolling in DE courses by 0 percentage points by the 201112 School Year. Increase the number of Hispanic students in grades 912 enrolling in DE courses by 0 percentage points by the 201112 School Year. Increase the number of Black Male students in grades 912 enrolling in DE courses by 0 percentage points by the 201112 School Year. Increase the number of Hispanic Male students in grades 912 enrolling in DE courses by 0 percentage points by the 201112 School Year. Note: See explanation in Description of any Modifications or Changes to Methods and Strategies above.


(5) Grades 912, Honors The following percentages reflect within race/ethnicity calculations for students enrolled in Honors courses. In 200607, 53% of Whites, 25% of Blacks, and 31% of Hispanics were enrolled. In 200708, 49% of White Males, 20% of Black Males, and 28% of Hispanic Males were enrolled. In 201011, 59% of Whites (an increase of 6 percentage points), 35% of Blacks (an increase of 10 percentage points), 44% of Hispanics (an increase of 13 percentage points), 54% of White Males (an increase of 5 percentage points), 28% of Black Males (an increase of 8 percentage points), and 39% of Hispanic Males (an increase of 11 percentage points) were enrolled. Enrollment percentages in Honors courses have increased for all student groups from 200607 to 201011. Hispanic and Black groups have had a greater percentage increase than White students within this same time. Black and Hispanic male students have shown increases of 8% and 11% respectively from 200708 to 201011. Grades 912 Total Enrollment 201011 ( 54300 ) White Black Hispanic 21929 (40%) 15500 (29%) 13446 (25%) Grade 912 Enrollment in Honors by Race/Ethnicity/Gender Pct and Count of 200607 200708 200809 200910 201011 Whites 53% (12716) 55% (12792) 57% (12918) 58% (12934) 59% (12983) White Males 49% (5851) 52% (6009) 53% (6069) 54% (6156) Blacks 25% (3765) 26% (4072) 29% (4467) 31% (4762) 35% (5375) Black Males 20% (1549) 23% (1757) 25% (1962) 28% (2160) Hispanics 31% (3444) 33% (3770) 36% (4072) 41% (5376) 44% (5922) Hispanic Males 28% (1632) 32% (1819) 36% (2420) 39% (2643)


• Continue all strategies from 20092010. • Identify black and Hispanic students using hard data that would be successful in Honors courses. • Middle school counselors and teacher will stress the importance of enrolling in upper level courses in high

school to 8th grade students and parents.

Accountability Measure and Timelines from the 200910 Update • Increase the number of Black students in grades 912 enrolling in Honors courses by 1 percentage points by

the 201011 School Year. • Increase the number of Hispanic students in grades 912 enrolling in Honors courses by 1 percentage points

by the 201011 School Year. • Increase the number of Black Male students in grades 912 enrolling in Honors courses by 1 percentage

points by the 201011 School Year. • Increase the number of Hispanic Male students in grades 912 enrolling in Honors courses by 1 percentage

points by the 201011 School Year. Evidence of Success The following are suggested statements to describe evidence of success: Evaluation must include 200607 to 201011. The evaluation reveals progress in increasing enrollment in Honors courses for Black and Hispanic students in grades 912th. Black students increased by 10 percentage points, from 25% in 200607 to 35% in 201011; Hispanic students also increased by 13 percentage points from 31% to 44% for the same time period. The evaluation reveals Black and Hispanic male students have shown increases of 8% and 11% respectively from 200708 to 201011. Black and Hispanic enrollment in Honors courses increased 3% in 201011. Description of any Modifications or Changes to Methods and Strategies: If the evaluation reveals that the accountability measures have not been met or if expected progress is not evident, describe any modifications, additions, deletions or changes in methods and strategies. Also, explain any barriers that may have prohibited progress.


201011 New or Modified Methods and Strategies • Greater parental involvement during course selection and registration process at the middle and high school

level. Schedule course registration conferences during various times to accommodate parent’s work schedules.

• Improve transitional process from middle to high school. More specific details provided to student and parents outlining the student’s four year plan in high school, and the requirements for college ready diploma.

• Use of strategic master scheduling to provide students with any opportunity to enroll in Honors level courses.

• Provide more after school tutoring and support systems for students at the school level. 201011 New Accountability Measure and Timelines Increase the number of Black students in grades 912 enrolling in Honors courses by 3percentage points by the 201112 School Year. Increase the number of Hispanic students in grades 912 enrolling in Honors courses by 3 percentage points by the 201112 School Year. Increase the number of Black Male students in grades 912 enrolling in Honors courses by 3 percentage points by the 201112 School Year. Increase the number of Hispanic Male students in grades 912 enrolling in Honors courses by 3 percentage points by the 201112 School Year.


(6) Grades 912, Other Level 3 Courses The following percentages reflect within race/ethnicity calculations for students enrolled in Level 3 courses. In 200607, 25% of Whites, 10% of Blacks, and 19% of Hispanics were enrolled. In 200708, 24% of White Males, 10% of Black Males, and 17% of Hispanic Males were enrolled. In 201011, 49% of Whites (an increase of 24 percentage points), 28% of Blacks (an increase of 18 percentage points), 40% of Hispanics (an increase of 21 percentage points), 31% of White Males (an increase of 7 percentage points), 17% of Black Males (an increase of 7 percentage points), and 25% of Hispanic Males (an increase of 8 percentage points) were enrolled. Enrollment in Level 3 courses has increased for all student groups and more than doubled for Black and Hispanic student groups from 200607 to 201011. Both Black and Hispanic male participation increased in 201011 but fell short of the targets of 3% and 2% respectively. Grades 912 Total Enrollment 201011 ( 54300 ) White Black Hispanic 21929 (40%) 15500 (29%) 13446 (25%) Grade 912 Enrollment in Other Level 3 Courses by Race/Ethnicity/Gender Pct and Count of 200607 200708 200809 200910 201011 Whites 25% (6017) 28% (6420) 30% (6872) 47% (10312) 49% (10824) White Males 24% (2833) 28% (3189) 30% (3423) 31% (3597) Blacks 10% (1555) 12% (1842) 16% (2404) 25% (3942) 28% (4287) Black Males 10% (774) 13% (1012) 15% (1132) 17% (1286) Hispanics 19% (2096) 20% (2306) 24% (2720) 39% (5062) 40% (5371) Hispanic Males 17% (1002) 22% (1262) 24% (1605) 25% (1727)


• Inform all teachers on how to encourage Black and Hispanic students to take honors courses. • Provide minority students with access to computers for technology training. • Encourage minority students to participate in SECME, Science and Engineering Fair, Academic Games, and

other academic clubs/activities. • Inform middle school teachers/counselors to recommend minority students for honors level high school

courses. Accountability Measure and Timelines from the 200910 Update

• Increase the number of Black students in grades 912 enrolling in Level 3 courses by 3 percentage points by the 201011 School Year.

• Increase the number of Hispanic students in grades 912 enrolling in Level 3 courses by 2 percentage points by the 201011 School Year.

• Increase the number of Black Male students in grades 912 enrolling in Level 3 courses by 3 percentage points by the 201011 School Year.

• Increase the number of Hispanic Male students in grades 912 enrolling in Level 3 courses by 2 percentage points by the 201011 School Year.

Evidence of Success The following are suggested statements to describe evidence of success: Evaluation must include from 200607 to 201011. The evaluation reveals progress in increasing enrollment in Level 3 courses for Black and Hispanic students in grades 912th. Black students increased by 18 percentage points, from 10% in 200607 to 28% in 201011. Hispanic students also increased by 21 percentage points from 19% to 40% for the same time period. The evaluation reveals both Black and Hispanic male participation increased in 201011 but fell short of the targets of 3% and 2% respectively. Description of any Modifications or Changes to Methods and Strategies: If the evaluation reveals that the accountability measures have not been met or if expected progress is not evident, describe any modifications, additions, deletions or changes in methods and strategies. Also explain barriers that may have prohibited progress.


201011 New or Modified Methods and Strategies

• Provide professional development for club/activity sponsors so that they have the strategies needed to recruit underrepresented populations in these academic clubs/activities and can monitor students’ course selection and entry in honors courses.

• Encourage minority students enrolled in middle and high school Honors and AP Social Studies classes to participate in the National History Day Program. The projects require that the students use higher order thinking skills as they prepare their projects and/or performances. The students have to use both primary and secondary sources as they complete their projects. This program will provide students the opportunity to understand the difference between historical context and historical perspective.

201011 New Accountability Measure and Timelines Increase the number of Black students in grades 912 enrolling in Level 3 courses by 3 percentage points by the 201112 School Year. Increase the number of Hispanic students in grades 912 enrolling in Level 3 courses by 3 percentage points by the 201112 School Year. Increase the number of Black Male students in grades 912 enrolling in Level 3 courses by 3 percentage points by the 201112 School Year. Increase the number of Hispanic Male students in grades 912 enrolling in Level 3 courses by 3 percentage points by the 201112 School Year.


PART IV: GENDER EQUITY IN ATHLETICS ATHLETICS COMPLIANCE VERIFICATION FORM


ATLANTIC HIGH SCHOOL

MONITORING FORM

Varsity Teams Number of Participants JV, Freshman

BTeams Number of Participants

Males Females Total Males Females Total

Baseball 15 15 Baseball 13 13

Basketball 14 14 28 Basketball 20 9 29

Cross Country 10 10 20 Cross Country 9 9 18

Flag Football/ Football 49 18 67 Flag Football/

Football 78 14 92

Golf 7 4 11 Golf 1 1

Soccer 20 20 40 Soccer 18 20 38

Softball 10 10 Softball 9 9

Swimming/Diving 15 20 35 Swimming/Diving

Tennis 8 8 16 Tennis

Track and Field 36 39 75 Track and Field

Volleyball 12 15 27 Volleyball 8 14 22

Wrestling 18 18 Wrestling

Weightlifting 16 9 25 Weightlifting

Bowling 5 5 10 Bowling

Lacrosse Lacrosse

Water Polo Water Polo

Total Varsity Participants 225 172 397 Total JV

Participants 147 75 222

% of Varsity Participants 56.7 43.3 100 % of JV

Participants 66.2 33.8 100

Total Student Enrollment by Gender 20102011

1118 1085 2203 Total Student Enrollment by Gender 20102011

1118 1085 2203

% of Student Enrollment by Gender 20102011

50.7 49.3 100 % of Student Enrollment by Gender 20102011

50.7 49.3 100


BOCA RATON HIGH SCHOOL

MONITORING FORM






Cross Country 16 18 34 Cross Country


Football 71 18 89

Golf 7 7 14 Golf

Soccer 22 22 44 Soccer 20 60 80





Volleyball 14 14 Volleyball 28 28


Weightlifting 8 8 Weightlifting


Lacrosse 31 31 Lacrosse

Water Polo 16 18 34 Water Polo 12 12







1547 1310 285.7



54.1 45.9 100


BOYNTON BEACH HIGH SCHOOL

MONITORING FORM






Cross Country 8 3 11 Cross Country 16


Football 43 59

Golf 7 3 10 Golf

Soccer 20 18 38 Soccer 23 23

Softball 17 17 Softball

Swimming/Diving Swimming/Diving



Volleyball 9 11 20 Volleyball 10 10

Wrestling Wrestling



Lacrosse Lacrosse








767 717 1484



51.7 48.3 100


FOREST HILL HIGH SCHOOL

MONITORING FORM








Football 40 15 55

Golf 7 5 12 Golf

Soccer 19 19 38 Soccer 22 19 41









Lacrosse Lacrosse








954 857 1811



52.7 47.3 100


GLADES CENTRAL HIGH SCHOOL

MONITORING FORM




Baseball 15 15 Baseball




Football 50 50

Golf Golf

Soccer 14 14 Soccer





Volleyball 13 13 Volleyball 12 12


Weightlifting Weightlifting


Lacrosse Lacrosse








536 554 1090



49.2 50.8 100


JOHN I. LEONARD HIGH SCHOOL

MONITORING FORM





Basketball 12 15 27 Basketball 15 15



Football 50 30 80

Golf 6 8 14 Golf

Soccer 15 18 33 Soccer 12 20 32






Wrestling 9 9 Wrestling 4 4











1246 1118 2364



52.7 47.3 100


JUPITER HIGH SCHOOL MONITORING FORM








Football 72 29 101

Golf 8 11 19 Golf

Soccer 22 30 52 Soccer 19 13 32









Lacrosse 21 21 Lacrosse 20 20








1458 1343 2801



52.1 47.9 100


LAKE WORTH HIGH SCHOOL

MONITORING FORM








Football 25 15 40

Golf 6 4 10 Golf

Soccer 19 19 38 Soccer 18 19 37









Lacrosse Lacrosse

Water Polo 11 3 14 Water Polo







921 1002 1923



47.9 52.1 100


OLYMPIC HEIGHTS HIGH SCHOOL

MONITORING FORM








Football 54 20 74

Golf 6 9 15 Golf

Soccer 20 22 42 Soccer 22 30 52

















1003 875 1878



53.4 46.6 100


PAHOKEE HIGH SCHOOL

MONITORING FORM




Baseball Baseball




Football 45 45

Golf Golf

Soccer 17 17 Soccer

Softball Softball



Track and Field Track and Field

Volleyball Volleyball

Wrestling Wrestling


Bowling 6 6 Bowling

Lacrosse Lacrosse



Participants 56 56


Participants 100 100



466 502 968



48.1 51.9 100


PALM BEACH CENTRAL HIGH SCHOOL

MONITORING FORM








Football 63 15 78

Golf 13 7 20 Golf

Soccer 22 21 43 Soccer 20 21 41






Wrestling 46 1 47 Wrestling











1504 1324 2828



53.2 46.8 100


PALM BEACH GARDENS HIGH SCHOOL

MONITORING FORM








Football 60 20 80

Golf 6 3 9 Golf

Soccer 16 18 34 Soccer 16 18 34


Swimming/Diving 10 15 25 Swimming/Diving 6 20 26





Weightlifting 6 15 21 Weightlifting 10 10


Lacrosse Lacrosse








1216 1317 2533



48.0 52.0 100


PALM BEACH LAKES HIGH SCHOOL

MONITORING FORM








Football 60 60

Golf 4 3 7 Golf

Soccer 21 22 43 Soccer 18 18









Lacrosse Lacrosse








841 985 1826



46.1 53.9 100


PARK VISTA HIGH SCHOOL

MONITORING FORM








Football 88 14 102

Golf 7 5 12 Golf 6 5 11

Soccer 20 20 40 Soccer 20 20 40

















1506 1366 2872



52.4 47.6 100


ROYAL PALM BEACH HIGH SCHOOL

MONITORING FORM








Football 33 9 42

Golf 6 7 13 Golf

Soccer 23 13 36 Soccer 15 16 31



Tennis Tennis






Lacrosse Lacrosse








996 977 1973



50.5 49.5 100


SANTALUCES HIGH SCHOOL

MONITORING FORM








Football 33 11 44

Golf 6 8 14 Golf

Soccer 20 17 37 Soccer 14 14 28









Lacrosse Lacrosse








1070 1088 2158



49.6 50.4 100


SEMINOLE RIDGE HIGH SCHOOL

MONITORING FORM








Football 77 28 105

Golf 11 7 18 Golf

Soccer 17 19 36 Soccer 16 29 45











Competitive Cheerleading 43 43







1298 1132 2430



53.4 46.6 100


SPANISH RIVER HIGH SCHOOL

MONITORING FORM






Cross Country 7 7 Cross Country 6 11 17


Football 32 11 43

Golf 11 9 20 Golf

Soccer 22 24 46 Soccer 20 30 50










Water Polo 15 15 Water Polo







1134 1134 2268



50.0 50.0 100


SUNCOAST HIGH SCHOOL

MONITORING FORM








Football 29 15 44

Golf 20 7 27 Golf

Soccer 22 23 45 Soccer 16 22 38










Water Polo 17 19 36 Water Polo







739 690 1429



51.7 48.3 100


WELLINGTON HIGH SCHOOL

MONITORING FORM








Football 51 25 76

Golf 8 7 15 Golf

Soccer 22 24 46 Soccer 15 22 37

















1072 1175 2247



47.7 52.3 100


WEST BOCA RATON HIGH SCHOOL

MONITORING FORM








Football 53 33 86

Golf 8 8 16 Golf

Soccer 20 19 39 Soccer 15 17 32

















1076 966 2042



52.7 47.3 100


WILLIAM T. DWYER HIGH SCHOOL

MONITORING FORM








Football 78 15 93

Golf 11 13 24 Golf

Soccer 21 15 36 Soccer 15 13 28



Tennis 6 7 13 Tennis 6 5 11







Water Polo 9 9 Water Polo







1158 1073 2231



51.9 48.1 100


A.W. DREYFOOS SCHOOL OF THE ARTS

MONITORING FORM




Baseball Baseball

Basketball 12 12 Basketball


Flag Football/ Football Flag Football/

Football

Golf 6 9 15 Golf

Soccer 16 29 45 Soccer

Softball Softball




Volleyball 20 20 Volleyball

Wrestling Wrestling



Lacrosse Lacrosse



Participants


Participants



426 865 1291



33.0 67.0 100


VILLAGE ACADEMY MONITORING FORM




Baseball Baseball


Cross Country Cross Country


Football

Golf Golf

Soccer Soccer

Softball Softball


Tennis Tennis


Volleyball 10 10 Volleyball

Wrestling Wrestling


Bowling Bowling

Lacrosse Lacrosse



Participants 12 12


Participants 100 100



381 359 740



51.5 48.5 100


Part V: COURSE SUBSTITUTIONS (Districts with Vocational Education Centers) If the district operates vocational technical center(s), please complete the chart describing the type and number of substitutions requested and granted for 201011. Does the district operate vocational technical center(s)? ___YES _P_NO

Disability Number of Requests for Substitution

Title of Courses for Which

Substitutions were Granted

Title of Substitution Courses

Number of Students Granted

Substitutions

NA NA NA NA NA


PART VI: EMPLOYMENT EQUITY

A. Complete the following charts for administrative and instructional positions in the school district. Enter the number and percent for each race/ethnicity and gender. Count each person only once under one category. Use Survey 2 (October, 2010) EEO5 data.

* Includes persons responsible for discipline at the school site, usually the Dean or Asst. Principal for Discipline (who should also be counted as Asst. Principals above) at the middle or high school, or the Behavioral Specialist at the elementary school level (who may also be counted as a teacher or counselor).

District: Palm Beach 201011 School District Administrative Positions

Administrative Positions

Total # & %

Black # & %

Hispanic # & % White

# & % Other

# & % Female # & % Male

Student Demographics 187926

53256 (28.3%)

52538 (28.0%)

69208 (36.8%)

12924 (6.9%)

90857 (48.3%)

97069 (51.7%)

DistrictLevel Administrators

611 103 (17%) 41 (7%) 444 (73%) 23 (4%) 322 (53%) 289 (47%)

New Hires for 2010 15 5 (33%) 1 (7%) 9 (60%) 0 (0%) 13 (87%) 2 (13%)

Principals Elementary Middle High School Other Schools Total Principals

109 33 24 11

177

27 (25%) 13 (39%) 6 (25%) 7 (64%)

53 (30%)

9 (8%) 3 (9%) 4 (17%) 0 (0%)

16 (9%)

73 (67%) 17 (52%) 14 (58%) 4 (36%)

108 (61%)

0 (0%) 0 (0%) 0 (0%) 0 (0%)

0 (0%)

80 (73%) 14 (42%) 10 (42%) 7 (64%)

111 (63%)

29 (27%) 19 (58%) 14 (58%) 4 (36%)

66 (37%)

Asst. Principals Elementary Middle High School Other School Total Asst. Principals

109 94 104 36

343

32 (29%) 32 (34%) 30 (29%) 12 (33%)

106 (31%)

12 (11%) 11 (12%) 9 (9%) 0 (0%)

32 (9%)

64 (59%) 48 (51%) 65 (63%) 23 (64%)

200 (58%)

1 (1%) 3 (3%) 0 (0%) 1 (3%)

5 (1%)

78 (72%) 49 (52%) 55 (53%) 14 (39%)

196 (57%)

31 (28%) 45 (48%) 49 (47%) 22 (61%)

147 (43%)

Deans and/or Behavioral Specialists* Elementary Middle High School Other School Total Deans and Behavioral Specialists

# # # # #

# (%) # (%) # (%) # (%)

# (%)

# (%) # (%) # (%) # (%)

# (%)

# (%) # (%) # (%) # (%)

# (%)

# (%) # (%) # (%) # (%)

# (%)

# (%) # (%) # (%) # (%)

# (%)

# (%) # (%) # (%) # (%)

# (%)


B. Does the data reflect your district’s student and community ethnicity? Explain how the ethnic and gender representation in administrative, instructional, and guidance positions reflects the district’s population/workforce. What actions will the district take to address ethnic or gender under‐representation in administrative, instructional and guidance positions, if any exist? Develop and submit employment methods and strategies to address identified underrepresentation. In 2010, the Department of Recruitment and Retention targeted schools and events which featured minority teacher candidates. Recruiters and representatives interviewed prospective graduates from three Historically Black Colleges and Universities and fostered partnerships with career centers and education departments at others. The district also attended the Florida Fund for Minority Teachers Conference. In addition, recruiters attended two events in Puerto Rico to meet the demands of our dual language programs and increase our percentage of Hispanic educators. Administrative efforts to solicit diverse candidates include a “Growing Our Own” program which invites minority educators to explore administrative opportunities. The School District of Palm Beach County also has community partnerships designed to solicit minority applicants to become eligible for administrative positions. Diversity is monitored by the District on an ongoing basis and every effort is made to mirror the community as well as the schools’ student population.

District: Palm Beach 201011 School District Instructional Positions

Teachers Fall 2010 Total # & %

Black # & %

Hispanic # & % White

# & % Other

# & % Female

# & % Male

Student Demographics 187926

53256 (28.3%)

52538 (28.0%)

69208 (36.8%)

12924 (6.9%)

90857 (48.3%)

97069 (51.7%)

Classroom Teachers Elementary Middle High Other Total

5884 2281 2787 768

11720

786 (13%) 493 (22%) 422(15%) 138 (18%) 1839 (16%)

588 (10%) 166 (7%) 248(9%) 66(9%) 1068(9%)

4448 (76%) 1587 (70%) 2070 (74%) 551 (72%) 8656 (74%)

62 (1%) 35 (2%) 47 (2%) 13 (2%) 157(1%)

5354 (91%) 1582 (69%) 1714 (61%) 626 (82%) 9276 (79%)

530 (9%) 699 (31%) 1073 (39%) 142 (18%) 2444 (21%)

New Hires Fall 2010 813 141 (17%) 116 (14%) 546 (67%) 10 (1%) 629 (77%) 184 (23%)

Guidance Counselors Elementary Middle High Other Total

144 75 124 23 366

28 (19%) 20 (27%) 33 (27%) 10 (43%) 91 (25%)

37 (26%) 11 (15%) 12 (10%) 2 (9%) 62 (17%)

75 (52%) 43 (57%) 79 (64%) 11 (48%) 208 (57%)

4 (3%) 1 (1%) 0 (%) 0 (%) 5 (1%)

131 (91%) 65 (87%) 102 (82%) 19 (83%) 317 (87%)

13 (9%) 10 (13%) 22 (18%) 4 (17%) 49 (13%)

New Hires Fall 2010 21 3(14%) 6 (29%) 12 (57%) 0 (%) 19 (90%) 2 (10%)


PART VII: SINGLEGENDER SCHOOLS AND CLASSES A. In the chart below enter the names of any singlegender schools operating in the district and the number of students enrolled. (Enrollment may fluctuate daily)

District: PALM BEACH 20102011 SingleGender Schools School Name Male Enrollment Female Enrollment

PACE Center for Girls (3010) 0 44 Palm Beach Juvenile Correction (3354) 101 0 B. In the chart below enter the names of any singlegender programs operating in the district and the number of students enrolled. (Enrollment may fluctuate daily)

District: PALM BEACH 20102011 SingleGender Programs Program Name Male Enrollment Female Enrollment

CARP (3014) 8 8 Residential drug and alcohol program that requires the segregation of males and females.

Palm Beach County Jail (3002) 49 1 The Palm Beach County Jail school program has separate classes for male and female students to comply with the Palm Beach County Sheriff’s rules requirement of segregation of male and female inmates while in the secured Facility.

Palm Beach Juvenile Detention Center (3006) 52 4 The Palm Beach Regional Juvenile Detention Center school program has separate classes for male and female students to comply with the Department of Juvenile Justice rule requirement of segregation of male and female inmates while in the secured Facility. C. In the chart below enter the number of classes and enrollments in all classes for courses for which singlegender classes are offered at coeducational schools in the district. School Name: A W Dreyfoos

2010 ‐ 2011 Male students only Female students only Co‐ed students Date

Program Began

Date Program Evaluated Grade/Course

# of Classes/ Sections

# of students


# of students


# of students

09‐10‐11‐12 1 12 4 95 10 278 8/18/10 6/1/11 Dance Repertoire 1 12 1 49 8/18/10 6/1/11 Dance Techniques 1 20 8/18/10 6/1/11 Dance Aesthetics 1 26 8/18/10 6/1/11 10‐11‐12 1 21 1 46 7 205 8/18/10 6/1/11 Vocal Ensemble 1 21 1 46 8/18/10 6/1/11

09‐10‐11‐12 1 12 4 95 10 278 8/18/10 6/1/11 1) How is single‐gender education being justified at your school?

The dance and vocal music programs at our school utilize the human body as an instrument and vehicle for artistic expression. For example, in vocal music, the single‐gender classes exist so that students can explore the choral repertoire written for males (tenor/bass) and for females (soprano/alto). In dance, single‐gender classes exist so that students may learn the technique necessary to then rejoin in gender integrated class for partnering.

2) What does your school do to ensure there is no illegal sex segregation in education?

We limit single‐gender education courses to those only needed to maximize the artistic potential of students.

3) Is single‐gender education intended to decrease sex discrimination in the outcomes?

No.


4) Does your school provide comparable co‐educational options? Yes, students enrolled in single‐gender courses are also enrolled in co‐educational courses in the same school year.

5) How are single‐gender educational options reviewed, monitored, and evaluated to ensure that they are legal?

Single‐gender courses (and their co‐educational pairings) are reviewed, monitored, and evaluated annually by educators and administration.

6) Who is involved in the evaluations and guidance on the implementation of single‐gender education at your school?

Single‐gender courses (and their co‐educational pairings) are reviewed, monitored, and evaluated annually by educators and administration.

7) What assurances are provided to ensure that single‐gender or co‐educational options are completely voluntary? (Attach examples of documents that you send to parents or post in the school)

The Alexander W. Dreyfoos School of the Arts is a choice program school. Attendance at the school and in a particular program at the school is purely voluntary.

8) Are there pre‐implementation reviews of proposed single‐gender education?

Single‐gender education courses at the school have been engrained in the curriculum for years; at this time, there are no plans for additional single‐gender education courses.

9) What entities at your school review and approve single‐gender options, and what standards do they use?

Faculty and administration review single‐gender options using comparable arts high schools curriculum from across the country.

10) Is there assistance from external groups for training or consultation?

No, but faculty and administration review the curricula of comparable arts high schools throughout the country.

11) How does your school monitor to ensure that single‐gender education is not contributing to gender stereotypes or sex discrimination in outcomes? For example, is data provided on girls compared to boys, or on any other populations, such as low‐income minority boys compared to low‐income minority girls?

Our school has a strictly enforced bullying policy used as a deterrent to stereotyping and discrimination. 12) Do you or anyone else monitor to learn if there is equity between and among the single‐gender groupings and the mixed‐sex alternatives on equity measures?

Yes.


School Name: Lake Shore Middle School


Program Began



# of students


# of students


# of students

6th Gr. Science 1 26 2 40 4 87 8/2009 6th Gr. Social St 1 23 1 18 3 69 8/2009 6th Gr. Math 3 55 3 52 6 134 8/2009 6th Gr. Reading 2 36 0 0 8 154 8/2009 6th Gr. Lang Arts 1 16 1 17 2 42 8/2009 7th Gr. Science 2 55 2 56 3 83 8/2009 7th Gr. Civics 2 54 2 60 4 116 8/2009 7th Gr. Math 4 97 4 113 5 144 8/2009 7th Gr. Reading 4 88 4 92 4 90 8/2009 8th Gr. Science 1 20 2 46 5 145 8/2009 8th Gr. History 1 26 1 24 5 153 8/2009 8th Gr. Math 4 87 4 83 6 146 8/2009 8th Gr. Reading 4 80 2 40 6 126 8/2009 8th Gr. Lang Arts 2 48 2 50 5 111 8/2009 1) How is single‐gender education being justified at your school?

We believe that single‐gender classrooms are an effective strategy to increase student learning.

2) What does your school do to ensure there is no illegal sex segregation in education? We follow district and state policies for scheduling single‐gender classes.

3) Is single‐gender education intended to decrease sex discrimination in the outcomes? While decreasing sex discrimination is not our primary reasoning in adopting single‐gender classes; that may be one of the advantages.

4) Does your school provide comparable co‐educational options?

Yes. 5) How are single‐gender educational options reviewed, monitored, and evaluated to ensure that they are legal?

Administrators conduct classroom walk‐throughs in all classrooms.


Our administrative staff; principal and assistant principals are involved in the evaluations and guidance on the implementation of single‐gender sections.


A schedule change would be honored if a parent were to request a schedule change for this reason. 8) Are there pre‐implementation reviews of proposed single‐gender education?

The topic of single‐gender courses is discussed with faculty. Feedback from staff and relevant information are considered when developing the schedule from the following school year concerning the single‐gender courses in the core content areas.


9) What entities at your school review and approve single‐gender options, and what standards do they use? Single‐gender options are provided for all core content subjects. This is determined by the principal based on current research suggesting that the single‐gender classroom setting can be a positive influence on children.


We have professional development on the topic of single‐gender education. A speaker with a number of books on the topic recently spoke to our faculty about the benefits of the single‐gender experience for students (specifically African‐American and/or from a lower socio‐economic level). As a faculty, we have engaged in discussion on developing specific strategies for the boy single‐gender class as opposed to strategies for girl single‐gender class.

11) How does your school monitor to ensure that single‐gender education is not contributing to gender stereotypes or sex discrimination in outcomes? For example, is data provided on girls compared to boys, or on any other populations, such as low‐income minority boys compared to low‐income minority girls?

We have not collected data to this extent concerning these sub‐groups. 12) Do you or anyone else monitor to learn if there is equity between and among the single‐gender groupings and the mixed‐sex alternatives on equity measures?

We have, in the past, compared the FCAT scores and behavior statistics of students in the single‐gender classes compared with students in the mixed‐sex classes.

School Name: Roosevelt Middle School

2010 ‐ 2011 Male students only Female students only Co‐ed students Date Program Began



# of students


# of students


# of students

6th Grade Math 4 80 4 80 8 160 8/22/09 5/7/10 PE 4 150 4 150 8 300 8/22/09 5/5/10 1) How is single‐gender education being justified at your school?

Provides positive role models and gives less distraction

2) What does your school do to ensure there is no illegal sex segregation in education? Totally on a volunteer basis. RMS offer heterosexual classes as well.

3) Is single‐gender education intended to decrease sex discrimination in the outcomes? No ‐ sexual discrimination is not a concern at this school.

4) Does your school provide comparable co‐educational options?

Yes. 5) How are single‐gender educational options reviewed, monitored, and evaluated to ensure that they are legal?

The classes are in compliance with the regulations issued by the school district, who audit the classes.


School administration. 7) What assurances are provided to ensure that single‐gender or co‐educational options are completely voluntary? (Attach examples of documents that you send to parents or post in the school)

A letter is sent to home to each parent notifying them of the single‐gender classes.


8) Are there pre‐implementation reviews of proposed single‐gender education? The teacher may elect to produce research that states the success of such classes.

9) What entities at your school review and approve single‐gender options, and what standards do they use? School administration approves single‐gender options based on prior research and productivity from similar demographic schools.


No. 11) How does your school monitor to ensure that single‐gender education is not contributing to gender stereotypes or sex discrimination in outcomes? For example, is data provided on girls compared to boys, or on any other populations, such as low‐income minority boys compared to low‐income minority girls?

No. Data is compiled to identify gender exceptions. The teacher of lmerit is in constant contact with parents to ensure a smooth transaction.

12) Do you or anyone else monitor to learn if there is equity between and among the single‐gender groupings and the mixed‐sex alternatives on equity measures?

School Administration observes the balance between classes each marking period for imbalances. School Name: West Riviera Elementary School


Program Began



# of students


# of students


# of students

5th Grade 1 22 1 23 2 43 8/2008 6/2011 1) How is single‐gender education being justified at your school?

• The following are the reasons that Single‐Gender Classrooms are being implemented at West Riviera:

• Provide positive role models for male students whom within the community are without male parents/role models

• Provide to differing learning styles of males and females • Remove distractions of opposite sex within the classroom to increase academic engagement

2) What does your school do to ensure there is no illegal sex segregation in education?

Teachers (of both single‐gender and heterogeneous classes) plan together. All students are taught the same lessons, benchmarks and are offered the same academic and extra‐curricular activities.

3) Is single‐gender education intended to decrease sex discrimination in the outcomes?

No, this is not one of the initial objectives of the program. Sexual discrimination is not a concern at this school.

4) Does your school provide comparable co‐educational options? Yes, there are 2 single‐gender classrooms, and 2 heterogeneous classrooms at the same grade level.


The program is monitored by site‐based administrators through the Classroom Walkthroughs process, lesson plans and data.


School‐based administrators



Surveys are provided to parents and teachers (See Addendum). Children/parents have the option to ‘opt out’ of the single‐gender classrooms.

8) Are there pre‐implementation reviews of proposed single‐gender education?

The only pre‐implementation is participation of a Book Study (collaboratively with the team) and professional development in differentiated learning styles. No other research on single‐gender education has been researched by current teachers and administrators.

9) What entities at your school review and approve single‐gender options, and what standards do they use?

The school‐based administrators, school‐based coaches, teachers and district support teams review a variety of data to ensure academic needs are being met by students in both single‐gender and heterogeneous classrooms. Data reviewed and monitored are diagnostic scores, FCAT scores, and common assessment tests.


There is no Non‐District support for the single‐gender class offerings. 11) How does your school monitor to ensure that single‐gender education is not contributing to gender stereotypes or sex discrimination in outcomes? For example, is data provided on girls compared to boys, or on any other populations, such as low‐income minority boys compared to low‐income minority girls?

No, there is no separation of data based upon gender. Competition based upon gender is not promoted both academically and for other reasons. All teachers (single‐gender and heterogeneous classroom) of the grade level plan and work together collaboratively to ensure that all students in the grade level receive the same educational and extra‐curricular options.

12) Do you or anyone else monitor to learn if there is equity between and among the single‐gender groupings and the mixed‐sex alternatives on equity measures?

No, gender equity has not been a concern on the campus, based upon the fact that all grade levels work collegially as a team.

School Name: William T. Dwyer High School


Program Began



# of students


# of students


# of students

9th Reading 9 117 4 65 8/17/10 6/2/11 10th Reading 13 219 9 125 8/17/10 6/2/11 11th Reading 10 105 8/17/10 6/2/11 12th Reading 10 42 8/17/10 6/2/11 1) How is single‐gender education being justified at your school?

We had better success in our Reading classes. Students were moved at ease with same gender classes. 2) What does your school do to ensure there is no illegal sex segregation in education?

Reading is the only gender specific course offered.

3) Is single‐gender education intended to decrease sex discrimination in the outcomes? No


4) Does your school provide comparable co‐educational options? Yes


We often monitor the classes and address any issues that may arise as a result of single gender. 6) Who is involved in the evaluations and guidance on the implementation of single‐gender education at your school?

Administration and Guidance Department 7) What assurances are provided to ensure that single‐gender or co‐educational options are completely voluntary? (Attach examples of documents that you send to parents or post in the school) 8) Are there pre‐implementation reviews of proposed single‐gender education?

Yes

9) What entities at your school review and approve single‐gender options, and what standards do they use? Principal and Assistant Principals 10) Is there assistance from external groups for training or consultation?

No 11) How does your school monitor to ensure that single‐gender education is not contributing to gender stereotypes or sex discrimination in outcomes? For example, is data provided on girls compared to boys, or on any other populations, such as low‐income minority boys compared to low‐income minority girls?

We have quarterly data reviews to determine effectiveness of our reading classes 12) Do you or anyone else monitor to learn if there is equity between and among the single‐gender groupings and the mixed‐sex alternatives on equity measures?

Yes


D. These schools had singlegender courses at one time and decided to eliminate them: Barton Elementary School The two classes were eliminated due to the fact that there was not any change/improvement in the data. Bear Lakes Middle School We offered single gender classes this year. It is hard to populate intensive classes when using the single gender model. Additionally, when there are discipline concerns, it is difficult to move students to other classes. Boca Raton Community High School We have experimented with single‐gender HOPE, Health, and Personal Fitness classes. The detriments of scheduling difficulties and crowding in locker rooms were deemed to not be worth the benefit. Bright Futures Academy Scheduling issues Crestwood Middle School Due to the uniqueness of our academic schedule and teaming approach, we were no longer able to provide the single‐gender classes. Emerald Cove Middle School CSR (Class Size Reduction) requirements Gold Coast Community School Did not have enough staff to continue the single‐gender classes. Jupiter Farms Community Elementary School There were single gender grade 5 math classes only. Scheduling these classes became very problematic and the school administration (at that time) opted to discontinue these classes. KEC/Canal Point Elementary School Change in administration Northboro Elementary School The teacher who embraced the practice and philosophy was transferred. Odyssey Middle School According to Dr. Baron, there was no significant increase in student achievement. The teachers enjoyed the “girls” classes and did not feel the same about the inherent challenges of the “boys” classes. OMS did not have the budget to support the extensive professional development needed to train the teachers. I would be glad to discuss. I did this in Maryland where it was more successful. Palm Beach Lakes Community High School Due to class size compliance and scheduling needs Roosevelt Elementary School Testing Data revealed very low academic performance consistently among students. South Tech Academy Single‐gender classes contributed to increased behavior disruptions in many classrooms and was, therefore, eliminated.

mission statement - school district of palm beach county july 27, 2011 special … · mission...

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